SEN The learning disabled student in the foreign language georgia Department of Education'sESOL Teachers' Guide ESL learners with special needs in British Columbia http://www.tomwilson.com/david/case/SEN.html
Extractions: Modern Foreign Languages and Special Educational Needs Home The World Wide Web contains plenty of information about modern foreign language learning and about special educational needs as separate issues. The implications of SEN for MFL attract relatively sparse attention, which is why the present website seeks to redress the deficit. Glossaries Teaching materials Provision and practice Professional development ... Sensory and physical difficulties Glossaries of inclusive education terms Top Teaching materials Val Lawson has created a large-print French course, in collaboration with Modern Foreign Languages teachers at her mainstream secondary school. It was originally developed for a Year 7 teaching group including a pupil with Downs Syndrome and several others with specific learning difficulties. Read more about the course on her KS3 French and German Resources page and read a sample unit in Adobe Acrobat format on her Download area The Makaton Vocabulary Development Project has designed Resource Vocabulary signs and symbols for the early levels of a number of National Curriculum subjects, including modern foreign languages.
Vitae for it's housing for the disabled program To date I have presented special needs DriverTeam Michigan, Indiana, Pennsylvania, Kentucky, georgia, Florida, South http://www.whitebuffalopress.com/vitae.htm
Extractions: 210-614-1396 FAX Bachelor of Arts, University of Northern Colorado, Greeley, Colorado. Major: Secondary Special Education-Mental Retardation. May, 1966. Minor: Sociology. Master of Science, University of Illinois, Urbana, Illinois. Graduate Fellow of the United States Office of Education (USOE). Thesis topic:The Mentally Retarded Offender. October, 1970. Doctor of Education-Special Education Administration, University of Northern Colorado. Greeley, Colorado. Dissertation Topic: Guilford's Structure of Intellect and the Social Intelligence of Juvenile Delinquents. August, 1975. Postdoctoral Study. Educational Technology. University of Northern Colorado. Greeley, Colorado. Distance Learning for Special Populations. November, 1991. Recepient of the Sure-Lok National Special Needs Transportation Award, 2002.
Schools behavioral disorders, health impaired, mentally disabled, and hospital just outsidethe city of Blairsville, georgia. Some of the special programs being offered http://www.blueridgemountains.com/schools.htm
Extractions: Fannin County Education and Training CHILD DAY CARE CENTERS There is several-licensed child Day-care centers in Fannin County. Blue Ridge Child Care Service 636 Ada St., Blue Ridge Blue Ridge Methodist Preschool West Main St., Blue Ridge Kiddies World Day Care Center Highway 5, McCaysville Little Peoples Nursery School Willingham Cir., Blue Ridge Tiny Tots Castle 640 Ada St., Blue Ridge PUBLIC SCHOOLS The Fannin County Board of Education currently operates 5 public schools: School Grades Enrollment Certified Staff Para-Professionals Blue Ridge Elementary School K-5 East Fannin Elementary School K-5 West Fannin Elementary School K-5 Fannin County Middle School Fannin County Comp. High School During the 1996-97 school year, the system graduated 157 students. There were 94 dropouts in grades 9-12. The 1996-97 enrollment was 3,013. The average pupil expenditure was $4,259.75. The pupil/teacher ratio was 16.1. Personnel The total system employment in 1996-97 was 405. This total represented 186 certified teachers, 14 support staff and 17 administrators. About 68% hold Masters Degrees and 21% have Education Specialist Degrees. All certified staff receives a local salary supplement and participates regularly in professional development activities. Classified personnel include Secretaries, paraprofessionals, maintenance, custodians, food service workers, and bus drivers.
