Extractions: Downloads Kurzweil Educational Systems, Inc., innovator of reading technology products for individuals with learning and visual disabilities, today announced that the Massachusetts Department of Education (DOE) has expanded the use of Kurzweil 3000 as an approved accommodation for the Massachusetts Comprehensive Assessment System (MCAS) tests to include Grades 6-8 and 10. Starting with the spring 2004 MCAS tests, the DOE will allow students in Grades 6-8 and 10, who are already using Kurzweil 3000 in the classroom as specified in their Individual Education Plan (IEP), to use the technology as an accommodation when taking their grade-specific MCAS tests. Kurzweil 3000 is comprehensive reading, writing and learning software for individuals with learning disabilities, which also allows students to take tests independently. Last year, the Massachusetts DOE approved the use of Kurzweil 3000 for only Grade 10 students taking the Mathematics and English Language Arts MCAS tests. However, due to an increasing demand for the technology accommodation, and a desire to make the MCAS tests accessible to all students, the Massachusetts DOE is working with Kurzweil Educational Systems to extend the accommodation to other grades. To-date this year, over 20 schools and collaboratives throughout Massachusetts, including schools in Amherst, Braintree, Cambridge, Fitchburg, New Bedford and Springfield have requested MCAS tests in Kurzweil 3000 format on behalf of 170 students scheduled to take the tests this spring.
The DRM Regional Resource Directory: Massachusetts Division for Children with special Health Care for Oral Education massachusetts Commission for Hard of Hearing Developmental Disabilities American Association http://www.disabilityresources.org/MASSACHUSETTS.html
Extractions: Home Subjects States Librarians ... Contact Us The DRM Regional Resources Directory (States) Massachusetts - The Bay State Updated 3/2001 State Index About / Hints / Link General Cambridge Commisson for Persons with Disabilities (CCPD) Cape Cod Disability Access Directory Commonwealth of Massachusetts - What we do: Disabilities The Disability Service System: A Report on Existing Services, Barriers, Gaps and Duplications ... Massachusetts Network of Information Providers for People with Disabilities See also Mutli-Service Agencies Advocacy and Legal Rights Cape Organization for Rights of the Disabled (CORD) Disability Law Center Massachusetts Commission Against Discrimination Massachusetts Disabled Persons Protection Commission ... New England ADA Technical Assistance Center Aging AARP in Massachusetts Elderweb Massachusetts Massachusetts Executive Office of Elder Affairs U.S. Administration on Aging - Massachusetts: State and Area Agencies and Programs AIDS/HIV Massachusetts Department of Public Health, HIV/AIDS Bureau
Family And Parent Support - Massachusetts Department Of Education special Education Resources from the Curry School of and consultants that serve people with disabilities. massachusetts Families Organizing for Change PO Box http://www.doe.mass.edu/sped/links/familyparent.html
Extractions: State Government State Services Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities English Language Learners Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MCAS Appeals MECC - (Career Center) METCO "No Child Left Behind" Federal Education Law Nutrition Programs Proprietary Schools Reading Office School and District Accountability School and District Profiles/Directory School Finance School-to-Career Education Security Portal Special Education Title I Virtual Education Space - VES News District/School Administration Educator Services Assessment/Accountability ... Special Communities
Extractions: Currently and through 200 , we host listings on advocates and attorneys which are found under Resources at www.masspac.org Speakers and Tutors are to be included at the end of 2003 and into 2004 and beyond. If you are interested in any of these listings, as an applicant, please note the schedules and deadlines that follow this notice. Please forward your request to: info@masspac.org and the applications will be sent to you. Reports on the current state of Special Education in the United States have recently been released. These will have tremendous impact when deliberations on reauthorization of IDEA resume in 2003. Make sure you print these or make parents in your communities aware of these reports. Consider writing to your legislators regarding your concerns as parents and parent advisory councils. Your opinions, thoughts, and concerns count!
