21. Learning Disorders: Back To School Behavior -- Amy Bobrow, PhD -- 9/2/03 Learning Disorders back to school Behavior Amy Bobrow to make the return to school more positive and productive for students with special needs? http://my.webmd.com/content/article/73/87239.htm

WebMD Today Home WebMD News Center Member Services WebMD University My WebMD Find a Physician Medical Info Check Symptoms Medical Library Quizzes, Calculators Clinical Trials ... Women, Men, Lifestyle Who We Are About WebMD Site Map Learning Disorders: Back to School Behavior Amy Bobrow, PhD 9/2/03 By Amy Bobrow, PhD WebMD Live Events Transcript For kids with learning disorders from ADHD to dyslexia the new school year means extra challenges, both for them and their parents and teachers. We discussed testing, working with your child's school, and other academic issues with Amy Bobrow, PhD, of the New York University Child Study Center. The opinions expressed herein are the guest's alone and have not been reviewed by a WebMD physician. If you have questions about your health, you should consult your personal physician. This event is meant for informational purposes only. Moderator: Welcome to WebMD Live, Dr. Bobrow. What are the first steps parents can take to make the return to school more positive and productive for students with special needs? Bobrow: Parents should start by beginning communication with their children's teacher and/or teachers and help their child and the teacher together develop a structured routine. Then at home, parents and children can work together to put together a similar routine.

22. The Guide To Math & Science Reform Features series, and I will be moving back into the in Science, and the National Middle school Association. prepared to accommodate students with special needs when I http://www.learner.org/theguide/speced.html

A Challenging IDEA: Including Special Needs Students Innovative programs are preparing mathematics and science teachers nationwide to meet new regulations that require them to accommodate students with disabilities in their classrooms. by Joan Seidman Welsh Acute teacher shortages in science, mathematics, and special education have had school districts scrambling to fill vacancies. At the same time, the population of students with disabilities continues to grow. From 1990 to 1995, the number of students served under the Individuals with Disabilities Education Act, or IDEA ( http://www.ed.gov/offices/OSERS/IDEA In March of this year, final federal regulations for IDEA were published, and all states had to comply with them by October 1. As a result, many more students with disabilities have been moved out of self-contained special education environments into general education classrooms. This practice demands that teachers be knowledgeable not only in their subject areas, but also in strategies and methods for accommodating children with special needs. Professional Development Curriculum Development in Teaching Science to Kids with Disabilities . So far, more than 200 science and special education teachers, university faculty, and administrators have teamed up in either two-day training sessions or preconference workshops held in conjunction with annual meetings of the

23. More On Special Needs Students for assistance from the school s special education department not run backto-back copies for Grading Considerations Grade special needs students according to http://www.mth.msu.edu/cmp/TeachingCMP/SpecialNeeds2.htm

More Suggestions for Working with Special Needs Students Advanced Search Accommodating Special Needs Students Following are general suggestions for schools on these topics: De-tracking math is beneficial for all students because it... Cautions for Teaching Heterogeneous Groups Scheduling considerations for special education students in a co-taught class Considerations for instruction in a co-taught math class ... Note Definition: A co-taught class is a regular education class that has two teachers assigned for the hour - one regular and one special education teacher. De-tracking math is beneficial for all students because it... Promotes self-esteem and self-acceptance through peer interaction for all students. Offers the least restrictive environment to special needs students. Exposes students to appropriate behaviors. Enables special needs students to become contributing members of the regular education population. Provides regular education students with opportunities for leadership roles through peer tutoring.

24. Back To School Information Kit - 2003/2004 back to school Information Kit Table of Contents. an average of 4.1 per school, were specifically assigned to students with special needs; http://www.learning.gov.ab.ca/BackToSchool/K12ClassSize.asp

Contact Us Search Location: Alberta Government Home Learning Home Back To School - Table of Contents If you would like to print this page, please use the printer friendly version. Some documents are in Adobe Acrobat Portable Document Format (PDF). The latest version of the viewer software is available free of charge from Adobe . For more information, click here Back to School Information Kit Table of Contents Welcome Back Highlights on Education Kindergarten to Grade 12 Quick Facts Funding Curriculum Update Technology in Schools ... Class size Post-secondary/ Apprenticeship Quick Facts Funding Student Assistance General Information Scholarships Student Loans Key Players in Our Education System Information for: Parents Students Teachers School Councils ... School Boards Feature Stories and Sidebars Alberta's Curriculum Healthy, Happy Students What Students in a Grade 6 Class are Learning Higher Learning 101-Navigating Post-Secondary ... LearnAlberta.ca - a great study partner! Class size It is important to carefully monitor the composition of Alberta classrooms including their sizes, so that schools and parents can have current, up to date information. For the past two years, Alberta Learning has surveyed schools for class size information.

