*Imagine* Links To G/T Organizations vermont Council for Gifted Education; Virginia Association Group for Gifted/LearningDisabled; Uniquely Gifted Resources for Gifted/special needs Children; http://cty.jhu.edu/imagine/linkG.htm
Center For Self Determination describing the University of vermont's Learning Disabilities Attitudes towards theDisabled, Annotated Bibliography, of students with special needs in BSN and http://www.healthsciencefaculty.org/resource_center/nursing.html
Extractions: Nursing One step at a time Annotated Bibliography Nurse describes her personal struggles of deciding whether a person with a disability can be an effective and safe nurse. Incompetent, Unethical, or illegal practiceTeaching students to cope Annotated Bibliography Article outlines the ethical standards of nursing and identifies how they guide reporting of incompetent, unethical, or illegal practices. Helping Students Succeed Despite Learning Disabilities Annotated Bibliography Article describing the University of Vermont's Learning Disabilities Program as it relates to nursing. Attitudes Toward People With Disabilities Annotated Bibliography Article describing study that compares attitudes of nursing faculty, students and people with disabilities
TNR Online Reform School By Michelle Cottle pet issue because they owe the vermont maverick their Because special ed is a disaster. definitionof what legally qualifies as disabled, perverse incentives http://www.tnr.com/061801/cottle061801.html
Local Coverage Of The Vermont State Legislature MONTPELIER Ten years ago the vermont Legislature wrung its Just the term specialeducation evokes strong feelings in meeting the needs of disabled students http://www.rutlandherald.com/legislature/leg2000/sticker.html
Extractions: By DIANE DERBY Staff Writer MONTPELIER - Ten years ago the Vermont Legislature wrung its collective hands in looking for ways to keep special education costs in check. Its answer was Act 230, legislation that was designed to reduce the number of special ed students by providing better support programs in the schools. The concept seemed simple enough: Help students with learning problems before they reach the disability stage, thereby lessening the reliance on the costly special education "label." Yet as the 10-year anniversary of Act 230 approaches, it is clear the goal hasn't been achieved. Special education costs continue to soar, more than doubling in the last decade - from $59 million in 1991 to nearly $130 million in 2000 - even though the number of special ed students is virtually the same now as it was a decade ago, roughly 13,000. Despite the spiraling costs and wide disparities in the number of special ed students from one town to the next, there has been little scrutiny of special ed spending by the state Department of Education. It is an area fraught with turf wars, pitting local schools and their boards against state and federal bureaucracies, with taxpayers often caught in the middle.
Local Coverage Of The Vermont State Legislature there were 925 students deemed behaviorally or emotionally disabled. the debate comesdown to special education costs In vermont, he notes, there are now more http://www.rutlandherald.com/legislature/leg2000/vtschools.html
Extractions: By DIANE DERBY Staff Writer The sign posted in the Quiet Room is a good indicator that this is not your ordinary classroom. "Safe Ways to Express Your Anger," it reads, posted near a box filled with newspapers that sit ready for shredding. It is just one of the remedies offered to young students who need to vent some rage. "It's part of the therapeutic approach. We are trying to teach them how to manage their anger appropriately," says Mary Nevin, who in most schools would be called a principal, but here at "Success" in Rutland holds the title of program director. Another sign posted in Nevin's office reads "Ten Ways to Praise a Child," and it is a philosophy she and the other staff - more than half of them mental health counselors - embrace. When a senior arrives at school an hour late, Nevin doesn't ask for a reason. Instead, she thanks him for coming and gently prods him into the class in progress, which is actually more of a group therapy session. Success is a school in itself, catering to students in grades K-12 whose severe emotional and behavioral disorders have required that they be pulled out of their regular schools. The school's title attests to the positive reinforcement that the staff members offer the students, most of whom haven't heard much good feedback in their lives. Without the alternative school, Nevin says, many of these students would have wound up in costly residential treatment programs or would be in the ranks of high school dropouts.
