21. NAESP : Help Students Welcome The Disabled Help Students Welcome the disabled. and that 52 percent spend most of the school day in and parents not only to prepare students with special needs for the http://www.naesp.org/ContentLoad.do?contentId=1114

22. NAESP : Help Students Welcome The Disabled Help Students Welcome the disabled. and that 52 percent spend most of the school day in and parents not only to prepare students with special needs for the http://www.naesp.org/ContentLoad.do?contentId=1114&action=print

23. Studies - Study Programme Teacher...Special Needs School needs Education Psychology and Sociology of disabled Persons. special – needs Subjects Religious Studies, French, History, Primary school Education, Catholic http://www.uni-koblenz-landau.de/university/lehramtsonder-eng.html

Direkteinstieg Koblenz Landau A-Z-Index Bibliothek Lehrangebot Weiterbildung Stellenanzeigen Studiengaenge Study Programme for Teacher Qualification for Sonderschulen ( Special - Needs Schools ) Course Objectives The Study Programme provides an academic qualification for teaching at Special – Needs Schools, as well as for carrying out special training measures at Sonderschulen and other schools. Qualification The Programme of Study ends with the Ersten Staatsprüfung für das Lehramt an Sonderschulen (first State Exam for Teacher Certification for Special – Needs Schools). Conditions for Admission Acceptance into study programmes for Teacher Qualification Sonderschulen is conditional on possessing the Allgemeine Hochschulreife (Abitur) secondary school-leaving certificate. International students seeking entry into higher education programmes at a German university may do so only if their school-leaving certificate, or university qualifications are equivalent to the standards of the German 'Abitur' qualification. Admission to the subjects visual arts, music and physical education is dependent on passing aptitude tests for each subject.

24. General Resources About Disabilities Petereson s guide to special schools. The SonRise Program For Families With special needs Children. Headline Housing in Jeopardy for 156,000 disabled. http://curry.edschool.virginia.edu/go/cise/ose/resources/general.html

University of Virginia Curry School of Education General Resources about Disabilities Many of these sources apply to several aspects of disability or special education. We've assembled them here for folks who are seeking general (in the sense of 'generic') sources. The resources listed here are sometimes included elsewhere in our pages. If you're looking for something that you haven't found elsewhere, you should scan this list. Looking for information that used to be listed on this page? See the new sibling page, Assistive Technology NCITE , the National Center to Improve the Tools of Educators Case-Link , an interactive multi-media project about using cases on the web as a means of teaching about special education. Anyone who wants to know something about effective instruction should read Ed Anderson's paper called " Education that Works: The Child is Always Right ." It's one of many valuable resources one can find at the Cambridge Center for Behavioral Studies web site. George Klima's extensive site about the importance of effectiveness in educational reform , one of our favorite, no-nonesense places about education on the web Project EASI U.S.

25. Disabled Children results of the assessment, choosing a school, and the Caring for disabled children a guide for students and who have a child with special needs or disability http://omni.ac.uk/browse/mesh/C0259916L0781335.html

low graphics Disabled Children broader: Child Disabled Persons other: Adolescence Child of Impaired Parents Child, Hospitalized Child, Preschool ... Contact a Family factsheet : holidays, play and leisure One in a series of patient-oriented documents published by the UK charity Contact a Family, a charity set up in 1979 to provide support, advice and information for disabled children and their families. The factsheet provides information about holidays for the families of disabled children and children with special needs. It includes details of organisations providing holidays or holiday accommodation, advice, sources of finance, and holiday equipment that can be accessed by children and their families. The factsheet can be downloaded in PDF, requiring Adobe Acrobat Reader. Play and Playthings Patient Education Handout [Publication Type] Patient Education Leisure Activities ... Contact a Family Factsheet : siblings and special needs One in a series of patient-oriented documents published by the UK charity Contact a Family, about the brothers and sisters of children who have a severe disability or chronic illness. It provides information on siblings and their relationships, research, growing up together, working together for siblings, siblings support groups, and siblings and the law. Sibling Relations Patient Education Handout [Publication Type] Patient Education Disabled Children ... Special educational needs - England This is one in a series of patient-oriented documents published by the UK charity 'Contact a Family'. This fact sheet provides a guide to "procedures for identifying, assessing and making provision for children's special educational needs." The fact sheet explains what is meant by 'special educational needs'; discusses the different types of school/educational provision available; includes a glossary of terms; discusses the process of assessment, the results of the assessment, choosing a school, and the appeals process; and identifies key documents and contacts. This document was last updated August 2003.

