Columbia Public Schools - Special Education district Wide Resource Personnel. I have a varied background providing for the needs of the disabled. This is my second year with columbia Public schools. http://www.columbia.k12.mo.us/speced/specialed/personnel.html
Extractions: Special Education Columbia Public Schools Early Childhood Elementary Middle School 6 -7 Junior High 8 -9 ... CPS Home District Wide Resource Personnel Jeaneal Alexander Hello, I am Jeneal Alexander, Assistant Director of Special Eduation for the Columbia Public Schools. I have enjoyed working for students with disabilities in all age ranges for over 25 years. I have Master's Degree in Special Education from the University of Arizona and Certification in Administration from Mississippi College. I have taught or supervised in a wide variety of settings including state schools, public schools, and the Missouri Department of Elementary and Secondary Eduations (DESE). I have and continue to serve as a member on statewide committees and organizations whose goals include improving the educational opportunities for all students in Missouri's public schools. I appreciate the opportunity to work in the Columbia Public School System as it is a well-known leader in the field of educating all students. Hello! I am Christy Graham. I serve as one of the Assistant Directors of Special Education for the Columbia Public Schools. My undergraduate degree in Communication/Persuasion and my masters degree in Reading
DCPL: MLK: Library For The Blind & Physically Handicapped special needs. Literacy district of columbia in cooperation with the Library of Congress, hospitals, institutions, homes for the aged, schools impaired or learning disabled due to an http://www.dclibrary.org/lbph
Extractions: Telephone Our mission: To provide the full range of library and information services to all persons with disabilities living in the District of Columbia in cooperation with the Library of Congress, hospitals, institutions, homes for the aged, schools, and other appropriate agencies. Residents with disabilities should be able to conveniently identify and obtain for their use library materials which will meet their needs in a format which they can use. This would include independent access to catalogs and databases and the support system necessary to obtain materials bibliographical and full text, in accessible format. Application for Talking Book Service Persons who are blind , visually impaired or learning disabled due to an organic dysfunction Persons who are homebound Persons who are living in hospitals,
KinderStart - Child Development : Special Needs Child schools/Organizations district of columbia. schools/Organizations Florida young children. ( special needs) Add/View Comments attention to disabled and special kids, readily http://www.kinderstart.com/childdevelopment/specialneedschild
Special Services - South Orange - Maplewood Schools columbia High School. Maplewood Middle School are educationally disabled and have special needs. Services are programs within district schools; Preschool Handicapped, Multiple http://www.somsd.k12.nj.us/~specserv
Extractions: The Department of Special Services provides quality educational services to students who are educationally disabled and have special needs. Services are designed in the context of "least restrictive environment" and include a continuum of placement options such as regular class placement with support, resource centers, self-contained classrooms, and specialized placements. The department staff is comprised of more than 100 highly skilled professionals who deliver the specific educational services as specified in carefully developed IEP's for 800 plus special education students. Specialized services and placements are available to students to meet their individual needs. Programmatic offerings assessed on an on-going fashion to meet changing needs. The South Orange - Maplewood School District currently provides the following programs within district schools; Preschool Handicapped, Multiple Handicapped, Learning Disabled, Autistic, and Resource Centers. Programs and services are provided to foster participants with the regular education classroom to the fullest extent possible. In-class support resource centers are considered for this purpose and are in place in many grades, subjects, and schools.
Evaluation Of The District Of Columbia's Demonstration Program, "Managed Care Sy U.S. Department of Health and Human Services. Evaluation of the district of columbia's Demonstration Program, "Managed Care System for disabled and special needs Children" Final Report. Abt Associates Inc. June 2000 The DC Public schools. Residential Treatment Facilities http://aspe.os.dhhs.gov/daltcp/reports/dc-fr.htm
Extractions: U.S. Department of Health and Human Services Evaluation of the District of Columbia's Demonstration Program, "Managed Care System for Disabled and Special Needs Children": Final Report This report was prepared under contract #500-96-0003 between the U.S. Department of Health and Human Services (HHS), Health Care Financing Administration (HCFA) and Abt Associates Inc. In addition to HCFA, other support for the study, Evaluation of the District of Columbia's 1115 Waiver for Children with Special Health Care Needs, has been provided by HHS's Office of the Assistant Secretary for Planning and Evaluation, Office of Disability, Aging and Long-Term Care Policy. For additional information about the study, you may visit the DALTCP home page at http://aspe.hhs.gov/daltcp/home.htm or contact the ASPE Project Officer, Gavin Kennedy, at HHS/ASPE/DALTCP, Room 424E, H.H Humphrey Building, 200 Independence Avenue, SW, Washington, DC 20201. His e-mail address is: Gavin.Kennedy@osaspe.dhhs.gov. EXECUTIVE SUMMARY: KEY FINDINGS AND IMPLICATIONS I.
