Extractions: Telephone Our mission: To provide the full range of library and information services to all persons with disabilities living in the District of Columbia in cooperation with the Library of Congress, hospitals, institutions, homes for the aged, schools, and other appropriate agencies. Residents with disabilities should be able to conveniently identify and obtain for their use library materials which will meet their needs in a format which they can use. This would include independent access to catalogs and databases and the support system necessary to obtain materials bibliographical and full text, in accessible format. Top of Page Home Catalog ... M.L. King Library
Extractions: U.S. Department of Health and Human Services Evaluation of the District of Columbia's Demonstration Program, "Managed Care System for Disabled and Special Needs Children": Final Report This report was prepared under contract #500-96-0003 between the U.S. Department of Health and Human Services (HHS), Health Care Financing Administration (HCFA) and Abt Associates Inc. In addition to HCFA, other support for the study, Evaluation of the District of Columbia's 1115 Waiver for Children with Special Health Care Needs, has been provided by HHS's Office of the Assistant Secretary for Planning and Evaluation, Office of Disability, Aging and Long-Term Care Policy. For additional information about the study, you may visit the DALTCP home page at http://aspe.hhs.gov/daltcp/home.htm or contact the ASPE Project Officer, Gavin Kennedy, at HHS/ASPE/DALTCP, Room 424E, H.H Humphrey Building, 200 Independence Avenue, SW, Washington, DC 20201. His e-mail address is: Gavin.Kennedy@osaspe.dhhs.gov. EXECUTIVE SUMMARY: KEY FINDINGS AND IMPLICATIONS I.
KinderStart - Child Development : Special Needs Child special needs Child schools/Organizations. schools/Organizations Alabama schools/Organizations Delaware. schools/Organizations district of columbia. schools/Organizations http://www.kinderstart.com/childdevelopment/specialneedschild
Special Services - South Orange - Maplewood Schools Journal Sentinel Online is a multimedia news and information service of the Milwaukee Journal Sentinel and Journal Communications Inc., covering news, sports, business, entertainment and community stories in Milwaukee and Wisconsin. after disabled children were guaranteed access to public schools through special education, for the Fort Atkinson School district. "We have http://www.somsd.k12.nj.us/~specserv
Extractions: The Department of Special Services provides quality educational services to students who are educationally disabled and have special needs. Services are designed in the context of "least restrictive environment" and include a continuum of placement options such as regular class placement with support, resource centers, self-contained classrooms, and specialized placements. The department staff is comprised of more than 100 highly skilled professionals who deliver the specific educational services as specified in carefully developed IEP's for 800 plus special education students. Specialized services and placements are available to students to meet their individual needs. Programmatic offerings assessed on an on-going fashion to meet changing needs. The South Orange - Maplewood School District currently provides the following programs within district schools; Preschool Handicapped, Multiple Handicapped, Learning Disabled, Autistic, and Resource Centers. Programs and services are provided to foster participants with the regular education classroom to the fullest extent possible. In-class support resource centers are considered for this purpose and are in place in many grades, subjects, and schools.
