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New York Disabled & Special Needs Schools: more detail

The "Special Act" public school districts in New York state: helping children with special needs reach higher academic standards.(No Child Left Behind ... International Journal of Instructional Media by Jim Donlevy, 2004-03-22

Schooling Children With Down Syndrome: Toward an Understanding of Possibility (Special Education Series (New York, N.Y.).) by Christopher Kliewer, 1998-04-01

From "Backwardness" to "At-Risk": Childhood Learning Difficulties and the Contradictions of School Reform (Suny Series, Youth Social Services, Schoo) by Barry M. Franklin, 1994-07

Preparing for inclusion.: An article from: Child Study Journal by Mary Beth Henning, Linda Crane Mitchell, 2002-03-01

lists with details

Special Needs Technology 2001
the online music resource for young disabled musicians featuring the Electronics Departmentat the University of york. one therapist's journey into a new field
http://www.snt2001.co.uk/speakers.html

Extractions: Speakers Keynote - Elizabeth Harper, Drake Music Project Elizabeth Harper will be introducing the conference to the Drake Music Project and presenting, along with two Drake musicians, an insight into making music through technology and removing physical barriers to the composition and performance process. The Drake Music Project is a national charity that gives access to music making for physically disabled people through the use of ground-breaking specialist and adapted technology. Other speakers The following speakers will be presenting throughout the day, with sessions varying between round-table discussions, hands-on demonstrations and presentation of practice. Margaret Severi and AMICUS AMICUS Interactive Music Project Rebecca Colclasure Drake Online: A Musical Resource Damian Murphy Digital Creativity - An Introduction to Computers, Music, MIDI and Audio Phil Heuzenroeder Music composition and performance by people with disabilities: experience from Australia Introduction to Music Therapy Felicity North Using Music technology within Music Therapy David Ashworth Music and ICT in Schools Margaret Severi is a teacher and music therapist at Beaumont Hill Primary School, Darlington. She started the AMICUS group in September 2000 with Skerne Park School to form musical friendship groups between the children. AMICUS now has around 240 people ranging in age from 3 to adult.
Special Educator's Web Pages
Apter and Pam Walker from Onodaga County, new york. their policies for pupils withspecial educational needs and in order to include all disabled children for
http://www.geocities.com/Athens/Styx/7315/subjects/inclusion.html

Extractions: How can we make inclusionary practices a reality? Many people have ideas about how inclusion should be practiced. Dr. Richard Villa came to Clark County to conduct staff development on inclusionary practices twice this year. He talked a lot about the makeup of the schools that successfully included all kids. Schools that implement effective inclusionary programs seem to have these characteristics: Diversity is valued and celebrated. The principal is actively involved and provides leadership. All students work toward the same educational outcomes based on high standards. There is a sense of community in which everyone belongs, is accepted and is supported by his or her peers and other members of the school community. There is an array of services. Flexible groupings authentic and meaningful learning experienes and developmentally appropriate curricula are accessible to all students. Research based instructional strategies are used. Staff work collaboratively.
Walter Thompson Orchestra Soundpainting - Resume
United States and Europe, and have reached specialneeds populations, including disabledcitizens and of schools of Jazz, the new york State School
http://www.wtosp.org/resume.html

Extractions: Photo: Anja Hitzenberger Walter Thompson has been a music educator for 30 years, fostering personal creativity in students through his method Soundpainting: Innovations in Teaching Composition and Improvisation . Soundpainting Education Programs have reached students in public and private schools (grades K-12) throughout the United States and Europe, and have reached special-needs populations, including disabled citizens and at-risk youth, through organizations such as the Ulster-Greene Association for Retarded Citizens (Kingston, NY) and Bellevue Hospital (NYC). Soundpainting: Innovations in Teaching Composition and Improvisation has also been presented at professional conferences of the International Society for Music Education, the International Association of Schools of Jazz, the New York State School Music Association, the Artists and Teachers Institute at Rutgers University, the Michigan Collegiate Music Education Conference Diversity in the New Millennium , and several conferences affiliated with MENC: The National Association for Music Education (formerly Music Educators National Conference).
Carnegie Corporation Of New York Vol. 2/No. 1 Fall 2002 A Letter
Jim, a typical student with no special needs, would have for any group of students(disabled, poor, minority a national correspondent for The new york Times and
http://www.carnegie.org/reporter/05/scholarship/index6.html