Citizens' Guide To State Services B of the Individuals with Disabilities Education Act (IDEA), the federal special education law The massachusetts early education and care system, beginning http://www.state.ma.us/sec/cis/ciscig/E/E20E23.HTM
Extractions: www.doe.mass.edu/sped/ Chapter 766, the Massachusetts Special Education Law, is designed to define the needs of children requiring special education in a broad and flexible manner, to minimize the possibility of stigmatization, and to maximize the child's development in the least restrictive environment. The Department of Education has lead responsibility for ensuring that all provisions of Chapter 766 are met, for promulgating the regulations for its implementation, and for ensuring that the provisions of other state and federal special education laws are also met. Functioning in an advisory capacity to the Board of Education is the State Advisory Commission for Special Education (SAC) . The SAC is responsible for advising the Department on unmet needs for special education within the Commonwealth; submitting an annual written report to the Board of Education; commenting publicly on the State Plan for special education, and the procedures for distribution of funds under Part B of the Individuals with Disabilities Education Act (IDEA), the federal special education law; and assisting the Department in developing and reporting such information as may be required by the United States Department of Education under the IDEA.
Welcome To The Massachusetts 3rd Congressional District is the nature of his disability that sometimes grandparents of children who need special education as well as letters from school counselors, psychologists http://www.house.gov/mcgovern/043003rule1350.htm
Extractions: THE 3RD DISTRICT Home Constituent Services Press Releases House Floor Statements ... Internship Opportunities WASHINGTON, D.C. US Government Home US House Home Page US Senate Home Page The White House ... Research Legislation: Ashland Attleboro Auburn Boylston Clinton Fall River Franklin Holden Holliston Hopkinton Marlborough Medway North Attleborough Northborough Paxton Plainville Princeton Rehoboth Rutland Seekonk Shrewsbury Somerset Southborough Swansea West Boylston Westborough Worcester Wrentham U.S. Rep. Jim McGovern April 30, 2003 Mr. Speaker - I yield myself such time as I may consume. Mr. Speaker - Partisan battles are nothing new on the floor of this House. But there are many matters where broad bipartisan agreement and good will have traditionally been the rule. Education for disabled and special needs children has been one of those issues notable for its profound bipartisan consensus. Therefore, it is a sad day for this House as we consider the rule for H.R. 1350, the IDEA reauthorization.
Developmental Disabilities & High School Graduation one leading case, Stock v. massachusetts Hospital School students with more severe disabilities typically need or the termination of special education services http://www.familyeducation.com/article/0,1120,1-3650-1,00.html
Extractions: Robert K. Crabtree Question: The school system told us that our son will graduate from high school this June. He is developmentally disabled and has been on IEP's since kindergarten. He is now 18 and far from ready to enter the work force or live independently, though people have said he has the potential. We understand that once he graduates he will not receive any more special education services, but the school system says he has achieved all the goals of his IEP and is now ready to go. Can they force him to graduate? (They have been talking to him directly, too, and urging him to take his diploma so he can graduate with his classmates.) Answer: There are really three questions here: one concerning the circumstances under which a student with special education needs can be graduated; another concerning what procedures and legal remedies are available to parents and/or students when a student has been graduated prematurely; and a third concerning who can act for the student once s/he reaches the age of majority. IDEA Under IDEA , whenever a school system proposes to change "the identification, evaluation, or educational placement of [a child with special education needs] or the provision of a free appropriate public education to the child," the school must provide "written prior notice to the parents." [20 U.S.C. ?1415(b)-(1)(C)] Under current federal regulations that notice must include a description of other options considered, a description of the evaluations which justify the action, and a statement of reasons why the other options were rejected. [34 C.F.R. ?300.505 (This appears in ?300.503 of the proposed new regulations under IDEA 1997.)]