Extractions: The Division of Special Education is committed to supporting the delivery of specialized services prescribed on the IEP with an emphasis on increasing opportunities for students with disabilities to learn and grow with their non-disabled peers. DCPS is further committed to the instructional delivery of the IEP through the DCPS content standards and bridged standards. If you encounter any problems with this web site, including broken links, please contact the Webmaster
Extractions: JS Online Features List JSO Main Page OnWisconsin.com OnWisconsin LIVE Packer Plus Online Badger Plus Online Chat Editorials Entertainment Features Dining Lifestyle News Obituaries Photo of the Day Packer Insider Real Estate Sports Travel Traffic Weather Wheels Search JS Online AP - The WIRE Lottery Results Yellow Pages Classifieds OnWisconsin Cars General Employment Real Estate Rentals Personals Subscribe to paper Service Desk Contact Us
Bibliography by the district of columbia Retirement Reform Act. district Government Informationon Its Fiscal Care System for disabled special needs Children Medicaid http://www.dcwatch.com/biblio.htm
Extractions: Last updated February 14, 2002 Essential books, General Accounting Office reports , reference articles, studies, magazine and newspaper articles, and reports about politics, history, and local government. Abbott, Carl. Political Terrain: Washington, DC., from Tidewater Town to Global Metropolis. University of North Carolina, 1999. Agronsky, Jonathan I. Z. Marion Barry: The Politics of Race. Latham, NY: British American Pub., 1991. Barras, Jonetta Rose. The Last of the Black Emperors: The Hollow Comeback of Marion Barry in the New Age of Black Leaders. Baltimore: Bancroft Press, 1998. Black Georgetown Remembered: A History of Its Black Community from the Founding of "The Town of George" in 1751 to the Present Day. Washington, DC: Georgetown University Press, 1991. Borchert, James. Alley Life in Washington: Family, Community, Religion, and Folklife in the City, 1850-1970. Urbana: University of Illinois Press, 1980. Bowling, Kenneth R.
Extractions: [Print Friendly Version] A child with special needs can be defined as one who differs developmentally from a normal child as a result either of a physical, mental, or emotional handicap, a developmental delay, or a specific learning disability. Both the Handicapped Child and Supplementary Education allowances are available to assist families with the extraordinary costs of providing special educational or related services to their children with special needs. Parents should understand the medical clearance procedures that determine eligibility for the allowances and know which will play a role in the assignment process. Learning disabilities are the most frequently encountered developmental problem among Foreign Service children. EVALUATION OF DEVELOPMENTAL PROBLEMS Children with developmental problems will receive educational evaluations as part of the medical clearance process. As soon as it is suspected, parents should describe any developmental problem on the child's medical history form so that evaluation and treatment plans can be formulated early in the child's life. Experts in the field of special education stress the value of early intervention. Children with learning disabilities should not be thought of as abnormal; they simply have a different system for processing information. The key for parents and teachers is to discover what the child's processing system is and to help the child compensate with their strengths when fitting in, as far as possible, to the ordinary educational process.
Extractions: From the ERIC database Webb, Michael; Bunten, Paul A school's promotion policy is an integral component of its overall educational policy. In conjunction with achievement goals, it defines the levels of performance that permit students to move through grade levels and to graduate. In the nineteenth century, the organization of high schools by grade level became an established practice. Students were not allowed to progress from one grade level to the nextor to receive a high school diplomauntil they met specific performance standards. During the Depression, however, a system of "social promotions" began to be instituted. In an effort to maintain students' interest in school and to prevent them from dropping out, schools began to consider age and maturity as well as achievement in deciding whether to promote students. In recent years, there has been a resurgence of public interest in student promotions, primarily in response to evidence that substantial numbers of students progress through school without acquiring basic skills or fundamental academic competencies. Social promotions, differentiated tracking, and other practices that allow students to "squeak through" high school with low performance have been criticized as serving neither society nor students well. Rigid, uniform promotion policies, on the other hand, have been implicated as encouraging students to drop out. In the context of this debate, this digest presents a resume of the various promotion policies and practices in current use by secondary schools, particularly those in urban areas.
Interior Design And Interior Decorating FAQ standards regarding the needs of disabled or elderly persons and other for InteriorDesigners, 19 States and the district of columbia require interior http://www.art-schools-colleges.com/interior-design-interior-decorating.html
Extractions: An interior designer is professionally trained to create a functional and quality interior environment. Qualified through education, experience and examination, a professional designer can identify, research and creatively resolve issues and lead to a healthy, safe and comfortable physical environment.
