Special Needs Schools Online people, almost half of whom are developmentally disabled children Rockville, MD The Foundation schools serve the special education needs of students http://privateschool.about.com/od/schoolsneeds/?terms=speciale
CARE Classes volunteer instructors through the connecticut Aquatic Resources provide access for the disabled and all Classes that accommodate the special needs of students. http://dep.state.ct.us/burnatr/fishing/care/care.asp
Extractions: The Connecticut Department of Environmental Protection, Fisheries Division, sponsors FREE fishing classes. Families and individuals age nine and up are encouraged to attend classes held throughout the year across Connecticut. Classes are taught by state certified volunteer instructors through the Connecticut Aquatic Resources Education (CARE) Program. The classes vary in length from half-day events to four-day courses. All locations provide access for the disabled and all fishing tackle and course materials are provided free of charge! Students will receive official diplomas upon successful completion of the course. To learn more about the CARE Program, visit the CARE page or call the CARE Center at (860)663-1656. Currently available courses are listed below. Standard Classes Multiple meeting classes held in the Spring and Fall. Each class finishes with a fishing trip. In School Programs Classes presented in elementary and middle schools.
Connecticut General Assembly - Subject Index To Bills A-Z (0) Southern connecticut State University. See also disabled children; Exceptional children. See also special needs children; Subsidized guardianship program. http://www.cga.state.ct.us/asp/cgasubjectsearch/default.asp?LeadingChar=S
Connecticut General Assembly - Subject Index To Bills A-Z (0) with disabilities; special education; special needs children. care assistance for disabled persons; Planned Assistance Network of connecticut, Inc.; Property http://www.cga.state.ct.us/asp/cgasubjectsearch/default.asp?LeadingChar=D
Resource Fair of possible abuse or neglect of the disabled. special needs students and their families in connecticut. in, and personal experience with, special education law http://www.tsact.org/resource_fair.htm
Extractions: March 16, 2002 Representatives from six organizations participated in the resource fair at the chapters annual conference to tell us about resources available to the TS community in Connecticut. Each representative provided a brief summary of his or her organization, described the services offered, distributed literature and answered our individual questions. Ada Suarez www.state.ct.us/opapd Phyllis Garcia enumerated the many services that CPAC offers to special needs students and their families in Connecticut. The center believes that parents can be the most effective advocates for their children when provided with knowledge and understanding of special education laws and procedures. CPAC is staffed by parents of children with disabilities who have training in, and personal experience with, special education law and disability issues. CPAC consults with individual families and trains parents to be their own advocates. It conducts in-service presentations for schools and service providers, and gives workshops for parents and professionals. CPAC has a lending library of books and videotapes and distributes a variety of informational pamphlets. Phyllis Garcia
Modern Foreign Languages And Special Educational Needs the auspices of the connecticut State Department specific learning difficulties, with special emphasis on ESL Instruction for Learning disabled Adults Robin http://www.tomwilson.com/david/case/SEN.html
Extractions: Modern Foreign Languages and Special Educational Needs Home The World Wide Web contains plenty of information about modern foreign language learning and about special educational needs as separate issues. The implications of SEN for MFL attract relatively sparse attention, which is why the present website seeks to redress the deficit. Glossaries Teaching materials Provision and practice Professional development ... Sensory and physical difficulties Glossaries of inclusive education terms Special Needs Education Thematic Key Words European Agency for Development in Special Needs Education glossary of over 80 special needs education related terms in a number of European languages. Liste des sigles , French government list of special educational needs acronyms and their expansions. , INTESCOL dictionary of inclusive education. European Agency for Development in Special Needs Education English-German glossary. German-English glossary. INTEGER glossary of German-English and English-German inclusive education terms. The Van Buren Intermediate School District (Lawrence, Missouri, USA)
More Choices For Disabled Kids - Policy Review, No. 112 based education reform California, connecticut, Illinois, Maryland to its learningdisabled students, while academic success of special-needs students in http://www.policyreview.org/APR02/andrews.html
Extractions: By Lewis M. Andrews (Go to Print Friendly Version) f the opponents of school choice could have their way, the national debate over the use of public money to subsidize private schooling would turn on the subject of special education. With research demonstrating the overall success of school voucher programs in Milwaukee and Cleveland, and with the constitutional issue of public funding of religiously affiliated schools headed for resolution in a seemingly God-tolerant Supreme Court, defenders of the educational status quo have been reduced to fanning fears that government support of greater parental choice would transform public schools into dumping grounds for difficult-to-educate students. Rethinking Schools naacp Seventeenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act , over The argument that school choice must inevitably create special education ghettos would appear to have been strengthened by the recent adoption of market-based education reforms in New Zealand. In the late employees with a new Ministry of Education staffed by only people and putting each local school under the control of a community board of trustees. At the same time, the government abolished school zoning, allowing children to transfer freely between schools, even to private schools, at state expense.
