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Disabled & Special Needs School General: more books (100)

Current Controversies - The Disabled (paperback edition)

Supporting Students with Dyslexia in Secondary Schools: Every Class Teacher's Guide to Removing Barriers and Raising Attainment by Moira Thomson, 2008-11-20

Dyslexia in the Secondary School: A Practical Book for Teachers, Parents and Students (Dyslexia Series(Whurr)) by Jenny Cogan, Mary Flecker, 2002-12

Inclusion: Schools for All Students by J. David Smith, 1997-12-31

The SENCO Handbook: Working within a Whole-School Approach (David Fulton Books) by Elizabeth Cowne, 2008-08-20

Mainstreaming of Children in Schools: Research and Programmatic Issues (Educational Psychology) by Phillip S. Strain, Mary Margaret Kerr, 1981-07

Disabilities Affecting Learning (Introducing Issues With Opposing Viewpoints) by Mike Wilson, 2009-08-24

Adapting Early Childhood Curricula for Children With Special Needs by Ruth E. Cook, Annette Tessier, et all 1987-04

WholeSHSchool Approaches: Meeting the Special Educational Needs of All Children SH A Guide to Teachers (Education Policy Perspectives : School Organization and I) by Arlene Ramasut, 1989-03-01

Meeting SEN in the Curriculum: Design & Technology (Meeting the Special Needs in the Curriculum) by Louise Davies, Elisabeth Barratt-Hacking, 2005-08-17

Help4ADD@High School by Kathleen G. Nadeau, 1998-10-01

The School Survival Guide for Kids With Ld*: (*Learning Differences by Rhoda Woods Cummings, Gary L. Fisher, et all 1991-08

Helping Children Who are Anxious or Obsessional and Willy and the Wobbly House: AND Willy and the Wobbly House (Helping Children with Feelings) by Margot Sunderland, 2001-01-31

Teaching Mathematics to Middle School Students with Learning Difficulties (What Works for Special-Needs Learners)

lists with details

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

Extractions: Helping Children Overcome Reading Difficulties 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 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).
Indiana Academy Of Fine Performing Arts
activity, experience, and opportunities for lowincome, disabled or special needschildren and Music and Dance; Full-Day school; After-school Art Program
http://www.geocities.com/fine4arts/just4u.html

Extractions: VISION: To focus and expose children to the fine arts in order to enhance multi-intelligence concepts. To assist children to learn and understand what is socially acceptable while given the opportunity to use creative minds to their best ability. To assist families to be self-sufficient in today's society through education. GOALS: To identify and select principals that has demonstrated a potential for professional self-growth and to develop that potential through an intensive and exciting fine arts academic program. To ensure school effectiveness by developing mentors of educators as well as higher level administra-tive staff for the continuous growth of the academy. To expand and enhance fine arts activity, experience, and opportunities for low-income, disabled or special needs children and their families. To strengthen self-awareness and self-sufficiency in parents through education, communication and fine arts. Finally, to ensure school effectiveness by educating community volunteers for the purpose of serving as mentors and fundraising activities.
OSERS IDEA'97 -- General Information
since the law removes barriers to placing disabled children in regular Rather, specialeducation is a set of services to support the needs of children
http://www.ed.gov/offices/OSERS/IDEA/q_and_a.html

Extractions: The 1997 Individuals With Disabilities Education Act which will be signed into law by President Clinton aims to strengthen academic expectations and accountability for the nation's 5.4 million children with disabilities, and bridge the gap that has too often existed between what those children learn and the regular curriculum. From now on, the Individualized Education Program (IEP) the plan that spells out the educational goals for each child and the services he will receive for his education must relate more clearly to the general curriculum that children in regular classrooms receive. The law will also require regular progress reports to parents, include children with disabilities in state and district assessments and in setting and reporting on performance goals as they do for non-disabled children. Teachers will benefit from advancements in research through professional development initiatives.
Bigchalk: HomeworkCentral: Education (Learning Disabilities)
Open classrooms, open minds; Preschool services; Programs for disabled infants Schoolbus transportation of children With special needs; Screening for
http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/Homework/Parent/Resource
Bigchalk: HomeworkCentral: Students With Special Needs (Teacher Resources)
Educator Resources Teacher Resources Students With special needs. Gifted ButLearning disabled A Puzzling Paradox; Meeting the needs of Gifted Children in
http://www.bigchalk.com/cgi-bin/WebObjects/WOPortal.woa/wa/BCPageDA/sec~PT~15926
Education Options For Foreign Service Family Members
and Testing Records, The special needs Child Overseas Washington Area Programs, PrivateSchool Programs, Learning College and the Learningdisabled, Taking the
http://www.state.gov/m/dghr/flo/rsrcs/pubs/7232.htm

