Extractions: The Master of Arts in Education degree program allows students who have an interest in a discipline other than education (and have earned at least 24 prior credits in that discipline) to specialize in that field. Up to half of the credits toward the master's degree may be taken in the area of concentration.
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 Camp Cummings, Brewster, New York, serves developmetnally disabled children, adolescents SummerProgram for Kids is a special needs camp located pennsylvania. 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.
Listings Of The World Society Disabled Education deaf, hearingimpaired, and special needs children in 27-02; National EducationalAssociation of disabled Students (NEADS Nov-27-02; pennsylvania - Melmark School http://listingsworld.com/Society/Disabled/Education/
People And Communities Of Pittsburgh PA neighborhoods and southwestern pennsylvania communities people disabled/Handicapped/specialneeds Jobs for Pittsburgh area residents with special needs. http://pittsburgh.miningco.com/cs/peoplecommunity/
Special Education, Carnegie Library Of Pittsburgh Resource Guide preschool, elementary, secondary, and vocational schools. PATTAN PennsylvaniaTraining and Technical Assistance services to students with special needs. http://www.carnegielibrary.org/subject/education/k12/specialed.html
- PCPE Info Series: Inclusion to the maximum extent possible, special classes, separate or other types of removalof disabled children from and give credit to the pennsylvania Coalition for http://www.pcpe.org/infoseries/inclusion.htm
Extractions: PCPE Information Series What does inclusion mean? How will it change classrooms? o Inclusion is the practice of placing children with special needs in regular classrooms with the support and services they need to succeed. o Federal law give students with disabilities the right to be educated with non-disabled students to the maximum extent possible. o Inclusion gives all students the opportunity to learn about individual differences, to discover that it is possible to work together, and to recognize and respect the talents and abilities of others. Inclusion describes the practice of having all students learn together despite their differences. It means that children with disabilities are no longer automatically assigned to a "special school" or a "special classroom." Inclusion places children with special needs in regular classrooms with whatever necessary support or services they need to succeed. Many years ago, children with disabilities were seldom educated in the public school system; parents and professionals believed that it was best to keep those children at home. Public policy did not provide opportunities for special needs students to attend regular public schools. Transportation and the logistics of providing for the special needs of these children added to the difficulties. Children not kept at home were sometimes placed in institutions.
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
Special Education (SPLED) In addition, nonpennsylvania residents must provide 412 SPLED 495F PRACTICUM INSPECIAL EDUCATION (15 experience with mildly/moderately disabled children in http://www.psu.edu/bulletins/whitebook/courses/spled.htm
Penn State Undergraduate Admissions Baccalaureate Degrees requirements vary among states, pennsylvania certification meets the Some disabledstudents may have behavioral that deal with individuals with special needs. http://www.psu.edu/admissions/academics/majors/bacc/sped.htm
Extractions: "their school. Progress through Partnerships: The Day School staff believes that children are constantly being educated, and that parents are the primary teachers. School is an educator, not the educator. Parental involvement is encouraged in planning and monitoring the student's Individualized Educational Program. Communication and cooperation are essential ingredients to the success of the program. The Day School works with local educational agencies who have the primary responsibility for providing appropriate educational programs for exceptional students in their districts. Once accepted into The Day School, students are considered to be dually enrolled at The Institute and in their local school district, and the districts remain involved in planning and monitoring student programs and progress. Philosophy and Goals
Special Child: Legal Files Archives Mr. President, Dont Leave the disabled Kids Behind the country, is Director ofthe special Education Law Clinic in Chester, pennsylvania, is President http://www.specialchild.com/archives/lf-015.html
Extractions: By Phil Stinson, Esq. After one week on the job, President George W. Bush had proposed dramatic changes into the funding and accountability of public education for children in the United States. President Bush’s proposal, called "No Child Left Behind," is designed to: These program priorities do not address reforms in every federal education program, and principally address a general vision for reforming the Elementary and Secondary Education Act ("ESEA") and linking federal funding to specific performance goals to ensure improved results. The President’s proposal does not address any substantive details relating to the reform of federal programs relating to children with special needs, including the Individuals with Disabilities Education Act ("IDEA"), 20 U.S.C. §1401, et seq .; Section 504 of the Rehabilitation Act of 1973 ("Section 504"), 29 U.S.C. §794; the Family Education Privacy Rights Act ("FERPA"), 20 U.S.C. §1232g; and the Americans with Disabilities Act (ADA), 42 U.S.C. §12101
Special Child: Legal Files Archives career objectives than are nondisabled students with the country, is Director ofthe special Education Law Clinic in Chester, pennsylvania, is President http://www.specialchild.com/archives/lf-013.html
Extractions: By Phil Stinson, Esq. The regulations, case law, and decisions of Office for Civil Rights (OCR) at the U.S. Department of Education offer guidance as to how school districts should handle various non-academic and extracurricular services and activities for students with disabilities. Counseling Services If a school provides personal, academic, or vocational counseling, guidance, or placement services to its students, the school must provide these services without discrimination on the basis of disability. Also, the school must ensure that qualified disabled students are not counseled toward more restrictive career objectives than are non-disabled students with similar interests and abilities. In providing physical education courses and athletics programs and activities to any of its students, the school may not discriminate on the basis of disability. If a school offers physical education courses or sponsors interscholastic, club, or intramural athletics, it must provide an equal opportunity for participation in these activities and must be offered to students with disabilities. Playgrounds Many complaints have been filed with OCR over the past decade regarding accessibility of school playgrounds. Playgrounds at schools must offer full accessibility to students with disabilities. Surfaces of the playground and walkways leading to the playground must be maneuverable by students in wheelchairs. Most often, schools run afoul of OCR when new playgrounds are built that do not comply with the equal opportunity for participation standards of Section 504.
