National Leadership Area In Re-engineering Schools: Key Issues rehabilitation services for the disabled, and Inspector education and other specialeducation service Montana, Oregon, Washington, wyoming Northwest Regional http://www.nwrel.org/scpd/re-engineering/keyissues/resources.shtml
Extractions: Selected Readings About Student Learning Funded by the U.S. Department of Education For additional information available from the US Department of Education, you may either call 1-800-USA-LEARN or access the Department's homepage at http://www.ed.gov Prepared by the Federal Resource Center for Special Education
ALBANY COUNTY PUBLIC LIBRARY GOALS, OBJECTIVES AND TASKS 7. B. Continue to provide tours and special programs within the to collect materialsfor the wyoming Room and Workshops on problem patrons and disabled patrons http://acpl.lib.wy.us/administrative_section/Goals.html
Extractions: ALBANY COUNTY PUBLIC LIBRARY GOALS, OBJECTIVES AND TASKS Revised April 2000 MISSION STATEMENT (Approved June 1997) The purpose of the Albany County Public Library is to meet the informational, educational, cultural, and recreational needs of a highly diverse public at a reasonable and effective cost. OBJECTIVES To accomplish its purpose, the Albany County Public Library shall: Attempt to understand the informational needs and desires of citizens and satisfy them in accordance with guidelines stated in the American Library Association Library Bill of Rights, and within the limits imposed by budget and space; Task Priority Responsible Agent Status 1. A. Read journals and catalogs to select new materials presenting a variety of points of view, order multiple copies of popular materials and honor patron requests while considering assignments and interests to meet the informational needs and desires of patrons of all ages. Adults Continuing Childrens LP Young Adult 1. B. Replace worn and lost materials that are popular; continue to weed to provide for a collection that is current and accurate and to identify gaps and areas with outmoded materials.
The President's Budget And Wyoming - Meeting The Goals Of Our Time tear down the barriers between communities and the disabled all across America andWyoming. including a $1 billion increase for special education, $145 http://www.whitehouse.gov/news/usbudget/states2002/wy.html
Cognitive And Developmental Disabilities Resources Parents who have disabled children and want to Area offices throughout the state,special Olympics Wisconsin wyoming Division of Developmental Disabilities. http://www.jpkf.org/mrsites.html
Extractions: Cognitive and Developmental Disabilities Resources (in alphabetical order by title) AAMR The Web site of the American Association on Mental Retardation. AUCD The Association of University Centers on Disabilities promotes and supports the national network of university centers on disabilities, which includes University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD), Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Programs and Developmental Disabilities Research Centers (DDRC). ADA and Disability Information A WWW page with links to other Web and Gopher sites dealing with the Americans with Disabilities Act and disabilities in general. ADA Information Center On-Line A Web site of information about the Americans with Disabilities Act, made available by the ADA Project. Located in Columbia, Missouri, the ADA Project is one of ten regional centers funded by the National Institute on Disability and Rehabilitation Research, a division of the U.S. Department of Education. Their purpose is to provide technical assistance and training concerning the ADA to businesses, institutions, agencies, and individuals. The project serves the four state region of Iowa, Kansas, Missouri, Nebraska. Adaptive Computing Technology Center The University of Missouri Columbia, Department of Campus Computing, Adaptive Computing Technology (ACT) Center's goal is to implement adaptive computing in a manner which enhances integration of people with disabilities into the higher education environment.
