Chairman Branstad Contacts About Guides To Set Record Straight were plentiful because the special education system listened She became the first disabled Resident Assistant at the University of Northern iowa. http://specialchildren.about.com/library/weekly/aa121801a.htm
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Parenting Special Needs Home Essentials ... Start a Support Group zau(256,152,145,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Autism Behaviors Advocacy Development ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Subscribe to the About Parenting Special Needs newsletter. Search Parenting Special Needs Chairman Branstad Contacts About Guides to Set Record Straight Iowa A State of Excellence in Special Education
City Of Iowa City, Iowa - Official Web Site Elderly (60+ years) Medicare card or special pass required. front seats available for elderly, disabled, or passengers routes does not serve downtown iowa City http://www.icgov.org/transportation.htm
Extractions: Ron Logsden , Transit Manager Bus Stops Changed due to Burlington Street Bridge Closure Due to construction of Burlington Street bridge (est. completion August, 2004), some bus stops are now inactive and substitute stops are now in use. The following routes are affected: Court Hill Towncrest , and Seventh Ave Give Iowa City Transit a try! Iowa City Transits routes are conveniently located throughout the city and its modern fleet is completely lift-equipped. Use Transit for your daily commute. Relax and let Iowa City Transit do the driving for you. Iowa City Transit provides safe, reliable transportation for adults, children, senior citizens and persons with disabilities.
A School Zone - Special Education Page Tons Of Links. Bibliography of Resources for Parents of disabled Children. library from the University of iowa (hospitals and clinics special Education Federal LawsThis site has http://www.geocities.com/Heartland/Plains/6097/special.html
Extractions: HomePage Main directory About me My webrings, and awards Guestbook -please sign in Educator and Parent Parent Organizations General Education Information Grade level info Research sites to use Resources Student General Curricula Early Childhood Curricula English Curricula Math Curriculum Reading Curricula Science Curricula Science and Math Curricula Social Studies Curricula Technology Curricula Vocational Curricula Special Education Brain Research Developmental Delayed Down Syndrome Emotional Disabilities Learning Disabilities Physical Disabilities Syndromes Visitors from the Global Community A special thanks to The JavaScript Source!
SurfWax -- News And Articles On Special Needs Articles on special needs from newspapers and magazines around the world. News and Articles on special needs. Last update May 09, 2004 Archives disabled Kids A Family's Treasure May 09, 2004 http://family.surfwax.com/files/Special_Needs.html
Extractions: " At the Charlotte County Jail, the number of inmates on "direct observation" can range from two people one week to 12 the next, said Sheriff's Capt. Tony Penland, jail commander. The Sheriff's Office had to hire a part-time psychological counselor and a psychiatrist to assess and counsel inmates. Currently, 70 of the 433 people incarcerated in the county jail are receiving psychological services at county expense, Penland said. He cited the closure of the state's G. Pierce Wood mental hospital... (Charlotte Sun Herald)
Special Education derived from association with nondisabled peers in the Administrative Rules of special Education and the general education program (reference iowa Code section http://www.ankeny.k12.ia.us/Admin/Distinfo/specprog/speced.htm
Extractions: Least Restrictive Environment) The Individuals with Disabilities Education Act (IDEA) and the Administrative Rules of Special Education promote disabled students being educated in their neighborhood school whenever appropriate. A "neighborhood school" is defined as the school a student would attend if he/she did not have a special education programming or service need. The following from the Administrative Rules of Special Education provides the direction for the decision making process at the building level: Four questions provide IEP staffing teams guidance in determining whether a special education student can be served in regular education, a local attendance center, or whether the educational needs of the student should be provided elsewhere. These are as follows: 1. Has the District made a reasonable effort to accommodate the student in the regular classroom with assistance and technology, and has the AEA provided the appropriate "support and related services" (e.g., consultative, psychological, speech pathology, Occupational Therapy, Physical Therapy, Adaptive Physical Education Consultation, Consultative Services, School Social Work Services, EC consultative services) to adequately support and implement the program with the regular education staff? 2. What non-academic benefits can be derived from association with non-disabled peers? (social and emotional)
Extractions: All disabled students from birth to 21 years of age, regardless of the severity of their disability, who reside with the Clinton Community School District and who require special education and related services shall, in cooperation with the Mississippi Bend Area Education Agency. Be identified, evaluated and provided a free and appropriate public education accordance with the Code of Iowa., the Education of All Handicapped Children Act (P.L. 94-142.) Individual with Disability Education Act, (l997) and the district's goal of providing full educational opportunities for disabled students. Disabled student and their parents or guardians shall be afforded all rights and procedural safeguards to which they are entitled under stated and federal law, rules and regulations. They include: Establishment and maintenance of ongoing identification and evaluation activities to ensure early identification of appropriate special education for pupils of all ages requiring special education. A free and appropriate public education provided within the least restrictive appropriate educational placement in accordance with an individual education plan which shall identify and make provisions for all special education instructional programming, support services and related services the student may require.
