21. Continuing Education 5th grade general Education teachers 7 CRUs June 2425, 9a.m. to 5p.m. Fee $159 Instructor Shannon Kietzman, Middle School teacher, special needs teacher, http://www.pnc.edu/ce/CRU.html

Teacher CRU Courses The State of Indiana has recently updated its requirements for teacher licenses. There are now many ways to renew your license every 5 years. Using CRUs is one way to fulfill your requirement. PNC’s courses are short-term, workshop style classes. They are very focused and allow you to walk away with a new set of skills ready to use with your students. Successful Reading for All Children: Helping All Students Reach Their Reading Potential Are you having a difficult time meeting the reading and writing needs of your classroom? Is it becoming impossible to teach whole group reading with your students below, at, and above grade level? If so, this is the perfect workshop for you. You will learn how to give a reading inventory, how to use these results to group students in flexible groups, how to implement literacy groups to benefit all students, how to improve reading fluency, and how to choose good literature for your classroom. Approved for Kindergarten- 5th grade teachers 4 CRUs July 27 and 28, 8am - Noon

22. Babble: Special Needs Teacher Strike Some 240 special needs teachers walked off the job across The teachers, who have been without a contract seeking wage parity with their general public school http://www.rabble.ca/babble/ultimatebb.php?ubb=get_topic&f=32&t=000515

23. Inclusion Initiative, New York City enroll 28 general education students and eight students with special education needs. As in the earlier grades, a general education teacher teams with a http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea4lk17.htm

Inclusion Initiative, New York City The Inclusion Initiative (formerly called the Early Childhood Initiative) in New York City is an early childhood and elementary program that combines general education students and children with special needs in the same classroom. Funded by New Visions for Public Schools , the program emphasizes team teaching of special education and general education teachers, heterogeneous mixing of students, developmentally appropriate practice, authentic assessment, parent and family involvement in children's learning, and professional development. In addition to combining early childhood education and special education, some of the classrooms taking part in the initiative also are bilingual. The overall goal of the program, according to Rodriguez (1997), is "to create child-centered learning environments that encourage early school successes for all students and to eliminate tracking that occurs as children with diverse strengths and needs progress through the city school system" (p. 1). She adds that the program model includes "not only the full range of general education studentsfrom struggling to excelling studentsbut also students with a wide range of special education designationsfrom mild to severe" (p. 2). The special-needs students are fully integrated into the classroom with its challenging curriculum and high standards. In each classroom, the use of team teaching (a general education teacher and a special education teacher), a classroom assistant or paraprofessional, and smaller class size allows the teachers to provide individualized attention to each student.

24. Establishing General Directions Establishing general Directions. attendance, extracurricular participation awards, and special needs, can be A teacher will no longer waste valuable time http://www.ncrel.org/tandl/direct1.htm

Establishing General Directions Written by Gilbert Valdez, PhD, Director of the Teaching, Learning, and Curriculum Center at the North Central Regional Educational Laboratory Exemplary Vision Research There is universal agreement that planning committees, when creating a learning and technology plan, need to spend time creating a vision that all people involved can support. Howard D. Mehninger in School Reform In The Information Age noted that vision is a "mental image of a desirable state of affairs...by setting direction, a vision statement helps set priorities and guides public policy." Mehninger indicated that vision statement should: Set forth a description of a desirable future that would be better than the present or the past. Be achievable in a reasonable amount of time. Take advantage of opportunities the future will afford. Several of the ISBE demonstration sites, specifically Waukegan School District 60 Lincoln School in District 186, Harlem Unit District 122 , and Scott-Morgan C.U. School District 2

25. Studies - Study Programme Teacher...Special Needs School Didactics Education general special – needs Education Psychology and Sociology combination of the special – needs subjects with Subject Teaching Methodolgy. 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.

