81. Morris W. Levy Special Education Center - USD 259 from ages three to 21 whose educational needs can best be met in a special school setting. Teachers and paraprofessionals work with students each day. http://www.usd259.com/special/levy.html

Wichita Public Schools Morris W. Levy Special Education Center Levy students roller skate for their adaptive PE class. Principal: Tamara Esposito Levy Special Education Center serves students who are severely multiply disabled, mentally handicapped, autistic and otherwise health impaired. Levy serves students from ages three to 21 whose educational needs can best be met in a special school setting. Levy has a unique hydrotherapy pool, state-of-the-art playground, specially prepared food and community-based instruction. Teachers and paraprofessionals work with students each day. Nurses, speech clinicians, occupational and physical therapists, adaptive physical education teachers and social workers are available to meet the students’ needs. Directions to School: Exit west Kellogg at Ridge Rd. Go north on Ridge Rd. to 2 nd St. Go west on 2 nd St., follow 2 nd St. to Woodchuck. Levy is on the east side of street. See Maps for all USD 259 locations. Site Council Information: Each school has a site council

82. CSULB::KPE::Dr Lavay department include coordinating the State Adapted Physical Education Teaching Credential Program Clinic For Children With special needs, and directing http://www.csulb.edu/depts/kpe/employee/lavay_b.shtml

KPE Home Faculty and Staff Dr. Barry Lavay Contact Information Phone: Office: Email: blavay@csulb.edu Web-page: www.csulb.edu/programs/apa Employment Detail Level: Professor Year Hired: Position: Coordinator, Adapted Physical Education Program Classes Taught 320 - Adapted Physical Education 387 - Physical Activity for the Disabled 388 - Program Planning and Instruction in APE 489 - Field Work in APE 427/527 - Physical and Motor Assessment 526 - Applied Behavior Anaylsis in PE 537 - PE for Special Populations 638 - Seminar in APE Education Detail Ph.D., Adapted PE; University of New Mexico; M.S., Physical Education; Eastern Illinois University; B.S., Physical Education; Plymouth State College; Published Works The forum for sport, physical education and recreation.17 Journal of Physical Education, Recreation, and Dance. 71 Lavay, B., (1999). Focus on ability: Including children with special needs in AYSO soccer. American Youth Soccer Organization, Hawthorne, CA. Biography Dr. Barry Lavay is a professor the Department of Kinesiology and Physical Education at California State University, Long Beach where his primary responsibility is to train students to teach physical education to individuals with disabilities. Since 1988 over 125 students have received a California APE Specialist Credential. His duties in the department include: coordinating the State Adapted Physical Education Teaching Credential Program; directing the Perceptual Motor Development Clinic For Children With Special Needs, and directing two summer programs for children with asthma and disabilities. Dr. Lavay obtained his Ph.D. in special physical education from the University of New Mexico in 1984.

83. Easter Seals Central California: Job Opportunities Must have valid California teaching credential authorizing including provision of adapted physical education to students with disabilities or special needs. http://centralcal.easterseals.com/site/PageServer?pagename=CACN_job_opportunitie

84. Special Needs Students IEP) and your child s rights to special education. for the IEP Meeting What you need to know Connecticut Forbids Teachers To Recommend Psychotropic Drugs For http://www.aizan.net/families/special_needs_students.htm

Special Needs Children/Students Up See also the ADHD Education for Parents page and the Children's Mental Health pages A Guide to Reasonable Accommodations – this site is provided by Florida State University Introduction Section I Disabling Language ... Autism 101 - articles by the #1 Autism expert Educating the Student with Autism Home Affects Mental Development of Fragile X Kids Parents of Autistic Kids Sue Drug Firms, Dentists Glasses Read Dyslexics' Eyes - Missile-tracking technology may spot symptoms of learning impairment. 2002 International Symposium on Adult ADHD – Chicago in May 2002. More than 700 people from around the world, including the top professionals in the ADHD field, will gather in Chicago for Journeys 2002. The Dyslexia Page - collection of links to articles and sites Focusing on Hyperactivity - New diagnostic tools may show us that there is more to ADHD than meets the eye. New Findings Concerning Poor Reading and Spelling - Children who were predominantly poor spellers were already showing a range of linguistic difficulties when they started school. Our Special Kids The ABC's of LD and ADD - From LD Online, straight-forward answers to common questions about learning disabilities and the brain.