After-school Programs & Accommodations and Strong, LLP, a general practice law firm in Boston, massachusetts. of practice, Mr. Crabtree concentrates in special education and disability law http://www.familyeducation.com/article/0,1120,1-3423-1,00.html
Extractions: Robert K. Crabtree Question: My 8-year-old son has been kicked out of an after-school program run by a non-profit agency in his elementary school building. He has ADD and some behavioral problems and is on an IEP during his school day. The director of the program said, "He has an innate oddness and intensity about him that frightens the other children." Don't they have to try to include him? Answer: I've received quite a few questions similar to this one over the last few weeks, touching on the responsibilities of private programs to provide services to children with disabilities. The same question comes up for children in public school programs when they do not qualify for special education services, but still need accommodations in order to attend school or participate in various school activities. (One person asked how she could help her brother who uses a wheelchair and has been prevented from attending the same high school as she does because of the high school's lack of an elevator or lift.) Student rights This is a good opportunity to talk about the rights students with disabilities enjoy under Section 504 of the Rehabilitation Act of 1973 (which applies to programs that are recipients of federal funds) and the Americans with Disabilities Act . I won't try to be exhaustive here, but will describe some of the basics so you know where to start when this kind of problem comes up. I will speak mostly of
Extractions: For Advocacy Support Videos and Handbooks Nationwide Services A Turnaround Organization Online Educational Advocacy and Counseling reasonable rates. Bodin Associates based in Los Altos, CA and serving a national and international client base. Education Management Consulting assessments for school placement and evaluation and for legal proceedings involving educational issues and institutions. Keys to Safer Schools provides advocacy services to parents of children being discriminated against by school districts LD Online interactive guide for children, parents, teachers, and others involved with learning disabilities National Association of Protection and Advocacy Systems referrals to local agencies Richard Crandall providing free services via the Internet. Advocates for Human Potential based in Sudbury, MA. Judith E. Greenberg Child and special education advocate also provides expert witness testimonybased in Rockville, MD. Rockville, Potomac
Special Education News -- Massachusetts Stats And Links web pageMassachusetts Association of special Education Parent to outside web pageMassachusetts Protection and Disability Groups check out Specific Disabilities http://www.specialednews.com/states/ma/malinks.html
Extractions: Under the Individuals with Disabilities Education Act 1995-2001 Allocation: '95-'01 Authorized: '95-'01 Funds Missed: $722.1 million $2.67 billion $1.95 billion 2001 Allocation: Possible 2002 Increase: Possible 2002 Allocation: $130.3 million $111.2 million $241.5 million SOURCES: Council for Exceptional Children reprint of aggregated actual allocations from U.S. Department of Education and full funding estimates derived by Fiscal Planning Services, Inc. based on information from IDEA Funding Coalition data. FY2002 appropriation under Harkin-Hagel plan estimated by American Association of School Administrators Federal and State Government Links
School & Community Inclusion / Family Village at the University of MassachusettsBoston supports community integration of individuals with disabilities. special needs Education Network (SNE) This network http://www.familyvillage.wisc.edu/education/inclusion.html
Extractions: This is an international association of people with disabilities, their family members, other advocates, and professionals fighting for a society in which inclusion of all people in all aspects of society is the norm. TASH is an organization of members concerned with human dignity, civil rights, education, and independence for all individuals with disabilities. Cal-Tash This center seeks to improve the quality of life for people with disabilities and those they consider their families. They are committed to the principles of community inclusion, interdependence, and the inherent abilities of each person to contribute to society. Center on Human Policy, Syracuse University This center based policy, research, and advocacy is involved in the national movement to insure the rights of people with disabilities. Since its founding, the center has been involved in the study and promotion of inclusive community opportunities for people with disabilities. Federal Resource Center (FRC) for Special Education
NCIP Links Discovery Channel School; National Arts and Disability Center (NADC in Newton, massachusetts. US Department of Education, Office of special Education Programs http://www2.edc.org/NCIP/links.htm
