Center For Education Reform Massachusetts Moratorium, Philadelphia Flexibility, south carolina Expansion Utah Veto of Choice for disabled Students? Utah Choices for specialneeds Students. http://edreform.com/index.cfm?fuseAction=section&pSectionID=1&cSectionID=72
Vitae it s housing for the disabled program. Pennsylvania, Kentucky, Georgia, Florida, south carolina, Ohio, New one million (1,000,000) special needs students each http://www.whitebuffalopress.com/vitae.htm
Extractions: 210-614-1396 FAX Bachelor of Arts, University of Northern Colorado, Greeley, Colorado. Major: Secondary Special Education-Mental Retardation. May, 1966. Minor: Sociology. Master of Science, University of Illinois, Urbana, Illinois. Graduate Fellow of the United States Office of Education (USOE). Thesis topic:The Mentally Retarded Offender. October, 1970. Doctor of Education-Special Education Administration, University of Northern Colorado. Greeley, Colorado. Dissertation Topic: Guilford's Structure of Intellect and the Social Intelligence of Juvenile Delinquents. August, 1975. Postdoctoral Study. Educational Technology. University of Northern Colorado. Greeley, Colorado. Distance Learning for Special Populations. November, 1991. Recipient of the Sure-Lok National Special Needs Transportation Award, 2002. Presented at the National Association for Pupil Transportation 2002 Conference, Greensboro, North Carolina. November 3, 2002. Professional Affiliations National Association for Pupil Transportation (NAPT) Texas Association for Pupil Transportation (TAPT) Crisis Prevention Institute (CPI) School Bus Fleet Advisory GroupSpecial Needs School Transportation News Special Needs Transportation Expert Certified Child Restraint Safety Technician (NHTSA, April 2002)
KidPower Links Page Pennsylvania special Education south carolina Title 59 for Graduation Requirements south Dakota Office of and Support Christian and disabled Christian Parents http://www.geocities.com/Heartland/Village/9021/links.html
Extractions: KidPower Home Page Accessible Travel Alternative Therapies Articles of Interest Awards BookStore Causes We Support CPKids Conductive Education Centers Contact Us Content of the KidPower Index Doctor/Therapist Listing Diagnostic Definitions Equipment Recommendations Explanation of Specialtists HBO Centers HBO 4 R Kids Hints From Home In the KidPower News Infant Development/Types of CP Information Share KidPower WebRing Kids At Play Kyle's Friends Kyle's Story Members Members Meet Message Board Our Special Child WebRing The Paper Ribbon Campaign Parnters In Policymaking Power Connections Newsletter Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations ToyStore Vaccination Information WebRings Index Young Artists' Gallery ACCESSIBLE/ADAPTIVE HOUSING Accessible Housing Designs
DoDEA: Director For Special Education Removal of disabled children from the regular as small group and individual instruction, special equipment and south carolina Services Information System (SCSIS http://www.ddess.org/laurel-bay/sped/sped.htm
Extractions: Director for Special Education It is the responsibility of all Department of Defense (DoD) Domestic Dependent Elementary and Secondary Schools (DDESS) systems to provide an appropriate education for all students. Some students have special needs that cannot be met through the regular education curriculum. According to DoD DDESS regulations, all children with special education needs must be identified, evaluated, and served through the school system. Related services such as speech-language, occupational therapy, physical therapy, psychological services, counseling, and transportation must be made available to special education students who require such assistance in order to benefit from their special education placements. As a part of DDESS, Laurel Bay and Fort Jackson Schools are required to follow the 32 CFR Part 80 in serving disabled children, ages three years through sixth grade. The identification, assessment, and provisions of programs for disabled students in special education and related services must comply with this instruction as it is designed for DoD DDESS. Also, to the maximum extent appropriate, disabled children are to be educated with children who are not disabled. Removal of disabled children from the regular educational environment occurs only when the nature or severity of the condition is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Special educators are trained to work with children and to provide consultation services to teachers and parents. This helps to assure that specific problems will be managed in a professional manner focusing on each childs individual strengths, deficits, and needs. In addition to special settings, such as small group and individual instruction, special equipment and materials are made available to assist students in their classrooms to promote the specific methods and techniques necessary in helping students learn.
