THE VERMONT EDUCATION REPORT - May 14, 2001 Vol. 1, No. 9 children being shunted into special education programs instructionally disabled instead of learning disabled. . looked at Greenwich, connecticut where special http://www.schoolreport.com/vbe/nlet/05_14_01.htm
Extractions: Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: MAILTO:LSternberg@aol.com STATE NEWS... JEFFORDS'S SPECIAL EDUCATION PLANS GET MIXED REVIEWS For years, U.S. Senator Jim Jeffords has been beating the drum for more federal spending on special education. This year, however, he got a bigger drum. As a liberal Republican in an evenly-split Senate, he could threaten to withhold support for Administration initiatives that would otherwise pass unless his special education funding comes through. The money spigot hasn't yet been turned on, but Jeffords's special education funding ideas are receiving more attention, some of it probably unwelcome, from both liberal and conservative pundits.
Extractions: Background Information Health Care for Children with Disabilities or Enrolled in Special Education Programs: A brief Summary A brief analysis of a critical issue in special education: Tapping Medicaid Funds . From the National Association of State Directors Special Education. Click here for PDF format. Resources for Parents of Children with Special Needs Family Voices: Families and Friends Speaking on Behalf of Children with Special Health Care Needs
Issues & Views: Lies About School Choice will be insufficient help for students with special needs. and the physically and mentally disabledall at a for Education Reform, 1000 connecticut Ave., NW http://www.issues-views.com/index.php/sect/1003/article/1042
Extractions: New York, NY 10025 Most education special interests, like the National Education Association (NEA), do not have the interests of children first and foremost in mind. Their leaders scorn any plan to expand the choices of parents beyond the school to which their children are assigned. Despite enormous growth and power in the 1980s among anti-choice education leaders and lawmakers, those groups that continue to oppose this popular tide of school reform, are finding it more and more difficult to win. With growing support for and participation in choice programs, it is hardly surprising that the opponents of reform have accelerated their attacks on educational choice. The criticisms against choice constitute nine broad categories. Here are rebuttals to three major ones. Lie #1: Choice will leave the poor behind in the worst schools.
Learning Disabilities OnLine: LD In-Depth: Gifted And LD Dawn Beckley University of connecticut Storrs, CT Reprinted with permission. Recognizing special talents in learning disabled students. http://www.ldonline.org/ld_indepth/gt_ld/nrcgt.html
Extractions: Reprinted with permission Since Terman's time, a widespread belief about gifted children has been that they regularly score high on intelligence tests and perform well in school (Brody & Mills, 1997). Yet during the last decade, increasing attention has been being given to the confusing question of high ability students who also have learning disabilities. These learning disabled gifted and talented students, or "twice-exceptional students" (Nielsen, Hammond, & Higgins, n.d.), need remediation activities. At the same time, they also require opportunities to promote their own individual strengths and talents in one or more domains in which they have previously displayed their superior abilities. There are at least three subgroups of twice-exceptional students whose dual exceptionality remains unacknowledged. The first of these groups is comprised of students who have been identified as gifted yet are exhibiting difficulties in school and are often considered underachievers. Many of these students are working at grade level and are likely to be overlooked by the screening procedures that are necessary to identify subtle learning disabilities. Their underachievement is often attributed to poor self-concept, lack of motivation, or laziness. It is often not until school becomes more rigorous that their academic difficulties may increase to the point where they are falling considerably behind peers. Only then does someone ultimately consider that a student has a disability.
SNOW Kids Empowerment Zone and summer programs within the State of connecticut. disabled, as well as mentally disabled with physical crafts, music, organized games, trips, special events http://snow.utoronto.ca/snowkids/active/camps_developmental.html
Extractions: Whats New Get Active Cyber Pals Huh? I Wanna Be... Cool Links ... Activities Camps Sports Get Active will link you to organizations that have activities for kids with Special Needs Kids' Camps - Provides a list of Developmental Disability Camps grouped according to states, countries, etc. Camp Rotary - New Brunswick, Canada - Has summer camp sessions for children with physical and developmental disabilities, adults with physical and developmental disabilities, children and teens living with cancer, and children with diabetes. Camp Rotary also offers programs such as the VOCA (Voice Output Communication Aid) program for children with communication aids, and the LIT(Leader-In-Training) program for promising young teens with diabetes. Camp Belwood - Belwood, Ontario - Is a residential camp for mentally challenged children and adults. Camp Horizon - (519) 669-1571, (519) 843-1211 - Belwood, Ontario Camping for individuals who are developmentally disabled. Contact(s): Lee Mitchell
Special Education - Teacher Issues special Education Certifications Requiring a Masters Degree. Alabama. Early Childhood disabled. Speech/Language. Vision. California. X. Colorado. X. connecticut. X. http://www.ecs.org/clearinghouse/49/02/4902.htm
Extractions: StateNotes Special Education 700 Broadway, Suite 1200 Denver, CO 80203-3460 Fax: 303.296.8332 www.ecs.org State Efforts Regarding Teacher Preparation, Certification, Recruitment and Retention October 2003 The Individuals with Disabilities Education Act of 1997 (IDEA) took bold steps toward ensuring children with disabilities receive the free and appropriate public education to which they are entitled. One of the major issues addressed by the legislation is the quality of teachers for children with special needs. IDEA 97 requires students receiving special education services to be educated with their non-disabled peers to the maximum extent practicable. As a result, according to a 2001 report from the Study of Personnel Needs in Special Education, 75% of students receiving special education services spend 40% or more of their day in general education classrooms. Consequently, 96% of general education teachers currently teach, or have in the past taught, children with special needs. How have states responded to the challenge to prepare general education teachers to meet the needs of students with special needs? According to ECS Teacher Preparation Policy Database (http://www.tqsource.org/prep/policy/), 46 states and the District of Columbia currently have statutes or regulations requiring teacher education programs to provide some instruction on teaching children with special needs to individuals seeking initial training in elementary or secondary education. The amount and content of this instruction, however, varies dramatically.