Extractions: The untold story of special education O Upon greater scrutiny, this oft-repeated scenario does not hold up. For years, many students with the worst disabilities have attended private schools at partial or even full public expense. Far from abandoning the needs of special education students, the private sector is supplying what the public school system has failed to provide. More specifically, public school districts currently foot the bill for more than 100,000 special education students attending private schools at an estimated cost of $2 billion to taxpayers, according to U.S. Department of Education figures and industry estimates. In most of these cases, public schools have come to rely on specialized private schools to educate their toughest disability cases, when doing it themselves would be prohibitively expensive. "A voucher isn’t really the right analogy," says Mike Petrilli, program director of the Thomas B. Fordham Foundation, which supports education reform efforts from a conservative perspective. "It’s really closer to contracting, like the Edison Project," the for-profit school management company that manages more than 50 public and charter schools across the nation. "But it makes a lot of sense to contract out this function to a company that can pool its resources."
Yale Center For Children With Special Health Care Needs | History connecticut adopted a new definition of children with scope of assessments at the disabled Child Care to improve services for children with special health care http://info.med.yale.edu/pediat/yccshcn/history.html
Extractions: American history is more than a list of presidents and wars. History has also been made through legislation and laws passed, programs developed, and agencies established to ensure opportunities for quality lifestyles in our country. That includes developments affecting children with special health care needs. In 1935 the Social Security Act was established. It is well known for addressing financial needs of the elderly and poor, but it was not limited to that. Under Title V of the Social Security Act , Services for Crippled Children were instituted. Funds were made available to provide clinical services to children with specific diagnosis, at the time, considered "crippled." In the 1980s Title V was transposed to "Children with Special Health Care Needs"(CSHCN) , reflecting a broader reach to children requiring more care and support than the average child of the same age. They were no longer necessarily considered "crippled", they just had special needs that, when met, allow for opportunities that other children have. During that decade large, federally funded programs where dispersed to states where programs could be designed to meet the unique needs of their children. Connecticut's model for CSHCN has historically been based on a combination of direct service support, and the capacity to be a payor of last resort for eligible children whose own insurance has not covered needed services. Under the administration of the Department of Public Health (DPH) (
Extractions: Professional Development Center Professional Development Opportunity Center Archives: ... Special Ed / Guidance Curriculum Article C U R R I C U L U M A R T I C L E Making It Work "Successful inclusive classrooms accommodate children with a wide range of intellectual and emotional developments, learning styles, and capabilities," said Kean University special education professor Art Shapiro. Today, in part 2 of "Special Education Inclusion: Making It Work," Education World writer Wesley Sharpe, Ed.D., examines ways of organizing inclusive classes and the demands inclusion places on teachers. Included: Three models of successful inclusion!
Senator Judi Freedman Press Releases Court established the right of disabled children to connecticut enacted its first mandatory special education law the costs of educating special needs children http://www.senatereps.state.ct.us/press/freedman/040003.htm
Extractions: Connecticut residents have long recognized that all children, including those with special learning needs, have the right to an education. Connecticut residents also know that educating children is not an inexpensive proposition. In Connecticut, approximately 77, 000 children, or 14 percent of the public school population, receive special education. Under federal law, school districts are required to identify children with disabilities that affect their ability to learn. Federal and state law identifies those disabilities, and requires school districts to offer special education programs designed to meet the individual needs of the students identified as having these disabilities. The special education programs, and related services, are offered, at no cost to parents or guardians, in classrooms, at home, in institutions and other appropriate settings. Ultimately, regardless of the availability of different sources of funding, the responsibility for paying the cost of special education programs and services rests with municipalities.