85. Special Education To meet these students’ needs the District employs 12 Resource Teachers; 5 special Day Class Teachers; 2 Half time Speech and Language Therapists; http://www.suhsd.net/html/special education.htm

Click on the school mascot to get to that school’s Special Ed page. EHS FHS PHS SHS Contact Information Phone: (530) 241.3261 Fax: (530) 225.8499 Notice of Procedural Safeguards California Dept. of Education, Special Education Jim Grant Director Ext. 10540 Laurel Kellogg Secretary Ext. 10541 The Shasta Union High School District provides a continuum of Special Education services through the District’s own programs, or when appropriate, through programs provided by the Shasta County Office of Education and the Shasta SELPA. Shasta Union High School District Special Education teachers are assigned to the following school sites: Enterprise High School, Foothill High School, Pioneer High School and Shasta High School. Special Education services currently provided include psychological and educational assessment, consultation with regular education instructors, monitoring of regular education progress, provision of teacher and or aide assistance within the regular classroom, modifications of the regular education program, provision of assertive technology, basic academic and core curriculum instruction. The following instructional services are available to students attending school anywhere within the Shasta Union High School District. Speech and Language, School Nursing, Adapted Physical Education.

86. Inclusion Of Students With Special Needs: Teaching And Learning Devices Alisa Beth Kahn For children with special education needs, the world The story of Joey illustrates how teachers and advocates became familiar http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html

You are here: Home Special Needs / Inclusion Inclusion Inclusion of Students with Special Needs: Teaching and Learning Schools are accommodating diversity with a variety of teaching strategies and different degrees of mastery. Inclusive learning environments are reflections of the change in teaching and learning to help all students meet high expectations. Go to articles and links for further information: Research, Resources and Strategies for Inclusive Classrooms Bibliography Technology and Special Needs Research and Strategies for Teaching Reading ... Recommended Reading Research, Resources and Strategies for Inclusive Classrooms Criteria for Identifying Best Practices A list of objective standards to use as guidelines in evaluating learning models. What Works in Classroom Instruction The purpose of this publication is to provide educators with instructional strategies that research shows have the greatest likelihood of positively affecting student learning. It is designed to be used by K-12 classroom teachers, building level administrators, and central office administrators. It is offered as a tool to enhance students' achievement in any content area. Resource Room The Resource Room is a site with resources for people who learn differently, especially people with specific learning disabilities such as dyslexia or dysgraphia. The site includes lesson plans (including a multitude of quizzes for online times tables practice ), articles, and in-depth information about harder-to-find topics such as secondary school and college and learning disabilities, math, and dysgraphia.

87. BSU 96-98 Professional Education M.S. In Education-Special Education ED 577 Methods of Teaching the Gifted (3 credits); IT 557 Curriculum Development and Modification for IT 563 special Learning needs in Industrial http://www.bemidjistate.edu/BSUCatalog/GRADCATALOG/PROFED/SpecED.html

BSU Catalog Home Graduate Professional Education Course Descriptions MASTER OF SCIENCE - SPECIAL EDUCATION The Special Education program develops a base of core skills and specific teacher competencies. Note: The following Special Education Licensures may be pursued simultaneously in conjunction with the Master of Science in Special Education degree: Specific Learning Disabilities Emotional/Behavioral Disordered Mild/Moderate Mentally Disabled Early Childhood Special Education Developmental/Adapted Physical Education Vocational Special Needs Mildly Disabled Preparation Requirements Teaching licensure. Non-licensed individuals may be admitted under certain conditions. The following criteria are also considered: A statement of personal philosophy and goals as they relate to the education of exceptional learners. Applicants may choose to address either one particular area of exceptionality, or exceptionality in general. A consultation for the purpose of evaluating professional experience and developing a planned program of study.