25. Comment Boards And Bureaucrats Are Sinking Our Students education plan for that student, the specialneeds child may giant school boards, micromanaging the school system from some of the decision-making back to our http://www3.sympatico.ca/truegrowth/education_ontario.htm

CSAR Consolidation for Social Awareness and Responsibility Advocate for the Homeless We are aware We do care help the children CSAR Site Map "Our Pending Legacy" tell two others please ... link to us Comment Boards and bureaucrats are sinking our students by MARTHA HARRON 08/26/2002 The Globe and Mail Metro A13 "All material The continuing power struggle between school boards and provincial governments, particularly in Ontario, is hurting our students, demoralizing our classroom teachers, and draining our resources. It has to stop. In Ontario, the province wants to make all the decisions about how much money to spend and how to spend it, while leaving the work of implementing and enforcing its policies to school boards. Naturally, the boards aren't motivated to make this work. The fight isn't about children's needs, it's about money and power with the grownups playing a game of chicken, and the kids caught in the middle. How did we get into this acrimonious mess? Start with amalgamations. In the 1960s, an Ontario Conservative government amalgamated school boards

26. JPED V13, #2 - Transition From School To College In UK working in the colleges premises, (b) the colleges contracting part of their curriculum and appropriate special needs students back to the school for limited http://www.ahead.org/jped/JPED/jped13-2-d.html

AHEAD This is a reprint of the Journal on Postsecondary Education and Disability , volume 13, #2, Summer 1998, published by the Association on Higher Education And Disability. Students with Special Needs: A Paradigm for the Transition From School to College in the United Kingdom W A. Gulam Salford University J. Triska Oakwood School, Salford Abstract During 1996, a research project to examine the transition for students from United Kingdom (U.K.) special schools to post school education was undertaken by Salford University and Oakwood "Special School" to (a) assess what Oakwood students felt about their change of circumstance and environment, (b) obtain the views of parents as to their optimal scenario for this change, and (c) suggest a mentoring model to facilitate transition from school to college for "special needs" students. The project resulted in the construct of a bi-institutional mentoring model and process that would enhance student progression and provide educational continuity for "special needs" students. Transition from school to post mandatory education is a matter for concern in the U.K. Contextually, the wide ranging nature of the educational legislation imposed by the Conservative government since 1979 has literally introduced an educational market place. The weakening of the city/regions power to control and coordinate education by the removal of schools and colleges from local financial management, direction and accountability has meant a breakdown of previous geographical planning, cooperation and educational coherence. The vacuum has been filled by free standing and financially autonomous educational institutions that compete for funds and students. Competition has replaced collaboration within and between educational phases with institutions being encouraged by the Conservative government "to think of themselves and to act as individual units" (Vincent & Evans, 1995).

27. Journal Of Special Education: Choice For All? Charter Schools And Students With collegebound students or offer a back to basics interviewed parents of students with special needs, community members, charter school employees, school http://www.findarticles.com/cf_0/m0HDF/4_37/113095980/p1/article.jhtml

@import url(/css/us/style.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); Advanced Search Home Help IN all publications this publication Reference Automotive Business Computing Entertainment Health News Reference Sports YOU ARE HERE Articles Journal of Special Education Wntr, 2004 Content provided in partnership with Print friendly Tell a friend Find subscription deals Choice for all? Charter schools and students with special needs Journal of Special Education Wntr, 2004 by Mary Bailey Estes In this article, 3 concerns voiced by legal analysts and advocates for students with disabilities regarding charter schools are reviewed, the extent of special education services in charter schools in Texas is reported, and the validity of those concerns is examined. Data submitted to the Texas Public Education Information Management System were reviewed, and interviews with charter school administrators were conducted. The author examined 5 principles of the Individuals with Disabilities Education Actzero reject; individualized education program; appropriate assessment; free appropriate public education; and least restrictive environmentas well as levels of expertise in federal disability law, fiscal barriers, disability categories, and regional variations. Literature Review Students with Disabilities in Charter Schools Some would argue that if students with disabilities were indeed discriminated against, fewer of them would be enrolled in charter schools, and this has historically been the case. In 8 of 10 states, charters served fewer students with disabilities than did other public schools (U.S. Department of Education, 1997), and 25% to 50% of early schools enrolled no children with identified disabilities (Carruthers, 1998; Estes, 2001 ; Henig, 1999; National Education Association, 1998a). In 1999, charters served fewer students with disabilities than did all public schools (8% vs. 11%), a figure that includes schools for students with specific disabilities (U.S. Department of Education, 2000).