Court Reviews How Much Care Schools Must Provide The Disabled disabled students, a significant issue for special education districts need not provideto disabled children, Susan L the healthcare functions he needs might be http://www.onlineathens.com/1998/110598/1105.a3scotus.html
Celebrating Rural Georgia to meet the needs of the elderly and the disabled. efforts to support hightech inrural georgia. Growing Latino Workforce Meeting the special needs of Latino http://www.celebratingruralgeorgia.org/programs.html
Extractions: From the professionals at the Foundation Center, learn how Georgia communities and nonprofits can use the internet and other research tools to find and connect with private and corporate funding sources. Also hear from the Georgia Center for Nonprofits on how to grow your organization, employ business techniques for a more stable and sustainable future, mobilize volunteers, avoid burnout, integrate with local government planning and make your group more attractive to potential funders. The Georgia Rural Philanthropy Initiative This new initiative selects a different region of rural Georgia each year in which to hold a special twenty-four hour event that brings grant makers and nonprofit organizations together in a fun and relaxing atmosphere. Local nonprofits plan and implement the event and receive fundraising training. Hear from a number of nonprofits that have already benefited from their participation in the first event, held in North East Georgia, and meet funders who used the Initiative to connect with new projects. The Sapelo Foundation, Georgia Center for Nonprofits and the Southeastern Council of Foundations partner in sponsoring this initiative.
Project Harmony - 2001 Special Education Program In Novgorod, Russia Setting up an Internet linkage between schools for severely disabled students in avillage summer school outside of Novgorod for special needs children. http://www.projectharmony.org/programs/edu/past/ep/nov01_outcomes.html
Extractions: 2001 Special Education Program in Novgorod, Russia: Outcomes "I feel that the outcomes more than met by expectations [and that I have gained:] a broadened sense of education throughout the world; perspective on Russian teachers as being passionate for their profession; understanding of hardships in Russia ... and how Russians overcome adversity to maintain a high level of literacy and education." Randy Weger, Grand Rapids, MI As with any cross-cultural experience, each participant took away something unique from the time spent in Novgorod. However, in sharing their reactions and reflections, program participants agreed on a number of points relating to the personal and professional impacts of the program. Members of the host organization, "Community," Tanya, Lidia, Marina and Vera share Russian folk songs during some down time in Novgorod. Competency to compare and contrast special education approaches in the U.S. and Russia: some aspects of special education are amazingly similar in the U.S. and Russia (e.g. speech pathology); others are markedly different (e.g. children considered mildly disabled in the U.S. and thus mainstreamed may be classified as more severe in Russia and hence excluded from regular schools) Understanding of the two-way nature of a cross-cultural professional exchange: one participant remarked, "I envisioned that we would come here as ambassadors, saying 'This is how we do special education.' But I quickly realized that we all have strengths and weaknesses and things to learn from one another."
Kansans For IDEA Compliance - National in Wichita a facility for profoundly disabled children that I am a parent and advocatefor special needs children in georgia, Do you have anything for georgia http://www.ideacompliance.org/national.html
Extractions: National click here to find parent advocacy organizations in your state Share your story with us! E-mail KIC today at advocates@ideacompliance.org Subject Message Vermont Organizations such as yours should be a model for each state. At least from my experience, independent advocacy groups can and will accomplish more on a local and state level than national organizations or organizations formed through state and federal grant mechanisms. National organizations such as COPAA will be strengthened through well organized and well informed independent state organizations. Kansas is a particularly tough state on disabled children; especially children with autism. Having been involved in a case there for almost a year, I read with interest your editorials and other comments regarding the due process hearing system in your state. Kansas, though, is not unique. Florida is equally insidious. States such as these perpetrate discrimination simply by maintaining the status quo through the sloggy due process systems. That is, Hearing Officers, Judges, and yes - school district defense firms - collectively maintain a system that "keeps those children in their proper place in society." The courts and the administrative Hearing Officers maintain the status quo through judicial and quasi judicial passivity. Perhaps the most effective form of judicial passivity is the circumvention of their responsibilities by the courts' near sighted reliance on their own doctricanal boundaries and categories(precedent, stare decisis, etc) to resolve cases.