Extractions: Fall 2002 A letter from the President Moving Beyond Storybooks: Teaching Our Children to Read to Learn Scholarship for Social Change Homeland Security and Privacy ... Carnegie Corporation in Africa Also in this issue: Privacy in the Information Age Studying Ways to Protect Privacy in an Era of Terrorism Carnegie Corporation Holds a Journalism Forum New Books ... Low-bandwidth site Past Issues: #4: Spring 2002 #3: Fall 2001 #2: Spring 2001 #1: Summer 2000 ... continued from previous page Page Hoxby has almost completed a computer model for the voucher plan. The hard part, she says, is going to be obtaining the data she needs from a metropolitan area to create a real-world simulator of the voucher program. When that is in place in early 2003, educators and policymakers could see exactly how the system would create individual vouchers and promote school competition across their school districts.
Welcome To The Reference Library!
People Inc. Services to the Developmentally disabled, Inc special needs and theirfamilies throughout Western new york. Center to Improve Practice in special Ed
http://www.midlandschool.org/link.htm

Extractions: A great resource for information on numerous mental health subjects. The Developmental Disabilities Forum A free message board for discussing developmental disabilities. The Developmental Medicine Forum A good resource for medicinal information and definitions. People Inc. - Services to the Developmentally Disabled, Inc. is a private, non-profit agency providing quality and innovative services to over 5,000 individuals with special needs and their families throughout Western New York. Devereux- -The nation's largest non-profit provider of treatment programs for individuals of all ages with emotional, behavioral, and developmental disabilitiesoffers services in hospital, campus-based, community, and outpatient settings.
Agencies And Organizations In New York State
of supporting the inclusion of children with special needs. developmentally, emotionallyor behaviorally disabled children with The new york Autism Network
http://www.albany.edu/psy/autism/autl2.html

Extractions: Interplay provides materials to help teachers, parents and therapists use metaphorical adventures to reach children struggling with behavioral, academic and social problems. The great attraction that metaphorical adventures have for children has been amply demonstrated by the extraordinary popularity of the Harry Potter books. For over 17 years, Interplay has utilized fantasy to create heroes and heroines whose prowess comes from their mastery of the very skills that children are struggling to learn. The Center for Applied Behavior Analysis at The Sage Colleges The Center (CABA) offers non-degree programs of study in two specialized tracks. One is the study of autism. This sequence consists of 5 courses plus a practicum in a school serving children with autism. The second track of study focuses on applied behavior analysis. The Center for Applied Behavior Analysis has been approved by the National Board for Certification of Applied Behavior Analysts for offering coursework to prepare for being certified as either a Board-Certified Behavior Analyst or Board-Certified Associate Behavior Analyst. For more information, please contact Dr. Thomas Zane, Director, at (518) 244-2494, email: zanet@sage.edu, or visit the CABA web site at: www.sage .edu/~zanet/caba.
Yachad Gives Thanks - Honoring Dr. Jeffrey Lichtman - December 1, 2000 - OUPR -
the lives of thousands of developmentally disabled youth and at the City Universityof new york, a school that work with individuals who have special needs.
http://www.ou.org/oupr/2000/yachlicht00.htm

Extractions: New Jersey Resident to be Honored at Annual Yachad Dinner National Jewish Council for the Disabled (NJCD) is pleased to honor its National Director for the past ten years, Dr. Jeffrey Lichtman, with the Outstanding Leadership Award at the Annual NJCD dinner , Monday, December 4, in Manhattan. Dr. Jeffrey Lichtman has enjoyed remarkable success as a groundbreaking leader, innovative teacher, imaginative programmer and steadfast friend of the developmentally disabled for more than 25 years. Dr. Lichtman has positively impacted the lives of thousands of developmentally disabled youth and adults through Shabbatonim, summer programs, conferences, vocational programs, social events and family educational seminars. Dr. Lichtman is also an assistant professor at the City University of New York, a school psychologist at Torah Academy of Bergen County and a consultant to schools and agencies that work with individuals who have special needs. Dr. Lichtman was graduated from Yeshiva University with a bachelors degree in psychology and education.
In State Private
APPROVED RESIDENTIAL PROGRAMS IN PRIVATE AND special ACT schools IN new york STATEBY Traumatic Brain Injury (TBI), Learning disabled (LD), Other Health
http://www.vesid.nysed.gov/specialed/privateschools/home.html