School Bus - Special Needs Transportation the obligation of the district of columbia Public schools of families to afford transportation when a school district charges nondisabled students for http://www.stnonline.com/stn/specialneeds/bluth_osep.htm
Extractions: to Provide Transportation Services to Students With Disabilities In a clear and precise manner, Thomas Hehir, director of the federal Office of Special Education Programs (OSEP) responded to a letter from the Superintendent of the Public Schools of the District of Columbia requesting clarification regarding the obligation of the District of Columbia Public Schools to provide transportation services to students with disabilities. Four questions were asked. These questions were: 1) Is transportation required for all students with disabilities? 2) Is a school district required to provide tokens or monies to secure public transportation for students with disabilities when it does not provide the same for non disabled students? 3) What is meant by "specialized transportation?" 4) If transportation is to be regarded in the same manner as other related services, are goals and objectives required on the IEP?
What's An IEP? (and Other Special Needs) - Adoption Forums the schools get extra money for each child that needs special ed of A developmentally disabled or challenged 4 year old needs an IEP district of columbia Adoptive Parents http://forums.adoption.com/t120545.html
Extractions: email: A1Diamante@aol.com Advocacy for Children's with Special Needs in Washington, D.C. And we all share common aims: AN EFFECTIVE NETWORK PROVIDING ADVOCACY SUPPORT AND SERVICES. Legal consultation and assistance can be expensive, sometimes as much as $600 an hour. Not all parents can afford such feesyet all parents want to ensure their child's educational needs are met. We can help you with: Classroom program and placement concerns.
School Bus - Special Needs Transportation letter requesting clarification of the obligations of the district of columbia students with If a public agency determines that a disabled student needs http://www.stnonline.com/stn/specialneeds/osep95hehir.htm
Extractions: Disabilities Transportation Guidelines WASHINGTON, DC In May 1995 the District of Columbia Public Schools wrote the Office of Special Education Programs in the U.S. Dept. of Education and requested clarification of its obligations to provide transportation to students with disabilities. The agencys response, while not federal law, clarifies the Clinton Administrations policy in this important area. Written by Dr. Thomas Hehir, OSEP director, the letter addresses each of the four concerns raised by DCPS. The letter is reproduced here in its entirety with only minor editorial notations to assist readers understanding. Hehirs letter is addressed to Franklin L. Smith, Superintendent of the District of Columbia Public Schools.
SurfWax -- News And Articles On Special Needs Articles on special needs from newspapers and magazines around the world. disabled Kids A special needs. They don't know what to do with that.". Dick Eisenhauer, superintendent of the Lexington public schools in central Nebraska, said his district http://family.surfwax.com/files/Special_Needs.html
Extractions: Answer: Believe it or not, when parents reunite with their children after a prolonged absence be it a tour of duty in Iraq or even a prolonged business trip or hospital stay its more about what they dont do rather than what they do, says Dr. Karen J. Miller, a developmental-behavioral specialist at the Center for Children with Special Needs at Tufts New England Medical Center in Boston. The No. 1 thing you dont want to do is have high expectations for a Hallmark-worthy reunion. (MSNBC Health) SPECIAL PARENTS INFORMATION NETWORK: SPIN will offer individual assistance for parents of special needs children to help them develop their child s Individualized Education Plan (IEP) ... FATHERS SUPPORT GROUP: Support for fathers of children with special needs and disabilities. (Santa Cruz Sentinel) Working closely with Barbara Smith, Senior Vice President and co-manager of the healthcare practice, Gillespie will craft solutions to serve the special needs of healthcare clients and advance Commerce Insurance Services' role as a national insurance services provider ... CIS professionals are well versed in the nuances of the healthcare industry and are well informed about the special needs of clients in an ever-changing environment. (Yahoo Finance Regional Banks)
Transportation To Students With Disabilities which OSEP responded to an inquiry from district . of columbia Public schools Superintendent Franklin L. Smith agency determines that a disabled student needs http://www.pattan.k12.pa.us/svs/idea/transportation_to_students_with_.htm
Extractions: In your letter, you reference a letter of policy clarification on this issue, in which OSEP responded to an inquiry from District . of Columbia Public Schools Superintendent Franklin L. Smith, published at 23 IDELR 344. You ask a number of additional questions that you believe have not been addressed in that letter. In a telephone conversation with a member of my staff, you also indicated that your inquiry was prompted as a result of a due process hearing decision denying your client's request for