Community Colleges to twelve counties; all of iowa s 99 counties Community colleges also offer special programs for programs; supplementary services to disabled and disadvantaged http://www.state.ia.us/educate/ccwp/cc/
Extractions: Education Community Colleges Overview Iowa has a statewide system of 15 community colleges. These public, postsecondary, two-year institutions are organized as comprehensive community colleges. Each college serves a multi-county merged area which may vary in size from four to twelve counties; all of Iowa's 99 counties are included in one of these merged areas. Community colleges are governed by locally elected boards of directors that consist of from five to nine members who are elected for terms of three years. Each community college offers a comprehensive educational program. All Iowans of postsecondary school age are eligible to attend any of the community colleges. Community colleges also offer special programs for students who attend local secondary schools. Community colleges have an "open-door" admission policy which guarantees Iowans an opportunity for educational assistance and career development regardless of previous educational attainment. To implement this policy, community colleges offer: assistance in developing skills necessary for success in preparatory career and college parallel programs; supplementary services to disabled and disadvantaged students; and a variety of other support services designed to help students succeed.
Issue Brief-Delete And Insert Your Title education as specified in iowa Code chapter impairment, physical disability, severely disabled, and visual a degree that they need special educational programs http://www.ecs.org/clearinghouse/13/48/1348.htm
Extractions: ECS StateNotes Special Education Education Commission of the States 707 17 th Street, Suite 2700 Denver, CO 80202-3427 303-299-3600 fax 303-296-8332 www.ecs.org State Special Education Definitions, Ages Served August 1997* * Changes to these definitions occur rarely. State/Language Ages Served Alabama "Exceptional children. Persons... who have been certified under regulations of the State Board of Education by a specialist as being unsuited for enrollment in regular classes of the public schools or who are unable to be educated or trained adequately in the regular programs including, but not limited to: the mildly and moderately to severely retarded, and also the profoundly retarded; the speech impaired; the hearing impaired, deaf, and partially hearing; the blind and vision impaired; the crippled and those having other physical handicaps not otherwise specifically mentioned herein; the emotionally conflicted; those with special learning disabilities; the multiple handicapped;" Alaska " 'Children with disabilities' means children with mental retardation; hearing impairments, including deafness; speech or language impairments; visual impairments, including blindness; serious emotional disturbance; orthopedic impairments; autism, traumatic brain injury; other health impairments; specific learning disabilities; or preschool development delays"
The Guide To Math & Science Reform Features education professor at the University of Northern iowa. and she has been receiving special resource help t even consider herself learning disabled, says her http://www.learner.org/theguide/speced.html
Extractions: by Joan Seidman Welsh Acute teacher shortages in science, mathematics, and special education have had school districts scrambling to fill vacancies. At the same time, the population of students with disabilities continues to grow. From 1990 to 1995, the number of students served under the Individuals with Disabilities Education Act, or IDEA ( http://www.ed.gov/offices/OSERS/IDEA In March of this year, final federal regulations for IDEA were published, and all states had to comply with them by October 1. As a result, many more students with disabilities have been moved out of self-contained special education environments into general education classrooms. This practice demands that teachers be knowledgeable not only in their subject areas, but also in strategies and methods for accommodating children with special needs. Curriculum Development in Teaching Science to Kids with Disabilities . So far, more than 200 science and special education teachers, university faculty, and administrators have teamed up in either two-day training sessions or preconference workshops held in conjunction with annual meetings of the