28. SPECIAL NEEDS STUDENTS that requires the driver to back the bus difficult behaviors exhibited by some special needs students, conduct which unsafe situation aboard the school bus or http://www.iusd.org/transportation/spneedsguidelines.htm

SPECIAL NEEDS STUDENTS SCHOOL BUS TRANSPORTATION GUIDELINES FOR PARENTS/GUARDIANS INITIATION, REINSTATEMENT, OR CHANGES IN TRANSPORTATION When a request to initiate, reinstate, or make a change in a student’s transportation is received by the Transportation Department, it will take approximately 5 to 7 working days for the request to be processed. Usually an existing route must be reviewed and altered, and parents of the students on that route must be contacted with time changes, etc. As soon as our department receives the request to initiate transportation for your child, a Transportation Specialist will contact you. This person will schedule a meeting with you and your child (preferably at your home) to accomplish the following: To designate a specific, safe, pick-up/drop-off location for the school bus. To obtain emergency contact information. To photograph your child for our computer data base and Transportation Identification Card. To identify any special transportation needs, such as personal protective/assistive equipment

29. Teachers Welcome Students Back To School Teachers welcome students back to school. specialist teachers, and less support for students with special needs. to have one in future as school boards are not http://www.bctf.ca/newsreleases/Archive/2002/2002-09-03.html

British Columbia Teachers' Federation NEWS RELEASE FOR IMMEDIATE RELEASE September 3, 2002 Teachers welcome students back to school Teachers often say that they celebrate New Year twice a year: in January and in September. Today thousands of teachers province-wide are wishing a warm welcome to about 600,000 students returning for a new year of learning. Today the B.C. Teachers' Federation unveiled a new wall calendar for 2002-03 that will be hung in schools around the province. It bears the headline: "Teachers are proud to work for excellent schools in healthy communities." "That's our theme for this year," said BCTF President Neil Worboys. "The teachers of B.C. are proud of our profession and proud of the work we do with students. We're working for a well-rounded school system that fosters academic excellence, artistic exploration, athletic prowess, technological skill, and good citizenship." Worboys vowed that teachers will do their utmost to ensure success for every student, but provincial government cuts will make that more difficult. "This fall our school system is facing $210 million in funding cuts, the loss of almost 2,000 full-time equivalent teachers, and 45 schools closed," Worboys said. "We're going to see larger classes, less course choices, fewer specialist teachers, and less support for students with special needs. These are unprecedented changes that will undoubtedly have a serious impact, especially in rural B.C."

30. Professionally Speaking, September 1999, Chaos To Order second day Maggie began rocking back and forth the Hamilton Wentworth District Catholic school Board is Most students with special needs cope, work and play in http://www.oct.ca/en/CollegePublications/PS/september_1999/chaos.htm

September 1999 From Chaos to Order Helping Special Needs Students Avoid Crisis Behaviour Back Issues Masthead From the Chair Registrar's Report ... Cover Story: Smoking, Drunkenness and Drug Use Up Among Students Getting Engaged to Learning No Clear Answers on Complex Issues of Teacher Re-certification Student-on-Student Sexual Harrassment: Schools Could Face lawsuits Reflective journal Writing in the Wired Age ... Floating on a Sea of Change From Chaos to Order: Helping Special Needs Students Youngsters Targeted: A Healthy Lifestyle for a Healthy Heart Cable's Television Commercial-Free Treasures for Educators Showing Teens They Can Save Their Own Lives Netwatch ... Back to the College's Home Page By Ed Mahony and Steve Darby I nclusion of students with special needs is the order of the day in Ontario schools. Many boards are working to break down barriers that separate exceptional students from their peers. Segregated schools and classrooms are reducing in number with each passing year. Some boards have adapted total inclusion policies. One jurisdiction, the Hamilton Wentworth District Catholic School Board is celebrating 30 years of inclusion. Most students with special needs cope, work and play in integrated settings without incident. Unfortunately, a small number of students with special needs sometimes find school so confusing and anxiety-producing that they act out their anxiety aggressively, creating unsafe situations for themselves, peers and educators.