Alternate Education In Winsted By Joe Cadrain, Winsted only Alternate High School in the state of connecticut. with children who are not disabled to the special classes, separate schooling, and other practices that http://www.forrelease.com/D20020927/OHTVN56FE2BB4B3F943E0F5B9CF413FFDA9521790.ht
Extractions: CM8ShowAd("TOP") Quick Links News 7 On Your Side 7 On Call The Investigators Our Schools Technology- The Tech Guru Streaming Video Weather 5-Day Forecast At a Glance Watch the Forecast Interactive Get Your 7online.com Desktop Alert ENews Alerts Behind the News with Bill Ritter Message Boards Sports New York Teams ESPN Headlines Entertainment Celebrity Headlines Movies Lottery On TV Your TV Schedule Shows on ABC 7 Health Dr. Jay ABCNEWS.com Health Headlines Technology The Tech Guru Traffic and Live Cameras Tri-State Maps Text Updates Traffic Cameras Views Around NYC Live Cams around the U.S. About ABC 7 News Team Bios Contact Us Jobs at ABC 7 print story email story last updated: 12/12/2003 By Education Reporter Celeste Ford (Bronx-WABC, December 12, 2003) Even before the school year started, New York City officials agreed easing classroom overcrowding was a top priority. But Eyewitness News has obtained a videotape that shows there's still a lot of work to be done. Video: Watch the Story
Center For The Study Of Autism guilt for being the child who is not disabled. BROTHERS AND SISTERS A special PART OF EXCEPTIONAL FAMILIES BOX U-64, THE UNIVERSITY OF connecticut STORRS, CT http://www.autism.org/sibling/sibneeds.html
Extractions: Children in this age group are unable to articulate their feelings about things, so they will likely show their feelings through behaviors. They will be unable to understand the special needs of their sibling, but they will notice differences and try to teach their brother or sister. Children of this age are likely to enjoy their sibling because they have not learned to be judgmental, and their feelings toward their siblings will likely be linked to "normal" sibling interactions. 2. ELEMENTARY SCHOOL AGE (6 - 12) These children start venturing out into the world and become acutely aware of the differences between people. They have the ability to understand a definition and explanation of their sibling's special need as long as it is explained to them in terms they can understand. They may worry that the disability is contagious or wonder if something is wrong with them, too. They may also experience guilt for having negative thoughts or feelings about their sibling as well as, guilt for being the child who is not disabled. Some typical responses of children this age are to become OVER helpful and well-behaved or to become non-compliant in order to obtain a parent's attention. Throughout this age span, the children will have conflicting feelings about their sibling. This happens in sibling relationships that do not include a disability, too.
Modern Foreign Languages And Special Educational Needs 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 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)
LRE News: Fairfield High School Enhances Inclusion Giaquinto identified enhancing the time special education students spend with their nondisabled peers, so and Science classes; now we need to make it http://www.ctserc.org/lrenews/Articles/FairfieldHighSchoolEnhanc.html
Extractions: Early Spring 2004 Nancy Simonds, Nancy Simonds Communication, LLC, South Windsor This past fall, Fairfield High School increased its efforts to include students with disabilities in the general education program. Before this year, academic instruction for special education students took place in the self-contained Adjusted Learning Center, which consisted of four separate classrooms located in a section of the high school. Special education students spent only about 23% of their time with their nondisabled peers. The enhanced efforts have led to coteaching teams of special and general education staff in the general education classrooms. Now, special education students spend nearly 65% of their time with their non-disabled peers. Parents, teachers, paraprofessionals, and administrators have all worked together toward this common goal of making sure every student has access to the same learning opportunities. Barbara Giaquinto, Secondary Coordinator of Special Education, said, "We want everyone to understand that special education is not a place, it's a system of supports. Our task as educators is to decide what supports our students need and providethose supports in the general education setting." Getting Students and Teachers Ready!