Reference, Education, Special Education: Support or chronic illness, age birth through 21 in connecticut. and Referral Source for K12 disabled Children; for New Hamphire parents of special needs children. http://www.combose.com/Reference/Education/Special_Education/Support/
Extractions: Top Reference Education Special Education ... Cerebral Palsy Support Groups Related links of interest: Reference:Education:K through 12:Home Schooling:Special Education Connecticut Parent Advocacy Center, Inc. - Statewide nonprofit organization that offers information and support to families of children with any disability or chronic illness, age birth through 21 in Connecticut. Disability Information for Students - International disability news, jobs, discussion, resources. A site designed for students and professionals supporting individuals with disabilities. Education A Must Inc. Educational Advocates - Educational advocates for education for the special needs child located in New Hampshire and Northern Massachusetts. Families Helping Families of Louisiana - Families Helping Families of Louisiana centers are a group of families who, through our own experiences, are committed to reaching out to other families who have members with special needs and self-advocates. Family Village Regional Resources in the United States - Information, resources, communication opportunities for persons with disabilities. Family Village - Information about ways of dealing with disabilities and everyday life.
Recreation, Camps: Special Needs connecticut Hole In The Wall Gang - A camp severely developmentally and physically disabled children and round, with discounts to special needs and nonprofit http://www.combose.com/Recreation/Camps/Special_Needs/
Extractions: Top Recreation Camps Special Needs ... Sports Related links of interest: Kids and Teens:Sports and Hobbies:Summer Camps:Special Needs Society:Organizations:Service Clubs:Lions Clubs International:Special Needs Camps Alternative Summer Camps - Therapeutic wilderness experiences for adolescents, pre-teens, and adults. Descriptions and links for a variety of programs in different states. Cadmus Cultural Camp - Provides opportunities for mentally retarded adults to have a full, exciting and very social summer experience. Campers will be housed in five of the lifesharing households while some of their full time residents are on their vacations. Located in Massachusetts. Camp Allen - Private, non-profit, residential summer camp for individuals with physical and/or developmental disabilities. Located in Bedford, New Hampshire. Schedule, activities, photos, and application forms. Camp Courageous - Year-round recreational and respite care activities in a camp setting in Iowa. Camp Easter Seals New Mexico - Offers one-week sessions for kids and adults with physical and/or mental disabilities. Held at Kamp Kiwanis in Vanderwagen, New Mexico. Past season recaps, staff, map, and contact information. Camp Greentop - A residential camp located on 200 acres in the Catoctin Mountain National Park, six miles west of Thurmont, Maryland, for children and adults with physical and multiple disabilities. Established in 1937.
New Page 1 can be downloaded from State of connecticut Department of play and learn with children who are disabled. the needs of children with special needs that cannot http://www.fairfield.k12.ct.us/specialed/Glossary.htm
Extractions: Glossary of Special Education Terms Adaptive Physical Education (APE) - a related service; an individual program of development activities, games, sports and rhythms suited to the interests, capacities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the general physical education program. Top Assessment - a collecting and brining together of information about a child's needs, which may include social, psychological, and educational evaluations used to determine his/her eligibility for special education and service needs; a process using observation, testing, and test analysis to determine an individual's strengths and weaknesses in order to plan his or her educational services. Top Assessment Team - a team of people from different backgrounds who observe and test a child to determine his or her strengths and weaknesses. Top Assistive Technology Devices - any item, piece of equipment, product, or system, that is used to increase, maintain, or improve the functional capabilities of students with disabilities. Top Child Find - a service directed by each state's Department of Education or lead agency for identifying and diagnosing unserved children with disabilities; while Child Find looks for all unserved children, it makes a special effort to identify children from birth to six years old.
Unit Studies, Special Needs, And Teens Page gifted programs on your learning disabled child. and teachers of children with special talents and University of connecticut Neag Center for Gifted Education http://www.eaglesnesthome.com/unit.htm
Extractions: What Is a Unit Study? Pick a Topic, Any Topic! Homeschoolers, like all educators, often fall into the easy trap of spouting educational jargon until it becomes almost meaningless, especially to newcomers. We forget, perhaps, that everyone was once a newcomer. The term "unit studies" is an especially slippery fish of a term, because it can mean so many things. It may refer to a relaxed, interest led frolic through a subject, initiated by a child's interest in, for instance, cars. The child reads about cars, draws cars, examines the insides of cars, takes cars apart, measures cars, studies the math and science of cars, bakes and eats car shaped cakes, and builds a model car. The opposite extreme may be the child homeschooled with a traditional approach. His parents pick a unit study out of a book, or perhaps buy a unit study curriculum. The publisher supplies or suggests the materials, and the parent (as teacher) sits with the child, going progressively through the planned unit study. Most often, homeschool families fall somewhere in between these two examples.