31. Students With Special Needs - Policy multiprofessional assessment for students with special education needs be established between school staff, school management, relevant back to Previous Page. http://www.tui.ie/Policy Documents/Sp-Needs.html

POLICY - STUDENTS WITH SPECIAL EDUCATION NEEDS Recommendations The recommendations emanate from concerns of the Union for students with special education needs and for their teachers. They come from a commitment to extending and enhancing the education experience of all students in schools which make provision for students with special education needs. As a result, the Union accepts that it has a responsibility to make recommendations on integration policies; on the provision of support services and of resources; on curricula and on school facilities. Definition of students with special education needs It is considered essential that an official definition is made. Without such a definition full multi-professional assessment of students' needs cannot be complete, nor can these needs be specified and provided for. Assessment of students with special education needs The assessment of students should be multi-professional so that physical, psychological, social, economic, medical and educational needs are specified and provided for. Multi-professional assessments should take place at agreed intervals so that changes can be met and adjustments made in schools' staffing and facilities. All teachers and professional staff who have contact with students with special education needs, should have appropriate access to assessments.

32. School Of Education Studies: BA ECS Student Page webpage to all our new students, and welcome back to students General Information for students in the school of Education Studies (timetables special needs. http://www.roehampton.ac.uk/baecs/

School of Education Studies Edited by: Lesley Telford Last Updated: 29/4/2004 External Roehampton sites Roehampton home International Centre RoehamptonDirect Research Hospitality Careers Job Vacancies [Schools] Arts Business, Social Sciences Education Studies Modern Languages Cultural Studies Initial Teacher Ed. Therapeutic Studies [Colleges] Digby Stuart Froebel Southlands Whitelands [Federation] Federal University of Surrey BA/BSc Early Childhood Studies BA[ECH] Links BA [ECH] Noticeboard Tutors Useful ECH Websites OPAC Subject Resources for ECH Froebel Archive (FACS) BA(ECS) MessageBoard Please check this regularly for information about the Programme and messages from tutors. Below are the most recent messages: Posted: Message Title: Posted By: Surgery Times Helen Tovey Free places at International Froebel Conference Helen Tovey Report Meeting 1st June Claire McCuin Archive hours update Jane Read LRC: Summer evening opening Lesley Telford Hand back of work from the Spring semester Claire McCuin Report Briefing Meeting 1st June Hiroko Fumoto Archive timetable Jane Read Report Module 2004-5 Hiroko Fumoto 'Perspectives' exam paper update Jane Read For messages posted before 13/5/2004 please see our archive Authorised staff members can post new messages

33. Working With Special Needs Students not speak the language of the school their children basic assessment and instructional practices in special education. back to Supervisor Orientation Materials. http://www.edb.utexas.edu/career-field/specialneeds.html

Reading Room Materials Working With Special Needs Students (McIntosh, J., 1994). The text is an extension of McIntosh's earlier book, 20 Ideas for Teaching Gifted Kids in the Middle School and High School. This book is, as was its predecessor, an anthology of the articles written for the internationally read journal named The Journal of Secondary Gifted Education. The text includes general information, math and science, the humanities, and learning across the disciplines for gifted children. ADD/ADHD Alternatives in the Classroom (Armstrong, 1999) This text encourages educators and parent to looks for the positive characteristics in learners who carry the ADD/ADHD label. It suggests that we should take a more holistic view of the learner that includes teaching to their multiple intelligences, learning styles, and other "brain-friendly" approaches, and it includes strategies for putting this theory into practice. The divisions of this book include: "Limitations-and Assumptions-of the ADD/ADHD Paradigm", "Alternatives to the ADD/ADHD Paradigm", and "Strategies to Empower, Not Control, Kids Labeled ADD/ADHD". ADHD:What Do We Know?

