An Enabling Vision Minneapolis minnesota Community Colleges, St Paul. Outreach and enrolment programsfor disabled students in learning and technology in special needs classrooms http://www.educationau.edu.au/archives/enabvis/Select-b.htm
Doxys - Resources For The Disabled Resources for the disabled. minnesota Department of Economic Security (US); Monster.com- (US); National Business and Disability special schools - Mining Co. http://www.growing.com/doxys/disabled.html
Extractions: Top of page In Minnesota, charter schools are analogous to freestanding school districts, similar to a very small local education agency (LEA) or an independent school district. Federal and state law mandate that charter schools provide a free and appropriate education for children and youth with disabilities. Charter school planners and operators need to understand the basic elements of the federal and state laws on education for students with disabilities in order to give appropriate consideration to these laws in policy and programming decisions. The following presents basic terms of charter school special education responsibilities. More detail is provided in the Minnesota Charter Schools Special Education Handbook , which is a very helpful document for any charter operator (see Resources IDEA requires all public schools to provide for the following: child find or identification of children with disabilities
New Ulm Public Schools Policy 707 C. Definitions 1. disabled student includes every child child under age three whoneeds special instruction and resident or child of a resident of minnesota. http://www.newulm.k12.mn.us/policies/700/707.htm
Extractions: II. GENERAL STATEMENT OF POLICY A. It is the policy of the school district to provide for the transportation of students in a manner which will protect their health, welfare and safety. B. The school district recognizes that transportation is an essential part of the school district services to students and parents but further recognizes that transportation by school bus is a privilege and not a right for an eligible student. C. Definitions 1. "Disabled student" includes every child who has a hearing impairment, visual disability, speech or language impairment, physical handicap, other health impairment, mental handicap, emotional/behavioral disorder, specific learning disability, or deaf/blind disability and needs special instruction and services, as determined by the standards of the Department of Children, Families and Learning. In addition, every child under age three who needs special instruction and services, as determined by the standards of the Department of Children, Families and Learning, because the child has a substantial delay or has an identifiable physical or mental condition known to hinder normal development is a child with a disability. (Minn. Stat. 125A.02.)
Infinitec.org www.freespace.virgin.net/disabled.parents Resources Coalition for Educational Rights,based in minnesota. Parents interact to help meet kids' special needs. http://www.infinitec.org/totalresource/general/parents.htm
Extractions: DREAMMS for Kids, Inc., is an assistive technology information clearinghouse located in New York. Founded by the parents of a child with Down syndrome, DREAMMS is committed to increasing the use of computers, high quality instructional technology, and assistive technologies for students with special needs in schools, homes and the workplace. Sign up for the newsletter, Directions, for technology news, training seminars and conferences, and support.
Extractions: Viewpoint on Public Issues, The Mackinac Center , October 6, 1997 Forgotten children. Troubled youth. Learning disabled. Students with special needs. Whatever the euphemism, these are children who are often not well served in the conventional public school setting. At the same time, many people think that these students can not be served well by the private sector either, but nothing could be further from the truth. It is time to lay to rest the myth that private schools are elitist institutions that "skim the cream" and leave all the toughest kids to the public schools. The private sector, including private sectarian schools, religious schools, nonpublic agencies, and home schools, offers a wide variety of education programs for this difficult-to-educate population. When public schools or agencies cannot serve a particular student, they sometimes contract with a private sector group to do the job. The Directory for Exceptional Children lists roughly 3,000 special education schools and facilities in the private sector nationwide. Their costs of educating a student vary widely, depending in large part on the nature of the disability category served, and may also include the cost of medical care and transportation. Examples include Sobriety High in Edina, Minnesota, which educates 9th through 12th grade students in recovery from chemical dependency. The famed Boys Town, based in Nebraska, directly cares for more than 27,000 boys and girls annually in fourteen states and the District of Columbia. The Helicon Shelter Education Program, a division of Childrens Comprehensive Services, provides certified teachers, materials, curriculum, and academic recordkeeping on site at 27 emergency foster care shelters throughout Tennessee.
REM Special Needs - Links and Resources http//www.eskimo.com/~jlubin/disabled.html. The BIG PAGE of SpecialEducation Links http Health and Disability (University of minnesota) http//www http://www.r-e-m.co.uk/specialneeds/links.htm
Relocating The Special Needs Family located on the University of minnesota's Web66 site number of children receiving specialeducation increased by however, that until 1975, disabled and mentally http://www.relojournal.com/may99/education.htm
Extractions: A Look at Education Systems in the US and Abroad by Margaret Edquist Stanzler The US has generous educational policies for children with disabilities. Are foreign national families eligible to use these services? Can American families can find comparable services when relocating abroad? This article examines both scenarios. An international transfer can be a stressful event for a family, particularly if that family includes a child with special educational or medical needs. American families contemplating an overseas move should be aware of the problems they may face in finding a program that meets their child's special educational and medical needs, and even whether these needs may preclude a working visa for the breadwinner. Conversely, foreign national families relocating to the US with special needs children need to know how to access our special education programs and whether their child is eligible to use these programs at public expense. The first question that a US family headed overseas must consider is whether the child will even be allowed to join the family on assignment. In some countries, particularly those with national health systems, a sizable medical record can bar a family member from getting a long-stay visa based on statistically computed presumed costs to the health department. The family also must consider whether their child will be able to get an adequate education in a foreign country, either in a private or public school.