Extractions: [Print Friendly Version] Foreign Service life is an education. Education Options for Foreign Service Family Members , first published in February 1996, is dedicated to assist Foreign Service family members in obtaining the best education possible to supplement their Foreign Service experience. While the emphasis is on schools and school-age children, this book looks at Foreign Service family members of all ages. There is information on the day care needs of Foreign Service babies and early childhood education for preschoolers. At the other end of the spectrum, it looks at adult education options for Foreign Service spouses and young adult family members who are not in college. It is organized in general chronological order with the information on related topics interspersed throughout age level material. This book is designed for those people who want information on a specific topic as well as for those people who want to use it as a planning tool to look at the total picture of education for Foreign Service families. Chapters are below.
Class Size Reduction - Special Education Selected Areas For Consideration Regard
The special day class is not considered for Class Size Reduction first grade classes,if necessary to meet the individualized needs of the disabled students
http://www.cde.ca.gov/classsize/speced/consider.htm

Extractions: Discrimination: Comparability: Under Section 504 and Title II, components of the educational program provided to students with disabilities must be comparable to those provided to students who are not disabled. (Ref. 34 CFR 104.4 and 104.34(c) and 28 CFR 35.130). For example, CSR implementation must not result in students with disabilities receiving an educational program in which facilities, class size, educational resources, and/or instructional staff are not comparable to those provided in the program for students who are not disabled. Least Restrictive Environment: To the maximum extent appropriate, students with disabilities are to be educated with children who are not disabled. Special classes, separate schooling or other removal of children with disabilities from the general education environment is to occur only when the nature of severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. (Ref. 34 C.F.R. 300.550, 34 C.F.R. 104.34, 28 C.F.R. 35.130(d)). Implementation of CSR must not have a negative effect on the integration of students with disabilities with their non-disabled peers to the maximum extent appropriate to the needs of the disabled student. Continuum of Alternative Placements:
Gotham Gazette: The Policy, But Not The Practice, Of "Inclusion"
very little contact with nondisabled children statewide, just 38 percent of special-needschildren were educational plans and the school's educational programs
http://www.gothamgazette.com/print/44

Extractions: January 01, 2003 At the Children's School , a public elementary school in District 15 in Brooklyn, children with mild to severe learning, speech, and emotional disabilities, as well as autism and mental retardation, go to class alongside their non-disabled peers. In this small school, a minimum of three adults use a team-teaching approach in classrooms that mix 18 general education students with seven special education students. As a result of this and other effective practices for inclusion of students with disabilities, both the school's special education students and its general education students consistently outperform their peers in the city schools. Inclusion has been the preferred strategy for educating children with disabilities for a number of years now (See Gotham Gazette's article on special education from last year). Unfortunately, successful inclusion programs like the one in the Children's School are still the exception in New York City. Educating students with disabilities continues to be one of the public schools' biggest challenges. Children receiving special education services are by far the students most at risk of academic failure, as I have written here before Why are special education students still foundering? According to a new
Special Needs Education (SNE) Project - Government And Institutions
Canadian school Boards Association school Boards across the all levels so that disabledstudents may special needs Opportunities Windows A Canadian resource on
http://www.schoolnet.ca/sne/e/cannatsites.html

Extractions: Ability OnLine is an electronic mail system connecting young people with disabilities or chronic illness to disabled and non-disabled peers and mentors. It also provides disabled youngsters and their families with current information on medical treatments, educational strategies and employment opportunities. Adaptive Technology Resource Centre The ATRC actively promotes inclusionary design in information networks. The centre works closely with education, government, industry and organizational partners to increase accessibility and awareness of access issues. The ATRC also provides information, demonstrations, and trainin in the use of access technology to educators, students, the media and the general public. Association for the Neurologically Disabled of Canada
General Special Needs
Ticket Office Location Parking special needs Group Sales or information regardingdisabled seating, please
http://www.buccaneers.com/Tickets/generalspecial.asp

