41. Limited English Proficient Students : Policy: Research & Solutions: NCAC: CAST In such circumstances, LEP students with special education needs, may are underidentifiedfor certain disability categories in california, such as http://www.cast.org/ncac/LimitedEnglishProficientStudents2082.cfm

National Center on Accessing the General Curriculum Text version Site Tools: Search Navigator Tracker Guided Tours Interface Language Notepad Email Page Feedback Hit Statistics Close All About Tools NCAC Site Map Take Notes Provide Feedback Change Interface ... Get Language Help Navigator NCAC Policy Post IDEA ’97 Case Law and Administrative Decisions Access to the General Curriculum for Students with Disabilities: A Brief Legal Interpretation ... Funding Mechanisms in Special Education Limited English Proficient Students Teacher Training: Recommendations for Change Related Services High-Stakes Testing Graduation and Promotion Testing ... Site Map You are here: NCAC Policy : Limited English Proficient Students Limited English Proficient Students and Special Education d Some school districts have at times confused the educational needs of limited English proficient (LEP) students with the special education services required by students with disabilities. This confusion and the consequent inappropriate referral of LEP students to special education raises the question of whether LEP students identified as requiring special education are receiving a free and appropriate public education as required by federal law  . Inappropriate referral to special education can be stigmatizing and costly, inhibiting LEP students from achieving their full academic potential and diverting special education resources from students with actual disabilities and needs.

42. CTA | California Educator would allow students to use federal special education funds Having student disabilitiesnarrowed down to just three I m afraid students have some needs that won http://www.cta.org/CaliforniaEducator/v7i6/feature_1.htm

Tuning up the IDEA You can't legislate backbone Inclusion: The key is individualization Professional development can ease adjustment ... Are minorities overrepresented in special ed? Tuning up the IDEA Teachers want a say in proposed changes. Stories by Sherry Posnick-Goodwin Photos by Scott Buschman Teachers "got blindsided" when the federal government did a major overhaul of the Elementary and Secondary Education Act, says Diana Garchow, one of CTA's representatives on the NEA Board of Directors. It won't happen again. Resource specialist Ken Johnson teaches fractions to a pull-out group of students with learning disabilities at Wilson Elementary in Colton. A member of CTA's IDEA Task Force, he worries that funding could be linked to student outcomes if the Bush administration has its way. When the Individuals with Disabilities Education Act (IDEA) comes up for reauthorization this year, teachers will be prepared to fight ill-advised changes. "This time we want to get ahead of the curve and see where this is going," says Garchow, a Bakersfield resource specialist who's chairing CTA's IDEA Task Force. "CTA is extremely concerned about some of the changes that may be coming down the pike this time. The things that will happen under the IDEA reauthorization are very real and could have a big effect on our lives." Members of the newly appointed task force hope that by making their concerns known now, they can avert problems in the future. The group has been studying many of the changes already proposed for the law's reauthorization, which was supposed to be considered by Congress in 2002, but has been delayed until this year.

43. CTA | California Educator for one sixthgrade teacher in Southern california, who wishes Angeles who works atthe Salvin special Education Center becomes the teacher of the disabled child http://www.cta.org/CaliforniaEducator/v7i6/feature_3.htm

Tuning up the IDEA You can't legislate backbone Inclusion: The key is individualization Professional development can ease adjustment ... Are minorities overrepresented in special ed? Inclusion: The key is individualization Inclusion can be extremely rewarding for general education teachers, but it can also be challenging and sometimes downright difficult. Mia Peoples and Sam, who's autistic, take turns tracing each other's outline during an art lesson at Melvin Elementary School in Reseda. At one recent meeting, the inclusion of special-needs students was described as one of the top concerns of classroom teachers today. For some students, appropriate inclusion might mean sitting in a general education class with a special education teacher or an instructional aide nearby. For other students, appropriate inclusion might mean special day class, with the exception of lunch, recess, art, music or assemblies. "The key is to meet the individual needs of each student," says Patty Arvin, a special education teacher in Fairfield and a member of the Solano County Education Association. "There is a tendency for people to define the 'least restrictive environment' as equaling full inclusion. I would prefer that we use the term 'appropriate inclusion' because that's what best meets the needs of the individual child."

