Extractions: Citizen's Guide To Services A - Z Listing of Services Message from the City Manager City Council About Newport News ... Office of Intergovernmental and Community Relations homepage S SCHOOLS Emergency Closings To obtain the most up-to-date emergency closing information, call the Newport News Public Schools Information Line at 926-7618; or visit the web at www.sbo.nn.k12.va.us Information General information on Newport News Public Schools may be obtained by calling Newport News School Information and Legislative Services at 591-4545; or you may visit their website at www.sbo.nn.k12.va.us . Links are available to sites for most of the City schools. ADMINISTRATION General Information Superintendent's Office School Board Members Business Office Instructional Services Human Resources Pupil Assignment Transportation Emergency Closings EARLY CHILDHOOD CENTERS/PEEP Pre-K Denbigh 14302 Old Courthouse Way, 23602 Pre-K Magruder 1712 Chestnut Avenue, 23607 Pre-K Warwick 1241 Gatewood Road, 23601 2-5 Yrs. PEEP
More Choices For Disabled Kids - Policy Review, No. 112 as if parents of learningdisabled children are education program has an urgent special need of its Matthews, education reporter for the washington Post, agrees http://www.policyreview.org/APR02/andrews.html
Extractions: By Lewis M. Andrews (Go to Print Friendly Version) f the opponents of school choice could have their way, the national debate over the use of public money to subsidize private schooling would turn on the subject of special education. With research demonstrating the overall success of school voucher programs in Milwaukee and Cleveland, and with the constitutional issue of public funding of religiously affiliated schools headed for resolution in a seemingly God-tolerant Supreme Court, defenders of the educational status quo have been reduced to fanning fears that government support of greater parental choice would transform public schools into dumping grounds for difficult-to-educate students. Rethinking Schools naacp Seventeenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act , over The argument that school choice must inevitably create special education ghettos would appear to have been strengthened by the recent adoption of market-based education reforms in New Zealand. In the late employees with a new Ministry of Education staffed by only people and putting each local school under the control of a community board of trustees. At the same time, the government abolished school zoning, allowing children to transfer freely between schools, even to private schools, at state expense.
The Washington Monthly - The Scandal Of Special-Ed It s bad enough dealing with disabled or disturbed children In washington, DC, such private placements account for over And if special ed has become a kind of http://www.washingtonmonthly.com/features/1999/9906.worth.scandal.html
Extractions: by Robert Worth If you've ever wondered what the words "special education" mean, consider Saundra Lemons. A tall, gangly 19 year-old senior in a Washington D.C. public high school, she is quiet and attentive. Like the vast majority of children in special ed, she's not blind or deaf or confined to a wheelchair; instead, she has had trouble learning to read. If dollars were education, Saundra would be in fine shape. D.C. pours almost a third of its total education budget into the 10 percent of its students who are special ed. In theoryor rather, in wealthy school districtsthis money buys kids like Saundra all kinds of assistance: special tutoring sessions, a modified curriculum, specially trained therapists and consultants, even untimed tests. But Saundra wasn't born in a wealthy suburb. So when she started having trouble in first grade, she was placedlike many kids in D.C.into a dead-end classroom where she learned nothing. In her case, it was a class for the mentally retarded. It took six years for a teacher to notice that Saundra wasn't retarded at all. Now she's catching up, but probably not fast enough to attend college next year. "You can never make up for that lost time," says one social worker who has helped Saundra.