Special Education - Teacher Issues Early Childhood disabled. Speech/Language. Vision. X. Oregon. X. All special Education Certifications. south carolina. Covered in approved teacher preparation program. 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.
South Carolina Association Of School Psychologists the State Department of Education for the state of south carolina. teachers to use to better understand their disabled child/student, special education in http://scaspweb.org/descriptions.html
Extractions: This page of the SCASP website is made available to help link School Psychologists looking for employment to employers looking to hire. This page is not intended to provide all the information about the position. It provides some key information to get you started and to help you get in touch with the appropriate personnel. This page is not exhaustive; it is dependent on information submitted by employers. The first section is devoted to in-state job opportunities, the second section is out-of-state opportunities. Jobs will ONLY be posted for six months from submission date and then will be removed.
Extractions: Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington, D.C. West Virginia Wisconsin Wyoming
Extractions: February 2003 "NO CHILD LEFT BEHIND" AND ITS IMPLICATIONS FOR SPECIAL EDUCATION While those involved in public school education seek to understand the requirements of the "No Child Left Behind Act of 2001" (NCLB) as they apply to the entire student population, school districts cannot ignore the implications of NCLB for those students who have been identified as disabled under the Individuals With Disabilities Education Act (IDEA). Under NCLB, students with disabilities are one of the major subgroups required to achieve educational proficiency by 2014. NCLB and IDEA are similar in some ways, but in several respects seem to point in opposite directions. The two laws are similar in that both are outcome-oriented, focusing on annual progress (NCLB) or measurable goals and objectives (IDEA). Both laws emphasize reliance on teaching methods which are proven to work, that is, research-based instruction. Likewise, both laws have mandates related to personnel and assessments, and each requires parental notice, participation, and choice. On the other hand, philosophically, NCLB and IDEA appear to be quite different. Special education focuses on programs reasonably calculated to meet the individual child's needs and to enable him or her to derive educational benefit according to his/her capabilities. NCLB mandates outcomes regardless of individual limitations or needs; it requires that all students meet State standards and become "proficient" by the year 2013-14. In other words, NCLB dictates that the achievement "gap" among all groups of students, including disabled children, will close. This gap-closing premise is at odds with special education, which focuses on the individual student, rather than his or her peers. IDEA recognizes that some students will not meet State standards by the end of high school and, therefore, allows those students to receive special education and related services until age 22.
Testimonials that help them to better understand the disabled. people with disabilities participating in special Olympics. the parents of a south carolina gymnastics World http://www.specialolympics.org/Special Olympics Public Website/English/Initiativ
Extractions: Congress makes clear in IDEA that the nation has two goals related to the inclusion of children with disabilities in American schools: to provide for the appropriate education of disabled children and to ensure that all children learn that disability is a natural part of the human experience. SO Get Into It helps kids with and without disabilities learn to make a difference- to each other and to their school community. In service to each other and the community, they are also in service to our nation. -Sue Swenson, Executive Director, Joseph P. Kennedy, Jr. Foundation Special Olympicsâ new SO Get Into It program will help physical educators address the National Standards for Physical Education by helping their students develop understanding and respect for differences among people in physical activity settings. The National Association for Sport and Physical Education (NASPE) is pleased to be involved. -Dr. Judy Young, Executive Director, NASPE SO Get Into It will call on many Chinese youth to come into Special Olympics activities energetically. They will lead and help the people with mental retardation to achieve success -Zhang Tianlun, Director, China SO Get Into It Team
AHIRC Resource Listings south carolina CSHCN Children with special Health Care provides youngsters who are disabled, chronically ill or community resources and special resources (eg http://www.actorsfund.org/ahirc/cat_list.cfm?cat=181&st=SC
Number 2 Pencil: Changing The Rules For Special Education Students in meeting progress goals for disabled students. south carolina has about 110,200 special education students fear some students in special education programs http://www.kimberlyswygert.com/archives/001670.html
Extractions: Kimberly's take on testing and education reform Main Those of us who predicted that the NCLB Act regulations affecting special education students would be the first to change were correct - but some South Carolina educators say the changes aren't enough A change announced Tuesday in the federal No Child Left Behind education accountability law recognizes that severely disabled children cannot meet the same academic standards as their nondisabled peers. But local educators complain the U.S. Education Department did not go far enough in revising the law's unrealistic requirements... The rule change announced by U.S. Secretary of Education Rod Paige affects students with the most "significant cognitive disabilities" who don't take the same standardized test as others their age. It allows up to 1 percent of a district's total number of students to test off grade level and still count toward meeting academic progress goals. That means, for example, that a severely disabled eighth-grader whose mind functions like a third-grader, and therefore learns third-grade standards at school, can take the third-grade Palmetto Achievement Challenge Test, and the score will still count...