44. World Institute On Disability - Resources Page of family life with special needs Harlem (NY Disabilities ADAPT American Disabledfor Attendant Programs Today CDA - california Disability Alliance Mobility http://www.wid.org/resources/

Resources Impact! Search WID Search WWW WID Resources Access to Assets ADA Consumer-Directed Services Directory of Publicly Funded PAS Programs by State, 1999 Entrepreneurial Opportunities Health Care Independent Living Lifestyle Media Organizations Research Section 508 Universal Design Access to Assets Corporation for Enterprise Development Welfare Information Network Center for Social Development , George Warren Brown School for Social Work at Washington University, in St. Louis, MO. New America Foundation Back to Top ADA US Department of Justice ADA home page ADA Document Center - ADA Statute, Regulations, ADAAG (ADA Accessibility Guidelines), Federally Reviewed Tech Sheets, and other Assurance Documents ADA Watch Back to Top Consumer-Directed Services National Program Office on Self-determination Alliance for Self-determination - a University Affiliated Program (UAP) of Oregon Health Sciences University Back to Top worksupport.com

45. Jeanne Pi's Texas Elder Law Blawg - Links special needs Project special needs Project is a place to get books aboutdisabilities. Located in Santa Barbara, california, SNP serves families http://www.elderlawblawg.com/links.asp?id=2537

46. Learning Disabilities OnLine - LD-Indepth: Parenting Information L. Marks, The Northern california Branch of Homeschooling Fact Sheet, Learning DisabilitiesAssociation of for Homeschooling Your special needs Child, Terrie http://www.ldonline.org/ld_indepth/parenting/parenting.html

Parenting a child with special needs is quite a challenge. Often, it means learning a whole new field, such as special education, diagnostic testing, and others, just so you can make informed decisions about your child. To help, we've gathered informative articles and useful forms to help you get organized, understand your rights and responsibilities, and provide support for your child at home and at school. To visit other areas of LD In Depth select a topic from the list below: Select a Topic Abilities ADD / ADHD Adult Issues Assessment Behavior / Discipline Bilingual / LD Early Identification Family Relationships Foreign Language Acquisition Gifted / LD Glossaries I.E.P. LD In-General Math Skills Nonverbal Paraprofessionals Parenting Postsecondary Education Processing Deficits Reading Research Digest Self-Esteem Social Skills Special Education / IDEA 97 Summer Programs Teaching Technology Transition Writing The Coordinated Campaign for LD The National Joint Committee on LD For Starters: A Mother's Tale of Middle School Transitions for a Daughter with Undiagnosed ADGD (Sept 2003) Reading David: A Mother and Son Journey Through the Labyrinth of Dyslexia - Lissa Weinstein, Ph.D. (2003)

47. American Red Cross- Medical Concerns Tips for People With special needs Concerns. cooperation with June Kailes, DisabilityConsultant through a Red Cross Northern california Disaster Preparedness http://www.redcross.org/services/disaster/beprepared/mobileprogs.html

Disaster Services Be Prepared Family Disaster Planning Concerns Animal Safety Financial Preparations HSAS ... Related Links Find Your Local Red Cross Enter Zip Code Here: Search Our Site Find Out Who Our Supporters Are Home Services ... Collecting Emergency Documents Get the latest Acrobat Reader to ensure error-free PDF browsing. Disaster Preparedness for People With Disabilities (PDF) Establish a Personal Support Network A personal support network is made up of individuals who will check with you in an emergency to ensure you are O.K. and to give assistance if needed. This network can consist of friends, roommates, family members, relatives, personal attendants, co-workers and neighbors. Some people rely on personal assistance services (attendants). This type of assistance may not be available after a major quake. Therefore it is vital that your personal support network consist of different people than those who are your personal attendants. If you employ a personal attendant or use the services of a home health agency or other type of in-home service, discuss with these people a plan for what you will do in case of an emergency. How will you get along in an emergency for as long as 7 days? A critical element to consider in your emergency planning is the establishment of a personal support network. Even if you do not use a personal attendant, it is important to consider having a personal support network to assist you in coping with an emergency. Do not depend on any one person.