26. Disabled/Special Needs 2000 Proving a boon to disabled persons across and awareness services for families with special needs. Canada s Only International Boarding school for Students http://gocanada.about.com/cs/disabledspneeds/

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Travel Canada for Visitors Home ... Frequently Asked Questions zau(256,152,180,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Destinations Transportation Crossing the Border Maps ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Stay Current Subscribe to the About Canada for Visitors newsletter. Search Canada for Visitors Disabled/Special Needs Guide picks This growing directory of service agencies offer assistance for independent living, skills upgrades, training opportunities and employment help for disabled and handicapped people in Halifax, Nova Scotia. Hal 2000 Proving a boon to disabled persons across the country, Hal 2000 is now available in Nova Scotia. Community Special Needs Alliance CSNA provides advocacy, support and awareness services for families with special needs. Dartmouth Adult Service Centre Association DASC is a vocational training centre for mentally handicapped adults. One of the main goals of DASC is to find employment for as many people as possible. Invisible Disabilities Association Providing assistance to those with 'invisible' disabilities, IDANS supports those suffering from Chronic Fatigue Syndrome, Fibromyalgia and Environmental Sensitivities.

27. Kerry's Conclusions. A Commentary On The Special Needs Of Disabled Children And Planning for the future of disabled students after high As with special education in general, the touchstone to must be tailored to the particular needs of the http://www.nessasiegel.com/kerry0304.html

Post-Secondary Transition Planning: A Critical IEP Component IDEA clearly notes that at a minimum, transition plans should be developed on a yearly basis, beginning, at the very latest, when a student turns 16 years of age. The importance of continuous transition planning stems from the knowledge that proper planning cannot be achieved in 1 year, but rather must occur over numerous years and be based on a continuous comparison from one year to the next. 20 U.S.C. 1414(d)(1)(A)(vii). Each month Kerry offers more valuable information. To see past Kerry's Conclusions , follow the links below: January 2002 Planning for the Future of Your Child with Special Needs February 2002 Defining "Meaningful Educational Benefit" Under the IDEA March 2002 The 2002 Reauthorization of the Individuals with Disabilities Education Act April 2002 Identification and Services for Gifted and Talented Children May 2002 Understanding Learning Disabilities June 2002 Taking the Mystery Out of the Behavior Assessment and Behavior Intervention Plan July 2002 Family Educational Rights and Privacy Act: What Now?

28. The Special Education Home Page Library Service for the Developmentally disabled; ABA Materials; Super school Software. special needs Technology Technology Assistance New York State; Lab http://specialed.freeyellow.com/

DO YOU KNOW ALL THAT YOU SHOULD ABOUT SPECIAL EDUCATION? THE SPECIAL EDUCATION HOME PAGE Recent Topics: Objectives of This Home Page Special Education Links For Parents and Teachers Search The Eric Digests The Council for Exceptional Children ... Sign up for the new E-mail Mailing List! Notes: IGNORANCE IS OUR BIGGEST FOE!! Decide today to achieve your goal by understanding all there is to know about your particular area of interest in Special Education. Remember, if you're a parent, the most important thing to you should be your family! Make sure that you do everything possible to help your children live and succeed with the disabilities they may have. If you're a student, you must understand that there is NO secret potion or formula! Knowledge will help you comprehend what your disability is all about and Hard Work will help you to better live and succeed with it! These are the only ways you will achieve your goals!! Best wishes and good luck to everyone! 2003-2004 School Year Links To The Best Special Education Sites On The Net! Motivation is what gets you started, Habit is what keeps you going!"

29. Including Students With Disabilities In General Education Classrooms of placement options be available to meet the needs of students with are educated with children who are not disabled, and that special classes, separate http://www.ascd.org/publications/class_lead/200112/7.html

Overview Current Issue Archived Issues Search Articles ... Contact the Staff December 2001/January 2002 Schools and the Law Including Students with Disabilities in General Education Classrooms 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) (B). Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes. Listed below are the activities and support systems commonly found where successful inclusion has occurred. Attitudes and Beliefs The regular teacher believes that the student can succeed.

