Lorman Education Services - Brochure And Order Form Trust, the only pooled trust for disabled individuals in the and an officer of the special needs Alliance, LLC on the boards of both the maine Bar Foundation http://www.lorman.com/seminars/seminar_orderform.php?sku=343245
EASI Archives -- June 2003, Week 3 special kids with special needs and special gifts (31 Steuerwalt, Jon C. jon.c.steuerwalt@maine.GOV . question about pdas for the disabled Re question about http://maelstrom.stjohns.edu/CGI/wa.exe?A1=ind0306c&L=easi
Skadden Winner Will Focusk On Foster Children's Education Issues Janet Stocco, originally from maine, is now working as could have been misdiagnosed as disabled or the to adequately advocate for a specialneeds child, either http://www.law.virginia.edu/home2002/html/news/2003_fall/skadden_stocco_print.ht
Extractions: Skadden Winner Will Focus on Foster Children's Education Issues Law School alum Janet Stocco '03 found her future calling while teaching in a Houston inner-city school under Teach for America, a program that places outstanding college graduates in low-income rural and urban communities. Leaving her doctoral work in genetics at Harvard behind for two years, she discovered she loved teaching, but found to her dismay that teachers are given little respect outside and sometimes even inside the classroom. More importantly, teachers can't make substantive policy-based decisions that affect a broad swath of students. But people pay attention when you have J.D.' after your name, she saidand she wanted people to pay attention to what she had to say. Stocco, currently a law clerk for the Hon. Carolyn Dineen King, Chief Judge for the U.S. Court of Appeals for the Fifth Circuit, said she was amazed she received the award, and excited to begin her work at the Center in the fall.
Post-Crescent - Learnings Costly Curve Part of the solution may be labeling fewer students as disabled. maine. specialeducation research is not rigorous or coordinated enough to support needs of http://www.wisinfo.com/postcrescent/news/archive/local_4981028.shtml
Extractions: Post-Crescent staff writer Freedom made the commitment to ensure all children equal access to a public education well before state and federal governments made it law in the early 1970s, he said. Yet, in times of tight budgets there is no denying the mounting cost of educating everyone from the blind, deaf and medically fragile to children with cognitive and emotional disabilities and speech delays. While Congress considers reauthorizing the 28-year-old law now known as the Individuals with Disabilities Education Act (IDEA), area school systems are picking up the bulk of the bill for an ever-growing number of special-education children. Two dozen Fox Valley school districts spent more than $62 million in district, state and federal dollars in the 2000-01 school year to educate 7,597 students with disabilities, according to the Wisconsin Policy Research Institute. In the coming school year, Freedom, with a total enrollment of 1,590, will spend $1.9 million of its $12.2 million operational budget educating 215 children with disabilities.
It Takes One Step At A Time An astounding 52% of maine families responding to the workers who were caring for a disabled child, 15 is especially severe for parents of special needs children http://www.mejp.org/conversations/onestep.htm
Extractions: Balancing The Scales Of Justice Welfare, Work and Raising Children Conversations with Twenty-One Maine Families IT TAKES ONE STEP AT A TIME A question that has been central to welfare reauthorization is how many hours and in what kinds of activities families who receive TANF should be required to participate each week. To understand the implications of this debate, we must consider the kinds of situations families on welfare today are facing and the extent that those situations limit their ability to work. Why are so many families unable to move right into full-time jobs? What would help these parents reach their full economic potential while allowing them the time necessary to care for their children and overcome obstacles to full-time employment? What steps come first, then next, in overcoming their obstacles? Sherry's schedule, on the previous page, helps us to imagine how responding to the needs of special needs children can dominate a parent's day. Over the past five years, most parents who were able to find full-time work have left TANF - the economy was good and jobs were available. Today, in the declining economy, even those families without barriers to work report that finding full-time employment is hard. Many employers prefer to hire employees on part-time status. And part-time workers say that they find it difficult to get second jobs because part-time-work schedules are often inconsistent and unreliable. Further, those who do find jobs in many Maine towns report that they are offered only second or third shift jobs, for which childcare is often impossible to locate. It's a tough labor market, even for parents on TANF with few obstacles to work.
460courses Advocacy Information Advocates for disabled Citizens http//www to Raising special Kids with special needs http//rdz Inclusion Http//www.umeais.maine.edu/~cci http://www.uwlax.edu/TRAIN/460courses.htm
Us Paralympic Team Bios Sailors with special needs, J24 1995 District One J-24 Championships, 995 J-24 maine State Championship has a wealth of elite level experience in disabled sports http://www.ussailing.org/swsn/paralympics/teambios.htm
Extractions: Team Leader , Keith Burhans , Paul Calahan Sonar Skipper , Jim Leatherman Alternate Sonar Skipper Paul Callahan 43, from Newport R.I, is a C4-5 quadriplegic and is highly regarded for his leadership skills. Ranked as one of the top disabled sailors in the world, Paul blends his ability to make the boat lightning quick along with his knack for elevating the game of his teammates. An articulate spokesman promoting opportunities for people with disabilities, Paul was educated at Harvard College and Harvard Business School. He then went on to work at Goldman Sachs Company in New York City. Currently, he is the Chairman and CEO of Shake-A-Leg Newport, a highly successful second-stage rehabilitation center for people with spinal cord injury located in Newport, Rhode Island. Additionally, he is a Director of External Relations at Harvard Business School.
