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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

USCJ: Jewish Special Education
Jewish Perspectives on the disabled incorporates traditional and Networks, 730 Broadway,new york, NY 10003. includes resources for special needs) http//www
http://www.uscj.org/item20_105_273.html

Extractions: Resources, Materials, and Organizations RESOURCES 1. United Synagogue of Conservative Judaism - For consultations and referral contact Department of Education, 155 Fifth Avenue, New York, NY 10010, 212-533-7800 x 2509, e-mail: Education@uscj.org and/or your United Synagogue Regional office. 2. National Disability Organizations - A directory of toll-free telephone numbers is available through United Synagogue Department of Education, 212-533-7800 x 2500. Disabilities: A Two-Way Street, Ideas For Inclusive Programming - Women's League for Conservative Judaism, 48 E. 74 St., New York, NY 10021, 212-628-1600, 800-628-5083, fax: 212-772-3507. Access Resources Information , Resources - Judy Cohen, Executive Director, 340 W. 28th St., Suite 6J, New York, NY 10001, 212-741-3758 (Voice/TTY/TDD). Services mainly northeastern states. Lehiyot Guidelines - Management and curriculum development insights for educators and program planners services learners with special needs/ disabilities. Union of American Hebrew Congregations, 838 Fifth Avenue, New York, NY 10021, 212-249-0100. Special Edition - The Journal of the Association of Jewish Special Educators, Board of Jewish Education of Greater New York, 426 W. 58 St., New York, NY 10019.
Care For Children With Special Needs
intervention for developmentally disabled children seems for Early Childhood Education(new york and London Young Children with special needs, Early Childhood
http://www.americaschildcareproblem.com/supp-info/sup-special-needs.html

Extractions: Thirty years ago, most schools did not enroll children with severe problems. Children born with severe disabilities used to be kept in institutions. Refinements in treatment and equipment have allowed more of these children to live at home, and thus have the possibility of going to school along with other children. The ideal of integrating children with special needs into mainstream classrooms is now clearly agreed upon by both professionals and the public. Both typical and atypical children are considered to benefit from this policy. The Education of All Handicapped Children Act of 1975, amended in 1986 and renamed Individuals with Disabilities Education Act (IDEA), reinforced by the American with Disabilities Act (1990), require mainstreaming in public institutions and in private institutions that accept public support. We have, however, a long way to go in creating an effective service delivery system to promote the integration of children with disabilities. Special supplementary funds are appropriated for child care centers who take children with special needs, but funding is limited and most centers are wary of taking in these children. No one knows just how many preschool children are disabled. Eleven percent of public school children received special education in 1993. That figure is expected to rise as more families take advantage of the services created by the federal legislation.
NYC.gov Navigation
Advocacy on behalf of those with special needs Family counseling National JewishCouncil for the disabled 11 Broadway, 13th Floor new york, NY 10004
http://www.nyc.gov/html/sports/html/njcd.html
UB SDM - Dental Students Are Community Ambassadors
educating the community, from specialneeds children to in schools throughout WesternNew york to promote Comprehensive Oral Health for disabled Youth (COHDY
http://www.sdm.buffalo.edu/news/20011214_students.html

Extractions: BUFFALO, N.Y. Students in the University at Buffalo's School of Dental Medicine are educating the community, from special-needs children to underserved urban and rural schoolchildren to senior citizens, about the importance of maintaining good oral health through a slate of year-round, public-service programs, at least one of which is unique in the U.S. "All of our efforts are geared toward bringing the message home to everyone in the area that oral health is very important, and is related to systemic health," said Paul Creighton, D.D.S., assistant dean for community affairs and a UB clinical assistant professor of pediatric and community dentistry. "Raising the 'dental IQ', if you will, really is the answer." Oral-health education has become a critical issue across the U.S. Surgeon General David Satcher issued the first-ever "Report on Oral Health" in May 2000, warning the nation that periodontal disease increases the risk of developing such major illnesses as heart and lung diseases and stroke. "Oral health and general health should not be interpreted as separate," he stressed. Citing major differences in the oral-health care received by advantaged and disadvantaged groups, he called on health professionals, individuals and communities to work to overcome this disparity.
Cover Story - College Choices For Students With Special Needs
many students, but for those with special needs, this shift Unlike many programs fordisabled students, SALT has Update, Inc., PO Box 20005, new york, NY 10001
http://www.educationupdate.com/archives/2002/aug02/htmls/coverg_colleges.html