Special Needs - OSEP Guidelines letter requesting clarification of the obligations of the district of Columbiastudents with If a public agency determines that a disabled student needs http://www.stnonline.com/stn/specialneeds/osep95hehir.htm
Extractions: Disabilities Transportation Guidelines WASHINGTON, DC In May 1995 the District of Columbia Public Schools wrote the Office of Special Education Programs in the U.S. Dept. of Education and requested clarification of its obligations to provide transportation to students with disabilities. The agencys response, while not federal law, clarifies the Clinton Administrations policy in this important area. Written by Dr. Thomas Hehir, OSEP director, the letter addresses each of the four concerns raised by DCPS. The letter is reproduced here in its entirety with only minor editorial notations to assist readers understanding. Hehirs letter is addressed to Franklin L. Smith, Superintendent of the District of Columbia Public Schools.
Extractions: to Provide Transportation Services to Students With Disabilities In a clear and precise manner, Thomas Hehir, director of the federal Office of Special Education Programs (OSEP) responded to a letter from the Superintendent of the Public Schools of the District of Columbia requesting clarification regarding the obligation of the District of Columbia Public Schools to provide transportation services to students with disabilities. Four questions were asked. These questions were: 1) Is transportation required for all students with disabilities? 2) Is a school district required to provide tokens or monies to secure public transportation for students with disabilities when it does not provide the same for non disabled students? 3) What is meant by "specialized transportation?" 4) If transportation is to be regarded in the same manner as other related services, are goals and objectives required on the IEP?
Extractions: Project Scaffold Trains Teachers for Special Education Called Project Scaffold, the program is a collaborative effort among CUA, The Lt. Joseph P. Kennedy Institute, the U.S. Department of Education, the District of Columbia public schools and the Archdiocese of Washington schools, says Tom Long, an associate professor of education who helped draft the grant proposal with his colleagues at the Kennedy Institute. Professor Long is drafting a curriculum for the program. The U.S. Department of Education grant will award approximately $596,789 to Project Scaffold over three years. Catholic University will contribute approximately $122,000 to the collaborative project, while the District of Columbia public school system will provide $70,000. Professor Long explains that organizers expect two cycles of recruits. The first group would begin classes in January 2001. The curriculum being developed draws on a teaching model developed by Frank Yekovich and Carol Walker, professors in the department who have developed a teaching model that integrates real-life experiences with technology to make classroom learning more effective. Professor Long notes that grant writers are working closely with Larry Callahan, superintendent of the Washington archdiocesan schools, and Anne Gay, M.A. 1985, Ph.D. 1986, assistant superintendent of special education for the District of Columbia public school district, as they design the program.
Untitled 3253911 EMail Websitehttp//columbia-pacific.interrain 325-4331 EMail WebsiteAstoria School district Office of who may be developmentally disabled or have http://www.clatsoponestop.org/agencies.cfm?agency=Schools
Hutchison Senate Floor Speeches year 1998, the district of columbia spent $14 The district allocated all this moneysaved to to improving special education programs for disabled and special http://hutchison.senate.gov/speec216.htm
Extractions: November 7, 2001 Page: S11515 THE DISTRICT OF COLUMBIA APPROPRIATIONS ACT, 2002 MRS. HUTCHISON . Mr. President, Senator Sessions and I are offering this amendment for one simple reason: We want to improve the quality of education for the District of Columbia. Our amendment will preserve an estimated $44 million for special education funding in the District. The amendment will continue a provision contained in the last three DC appropriations bills that cap the allowable fees an attorney may charge for a child's special education placement in the District of Columbia. We raise the cap in the present law from $125 an hour to $150 per hour, and a per-case limit from $2,500 to $3,000. Our amendment also continues a provision contained in last year's bill that allows the District of Columbia, acting through the mayor and school superintendent, to waive those caps if they believe it is in the best interest of the D.C. students to do so. I also point out that our amendment will prevent an estimated $32 million in retroactive attorney's fees from being awarded, as has been threatened by the D.C. Circuit Court. That court has ruled that should this fee cap be lifted, they will go back and actually undo the will of Congress by awarding all the billed attorney fees in excess of the caps during the last 3 years. Our amendment is supported by the school board and the superintendent of schools in the District. And the mayor has told me he also has supported this. They support it because it allows them to put the dollars in education for the children. They are trying to use the money for the education programs. In fact, they have put the money they have saved since the caps were put in place, that would have gone to attorney's fees, into the special needs programs, and they have increased the number of children who now can be taken into the programs.