34. Including Students With Disabilities In General Ed Classrooms back to the Top Jane Smith teaches third grade at Lincoln Elementary school. Their 25 students include 4 who have special needs due to disabilities and 2 http://www.kidsource.com/kidsource/content2/including.students.html

Including Students with Disabilities in General Education Classrooms ERIC EC Digest #E521 advertisement Credits Source ERIC Clearinghouse on Disabilities and Gifted Education Contents Attitudes And Beliefs Services And Physical Accommodations School Support Collaboration ... Resources Forums Learning and Other Disabilities Education and Kids Related Articles Integrating Children with Disabilities into Preschool Questions Often Asked About Special Education Services The Individuals with Disabilities Education Act (IDEA) requires that a continuum of placement options be available to meet the needs of students with disabilities. The law also requires that: "to the maximum extent appropriate, children with disabilities ... are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily." IDEA Sec. 612 (5) One of the educational options that is receiving increasing attention is meeting the needs of students with disabilities in the regular classroom. This digest is written for the practitioner who is working in the regular class environment with students who have disabilities.

35. Special Education placed at opposite ends of the classroom, front and back, for supervision MODIFYING THE ELEMENTARY school CURRICULUM FOR students OF special needs A LIST http://www.pacificnet.net/~mandel/SpecialEducation.html

SPECIAL EDUCATION BEACH BALL PRACTICE ACTIVITIES GRADES: 1-7 Students with disabilities often need more practice than other students to master skills. Using a "programmed" beach ball is a fun way to fit drill and practice in without boring the kids. This idea was shared with me at a math workshop I attended last summer. MATERIALS: beach balls (as many as you can affordthey're very versatile) permanent marking pen METHOD: Blow up the beach ball and hold it with the air hole facing upward. Beach balls are already nicely sectioned (kind of like an orange). So, all you have to do next is draw lines horizontally with a permanent marking pen to create several little boxes on your beach ball. Program the boxes with various information that students need to practice (ideas follow). Some Ideas: In each box, write a number from one to nine. Throw the ball to students and ask them what numbers their thumbs are on. When they tell you, ask them to either add, subtract, multiply or divide. This is an easy activity to individualize because you can ask different students to do different things with the numbers. I also found that it helps students with mathematics vocabulary. (Some of my students always say "take away" or "times" rather than the proper vocabulary). You could even say "find the product" to further reinforce vocabulary.

36. American Association Of School Administrators - The School Administrator when students are not achieving, schools typically send students back to repeat the but lowincome, minority and special-needs students are least http://www.aasa.org/publications/sa/1998_08/Darling-Hammond.htm

search site awards and scholarships career center conferences education marketplace ... home The School Administrator Web Edition August 1998 Alternatives to Grade Retention Four complementary strategies to improve teaching and learning make more sense than holding students in grade BY LINDA DARLING-HAMMOND Many school districts and states across the nation are developing standards for student learning to guide curriculum, teaching and assessment and to provide information to students, families and communities about how students are progressing. Ideally, this information will help schools better address students' learning needs and redress inequalities in access to knowledge. However, much of the discussion about new standards offers little insight into how schools can ensure students meet them. When policymakers urge that students be held accountable, they frequently call for grade retention and the withholding of diplomas as the primary response to low achievement rather than seeking specific improvements in schooling and teaching practices. The assumption is that consequences will motivate children to achieve, and if they do not, the low-performing students should just keep repeating the material until they get it right. Yet dozens of studies have found that retaining students actually contributes to greater academic failure, higher levels of dropping out and greater behavioral difficulties rather than leading to success in school. Students who are held back actually do worse in the long run than comparable students who are promoted, in part perhaps because they do not receive better or more appropriate teaching when they are retained, and in part because they give up on themselves as learners.

37. Catalog Online a Cure; Balancing Act, The; back Off, Cool Activities for Secondary students with special needs; Social Skills Social Skills in the school and Community; Solving http://www.cec.sped.org/bk/catalog2/book_index.html