Extractions: by Paul C. Ratwik How should a school district respond when a parent requests special education services for a disabled child who attends a private religious school? Asked in a more fundamental way, when does the constitutional prohibition on state-sponsored religion override the individual's right to a free appropriate education? The Individuals with Disabilities Education Act ("IDEA") guarantees all children with disabilities a free appropriate public education ("FAPE"). State and local educational authorities are responsible for implementing IDEA and providing a FAPE to disabled students. Public schools bear a clear responsibility to provide special education and related services for their students, even when the school district places those students in a private school. What is far less clear is the scope of a school district's obligation to provide special education and related services to students who have been placed in private sectarian schools by their parents. The fundamental questionhow does the state balance the entitlement of disabled children against the First Amendment's prohibition on state support of religionhas raised a firestorm of legal controversy that has swept through the federal courts and is leading directly to the U.S. Supreme Court. If school districts are required to provide the full range of special education and related services to every private sectarian school student in that student's school, traditional notions about the strict separation between public and private religious schools must be reconsidered. For example, if school districts are required to provide direct on-site services, a school district's paraprofessional aide may be required to help a cognitively disabled child understand interpretations of the Bible or the Koran.
Extractions: A r c h i v e d I n f o r m a t i o n EDInfo Mailing List Archive Prev Next Main Index To : firstname.lastname@example.org Subject : A Study of Charter Schools: First-Year Report Message 2 From : Kirk_Winters@ed.gov (Kirk Winters) Date : Wed, 28 May 1997 16:49:07 -0400 Prev by Date: A Study of Charter Schools: First-Year Report Message 1 Next by Date: "School-to-Work Initiatives: Studies of Education Reform"
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 Courage, minnesota. is a coed residential bible camp and special needs programin challenged, 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.
Jesse Ventura On Education Here in minnesota, the Commissioner of Revenue has exceptions; there are studentswhose special needs are such encouraged, and facilitated for disabled students http://www.issues2000.org/Celeb/Jesse_Ventura_Education.htm
Extractions: Three tough questions were posed by the new Governor: How do we get the bang for our buck on education spending (developing a formula that is based on results, not micro-management at the classroom level) What is the states role with clearly spelling out standards and then putting accountability at each level, starting with parents and including local districts (governance and accountability) and, How can we promote the use of what we already know we should do, but too often dont do (using best practices across disciplines to better align K-12 and human services, health, housing, transit, and other state investments)? The goal is simply this: to ensure the best public education for every child in Minnesota, and an optimal representative governance structure that delivers results. Source: The Big Plan: Healthy, Vital Communities Dec 10, 2000 Minnesotas accessible, vast network of opportunities for continuing informal and formal higher education is the envy of the nation. In the year 2000, a vast majority of Minnesotans will have unlimited access to learning options via the Internet. Employers struggling to find and retain qualified workers in a time of full employment value and invest in job training more than ever before. Changing demographics are provoking new demands for learning among people for whom English is not a first language, for senior citizens, and for mid-career professionals seeking new challenges in work and life. The next questions relate to maintaining the infrastructure, making tough decisions to place programs where they are actually needed to serve populations, and surfing the wave of change that technologies like CD-ROM, interactive videodisk, and the Internet provide.
Extractions: Humanitarian Aid African Palms, USA - the unique mission of turning an African Product (a simple palm cross) into a source of income and humanitarian aid for Africa founded in 1965 - Maryland Dominican Development Group - a partnership of several dioceses for the development of the Dominican Church to further its development and to make the Dominican Church self-sufficient - Western Louisiana Five Talents International - is an initiative seeking to combat poverty in the developing world, equip the poor with business opportunities and affirm the value of work and the dignity of every human being - Virginia Family Assistance The Children's Mission - a ministry for city children and their families seeking to enrich children's lives through books, art, music, worship, loving adult attention, table fellowship and pastoral care - Connecticut El Buen Samaritano - seeks to participate with low-income and working poor families in building a sense of community and partnership providing some needed services - Texas Seamen's Church Institute a pastoral outreach to mariners and their families on the Ohio, Cumberland, and Mississippi rivers providing pastoral care for crew and family members and support for projects -
Norma Cantu Strikes Again thirds of the parents of disabled youngsters say for numerous services for theirspecialneeds children, schools Deaf Charter School in minnesota, for example http://www.edexcellence.net/library/cantu.html
Extractions: While President Clinton calls for 3,000 charter schools by decade's end, his administration's lawyer-activists at the U.S. Education Department are doing all they can to savage these independent public schools of choice, now numbering around 700 nationally. First blood was drawn recently by Norma Cantu, a veteran of the Mexican-American Legal Defense Fund and now head of the Education Department's Office of Civil Rights (OCR). (Cantu's mischief was last exposed in these pages by David Tell on 8/11/97: "Norma Cantu's Cant.") Last month, Cantu's Boston office handed down two precedent-setting and outrageous rulings against the Boston Renaissance Charter School in response to allegations of discrimination by the school against a fifth-grade girl and a first-grade boy with "attention deficit disorder." Both youngsters are African-American. Here are the facts: The Boston Renaissance School, which is managed by the for-profit Edison Project on behalf of the non-profit community group that obtained a charter from the state in 1995, enrolls over a thousand students in grades K-8. It's one of the country's largest and most celebrated charter schools. Three-quarters of its students are minority; 12 percent are disabled.