Digitaliowa I Asperger's Syndrome lumped together with learningdisabled children in the cities and Area Education Agencies of iowa. medical professionals including a special education teacher http://www.drake.edu/journalism/digitaliowa/aspergers.html
Extractions: Drake University CEDAR RAPIDS, Iowa Katie is not learning-disabled. She learns well, draws beautifully, and does well in science class, even though it's not her favorite subject. But Katie Roberts, an Iowa child, has often been lumped together with learning-disabled children in school, linking her, in the minds of her peers and teachers, to children who struggle in classes due to learning disabilities. This is an incorrect connection, developed by the combined efforts of two guilty parties: a lack of understanding and a neurological disorder called Asperger's Syndrome. There was a time, not really very long ago, that most neurological disorders did not have specific names: Attention Deficit Disorder was a phrase unknown to many people and children with dyslexia were categorized as simply "slow." Asperger's is slowly emerging from the psychiatry books and into the public domain, but on the everyday level, on the level of Katie's fellow eighth graders, the word means nothing and significance means even less. Asperger's Syndrome was identified in 1944 and named for Viennese physician Hans Asperger, but the disorder was not included in the Diagnostic and Statistical Manual of Mental Disorders (DSM IV) until 1994 and, therefore, was not widely diagnosed until a few years ago. The disorder was until recently often hidden under diagnosis of ADD or Attention Deficit Hyperactivity Disorder. People with Asperger's display deficiency in social skills, difficulty with changes, obsessive behavior, preoccupation with a particular subject of interest, and difficulty reading nonverbal clues. Many also show remarkable skill in a specific area, and although some Asperger's-diagnosed people have average IQs, many possess an extraordinary intelligence.
Extractions: Class Assignments: Unless expressly stated otherwise, textbook reading assignments are found in Successful Inclusion for Educational Leaders , by Larry D. Bartlett, Gregory R. Weisenstein and Susan Etcheidt. The Application Supplement corresponds to reading assignments. Students are also expected to locate and read appropriate Federal and Iowa regulations which correspond to reading and application assignments. These are available on the website. The Application Supplement presents brief situations similar to a case study or "in-basket" activity. Students are expected to read textbook assignments and apply that knowledge and understanding to the situations presented in the applications. The Application Supplement discussions applying the readings will be the focus of most class activity . They should be considered carefully. The following syllabus assignments designated alphabetically (A,B,C) correspond to the same letter designation in the Application Supplement. Thus, for assignment "H" be sure to refer to the sections of the syllabus, and the Application Supplement designated by the same letter "H."
Section 504 John S. Allen. University of iowa. College of Law. AT Legal 504 are in need of or entitled to special education equivalent to those enjoyed by nondisabled persons http://www.uiowa.edu/infotech/Section504.htm
Extractions: What is Section 504? Section 504 of the Rehabilitation Act of 1973 was the first significant federal legislation to prohibit discrimination against individuals with disabilities. It applies to programs and entities that receive federal financial assistance. No otherwise qualified individual with a disability in the United States,..., shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance... 29 U.S.C. § 794(a)) Who is covered by Section 504? Section 504 generally covers "qualified" persons with disabilities. The coverage of Section 504 is broader than the coverage under IDEA. Any child eligible for special education under IDEA should be covered under 504. The converse, however, is not true not all children protected by 504 are in need of or entitled to special education. Any school age child with a "disability", as defined in the law, is covered. What does Section 504 do?