Special Education Graduate Programs In Northwestern U.S.A. Mentally Disturbed,Learning disabled,Mentally Retarded transition; early childhoodspecial education; intervention University of wyoming College of Education http://www.gradschools.com/listings/nw/edu_special_nw.html
Extractions: Research Tools: Business Contracts Litigation Watch Article Database SEC Edgar Industry Centers: Automotive Construction Consumer Products Energy ... Wholesale Practice Area Centers: ADR Antitrust Bankruptcy Class Action Defense ... White Collar Crime FindLaw Links: Legal Software Message Boards Newsletters Online CLE Email: Password: Register Help Feedback Student Assignment in Elementary and Secondary Schools and Title VI Department of Education Washington, D.C.20202-1328 Title VI of the Civil Rights Act of 1964 Prohibits Discrimination in Assigning Students to Schools, Classes, or Courses of Study in Programs or Activities That Receive Federal Financial Assistance The United States Congress has enacted civil rights laws that protect individuals from discrimination. An important civil rights law is Title VI of the Civil Rights Act of 1964. Title VI provides: No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. The requirements of Title VI apply to all school districts in the United States that receive funding from Federal programs. Title VI prohibits discrimination on the basis of race, color, or national origin in the assignment of students to schools or classes. It also prohibits discrimination in ability grouping or tracking students.
95RPTCD both children with disabilities and children who are not disabled. includes studentsplaced in and receiving special education in 3, 30, wyoming, 36.02, 4.32. http://www.thearc.org/report/95RPTCD.html
Extractions: 1995 Report Card on Inclusion in Education of Children with Mental Retardation In 1992, The Arc, a national organization on mental retardation, issued a Report Card to the Nation on Inclusion in Education of Students with Mental Retardation (Davis, 1992). Describing the generally dismal record of most states in providing an inclusive education for children with mental retardation, The Arc issued a call to action urging the federal government, state governments and advocacy organizations, including chapters of The Arc, to achieve full inclusion of children with mental retardation by the Year 2000. As an interim goal for 1995, The Arc called for the nations schools to be educating at least 50 percent of children with mental retardation in regular classrooms by 1995. For twenty years, federal policy (Part B of the Individuals with Disabilities Education Act - IDEA), has required school districts to consider placing a child with disabilities in a regular classroom setting with the use of supplementary aids and services before exploring other more restrictive alternatives. The law also requires that alternative placements be available to meet the individual needs of a child when they cannot be met in the regular classroom. Through the years, schools have interpreted the law to mean that segregated settings such as separate classrooms and separate schools are appropriate placements for children with mental retardation. This misconception continues today on the twentieth anniversary of IDEA. The latest information available reveals that in the 1992-93 school year, 7.1 percent of children with mental retardation were educated in regular classrooms. The nation will have had to move quickly to reach The Arcs goal of 50 percent of children with mental retardation placed in regular classrooms by the 1995 school year. Because of the time gap between data collection and reporting the findings, it will be two years before The Arcs 1995 interim goal can be measured.
Tribal College Journal Ojibwe children identified as learning disabled differed very the Wind River Reservationin wyoming reported her lucky if they can offer special education as http://www.tribalcollegejournal.org/themag/backissues/summer2000/summer2000ee.ht
Extractions: Enter keyword: When we were growing up in the 1950s, my brother learned to hate school. We never knew exactly what killed his eagerness and turned school into torture for him. It didn't help that his two older sisters were "A" students with more standard learning styles. The school system ignored his special talents and attributes, and teachers thought, "Why aren't you like your sisters?" No doubt he had a teacher or two who empathized with him, but at that time, there were no institutionalized mechanisms for dealing with students who were different. My mother would drive the streets of our middle class, suburban neighborhood to find him, crying in the bushes. As I worked on this issue on special education, I thought of my brother as I read Dr. Paul Dauphinais's article about the Turtle Mountain Reservation schools. A school psychologist and a member of the Turtle Mountain Ojibwe Band, Dauphinais discusses children who arrive excited to learn and asks, "What happens to that excitement? How do schools extinguish the love of learning?" Unfortunately, my brother never encountered a teacher like Kay McCord. She learned from her students how to re-ignite their natural curiosity and creativity. She and her students worked cooperatively together, relying upon educational methods that were more natural to the American Indian students in her classroom and which, in fact, she would have preferred in her own non-Indian schooling. In her article in this issue, she describes James, a third grader on the Northern Cheyenne Reservation who refused to pick up a pencil. After they began using computers to integrate the children's interests and culture, his attitude completely changed. He became one of the most creative children in the class, writing and recording stories, recording the pronunciation of his Indian name. His stories reveal his enthusiasm: "I like to do work, play, do book reports. I like to color and play hide and go seek. I like going to school. I am going to write a book of dinosaur tales."
