EP Association Links for Children with special needs Foundation For Kennedy Krieger Institute Kentuckyspecial Parent Involvement Alliance of the disabled National Association of http://www.eparent.com/resources/associations/associationlinks.htm
Extractions: Gallaudet's weekly newsletter for faculty, staff and teachers. Archives Programs selected for National Forum on Family Involvement PCNMP is pleased to announce the selection of seven programs across the United States for participation in the March 1998 Partners for Progress National Forum on Family Involvement at Gallaudet. As one of its national mission goals, PCNMP has identified significant needs in the area of family involvement for families and their deaf and hard of hearing children. The National Forum on Family Involvement will be an opportunity for practitioners and parents to share strategies and materials that benefit this group and to identify future directions in development and research. Selection announcements: The Arizona State Schools for the Deaf and Blind Statewide Programs in Early Childhood Education and Technical Assistance to Schools and Programs, Tucson. The program serves deaf and hard of hearing children from birth to age five, multiply disabled or deaf-blind infants and toddlers and their families. Services include audiological assessments, Individualized Family Service Plan development, parent education, sign language classes, toddler groups, therapies, and assistance with obtaining needed social and preschool transitioning services. Supervisor Peggy Kile and Julianne Reble, mother of a four-year-old deaf daughter, will attend the forum.
UTC: Grad School Master Of Education In Special Education Ray, Ed.D. University of kentucky Emotional/Behavioral are awarded to students inspecial education each offering specialized services to disabled individuals. http://www.utc.edu/gradstudies/speced.html
Extractions: Master of Education in Special Education The Master's of Education concentrations in special education seek to provide breadth and depth to professionals holding an initial degree in special education. The program also provides options for those seeking initial licensure in special education from general education or unrelated fields. Additionally, the concentrations allow specialization in the following areas: mild disabilities; moderate/severe disabilities; early childhood special education; gifted education and emotional/behavioral disabilities. The program and department are accredited by the Southern Association of Colleges and Schools and the National Council for Accreditation in Teacher Education. Program Requirements
KENTUCKY REVISED STATUTES/ADMINISTRATIVE REGULATIONS kentucky REVISED STATUTES/ADMINISTRATIVE REGULATIONS. No PassNo Drive - Separateschools or special programs within. with similar age peers who are disabled. http://www.alt-ed.com/legis/ktrsar.html
Welcome To Rector-Hayden, Realtors! high school level, which is unusual in kentucky. are identified who need special services. educablementally retarded, behavior disabled, physically handicapped http://www.rhr.com/versailles/Education.asp
Extractions: Woodford County Public Schools: Board of Education, 131 Maple Street Huntertown Elementary School, Route 6, Huntertown Rd. (Grades K-6) Northside Elementary School, Midway, KY (Grades K-6) Southside Elementary School, 1300 Troy Pike (Grades K-6) Simmons Elementary School, Tyrone Pike, US 62 (Grades K-6) Woodford County High School, Frankfort St., (Grades 9-12) Private Schools: St. Leo's Catholic School, 239 N. Main St. (Grades 1-6) Versailles Montessori's, 109 Berry Ave. (Preschool-6) Higher Education: Midway College, Stephens St., Midway Woodford County Public Schools History In the early 1800's in Clifton, the children of this area went to the first known one-room school. Property on Grier's Creek was given for the purpose of building a school and overseen by the nearby Republic Church, which meant for any denomination to attend. Because of the location, it was known as Grier's Creek School. Many little one-room schools dotted Woodford County, serving children on nearby farms. By this time many organized multi-grade schools existed. Woodford County had its first superintendent more than 100 years ago when Melvin Hefner was appointed in 1880. The county elected its first school board then.
CHd On-Line Resources 2000 A comprehensive site for the Developmentally disabled. University of KentuckyAssistive Technology(UKAT) Project RJ's special needs Home Page http//www http://www.kihd.gmu.edu/chdinfo/resource.htm
Extractions: Disability Information The Learning Disabilities Association of America Learning Disabilities Association of Virginia Assistive Technology for people with a disability who find operating a computer difficult, maybe even impossible. This web site will direct you to adaptive equipment and alternative methods available for accessing computers Web site of the National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress ASAH Serving Individuals with Special Needs A professional organization of private schools and agencies in New Jersey which provides highly specialized services to more than 9,500 children and adults with special needs. http://www.asah.org
Special Children Events Maryland, Washington DC, Virginia, kentucky, Ohio, Tennessee Through your donationsto special Kids Fund's camp and research for developmentally disabled and at http://specialchildren.about.com/library/blevents.htm
Extractions: The goal of this conference is to showcase culturally competent, family-centered research and innovative programs and practices. The conference will feature paper and panel presentations related to improving services for families and their children who are affected by emotional, behavioral, or mental disorders. Participants will exchange information about family-centered research and program strategies, including family and/or youth involvement in all aspects of research and service delivery.
Extractions: National FORUM Journals Home Page NFSE Table of Contents How Special Education Services Are Delivered In Kentucky Regular Public Schools In The Context Of The Educational Reform Movement Feng S. Din - Union College It is known that the Kentucky educational reform movement is not about special education, but general education. Nevertheless, changes in the special education field are occurring in the context of the statewide educational reform movement, even though the impact of the reform movement on special education field may be indirect in nature. The purpose of the study was to investigate how special education services are presently delivered in Kentucky regular public schools in the context of the statewide educational reform movement. Specifically, plans are to investigate how many regular public schools in Kentucky are practicing full inclusion; secondly, to examine how full inclusion and inclusion are being practiced in Kentucky regular public schools in the context of the reform movement; thirdly, to learn what new changes are occurring in special education field in the same context; and lastly, to determine any differences between urban and rural schools in their special education service delivery systems. Method A survey study was conducted to collect data needed for the research questions of this investigation. Specific procedures relevant to this project follow.
Special And Gifted Center_Gifted And Talented kentucky kentucky Association for Gifted Education; Maine and development of thedisabled and gifted resources for gifted and special needs children organized http://www.edgateteam.net/sped_gifted/giftandtalent.htm
Academics - Graduate - Master Of Education In Special Education Barbara A. Ray, Ed.D. University of kentucky; agencies offering specialized servicesto disabled individuals. advanced programs of study in special education. http://genesis.cs.utc.edu/~utcvir/jah/g_sedu.htm
Extractions: Undergraduate Graduate Master of Education in Special Education The Master's of Education concentrations in special education seek to provide breadth and depth to professionals holding an initial degree in special education. The program also provides options for those seeking initial licensure in special education from general education or unrelated fields. Additionally, the concentrations allow specialization in the following areas: mild disabilities; moderate/severe disabilities; early childhood special education; gifted education and emotional/behavioral disabilities. The program and department are accredited by the Southern Association of Colleges and Schools and the National Council for Accreditation in Teacher Education. Program Requirements A program of study for the student is prepared in consultation with the faculty of the program. A typical program of study includes the following: Core Courses EDAS 501 - Methods of Educational Research.........3 EPSY 505 - Foundations of Services to Exceptional Learners....................3 EDSP 506 - Program Design and Curricula Strategies for the Exceptional Learners.3 EPSY 507 - Advanced Techniques of Individual Assessment...................3 EPSY 508 - Collaboration and Consultation..........3 EDSP 509 - Advanced Instructional Technology.......3 EDSP 570 - Seminar: Contemporary Issues and Independent Research....................3 Elective - An appropriate graduate level course approved by advisor.
School Spending 2002 - Who Holds The Purse Strings In Rose, the kentucky high court contended that or special education services fordisabled students, for school districts to make sure specialneeds and special http://www.asbj.com/schoolspending/resources0502guthrie.html
Extractions: School finance was once the clear and protected domain of board members and superintendents. Schools received money from state and federal governments. In some cases school boards levied local property taxes; in others, districts received tax money from county or city government. With few limitations, and most of those on federal funds, the school board then decided how the money should be spent. State authority, however, is now eclipsing local authority in school finance matters. State legislatures and the judicial system are increasingly holding the state, not local districts, accountable for an equitable and high standard of education for all children. Along with this responsibility comes state control of money and educational resources. The intensification of state authority over resources and education quality threatens to clash with America's long-standing political preferences for local government responsiveness and citizen oversight. If the trend toward state centralized financial power continues, school boards could see themselves edged out of their roles as citizen overseers of their schools. This situation did not happen overnight, of course. In the 19th and early 20th centuries, local control over schools reigned supreme. State involvement was mostly limited to building construction. With the post-World War II civil rights movement, state and federal authority over schools grew. Intervention, in the forms of judicial decisions and legislative efforts, was deemed necessary to open up public schools for all students. Racially segregated schools were struck down by
Extractions: The class clown, the space cadet, the rude or disrespectful teenager, the "children described as immature, unmotivated, lazy, inconsistent, irresponsible"1. . . . For years, teachers, principals, and parents have tried and failed to motivate and discipline these children. Ultimately, they blame the children themselves for their school failure, saying they just don't try hard enough or care enough to study and behave. Recent medical research suggests that many of these children may not be unmotivated, lazy, or irresponsible at all. Instead, they may suffer from a neurobiological disorder called attention deficit hyperactivity disorder (ADHD), and they can be helped to succeed in school. In fact, the school system is legally obligated to locate and evaluate children who have this disorder, and if the children are found to be eligible, to provide special education and/or related services to meet their needs.2 Unfortunately, many teachers, administrators, and other school based professionals have had little opportunity to learn about the disorder, how to identify and treat it, or their legal responsibilities to do so. Their lack of knowledge may put children with ADHD at risk of school failure and may expose schools to lawsuits.
News kentucky CASE, which is an affiliate of the Council It believes that the special educationpremise is the any student, whether disabled or nondisabled, can be http://www.kycase.org/News.asp?zx=447&aid=66
Company Profile programs were implemented to offer disabled workers new Program proposed by the KentuckyDepartment of MH infants and toddlers with special needs from birth to http://www.lifeskills.com/corporate-history.htm
Extractions: Us LifeSkills' Corporate History LifeSkills, Inc. is a private, nonprofit corporation that contracts with the Kentucky Department of Mental Health and Mental Retardation Services for approximately 29% of its funding. The remainder of LifeSkills' revenues is generated through third?party payers, industrial and other contracts, grants and local support. LifeSkills is governed by a 21-member, volunteer Board of Directors representing Allen, Barren, Butler, Edmonson, Hart, Logan, Metcalfe, Monroe, Simpson, and Warren Counties. LifeSkills, Inc. traces its origin to 1966 , when federal staffing grants established two community mental health agencies within what is now known as Kentucky Region IV, or the Barren River Area Development District in southcentral Kentucky. The Region VII Mammoth Cave Mental Health-Mental Retardation Board and the Region V Southern Kentucky Mental Health-Mental Retardation Board merged in 1971 to form the Barren River Regional MH-MR board, which was had offices in Glasgow and Bowling Green. LifeSkills principal office location is Bowling Green.
VITA memory performance in learning disabled students through Assistance for DevelopingNew special Education Teachers at 2002 The kentucky Traineeship Program in http://www.nku.edu/~walkerst/briefvita.htm
Extractions: BRIEF VITA NAME: Stephen C. Walker PRESENT POSITION: Professor of Special Education, College of Education Northern Kentucky University Highland Heights, Kentucky 41099-0800 Phone: (859) 572-5598 e-mail: walkerst@nku.edu EDUCATION: Degree Date Received University Major Ed.D Ball State University, Muncie, IN Special Education M.A. The University of Evansville, Evansville, IN Special Education B.S. Ball State University, Muncie, IN Special Education WORK EXPERIENCE: Position School/University Dates Professor Northern Kentucky University 1999-Present Associate Professor Northern Kentucky University Assistant Professor Northern Kentucky University Part-Time Instructor Ball State University Summer, 1988 Assistant Professor Brescia College Instructor Brescia College Doctoral Fellow Ball State University Associate Coordinator Barret Center, Henderson County Public Schools Teacher (Special Educ) Henderson County Public Schools Teacher (Special Educ) Indianapolis Public Schools PRESENTATIONS: (last 5 years only) National/International November 2, 2002
Therapy/Respite Camps: Kids With Autism And Other Special Needs A page with information about summer camps for kids with special needs focus on therapy for kids with special needs and/or respite for the kids and Atlantic Coast special Educational Services provides full time, summer respite residential services http://www.wmoore.net/therapy.html
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! I also have some links to other potentially useful pages Connecticut Camp Horizons provides winter weekend get-a-ways, a week long holiday event, and 8 weeks of residential summer camp for children and adults who are mild to moderately mentally handicapped. In South Windham, CT. Camp Hemlocks , in Hebron, is a rustic, barrier-free, year-round camping facility which provides recreational, educational and social programs for children and adults with disabilities and their families.
Extractions: States and local governments are in the midst of a financial crisis not seen since the end of World War II. Kentucky is facing hard economic times. California is feeling the greatest pinch in total dollars. Idaho, some say, is enduring the greatest budget crisis of all. In the debate about state and local governments finding additional revenue sources to provide services, the issue of federal intervention in the affairs of state and local governments is rarely mentioned. Ignored is the fact that one of the factors in the fiscal crisis is rooted in unfunded federal mandates.
Kentucky Core Content Test Results through an extensive special education department learning disabilities, developmentallydisabled, speech and kentucky uses the Commonwealth Accountability http://www.kde.state.ky.us/oaa/implement/School_Report_Card/documents/20012002/D
Extractions: Commonwealth Accountability Testing System School Report Card Our School Growth Chart Lincoln Elementary Bonnie Sizemore, Principal Dayton, KY Phone: (859) 292-7492 Fax: (859) 292-7481 Email: bsizemore@dayton.k12.ky.us Dear Parents/Guardians: This report card provides information about how well our school is doing, where it is succeeding, and where there is room for improvement. While it cannot tell everything about our performance, the report card is a good starting point for discussions with our teachers, administrators, school council members, and school board members. Unless noted, all data is from the 2000-2001 school year; contact information and narratives reflect the most recent school year's activity. For a more detailed examination of our school, please ask to see our Expanded Report Card, which contains a wealth of data and reports detailing school performance and procedures. Each school is required by law to provide this information upon request. Goal Line Assistance Line Standard error: 1 The School Growth Chart: To help everybody keep track of how well schools are performing, each school has its own customized growth chart. This chart starts with our schools baseline CATS score in the year 2000. A goal line is drawn from that starting point to the goal of 100 in 2014. Every two years a new point will be marked on the chart to show whether we are meeting our goal and earning rewards; progressing but short of our goal; or falling far short of our goal and eligible for state assistance. As the years go by, these points will form a performance trend line for our school.
Kentucky Revised Statutes 260 Annual reports of disabled children by Tentative preapproval of plans for specialeducation programs. in fund to support education excellence in kentucky. http://162.114.4.13/krs/157-00/CHAPTER.HTM
Extractions: This page was produced on 11/20/02 at 9:43:44 AM PDF Viewer KRS Chapter 157.00 General Provisions .010 Elements of the school fund. .014 Repealed, 1966. .016 Repealed, 1966. .018 Repealed, 1966. ... .090 Repealed, 1954. Textbooks .100 Funds for textbooks, programs, and instructional regulation for free distribution. .110 Determination of grades and subjects to be provided with textbooks Rental of textbooks Free textbooks for certain students. .120 Repealed, 2000. .130 Repealed, 2000. ... .197 Kentucky Special Education Mentor Program Criteria. Special Educational Programs .200 Definitions for KRS 157.200 to 157.290. .210 Repealed, 1956. .220 Functions of Department of Education in special education programs. .221 Repealed, 1990. ... .305 Repealed, 1980. Fund to Support Education Excellence in Kentucky .310 Declaration of legislative intent. .312 Repealed, 1988. .315 Repealed, 1988. .317 Repealed, 2000. ... .440 Levy of an equivalent tax rate Participation in Facilities Support Program District may exceed levy authorized by KRS 160.470. Experimental Programs .510 Repealed, 1996.
Extractions: A r c h i v e d I n f o r m a t i o n Secretary Riley's Testimony on IDEA June 20, 1995 The information in this document has been superseded by more recent information available elsewhere on this site. This document is for historical purposes only. See http://www.ed.gov/offices/OSERS/IDEA/ for more current information about IDEA. VII. Our Proposal Our first principle aligning the IDEA with state and local education improvement efforts so that students with disabilities can benefit from them underlies our entire proposal. In the past few years, I have visited many schools around the nation. When I go to schools, I rarely know whether the children I meet are being served under the IDEA except in the cases where children have visible disabilities. This is to be expected as mentioned above, our newest data tells us that 70 percent of students with disabilities are in the general education classroom for a substantial portion of the school day and that, with appropriate supports, most can succeed there. 2. Improve results for students with disabilities through higher expectations and meaningful access to the general curriculum, to the maximum extent appropriate