Welcome To The Special Education Department Page!! once meeting the state of south carolina and Greenville expectations of the total GHS special Education program services · Education of a disabled student is http://greenvillehigh.greenville.k12.sc.us/departs/speciale/speciale.asp
Extractions: The Special Education Department of Greenville High School provides a free appropriate public education to all children with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA). A student comes into the program once meeting the state of South Carolina and Greenville County criteria for a disability. The special education department at GHS serves an average of 180 students on a daily basis, 120 in self-contained classes, and 66 in regular class with support services and/or through the resource program. Nine certified teachers and five teacher aides provide services that cover a wide spectrum. This does not include the speech itinerant teacher nor the visual impaired resource teacher that come on a weekly or daily basis. All students in special education have an Individual Education Plan (IEP) which is developed yearly. Many areas are addressed including student achievement levels, strengths and weaknesses, participation in statewide testing, justification for removal from regular class, documentation for interventions to achieve the least restrictive environment, yearly goals, short term objectives, and others. Special education teachers are required to administer alternate testing for those who do not take part in state testing. The IEP is put into effect after a committee comprised of teachers, student, parent/guardian, counselor, school administrator, and any other interested party reach consensus that the document is appropriate. The IEP is a federal requirement that insures the due process rights of the individual with a disability.
Beaufort, SC Government Information, Beaufort County, South Site includes map, special interests, educational programs south carolina School for the Deaf and the Blind, and sensory multidisabled individuals (children and http://www.beaufortonline.com/government/
Extractions: South Carolina Administrative Law Judge Division An independent body of administrative law judges who preside over public hearings involving the promulgation of regulations and decide contested cases and appellate cases. Site includes annual reports, rules of procedure, staff, recent decisions, comments, links. South Carolina Department of Agriculture Oversees the administration of the South Carolina Agricultural Commodities Marketing Act. Site includes history, comments, agribusiness development, small farms program, publications, administrative, consumer and market services, laboratory services, marketing and promotion, directory, staff, news releases, commodity boards, associations, festivals, produce wholesalers, calendar, links.
Online Resources over 300 area nonprofit agencies and in special programs assisting the frail elderly, youth at risk, disabled children, those RSVP of south carolina. http://www.nationalserviceresources.org/link/category/3/
Extractions: Categories Programs Funded by the Corporation for National and Community Service Senior Corps Programs Audubon Area Community Services (KY) Senior Corps volunteers serve in 50 of Kentucky's 120 counties through the Senior Companions, Foster Grandparents, and Retired and Senior Volunteers Program (RSVP). Cascade County Aging Services FGP (MT) Foster Grandparents serve as mentors, tutors, and caregivers for children and youth with special needs. Cascade County Aging Services RSVP (MT) RSVP volunteers serve as mentors, tutors, and caregivers for children and youth with special needs. City of Oxnard RSVP News (CA) Newsletter includes local and national items of interest. Curry County RSVP (OR) Curry County RSVP sponsors two senior assistance programs in the county The SHIBA Program (senior health insurance benefits program) and a Money Management/Representative Payee Program (MMP). FGP and RSVP of United Services for Older Adults (NC) Foster Grandparents work one-on-one with children who are at risk of abuse and neglect, serving as role models and mentors. RSVP volunteers are assigned to a variety of local non-profit agencies and organizations. FGP of Providence (RI) Foster Grandparent Program funded by the Corporation for National and Community Service and sponsored by the Federal Hill House.