Extractions: By Zaher Karp College is the anticipated fork in the road for many students, but for those with special needs, this shift is far more uncertain. For students who suffer from attention deficit hyperactivity disorder (AD/HD), dyslexia, or another learning disability, what are their postsecondary education options? Several programs and schools have been established to cater specifically to students with disabilities, including Gallaudet University, Landmark College, and the SALT program at the University of Arizona. Founded in 1864 by an act of Congress, Gallaudet University (www.gallaudet.edu) in Washington D.C. has been dedicated to the education of the deaf and hard of hearing. The bill was signed by Abraham Lincoln, and Gallaudet College was born. It remained Gallaudet College until 1986, where another act of Congress approved university status. Gallaudet University remains the only liberal arts University for the deaf in the entire world, said Mercy Coogan, a university spokesperson. This institution teaches approximately 2000 undergraduate and graduate students; numbers that were previously unimaginable from its initial enrollment of eight students. This upcoming semester, for the second time in the history of Gallaudet, hearing students will be admitted. These students have expressed a good deal of interest and are, of course, fluent in sign language. They are often the children of deaf adults.
Still Waiting, After All These Years Inclusion Of Children With In These Setting
Hall's backyard. (new york Times, June 9, 2002 R. Bloomberg and new york State legislative leaders reached to tell new york City how to run its schools, along with
http://www.lrecoalition.org/documents/LRErepExecSum.doc
AFC Training Programs
of the PTI is to assist and enable new york City parents of disabled children and ProjectTask (Training Advocates for special Kids) is part of our PTI
http://www.advocatesforchildren.org/programs/training.php3

Extractions: Policy Programs History Press Kit AFC Annual Report Information/ Resources ... Links Advocates for Children Training Programs Mobilization for Equity and Excellence in Education AFC participates in the Mobilization for Equity and Excellence in Education project, which is a national demonstration project organized by the National Coalition of Advocates for Students (NCAS) and supported by the Ford Foundation. Mobilization for Equity and Excellence in Education has its own webpage on the NCAS site. As the New York partner in this project, AFC has promoted reform in low-performing schools through our intensive bilingual training seminars for parents. Our efforts build the capacity of parents who are most often excluded from active participation in schools and improve the ability of community groups to promote effective education. Through this project, we conduct intensive, six part training series to over 120 parents each year. These workshop series are conducted in English and Spanish and Haitian Creole. The training program covers such areas as good school criteria, school governance, special education, discipline, bilingual education, and Title I. We also provide this training series for community-based organizations. Under this grant, we also produce many parent-friendly materials and brochures designed to help parents understand their legal rights in the New York City school system. Parent Training and Information Center Project TASK
CDCH
event planning, lobbying in Albany for special Education Services Hummel was therecipient of new york State Governor which is to provide disabled children on
http://www.cdch.org/charterstaff.html

Extractions: Dawn began her fight for children with special needs when her son Jon was diagnosed with autism at age 3. Soon afterwards, she felt the need and drive to become an advocate for other families that had children with special needs. She served as a parent representative and assisted families to negotiate the CPSE/CSE system and access community resources. Dawn's awareness of the lack of child development services available on the East End of Long Island is what led her to found the Child Development Center of the Hamptons Preschool in 1997 and the CDCH Charter School in January, 2001. Both schools boast an integrated program of disabled and non-disabled children learning side by side. The creation and opening of these schools has been a grass-root project that began in a basement. Dawn started this endeavor by gathering a small group of children, like her own son Jon, so that they too could play together and learn to make friends just like their non-disabled peers. This unique program called Jump Start, not only addressed the needs of the children, but their parents as well. It gave these mothers and fathers the opportunity to meet on a regular basis and offer desperately needed support and advice to each other.
FC-New York - Services To The Disabled
Videography Recent Training Floor new york Home SearchZone Describes programs forspecialneeds students at more than 750 that are of interest to the disabled.
http://fdncenter.org/newyork/ny_disabledservices_maillist.html