FAPE Newsline - April 2000 New Hampshire Puerto Rico South Carolina Texas wyoming Virginia. be educated withtheir nondisabled peers. ages 13 to 17 receiving special education services http://www.fape.org/newsline/english/fwn_apr2000.html
Extractions: FAPE NEWSLINE April 2000 The U.S. Department of Education's Office of Special Education Programs (OSEP) wants to hear from you. You can participate in their comprehensive planning process by completing the on-line Special Education Consumer Survey. The purpose of the comprehensive planning process is to develop a five-year national program plan that will support these activities. This is your opportunity to help shape national activities that link best practices to states, school systems, and families to improve results for infants, toddlers, and children with disabilities. The Special Education Consumer Survey is part of the nationwide effort to engage the broad education community in this planning process. OSEP wants to hear from everyone who is interested in education at the planning stage, including individuals with disabilities, parents of children with disabilities, professionals in the field of special and general education, members of national organizations, and representatives of various levels of government. You are even encouraged to complete the survey twice, if you would like to address the needs of individuals from different disability groups, or different age categories.
Classifieds Search Parenting special needs. http://adlistings.specialchildren.about.com/search/4/page_1.html
Extractions: Classifieds Search: Parenting Tools Keywords: Subcategory: select... Books CDs Videos Software Other Condition: select... New Like New Good Needs work Refurbished Manufacturer's Warranty: select... None 30 days 6 months 1 year More than 1 year Lifetime State: select... Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Other Country: select...
Local Solutions Girl Scout Council of wyoming 6321413 Programs hospitals, and with youth with specialneeds or disabilities Delivers meals to elderly, disabled, and homebound http://www.laramiecounitedway.org/solutions.htm
Special Services special education services in Laramie County School No.1 provides services to educationallydisabled children in and requirements of the wyoming Department of http://www.laramie1.k12.wy.us/instruction/specialservices/specialservices.htm
Extractions: A wide range of programs and services is provided for children ages 5 to 21 with special educational needs. The primary purpose of special education is to ensure that exceptional children develop mentally, physically, socially and emotionally. Every school in the district provides special education services through resource rooms as well as regular classrooms. Some schools also have districtwide programs.
Your Child's Rights educated with their nondisabled peers. disagreements regarding a student's specialeducation program O Complaints wyoming Department of Education (WDE) has http://www.wpic.org/Rights.htm
Extractions: Forward YOUR CHILD'S RIGHTS The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 105-17) guarantee all students with disabilities between the ages of 3 and 21 the right to a free, appropriate public education designed to meet each student's individual needs. There are six principles under IDEA that guarantee the rights of children with disabilities and their families. 1. Free Appropriate Public Education (FAPE Free at no cost to parents Appropriate suited to the individual needs of the child Public provided or paid for by, the public school system Education (including extracurricular activities) what this law is all about! Appropriate Evaluation Evaluators must be knowledgeable and trained. A variety of instruments and procedures must be used to gather information about the student. (i.e. No single person, no single test makes the decision for your child. All decisions are team decisions.) Tests and other procedures must be selected and administered so as not to be discriminatory on a racial or cultural basis.
V9,I3 Jerry Wilson, President of the wyoming Association of the passage of the first specialeducation laws the general curriculum with their nondisabled peers, and http://www.wpic.org/newsletters/vol9iss3.htm
Extractions: The Early Intervention Council's mission is to provide statewide direction and support to insure exemplary coordination of community based early intervention services for children with developmental needs and their families. Listen for the silent cues Researchers have begun to recognize the importance of communication between infants and adults during the first fifteen months of life.