Extractions: APPROVED PRIVATE, SPECIAL ACT, STATE OPERATED AND STATE SUPPORTED SCHOOLS APPROVED PRIVATE, SPECIAL ACT, STATE OPERATED AND STATE SUPPORTED SCHOOLS IN NEW YORK STATE: ALPHABETICAL INDEX Schools are also indexed by primary disability. geographic region codes (schools also indexed by region 1 - NEW YORK CITY 4 - UPPER HUDSON/CAPITAL DISTRICT 8 - SOUTHERN TIER ... 10 - WESTERN NY Abbott Union Free School District (HV) Day Abbott Union Free School District (HV) Residential Anderson Autism School (HV) Day Anderson Autism School (HV) Residential Anderson School (HV) Day Residential The Anderson School: CRP Program (HV) (Julia Dyckman) Andrus Children's Home: The Orchard School (HV) Day Residential ASCENT: A School for Individuals with Autism (LI) Day Day Association in Manhattan for Autistic Children, Inc. (AMAC) (NYC) Day Astor Learning Center: Astor Day Treatment Center (HV) Astor Learning Center: Residential Program (HV) Autistic Services (WE) Day Baker Victory Services (WE) Day Residential Berkshire UFSD (UH/CD) Residential Bishop Dunn Memorial School (HV) Day Bishop Ford High School (NYC) Day Brooklyn Heights Montessori School (NYC) Day Brooklyn School for Special Children (NYC) Day Buffalo Hearing and Speach Center - Day Cantalician Center for Learning (WE) Day Cardinal Hayes School (HV) Day Center for Developmental Disabilities (LI) Day Residential Center for Handicapped Children (WE)
TeachingArts.org : Theatre Community : General Resources > Special Needs
Creative Alternatives of new york provides comprehensive theatre workshops to populationswith special needs. Handicapped provides the disabled community with
http://www.teachingarts.org/theatre/directory/17/generalResources/specialNeeds

Extractions: Feedback Top General Resources Special Needs Americans for the Arts: At-Risk Youth AMERICANS FOR THE ARTS is an "information clearinghouse with a 40-year track record of objective arts industry research dedicated to serving local communities and creating opportunities for every American to participate in and appreciate the arts." On the page of the larger site, At-Risk students are addressed with tools for partnerships in an after school setting. Programs include Metropolitan Life Foundation YouthARTS Initiative and Coming Up Taller. Arts for All, Inc. Arts For All, an after-school program in the performing arts for children with disabilities, was founded by pediatric physical therapist, Marcia Berger. Located in Tucson, Arizona, Arts For All currently has twelve programs which merge human services and the arts. The students, ages three through adulthood improve their language through singing, their coordination through dance, their visual perception through art classes and their thought processes and communication through drama. Events offer ASL Interpretation, Audio Description, Wheelchair Accessibility and TactileTours. Videotapes, compact disks and books are available through the newsletter. At this time, after school Dance classes have not yet been posted.
Caring For New Yorkers With Special Needs
By the end of the decade, new york will have developed a total of 6,800 new residentialbeds NYSCARES, families with developmentally disabled loved ones
http://www.budget.state.ny.us/pubs/executive/fy0304littlebook/mentalHealth.html