Extractions: Provides current and comprehensive information about hundreds of scholarship, fellowship, loan, grant, award, and internship programs established and designed primarily or exclusively for the disabled or members of their families. Entries are grouped under chapter categories: disabilities in general; orthopedic and developmental disabilities; hearing disabilities; visual disabilities; communication and other disabilities; and programs for families of the disabled. In addition, the directory contains a list of state sources of information on educational benefits and an annotated bibliography of general financial aid directories. Funding for Persons with Visual Impairments. [Large Print Edition].
History
a total of 130 computers to disabled individuals and and United Cerebral Palsy inNew york City ). ESF provided over 251 computers to special needs programs in
http://www.enabling.org/esf-history.html

Extractions: ESF supplied a total of 130 computers to disabled individuals and to disability related organizations, (the TRIAD project and United Cerebral Palsy in New York City ). Also provided was an Internet training course comprised of 10 two-hour sessions as well as staff training, evaluation, and support services. ESF provided computers in Eastern Massachusetts to: Easter Seal, Worcester; Work Inc., Quincy; Minute Man ARC for Human Services, Inc., Concord; Project Reach, University of Massachusetts, Boston; Project Share, University of Massachusetts, Dartmouth; Boston Children's Services, Boston; Children's Hospital, Communications Enhancement Center, Boston; Kathryn Barton Nursing Home, Wayland; and Case High School, Acton. ESF provided a total of 95 computers. ESF also ran a free 6 week computer proficiency evaluation of 26 Minute Man ARC clients to see if they could benefit from the use of computers. What was learned was that all of the test group were able to use the computers and would benefit from ongoing training.
Resources
of Jewish Education of Greater new york special Education Center of Bikkurim An Incubatorfor new Jewish Ideas, a Jewish Council for the disabled is dedicated
http://www.jesna.org/cgi-bin/resources.php3?op1=2
Resources
involved the right of new york State's legislature to educational needs of its disabledHasidic bilingual implications for Jewish children with special needs.
http://www.jesna.org/cgi-bin/webpages.php3?op2=ne_kiryas
The Policy, But Not The Practice, Of Inclusion (Gotham Gazette. January, 2003)
be educated in regular classrooms with nondisabled students their chances of academicsuccess, the new york City schools The new policy moves away from the old
http://www.gothamgazette.com/article/education/20030106/6/44

Extractions: January, 2003 At the Children's School , a public elementary school in District 15 in Brooklyn, children with mild to severe learning, speech, and emotional disabilities, as well as autism and mental retardation, go to class alongside their non-disabled peers. In this small school, a minimum of three adults use a team-teaching approach in classrooms that mix 18 general education students with seven special education students. As a result of this and other effective practices for inclusion of students with disabilities, both the school's special education students and its general education students consistently outperform their peers in the city schools. Inclusion has been the preferred strategy for educating children with disabilities for a number of years now (See Gotham Gazette's article on special education from last year). Unfortunately, successful inclusion programs like the one in the Children's School are still the exception in New York City. Educating students with disabilities continues to be one of the public schools' biggest challenges. Children receiving special education services are by far the students most at risk of academic failure, as I have written here
News At Wrightslaw
provide accommodations for learning disabled students who parents, advocates, attorneys,and special education staff Dee Alpert, a new york Citybased attorney
http://www.wrightslaw.com/news.htm

Extractions: select a page . . . Home What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy Assessments Autism ADD/ADHD Damages Discipline Discriminations Due Process Early Childhood Eligilibity FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Learning Disab. Mediation No Child Left Confidentiality Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home What's New Sitemap Press ... Topics Advocacy Library Articles FAQ's Tips Newsletters Law Library Articles Caselaw Topics Advocacy Assessments ADD/ADHD Autism ... Privacy, Records
Group Homes, Housing, Residential Schools & Other Links
USA Directory listing of addresses phone numbers to their locations in the US(new york, Pennsylvania, (new Jersey Info on Homeownership for the disabled.
http://www.geocities.com/Heartland/Woods/2869/links.html