26. Suggestions For Special Educators checklist to use in the general education classroom. in the regular classroom by giving the teacher a way If you treat special needs children as equals, it may http://rushservices.com/Inclusion/suggestions_for_special_educator.htm

Home Up Site Map About Us ... Suggested Reading [ Suggestions for Special Educators ] Training Opportunities What Makes Inclusion Work? Inclusion Vocabulary Guestbook ... View Guestbook Suggestions for Special Educators send us your thoughts "What lies behind us, and what lies before us are tiny matters, compared to what lies within us." Ralph Waldo Emerson TEAMING Melanie has created a fantastic accommodations checklist to use in the general education classroom. She thought it would be a great way to satisfy that uncomfortable topic of accommodations in the regular classroom by giving the teacher a way of reporting that the grade on the report card was received by providing specific accommodations. Print a copy of the Accommodations Checklist to use in the classroom. Inclusion is changing the rules of the game so that everyone can play and everyone can win. If you treat special needs children as equals, it may not be necessary to treat them differently. Include respect for differences, "We're More Alike Than Different," as part of your regular curriculum. Not only does this foster respect for individual learning styles, physical and emotional differences, but it also fosters respect for diversity.

27. Suggestions For Classroom Teachers accommodations checklist to use in the general education classroom regular classroom by giving the teacher a way child in your class with special needs that you http://rushservices.com/Inclusion/classroom_teachers.htm

Home Up Site Map About Us ... Acronyms [ Suggestions for Classroom Teachers ] Co-Teaching Models Frustrated? Inclusion Inspiration Newsletter ... View Guestbook Classroom Teachers "Behold the turtle. He only makes progress when he sticks his neck out." James Bryant Conant send us your thoughts Melanie has created a fantastic accommodations checklist to use in the general education classroom. She thought it would be a great way to satisfy that uncomfortable topic of accommodations in the regular classroom by giving the teacher a way of reporting that the grade on the report card was received by providing specific accommodations. Print a copy of the Accommodations Checklist to use in your classroom. Classroom Teacher Quotes Managing Transitions Consistency Collaboration/Parent Communication ... Inclusion Vocabulary Don't feel threatened by things you may not knowask questions! If you have a child in your class with special needs that you are unfamiliar with, make it a point to find out what teaching methods may be better for that child. Use all of the resources available to youpeople, books, internet, private institutions, other teachers, and parents. Sometimes the best suggestions come from the most surprising places! If you don't ask...you won't get an answer!

28. Conditions Of Teaching Children With Exceptional Learning Needs: The Bright Futu and inservice, and for both general and special educators Being unprepared to meet the needs of students to be a frequently cited reason for teacher attrition http://ericec.org/digests/e613.html

Conditions of Teaching Children with Exceptional Learning Needs: The Bright Futures Report The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC EC Digest #E613 Author: Mary Ruth Coleman June 2001 The Bright Futures Report In 1998, CEC appointed a Presidential Commission on the Conditions of Special Education Teaching and Learning. Its charge was twofold: Identify the obstacles and barriers that obstruct high quality teaching, and Develop an action agenda to ensure that every student with exceptional learning needs is taught under optimal conditions for learning. Because children with exceptionalities are taught in a variety of settings by a variety of educational personnel, stakeholders for this study included both general and special educators. A pilot web survey was posted, focus groups were held across the country, a major literature review was completed, and a national survey was conducted to identify current conditions. Variables that Affect a Teacher's Ability to Succeed Several themes that influence the conditions of teaching were identified. A sense of collegiality and professionalism, an environment of open and frequent communication, a climate of support, the availability of resources, and a clarity of roles and responsibilities all contribute to a sense of satisfaction for a job well done.

29. Dyslexia Teacher - Contacts about dyslexia testing and assessment, teaching dyslexic children Disability and special needs Newsletters listing e-mail newsletters in the general area of http://www.dyslexia-teacher.com/t8.html

