Virginia High School Information at this traffic light onto Valley Drive (west). virginia High School offers various programs for the Disable, Educable Mentally disabled, Emotionally Disturbed http://www.bristolvaschools.org/vhs/about/about.htm
Extractions: 1200 Long Crescent Drive Bristol, VA 24201 -821-5858 (phone) -821-5851 (fax) Principal: Mrs. Ina Danko Assistant Principals: Ronnie Collins and Brenda Carroll School Colors: Orange and Black School Mascot: Bearcats Enrollment Average: 680 Driving Directions From I-81: Take Exit 5. If traveling I-81 North, turn right at the end of the exit ramp onto Lee Highway. Travel approximately 1.5 miles on Lee Highway until you come to the next traffic light. Turn right at this traffic light onto Valley Drive (west). Travel approximately 1/4 mile and turn left onto Long Crescent Drive. You will see the school on your right. If traveling I-81 South, turn left at the end of the exit ramp onto Lee Highway. Go straight through the next two traffic lights. Travel approximately 1.5 miles on Lee Highway until you come to the third traffic light. Turn right at this traffic light onto Valley Drive (west). Travel approximately 1/4 mile and turn left onto Long Crescent Drive. You will see the school on your right. Graduation Requirements Standard Diploma (Classes of 2002 and After)
Allan L. Forsythe Ventricosus A publication of the west Indies Laboratory to WETV, Channel 53, Northern virginia Educational Television setting for a learning disabled child May http://schoolmatch.com/staff/forsythe.htm
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West Virginia Yellow Pages For Kids With Disabilities Center for Excellence in Disabilities 955 Hartman west virginia Waiver Families Debi Lewis 2626 Stewartstown Road and other programs for west virginians with http://www.yellowpagesforkids.com/help/wv.htm
Extractions: Print this page Select a State . . . State flyers Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Columbia 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 Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Wyoming Northern Mariana Islands List of All States Disability Organiztions Legal and Advocacy State DOEs International PTI's We built the Yellow Pages for Kids with Disabilities so people can get reliable information and support. Your state Yellow Pages includes many resources - government programs, grassroots organizations, and parent support groups.
Support Services | Professional Support Practical Considerations for Extended School Year Services Procedures for Children with Disabilities Paper prepared for parents of special needs children, as http://www.edgateteam.net/sped_gifted/support03admin.htm
Extractions: Support Staff: Administrator Welcome Special Education Administrators! Special Education administrator positions and responsibilities vary from district to district. In general, Special Education administrators maintain the accounting for federal, local and district special education funding and develop and implement programs which provide staffing and support for all Special Needs children that are part of the district. National Associations State Directors of Special Education: Alabama Louisiana Ohio Alaska ... Kentucky Other Special Education Administrator Links:
EdGate.com | For Educators advocates awareness of Social Security Work Incentives for schoolaged youth with disabilities. Hawaii, New Hampshire, virginia. Idaho, New Mexico, west virginia. http://www.edgateteam.net/support/xlaw.htm
Extractions: We hope this is a place that parents, advocates, and educators come can find accurate, up-to-date information about effective advocacy for children with disabilities. The Legal Resources page contains many links related to laws that govern eligibility, IEPs, evaluations, placement, educational progress, transition plans, discipline, and educational records - all that are vitally important to parents of disabled children, educators, child advocates, school psychologists, health care providers, and school administrators. Special education law is more than a legal specialty niche. Parents of children with disabilities often describe their first experience with special education law as entering a confusing labyrinth resulting in uncertainty and bewilderment. Teachers and administrators are overwhelmed with the complexity of regulations and paperwork, fearing that failure to do things perfectly will result in a lawsuit. . We hope this section will provide practical and pertinent information necessary to survive and interpret the myriad of rules and regulations surrounding the needs of disabled children. We need your help to make the Legal Resources links current and of high quality. We encourage you to provide us with suggestions of site to link to this resource page. Please
West Point Division Information methods, class size, and delivery of services are governed by the virginia Department of The percentage of students with disabilities in west Point is http://www.wpps.k12.va.us/division.htm
Extractions: A single high school (Grades 9-12) and middle school (Grades 6-8) with a separate elementary school (Grades K-5) comprise the West Point School Division. Regular Instructional Programs top of page West Point Public Schools has partnered with the West Point Rotary Club to give books to students at risk and to parents of newborns. High standards and high expectations for all students is the nucleus from which the instructional programs evolve.
Extractions: for People with Disabilities The Arc of Montgomery County (The Arc, MC) - offers AFTER ALL, an after school enrichment program for pre-teens and teenagers with disabilities in an inclusive community setting at The Boys and Girls Club of Silver Spring. This year-round program is open all day on school holidays. For more information, call 301-681-4623 or 310-984-5792. BUILDING BRIDGES PROJECT - This program increases the availability of child care options for children with disabilities and their families by providing training and support to families and community child care providers. Families and child care providers can call the Building Bridges coordinator directly to be eligible for this service at 301-294-4953 or 301-984-5777. FAMILY, INFANT AND CHILD CARE CENTER (FICCC) - specialized child care for infants and children with medical conditions, from six weeks to five years old. For more information, call 301-279-2165. MONTGOMERY PRIMARY ACHIEVEMENT CENTER (MPAC) - a nonpublic, nonprofit, special education program for children (ages 2 to 8) who have identified developmental delays. MPAC also provides specialized instruction to children in Montgomery County with autism through the Collaborative Autism Preschool Program (CAPP. For more information, call 301-593-3797. For more information, call 301-593-3797.
Extractions: "The question that Congress must ask is why have so many states had to introduce resolutions or pass legislation to curb schools labeling and drugging children? Unfortunately, the answer is that until IDEA is reformed, and Congress provides a physically based scientific definition of 'disability,' the diagnosing of children with subjective disorders will continue to be a national problem." Mrs. Patricia Johnson solutions for behavioral and learning problems in the classroom. When Congress originally passed IDEA, covering Special Education, its primary purpose was to provide a Free and Appropriate Education for children with hearing, sight, speech and other physical handicaps. Over the ensuing 27 years, the funding has been largely funneled, instead, to children with "learning disorders," a term so subjective that children who fidget, butt into line or interrupt their teachers are so labeled. In most cases they are subsequently prescribed cocaine-like, mind-altering drugs. Many of these children simply have never been taught to read. Clearly, there is a critical need to provide an objective, scientifically based definition of "learning disability," and this must be the central point of reforming IDEA.
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