Extractions: During the past eight years, Governor Pataki has demonstrated an unwavering commitment to programs serving New Yorkers with special needs. New York sets the standard for the care of individuals with mental illness, developmental disabilities and/or chemical dependencies. Among the Governor's most notable accomplishments are: The 2003-04 Budget provides more than $5.3 billion for the Office of Mental Health (OMH), the Office of Mental Retardation and Developmental Disabilities (OMRDD), and the Office of Alcoholism and Substance Abuse Services (OASAS).
New York State Talking Book And Braille Library (TBBL)
schools, professional educators, and parents of disabled children. Center is locatedin the new york State Library use of a variety of special format reference
http://www.nysl.nysed.gov/tbbl/talk_2.htm

Extractions: New York State Library Talking Book and Braille Library The New York State Talking Book and Braille Library (TBBL) lends braille and recorded books and magazines, and the necessary equipment, to residents of the 55 upstate counties of New York State who are unable to read standard printed materials because of a physical disability. TBBL is the Regional Library for the upstate region in the nationwide program coordinated by the National Library Service for the Blind and Physically Handicapped (NLS), a division of the Library of Congress, in Washington DC. TBBL is also a unit of the New York State Library. TBBL was established in 1896 as the New York State Library for the Blind, providing embossed books to blind adults. In 1931 it became one of the original Regional Libraries in the Library of Congress' national program. "Talking" books on long-playing record were introduced, and in 1952 the service was extended to blind children. Physically disabled and reading disabled individuals were made eligible in 1966. In 1974 the library was renamed the New York State Library for the Blind and Visually Handicapped, and we became the New York State Talking Book and Braille Library in 1995. Who May Join the Library?
SCHOOL NEWS--Winter 1999-2000, New York State Talking Book And Braille Library
will provide for students with special needs so as new york STATE TALKING BOOK ANDBRAILLE LIBRARY. impaired, physically handicapped, reading/learning disabled.
http://www.nysl.nysed.gov/tbbl/sn_win9900.htm

Extractions: SCHOOL SERVICE Happy New Year! Happy New Millenium! With the change of calendar comes an opportunity to create some change of our own. What we would like to change is the level of awareness in New Yorks schools about how to get talking books for students who need them. It comes to our attention daily that there are many, many youngsters in Upstate New Yorks public and private schools who are eligible for TBBLs program of free library books on tape and tape player but whose teachers and parents do not know about it. To start the new millenium, TBBL School Services staff would like to help ensure that every child who is eligible and in need of our service, has access to it. Schools can help. We believe that information on how to get books in special format (cassette, braille) for students with print-related disabilities (reading/learning disabled, blind, visually impaired, physically handicapped in a way that prevents the use of print books) should be common knowledge in schools. It is as basic to education as information on how to get students on the school bus, arrange school lunches, and plan field trips. We are here to help. Call, write or e-mail us for information. Please post the following portion of School News or pass to school administrators, guidance staff, CSE committees, resource and special education teachers. Youll be helping kids read in the year 2000 and far beyond. Let us know if you need additional copies of this issue of School News.
Diocesan Outreach Ministry
Javascript is either disabled or not supported by diocesan outreach ministries thatrespond to special needs. Mississippi The Cathedral new york Doane Stuart
http://www.spencepages.homestead.com/outreach.html

Extractions: Humanitarian Aid African Palms, USA - the unique mission of turning an African Product (a simple palm cross) into a source of income and humanitarian aid for Africa founded in 1965 - Maryland Dominican Development Group - a partnership of several dioceses for the development of the Dominican Church to further its development and to make the Dominican Church self-sufficient - Western Louisiana Five Talents International - is an initiative seeking to combat poverty in the developing world, equip the poor with business opportunities and affirm the value of work and the dignity of every human being - Virginia Family Assistance The Children's Mission - a ministry for city children and their families seeking to enrich children's lives through books, art, music, worship, loving adult attention, table fellowship and pastoral care - Connecticut El Buen Samaritano - seeks to participate with low-income and working poor families in building a sense of community and partnership providing some needed services - Texas Seamen's Church Institute a pastoral outreach to mariners and their families on the Ohio, Cumberland, and Mississippi rivers providing pastoral care for crew and family members and support for projects -
Special Needs Research Centre - Education, Communication And Language Sciences -
SEN Policies Pack (London, Council for disabled Children, Department of Practice Two Years On, London york. on Inclusive Education, Auckland, new Zealand.
http://www.ncl.ac.uk/ecls/research/education/snrc/publications/1996-1995.htm

Extractions: University of Newcastle Education, Communication and Language Sciences Research Research Centres ... Special Needs Research Centre Research Speech and Language Sciences Education and Communication Events Research Groups ... Printable version Dyson, A. (1995) Thriving on chaos ? Co-ordinators, conflict and uncertainty, in: P. Stobbs (Ed.), Schools' SEN Policies Pack (London, Council for Disabled Children, Department of Educational Psychology and Special Educational Needs and SENJIT). Dyson, A. (1995). Dilemmas and contradictions: Models in the governance of special education in England and Wales. In International Special Education Congress, Birmingham. Dyson, A. (1996) Models of good practice. In European Conference: creating Opportunities in Special Education, University of Stirling, Scotland. Dyson, A. (1995). Provision for Pupils with Specific Learning Difficulties in Cleveland Secondary Schools: A Cost Benefit Analysis Special Needs Research Group, University of Newcastle upon Tyne for Cleveland LEA. Dyson, A. (1996) Managing SEN Policy in Cleveland Primary and Secondary Schools: Individual Education Plans , Special Needs Research Centre, University of Newcastle upon Tyne for Cleveland LEA.
Whatis
and set up treatment programs for disabled children and outreach programs in hospitalsand special schools in London Therapy Foundation Inc., in new york in 1988
http://www.nyu.edu/education/music/nrobbins/02history1.htm

Extractions: HISTORY OF NORDOFF-ROBBINS MUSIC THERAPY Nordoff-Robbins Music Therapy results from the pioneering teamwork over seventeen years of Paul Nordoff and Clive Robbins. Dr. Paul Nordoff was a graduate of the Philadelphia Conservatory of Music and the Juilliard Graduate School. He was Professor of Music at Bard College from 1949 to 1958. He received many honors for his work as a composer, among them the Guggenheim Memorial Fellowship and the Pulitzer Traveling Fellowship for music. In 1958, after witnessing the musical responses of disabled children, he became so convinced of the power of music as therapy that he gave up his academic career. Creatively and empirically, and with encouragement from colleagues in research and psychology, he began his innovative explorations with disabled children in Great Britain and Europe. From the onset he found a teammate in Dr. Clive Robbins, a special educator deeply interested in the possibilities of music as a versatile medium of therapy. Following a lecture-demonstration tour and a survey of facilities and music offerings for special needs children in Britain and Europe, Nordoff and Robbins began their American work in 1961 with pilot projects at the Day Care Unit for Autistic Children, Department of Child Psychiatry, University of Pennsylvania, and the Devereux Foundation. They worked with autistic, emotionally disturbed, developmentally disabled, and multiply handicapped children. Their approach to music therapy developed further with physically disabled and communicatively handicapped children at the Institute of Logopedics, Wichita, Kansas.
The Education Forum: Private Sector Schools Serve Difficult To Educate
Colemans Home in new york for children with and severe cases of developmentallydisabled girls over helping great numbers of students with special needs.
http://edreform.com/forum/100697tb.htm

Extractions: Viewpoint on Public Issues, The Mackinac Center , October 6, 1997 Forgotten children. Troubled youth. Learning disabled. Students with special needs. Whatever the euphemism, these are children who are often not well served in the conventional public school setting. At the same time, many people think that these students can not be served well by the private sector either, but nothing could be further from the truth. It is time to lay to rest the myth that private schools are elitist institutions that "skim the cream" and leave all the toughest kids to the public schools. The private sector, including private sectarian schools, religious schools, nonpublic agencies, and home schools, offers a wide variety of education programs for this difficult-to-educate population. When public schools or agencies cannot serve a particular student, they sometimes contract with a private sector group to do the job. The Directory for Exceptional Children lists roughly 3,000 special education schools and facilities in the private sector nationwide. Their costs of educating a student vary widely, depending in large part on the nature of the disability category served, and may also include the cost of medical care and transportation. Examples include Sobriety High in Edina, Minnesota, which educates 9th through 12th grade students in recovery from chemical dependency. The famed Boys Town, based in Nebraska, directly cares for more than 27,000 boys and girls annually in fourteen states and the District of Columbia. The Helicon Shelter Education Program, a division of Childrens Comprehensive Services, provides certified teachers, materials, curriculum, and academic recordkeeping on site at 27 emergency foster care shelters throughout Tennessee.
Neuropsychological Assessment In Schools. Merz, William R., Sr., And Others
as a regular part of assessing children with special needs. Identifying learning disabledstudents has never been an easy new york Springer Publishing Company
http://ericae.net/pare/getvn.asp?v=2&n=4
A Routledge Journal: European Journal Of Special Needs Education
mathematically normal and mathematically disabled children; Children's Bureau andSpecial Educational needs Group London new york Oslo Philadelphia
http://www.tandf.co.uk/journals/routledge/08856257.html