DYSLEXIA TEACHER Search This Site World of Dyslexia site map Sharing information about helping dyslexic pupils and students Our website Home Page News and Research Resources Case Studies ... Mailing list Your reference for dyslexia: Dyslexia Teacher Massachusetts Avenue Cambridge MS. 02139 USA Dyslexia Teacher Eastbourne East Sussex BN20 7GX ENGLAND Dyslexia Teacher Saint Laurent Montreal Quebec H4L 2V8 CANADA Dyslexia Teacher Bulimba Queensland 4171 AUSTRALIA How can I train to teach children with dyslexia? www.dyslexia-certificate.com for personal or professional use (meetings, courses, etc.) provided that our web address www.dyslexia-teacher.com is clearly included in the copy. www.dyslexia-teacher.com supporting the dyslexic pupil SUGGESTIONS BOX Please send us your suggestions for improvements to our website DYSLEXIA TEACHER CONTACTS If you know of any useful additions to this listing, please send them to us using the e-mail address at the bottom of the left-hand column. ORGANIZATIONS Local Contacts - growing list of local organizations and contacts in each US state and worldwide. International Dyslexia Association - (formerly The Orton Dyslexia Society) is an international, non-profit, scientific and educational organization dedicated to the study and treatment of dyslexia. The IDA was first established nearly 50 years ago to continue the pioneering work of Dr. Samuel T. Orton, who was one of the first to identify dyslexia and its remediation.

30. Skewl Sites - Site Index - TEACHER RESOURCES - General teacher RESOURCES general. online. Outside the Box, Resources for parents and teachers of ADHD and special needs students. Palma http://www.skewlsites.com/teacher.htm

TEACHER RESOURCES - General Primary 4 Blocks Literacy Framework A framework for teaching guided reading, self-selected reading, writing and working with words. 100th Day Activities 100th Day of School Website Over a hundred teacher made ideas to help you celebrate the big day across the curriculum. ABC Teach "This is the place for fun ideas and activities for kids, parents, students teachers, and teachers." A Tale to be Told Students have a mystery to solve while reading folktales from other lands. A to Z Teacher Stuff Thematic Units Index The elementary teacher's one-stop source for online thematic units, theme resources, literature activities, lesson plans, and activities. A. Pintura Art Detective "An online game about art history and art composition." A+ Math Games, activities and flashcards to help students improve their math skills.

31. Teacher Training that this plan allows for the differences our teachers have in working with special needs students as well as allow access to the general education curriculum. http://www.lbusd.k12.ca.us/Speced/professional_development.htm

Long Beach Unified School District Office of Special Education, Judy Elliott, Assistant Superintendent Special Education Home Page Search Our Site Special Education Web Page Map What is Special Education? ... For Parents Special Education Professional Development The Office of Special Education and the Office of Curriculum, Instruction and Professional Development (OCIPD) continue to build a collaborative relationship in the area of Professional Development. Each Fall, Spring and Summer the OCIPD publishes a catalog of a variety of workshops for all teachers. These workshops include Literacy and Math training, as well as other content areas and various types of assessment and instructional strategies for all students. Occasionally, a workshop devoted only to special educators is offered to supplement other training with specifically designed material, information and to address other areas of need. In addition to these workshops, the Office of Special Education has developed training to meet the unique or specific needs of students that special education teachers serve. Professional Development opportunities have included English Language Development (ELD), Literacy and Math Institutes. These required trainings focused on ensuring that the teachers receive content area knowledge, as well as age appropriate materials to implement the strategies. Teachers are always given the opportunity to modify based on individual needs of students. Other Professional Development offerings include district wide Job Alike meetings, where teachers either select a workshop of their choice to attend or meet with teachers who teach the same program and grade levels, Support Forums, New Teacher Cohort Meetings and training on the IEP writing.

32. Electronic Journal Of Science Education V4 N3 - March 2000 collaboration is needed between the science and special education teacher. With collaboration, the individual needs of all students, both general education and http://unr.edu/homepage/crowther/ejse/ejsev4n3.html

ISSN 1087-3430 Vol. 4 - No. 3 - March 2000 The First of the Millennium Edition Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable. John R. Cannon, Editor and Publisher David T. Crowther, Associate Editor and Publisher University of Nevada, Reno Table of Contents EJSE Editorial... Teaching in Paradise: The first A.P. Biology Oceanographic Teaching Research Cruise David T. Crowther Associate Editor and Publisher Article One Building Bridges Between Science and Special Education: Inclusion in the Science Classroom by Deborah H. Haskell Clemson University dhaskel@clemson.edu Abstract Article Two Standards-Based Education and Its Impacts on Environmental Science Education by Dr. George R. Davis Moorhead State University davisg@mhd1.moorhead.msus.edu Abstract This article explores the impact on K-12 environmental education and the preparation of K-12 teachers to deliver effective environmental education by the national and state standards movement begun by the Goals 2000 program. The article describes what constitutes effective environmental education; the role of technology might play in such an education, and how national and state standards documents support the teaching of effective environmental education. Article Three Inquiry, Nature of Science, and Evolution:

33. Teacher Education Competencies Teachers plan instruction that is appropriate for a diverse student population, including students with special needs. that plans are general guidelines and http://www.davidson.edu/academic/education/competencies.htm

Teacher Education Competencies NOTE: Teacher Education Candidates will provide evidence for each of the following in their electronic portfolios. See the button to the left labeled Conceptual Framework for graphic and narrative representations of these competencies. 1.0 Content Knowledge 1.1 Liberal Arts. Teachers have broad knowledge of the liberal arts. 1.1.1 Have background in basic subject areas: the arts, humanities, mathematics, and sciences, and have a broad understanding of the major cultures, religions, geography, political systems, philosophies, and economic systems by which people organize their lives. 1.1.2 Know and appreciate the great creative works of world cultures. 1.2 Subject-area Content. Teachers know the content appropriate to their teaching specialty and the relevant applications of this content. 1.2.1 Know their subjects considerably beyond the content they are expected to teach, and know how professionals in their field think and analyze the world. 1.2.2 Have a strong background in the subjects related to their specialty area.

34. BostonWorks - Jobs In North Andover, Massachusetts 58, North Andover Public Schools, Middle School, Moderate special needs teachers. 71, North Andover Public Schools, teacher. 2, Lawrence general Hospital, Lawrence, MA. http://bostonworks.boston.com/northwest/north_andover/

SEARCH JOBS: Advanced Search Employer Login Post a Job HR Center ... Career Fairs Health - 6/22 Open Houses News Employer Info. The Job Blog ... Salary Wizard North Andover, Massachusetts Commuter Information More Jobs: Northwest of Boston More Jobs in Neighboring Towns: Andover Boxford Groveland Haverhill ... North Reading More Jobs along: Your Town: North Andover Boston.com's Profile North Andover State Profile Official State Profile North Andover Official Home Page Browse Jobs By Title By Employer By Town By Region ... By Commute Jobs in the Town of North Andover (alphabetical by employer) Employer Name Job Title Advance Reporductions Drivers Ashland Farm LPN Supervisor Ashland Farm LPN Supervisor Axis Computer Networks Network Administrator Bertucci's Restaurant Carry Out and Am Delivery Drivers Callahan Air Conditioning HVAC Service Techs Dentist Collaborative,the Dental Assistant Dr. Joan Gitlin's Office Nurse Practioner Edgewood Retirement Community Marketing Director Program Assistants GNA Mortgage Group Phone Rep Home Watch Caregivers Hha's Merrimack College Accounting Merrimack College Biochemistry Merrimack College Communication Studies Merrimack College Finance Merrimack College Geography Merrimack College History Merrimack College Interdisciplinary Science For Educators Merrimack College International Business Merrimack College Management Information Systems Merrimack College Marketing Merrimack College Operations Management Merrimack College Organizational Behavior Merrimack College Political Science Merrimack College Religious Studies Merrimack College

35. More On Special Needs Students Following are general suggestions for schools on these one regular and one special education teacher. least restrictive environment to special needs students. 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.