30. Indicator: Special Needs Equity them for life after school (US Department of With special needs students, it s not always possible to example, videoconferencing can allow disabled students to http://www.ncrel.org/engauge/framewk/equ/special/equnedpr.htm

Condition: Equity Indicator: Special Needs Indicator: Special Needs Equity The following are key indicators of special needs equity: Indicators of Special Needs Equity School leaders consider accessibility issues before acquiring technology. Appropriate alternative input and output features are purchased and fully utilized. Formal requirements are in place for ensuring equal access to and use of hardware and software. Special educators are aware of disability issues and are well-trained in accommodations, including assistive technologies. Special educators are invited to be active, joint participants in curriculum development and assessment. Student and educator collaboration with key community members and colleagues is common and encouraged. Acquiring Technology Federal law mandates that schools accept responsibility for providing equal educational opportunities, known as free appropriate public education If schools consider accessibility issues from the outset, they will significantly enhance the ability of special needs students to participate equally in a knowledge-based society.

31. Including Students With Disabilities In General Ed Classrooms are educated with children who are not disabled, and that special classes, separate that is receiving increasing attention is meeting the needs of students 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.

32. Practices For Preparing Disabled Children For School potential for normal rather than disabled routines by day, may be a child with special needs. integrated and segregated public school settings. American http://www.kidsource.com/kidsource/content3/effective.practices.html

Effective Practices for Preparing Young Children with Disabilities for School Authors: Christine L. Salisbury and Barbara J. Smith advertisement Credits Source Council for Exceptional Children, Reston, Va.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. Contents Research Shows Childhood Intervention Makes a Difference The "Best Program" Depends Upon the Specific Needs of the Child General Principles To Help Guide the Selection of Practices References Forums Learning and Other Disabilities Related Articles Being at Ease with Handicapped Children Helping Children Overcome Reading Difficulties KidSource Store Books on Learning Disabilities The Survival Guide for Kids With LD : Learning Differences Negotiating the Special Education Maze : A Guide for Parents and Teachers The Difficult Child Advertisement Research Shows Childhood Intervention Makes a Difference Over 50 years of research on children with many types of disabilities receiving a range of specialized services in many different settings has produced evidence that early intervention can: (1) ameliorate, and in some cases, prevent developmental problems; (2) result in fewer children being retained in later grades; (3) reduce educational costs to school programs; and (4) improve the quality of parent, child, and family relationships. Much of what we know about early intervention effectiveness is drawn from this diverse historical base of information. More recently, researchers have begun asking a more rigorous and differentiated question: For whom and under what conditions is early childhood intervention most effective? This more sophisticated question focuses on the effects of various interventions for specific groups of children relative to the type of program they received. Data from well-controlled research studies indicate that young children with disabilities (e.g., Down syndrome, autism, cerebral palsy, sensory impairments), and those who evidence biological (e.g., low birth weight, premature) and environmental risk factors make significant gains on both qualitative and quantitative measures of development when provided appropriate services. The involvement of their parents in reinforcing critical skills in natural contexts is an important factor associated with the magnitude of the child's progress (Guralnick, 1989).

33. Feature and UNDP’s Interregional programme for the disabled people (1995 model for offering education to children with special needs has been the special school. http://pib.nic.in/feature/feyr2000/fdec2000/f011220001.html

EDUCATION OF THE DISABLED: OPEN THE DOOR* Job Zachariah** A recent study conducted by the District Primary Education Programme (DPEP) reveals that out of 12 million children , only one million is attending school. Another study conducted by the Spastics Society of Tamil Nadu shows that on an average there are only six disabled children, per school in Tamil Nadu. The goal of universal elementary education cannot be achieved unless all disabled children are included in the education system. Laws on Education of the Disabled The National Policy on Education (NPE) 1986 advocates integrated education in general school for locomotor impaired children and the mildly disabled children and special education to the severely handicapped children. It also recommends orientation and pre-service training for general teachers on disability management and provision of vocational training. The Policy document says that the objective should be to integrate the physically and the mentally handicapped with the general community as equal partners to prepare them to face life with courage and confidence. All children have the right to be educated regardless of their disability or learning difficulty, because education is a human right. Exclusionary policies and practices however, are widely prevalent all over the country. Many premier schools in the country deny admission to disabled children in violation of their right to education.