Pennsylvania Code (c) Teachers holding the pennsylvania professional comprehensive disturbed, physicallyhandicapped, learning disabled and brain (e) special education self http://www.pacode.com/secure/data/022/chapter59/chap59toc.html
Extractions: Facility safety. School buses/vehicles. Authority (a) Special education schools are schools which develop programs to serve children with the following diagnosed exceptionalities: Brain-damaged Mentally retarded (i) Educable mentally retarded (ii) Trainable mentally retarded (iii) Severely and profoundly retarded Socially and emotionally disturbed Learning disabled Physically handicapped Speech and language impaired Visually impaired Deaf and hearing impaired (b) A school shall identify its program according to the ages and grade levels as follows:
Discussing Inclusion been teaching in Howard County, pennsylvania for thirty This way, even nondisabledstudents are challenged from learning about the special needs student as http://www.personal.psu.edu/users/j/p/jpl145/art297.htm
Pediatric News services are given to the extent necessary to enable the special education to take Meanwhile,disabled school children in pennsylvania receive reduced http://www.nahc.org/NAHC/Peds/News/news07021999.html
Extractions: Date: July 2, 1999 By James E. Murray, Esq., Center for Health Care Law IDEA is a statute concerning the education of disabled children. Its intent is to mainstream disabled children while ensuring a free, appropriate public education. This may require, for a disabled child, levels of care not normally available in a school setting. That care is defined in a plan or program created for the specific child by the school. The school then provides the services to mainstream the disabled child into the classroom. These services can include, for example, one-on-one skilled nursing, therapies, and equipment (eyeglasses or hearing aids). IDEA has two parts, B and C. Part B pertains to children age three and older, Part C pertains to children from infancy to age three. Under Part B, an Individual Education Program (IEP) is created defining the special education needs of the child. Under Part C, an Individual Family Service Plan (IFSP) is created that also defines needs. The IEP or IFSP is equivalent to the "plan of care" in home care. Without these documents no services can be provided. There are differences between the regulations of Parts B and C that may affect payer sources. States and school districts are at different levels of compliance with IDEA requirements, and some school districts may not have these programs in place yet. Meeting IDEA's goals will undoubtedly become more challenging as more disabled children are mainstreamed into society and more technologically-dependent persons leave home.
Is Special Education Fair? capabilities and the needs of the disabled from daily the PARC v. State of Pennsylvaniadecision also of due process rights availed special education students http://muse.widener.edu/~egr0001/EDControversy/Culp.html
Extractions: Introduction The breadth and scope of rights afforded special education students in America's public schools have been steadily growing for the past thirty years. Parents of regular education students, teachers, and administrators are reporting that this trend is causing an imbalance of equity between regular education and special education students. This imbalance, or paradox, is generating controversy and disrupting the educational process in practically every school across the country. The sources of controversy are two pronged. First, there is the issue of whether special education students are entitled to a disproportionate share of financial, administrative and personnel resources. Second, there is the issue that students with disabilities are enjoying legal rights of due process that regular education students do not. The growing concern is that this double legal standard is contributing to unsafe schools. Where did these laws come from and why have we reached a point where the rights of the minority seem to be more important than the rights of the majority? A Historical Perspective The Age of Departmentalization While departmentalization served the special education student by addressing their unique cognitive, affective and kinesthetic needs, it also facilitated their segregation from society for the next sixty years or at least until television became readily available to most Americans. According to Perkinson(1995):
NCSLnet: Special Education and advocates of children with special needs began to the lack of services for disabledstudents. The pennsylvania Association for Retarded Citizens (PARC 1971 http://www.ncsl.org/programs/educ/sped1.htm
Extractions: Forgotten NCSLnet Password? Updated February 19, 1998 Education Menu Page Special education refers to the system that organizes the provision of education for students with disabilities. The system consists of administrative structures, a body of case and statute law, specialized educational delivery systems, and legal processes. Prior to 1973, this complex system was dependent on state and local legislation, or on the financial capacities of the parents of these students. Beginning with the passage of the Vocational Rehabilitation Act in 1973, the world of students with disabilities and their parents, and the practice of teachers, school administrations, and school boards began to change forever. The changes to special education, brought about by legislative, court, and advocacy activities, continue to have a profound impact on the daily lives and work of school staffs. This impact must be understood by anyone who is concerned about the quality and viability of public schools. Prior to 1973, special education was, for the most part, a local affair. Some states and local school boards had laws, policies, and regulations covering the education of children with special needs. Many children stayed in general education classrooms. They were allowed to fail. While teachers usually did the best they could to provide special assistance, there was little attention given to the students' special problems. Some were put into classes for the "retarded" and some were institutionalized. Children who were deaf or blind sometimes attended special schools. Children in wheelchairs were considered "fire hazards" and were forbidden admission to neighborhood schools. Some students with severe disabilities were kept at home because school districts refused to serve them.
Special Needs Family Friendly Fun - Gifted Children fun of family life for special needs families Child Raising Religion and PublicSchools LD http//www.hoagiesgifted.org pennsylvania Association for Gifted http://www.family-friendly-fun.com/links/giftedchildren.html
Extractions: Our mission is to: enable families with special needs to share their experiences by subscribing to our newsletter , joining our eGroup forum, talking in our chat room and posting to our bulletin board ; offer information on a wide variety of family fun and special needs topics ; and facilitate access via rings and links to websites relevant to special needs families. Adoption Arts Crafts Babies Charities ... Work at home Other important Gifted children links:
