FLO - A To Z Site Map Developmental Delays see special Educational needs. Businesses Employment for Family Members Returning to the United States federal Employment http://www.state.gov/m/dghr/flo/c7997.htm
Extractions: Under Secretary for Management Bureau of Human Resources Family Liaison Office FLO - A to Z Site Map A AAFSW - the Associates of the American Foreign Service Worldwide According to My Passport I'm Coming Home - publication for teens returning to the United States Adoption Guidelines and the Foreign Service Adult Children: When Does My Baby Turn into an Adult? Adult Education Opportunities Allowances, Department of State Office of B Bilateral Work Agreements and de facto Work Arrangements Bilingual Children ... Boarding School Options for the Foreign Service Child C Caring for Elderly Parents Child Care - Creating a Child Care Facility at Post Child Care Options for Foreign Service Families Child Care Tuition Assistance (Subsidy) Program ... Evacuation Considerations for Families with School Age Children ... Counseling Resources Crisis - Talking to Foreign Service Youth About War and Crisis Also see Evacuations D Death of a Foreign Service Employee or Family Member Developmental Delays - see Special Educational Needs Distance Learning Divorce Driver's Licenses Dual Citizenship - Security Clearance Implications E Education and Youth Issues Talking to Foreign Service Youth About War and Crisis Education Allowances FAQs from the Office of Allowances ... Education Options for the Foreign Service Family - publication
U. S. TRADEMARK LAW 1121). Jurisdiction of federal courts; state, local, and other 1123). Rules and regulations. TITLE VII IMPORTATION FORBIDDEN OF or diacritical marks. ( b) special form drawing http://www.uspto.gov/web/offices/tac/tmlaw2.html
Extractions: View Alternative Site Navigation TRADEMARKS Trademarks Trademark Law: Rules of Practice and Federal Statutes U. S. TRADEMARK LAW RULES OF PRACTICE FEDERAL STATUTES 11th Edition November 2, 2003 TABLE OF CONTENTS 37 C.F.R. PART 2-RULES OF PRACTICE IN TRADEMARK CASES RULES APPLICABLE TO TRADEMARK CASES §2.1 [Reserved] §2.2 Definitions. ... NOTES OF OTHER STATUTES AUTHORITY: 15 U.S.C. 1123, 35 U.S.C. 2, unless otherwise noted. SOURCE: 30 FR 13193, Oct. 16, 1965, unless otherwise noted. (a) The Act as used in this part means the Trademark Act of 1946, 60 Stat. 427, as amended, codified in 15 U.S.C. 1051 et. seq. (b) Entity as used in this part includes both natural and juristic persons. (c) Director as used in this chapter, except for part 10, means the Under Secretary of Commerce for Intellectual Property and Director of the United States Patent and Trademark Office. (d) Federal holiday within the District of Columbia means any day, except Saturdays and Sundays, when the United States Patent and Trademark Office is officially closed for business for the entire day.
Special Education special Education. Washington Administrative Code (WAC) federal IDEA. state regulations, WAC 392172, implementing IDEA97, were adopted December 1, 1999. http://www.k12.wa.us/SpecialEd/regulations.aspx
Extractions: State Regulations, WAC 392-172, implementing IDEA97, were adopted December 1, 1999. These regulations were effective January 1, 2000. Additional amendments were proposed May 2001. These were adopted Nov. 29th and were effective Dec. 30th. State WAC 392-172 Information Washington Administrative Code (WAC) 392-172 (Updated with amendments adopted Nov. 29, 2001) pdf Word Amendments Adopted Nov. 29, 2001 (This is a document of just the amendments, not the full WAC. For the full revised WAC, see above.) pdf Word CR103 - Rule-Making Order - July 22, 2001 ( pdf Concise Explanatory Statement (Dec. 21, 2001) ( pdf Word Bulletin 100-01 SPECIAL PROGRAMS (Dec. 21, 2001) ( pdf
Extractions: New Publications select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam 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 Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Washington, DC, December 8, 2003 The Council of Chief State School Officers (CCSSO) commented today on the anticipated release of federal regulations regarding the use of alternate achievement standards for students with disabilities. The final regulations will be released on December 9, 2003. We are pleased that the regulations have been finalized and that they reflect many of the comments and suggestions offered by CCSSO and its member states', said G. Thomas Houlihan, Executive Director of CCSSO. CCSSO was able to offer comments on the regulations after reviewing a draft summary of the key provisions. The regulations are designed to clarify the use and recognition of scores for alternative assessments that are often given to children with special needs.
Extractions: Final Federal TANF Regulations Give States Broad Program and Spending Flexibility - States Face Critical Choices on How to Serve Needy Families From June 1999 Welfare News HHSs final TANF regulations, published in the Federal Register on April 12, 1999, give states "extraordinary flexibility," in HHSs words, to spend federal TANF and state maintenance of effort (MOE) funds on a broad array of programs far beyond traditional cash welfare programs, as long as they are designed to accomplish the purposes of TANF. The final regulations differ significantly from the proposed regulations in ways that promote rather than curtail state discretion. In addition, drastic cash assistance caseload declines have meant that most states have significant amounts of unspent federal TANF funds. As a result, states now have a remarkable opportunity to adopt programs that respond to the varied needs of low income families - whether they be working families, families seeking education and training to prepare for employment, or families unable to find or maintain paid employment. With this discretion comes the challenge of assuring that funding is indeed targeted in ways that effectively address families needs and that spending is fairly directed to low income families in various situations, including those in deepest poverty. Members of the low income community and their allies in the human needs community also face the challenge of educating state policymakers about community needs, securing a voice in the decision-making process, and understanding and monitoring how states spend their federal TANF and state funds.
Special Education Homepage If you have questions or need additional information, please call the special Education Services Compliance with state and federal regulations http://www.isbe.net/spec-ed/
ALSDE - Special Education Links Each state must establish a mediation process that can Adobe Acrobat You will need the program to federal regulations Section for special Education federal http://www.alsde.edu/html/sections/links1.asp?section=65&footer=sections
Special Ed Connection Splash Page center for all your special education needs. DC, bureau on critical special education issues and Guidance Statutes and regulations statespecific News http://www.specialedconnection.com/
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Extractions: Telephone: (202) 225-4527 Subcommittee Approves Bill to Improve Results for Students with Disabilities, Ease Paperwork for Teachers WASHINGTON, D.C. - The bill would reform and reauthorize the Individuals with Disabilities Education Act (IDEA), aligning the special education law with the No Child Left Behind Act, the landmark education reform package enacted just over a year ago that for the first time requires accountability for academic results for all children, including children with disabilities. H.R. 1350 makes several reforms, including provisions designed to reduce the overwhelming paperwork burden on special education teachers, increase and improve early intervention strategies, and refocus the law away from compliance with complex federal regulations and back on providing a high quality education for children with disabilities. Today, more than ever, students with disabilities have an opportunity to accomplish their goals, said Castle. Although IDEA has many success stories, there is still room for improvement in serving children with disabilities. Now more than ever, we must make sure that children with disabilities are given access to an education that maximizes their unique abilities and provides them with tools for later successful, productive lives.
Special-Needs Trusts A Trust Dissected Article by Article, p. 6, special needs Trusts, 1999 of the United States Code Title 42, Parts 430456, of the Code of federal regulations. http://www.trustsandestates.com/ar/estate_specialneeds_trusts/
Extractions: In recent years, estate planners have been hearing the term special needs trust (SNT) more frequently. These vehicles are increasingly used to administer tort recoveries for plaintiffs who want to maintain their eligibility for public assistance. But they also have been surfacing more in charitable-trust and elective-share planning. Traditionally, SNTs have been used to address the planning concerns of parents with disabled or dysfunctional children. The estate planners role in creating ways for clients to identify and achieve their goals is rarely as poignant as when enlisted on behalf of the parents of a disabled child. Of course, disabled offspring are just as likely to be part of a wealthy family as any other, and the parents of such a child will be intensely concerned about ensuring that the childs needs are met after their deaths. The fundamental objective of using an SNT is to leverage the beneficiarys health-care costs, first from available public-benefit funds and only then from the discretionary trust. The settlors intent is to use trust income and principal as a supplement to, not substitute for, benefits and support provided by governmental programs.
Overview Administering both state and federal programs for Early monitoring activities for the state s early intervention capacity to meet the special needs of their http://www.marylandpublicschools.org/MSDE/divisions/earlyinterv/
Extractions: var NoOffFirstLineMenus=16; Search: MSDE Home Divisions Overview Academic Policy ... Student and School Services Divisions Divisions Special Education and Early Intervention Overview The Division of Special Education/Early Intervention Services collaborates with families, local early intervention systems, and local school systems to ensure that all children and youth with disabilities have access to appropriate services and educational opportunities to which they are entitled under federal and state laws. In Focus Publications and Reports Additional information about Early Intervention and Special Education The division assists local early intervention systems and local school systems to comply with federal and state regulations and to implement policies and procedures through grant funding, professional development opportunities, technical assistance, and monitoring. Administering both state and federal programs for Early Intervention and Special Education, the Division comprises five branches: Maryland Infants and Toddlers Program/Preschool Services Branch, Program Administration and Support Services Branch, Complaint Investigation and Due Process Branch, Community and Interagency Services Branch, and Divisional and State Interagency Support Branch. Maryland Infants and Toddlers Program/Preschool Services Branch The Maryland Infants and Toddlers Program/Preschool Services Branch provides oversight and support to local early intervention systems and local school system preschool special education programs for children with disabilities from birth through age five.
NIH Guide: ORAL HEALTH OF SPECIAL NEEDS AND OLDER POPULATIONS research related to elders and other special needs populations to o Environment The application does not need to be rules, as well as local, state and federal http://grants.nih.gov/grants/guide/pa-files/PA-04-031.html
Extractions: ORAL HEALTH OF SPECIAL NEEDS AND OLDER POPULATIONS RELEASE DATE: December 8, 2003 PA NUMBER: PA-04-031 EXPIRATION DATE: November 1, 2006 (unless reissued) Department of Health and Human Services (DHHS) PARTICIPATING ORGANIZATION: National Institutes of Health (NIH) ( http://www.nih.gov ) COMPONENTS OF PARTICIPATING ORGANIZATION: National Institute of Dental and Craniofacial Research (NIDCR) ( http://www.nidcr.nih.gov/ ) National Institute on Aging (NIA) ( http://www.nia.nih.gov/ http://www.nidcr.nih.gov/about/strat-plan/ ) and in A Plan to Eliminate Oral Health Disparities ( http://www.nidcr.nih.gov/research/healthdisp/hdplan.pdf http://grants.nih.gov/grants/guide/rfa-files/RFA-DE-04-009.html . Applications for clinical trials will NOT be accepted under this Program Announcement. If an investigator wishes to propose a clinical trial in oral health of special needs and older populations, she/he must follow the NIDCRs guidelines for submitting a clinical trial that are found at http://www.nidr.nih.gov/clinicalTrials/Clinical_Trials_Program.asp
WM Services - Industry or recycling options, completing required special paperwork, coordination pointof-contact for all waste service needs. or exceed all local, state and federal http://www.wm.com/WM/services/Industry.asp
Extractions: As North America's largest waste services organization, Waste Management has the equipment, manpower and expertise to provide dependable, cost-effective waste services to even the largest manufacturing and refining facilities. Plus, we confirm our commitment with written indemnification, which is backed by the financial strength of a Fortune 200 company. Waste Management works in concert with its own network of state-of-the-art landfills to ensure that your industrial waste is disposed of safely and in compliance with the strictest local, state and federal standards. To learn more about the innovative industrial collections solutions Waste Management has provided for our customers: Nestle-Stouffers : Using Advanced Technology to Heighten Efficiency, Safety "Developing satisfying solutions takes a company not frozen in the old ways of doing business." NOTE: Some documents are in PDF format, and Adobe Acrobat Reader is required to view it. If you do not have Adobe Acrobat Reader, download it
Lead-Based Paint Regulations for rehabilitation, reducing homelessness, and other special needs. Reinvestment Corporation are considered federal funds. The regulation states that as of http://www.nw.org/NWIS/Commdev/LeadBasdPnt.htm
Extractions: Lead-Based Paint Regulations By Michael Butchko, Neighborhood Reinvestment External Affairs (last updated November 2000) Overview On September 15, 1999, the U.S Department of Housing and Urban Development (HUD) published a final regulation, "Requirements for Notification, Evaluation and Reduction of Lead-Based Paint Hazards in Federally Owned Residential Property and Housing Receiving Public Assistance." http://www.hud.gov/lea/1012_3final.pdf The hazard-reduction requirements in this regulation are based on scientific research and the practical experience of cities, states, and others who have been controlling lead-based paint hazards in low-income housing through HUD assistance. The requirements apply to housing built before 1978, the year lead-based paint was banned nationwide for consumer use. The new regulation puts all the Department's lead-based paint regulations in one part of the Code of Federal Regulations, making it much easier to find. HUD estimates about 2.8 million housing units will be affected by the regulation during its first five years. The regulation sets hazard-reduction requirements that give much greater emphasis than existing regulations to reducing lead in house dust. Scientific research has found that exposure to lead in dust is the most common way young children become lead poisoned. Therefore, the new regulation requires dust testing after paint is disturbed to make sure the home is lead-safe. Specific requirements depend on whether the housing is being disposed of or assisted by the federal government, and also on the type and amount of financial assistance, the age of the structure, and whether the dwelling is rental or owner-occupied.
