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         Maine Disabled & Special Needs Schools:     more detail

81. Genesis Community Loan Fund : Loan Portfolio : By Type
Woodfords Family Services for a disabled children's home. home for children with multiplespecial needs; $115,000 acquisition to Community Housing of maine for a
Loan Portfolio Overview By County - By Type Slide Show
Construction Rehabilitation Predevelopment Loans ...
Technical Assistance
* indicates project has received a minimum of 100 hours of technical assistance. ACQUISITION Alfred
  • $40,000 loan to York County Shelters, Inc. for a 4-unit transitional housing facility
  • $20,000 acquisition loan for office space to Maine Equal Justice Partners , an organization providing legal advocacy for low-income persons
  • $25,200 acquisition loan to Community Housing of Maine for 4 units of transitional housing for victims of domestic violence $70,000 acquisition loan to The Housing Foundation for a 4-unit group home for persons with mental illness
Bath/West Bath
  • $100,000 acquisition loan to Family Focus, Inc. for a day care center and office facility $66,450 in acquisition loans to Elmhurst, Inc. for three homes for adults with mental retardation
  • $27,000 acquisition loan to Community Housing of Maine for transitional housing for families made homeless by domestic violence
  • $131,750 acquisition/construction loan to the

82. NEA: ESP - Providing Safe Health Care Sec.4
In Bath, maine, the Bath Education Support Professionals 2251 in the special educationpopulation, and chronically ill or developmentally disabled population.
For and About Members Pre-K-12 Teachers Education Support Professionals Student Program ... NCESP
Providing Safe Health Care Contents:
Introduction Section 1: The Laws Governing ESP and the Care of Students With Special Health Need s Section 2: Protocol for the Care of Students with Special Health Care Needs ... Appendix - NEA Policy on DNR Orders
Providing Safe
Health Care:
The Role of Education Support Professionals
Section 4: Taking Action
Take action to ensure the safety of the children in your care-and your own safety as well. If your local Association doesn't have a negotiated contract, you can take action to work out an agreement or change school board policies and state laws. And if you do have a negotiated contract, your local Association, with support from the state and national organization, can negotiate, as part of your contract, what procedures your district may request or require you to do to care for students with special health care needs. With or without collective bargaining, your local Association creates opportunities for Education Support Professionals to be empowered and successful. It can work with members to increase awareness of your school system's practices regarding administration of medication and health care procedures, and it can design and implement a process to deal with these concerns.
Avenues for Change
Whether or not your local Association has a negotiated contract, you can take action to ensure that medication and health care procedures are administered safely.

83. Health Library - Disability Helpline
Information and referrals for disabled parents or parents of disabled children. Linksparents of children with special health care needs and rare

84. The Heartland Institute
unconstitutional; cases in Vermont and maine that are job with children with specialneeds, partly because classifying children as learningdisabled means more
Environment News

Health Care News

School Reform News

The Heartlander

News Releases



Senior Fellows
... Policy Experts ISSUE SUITES Education Environment Health Care Smoker's Lounge ACTIVIST'S CENTER How to Use this Site About Heartland The Heartlander Heartland Store ... Subscribe HEARTLAND IS A MEMBER OF Alliance for America Better Business Bureau Corporate Responsibility Group ... TownHall HEARTLAND INSTITUTE 19 South LaSalle Street Suite 903 Chicago, IL 60603 HEARTLAND INSTITUTE Government schools are islands of socialism in a sea of competition and choice. Visit Heartland's School Reform Issue Suite to learn how choice and privatization would improve K-12 schools. Education Charter Schools Class Size Court Decisions Curriculum ... School Reform News View the contents of the latest issue of The Heartland Institute's School Reform News Heartland's School Reform Issue Suite Model legislation, research, and commentary on school choice issues including The Heartland Plan for Illinois, a model voucher proposal. Best Available Research Use the links at the left to read, download, or print the best free-market research and commentary on school reform.

85. Bureau Of Elder And Adult Services - Resource Directory For Older People In Main
older to serve children with special or exceptional or specialized programs for developmentallydisabled children. Street, PO Box 1162 Bangor, maine 044021162
Department of Human Services Bureau of Elder and Adult Services
Volunteer Opportunities
The volunteer opportunities listed here are not all inclusive.  There are many throughout the state of interest to people of all ages.  Of the programs listed below note that three have both age and income limitations.
Foster Grandparent Program (FGP
The Foster Grandparent Program provides part-time (20 hours a week) volunteer opportunities for people with low income age 60 and older to serve children with special or exceptional needs in their homes, schools, day care centers, institutions, hospitals, correctional facilities or specialized programs for developmentally disabled children.  Volunteers receive a small stipend. Contact the Foster Grandparent Program at the following locations: For all counties except York and Cumberland: Penquis CAP/FGP
262 Harlow Street, PO Box 1162
Bangor, Maine 04402-1162……………207-973-3684 In York and Cumberland Counties: Foster Grandparent Program
Harbor Terrace, 284 Danforth Street
Portland, Maine 04102…………………207-773-0202