IOWA JOURNAL OF SCHOOL SOCIAL WORK 10 School Social Work in iowa Opportunities for the Approach for Teaching Social Skills to disabled Students by as a Related Service in special Education by http://fp.uni.edu/mccullag/article_editor/iowa_journal.htm
Extractions: IOWA JOURNAL OF SCHOOL SOCIAL WORK Volume 1, Number 1, Spring 1986 Page Title and Author ii Editorial by Sallie C. Verrette ISSWA Journal: A Rationale by Al Flieder School Social Workers: School Social Work in Iowa: Past, Present and Future by James P. Clark The Impact of Legal Mandates on School Social Services: Implications for School Social Work in Special Education by Peter R. Templeman Social Work and the Mentally Retarded Child by Michael J. Monfils A Flexible Contingency Program as a Classroom Management Alternative by Marc A. Singer and Judith A. Martin Collecting Health/Developmental Data by Ron Palumbo and Sally Petefish Wiarda Family Assessments: A School Social Workers Tool for Evaluation by Chuck Brown and Sheri Hays Volume 1, Number 2, Fall-Winter, 1986 Page Title and Author ii Editorial by Sallie C. Verrette Home-Based Family Intervention in Special Education Programs by Beverly A. Kopper- Roland Diagnostic Reports and Educational Relevance by Irving Forster The Home-School Coordinator: One School Districts Attempt to Reach out to Families in Need by Karen Phillips Encopresis: It Can be Cured by Lorraine Knepper and Ray Sturdevant The Bulletin of the National Association of School Social Workers: A Bibliography (Part 1) by James G. McCullagh
TRI Online! Disability Links - Parent Advcocacy/Special Education Georgia, Louisiana, and Mississippi; Region VI iowa, Michigan, Minnesota special Education Action Committee Inc. Loving Your disabled Child California (CPRC). http://www.taconicresources.net/resources/pa-ed.shtml
Extractions: General Resources: Exceptional Parent Magazine TRI Online! Bookstore - Books About Self-Advocacy. The Parent Advocate News. The Council of Parent Attorneys and Advocates. ... HipMag Online. Interactive web site for deaf children. Internet Resources for Special Children. For all the Special Kids of the World. The Family Village. Children with Disabilities. ... Rehabilitation Act of 1973. Site 1. Rehabilitation Act of 1973. Site 2. Rehabilitation Act of 1973. Site 3. The Rehabilitation Act Amendments of 1998. Section 504 Regulations. Neighborhood Legal Services: New York State Guidelines to Allow for the Transfer of Assistive Technology When a Student Moves from School Jurisdiction to Higher Education, Other Human Services Agency or Employment. Resources for Disabled and Special Needs Children. ... The Association for Special Kids. An organization that helps families with special needs children set up individual financial plans. National Library Service for the Blind and Physically Handicapped Parents' Guide to the Development of Preschool Children with Disabilities: Resources and Services.
The American School Board Journal: June 1999 School Law pay for) supportive services to a disabled child that to help the child benefit from special education, including in the Cedar Rapids (iowa) Community School http://www.asbj.com/199906/0699schoollaw.html
Extractions: Links to Advertisers By Benjamin Dowling-Sendor Severely disabled students have a right to health services that support their education, the U.S. Supreme Court has ruled, and as long as those services can be provided by someone other than a physician, it is the school district's obligation to provide them. The recent decision in Cedar Rapids Community School District v. Garret F. reaffirms a 15-year-old Supreme Court ruling on disabled students and clarifies the extent of medical services required by the Individuals with Disabilities Education Act (IDEA). In the earlier case Irving Independent School District v. Tatro, 1984 the court ruled that the IDEA requires school districts to provide (and pay for) "supportive services" to a disabled child that may be necessary to help the child benefit from special education, including health services, as long as they can be provided by personnel other than a physician. The decision in the Cedar Rapids case reaffirms that ruling. Garret F., a student in the Cedar Rapids (Iowa) Community School District, was paralyzed from the neck down at the age of 4 when his spinal column was severed in a motorcycle accident. Fortunately, the injury did not impair his mental faculties. He can speak, use a computer with equipment that responds to head movements, and control his motorized wheelchair by blowing through a straw. Garret has performed well in regular classes.