34. New Page 0 schools for disabled still debated. needs separate schools in Hampton and Staunton for specialneeds kids closing both schools and building a new school elsewhere http://www.vad.org/Schools Still Debated.html

Schools for disabled still debated State task force makes a bold suggestion By Hugh Lessig Daily Press Published December 26, 2003 RICHMOND The 2004 General Assembly session offers the chance to end a debate that has dragged on since 1979: whether Virginia needs separate schools in Hampton and Staunton for special-needs kids. A state task force has recommended, by a slim margin, closing both schools and building a new school elsewhere. It makes the most educational and economic sense, members said. It also might be the most politically hazardous. Expect an uphill battle for this proposal when lawmakers get down to business next month. Historically, lawmakers in Hampton and Staunton have resisted efforts to close either campus. The issue has become more complicated as the two schools evolved to serve different types of students. The Staunton school handles traditional deaf and/or blind students. The Hampton school serves more complex needs - children with multiple disabilities such as cerebral palsy who may also be blind or deaf. Some say both schools should remain open but downsized so each can focus on its particular population. One key senator thinks the General Assembly may still embrace that idea.

35. MossRehab ResourceNet - Resources For The Disabled (Physically And Mentally Chal electric cart transport system for the disabled. of special Education, Rehabilitation, and school Psychology. Limited videos for people with special needs. http://www.mossresourcenet.org/resources.htm

Quick Links ResourceNet Home Accessible Travel Fact Sheets I ... n The News "General Resources" Please note: The Resources area is a continuous work in progress. New links and categories will be added on a regular basis. If you would like to submit or recommend a site to be included you may Submit a URL Category Index ADA (non government) Art and Entertainment Assistive Technology Automotive ... Government Sites (U.S.) Magazines -Publications Medical Equipment/Supplies Research Specialized Disability Resources ... Uncategorized ADA (non government) JAN on the Web ADA Consultants Network Consulting Americans with Disabilities Act Document Center ADA Americans with Disabilities Act Myths and Facts Art and Entertainment artreach Access the Arts, etc ... A Guide for People with Disabilities Assistive Media Expanding the World of Reading Wired On Wheels (WOW!) check restaurants across the nation for accessibility Assistive Technology Devices State Assistive Technology Centers Arizona Technology Access Program (AzTAP) Arkansas - ICAN Colorado - CATP Connecticut - CTTAP ... AbilityHub adaptive equipment and alternative methods available for accessing computers. ABLEDATA Assistive Technology Information Access Unlimited Applied Science and Engineering Laboratories Assistive Technology, Inc.

36. GI - School And Work - Topics is still the official term used in Germany for schools for children with special needs. it is still the case that over 90 percent of disabled pupils attend http://www.goethe.de/kug/buw/sub/thm/en69790.htm

Contact About Us Presse Supporters ... Studying School and work Topics Introduction Links Promoting Integration Alleviates Disability Where and how disabled children best learn how to live with their handicap is a question to which no satisfactory answer has yet been found in Germany. Virtually all the experts believe that excluding people with disabilities from the general world of education does not usually have any positive effect on their development. However, integrated education remains the exception. “Special school” is still the official term used in Germany for schools for children with special needs. However, the name itself causes unease and protest amongst those affected, because it reflects a tendency in the attitude of our modern success-oriented society towards people with physical and mental disabilities. In Germany today, it is still the case that over 90 percent of disabled pupils attend a special school open only to people with disabilities. Only about ten percent attend normal schools – a figure which is strikingly below the average for industrial countries. Internationally, the trend is clearly towards a school system which does not separate out children with special needs, but integrates them from the outset into the generally accessible school system. Even though committed teachers and parents have been calling for integrated support for disabled children for more than 25 years, integrated teaching models are still the exception in the German school system. As a rule, disabled children attend special schools adapted to the particular needs of the pupils. The most common types of special school are schools for pupils with severely impaired hearing, for the deaf, for pupils with severely impaired sight, for the blind, for those with learning disabilities, for the mentally disabled, for the physically handicapped, for those with language disabilities, for those with behavioural problems and those with educational difficulties. However, the types of special schools vary widely between the various L¤nder in Germany, since, as is the case with all other educational issues in Germany, responsibility for teaching at special schools rests with the L¤nder.