48. Recreation, Camps: Special Needs adults from Santa Barbara, Carpinteria, and Ventura, california. round, with discountsto special needs and nonprofit olds who have learning disabilities and/or http://www.combose.com/Recreation/Camps/Special_Needs/

Top Recreation Camps Special Needs ... Sports Related links of interest: Kids and Teens:Sports and Hobbies:Summer Camps:Special Needs Society:Organizations:Service Clubs:Lions Clubs International:Special Needs Camps Alternative Summer Camps - Therapeutic wilderness experiences for adolescents, pre-teens, and adults. Descriptions and links for a variety of programs in different states. Cadmus Cultural Camp - Provides opportunities for mentally retarded adults to have a full, exciting and very social summer experience. Campers will be housed in five of the lifesharing households while some of their full time residents are on their vacations. Located in Massachusetts. Camp Allen - Private, non-profit, residential summer camp for individuals with physical and/or developmental disabilities. Located in Bedford, New Hampshire. Schedule, activities, photos, and application forms. Camp Courageous - Year-round recreational and respite care activities in a camp setting in Iowa. Camp Easter Seals New Mexico - Offers one-week sessions for kids and adults with physical and/or mental disabilities. Held at Kamp Kiwanis in Vanderwagen, New Mexico. Past season recaps, staff, map, and contact information. Camp Greentop - A residential camp located on 200 acres in the Catoctin Mountain National Park, six miles west of Thurmont, Maryland, for children and adults with physical and multiple disabilities. Established in 1937.

49. Chapman V. California Department Of Education california, however, has refused to negotiate. Countless children with special needshave clearly mastered high for repeat test takers who are disabled is even http://www.dralegal.org/cases/chapman/

CHAPMAN v. CALIFORNIA DEPARTMENT OF EDUCATION Plaintiffs in Chapman are hundreds of thousands of public school children with disabilities who filed suit seeking to protect their rights with respect to the new California High School Exit Exam. The Exit Examination is possibly the worst educational event to happen to disabled children in California in 30 years. DRA recently negotiated a resolution with the State of Oregon that ensures accommodations for children with disabilities on Oregon’s high stakes examination. California, however, has refused to negotiate. Twenty-two states now have such exams and DRA has become the leading law center in the nation representing children with learning disabilities and dealing with standardized tests. Countless children with special needs have clearly mastered high school standards but, because of their disability, cannot fairly be evaluated on standardized tests. As a result, over 90% of students with disabilities have so far failed the examination. The passage rate for repeat test takers who are disabled is even lower than for first time test takers. The staggering failure rate threatens disabled children with the distinct possibility of never graduating from high school and of being relegated to a lifetime of entry-level jobs. They cannot make plans for their educational or vocational career, and the risk is high that many will lose hope and drop out. The pressures of being forced to take an exam that covers material that the students have never been taught and the fear that they will never get a diploma has left children with disabilities humiliated and alienated from the education system.

50. COPAA NewsWatch: Opportunity Growing For Disabled Students Rights spent on special education annually in california, causing local For disabled studentsand their families, the expansion of special education services has http://www.copaa.net/newstand/caspedgarret.html

N EWS A RTICLES OF S PECIAL I NTEREST F ROM A ROUND T HE C OUNTRY Sunday, March 7, 1999 Opportunity Growing for Disabled Students Rights: But as numbers and costs climb, schools are strapped. Many say funding burden should be shared. By RICHARD LEE COLVIN, TINA NGUYEN, Times Staff Writers The number of California schoolchildren with physical, emotional and learning disabilities has increased 35% in the last decade, saddling local school districts with a heavy financial burden but leading to unprecedented opportunity for thousands of students. As the bill for special education services soars, educators struggle to balance the needs of the disabled with those of the general student population. School districts pay $1 billion of the nearly $3.7 billion spent on special education annually in California, causing local educators in particular to worry that they are shortchanging other students. Last week the Supreme Court came down on the side of opportunity, ruling that schools must pay for full-time nurses if that's what a severely disabled student needs to attend school. For disabled students and their families, the expansion of special education services has been a blessing. "This program has given us this chance. . . . It's almost like a gift from God," said Sara Hayes, a 16-year-old quadriplegic who attends James Monroe High School in North Hills.