Editorial Board on her background in both special and gifted and instruction, gifted education, gifted learningdisabled students, and at iowa State University in Ames, iowa. http://2enewsletter.com/editorial board.htm
Extractions: Editorial Board Members Susan G. Assouline , Ph.D., clinical associate professor in school psychology at the University of Iowa, associate director and clinical supervisor at the universitys Belin-Blank Center, and author S usan serves as the Belin-Blank Center's primary consultant regarding whole-grade acceleration, mathematically talented students, and students who are gifted and also have an exceptionality that may interfere with the manifestation of the gift. She is the lead investigator for Twice-Exceptional Study, which the center is currently conducting. In addition, she is the co-author of the book, Developing Mathematical Talent , and co-developer of The Iowa Acceleration Scale Photo not available S usan Baum Ph.D., educator, author, consultant, and co-founder of AEGUS, the Association for the Education of Gifted Underachieving Students Susan is currently Professor of Education at the Graduate School of the College of New Rochelle. There she draws on her background in both special and gifted education to teach courses in elementary education and the education of gifted and talented students. Her writing and research cover many areas of education, including differentiated curriculum and instruction, gifted education, gifted learning-disabled students, and gifted underachieving students. In addition, she consults nationally and internationally and has served on the Board of Directors of the National Association for Gifted Children.
Extractions: Quick Links ResourceNet Home Accessible Travel Fact Sheets I ... n The News "General Resources" Please note: The Resources area is a continuous work in progress. New links and categories will be added on a regular basis. If you would like to submit or recommend a site to be included you may Submit a URL Category Index ADA (non government) Assistive Technology Devices State Assistive Technology Centers Arizona Technology Access Program (AzTAP) Arkansas - ICAN Colorado - CATP Connecticut - CTTAP ... AbilityHub adaptive equipment and alternative methods available for accessing computers. ABLEDATA Assistive Technology Information Access Unlimited Applied Science and Engineering Laboratories Assistive Technology, Inc.
Extractions: Special Education Legislation Congressman Jim Nussle said the Improving Education Results for Children with Disabilities Act of 2003" approved by the House today will make several much-needed improvements for special education by reducing bureaucratic red tape and encouraging more local control and accountability. As it reauthorizes the Individuals with Disabilities Education Act (IDEA), this legislation offers a prime opportunity to renew our commitment to students with special needs in Iowa, Nussle said. IDEA laws and funding decisions impact all students, regardless of whether they have special educational needs. As House Budget Committee chairman, I wrote the recently approved budget for fiscal year 2004 to include $11.1 billion for state special education grants. This funding level represents a 25 percent increase over the current fiscal year. Since 1995, Congress has dramatically increased federal funding for special education, Nussle said. Funding is only one piece of the puzzle in improving education, Nussle said. We must ensure that significant improvements are made to the system and that resources are used wisely. Iowas students deserve no less.
IllumiRate Directory Society Culture Disabled Issues 0 opinions. 14. Camp Courageous of iowa A special Camp An Eastern iowa year round camp located in Montecello for disabled children with physical http://www.illumirate.com/cat_items.cfm?Cat_ID=438090
CNN.com - Senate Split on Special Education - May 13, 2004 Sens. Tom Harkin of iowa and Chuck Hagel of Nebraska credibility to our commitment to fund special education, and The bill would allow disabled children to be http://www.cnn.com/2004/EDUCATION/05/13/special.education.ap/
Extractions: International Edition MEMBER SERVICES The Web CNN.com Home Page World U.S. Weather ... Special Reports SERVICES Video E-mail Services CNNtoGO Contact Us SEARCH Web CNN.com YOUR E-MAIL ALERTS Senate Education or Create your own Manage alerts What is this? WASHINGTON (AP) The Senate, nearing its first major update to special education since 1997, agreed Wednesday to accelerate spending on disabled children but refused to lock in specific increases. Senators hashed over competing plans to fulfill the promise that Congress made almost three decades ago: the federal government's commitment to cover 40 percent of the cost of educating children with special needs. The matter is significant because states and school districts must pay for whatever expenses the Congress does not. That can amount to billions of dollars that local communities say they need for teachers, training, supplies and construction. Spending is the major sticking point in the Senate's renewal of the Individual with Disabilities Education Act, the 1975 law guaranteeing equal education to children with disabilities. As many as 6.7 million students are in special education. Senators of both parties agree on the underlying bill, which aims to improve identification and intervention of those with disabilities, simplify paperwork for teachers, reduce lawsuits by parents and give schools more flexibility over money.