Extractions: KASA is proud to announce that after a lengthy and difficult selection process, we have added four new members to our National Advisory Board. They are: Blake Bogartus, 18 years old, from Alabama Mara Buchbinder, 20 years old, from New Hampshire Micah Fialka-Feldman, 17 years old, from Michigan Amanda Putz, 15 years old, from New York These folks join our 5 other Board members in doing long and short term planning for KASA and representing us at national meetings. We have also elected new co-chairs for the 2002 year, Maia Wroblewski and Naomi Ortiz. You can read more about our new Board members and co-chairs on our website in January. We thank all of you who helped to distribute our application and especially to those of you who applied to be on the Board. We receiving an incredible number of applications and the selection process was very competitive. We hope that all of you will continue to make a difference in your communities and to be active members of KASA at every opportunity. DISABILITY PREPAREDNESS WEBSITE The Disability Preparedness Website is up and running. This website features the article, Emergency Planning for People with Disabilities and Other Special Needs, by Dr. Carl T. Cameron, President, Board of Directors for the Inclusion Research Institute. Users will also find resources for training, products, articles and websites. For more information visit their
Special Education or teacher of the emotionally disabled), the generalist relationships within theWyoming SchoolUniversity education provided by special Education Department http://uw-docs.uwyo.edu/theplan/Plans/Education/SpecEd/SpecEdPlan.htm
Extractions: Department of Special Education Introduction Our Special Education teacher education program was developed many years ago by three University of Wyoming Special Education faculty members, two of whom are still members of the Department (Drs. Cossairt and Stellern). The program development goal was then, and still is, to provide our undergraduate and graduate students with the best special education techniques and strategies that would enable them to be outstanding teachers and consultants, and to be highly competitive in either a rural or urban job market. From the beginning and throughout our history, we have sought program development consultation and assistance from a variety of data sources, to include: the United States Office of Education, Bureau of Education of the Handicapped; Wyoming State Department of Education Personnel, Office of Special Education; paid outside consultants; follow-up studies of our graduates; the Wyoming Professional Teaching Standards Board (PTSB); undergraduate and graduate students in our program; NCATE standards; professional standards developed by our National governing agency (Council for Exceptional Children, CEC); the various public laws governing Special Education (PL101-426, ADA, 504 of the Vocational Rehabilitation Act, and the Wyoming Rules and Regulations Governing Students With Disabilities); and, our Special Education faculty members. The rules and regulations governing National and State Special Education are highly structured by the previously mentioned legislation and include identifying only 14 disabilities that may be classified as Special Education (e.g., Learning Disability, Emotional Disability, Hearing, Vision, etc.).
Make A Difference Day New Mexico Pennsylvania Rhode Island - wyoming. Area CASA (Court Appointed SpecialAdvocates) Program the mentally, physically and emotionally disabled. http://www.usaweekend.com/diffday/honorees/1998/local_proj4.html
Extractions: /* You may give each page an identifying name, server, and channel on the next lines. */ var pageName="" var server="" var channel="makeadifferenceday" var pageType="" var pageValue="" var prop1="" var prop2="" var prop3="" var prop4="" var prop5="" var prop6="specialty" var prop7="" var prop8="" var prop9="" var prop10="" /********* INSERT THE DOMAIN AND PATH TO YOUR CODE BELOW ************/ /********** DO NOT ALTER ANYTHING ELSE BELOW THIS LINE! *************/ var s_code=' ' How to Get Involved ... E-mail Us Browse by state: [Alabama - Illinois] [Indiana - New Jersey] [New Mexico - Pennsylvania] [Rhode Island - Wyoming] USA WEEKEND, in conjunction with the newspapers that carry the magazine, salutes one Make A Difference Day project in each community where readers participate. Here is the complete list of honorees, listed in alphabetical order by state and by newspaper. Rhode Island South Carolina South Dakota Tennessee ... Wyoming RHODE ISLAND (Newport) Daily News.