Evaluation Of The District Of Columbia's Demonstration Program, "Managed Care Sy U.S. Department of Health and Human Services. Evaluation of the district of columbia's Demonstration Program, "Managed Care System for disabled and special needs Children" Final Report Summary. Abt http://aspe.os.dhhs.gov/daltcp/reports/dc-frs.htm
Extractions: U.S. Department of Health and Human Services Evaluation of the District of Columbia's Demonstration Program, "Managed Care System for Disabled and Special Needs Children" Final Report Summary This report was prepared under contract #500-96-0003 between the U.S. Department of Health and Human Services (HHS), Health Care Financing Administration (HCFA) and Abt Associates Inc. In addition to HCFA, other support for the study, Evaluation of the District of Columbia's 1115 Waiver for Children with Special Health Care Needs, has been provided by HHS's Office of the Assistant Secretary for Planning and Evaluation, Office of Disability, Aging and Long-Term Care Policy. For additional information about the study, you may visit the DALTCP home page at http://aspe.hhs.gov/daltcp/home.htm or contact the ASPE Project Officer, Gavin Kennedy, at HHS/ASPE/DALTCP, Room 424E, H.H Humphrey Building, 200 Independence Avenue, SW, Washington, DC 20201. His e-mail address is: Gavin.Kennedy@osaspe.dhhs.gov. BACKGROUND: The Demonstration was a unique and ambitious experiment launched in a difficult environment.
Therapy/Respite Camps: Kids With Autism And Other Special Needs A page with information about summer camps for kids with special needs district of columbia special needs program in Warsaw, OH. Specific services available for the emotionally challenged, developmentally challenged, hearing impaired, learning disabled http://wmoore.net/therapy.html
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! If you cannot find an appropriate camp on this page I also have some links to other potentially useful pages as well as some other websites that list camps. I list all of the camps I know of, so please do not email me asking for help locating a camp. Thanks. Connecticut
Federal Grant Spurs New CUA Masters Degree In Special Education of special education for the district of columbia public school district, as they special needs education calls for integrating disabled children into http://publicaffairs.cua.edu/news/edgrant.htm
Extractions: Project Scaffold Trains Teachers for Special Education Called Project Scaffold, the program is a collaborative effort among CUA, The Lt. Joseph P. Kennedy Institute, the U.S. Department of Education, the District of Columbia public schools and the Archdiocese of Washington schools, says Tom Long, an associate professor of education who helped draft the grant proposal with his colleagues at the Kennedy Institute. Professor Long is drafting a curriculum for the program. The U.S. Department of Education grant will award approximately $596,789 to Project Scaffold over three years. Catholic University will contribute approximately $122,000 to the collaborative project, while the District of Columbia public school system will provide $70,000. Professor Long explains that organizers expect two cycles of recruits. The first group would begin classes in January 2001. The curriculum being developed draws on a teaching model developed by Frank Yekovich and Carol Walker, professors in the department who have developed a teaching model that integrates real-life experiences with technology to make classroom learning more effective. Professor Long notes that grant writers are working closely with Larry Callahan, superintendent of the Washington archdiocesan schools, and Anne Gay, M.A. 1985, Ph.D. 1986, assistant superintendent of special education for the District of Columbia public school district, as they design the program.
Special Education Issues addresses special education services for disabled youth in of Law, University of district columbia, 4200 Connecticut The special needs of Youth in the Juvenile http://www.abanet.org/crimjust/juvjus/cjmspeced.html
Extractions: Juvenile Justice Robert E. Shepherd, Jr. Robert E. Shepherd, Jr ., is emeritus professor of law at the University of Richmond School of Law in Virginia. He is also a contributing editor to Criminal Justice magazine and former chair of the Sections Juvenile Justice Committee. Special Education Issues On more than one occasion this column has addressed the impact of educational issues on the representation of juveniles in delinquency cases: When a Disabled Juvenile Confesses to a Crime: Should It Be Admissible? (Winter 1995); Weapons in Schools and Zero Tolerance, (Summer 1996); School Searches After T.L.O. and Vernonia School District , (Summer 1998). However, there has not been a specific look at the legal issues presented by children who are at risk in the school system and become involved in the juvenile justice system. With the emphasis on zero tolerance and the greater use of the juvenile justice system to address problem behaviors in school, it is important that lawyers become more knowledgeable about education law. Four recent publications make it much easier to be informed about the most relevant education law issues. Sites for delinquent activity Despite the highly publicized and fear-inducing school shootings in the past decade, schools are generally pretty safe places for children to be.