Council For Exceptional Children offers wo student delegates from each state and the officials, and learn about the federal government. Up to Teach Students with special needs Money Management http://www.cec.sped.org/
Extractions: The Council for Exceptional Children (CEC) joined HHS on May 26, 2004, as it launched its new initiative, "You Can Do It, I Can Do It," campaign, which supports good health and physical activity for children and youth with disabilities. Under the initiative, CEC and other partner organizations will help bring together physical activity mentors with young people with disabilities to help increase appropriate physical activity.
County Rules And Regs a supplemental rate for children with special needs has been to support a child s developmental needs and Child request for review by local, state, or federal http://ncchildcare.dhhs.state.nc.us/county/cs_rulesreg.asp
Extractions: It is important for local purchasing agency staff to stay abreast of the rules that govern the Subsidized Child Care Program. These rules were approved by the NC Social Services Commission and the Department of Health and Human Services, and became effective April 1, 2001. The most current version of the rules is dated April 1, 2001. A printable version of the rules is available here. This section will also be updated as any rule changes are in process, so be sure to check back here often. Payment rates for shift or weekend care will be the private rate, or market rate, whichever is less (46C .0106) References to former payment categories A and B were deleted since payment rates are now established in state law (46C .0107) The requirement that 60% of children enrolled must be typically developing, in order for a provider to receive a supplemental rate for children with special needs has been deleted (46C .0107)
DOE Modifies Special Education Regulations a provision found in the former special education code. in representing a childs educational needs, NJAC 6A Child Find The state administrative code has now http://www.njsba.org/members_only/publications/school_leader/nov_dec_2001/doe_mo
Extractions: DOE Modifies Special Education Regulations Parental consent, IEP team accord and timely documents are some areas that require compliance. By Cherie L. Maxwell, Esq. ONCE AGAIN THE DEPARTMENT OF Education has revisited and revised Title 6A:14 of the New Jersey Administrative Code dealing with special education. Some of the changes may have a far-reaching impact on districts and must be carefully reviewed to assure prompt compliance. Parental Consent to Initial IEP One of the most significant changes in the special education code is reflected in an August 21, 2001 memorandum issued by Barbara Gantwerk, director of the Department of Educations Office of Special Education Programs.1 In response to a review by the U.S. Department of Education, New Jersey has been directed to modify the code that addresses parental consent during initial evaluation procedures.2 While the long-standing rule in New Jersey has been that a district may (and should) use due process or mediation procedures when a parent refuses consent for an initial evaluation and/or refuses initial implementation of an individualized education program, the federal Department of Education has interpreted the federal regulations to mean that a board of education may not use due process procedures in these cases. This change is effective immediately. This means that a board of education no longer has the ability to file a due process petition to seek implementation of an initial IEP if the parent withholds consent. The practical effect of this modification is that a district can evaluate, determine eligibility and recommend a program, but unless the parent agrees, it can do nothing to implement the IEP program and services for the student. Clearly, this position runs counter to the historic position of the New Jersey Department of Education, which has encouraged districts efforts to assure that each student with a disability receives appropriate services.