Policies Target K12 plan to create peaceable schools, all district of columbia Public schools Planalternative routes for transporting injured and disabled students/staff http://www.k12.dc.us/dcps/policies/Directives/dir_660.2/dir_660.2.html
Extractions: Administrator's Checklist As a part of the comprehensive K-12 plan to create peaceable schools, all District of Columbia Public Schools will develop School Emergency Response Plans and establish School-based Emergency Response Teams. The following information is provided as a template for the development of local school procedures in response to unexpected emergencies. The D.C. Public Schools has adopted the following definition of a crisis: A crisis is defined as an event which produces a temporary state of psychological disequilibrium and a subsequent state of emotional turmoil. A crisis represents a disruption in the school environment. During a crisis a school may be thrown into a state of massive disruption and turmoil. In the instance of a severe accident or tragedy on a school campus, having a school-wide emergency response plan can significantly reduce the level of disruption. A structured response by a trained team of staff members can support the school in returning to the normal routine in the aftermath of a crisis. The goal is to return a school to a normal routine as quickly as possible after the crisis.
Washington DC City Pages: Education : Organizations To promote better understanding and cooperation among parents of disabled children,the special the states of DE, MD, VA, NC, and the district of columbia. http://dcpages.ari.net/Education/Organizations/more2.shtml
Extractions: These non-profit organizations are committed to working with the community to advance and preserve education in the Washington DC Metropolitan area. All titles are listed in alphabetical order. Search Washington DC Change Category Search Washington DC Search DC Directory - click here - [ Home ] Arts Autos Business Chat Classifieds Community Computing DC Today Dining Discussions Education Employment Entertainment Events Government Health History Living Lodging Media Museums Music People Real Estate Recreation Shopping Sports Tourism Travel Weather Web Sites Language Policy Site I am an independent writer and lecturer formerly the Washington editor of Education Week who specializes in the politics of language. Since 1985, I have been reporting on the English Only movement, English Plus, bilingual education, efforts to save endangered languages, and language rights in the U.S.A.
JS Online: Editorial: Learning About Special Ed are inappropriately labeling more and more students as disabled. system, wherebya state gives a district a set amount for all its special education needs http://www.jsonline.com/news/editorials/dec02/105719.asp
Extractions: JS Online Features List JSO Main Page OnWisconsin.com OnWisconsin LIVE Packer Plus Online Badger Plus Online Chat Editorials Entertainment Features Dining Lifestyle News Obituaries Photo of the Day Packer Insider Real Estate Sports Travel Traffic Weather Wheels Search JS Online AP - The WIRE Lottery Results Yellow Pages Classifieds OnWisconsin Cars General Employment Real Estate Rentals Personals Subscribe to paper Service Desk Contact Us News Wisconsin Milwaukee Waukesha ... PRINT THIS STORY From the Journal Sentinel Last Updated: Dec. 24, 2002 The financing of special education is a mess. When Congress mandated that schools address the special needs of disabled students, it vowed to pick up the bulk of the tab. That has turned out to be another broken promise of politicians. Meanwhile, the cost of the special help for students is soaring - squeezing funds for regular education. One reason for the higher costs is that the ranks of disabled students are expanding. The 1990s started out with one of every nine public school students across the nation classified as disabled and ended with one of every eight so classified. Experts debate the reasons for the rise. Some argue that schools are better at identifying disabilities than they once were. Others say the number of disabled children is in fact rising. Still others contend that schools are inappropriately labeling more and more students as disabled.