Project Harmony - Newsletter - Summer/Fall 2001 reminiscent of Project Harmony's roots, vermont's premiere bluegrass band gift ofmusic to many special audiences; orphans, disabled children, schools http://www.projectharmony.org/news/fall2001/2.html
Extractions: Project Harmony's new educator program for 2002 offers participants the chance to experience Russian life and explore the country's educational system through daily interactions in the classroom, around town and in Russian homes. The program includes homestays with Russian families, excursions in and around Pskov and a two-day cultural program in either St. Petersburg or Moscow. For more information, please visit the educator programs web site: www.projectharmony.org/ep or contact Barbara Miller in our Vermont office. Project Harmony empowers individuals to create healthier communities through international exchange and training programs. Banjo Dan and the Mid-Nite Plowboys Perform in Russia In a musical exchange reminiscent of Project Harmony's roots, Vermont's premiere bluegrass band, Banjo Dan and the Mid-Nite Plowboys, performed a series of concerts throughout Russia in April 2001 at the Folk Marathon Music Festival. The band first performed in the Soviet Union in 1988 as part of a Project Harmony cultural exchange program. Venues for this year's tour included a beautiful old theater in Petrozavodsk, the U.S. Consulate in St. Petersburg and the U.S. Embassy in Moscow. The band's spirited sound and original songs were enthusiastically received by audiences in packed concert halls. Late evenings found band members enjoying the camaraderie of other musicians and engaging in jam sessions with festival performers.
Discussion List will support the integration process of disabled youth into in a very rural place..Waitsfield,vermont/USA. a law requiring students with special needs to be http://nt.projectharmony.ru/forum/forum.asp?IDParent=378&IDMessage=7146
Vermont-NEA Editorial 2/98 of rights to our truly disabled student population mainstreaming and homecoming for special needs students and the BEST project at the vermont Department of http://www.vtnea.org/ed-17.htm
Extractions: Home Who We Are Opportunities for Educators Advice for Parents ... Support for Kids By Vermont-NEA President Angelo J. Dorta The silent plea for help is a fact of life in many Vermont schools today. It is an exhaustingly urgent plea from teachers and paraeducators for readily available, skilled, and dependable assistance in teaching students who are behaviorally-challenged. I know it firsthand, thanks to the distressing behavior of one particular former student and several others over the years who were nearly as demanding. It grows more widespread and stronger with each passing school day. So then, why is our plea largely unspoken and thus unheard by others? Why is it so rarely uttered aloud, especially to our administrators? Why is it often so difficult to voice deep concern for the well-being of all the students and adults in our classrooms? The primary reason is simple. As educators, we are expected to simultaneously teach and control all of our students at all times. The traditional view of most superintendents, principles, school boards, parents, and even colleagues is that we can and shall carry out this dual task alone. And, of course, remain physically and psychologically unscathed by the cumulative stresses incurred year after year. We quickly and unquestioningly internalized their prevailing expectation when we began careers as inexperienced, naive young teachers and novice paraeducators. From our very first days in the classroom, we have included successful daily performance of such double-duty as an essential element in our own sense of professional self-worth.
Funding Resources By Topic in Maine, New Hampshire, vermont, and Massachusetts welfare organizations, healthprojects, special needs, including the deaf and learning disabled, the elderly http://www.partnershipforeffectivenonprofits.org/byTopic.asp?show=needs
Funding Resources By Topic in Maine, New Hampshire, vermont, and Massachusetts welfare organizations, healthprojects, special needs, including the children and the disabled, among others http://www.partnershipforeffectivenonprofits.org/byTopic.asp?show=child
Center For Self Determination describing the University of vermont's Learning Disabilities on Students' Attitudestowards the disabled, Research article of students with special needs in BSN http://www.healthsciencefaculty.org/resource_center/annotat_bib.html
Extractions: Anotated Bibliiography One step at a time Nurse describes her personal struggles of deciding whether a person with a disability can be an effective and safe nurse. Incompetent, Unethical, or illegal practiceTeaching students to cope Article outlines the ethical standards of nursing and identifies how they guide reporting of incompetent, unethical, or illegal practices. Helping Students Succeed Despite Learning Disabilities Article describing the University of Vermont's Learning Disabilities Program as it relates to nursing. Attitudes Toward People With Disabilities Article describing study that compares attitudes of nursing faculty, students and people with disabilities Careers for Diabetic Girls in Nursing Editorial article on admissions policies in nursing.