Extractions: NCIP Links Below is a list of links that provide information, and resources relating to technology and students with disabilities. This list was last updated July 1998 USE THIS MENU TO JUMP TO SECTION HEADINGS TECHNOLOGY AND DISABILITIES SPECIAL EDUCATION ... top top top top Ability's Web Site for the Disabled CODI - Cornucopia of Disability Information at SUNY at Buffalo NYISE - The NY Institute for Special Education SERI - Special Education Resources on the Internet ... Solutions@disability.com
The Strawberry Fields Alternative High School of The Life Experience School in Sherborn, massachusetts. of the heart have something special to offer, in of these peacemakerswith-disabilities is itself http://www.peaceabbey.org/education/education_corps.htm
Extractions: Background: The concept for a Special Peace Corps grew out of the philosophy of The Life Experience School in Sherborn, Massachusetts. The school has pioneered peace education for children and young adults with mental challenges for over 30 years. Educating its students to see themselves as instruments of peace, and the Peace Movement as a way of life, the school developed a philosophy, structure and style of engaging young people in humanitarian work that transforms the lives of its students and those with whom they come in contact. Scope: Beyond the given objective of a particular assignment of the Special Peace Corps - i.e. delivering donations to food pantries and homeless shelters, grooming and walking dogs at humane societies, volunteering at nursing homes, visiting shut-ins, cleaning places of worship or public parks - the involvement of people with disabilities in the national service movement carries with it a profound message of compassion and love. Their involvement in community service is capable of touching the hearts of even the most hardened and cynical.
The Blue Hills School-to-Career Partnership Program All students with disabilities placed in special education prototype comply with registration information approved by the massachusetts Department of http://www.mass.gov/mrc/ses/blue_hills_schoolto.htm
Extractions: Phone: 781-863-1863 Fax: 781-863-9965 Contact: Mr. John McDonagh Library Service: The MCCTE offers a free lending library of approximately 5000 national, state, local, and commercially developed materials consisting of curriculum guides, texts, educational journals, videotapes, and CD-ROM's. Subject bibliographies from our collection are available upon request. Materials may be requested by mail, phone, fax, or e-mail. We have a complete collection of state and national academic frameworks and skills standards. Professional Development: The MCCTE provides professional development experiences for educators to expand their understanding of curricular, programmatic and legislative developments in career and technical education. Regional and statewide workshops, conferences and inservice programs are held by MCCTE throughout the year. Special Projects and Services Also, the Center offers a referral service to educators seeking presenters for customized inservice training. The Center is the lead partner in Tec Net, a statewide technology project funded by the Department of Education. Southeastern Regional Technical Institute and UMASS Boston are primary partners in Tec Net.
Extractions: Today's Globe Politics Opinion Magazine ... Op-ed SCOT LEHIGH April 21, 2004 IN THE LONG-running battle against charter schools, few arguments have been used more often, or more erroneously, than this dual dose of disinformation. ADVERTISEMENT First, that the charter school successes come because they simply take the best students from the traditional public school system. Second, that charters are not required to serve students with special needs. Certainly if all that charter schools did was cherry-pick pupils whose socioeconomic backgrounds have left them well prepared for success, it would help explain the strong results the innovative academies have achieved. Similarly, if charters didn't serve students with special needs, they would have another big advantage over the traditional public schools, since students with special needs are both more expensive to educate and less likely to do well academically. But data from the Massachusetts Department of Education give the lie to both arguments. And that's worth keeping in mind as the effort to freeze (and squeeze) the Commonwealth charter school movement returns to Beacon Hill with this year's budget debate. Consider: Charter school students are poorer than those in traditional public schools. Fully 42 percent of them qualify for free or reduced-price lunches, compared with 26 percent of the total Massachusetts public school population (a group that includes both students in traditional public schools and charter public schools). Further, while 25 percent of the entire public school population is minority, minorities comprise 49 percent of total charter school enrollment.