51. COPAA NewsWatch: CA- Looking At The Risks Of Mainstreaming Kids director of the Association of california Urban School movement that aims to see disabledchildren educated 5.17 million children with special needs, about 36 http://www.copaa.net/newstand/sfspedschools2.html

N EWS A RTICLES OF S PECIAL I NTEREST F ROM A ROUND T HE C OUNTRY Looking at the risks of mainstreaming kids Julian Guthrie OF THE EXAMINER STAFF March 3, 1999 Rojas' proposal for disabled students stirs up doubts Parents and child advocates welcome a proposal by San Francisco schools chief Bill Rojas to move thousands of kids with learning difficulties into mainstream classes, but doubt the district can make such an untried program work. A day after Rojas announced a ''difficult and drastic'' plan to move as many special education children as possible into mainstream classrooms within two years, a consensus was emerging: Full inclusion is a great concept but a major challenge fraught with risk. The most common fear among parents and educators is that learning-impaired kids will be plunked down in classrooms with teachers unprepared to handle their needs. ''Philosophically, I support inclusion 1,000 percent,'' said Pat Mejia, whose 12-year-old daughter Nina is deaf and has an array of learning disabilities. ''On the other hand, I know from years of experience that general education teachers are not trained to work with kids like Nina. ''She's a really neat kid, and she's bright,'' Mejia continued. ''But teachers who haven't been trained aren't able to tap into her brightness. All they see when they look at her is a disability.''

52. The Virtual Library in learning disability or california s special education programs information on learningdisabilities and special combine children with special needs with same http://www.schoolwisepress.com/smart/browse/browse_lea.html

The Virtual Library: Learning Disabilities (Special Education) Click to return to: VIRTUAL LIBRARY TABLE OF CONTENTS A Portrait of Mel Levine: This lengthy profile from Teacher Magazine of the highly respected Mel Levine gets to the heart of his campaign to discourage teachers from sticking destructive labels on their students. These amateur diagnoses by teachers wreak havoc on children, he believes. In addition, Levine respects the many ways that students learn, and believes the notion of "normal" learning modes is counterproductive. (Steve Rees) Bringing Special Education Students into the Classroom : Joetta Sack delivers a thumbnail social and legislative history and an appreciation of the emerging rights of the disabled to be included in mainstream classrooms, curricula, and activities. She features the case of Judith E. Heumann, Assistant Secretary in the Department of Education, disabled since infancy by polio. (Dona Budd) Report Charts Rise in Special Education Enrollment : In this brief article noting the March 1999 release of the Department of Education's report on the Individuals with Disabilities Act, you will find revealing statistics suggesting that students and preschoolers with learning disabilities are inadequately served.

53. Special Needs, "mainstream" Classroom he was transferred into a special class a learning experience with two nondisabledpeers, put california Department of Education special Education Division, 916 http://www.4children.org/news/103spec.htm

Home About Us Children's Advocate Master Calendar ... classroom This article originally appeared in the January-February 2003 issue of the Children's Advocate , published by Action Alliance for Children. Special needs, "mainstream" classroom Inclusive education isn’t easy, but it benefits kids with—and without—disabilities By Kathy Flores Valerie is passionate about music, loves parties, and enjoys hanging out with friends. She’s a doting big sister and an avid Giants fan. She’s also severely disabled. A disease called Rhett Syndrome robs her body of all voluntary movement except for minimal use of one hand. She eats with feeding tubes and communicates with a voice output device. With the help of adaptive technology, Valerie is performing on grade level in regular classes in a San Francisco public school. Her mom, Audrey deChadenedes, fought hard to get her into regular classes. "I wanted Valerie to be part of the community at school and feel comfortable in the world," she says. "When I was growing up, I never saw disabled kids, and that wasn’t right. The world is full of all kinds of people, and they all have value. Kids should learn that." "Inclusive education"