Cognitive And Developmental Diabilities Resources Parents who have disabled children and want offices throughout the state, SpecialOlympics Wisconsin wyoming Division of Developmental Disabilities Responsible http://www.waisman.wisc.edu/www/mrsites.html
Extractions: Cognitive and Developmental Disabilities Resources (in alphabetical order by title) ACDD The Web site of the Alabama Council for Developmental Disabilities. AAMR The Web site of the American Association on Mental Retardation. AAUAP The home page of the American Association of University Affiliated Programs for Persons with Developmental Disabilities. ADA and Disability Information A WWW page with links to other Web and Gopher sites dealing with the Americans with Disabilities Act and disabilities in general. ADA Information Center On-Line A Web site of information about the Americans with Disabilities Act, made available by the ADA Project. Located in Columbia, Missouri, the ADA Project is one of ten regional centers funded by the National Institiute on Disability and Rehabilitation Research, a division of the U.S. Department of Education. Their purpose is to provide technical assistance and training concerning the ADA to businesses, institutions, agencies, and individuals. The project serves the four state region of Iowa, Kansas, Missouri, Nebraska. Adaptive Computing Technology Center The University of Missouri Columbia, Department of Campus Computing, Adaptive Computing Technology (ACT) Center's goal is to implement adaptive computing in a manner which enhances integration of people with disabilities into the higher education environment.
Ghana:THE DISABLED PERSONS ACT 2651606 (1-877)80-JIBDC Fax (202) 667-0777 Mail 2319 wyoming Avenue NW D. Proposingspecial draft regulations pertaining to disabled persons and http://www.dredf.org/symposium/jordan.html
Extractions: Laws Database Speeches Laws Contacts Photo Bank Archives Laws for the Welfare of Disabled Persons ARTICLE (1) This Law shall be called the Law for the Welfare of Disabled Persons for the year 1993 and shall be put into effect two months after the date of the publication thereof in the Official Gazette. ARTICLE (2) The following words and expressions as mentioned in this Law shall have the specific meanings given for each of them unless otherwise stated: The Ministry: Any person with a permanent, partial or total impairment in any of his senses or physical, psychological or mental abilities to the extent that the ability to learn to be rehabilitated or to work, is limited in a way which renders him/her short of fulfilling his/her normal daily requirements in circumstances similar to those of able-bodied persons.
Highlights Of The 1999 Legislative Session Brochure in litigation efforts with wyoming and Kansas. developmentally disabled students completingspecial education and of services for the developmentally disabled. http://www.budget.state.ne.us/das_budget/publications/june99bro.htm
Extractions: (4/23/99 Forecast) Individual Income Tax Sales Tax Corporate Income Tax Miscellaneous Receipts TOTAL State Aid Local Tax Relief Aid to Individuals Other State Aid SUBTOTAL Government Operations Postsecondary Education Capital Construction TOTAL Beginning Balance: Beginning Cash Balance Cash Reserve Transfer-Automatic Carryover Obligations/Lapses Allocation for Potential Deficits Unobligated Beginning Balance Estimated Receipts Net Receipts (NEFAB 4/23/99) General Fund Transfers - In General Fund Transfers - Out General Fund Revenue Bills Total Net Revenue Appropriations: Capital Construction General Fund Appropriations Annual Spending Growth Rate: Biennial Spending Growth Rate: Ending Balance: Dollar Ending Balance Biennial Reserve (%) Minimum Reserve Variance from Minimum Reserve Property Tax Relief Relief to Property Taxpayers Act C C Homestead Exemption Expansion Education State Aid to Education Special Education ESU Technology Infrastructure School Hardship Loan Fund T Universtiy of Nebraska State College System Community College Aid Student Financial Aid Aid to Local Libraries Environment Wyoming/Kansas Water Lawsuits Radioactive Waste Licensing/Lawsuits Aid to Natural Resource Districts