Washingtonpost.com: The Supreme Court By Joan Biskupic washington Post Staff Writer Thursday of medical care for disabled children attending services, said Ray Bryant, special education director of http://www.washingtonpost.com/wp-srv/national/longterm/supcourt/stories/court030
Extractions: Thursday, March 4, 1999; Page A1 The Supreme Court ruled yesterday that public schools must provide a wide array of medical care for disabled children attending classes, over protests that the decision would seriously strain the resources of many school districts. With more and more young accident victims and chronically ill children able to attend school with the help of respirators, feeding tubes and other technological advances, school officials across the country increasingly are being called upon to furnish medical services with the regular curriculum. About 6 million students nationwide have disabilities, including tens of thousands who require "significant assistance," according to federal figures. Yesterday's decision could dramatically ratchet up local school boards' costs for meeting those medical needs. "No one argues that these children need services," said Ray Bryant, special education director of Montgomery County. "But extending services to education like maintaining ventilators and . . . skilled nursing really seems to go beyond what education does." By a 7 to 2 vote, the court expansively interpreted a federal law intended to improve educational prospects for the disabled and ruled that a school district in Cedar Rapids, Iowa, must provide all-day nursing care to a quadriplegic boy.
Extractions: By Tom Kertes New York City Schools Chancellor Harold Levy recently testified before the Commission on Excellence in Special Education, which was established in October of 2001 to examine and make recommendations on federal, state and local special education programs and to focus on issues related to the Individuals with Disabilities Education Act (IDEA). With 1.1 million students, ours is the largest school system in the country, he said. So our experience is especially relevant. In addition, I have had a personal experiencemy sister died of poliowith the school system before IDEA was enacted. Let me tell you, it was a scourge upon my family. So Im certainly for re-certification, added Levy. IDEA has been overwhelmingly successful. It has raised the quality of special education. However, Im equally passionate about where it has not served the educational interests of disabled students well, the areas where improvement is necessary.
Extractions: TO HELP DISABLED STUDENTS Brentwood Academy v. Tennessee Secondary School Athletic Association On February 20, 2001, the U.S. Supreme Court decided a case, Brentwood Academy v. Tennessee Secondary School Athletic Association , that can help in a longstanding battle on behalf of students with disabilities, The private Brentwood Academy was penalized by the Tennessee Secondary School Athletic Association for violating a recruiting rule. Brentwood sued, under 42 U.S.C. 1983, claiming that the TSSAA was a state agency and had violated the school's constitutional rights. The TSSAA defense was that they were a private entity, not a governmental agency, and that they did not have to follow any federal or constitutional duties. This is a constant problem, all across the United States, that has plagued students with disabilities. One of Reed's earliest cases was against the Texas Interscholastic League, Doe v. Marshall, in which a disabled student was not allowed to play football because of a violation of an Interscholastic League regulation. The Texas agency basically argued that they were "private" and "above the law" and could do whatever they wished. The federal court disagreed, recognizing not only that the Texas athletic association was a "governmental" entity that was subject to the Federal laws (Reed was suing under Section 504) but that the student's rights could only be met by allowing him to play football, which kept him motivated and attending school.
Extractions: To view in the original booklet format in PDF format Click Here You will need the free Adobe Acrobat reader to read this in PDF format. The reader is available by following this link To Order This Booklet Our distribution/cost policy for hard copies of the special education booklet is as follows: We will send one complimentary copy to each person that requests it. If an individual or agency wants additional copies, we will charge $4 per copy to help us recapture some of our costs and pay for any reprinting of the document. If you would like more than the one complimentary copy, please forward your order to Wilma Castro wcastro@nls.or
USCJ Jewish Special Education A Rabbi s Guide to special Person familiarizes Jewish Perspectives on the disabled - incorporates traditional Simon, BJE of Greater washington, 11710 Hunters http://www.uscj.org/Jewish_Special_Educa273.html
FYI - Article - Learning Disabled Advance In School BRIGITTE GREENBERG Associated Press Writer washington (AP) Students critics argue the ``learning disabled label may there are concerns that special ed and http://www.wata.org/forum/2000/2000-02-14-03.htm
Extractions: April 14, 2002 Congress will soon take up the task of reauthorizing the federal special education law, with parents, teachers and administrators all expressing legitimate and deeply felt grievances about the current systems. Parents express enormous dissatisfaction with the services provided to their children; teachers have had it with the amount of red tape and paperwork involved while administrators and taxpayers grapple with out-of-control budgets. In addition, a growing body of research demonstrates that race plays a disturbingly large role in determining whether a public school will label children disabled and place them in a special education program. Special-education enrollment has grown 65 percent since the inception in the mid-1970s, to about 6.1 million students in the 1999-2000 school year. By far the biggest growth has been in the percentage of children classified as learning disabled which was 21 percent when the law was passed, but 46 percent in 1998. Disability rates outside of learning disabilities have been relatively flat. Education researchers have known for some time that minorities are over-represented in special education. For example, while African-American students account for 16 percent of the U.S. student population, they represent for 32 percent of the students in programs for mild mental retardation.