Campaign Site parents, families of children with special needs, and state TN; $292,957; The Stateof vermont, vermont Council on low income, elderly, and disabled individuals http://www.digitalempowerment.org/background/disability.html
Extractions: The State of Arizona, City of Phoenix Extending electronic access to city and community-based services at public access points and dial-in access from the home or office. October 15, 1994; Phoenix, AZ; $50,000 The State of California, Pangea Foundation Creating a network to facilitate communication and interaction among organizations serving persons with disabilities. October 1, 2000; San Diego, CA; $270,000 The State of California, Amador-Tuolumne Community Action Agency Tuolumne County Information and Assistance Network: To use network technology in libraries and community centers to provide critical information on health and human service agencies to community members. October 1, 2001; Sonora, CA; $226,514 The State California, Department of Aging and Adult Services SF-GetCare - Empowering Older and Disabled Consumers with Online Access to Care: To develop a web-based, integrated, community-based long-term care information system on behalf of older and disabled persons in San Francisco. October 1, 2001; San Francisco, CA; $899,113 The State of California, World Institute on Disability Planning to make the NII accessible to disabled persons and language minorities. October 15, 1994; Oakland, CA; $338,585
Vouchers: Myth Vs. Fact New Hampshire, Ohio, Pennsylvania, Puerto Rico and vermont, even when therapy, andthose costs associated with educating disabled and special needs children http://www.au.org/vouchers.htm
Extractions: Myth vs. Fact Promoters of "educational choice" make many assertions about the positive effects of private school vouchers on America's educational system. Are these claims true? What would vouchers really do? Let's examine some of the common myths about vouchers and review the facts. MYTH: Vouchers are a constitutional way to assist parochial and other private schools. FACT: Vouchers result in tax dollars flowing to private sectarian schools. Sectarian schools account for 85 percent of the total private school enrollment in the United States. These schools serve as arms of religious ministries and integrate religious values and doctrine throughout their curriculum, indoctrinating students on controversial subjects such as abortion, creationism and the role of women in society. Church-state provisions in the federal and state constitutions prohibit government from subsidizing sectarian education, either directly or indirectly. As a result, federal and state courts have repeatedly struck down various schemes designed to funnel tax dollars to religious schools. The fact that parents may "choose" the private school is legally irrelevant, because public funds will still be used for religious instruction. Voucher plans have been struck down in Florida, Maine, New Hampshire, Ohio, Pennsylvania, Puerto Rico and Vermont, even when some laws provided funds for public school choice.
Extractions: Home Knowledge Center Nutrition Resources Member Log In Search Find a Dietitian (Enter ZIP) The House Executive Committee has delayed the expiration date for this position to December 31, 2000. The term "children with special health needs" (CSHN) describes those children who have congenital or acquired conditions that affect physical and/or cognitive growth and development and who require more than the usual pediatric health care. The term refers to children who have developmental disabilities, chronic conditions, or health-related problems as well as those who are at risk for these conditions (1). CSHN must have the opportunity to achieve their potential in all areas of development. Appropriate nutrition services are a critical aspect of the support required for this to occur. CSHN are vulnerable to all of the factors that place other children at nutritional risk, and to a myriad of additional biological, environmental, and psychosocial variables that may further jeopardize their nutritional status and pose barriers to their development. In highlighting the population of CSHN, The American Dietetic Association (ADA) reaffirms its position that all children should have access to adequate nutrition services (2). It is the position of The American Dietetic Association that nutrition services are an essential component of comprehensive care for children with special health needs. These nutrition services should be provided within a system of coordinated interdisciplinary services in a manner that is preventive, family centered, community based, and culturally competent.