VITA students who were completing a schoolbased special. education practicum. 1987 - WinterEducational Assessment Planning for Learning disabled Adults. vermont. http://www.uwsp.edu/education/dupham/ProPort/Vita/Vita.htm
Extractions: DAYLE ANN UPHAM 460 College of Professional Studies University of Wisconsin Stevens Point, WI 715-342-4293 H 715-346-4802 W dupham@uwsp.edu Fax: 715-346-4846 EDUCATION Ph.D. University of Connecticut, Storrs, Connecticut, Educational Psychology/Special Education, July 1994. M.Ed. Keene State College, Keene, New Hampshire, Special Education, May 1988. B.S. Keene State College, Keene, New Hampshire, Elementary and Special Education, Psychology Minor, 1986. A.G.S. New Hampshire Technical Institute, Concord, New Hampshire, WISCONSIN TEACHING LICENSES IN THE FOLLOWING AREAS: 22 Pre-kindergarten Through Grade 12 810 Cognitive Disability 22 Pre-kindergarten Through Grade 12 811 Learning Disability 22 Pre-kindergarten Through Grade 12 830 Emotional Disturbance 42 Elementary 118 First Thru Eighth Grade 43 Substitute Teacher 118 First Thru Eighth Grade 43 Substitute Teacher 810 Cognitive Disability RELATED EXPERIENCE 1996 - Present A ssistant Professor of Education at the University of Wisconsin-Stevens Point.
Honolulu Star-Bulletin Editorial school students was classified as disabled three years DISAGREEMENT about the fundingof special education played James Jeffords of vermont, a cosponsor of the http://starbulletin.com/2001/06/03/editorial/special.html
Extractions: Star-Bulletin A QUARTER CENTURY of effort to provide what the courts have ordered to be a "free and appropriate public education" to handicapped children has been called a great success, but the costs have stunned politicians and school administrators and have bewildered taxpayers. The controversy has been low on the national barometer of hot-button issues, forced instead upon local school boards that have had to increase property taxes to meet demands from scores if not hundreds of lawsuits. The issue has been magnified in Hawaii by a class-action suit that affects the entire state because of its single school district supported mainly by general tax revenues. As next year's authorization of the federal Individuals with Disabilities Education Act, or IDEA, approaches, the issue finally has arrived on the national stage. It was cited as a partial cause of last month's political earthquake that resulted in Democrats gaining control of the U.S. Senate.
Attention Deficit Disorder Ontario - Education Links National Educational Association of disabled Students in parents who recognize thespecial needs of misunderstood Landmark College in Putney, vermont, USA, http http://www.addofoundation.org/linkseducation.htm
Extractions: Provides online resources and professional development opportunities for educators and parents of students with special needs. SNOW is hosted by the Adaptive Technology Resource Centre at the University of Toronto and funded by the Ontario Ministry of Education through the Provincial Schools Branch. Provincial Demonstration Schools
Technology And Computers Access specialist for the State of vermont, developed Computer and produces computerproducts for special education Technology Access for the disabled This site http://www.rehabinfo.net/pm&r/resource guide/Products/technology.htm
Extractions: Technology and Computers Assistive technology is any device or piece of equipment that increases the independence of a person with a disability. Recent Federal legislation in the United States, primarily through Section 508 of Public Law 99-506 and the Americans with Disabilities Act, addresses problems of access to technology faced by persons with disabilities in the workplace and community. The following websites provide information to enhance use of computers by individuals with physical limitations. The Trace Center The Trace Center, established in 1971, is a division of the College of Engineering at the University of Wisconsin-Madison. They are a pioneer in the field of technology and disability. They work to improve access to computers, communication, and information technologies for people with disabilities. This website provides information on their universal design access program and universal design research project. Currently, they are designing ways to improve telecommunications, access to technology, and creating information sources on the World Wide Web that will be more easily accessible to everyone. They, also, provide information on text to speech synthesis and making documents accessible across modalities. Efforts by major computer and software developers to make their products more accessible can be found under New Items, then Software Toolkits. This website provides more information as well as a phone number to contact them if you have questions.