Prices and Product Availability Subject to Change Adapting Curricular Materials Adapting Curricular Materials for the Inclusive Elementary Classroom Adapting Curricular Materials for the Inclusive Secondary Classroom Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom ... America's Top 300 Jobs, 9th Edition (8th Edition on Sale) Applying a Systems Approach to School-Wide Discipline in Secondary Schools: What We Are Learning and Need to Learn Arc's Self-Determination Scale - 25 Protocols Assessing One and All: Educational Accountability for Students with Disabilities Assessment for Effective Intervention ... Classroom Management for All Teachers: 12 Plans for Evidence-Based Practice, 2nd Edition (First Editon on Sale) Co-Teaching Lesson Plan Book Cognitive Strategy Instruction that REALLY Improves Children's Academic Performance Collaborative Approach to Social Skills Instruction College Planning for Gifted Students ... Enhanced Occupational Outlook Handbook 5th Edition (4th Edition on Sale) Enhancing Diversity Enhancing Self-Respect: A Challenge for Teachers of Students with Emotional/Behavioral Disorders Establishing and Monitoring a School and Classroom Climate That Promotes Desired Behavior and Academic Achievement Every Teacher's Little Book of Wisdom ... Guide to Co-Teaching, A

38. Musical Theater Program For Special Needs Students Falls On Hard Times center are dedicated to the three special needs classes, where other, the teachers would bring them back to the High school volunteers also help in class and http://www.post-gazette.com/pg/04098/297116.stm

Previous Articles Movies/Videos TV/Radio Books ... Lottery Musical theater program for special needs students falls on hard times Show sparks emotions but funds are short Wednesday, April 07, 2004 By Laura Pace, Pittsburgh Post-Gazette Lake Fong, Post-Gazette Derek Ross, left, shares a laugh and a hug with Jimmy DiPiero during a rehearsal at a special needs musical theater class at the Center for Theater Arts in Castle Shannon. Click photo for larger image. See the performance The special needs musical theater class recital will be at 7 p.m. April 30 at the Mellon Middle School Auditorium. Fund-raiser Parents of the special needs pupils will present a Night at the Races at 6 p.m. May 14 at the Castle Shannon fire hall. Tickets are $15 and are available at the door. The teachers thought for a moment before they answered the questions: Why do you enjoy teaching musical theater to children with special needs? Isn't it frustrating? Isn't it difficult? Don't you have to know a lot about mental retardation, Down syndrome, palsy and autism? Just then, across the room, two students locked in a friendly embrace and the teachers lit up.

39. NCTE - Back To School Ideas mean gently reminding the helper to back off. I used to teach a high school computer literacy class which included many students with special needs. http://www.ncte.org/pubs/journals/cnp/back/109646.htm

document.write('') Subscribe Language Arts School Talk Voices from the Middle ... Permissions Scholastic Levels Elementary Middle Secondary College Advanced Search Back to School Ideas Home Publications Journals Classroom Notes Plus ... E-mail a Friend Suggestions for Working with Students with Disabilities I just found out that my English class this year will include a student with severe physical disabilities, who will be traveling throughout the day with an aide. I guess I'm a bit apprehensive. Has anyone ever had a situation like this? I'd appreciate it if any of you could share some of your experiences on this topic. I'd like this young man to feel as comfortable and accepted as possible, but I don't know where to start. Thanks. Bonnie Littleton I've had several students with aides in my classes and found the experience most rewarding. Before the students arrived, I conferred with the counselors to see if they had IEP's (individualized education plans containing a specialized education student's goals for the year) and with English teachers from previous years to see what techniques or physical arrangements had worked well for them. I also discussed in detail my plans for each of the marking periods, sharing with the aide the kinds of assignments we would be doing. Ahead of time, I knew which activities would be difficult and then could plan accordingly to make accommodations.

40. School District No. 20, Top Bar handmade greeting cards made and sold by approximately 20 students with special needs at JL Crowe Secondary school. students use proceeds to give back to the http://www.sd20.bc.ca/students/crowe_cards.shtml

Search with . . . . Alta Vista Excite Google! HotBot Lycos MetaCrawler MSN Search NorthernLight Yahoo Ask Jeeves DirectHit Fast Search Galaxy Go.com Goto.com Infoseek Metagopher Questfinder Searchopolis Thunderstone Webcrawler Britannica Encarta Parents Students Staff Visitors Crowe Greeting Cards Mission Statement "CROWE CARDS" is dedicated to enriching the lives of special needs students through the experience of running their own business, from design to marketing and sales in order to share profits with the community. Needs Statement Special needs students have very little opportunity to be on the giving end of altruistic projects. Participants in the "CROWE CARDS" program learn what it is like to run a business from design of a product to its sale. These students need to be allowed to experience doing for and giving to others. They also need to understand that we sometimes give without getting paid for what we do. Program Goals 1. Improve student's self-esteem and personal skills.

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