Charlotte Chamber - Special Education Resources Morgan School 5190 south Torrence Street Charlotte, NC 28204 704 are specially trained to work with learning disabled children Montessori carolina Academy 1524 Mt http://www.charlottechamber.com/content.cfm?category_level_id=135&content_id=127
Learning About The Stars south carolina School of the Deaf and the Blind (SCSDB said Lin Mackechnie, SCSDBs special education director a teacher of the learning disabled from Virginia http://www.nfb.org/fr/fr11/FR03FA10.htm
Extractions: Future Reflections Fall, 2003 back (next contents Learning About the Stars by Penny Leigh Editors Note: The following article is reprinted from the September 2001, Volume 6, Number 3, issue of Howes Now , Council of Schools for the Blind, newsletter. The article was titled, NASA-SCSDB Program Makes it Easier For Children with Special Needs to Learn About the Stars. Penny Leigh is the Public Information Officer for the South Carolina School for the Deaf and the Blind: Its difficult to learn about the solar system when you cant see the twinkle of a star or the glow of the moon. But a new program will make it easier for students who are blind or have other disabilities to understand astronomy. South Carolina School of the Deaf and the Blind (SCSDB) staff members spent part of the summer working with National Aeronautics and Space Administration (NASA) scientists on adapting learning materials for the needs of children who are blind or deaf. SCSDB is the only school in the country working with NASA on the pilot project to test and implement the Multisensory Space Science Kit. The new kit will be in use this fall at the Spartanburg school. The kit provides tools designed to provide teachers with the background information and lesson material they need to teach a variety of activities on solar system exploration and planetary science. NASA was developing materials on its findings for educational classroom use and wanted to adapt them for students who are blind or deaf and make sure they are accessible to all children, said Lin Mackechnie, SCSDBs special education director.
BJU - Education Faculty Mildly disabled, Educational Procedures for the Mildly disabled, Characteristics of English and Learning Disabilities in North carolina and south carolina. http://www.bju.edu/academics/se/faculty/spec
Extractions: jsutton@bju.edu Educational Background: B.S. in mathematics education, BJU; M.A.Ed. in school administration, ECU; M.A.Ed. in special education/learning disabilities, East Carolina University; Ph.D. in special education, University of Virginia Work Experience: Adjunct math professor, Greenville Technical College; Adjunct instructor, University of Virginia; Teaching/research assistant, University of Virginia; Special education administrative intern, Charlottesville (VA) Public Schools; Pre-school special education teacher, Charlottesville Public School summer program; Special education teacher, Dobbs School, Kinston, NC; Assistant high school principal/math teacher/coach, Grace Christian School, Kinston, NC; Math teacher/coach, Goldsboro (NC) Christian School Courses Taught: Graduate/doctoral level - Readings in Special Education, Directed Teaching in SPED, Principles of Administration, Psychoeducational Assessment, Advanced Teaching Techniques for the Mildly Disabled; Undergraduate/graduate - Internship in Special Education, Behavior Management, Teaching Math to the Mildly Disabled, Directed Teaching in SPED, Introduction to Exceptional Learners, Introduction to Education
Resources And Information - Find Library Articles By Topic focus on positive images of disabled people south carolina State Resources south carolina resources for south Dakota State Resources south Dakota resources for http://library.adoption.com/information/Resources-and-Information/404/1.html
The Yes I Can Foundation For Exceptional Children Westview Primary School, Goose Creek, south carolina Project Homelink Sandy Huber, south LaPorte County program to help learning disabled and visually http://yesican.cec.sped.org/minigrants/
Extractions: Home We are currently securing funding sources for the 2004 Yes I Can! Minigrant Program. Please stay posted for more information about the program dates and application process for next school year! 2003 Minigrant Winners Category 1: Education of children with disabilities and/or gifted children and youth. * Mary Farwell, Edison Elementary School, Coldwater, Michigan - Think Tank, after-school program for gifted and talented children that will enable students that are too young for the gifted and talented program to access material that will give them a higher level of thinking and stimulate them to think in different ways. Category 2: Relationships between parents and their children with disabilities. * Janet Brooks, Westview Primary School, Goose Creek, South Carolina - Project Homelink Bookbags - The Link to Students School Success, program connecting parents, children, teachers and the community that will help students with developmental disabilities overcome challenges in learning and promote successful development of academic and life skills. Category 3: Cooperative school/parents and children with disabilities.