Contents Of "Special Education Of The World" 2. Assistive Communication for Physically disabled Children in of IEP in the Stateof minnesota in the Provision for Children with special Educational needs http://www.nise.go.jp/kokusai/world_contents.html
Spring1997 - Resilience And Health Realization (CAREI) kids that we call typical or nondisabled. Marshall at the University of minnesota,and the increasing numbers of students with special needs coming through http://education.umn.edu/CAREI/Reports/Rpractice/Spring97/administrator.htm
Extractions: St. Cloud, Minnesota District 742 in St. Cloud, Minnesota, has been receiving ongoing training and technical assistance from the Safe and Drug Free Schools Project at CAREI since 1994. The goal originally was to assess Drug Free Schools programming. Today all buildings are implementing the official Student Assistance process with staff teams at every building. The team is the first point of referral for all students for any need or service. Resilience/health realization has been adopted as the operational philosophy for all teams. Student capacity for well-being is emphasized and labeling discouraged. The District has recently developed its new strategic plan. The first bold initiative calls for a district paradigm shift from focusing on youth the innate strengths and capacity of students for health and well-being. Two pilot training programs are underway with North Junior High and the Early Childhood Program. Community agencies and organizations are also involved. Those of us that have been around for a long time, have seen initiatives come and go and we often wonder how they relate to the big picture of educational improvement. Resilience/health realization definitely does. We are using it to build on past efforts to better meet student needs.
Extractions: resource search WORKING AND LEARNING - STUDENTS UNIV/COLLEGE Acadia University - Nova Scotia - CANADA - good Access Summit - UK - good ACE Access Centre - UK - good American Association of University Affiliated Programs for Persons with Developmental Disabilities - USA - good Athabasca University - CANADA - good Athabasca University - CANADA - ALBERTA - good Augustana University - Alberta - CANADA - good Barnard College Office of Disability Services - USA - good Bishop's University - CANADA - QUEBEC - good Brandon University - Services for Students with Disabilities - CANADA - MANITOBA - good Bristol UWE - Disability Resource Centre - UK - good Brock University - Services for Students with Disabilities - CANADA - ONTARIO - good California Polytechnic State University Disability Resource Center - USA - good California State University Northridge-Center On Disabilites - USA - good Cambridge University - Students and Staff with a Disability - UK - good Cardiff University - Students with Disabilities and Special Needs - UK - good Carleton University - Services for Students with Disabilities - CANADA - ONTARIO - good Centennial Colleges Centre for Students with Disabilities - UK - good Center for Community Inclusion University of Maine - On-line - USA - good College and University Admissions - Disabilities and the College Student - USA - good Dalhousie University - Services for Students with Disabilities - CANADA - NOVA SCOTIA -
707 DEFINITIONS A.disabled student includes every child who or child of a residentof minnesota. Excepting special needs students, those students shall not http://www.isd743.k12.mn.us/districtoffice/707.html
Extractions: B.The school district may, in its discretion, also provide transportation to any student to and from school, at the expense of the school district, for any other purpose deemed appropriate by the superintendent. The basic boundary to define transportation limits will include: NorthSinlair Lewis Avenue, WestMain Street, South12th Street. Excepting special needs students, those students shall not be transported. However, these students may walk to either the public schools or to Holy Family School for shuttle to the other school system. C.In the discretion of the superintendent, transportation along regular school bus routes may also be provided, where space is available, to the following persons: resident students who reside within one mile of the school; participants in early childhood family education programs and learning readiness programs; Kid Konnection; and or citizens, who are age 62 years or older.
Sesame Workshop - The New Kid In Class inclusion's effect on children who are not disabled. In order for specialneeds studentsto perform successfully 1992 study conducted in rural minnesota on 35 http://www.sesameworkshop.org/parents/advice/article/0,4125,745,00.html
Extractions: This controversial educational approach assumes that all children, regardless of physical, emotional, or academic ability, can and should learn together in the same classroom. Inclusionary schools assign students a grade based solely on their chronological age; any child who also requires the services of special-education teachers can then get most of those services in the classroom. The first part of this series, "A Place for Amber" looked at the effects of inclusion on children with disabilities, and found that many educators and parents give it high marks. But there is another side to the equation: inclusion's effect on children who are not disabled. In this second and concluding part of Moving Into the Mainstream, we look at what is known about students who share classrooms with youngsters with special needs.