RESOUR> Re: Web Sites For Technolgy For Special Needs http//www.trace.wisc.edu/ vermont CATS (Computer http//www.eskimo.com/~jlubin/disabled/all.htm html Center for Applied special Technology Home http://scout.wisc.edu/addserv/NH/97-02/97-02-11/0000.html
Listings Of The World Reference Education Special Education and Referral Source for K12 disabled Children http referrals for New Hamphire parentsof special needs children. 25-02; Parent to Parent of vermont Post Review http://listingsworld.com/Reference/Education/Special_Education/Support/
Testimony Of Dr. John Lawrence the shortfall in both state and federal special education funds schools tried to usethe vermont schools school based claims for poor disabled students for http://edworkforce.house.gov/hearings/107th/edr/idea41802/lawrence.htm
Extractions: United States House of Representatives April 18, 2002 Thank you Chairman Boehner and members of the committee for this opportunity to discuss the most important federal education law, the Individuals with Disabilities education act, IDEA. I am John Lawrence, the Superintendent of the Troy Missouri Public schools. I am completing my 18th year as superintendent in Troy, which is unusual in this day of rapid voluntary and involuntary turnover in the superintendency. I was also recently elected president elect of AASA, which is why I am here today representing AASA members across the country. Troy is a growing school district which used to be thought of as far outside of St. Louis, but now is part of the greater metropolitan area. Like most of the country the people of Troy are very supportive of their public schools. The support comes with very high expectations to deliver a quality education to all children. Like the parents of disabled children everywhere, the parents of disabled students in Troy demand and we provide excellent services for disabled students. I would like to begin with some general observations that we at AASA have gathered over the past two years, as we prepared for the reauthorization. First the thing that stands out most for me after 28 years in public education is that we have over six million children receiving services usually in the general classroom who are succeeding in every sense of the word. Students who were once warehoused in state schools are graduating from high school and going on to college or training for rewarding careers in fields that do not require a bachelors degree.
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
Schoolvouchers02 in Florida, Maine, New Hampshire, Ohio, Pennsylvania, Puerto Rico and vermont. andthose costs associated with educating disabled and special needs children http://www.aclufl.org/body_schoolvouchers02.html
Extractions: (No Strings Attached) ACLU OPPOSES HB 1587 (No Strings Attached Act) HB 1587 provides for 'Freedom Scholarships' and scholarship eligibility for any student in a participating school district to attend a public school, a private school, a religious school or be home schooled at government expense. PRIVATE SCHOOL VOUCHERS: MYTH vs. FACT Promoters of "educational choice" make many assertions about the positive effects of private school vouchers on America's educational system. Are these claims true? What would vouchers really do? Let's examine some of the common myths about vouchers and review the facts. MYTH: Vouchers are a constitutional way to assist parochial and other private schools. FACT: Vouchers result in tax dollars flowing to private sectarian schools. Sectarian schools account for 85 percent of the total private school enrollment in the United States. These schools serve as arms of religious ministries and integrate religious values and doctrine throughout their curriculum, indoctrinating students on controversial subjects such as abortion, creationism and the role of women in society. Church-state provisions in the federal and state constitutions prohibit government from subsidizing sectarian education, either directly or indirectly. As a result, federal and state courts have repeatedly struck down various schemes designed to funnel tax dollars to religious schools. The fact that parents may "choose" the private school is legally irrelevant, because public funds will still be used for religious instruction. Voucher plans have been struck down in Florida, Maine, New Hampshire, Ohio, Pennsylvania, Puerto Rico and Vermont.