Extractions: Official NFL Sites NFL.com NFL Kids NFL Shop NFL High School NFL Europe Hall of Fame AFC Teams Bengals Bills Broncos Browns Chargers Chiefs Colts Dolphins Houston Jaguars Jets Patriots Raiders Ravens Seahawks Steelers Titans NFC Teams Bears Buccaneers Cardinals Cowboys Eagles Falcons Giants Lions Packers Panthers Rams Redskins Saints Vikings Tickets Season Tickets Individual Game Tickets Club Seating ... Special Needs Disabled Seating Wheelchair and disabled seating is available in all areas, and all price levels, at Raymond James Stadium, including clubs and suites. Gurney viewing positions are available in the end zone areas. If you need asssistance or information regarding disabled seating, please call the Ticket Office at (813) 879-2827. Season ticket holders with accessible seating who desire to give their tickets to someone not in need of accessible seating for a given game must notify the Ticket Office at least one week prior to the game so that arrangements can be made to provide appropriate alternative seating. Sold out games present a problem in the exchange of ticket locations and in some cases alternate seating may not be available. Accessible Stadium Entrances Gates A, B, C, and D each have entrances for wheeled equipment. Club/Suite entrances are also accessible. Elevators for guests with disabilities are located at Gates A and C for general ticket holders, and in the east and west club/suite lobbies for club and suite ticket holders. Escalators are available at the entrances. No wheeled equipment is permitted on the escalators. Accessible ramps also allow access to general seating areas through Gates A, B, C and D. Please see the map of ground level for the best route to your seat.
MY TEACHERS PAGE
involved in the education of students with special needs. resources on topics ofimportance to special educators Discipline Communication Learning disabled.
http://www.eagle.ca/~matink/teacher.html

Extractions: Just For Kids ... Themes During the year, I will be adding resources for teachers to this site. These resources will be teaching tools and topics that will cover many facets of education. If you have additional sites that you have found to be useful or any topics that you would like me to research and display the results here, please use the handy e-mail link to send them to me. I would also appreciate you letting me know if any of the listed links are no longer active in order for me to keep these pages as up-to-date as possible. Special Education General Special Education Sites Attention Deficit Disorder Behaviour Exceptionalities Communication Learning Disabled ... Holidays Page Special Education - BC - On-line Documents
Working Together To Educate Minority Students With Special Needs Or Talents
special ed services to students whose needs are pronounced to those who already havebeen identified as disabled. Many students who do receive special ed also
http://www4.nas.edu/onpi/oped.nsf/(Op-EdByDocID)/34E3807F065E03AD85256BAE00631D9
NEA: Special Education-IDEA -- Reauthorization Priorities
the individual needs of students, IDEA needs to provide as Emotionally Disturbed orLearning disabled prior to their child's need for special education services
http://www.nea.org/specialed/ideareauthpriorities.html

Extractions: For and About Members Help for Parents Press Center Legislative Action Center ... Vouchers Updated: Aug 13, 2002 The National Education Association is deeply committed to the notion that all students should have access to a free, appropriate public education that promotes student achievement. When parents, teachers, administrators and related service providers work and plan together, focused on matching the educational environment and appropriate supports with the learning needs of students with disabilities and those without, the IEP process yields programs and services that maximize the success of every child. NEA has long supported the Individuals with Disabilities Education Act (IDEA). It is a civil rights law by nature that has opened access to more than six million children who otherwise might not receive the support programs and services they need to be successful. And, it continues to hold great promise for millions more. We want to safeguard that potential by ensuring that all children continue to have access to the general education curriculum and the opportunity to achieve at higher levels. In addition to a civil rights issue, the delivery of special education is an education policy issue. Given that IDEA '97 has just begun to show its impact, we suggest few statutory changes during this reauthorization process. We view this reauthorization as an opportunity to improve implementation.
ED358677 1993-07-00 Including Students With Disabilities In General Education Cl
.. are educated with children who are not disabled, and that special. options thatis receiving increasing attention is meeting the needs of students with
http://www.ericfacility.net/databases/ERIC_Digests/ed358677.html

Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Including Students with Disabilities in General Education Classrooms. ERIC Digest #E521. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC 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).
In-Service Safety Series - Transporting Students With Special Needs
need to know to get students with special needs out of It is not enough for you, theschool bus driver the same number that you would with nondisabled students;
http://www.nhtsa.dot.gov/people/injury/buses/Brady Web/topic_9/page6.html

Extractions: VI. Emergency Situations We have talked about loading and unloading in normal situations We also need to talk about what to do in emergency situations In this section, we are going to talk about The kinds of emergencies to expect as a school bus driver of students with special needs What needs to be included in an emergency evacuation plan How to handle an emergency on the school bus What kinds of emergencies might you have on a school bus with students with special needs? With the vehicle With the driver With a student Weather or external emergency For some of these problems you will have to evacuate the school bus; for others you wont have to evacuate In general, if the situation is not life-threatening, you probably dont have to evacuate For example, a medical problem with one of the students probably doesnt require evacuation of the whole school bus
NYSTEprepSPED
No special educaton label or services can be If the ELL/LEP is also disabled, theIEP must consider the student's language needs and the impact of his
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/NYSTEprepSPED.html