Extractions: Background Information Health Care for Children with Disabilities or Enrolled in Special Education Programs: A brief Summary A brief analysis of a critical issue in special education: Tapping Medicaid Funds . From the National Association of State Directors Special Education. Click here for PDF format. Resources for Parents of Children with Special Needs Family Voices: Families and Friends Speaking on Behalf of Children with Special Health Care Needs
The School Of Medicine And Health Sciences Opportunity/Affirmative Action Employer disabled individuals who need special information should 2003 The George washington School of Medicine http://www.gwumc.edu/smhs/eeo.html
Extractions: SEARCH About The School Admissions Academic Programs ... GWU The George Washington University does not unlawfully discriminate against any person on the basis of race, color, religion, sex, national origin, age, disability, veteran status, or sexual orientation. This policy covers all programs, services, policies and procedures of the University, including admission to education programs and employment. The University is subject to the District of Columbia Human Rights Law. Inquiries concerning application of this policy and federal laws and regulations regarding discrimination in education or employment programs and activities may be addressed to Susan B. Kaplan, Associate Vice President for Human Resources, The George Washington University, Washington, DC 20052, (202) 994-4433, or to the Assistant Secretary for Civil Rights of the U.S. Department of Education. Disabled individuals who need special information should call the Office of Disability Support Services. (202) 994-8250 (TTD/voice).
ED295395 1988-00-00 Special Education Dropouts. ERIC Digest #451. Edgar, E. Secondary Programs in special Education Are P. Mainstreaming The True Story. disabled USA 3 washington, DC Education Writers Association, 1984. http://www.ericfacility.net/databases/ERIC_Digests/ed295395.html
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Special Education Dropouts. ERIC Digest #451. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: OVERVIEW POPULATION Recent state and local follow-up studies confirm this unexplainable attrition rate among students with handicaps. These studies also strongly suggest that the dropout rate among students receiving special education services significantly exceeds the dropout rate among the general school-age population. The St. Paul Public Schools conducted a retrospective examination of the records of 4,500 students in attendance between 1974 and 1977 who left school prior to graduation. They found that up to 80% of the youths who dropped out may have been eligible for special education services. Hippolitus (1980) cited the Bureau of Education for the Handicapped as documenting the dropout rate for special education students at five to six times the rate of youths without handicaps. IMPLICATIONS AND RECOMMENDATIONS The implications of these findings have special significance for educational policy and practice. More systematic procedures for identifying potential dropouts and better follow-through in providing comprehensive programs that retain students with handicaps must be addressed.
Extractions: What Do New Teachers Need? Although there have been few large-scale studies of new teacher induction programs, existing data confirm that schools that provide high levels of support for beginners do retain more teachers (Goodwin, 1999). The Santa Cruz New Teacher Project (SCNTP), for example, which has been in existence since 1993, reports that 90 percent of participating teachers have remained in the profession (Moir, n.d.). Weiss and Weiss (1999) cite a 93 percent retention rate in urban districts that provide formal induction programs for beginners. Benefits for students and schools:
Register At NYTimes.com how we instruct our children with special needs. . students statewide classified as disabled rose slightly http://www.nytimes.com/2004/05/19/education/19regents.html
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