MASSPAC-Special Education--Fact Vs. Fiction neighboring states of New Hampshire, connecticut, and Rhode system where students with special needs get more expenditures do not give disabled children more http://www.masspac.org/resources/fact_fiction.htm
Extractions: FACT VS. FICTION Anecdotes and stories are often cited to support the need to amend Chapter 766 in ways that would be drastic and devastating for children. However, the facts clearly demonstrate that these anecdotes present a distorted view inconsistent with reality. FICTION: Parents and advocates are unreasonable and consistently oppose efforts to reform Chapter 766. FACT: Parents and advocates actively participated with 15 statewide organizations to develop a comprehensive and far-reaching Special Education Reform Proposal. This proposal, which represents major concessions by parents, addresses mechanisms to tighten eligibility, reduce costs for independent evaluations, revise discipline standards for children with disabilities, and increase the states share of special education costs. Parents and advocates developed this Reform Proposal in conjunction with state organizations representing superintendents, school committees, principals, special education directors, private schools, collaboratives, and teachers unions. FICTION: Special education is out of control the numbers and cost are skyrocketing and no relief is in sight.
Lukol Directory - Recreation Camps Special Needs connecticut Hole In The Wall Gang A camp round, with discounts to special needs and nonprofit adult program s campers are primarily developmentally disabled. http://www.lukol.com/Top/Recreation/Camps/Special_Needs/
Reading Recovery Teacher Leader in South Texas, connecticut, and Massachusetts children actually were not disabled, but just Tom DiPaola (Office of special needs) said, special http://www.ri.net/sorico/reading_recovery.htm
Extractions: Reading Recovery in Southern Rhode Island After a brief lapse in service, the Southern Rhode Island Collaborative has once again put the Reading Recovery intervention into the offerings to schools and school districts. Rhode Island has developed a consortium of sites to serve the State in the various regions. Because of the definite need in the area of reading and writing and the devotion of many advocates, the intervention has once again been reinstated in this area with hiring of a Teacher Leader in the Southern Rhode Island region. Patricia Starnes comes to us after working several years in Reading Recovery. She was trained by Billie Askew at Texas Woman's University and continued to work as a Teacher Leader in South Texas, Connecticut, and Massachusetts. While in Massachusetts, she worked directly under Irene Fountas at Lesley University and received further training as a trainer of Literacy Coordinators for the Literacy Collaborative (formerly ELLI). Starnes' bilingual proficiency led her to be involved in Descubreindo La Lectura, a Spanish reconstruction of Reading Recovery and the development of materials for use in Literacy Collaborative classrooms where children are learning to read in Spanish. Reading Recovery is a valuable service that schools provide for first grade children who are struggling in reading and writing. The intervention targets children before they have fallen into a cycle of failure and the majority of them become successful readers and writers. Actually, the program has two positive outcomes. The children who are unable to meet the average range of performance within 20 weeks of service are then clearly identified as needing Special Education services. This allows for better identification of the Special Education population and the children's programs can be more readily identified.
Southern Connecticut State University Graduate Studies of education should contact the connecticut State Department social growth in young disabled and/or Supervision of Programs for Individuals with special needs. http://www.southernct.edu/departments/graduatestudies/gpofferingsSed.php3
Extractions: (This information is updated as needed and does not reflect the current, published Graduate Catalog. A new edition of the Graduate Catalog is printed annually in April.) BRUCKER, PAMELA O., Chairperson, Assistant Professor; B.A., M.S., Sixth Year Certificate, Southern Connecticut State University; Ed.D., University of Sarasota. Tel. (203) 392-5938. MAJOR, PATRICIA, Graduate Coordinator, Professor; B.A., University of Michigan; M.A., New York University; Ph.D., Fordham University OLSHIN, GEORGE M., Professor; B.A., M.S., City College of New York; Ed.D., University of Georgia PERRAS, DONALD F., Associate Professor; B.S., University of Bridgeport; M.A., Fairfield University; Ph.D., George Peabody College ROSCOW, MARAVENE T., Professor, B.A., Duke University; M.S., Sixth Year Diploma, Southern Connecticut State University; M.A., Ph.D., Columbia University. SALTMAN, JOYCE, Professor, B.A., Brooklyn College; M.S., Hunter College; M.S., Sixth Year Diploma, Southern Connecticut State University; Ed.D., Columbia University. SWERLING, LOUISE,