54. Improving Oral Health For People With Special Needs Through Community-Based Dent to dental professionals in rural Northern california. for Caregivers of Individualswith Disabilities. It consists dental health of people with special needs. http://www.cda.org/member/pubs/journal/jour598/improve.html

May 1998 JOURNAL OF THE CALIFORNIA DENTAL ASSOCIATION Improving Oral Health for People With Special Needs Through Community-Based Dental Care Delivery Systems A program for helping special-needs patients in rural areas is discussed. By Paul Glassman, DDS, MA, and Christine Ernst Miller, RDH, MHS, MA A community-based dental care delivery system is described. This system has been used in a number of communities in California to improve oral health for people with special needs. It includes oral health assessment, coalition building, development and networking of local resources, training of dental professionals, and utilization of preventive dentistry training materials. Also discussed are challenges of the future that will need to be met to continue to make oral health a priority and reality for people with special needs in California. Journal of the California Dental Association In California, inadequate access to medical and dental care for people with special needs remains a significant problem. In this context, "special needs" refers to medical, social, psychological, or physical conditions that make it necessary to modify the normal course of dental treatment. Examples of such conditions include medical and developmental disabilities; problems associated with aging; and psychological problems, including dental phobia. Individuals with such conditions have been termed "special patients."1 In studies of special patients, such as people with developmental disabilities residing in community settings, it has been reported that these individuals have significant unmet medical needs in general,2-6 as well as significant unmet dental needs.7-11 These findings are even worse for individuals with disabilities who are living in rural areas of our country,12 and conditions are further complicated by the increasing trend to move individuals with severe disabilities out of institutions. Many individuals have been moved into community living situations with inadequate arrangements for medical and dental services.4-6

55. SJCOE / 2002 Annual Report To The Community to create the first child care worker apprenticeship in california. WorkAbility IWith a focus on special education, 157 disabled students were placed http://www.sjcoe.org/2002Report/page04.html

Home Just the Facts Academic Performance School Accountability ... Contact Student Programs and Services San Joaquin County Office of Education operates many student-focused programs t various sites throughout the country for students from birth to 22 years. These programs serve infants, toddlers, children, and youth who have been referred for services, requested voluntary placement, or are part of a regional service. Alternative Programs These programs prepare a student population whose needs require nontraditional methods of curriculum delivery in settings that look quite different from traditional classrooms. Alternative Programs serve approximately 5,000 students. Approximately 1,300 students are served on a daily basis at 34 two- and three-teacher sites. Students come to these programs by various ways, including referral by probation, expulsions from their district of residence, referral by a Student Attendance Review Board, or at the request of their parents. More than 60 percent of the students in the "one.Program" are there by parent request. The greatest challenge in Alternative Programs is to provide a rigorous academic program that addresses the state standards, focuses on the social and emotional needs of each students, and prepares them for the California High School Exit Examination.

56. Special Education - Teacher Issues special Education Certifications Requiring a Master’s Degree. Alabama. EarlyChildhood disabled. Speech/Language. Vision. california. X. Audiology. http://www.ecs.org/clearinghouse/49/02/4902.htm

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. Teacher Preparation and Certification Special Education Training for General Education Teachers 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.

57. History Of Special Camp: Special Camp For Special Kids With its inception, special Camp began responding to a very particularneed of the Southern california disabled community. http://www.specialcamp.org/history.htm