Extractions: Arenas Menu: Select an Arena Addiction Anthropology Arts Asian Studies Bioscience Business and Management Classics Colloquials Development Economics Education Ergonomics Gender Geography GIS Health and Society History Humanities Language and Linguistics Language Learning Life Sciences Literacy Literature Media and Cultural Studies Medicine Philosophy Physics and Chemistry Politics and IR Psychology Science Sociology Social Science Sports and Leisure Studies Toxicology Journals Listings Home Alphabetical Listing Journals by Subject Journal Resources Advertising Contacts Customer Services E-mail Contents Alerting ... Special Sales Information About Us Books Site Map
CPRE UW-Madison - Traditional Resource Reallocation And Use
as well as instruction for special needs students such the physically and mentallydisabled, English language core subject areas in new york secondary schools
http://www.wcer.wisc.edu/cpre/finance/related/general/allocation.asp

Extractions: Text Only Uses of the Educational Dollar: Expenditure Patterns Whatever the amount and however distributed, districts and schools must use education dollars to produce student achievement. Research shows that most districts follow relatively standard practices in using education resources, producing a system characterized by good values but unimpressive results, at least in terms of student achievement. Table 1 identifies how the education dollar is spent by function. The table draws from several CPRE studies of resource allocation and use within districts and schools. The data show that districts spend about 60 percent of the education dollar on instructional services, which includes regular instruction in the classroom for the academic subjects of mathematics, language arts, writing, science, history, social science and other content areas, as well as instruction for special needs students such as the physically and mentally disabled, English language learners, and low achieving students. The proportion of 60 percent for instruction is surprisingly consistent across districts and states. Researchers have analyzed these numbers across states and districts in rural and urban areas, with high and low percentages of minority students, small and large in size, and with high and low concentrations of poverty. The results, somewhat surprisingly, show that districts tend to spend their resources in about the same proportions. The results show that the coefficient of variation for instruction was about 10 percent, suggesting that two-thirds of all districts spent between 54 and 66 percent of their budget on instructional services, which supports the results in
ED390017 1995-00-00 Psychological Services In The Schools. Digest.
Still others possess special expertise in family therapy include the habilitatingof learning disabled adults to school psychology (2nd ed.). new york, NY Wiley
http://www.ericfacility.net/databases/ERIC_Digests/ed390017.html

Extractions: Source: ERIC Clearinghouse on Counseling and Student Services Greensboro NC., American Psychological Association Washington DC. Psychological Services in the Schools. Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC OVERVIEW Psychological services have been part of the American schooling experience for nearly a century. In fact, the Child Study Bureau of the Chicago Public Schools (the first recognized school psychology service) traces its roots to 1898 (French, 1990). The nature of school psychology services, however, has changed dramatically over the decades so that modern school psychology services differ significantly from their roots (Bardon, 1990). For much of this century school psychology services have emphasized assessment practice. School psychologists have primarily been involved in evaluating the needs of children in order to determine eligibility for special education and related services (Bardon, 1990). Although, school psychology services have always been diverse, the array of practice has not been as visible as the central assessment role. For example, even when carrying out primarily assessment duties school psychologists have been involved in delivery of interventions, research planning and consultation, and administration.

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