37. Special Needs Links For On-line Staffroom For You From The School-Resources.co.u on how to interact sensitively with disabled people. school Psychology Resources Online. A wealth of information about various special needs including anxiety http://www.school-resources.co.uk/SpecialNeeds.asp

SPECIAL NEEDS LINKS 10 Commandments for dealing with disabled people Guidance on how to interact sensitively with disabled people. A.D.D. Homework Advice Guidance for parents of children with A.D.D. in successfully completing homework. ... Advice and support from the Special Educational Needs Service in Swansea, Wales. There is a section on staged referrals in the UK, leaflets on Cerebral Palsy, Down's Syndrome and Epilepsy to download, plus details of courses and local facilities.

38. Who Is Learning Disabled? children are identified as learning disabled at a levels of intervention before entering special education. that s tailored to students needs, while school http://www.apa.org/monitor/sep03/disabled.html

Volume 34, No. 8 September 2003 Although some psychologists argue that IQ tests have no place in identifying learning disabilities, others caution that eliminating them altogether amounts to throwing the baby out with the bath water. What makes a great teacher? When talent masks learning disability Who is learning disabled? Psychologists and educators debate over how to identify students with learning disabilities. BY DEBORAH SMITH BAILEY Print version: page 58 Proposed language in the Individuals with Disabilities Education Act (IDEA)the federal law that governs special educationcould trigger a shift in the way schools identify children with learning disabilities. The House and Senate versions of the bill that will reauthorize IDEA explicitly say schools wouldn't be required to use the traditional method of determining learning disabilitythe IQ-achievement discrepancy model, which identifies children as learning disabled (LD) when their scores on achievement tests are significantly lower than their IQ. The new versions of IDEA also include language that opens the way for an alternative identification method. But the potential changes aren't without debate. While many psychologists and educators agree that IQ-achievement discrepancy has flaws, they are split on what to do next. Some argue for particular models as replacements; others caution that rushing to replace the discrepancy model could result in substituting one flawed system for another.

39. Tiger Leap Foundation on the basis of Tallinn Deaf school and provides Additional information about special needs is available on the web of The Estonian Chamber of disabled People. http://www.tiigrihype.ee/eng/erivajadused/mis.html

News Projects Special Needs Publications ... Budget What are they? What is being done Speech therapy is available for pupils in Estonian general education schools upon necessity. However, regular schools cannot meet other special needs, as a rule. Special needs, created due to disabilities, functional or social limitations, handicaps or other peculiarities of pupils, require special methods and equipment in order to acquire general education - without compensation of the kind, education could remain out of reach for challenged learners. Tiger Leap Foundation supports access of pupils with special needs to general education by making information and communication technologies (ICT) available for that purpose. The project is called "ICT in the Education of Pupils with Special Needs". It provides backing to support centres, counselling children with special needs, their parents, teachers, officials in education and all interested parties. The educational special needs support centre for children with learning difficulties operates on the basis of Tartu Kroonuaia School and disseminates training in ICT use throughout Estonia. Additional information about the support centre is available on the

40. Learning Support For Disabled Students: Chapter 10.3 whether or not the they are registered as disabled. supported recently by an extensive review of special needs and Disability in the school of the http://www.glos.ac.uk/gdn/disabil/overview/ch10_3.htm

Previous page Table of Contents Next page Issues in Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities Examples of Good Practice in Higher Education Institutions Offering Field Classes Preparatory meetings, discussion, explanation and materials This will be a good time to review the general guidance provided by departments on the expected conduct and responsibilities of students and staff on field classes, and mutual expectations about behaviour. Sufficient time should be allowed to do this, and to assess any medical needs. The standard health and safety guidance should be explored, and any specific points about activities reviewed. The same general approach is applicable to the provision of documentation as to other areas of the curriculum, namely that it should be as accessible as possible, and made available in different formats if necessary. Excellent practical guidance on this is contained in HEFCE's ' Guidelines for Accessible Courseware ' (February 1999), which explains both the barriers to accessibility, and gives extensive practical advice on overcoming them, particularly through the use of technology. Bold typefaces, large print, or audio-based instructions are examples. Specific issues relating to different impairments are also contained in the other guides in this series . Detailed planning will then be underpinned by appropriate understanding. A general discussion of the extent to which it is reasonable to expect the student to make arrangements, and those matters which will be covered by the department or tutor's plans, will reduce any later misunderstandings. This should include the breakdown of costs between the two parties, general principles of which are covered by the provisions of the Disability Discrimination Act (1995).

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