Main Menu The idea for the Special Camp for Special Kids program was derived from The Reverend Mike Wallens, former Chaplain at St. Margaret's Episcopal School. The concept originated through St. Margaret's sponsorship of a Special Olympics soccer game and bike race, where student volunteers served as coaches and "buddies" to the special teams. Concerned about budget cuts in local schools and other service agencies, Father Wallens began organizing the camp in early 1992, bringing together parents of children with disabilities and experts in the field of special education to design the program. In its first year, 15 camperswith varying degrees of physical and mental disabilitiesand 20 counselors participated in the camp. With its inception, Special Camp began responding to a very particular need of the Southern California disabled community. The scarcity of summer camp programs providing meaningful opportunities for school-age children with disabilities is a problem that Special Camp for Special Kids is attempting to address through its mission and vision. Due to budget cutbacks, there are few opportunities for children with disabilities to participate in summer camp programs, especially in South Orange County. Prohibitive medical costs burden many families of children with disabilities; therefore, some families struggle to afford the expense of special summer programs or day care. In addition, the statewide cutbacks on scholarships for children with special needs have created even more obstacles for parents. Special Camp for Special Kids is hosted by St. Margaret's Episcopal School, but operates independently of the school's operating budget.

58. VOA Special English - EDUCATION REPORT - Learning Disabilities, Part 8: Conclusi the disabled have brought actions in california and Oregon. state want more protectionsfor disabled students who This VOA special English Education Report was http://www.manythings.org/voa/04/040325ed_t.htm

EDUCATION REPORT - Learning Disabilities, Part 8: Conclusion By Nancy Steinbach Broadcast: March 25, 2004 This is Steve Ember with the VOA Special English Education Report. Today we complete an eight-part series about learning disabilities. Such disorders interfere with skills like reading, writing or thinking. Students with learning disabilities are not considered slow learners. They are generally of average or above average intelligence. But many need help to succeed in school. In the United States, some students with learning disabilities are placed in classes called special education. The teachers have been trained as specialists and work with these students full time. Other students remain in traditional classes, but receive help from specialists. The parents of these students may like this way better. Or they may not have much choice. The movement in education is to include students with special needs in traditional classes, but to provide extra help. Yet limited school budgets often mean large classes and not as much individual help as parents would like. Another concern is students who need special instruction because they are extremely intelligent. Parents say they worry that the needs of these gifted students may not be met.

59. SpecialEd: For Parents SELPAs Throughout california; Private schools; Legislative Updates; Specific DisabilityInformation; Glossary of special Education Terms; Homework Help; http://kcsos.kern.org/SpecialEd/parent

Home Community Partners Education/Training For Districts ... En Español Contact Us! Kern County Superintendent of Schools Office 1300 17th St. Bakersfield, CA 93301 Adjust Text Size of Website For Parents Children who are born with physical and developmental disabilities require special attention and services. Research shows that the best time to intervene is before the child is three years old. During the earliest years, the greatest progress can be made in overcoming physical and educational delays. SELPA Services Search and Serve Any individual that believes they know a child that might require special education intervention may call the Search and Serve office or their local school district office and talk with someone about their concerns. Kern Early Start Program A multi-agency collaborative program designed to provide early intervention services to infants and toddlers from birth until age three. Community Advisory Committee (CAC) The CAC acts in an advisory capacity to the SELPA and involves the parents and community in actively participating in the development, amendment, and review of the SELPA's Local Plan for Special Education. Training/Education Opportunities for Parents Dispute Resolution Process KCSOS Special Education Programs Assessment and Evaluation Designated Instructional Services (DIS) Programs for Infants and Toddlers Programs for Preschool Children Ages 3-5 ... Regional Deaf and Hard of Hearing Programs Throughout the geographical area of Kern County, there are students that require special education classes and services uniquely designed to address their disability. The programs and services provided by the Kern County Superintendent of Schools Office, Division of Special Education Services is a collaborative effort on the part of the parents, local school district representatives and staff members to provide a learning environment and the specialists that are required to enhance the child's learning from birth through age 21.

60. California Yellow Pages For Kids With Disabilities for students with ADHD, learning disabilities, and other special needs serving El LDACA (Learning Disabilities Association of california) PO Box http://www.yellowpagesforkids.com/help/ca.htm

Yellow Pages For Kids With Disabilities Wrightslaw l No Child Left Behind l Fetaweb l Harbor House Law Press l Yellow Pages for Kids California Yellow Pages for Kids with Disabilities 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. We are adding evaluators, educational consultants, academic tutors, advocates, attorneys, and others who help parents get services for their children.

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