Extractions: New Skills for New Schools: Preparing Teachers in Family Involvement - 1997 No one method of instruction can prepare teachers to work effectively with families and communities. Instead, approaches must be comprehensive, integrated, and varied. While the general picture that emerges from the survey of teacher education programs indicates that traditional modes of instruction prevail, the study of nine programs suggests promising innovations in teaching methods. Table 12 illustrates these teaching and learning methods in relation to the framework for teacher preparation in family involvement. These programs utilized guest speakers, role play, the case method, community experiences, research with families and communities, self-reflection, and interprofessional education. TABLE 12 Teaching Methods Type Method General Family Involvement Guest speakers (Peabody College)
PageTitle - Special Voucher Report - Rethinking Schools Online at Valdosta State University in georgia specializing in but also try to demand specialrecognition and educators labeled students Îlearning disabled' in order http://www.rethinkingschools.org/special_reports/voucher_report/vgod162.shtml
Extractions: Search Rethinking Schools Help Home Special Voucher Report With God On Their Side ... With God On Their Side ... Christian fundamentalist textbooks make one thing clear: God is on the side of conservatives who adhere to a literal interpretation of the bible. As the U.S. Supreme Court takes up the issue of public dollars for private religious schools, one of the questions is how the curricula in religious schools differs from that of public schools, particularly on sensitive matters of politics and religion. Frances Patterson, an assistant professor at Valdosta State University in Georgia specializing in education law and professional ethics, recently examined the content in textbooks used in as many as 10,000 evangelical and fundamentalist Christian schools. Her research will be published in a forthcoming book by the Phi Delta Kappa Educational Foundation. The following is condensed and excerpted from Chapter Two, "Deluded Democrats, Liberal Villains, and Conservative Heroes." By Frances Patterson My study of textbooks used in evangelical and fundamentalist Christian schools underscores that the materials are biased toward an overwhelmingly conservative point of view on social, political, and religious matters.
Edvantage Media - Resources Parents in Motion A georgiabased group to special needs Education Network CanadianGovernment initiative providing offer services for disabled and challenged http://www.edvantagemedia.com/emresources4.html
About - Special Needs Schools In The United States Read about specialneeds schools in the United States using the sites and articles gathered by About. http://redirect-west.inktomi.com/click?u=http://www.looksmart.com/og/pr%3Dcdd%3B
Extractions: Add to Book Bag From tots to teens, school can often be a challenge for the adopted child. Sometimes it's "simply" a matter of educating the educators about adoption, diversity, inclusion, language, and special educational needs. Sometimes you need to go further and tackle deeply held traditional practices and policies. Either way, ADOPTION AND THE SCHOOLS will help you and your child's teachers make school a better place for your adopted child. An Educators Guide to Adoption Add to Book Bag Baby pictures ... Family Trees ... Family Life ... Cultural Heritage. These popular school assignments can be difficult, if not impossible, for adopted children. AN EDUCATOR'S GUIDE TO ADOPTION will help teachers to increase their understanding of families built by adoption. It gives them the tools to deal with possibly awkward situations and provides resources for integrating lessons about family diversity into the standard curriculum. Every family with school-aged adopted children needs a copy of this book to educate the educators.
KinderStart - Child Development : Special Needs Child provide all children, with priority attention to disabled and special Rate this Site;special Educational needs special Educational needs, for the http://www.kinderstart.com/childdevelopment/specialneedschild/
Special Needs Curriuclum the Greenfield Hebrew Academy in Atlanta, georgia, for children to work for developmentallydisabled children in and teacher training for special needs students http://www.caje.org/learn/special.htm
Extractions: Do you have a great Special Needs program you'd like to share? Do you have questions about Special Needs education? Do you want to respond to any of the on-line articles? Post your thoughts at our Special Needs Discussion Board TABLE OF CONTENTS: Project Sir: Success in Reading: The Interactive Strategies Approach to Beginning Reading
Extractions: Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware 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 Washington, D.C. West Virginia Wisconsin Wyoming
Food Service Resource List Special Needs Southeast Regional Office, Atlanta, georgia; the University of health for the developmentallydisabled, and 5 required by children with special needs who attend http://www.nal.usda.gov/fnic/service/foodsn1.htm
Extractions: The resources selected for this list contain reliable information and are available nationwide. Your local library or bookstore can help you locate these books, journals, and audiovisuals. Other items can be obtained from the source listed. The call numbers provided are for the National Agricultural Library. Lending information is provided at the end of this document. Summary: Describes some of the factors which must be considered in the early phases of planning for substitutions to the regular school meal which must be made to accommodate children with disabilities. Suggests ways in which the school food service can interact with other responsible parties in the school and the community at large to serve children with disabilities.