Extractions: The following links aren't just for autism, but rather provide information on the topics of housing, independent living for all disabled persons, special needs trusts, etc. Most of these links lead to pages outside of this website, so please bookmark this page before leaving. You can also return here by clicking on your browser's back button. Listing of a residential site or school does not constitute endorsement C A N A D A Vancouver Island Autistic Homes Society L'Arche is an international federation of communities in which people with an intellectual disability and those who chose to join them live, work and share their lives together in an atmosphere of trust, friendship, belonging and forgiveness. (Canada, Australia, Belgium and other countries worldwide) U N I T E D K I N G D O M have come together to pioneer an exciting new service for people with autism. Adult Placement Services will provide caring homes for autistic people with experienced, trained and skilled Carers and families in the community. Devon Cornwall Autistic Community Trust - The DCACT is a Registered Charity and a non-profit making Limited Company formed in 1982. Since that time the organisation has grown to establish itself as one of the country's (UK) leading service providers for people with Autistic Spectrum Disorders (ASD). Now with a reputation for delivering an extensive range of very high quality services to people of all ages the DCACT continues to work towards the day when all people with ASD have their individual needs met with appropriate services.
Helping Hands Spells Love
Saratoga County town of Clifton Park, new york. and help developmentally disabledpreschoolers prepare for Children with special needs participate in nursery
http://www.helpinghands.org/hh.html
EdPolicy.org - Daily News Headlines
19, 2003) Millions of children in special education would to determine if they aretruly disabled under a Dismay on a Bush School Law (new york Times / March 19
http://www.edpolicy.org/news/news.shtml
Special Report: Where All Doors Are Open For Disabled Students
in big urban systems like new york City's, where a an increasing number of emotionallydisabled children are occasionally wonders whether a special school like
http://www.icsi.net/~stlevine/nyt1.html

Extractions: Nationally, most students like Jeron are educated in separate classrooms or separate schools, as are those with mental retardation, autism or emotional disturbances, and many of those in the far larger group of children with less pervasive problems like dyslexia or other specific learning disabilities.
Including Special-needs Students In Regular Classrooms . . . ByPeter Farley
of inclusion say integrating special needs students into the number of learningdisabledstudents placed In turn, new york, Louisiana, new Jersey, Florida and
http://www.umass.edu/journal/car/studentwork/farley.html

Extractions: Students' Work Including special-needs students in regular classrooms seems to improve student academic performance, data show by Peter Farley AMHERST The inclusive-style classroom may be denying elementary school special needs students the attention they require and the education they deserve, according to some local teachers. But an analysis of available data gives a different picture. Now only one question remains: which method of grouping is most effective in helping students, with and without disabilities, to achieve their expected goals? IDEA requires that disabled students be placed in a setting that constitutes the "least restrictive environment." In other words, the government calls for disabled students to be educated with those who are nondisabled, to the maximum extent appropriate. However, teachers such as Mary Donovan, a fourth-grade instructor at Crocker Farm Elementary School in Amherst, say the law is often misinterpreted. The "least restrictive environment" isn’t always the regular classroom for special needs students, Donovan said.
The National Center For Inclusion - NJCD
toured Eilat while participating in special seminars about other aspects of dealingwith the developmentally disabled. Yad BYad/Yachad new yorkDisney World
http://www.ou.org/ncsy/njcd/inclusion.htm

Extractions: The National Center for Inclusion The National Center for Inclusion strives to include every person within the Jewish community. This is facilitated through direct services, consultation, and support offered by our: Department of Educational Services Provides a wide range of direct services to Yeshiva Day Schools, and to students with mild to severe learning challenges and their families. Department of Vocational Resources and Job Placement Lets those with any disability know that they are a valued asset to the community. We work with schools and parents to prepare their children with special needs for entering the working world following graduation. The Department also matches employee with `potential employer, guiding them through the adjustments that take place at any new job site. For more information, or if you know of an available job, click here. Summer Programs Our well-known Yad B'Yad Summer Leadership Experience, going on its third summer, is growing by leaps and bounds.This special program lets twenty-five high school students join their Yachad peers while touring Israel. The high school students acquire knowledge and skills in leadership, programming, and special education while enjoying hiking, working on kibbutz, touring and having a blast. For more information on this year's program, click here "MY" Summer Camp

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