ENC Online: Wheelchairs In A Salt Marsh with disabilities and varying definitions of disabled.). The Spurwink Institute located in Portland, maine. with individuals with special needs, and conducts http://www.enc.org/features/focus/archive/special/document.shtm?input=FOC-003146
Bureau Of Elder And Adult Services - Maine - Volunteer 60 and older to serve children with special or exceptional or specialized programs for developmentally disabled children. Bangor, maine 044021162 207-973-3684. http://www.state.me.us/dhs/beas/resource/volunt.htm
Special Education and producing computer products for special education for two decades. Our primary focus is to meet the needs of children in elementary schools who face http://www.minot.k12.nd.us/index.php?page=333
Consolidated Housing And Community Development Plan two including infant and toddler preschool, after school and early HEALTH CARE, Access and outreach for homeless, disabled and special needs populations, un http://www.ci.portland.me.us/planning/commdevservicepriority.htm
Extractions: Social Services Priority Needs List The services listed within each grouping below are NOT listed in order of priority. HIGHEST PRIORITY HOUSING Location and referral services, residential support services, operational support for housing for homeless, special needs populations and immigrants/refugees and shelter beds for individuals and families. FOOD Prepared meals programs, soup kitchens and food banks FAMILY SUPPORT SERVICES Affordable child care for low income families, particularly for infants under two including infant and toddler preschool, after school and early-intervention programs seven days a week, and 24 hours a day. Outreach, referral, treatment, counseling and case management for domestic violence, parenting support, crisis intervention and substance abuse programs including services targeted to refugees/immigrants and ethnic minorities.
Maine S Community-Based Living Work Book Settings Key Located in South Portland, the maine Youth Center is the of their educational program with nondisabled students, receiving special education and http://community.muskie.usm.maine.edu/Materials/settings.htm
Education Week -- Politics Watch 2000: Special Education with relatively small populations of disabled students and programs that help identify special education students a speech presented in Portland, maine, June 15 http://www.edweek.org/context/politics/pol_specialed.htm
Extractions: Bush Gov. Bush is advancing what he calls his "New Freedom Initiative," a five-year, $880 million plan to provide assistance to Americans with disabilities. Arguing that the federal government is failing to meet the needs of disabled students, Mr. Bush promises that he would work with Congress to increase IDEA funding. His plan would target funding toward preventive efforts to identify children with special needs, with the aim of relieving states of the costs of providing long-term educational assistance. Mr. Bush has pledges to increase the budget of the National Institute on Disability Rehabilitative Research, a federal agency within the Department of Education that investigates assistive technologies and sponsors innovative programs for the disabled. Gore Demonstrating his commitment to the IDEA, Mr. Gore proposes the largest-ever increase in funding available for special education students. At the same time, the vice president expresses concern over how the cost of special education might affect public schools. To help ease the financial burden on states, Mr. Gore pledges to increase funding for class-size reduction and after-school programs. And, to help districts with relatively small populations of disabled students and budgets already stretched thin, the vice president proposes the creation of IDEA "funding pools" that would be managed by the states and allocated according to need.
Doxys - Resources For The Disabled Office of special Education Programs Dept of Ed (US); Rehabilitation Services Administration disabled Outoor Experiences - maine (US); disabled http://www.growing.com/doxys/disabled.html
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.
The Straits Times Interactive - School Pocket Money Fund 2002 By Wong Sher maine. this year are the blind, deaf, handicapped or intellectuallydisabled students from are on the fund, each beneficiary has a special account. http://straitstimes.asia1.com.sg/mnt/html/webspecial/heart02/newsA_1029.html
Extractions: The blind, the deaf and the intellectually-disabled from 22 special schools are among thebeneficiaries of the School Pocket Money Fund By Wong Sher Maine ONCE a week, the rest of their classmates went out from school to learn how to take public transport, order food and buy things in public places. The burden is lightened for Mr Mohamed, whose sons Hasrideen (left) and Miinmuslim are both fund beneficiaries. AZIZ HUSSIN But some among the 30 poorer, intellectually-disabled students at the Yio Chu Kang Gardens School had to miss these out-of-school classes. They did not have enough money. But since last year, the monthly allowance of $30 or $50 they get from The Straits Times School Pocket Money Fund has helped them participate in such expeditions. Said the school's social worker Madam Teo Ginn Yueh: 'In the past, teachers would sometimes pay for the students. These classes are very important in exposing the pupils to the outside world and teaching them to be independent.'
Maine State Resources Children with special Health needs Program Department education/speced/specserv.htm special Format Library Blind and Physically Handicapped maine State Library http://www.nichcy.org/stateshe/me.htm
Extractions: The offices listed on this state sheet are primarily state-level offices. Even if an office is not close to your home, they can usually put you in touch with resources in your community, as well as provide you with information and assistance about disability issues in your state. If you find that an address or number has changed or is incorrect, please e-mail us at nichcy@aed.org and let us know. Each state sets eligibility ages for services to children and youth with disabilities. For current information concerning this state, please contact the office listed under Department of Education: Special Education United States Senators
Special Education - Teacher Issues special Education Certifications Requiring a Masters Degree. Alabama. Early Childhood disabled. Speech/Language. Vision. California. X. maine. X. Speech and Hearing. 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.
Issue Brief-Delete And Insert Your Title impaired, hospital/homebound, other health impaired, learning disabled, which includes or autistic, and as a result may require special education or maine. 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"