Extractions: (The special education law that guarantees certain rights for students with disabilities) "IDEA" (say each letter when pronouncing the term) stands for "Individuals with Disabilities Education Act" (replacing the earlier title of "Education of All Handicapped Children Act") It is the reauthorization of P.L. 94-142 which was signed into law in 1975 by President Gerald Ford. Back then, it was known as the "Education of All Handicapped Children Act" . It has been amended several times over the years, including a change in title because the word "handicap" is now politically incorrect and the law serves individuals up to age 21, not just children. The most recent version was signed by President Clinton in June 1997. The law is now referred to as: " I.D.E.A.97 -95% of the law went into effect immediately -the rest went into effect on July 1, 1998
SmarterKids.com
Close collaboration among special class teachers, parents, resource of appropriatesocial skills at school and home; services for the learning disabled (17th ed
http://www.smarterkids.com/spec_centers/sn_07.asp

Extractions: The regulations for Public Law (P.L.) 101-476, the Individuals with Disabilities Education Act (IDEA), define a learning disability as a "disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations." The Federal definition further states that learning disabilities include "such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia." According to the law, learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; or environmental, cultural, or economic disadvantage. Definitions of learning disabilities also vary among states.
ELLs With Special Needs -- ERIC/CLL RGOs
for the acquisition of ESL in learningdisabled students Federal mandates concerningspecial education are summarized, and the unmet needs of migrant
http://www.cal.org/ericcll/faqs/rgos/special.html

Extractions: ERIC Documents Several factors influence the identification of English language learners with special needs. Limited prior schooling, lack of proficiency in English, native language background, cultural expectations, and personal or family concerns can all influence a learners academic progress. It can be difficult to distinguish between a learning disability and learning problems caused by a variety of other factors. English language learners whose difficulties in school stem from these factors may be misidentified as having a learning disability. In other cases, English language learners who have a learning disability may not be properly identified on the assumption that their learning problems stem from linguistic and cultural differences. To further complicate matters, special needs may not have been identified in the learner's native language but may become evident as the student is learning English. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of the following factors:
NCIP Links
SNE special needs Education Network; Urban special Education Web Site for the disabled;CODI - Cornucopia of at the NY Institute for special Education; Texas
http://www2.edc.org/NCIP/links.htm

Extractions: NCIP Links Below is a list of links that provide information, and resources relating to technology and students with disabilities. This list was last updated July 1998 USE THIS MENU TO JUMP TO SECTION HEADINGS TECHNOLOGY AND DISABILITIES SPECIAL EDUCATION ... top top top top Ability's Web Site for the Disabled CODI - Cornucopia of Disability Information at SUNY at Buffalo NYISE - The NY Institute for Special Education SERI - Special Education Resources on the Internet ... Solutions@disability.com
School Choice For Special Ed
Program for disabled children. Under that program, if parents of a special needschild with an individualized program in a public school are dissatisfied with
http://www.cato.org/dailys/07-16-02.html

Extractions: July 16, 2002 by Marie Gryphon and David Salisbury Marie Gryphon is a policy analyst and David Salisbury is director of the Cato Institute's Center for Educational Freedom . They co-wrote, " Escaping IDEA: Freeing Parents, Teachers and Students Through Deregulation and Choice ," released on July 10. Last week, the President's Commission on Excellence in Special Education released recommendations for the nation's troubled special education system. Proposing that states be allowed to adopt school choice programs for disabled students coupled with extensive continued regulation of both public and private schools the commission got it half right. A Cato Institute policy analysis released right after the commission's report shows that real reform requires massive regulatory relief in addition to parental choice. The Individuals with Disabilities in Education Act (IDEA) governs the development of educational programs for more than 5 million disabled children. Instead of empowering parents, the law creates a power struggle between parents and the education establishment. When disagreements occur, parents and school officials must sort out their differences through a complex series of dispute resolution procedures, often involving attorneys and lawsuits. This "dispute resolution model" creates needless conflicts between parents and educators. Because benefits under IDEA are determined on a case-by-case basis, parents can walk away with either few special benefits or many, based less on their child's needs than on how aggressively they navigate the act's procedures.

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