Bibb County Public Schools: Departments And Resources basis for the decision that no special services are to be necessary, and that thedisabled students of Education 484 Mulberry Street Macon, georgia 31201 478 http://www.bibb.k12.ga.us/dandr/speced/504.htm
Extractions: Departments and Resources Special Education Choose From This Information Compliance of Section 504 Special Education Areas Staff The Bibb County School System complies with Section 504 of the Rehabilitation Act of 1973. Section 504 is civil rights legislation that prohibits discrimination against persons with disabilities by school districts receiving federal assistance. The information outlined below is designed to provide an explanation of 504 requirements and procedures used by the school system to comply. It is important to understand that Section 504 is not a component of Special Education. Compliance is a responsibility of the regular instructional program. According to Section 504, a student with a handicap is defined as a student who has a record of such impairment, or is regarded as having such an impairment. tasks, walking, seeing, hearing, speaking, breathing, learning and working. significantly affect major life activities. The Bibb County School System uses the Student Support Team (SST) process to deal with Section 504 compliance and to assure that all students receive a free appropriate education. Identification and referral procedures: Evaluation: Evaluation of the student and formation of a plan of services will be carried out by the SST according to the following procedures: * No final determination of whether the student will or will not be identified as a disabled individual within the meaning of Section 504 will be made by the SST without first inviting the parent or guardian of the student to participate in a meeting concerning such determination. A Section 504 Eligibility Report will be completed by the SST.
KidPower Links Page Title V CSHCN Programs disabled Children's Relief Fund Financial Support GeorgiaFinancial Resources House Charities The special needs NetworkInformation on http://www.geocities.com/Heartland/Village/9021/links.html
Extractions: KidPower Home Page Accessible Travel Alternative Therapies Articles of Interest Awards BookStore Causes We Support CPKids Conductive Education Centers Contact Us Content of the KidPower Index Doctor/Therapist Listing Diagnostic Definitions Equipment Recommendations Explanation of Specialtists HBO Centers HBO 4 R Kids Hints From Home In the KidPower News Infant Development/Types of CP Information Share KidPower WebRing Kids At Play Kyle's Friends Kyle's Story Members Members Meet Message Board Our Special Child WebRing The Paper Ribbon Campaign Parnters In Policymaking Power Connections Newsletter Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations ToyStore Vaccination Information WebRings Index Young Artists' Gallery ACCESSIBLE/ADAPTIVE HOUSING Accessible Housing Designs
Therapy/Respite Camps: Kids With Autism And Other Special Needs Information about summer camps for kids with autism and other special needs in the US.Category Health Mental Health Services United States the camps listed are in Georgiathe others coed residential bible camp and specialneeds program in hearing impaired, learning disabled, physically challenged http://wmoore.net/therapy.html
Extractions: Therapy/Respite Camps for Kids This page evolves as people tell me about new camps, so if you know of camps that are not listed here, please email me so I can get the information posted here. If you direct a camp that would like a simple WWW page that describes your camp, I'll be pleased to put one up just email a description of the camp to me. Also, please let me know about any other WWW resources to which I should have a link. Thanks! Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. I have broken it into national categories and regional categories in the USA: Apologies in advance if my sense of these regions differs from yours! I also have some links to other potentially useful pages Connecticut Camp Horizons provides winter weekend get-a-ways, a week long holiday event, and 8 weeks of residential summer camp for children and adults who are mild to moderately mentally handicapped. In South Windham, CT. Camp Hemlocks , in Hebron, is a rustic, barrier-free, year-round camping facility which provides recreational, educational and social programs for children and adults with disabilities and their families.