88. Montgomery High School - Contact Us: Contact Teachers If you find a number isn t working or need additional help, please see the Contact page to Vivian, Hanni, special Ed, 5354608. Ron Merenbach, Student teacher, 6518. http://www.montgomeryhighschool.com/contact.teachers.html

Search: Home Contact Us Links School Info ... Student Info Contact Us : Contact Teachers Below is a listing of phone numbers and email addresses to contact regarding various information about the school. There are different ways to contact your student's teachers: 1) Voice Mail; 2) Message Machine; or 3) email. If you choose Voice Mail, dial the MHS Pilot number (528-5522), then the teacher's extension. If you need to leave a message for more than one teacher, wait for the attendant, then dial the next extension. Some teachers have a message machine, to which you may dial directly, typically with the 535- prefix. If you choose MHS email, type first initial, and last name @mhs.srcs.k12.ca.us. Teachers may prefer to use another email address, listed below. If you find a number isn't working or need additional help, please see the Contact page to contact the main office. Teacher Subject VM Pilot: 528-5522 Abballo, Margie

89. AdaptPhysEd Aspects Volunteer . Observation Disabilities . special needs Teaching Adaptations Other special Olympics Creating positive and enduring change in the http://www.plu.edu/~sope/AdaptPhysEd.htm

Legal Aspects Volunteer Disabilities Teaching ... Other Links Adapted Physical Acitvities at Pacific Lutheran University is located in Tacoma, Washington, USA, which is approximately 35 miles south of Seattle. It is our purpose to provide a web site that will function as a location of resources and education for individuals who want to learn more about working with individuals of varying disabilities. We openly welcome your comments and interaction with our group in order to provide a site that is both comprehensive and informative. Interested in volunteering your time to some very worthy causes? Check out this video presentation to get an idea of what we do here at P.L.U. in the Adapted Physical Education program. Windows Media for 128K Legal Aspects Volunteer Disabilities Teaching ... Comments to Webmaster Last updated: May 12, 2003 Privacy Statement Powered by Google More Searches Special Olympics Online Newsletter and Press Releases ... National Coordinating Body for competitive sports for individuals with cerebral palsy More LuteWorld PLU's Online Store Make a Gift to PLU Tidbits of information regarding Special Education.

90. Credits - Pacific Lutheran University available to them, which would meet their unique needs. on improving teaching and learning for special education. The APEN exam is for all teachers who believe http://www.plu.edu/~sope/LawOverview.htm

Overview of laws Go to: PLU HOME Leqal Aspects Observation Disabilities Teaching Adaptations Other Links Site Index Search APA Answers Home Legal Aspects Overview of laws Web sites and Resources for Special Education References online: IDEA97 Regulations Education Update Online Education news today for a better world tomarrow. Consortium for Appropriate Dispute Resolution in Special Education - CADRE, the National Center on Dispute Resolution, encourages the use of mediation and other collabrative strategies to resolve disagreements about special education and early intervention programs. The Council of Parent Attorneys and Advocates - An independent, nonprofit, tax-exempt organization of attorneys, advocates and parents established to improve the quality and quantity of legal assistance for parents of children with disabilities. Education Law Association -Legal Search Engine Wisconsin Department of Public Instruction Dedicated to Children and Learning.

91. EXS 441 legislation, assessment, case studies, and teaching styles used Case Studies in Adapted Physical Education special needs Brigham Young UniversityHawai’i is http://w3.byuh.edu/academics/exerciseandss/EXS 441.htm

Brigham Young University of Hawaii Exercise and Sport Science Division EXS 441: Adaptive Physical Education Winter, 2004 I. Descriptive Information Brandyn K. Akana Office: CAC 160 293-3751 (Office) 293-3763 (Fax) akanab@byuh.edu II. Specification of Course Goals and Objectives General Goals 1) The students will be able to assist with individuals with disabilities. 2) The students will experience the joy of working with individuals with disabilities. 3) The students will see the importance of Adaptive Physical Education and its benefits to individuals with disabilities. 4) The students will learn how to plan and prepare appropriate instruction for individuals with disabilities. Course Objectives 1) Introduce a general overview of disabilities. 2) Discuss how we can change attitudes and stereotypical beliefs of individuals with disabilities. 3) Educate students on proper instruction for individuals with disabilities. 4) Allow students to experience hands-on activities that will improve teaching techniques and awareness in Adaptive Physical Education. Course Description. The purpose of this course is to provide the students with a general overview of disabilities as it pertains to teaching individuals with disabilities. Course information will extend to federal legislation, assessment, case studies, and teaching styles used with students with disabilities.

92. Abstract Of SANDI Project Steps to Independence Teaching Everyday Skills to Children with special needs. Negotiating the special Education Maze A Guide for Parents and Teachers. http://ped1.med.uth.tmc.edu/spinabifida/ugalde.html

Educating Children with Spina Bifida by Margaret R. Ugalde, DrPH, RN, CS-PNP It has been said that one's basic attitude toward work is established during the school age years. It is during this time that children learn the skills necessary for becoming useful, contributing members of society (Wong, 1999). School attendance fosters the acquisition of social, academic, and physical skills through class work, school activities and clubs, sports and vocational training. Children who master these skills and do well in school have a higher probability of experiencing success in the job market and socially, than those who do poorly. Because children with Spina Bifida often have special health and learning needs, they may experience some or all of the following problems during the school age years: excessive school absences due to hospitalizations/surgeries, limited physical accessibility due to mobility problems, inadequate school accommodations to meet mobility needs (no ramps/elevators or classes on the first floor), insufficient school health services to meet health needs (no assistance with CIC, personal hygiene)

93. PELINKS4U - Physical Education Academic Areas the quality and enjoyment of family life with special needs. special Olympics International; US Cerebral Palsy Athletic Plans Page 2 More new teaching ideas; http://www.pelinks4u.org/links/academic.htm

Click To See More Resources Archives Book Reviews Editorial Team Higher Education PE Web Sites K-12 School PE Web Sites PE Academic Areas PE Advocacy PE Forum Online Site Sponsorships State AHPERDs State PE Standards Teaching Unit Plans Web Pages of PEHLS Professionals Updated May 26, 2004 Conference/Workshop Calendar Adapted Physical Education Select a Category from this list Adapted Physical Education Athletic Training Biomechanics Dance Exercise Science Health Sciences Outdoor and Adventure Education Pedagogy Sports Psychology Adapted Physical Education National Standards California's State Council on Adapted Physical Education Family Friendly Fun and Special Needs Resources - enhances the quality and enjoyment of family life with special needs. iCan - iCan is an online community for people with disabilities, their families, friends and caregivers. The site includes information and resources on all aspects of living with a disability and it allows people to interact and share their experiences. National Consortium on Physical Education for Individuals with Disabilities Run, Jump, n'Throw - This website is for the Navy Run Jump n`Throw program, which is a non-profit organization promoting a free curriculum and sports training activity for students grades 1-12. Includes activities for students with disabilities. Special Olympics International U.S. Cerebral Palsy Athletic Association

94. AAALF - American Association For Active Lifestyles & Fitness increase the students’ strengths and teaching to those his field, understanding student needs, team work big picture”, says the special Education Coordinator http://www.aahperd.org/aaalf/template.cfm?template=toy.html

95. Special Education Program Descriptions 3 through 21, who need assistance with OT/PT special Teaching Requirements These therapists must may not understand educational special education terminology. http://www.asdk12.org/depts/sped/programs.asp

Site Index Site Options Contact Us Search for: Schools Departments About ASD School Board ... myASD Program Descriptions The following programs and services are available through ASD's Special Education Department: Whaley School Alaska School for Deaf and Hard of Hearing Related Services Elementary Special Education ... Parent Resource Center Whaley School The mission of Whaley School is to provide an exemplary educational program for students with severe emotional/behavioral needs. The school provides an educational program for students ages three through twenty-one, preschool through 12th grade. The program at Whaley School is designed to meet the needs of students whose behaviors mandate a more restrictive environment than a regular school can provide. The broad educational goals of the Whaley School Program encompass behavioral, social, vocational, emotional and academic areas. Emphasis: academic and social skills ~ highly structured classroom ~ parent involvement ~ counseling Alaska State School for Deaf and Hard of Hearing The Alaska State School for Deaf and Hard of Hearing serves deaf and hard of hearing Emphasis: statewide services ~ communication skills ~ educational interpreters ~ audiological services ~ parent training ~ infant learning Related Services Assistive Technology (A.T.) Department

96. BC Education - PE Appendix C: Cross-Curricular Outlines http://www.bced.gov.bc.ca/irp/pe810/apcspe.htm

Physical Education Appendix C: Cross-Curricular Outlines Special Needs Students with special needs have disabilities of an intellectual, physical, sensory, emotional, or behavioural nature; or have learning disabilities; or have exceptional gifts or talents. All students can benefit from an inclusive learning environment that is enriched by the diversity of the people within it. Opportunities for success are enhanced when provincial learning outcomes and resources are developed with regard for a wide range of student needs, learning styles, and modes of expression. Educators can assist in creating more inclusive learning environments by introducing the following: activities that focus on development and mastery of foundational skills (basic literacy) a range of co-operative learning activities and experiences in the school and community, including the application of practical, hands-on skills in a variety of settings references to specialized learning resources, equipment, and technology ways to accommodate special needs (e.g., incorporating adaptations and extensions to content, process, product, pacing, and learning environment; suggesting alternate methodologies or strategies; making references to special services) a variety of ways, other than through paper-and-pencil tasks, for students to demonstrate learning (e.g., dramatizing events to demonstrate understanding of a poem, recording observations in science by drawing or by composing and performing a music piece)

97. BC Education - PE Appendix C: Cross-Curricular Outlines http://www.bced.gov.bc.ca/irp/pek7/apcspe.htm

Physical Education Appendix C: Cross-Curricular Outlines Special Needs Students with special needs have disabilities of an intellectual, physical, sensory, emotional, or behavioural nature; or have learning disabilities; or have exceptional gifts or talents. All students can benefit from an inclusive learning environment that is enriched by the diversity of the people within it. Opportunities for success are enhanced when provincial learning outcomes and resources are developed with regard for a wide range of student needs, learning styles, and modes of expression. Educators can assist in creating more inclusive learning environments by introducing the following: activities that focus on development and mastery of foundational skills (basic literacy) a range of co-operative learning activities and experiences in the school and community, including the application of practical, hands-on skills in a variety of settings references to specialized learning resources, equipment, and technology ways to accommodate special needs (e.g., incorporating adaptations and extensions to content, process, product, pacing, and learning environment; suggesting alternate methodologies or strategies; making references to special services) a variety of ways, other than through paper-and-pencil tasks, for students to demonstrate learning (e.g., dramatizing events to demonstrate understanding of a poem, recording observations in science by drawing or by composing and performing a music piece)

98. Pet5655.htm Mar 30 Individuals who are medically fragile can need technological assistance special Physical Education, Saunders Children A Medical Atlas for Teachers, 2nd Ed http://www.hhp.ufl.edu/ess/grad/adapt_pe/PET5655.htm

University of Florida College of Health and Human Performance Department of Exercise and Sport Sciences Course Syllabus PET 5655 CBS/S98 I. Course A. Number: PET 5655 B. Title: Medical Aspects of Individuals with Disabilities C. Credit: Three (3) Semester Hours D. Offered: Spring semesters (Mondays - 9th-11th periods) E. Instructor: Christine Stopka, Ph.D., A.T.C., C.S.C.S. Room 100 Florida Gym; Phone 392-0585, ext. 259 II. Course Description A. General Purpose/Description This course will explore the art and science of effectively teaching exercise therapy and adapted physical activity to individuals with physical, medical, and health disabilities. A "cross-disciplinary" and lifespan approach will be emphasized. An understanding and appreciation of how to individualize teaching, realize specific limitations, yet maximize potentials will be emphasized. B. Specific Purposes/Objectives 1. The student will be able to understand and therefore differentiate among the physical, mental, medical, and health disabilities in order to most appropriately provide for the indicated motor developmental, special physical education, or exercise therapy programming. 2. The students will be able to demonstrate competency in making the appropriate assessment and curriculum decisions in terms of planning and implementing appropriate motor developmental programming and adapting physical activity and exercise therapy skills to meet the needs of populations with special needs.

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