Education Options, Chapter 10 - SPECIAL NEEDS CHILDREN office district OF columbia. Assistant needs. Three highly regarded private day school programs for the learning disabled are http://www.state.gov/m/dghr/flo/rsrcs/pubs/7223.htm
Extractions: [Print Friendly Version] A child with special needs can be defined as one who differs developmentally from a normal child as a result either of a physical, mental, or emotional handicap, a developmental delay, or a specific learning disability. Both the Handicapped Child and Supplementary Education allowances are available to assist families with the extraordinary costs of providing special educational or related services to their children with special needs. Parents should understand the medical clearance procedures that determine eligibility for the allowances and know which will play a role in the assignment process. Learning disabilities are the most frequently encountered developmental problem among Foreign Service children. EVALUATION OF DEVELOPMENTAL PROBLEMS Children with developmental problems will receive educational evaluations as part of the medical clearance process. As soon as it is suspected, parents should describe any developmental problem on the child's medical history form so that evaluation and treatment plans can be formulated early in the child's life. Experts in the field of special education stress the value of early intervention. Children with learning disabilities should not be thought of as abnormal; they simply have a different system for processing information. The key for parents and teachers is to discover what the child's processing system is and to help the child compensate with their strengths when fitting in, as far as possible, to the ordinary educational process.
DCPS Office Of Special Education The district of columbia Public schools emphasis on increasing opportunities for students with disabilities to learn and grow with their nondisabled peers. http://www.k12.dc.us/dcps/specialed/dcpsspecedhome.html
Extractions: The Division of Special Education is committed to supporting the delivery of specialized services prescribed on the IEP with an emphasis on increasing opportunities for students with disabilities to learn and grow with their non-disabled peers. DCPS is further committed to the instructional delivery of the IEP through the DCPS content standards and bridged standards. Information posted on the Special Education pages is the responsibility of that office and its staff. Questions or comments about anything posted, should be directed to the Office of Special Education at: (202) 442-4800 Office of Special Education
Neighborhoodact Strengthening Children, Youth, Families And ill, mentally retarded, physically disabled) through collaborative the rights of special needs populations to Government of the district columbia Citywide Call http://neighborhoodaction.dc.gov/neighborhoodaction/cwp/view,a,1163,q,464705.asp
Extractions: Strengthening Children, Youth, Families and Elders What Citizens Said: How the CWSP Responds: Develop more creative solutions to expand the availability of affordable housing for residents at all income levels. Develop housing for low-income families, the elderly, and persons with special needs (mentally ill, mentally retarded, physically disabled) through collaborative efforts with governmental and non-governmental organizations. Stage District-wide forums to educate residents about the rights of special needs populations to live in more independent settings in communities (CBRFs). Improve communications and outreach programs about the availability of governmental and community-based services. Publicize the availability of governmental and non-governmental services on the DC government website, to include health-related services, programs for kids when not in school, and parent education opportunities. Make more citywide services available online, and make computers more publicly accessible through libraries, recreation centers, and other community locations.
Special Needs And Technology Land, Texas) Project Link district - Campus - Classroom school districts in British columbia in meeting the Devices, Software Help disabled Students Overcome http://www.educationnews.org/special_needs_and_technology.htm
Promotion Policies In The Urban High School. ERIC/CUE Digest The district of columbia Public schools Denver); a special Diploma for educable mentally handicapped, hearing impaired, or learning disabled students (in http://www.ericdigests.org/pre-9211/urban.htm
Extractions: Source: ERIC Clearinghouse on Urban Education New York NY. Promotion Policies in the Urban High School. ERIC/CUE Digest No. 48. A school's promotion policy is an integral component of its overall educational policy. In conjunction with achievement goals, it defines the levels of performance that permit students to move through grade levels and to graduate. In the nineteenth century, the organization of high schools by grade level became an established practice. Students were not allowed to progress from one grade level to the nextor to receive a high school diplomauntil they met specific performance standards. During the Depression, however, a system of "social promotions" began to be instituted. In an effort to maintain students' interest in school and to prevent them from dropping out, schools began to consider age and maturity as well as achievement in deciding whether to promote students. In recent years, there has been a resurgence of public interest in student promotions, primarily in response to evidence that substantial numbers of students progress through school without acquiring basic skills or fundamental academic competencies. Social promotions, differentiated tracking, and other practices that allow students to "squeak through" high school with low performance have been criticized as serving neither society nor students well. Rigid, uniform promotion policies, on the other hand, have been implicated as encouraging students to drop out. In the context of this debate, this digest presents a resume of the various promotion policies and practices in current use by secondary schools, particularly those in urban areas.