J-NEWS of a complaint similar to the one filed in vermont. The act ensures fair access topeople with special needs. help based on the age of the disabled individual http://jcil.j-cil.com/il/news.html
Extractions: Services for disabled need serious review The state should cooperate fully with federal authorities probing a community services program for the mentally disabled. State government has a lot to answer for. The feds question why there have been persistent problems in the state's services for those with mental disabilities. Recent reports have found many cases of neglect and abuse of patients, but the picture has turned grimmer in recent months with the deaths of three men under the care of a West Tennessee agency. The state's community services program extends to 4,600 Tennesseans and relies heavily on federal funding. The program is an alternative to institutionalized care and is the sort of concept the state should pursue. But recent events have not only drawn the attention of federal authorities, they have prompted federal overseers to consider shutting down the program. The attention has heightened with the deaths of three men under the care of Independent Opportunities Inc., a West Tennessee agency. Since June 4, a 34-year-old man in the plan died after being restrained by a caregiver, a 42-year-old man died after being chased by police when he bolted from a car and a 50-year-old man choked to death in his home. All three men had mental retardation and mental illness and were supposedly being supervised by full-time care-givers. Federal authorities say such incidents are unacceptable and are threatening to pull the plug on $136 million in federal funding for the program, which could cripple the community-based services.
Inclusive Technology - ISEC 2000 - Presenters H - J to teaching arithmetic to intellectually disabled children. USA, An analysis of vermont'sobligation to 11.15, Januszewski, Bodo, Germany, special needs support and http://www.isec2000.org.uk/presenters/hij.htm
Extractions: Presenters Hak Hala Egypt Inclusion without support or differentiation - a case study of five children with SLD Hales Betty England EBD special schools working towards inclusion Hamstra Dorien Neth. Just different:special education in an experimental setting Hanraham James Canada An analysis of an imprinted-dot approach to teaching arithmetic to intellectually disabled children Haq Farida Malaysia Inclusion in Malaysia: from divided to shared responsibility Haraldsdottir Ingiborg Iceland Inclusive school - benefit for all students in the classroom Hardman Michael USA Responding to policy-directed and field initiated change in teacher education Harper Gregory USA Peer assisted learning to support the inclusion of children with disabilities Hartas Dimitra England Is there an interaction between language and reading difficulties? Hartnett Johnette USA An analysis of Vermont's obligation to establish entitlement for people with development disabilities Hassanzadeh S Iran Exclusive and inclusive education in Islamic Republic of Iran Hay Johnnie South Africa Aparteid's contribution to South African inclusive education policy Hayasaka Masashi Japan The development of home bound/hospital education for pupils with severe and profound difficulties Hayford Samuel Ghana Promoting inclusive education in basic schools in Winneba Circuit: the role of SAP Heung Woon King Vivian Hong Kong Social Interaction of students with disabilities integrated in ordinary schools in Hong Kong
ADA & Disability Information Computers Assistive Technology Service University of vermont. Assistive Technologyfor special needs; Rasied Dot Modified Busses and Vans for the disabled. http://www.dannywinbush.com/ada.html
Extractions: This page provides an assortment of links to ADA and Disability related URL's Having problems with compliance? Call The Department of Justice at 800-514-0301 (voice) or 800-514-0383 (TDD) National Clearing House of Rehabilitation Training Materials (NCRTM). Adaptive Environments - Information on the Universal Design Education Project. Also a link to ADA National Access for Public Schools Project. Disabled Americans Veterans Home Page. ADA Technical Assistance - this group provides technical assistance to business, state and local governments, and disability groups to help support fair and proper administration of the ADA. U.S. Department of Justice U.S. Department of Justice ADA information Access ADA - the ARC. Americans with Disabilities Act - full text. ADA Accessibility Guidelines (ADAAG) - For Buildings and Facilities. Another listing of the ADAAG - In case the above URL one is not available. Graphic Representations of ADAAG for Buildings and Facilities - For those of us to whom a picture is worth a thousand words....an excellent site. Checklist for Existing Facilities - A checklist for readily achievable barrier removal.