Learning Disabled Students And The Community College ERIC bulletin with annotated bibliography.Category Society disabled Education programs, and colleges that provide special services. with learning disabilities anddisabled students' attitudes and staff at Landmark College (vermont), a two http://www.gseis.ucla.edu/ERIC/bulletins/newssummer00.htm
Extractions: Learning disabilities are often hidden and may not be diagnosed by the time a student attends community college. The citations presented here are meant to provide current information about and for learning disabled students. Models for student support services and accommodation are also included. ERIC documents (references with "ED" numbers) can be read on microfiche at approximately 900 libraries worldwide. Most of these documents can be ordered on microfiche or in paper copy from the ERIC Document Reproduction Service (EDRS) at (800) 443-3742. Citations preceded by an asterisk (*) refer to materials unavailable from EDRS that may be available through publishers, or interlibrary loan. Journal articles may be acquired through regular library channels or purchased from article clearinghouses such as CARL Uncover at (800) 787-7979 or UMI Articles Clearinghouse at (800) 248-0360. For more information, please contact the ERIC Clearinghouse for Community Colleges at (800) 832-8256, via e-mail at ericcc@ucla.edu
ED295395 1988-00-00 Special Education Dropouts. ERIC Digest #451. Hasazi and her colleagues in vermont (1985) report Edgar, E. Secondary Programsin special Education Are P. Mainstreaming The True Story. disabled USA 3 http://www.ed.gov/databases/ERIC_Digests/ed295395.html
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Special Education Dropouts. ERIC Digest #451. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: OVERVIEW POPULATION Recent state and local follow-up studies confirm this unexplainable attrition rate among students with handicaps. These studies also strongly suggest that the dropout rate among students receiving special education services significantly exceeds the dropout rate among the general school-age population. The St. Paul Public Schools conducted a retrospective examination of the records of 4,500 students in attendance between 1974 and 1977 who left school prior to graduation. They found that up to 80% of the youths who dropped out may have been eligible for special education services. Hippolitus (1980) cited the Bureau of Education for the Handicapped as documenting the dropout rate for special education students at five to six times the rate of youths without handicaps. IMPLICATIONS AND RECOMMENDATIONS The implications of these findings have special significance for educational policy and practice. More systematic procedures for identifying potential dropouts and better follow-through in providing comprehensive programs that retain students with handicaps must be addressed.
Special And Gifted Center_Gifted And Talented for Gifted Children; vermont vermont Council for education and development of thedisabled and gifted resources for gifted and special needs children organized http://www.edgateteam.net/sped_gifted/giftandtalent.htm
The Heartland Institute by federal tax dollars may teach special education classes requires the nonmedicalneeds of disabled students in v. State of vermont On February 5, 1997, the http://www.heartland.org/IssueSuiteTopic.cfm?issId=3&istId=215
Boston.com / Latest News / Washington / House Republicans Support academic results are being delivered for children with special needs. problems arebeing identified as disabled and placed in special education where http://www.boston.com/dailynews/079/wash/_House_Republicans_Support_Bet:.shtml
Extractions: TOP-LINK UP-LINK DISCUSSION SEARCH ... E-MAIL SCHOOLS FOR IMPAIRED CHILDREN ComparePhoneRates.com - FREE phone rate calculator! Find out how much it costs to phone anywhere in the world using different long distance telephone services. Accelerated Learning Academy - A small private school geared to your child's special education needs. American School for the Deaf Home Page Anne Carlsen Center for Children has made a difference in thousands of lives Arizona State School for the Deaf and the Blind Banyan Tree - San Diego, CA school,The Banyan Tree Day School, provides individualized instruction for average to bright students with learning and attention problems in grades 1-6. Bendwood Elementary Best Boarding Schools for the Best Students Bethany Independent School - Bethany School - Goudhurst, Kent, UK offers academic excellence and a stable, secure environment. Renowned for expertise regarding dyslexic students, Bethany achieves outstanding examination results. Birkdale School for Hearing Impaired Children - Birkdale School for Hearing Impaired Children Brehm Preparatory School BULLIMBAL SCHOOL FOR SPECIAL PURPOSES - SCHOOL FOR STUDENTS WITH DISABILITIES Burnaby South Secondary School California School for the Deaf, Fremont
Extractions: Highlights: The Special Ed Advocate newsletter is free - please forward this issue or the subscription link to your friends and colleagues so they can learn about special education law and advocacy too. We appreciate your help! http://www.wrightslaw.com/subscribe.htm Do you want to learn more about special education advocacy? Start a FETA Study Group
VHCB Housing Programs Certain projects address special needs, such as housing for developmentally, or mentallydisabled persons, and characteristics of the vermont countryside. The http://www.vhcb.org/housing.html
Extractions: All housing funded must serve households earning less than 100% of median income as defined by HUD income guidelines . The majority of the units funded by VHCB serve households with incomes between 30% and 80% of median income. The affordability of the housing is secured with legal instruments (housing subsidy covenants) filed in the land records that travel with the property upon resale to ensure perpetual affordability. Housing applications are considered four times annually. Feasibility Funds Housing and conservation projects in the early stages of development are eligible for Feasibility Grants of up to $10,000 to cover the costs of appraisals, energy assessments, marketing studies, options, engineering and environmental studies, or other predevelopment costs. To apply: Request information on VHCB feasibility grants. Feasibility requests are considered on an ongoing basis by VHCB staff. Feasibility Funds Application for Affordable Housing Development To apply, request an Application for Affordable Housing Development. Site visits by VHCB staff are required prior to submission of the application. Housing applications are considered 3-4 times a year, depending on the availability of funds. A schedule of application deadlines and board meeting dates is posted at