36. American Association Of Colleges For Teacher Education special Education, Personnel needs, and teacher teachers in general education must have the skills and dispositions to include children with http://www.aacte.org/Press_Room/special_ed_stmt.htm

"Special Education, Personnel Needs, and Teacher Education Reform A Policy Statement January 2001 Introduction Serving children with disabilities in the manner prescribed in the Individuals with Disabilities Education Act (IDEA) 1997with maximum feasible involvement in the regular curriculum, participation with peers without disabilities, participation in district and state assessment programs, and adaptations of instruction and assessment required for student success- -makes significant demands on PreK-12 teachers. Teachers in general education must have the skills and dispositions to include children with disabilities in their classrooms and to implement necessary adaptations; qualified special education teachers must be available in sufficient numbers to provide both direct services to children and assistance to other educators. Attention must be given to both of these issues. There are not enough qualified special educators, and consequently many children with disabilities progress through school without the help that could make them successful. Teachers in general education are not always sufficiently prepared for the challenges of including children with disabilities in their classrooms, again reducing these children's chances for success. The dual issues of teacher supply and high quality preparation influence the development of teacher education programs. Because teacher education is increasingly a matter of public policy, these issues frame important policy challenges that join the interests of those working to reform teacher education and those concerned with implementation of IDEA 1997.

37. Teacher Education Programs different settings, with learners who have special needs. issuance of a teacher’s certificate tests on communication skills, general knowledge, professional http://www.psu.edu/bulletins/bluebook/intro/gi-095.htm

38. University Of Colorado At Denver in general and special education coursework, you will also have the option to pursue a dual license in general Education and teacher I Mild/Moderate needs. http://www.cudenver.edu/Academics/Colleges/School of Education/Programs and Degr

Schools and Colleges School of Education About the School Programs and Degrees ... Contact Initial Professional Teacher Education: Special Education License Related Links IPTE Home Page Program Requirements Application Process Elementary License ... Financial Aid Table of Contents Program Options in Special Education Special Education Program Highlights Special Education Handbook Content Specific Methods Courses ... Special Education Full Time Faculty Program Options in Special Education The Special Education program within the Initial Professional Teacher Education Division at CU-Denver's School of Education offers a Special Education Generalist license and a Master's Degree in Special Education Special Education Program Highlights Is this the right program for me? The amount of time you will need to complete our special education program varies based on your individual needs. During the academic year, courses are scheduled for the late afternoons, evenings, and weekends so they do not conflict with most teaching responsibilities. Teacher Candidates in the special education generalist endorsement program will be licensed to teach ages 5-21.

39. Uniquely Gifted - Resources For Gifted/Special Needs Children Online resources for families with gifted/special needs children (including learning disabilities, ADHD, Asperger Syndrome, etc.) general Resources. Stories/Personal Experiences (by parents and http://www.uniquelygifted.org/

IDEA Reauthorization News www.ourchildrenleftbehind.com . Get OurChildrenLeftBehind bulletins sent to you Join the League for Special Education Voters Uniquely Gifted Resources for Gifted Children with Special Needs (ADD/ADHD, Learning Disabilities (LD), Asperger Syndrome, etc.) Compiled by Meredith G. Warshaw, M.S.S., M.A. Special Needs Educational Advisor Contributing Editor, 2e: Twice-Exceptional Newsletter Welcome to my site – I hope you find it helpful. If this is your first visit, click here for a guide to the site. This site is named after the book Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student , edited by Kiesa Kay. Twice-exceptional children (that is, intellectually gifted children with special needs such as AD/HD, learning disabilities, Asperger Syndrome, etc.) have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled; however, Linda Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type In addition to being special needs educational advisor for families with twice-exceptional children and Contributing Editor to the new publication

40. ED409317 1997-07-00 Collaboration Between General And Special Education Teachers The primary responsibility of general education teachers is to responsibility of special education teachers is to styles, strengths, and special needs of each http://www.ed.gov/databases/ERIC_Digests/ed409317.html

ERIC Identifier: Publication Date: Author: Ripley, Suzanne Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Collaboration between General and Special Education Teachers. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC INTRODUCTION Historically, teachers have worked in isolationone teacher to a classroom. As children with disabilities entered the public schools in the 1970s, they were taught in separate classrooms with their own teachers. Over the past 25 years, these students have slowly moved into the flow of the regular classroom, thus the use of the term "mainstreaming." However, students were mainstreamed for selected subjects or parts of the day; they were not considered part of the typical class. Now the philosophy is to include all students in the same class, which has brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills. The biggest change for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as "our" class. This Digest explores the facets of this new collaboration between general and special education teachers.

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