86. TAPP Web - PTI List - Maine
maine Parent Center For a BOOKLET containing Your Support for the Rights of the Disabled114 Enterprise CAST Center for Applied special Technology 39 Cross
Parent Support Groups
Maryland Massachusetts Minnesota ... Montana
Maine Parent Center
For a BOOKLET containing Your Support Groups in Your Area

ADAPT Live Chat DISABILITY WRITERS CRITIQUE GROUP Live Chat Special Needs Parent Information Network (SPIN)
P.O. Box 2067
Augusta, ME 04330-2067
Phone:207 582 2504
800 870-7746 (ME only)
Fax:207 582 3638
Contact:Janice LaChance, Co-Director Margaret Squires, Co-Director
Maryland Parent Centers For a BOOKLET containing Your Support Groups in Your Area CLICK HERE to ENTER YOUR NEEDS.
ADAPT Live Chat DISABILITY WRITERS CRITIQUE GROUP Live Chat Parents Place of MD, Inc. 7257 Parkway Dr., Suite 210 Hanover, MD 21076 E-mail: Phone:410 712 0900 (V/TDD) Fax:410 712 0902 Contact: Josie Thomas, Director Parents interested in obtaining more information on how to choose and find quality child care in Maryland may call 1-800-332-6347.
Massachusetts Parent Centers For a BOOKLET containing Your Support Groups in Your Area CLICK HERE to ENTER YOUR NEEDS.

87. Guide To Special Education In Maine | Chapter 6
Least Restrictive Environment (LRE), maine State Education with students who are notdisabled, and special that a continuum of special education placements are
The Guide to Special Education in Maine
Chapter 6 - Individualized Education Program (IEP)
Using the Guide Index Introduction Chapter 6
Least Restrictive Educational Alternative (LREA)
Once the Pupil Evaluation Team (PET) has identified the Individual Educational Program's (IEP's) goals and objectives, the next step is to determine where these will take place. A good place to start this process is to look at the regular educational environment provided at your local school. Remember that the regular educational environment goes beyond the classroom setting. This extends to nonacademic areas such as gym, lunch, recess and extracurricular activities. Least Restrictive Environment (LRE), Maine State Education Regulations (MSER) now referred to as Least Restrictive Educational Alternative (LREA). It states that services will be provided to the student in the regular educational environment with nondisabled peers to the maximum extent appropriate. "To the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities, shall be educated with students who are not disabled, and special classes, separate schooling, or other removal of students with disabilities from the regular educational environment shall occur only when the nature or severity of the disability of a student is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (MSER, Chapter 101, Section 11.1, p. 58)

88. Equity
Found online at http//, it environment, and we can all be disabledin different free advice to those serving special education students.
Table of Contents Equity The real digital divide is about more than just the gap between technology "haves" and "have-nots." Rather, at its core, the divide is about a knowledge gap – about information literacy – the ability to find, organize, analyze, and transfer information in a world driven increasingly by information. In a proper context, the digital divide goes beyond access to technology itself and addresses barriers to full, effective, and knowledgeable participation in an information society. Wade Henerson, Executive Director
Leadership Conference on Civil Rights
Turning The Digital Divide Into Digital Opportunity
[9 December 1999]
Because new technologies are causing such radical changes outside the classroom, it is vital that educators understand its advantages and disadvantages and make the best uses available to all students in ways that will help them succeed in school and in life. Technology skills and knowledge are an equity issue in the job market, and in education itself. The best schools actively work to create conditions for success for each and every child; are persistent about fairness, equity, and excellence; and are willing to discuss what is fair and what is not fair, both in and out of school, for the children entrusted to their care. Equity and Equality are Not the Same
  • Equal access for using school-based technology defines a limited area of use and makes technology available for all. It does not take into consideration differential needs or whether some children are falling further behind in technology use due to factors such as lack of access to technology in the home.

89. Untitled
doctoral thesis at the U of maine examined the perceived increased benefit to bothdisabled and nondisabled students; special education teachers
Click here to return to OFCN's Academy Program
Click here
to return to OFCN's Main Index Page.
John Kurilec

90. Welcome To FV KASA >>>> News Archives >>>> 11_29_01 - Special Edition
to improve the lives of youth with special health care and Julie Woods (Loving YourDisabled Child) addresses 68% Kentucky 43% Louisiana 30% maine 58% Maryland
November 29, 2001 NEW KASA BOARD MEMBERS
KASA is proud to announce that after a lengthy and difficult selection process, we have added four new members to our National Advisory Board. They are:
  • Blake Bogartus, 18 years old, from Alabama Mara Buchbinder, 20 years old, from New Hampshire Micah Fialka-Feldman, 17 years old, from Michigan Amanda Putz, 15 years old, from New York
  • These folks join our 5 other Board members in doing long and short term planning for KASA and representing us at national meetings. We have also elected new co-chairs for the 2002 year, Maia Wroblewski and Naomi Ortiz. You can read more about our new Board members and co-chairs on our website in January.
    We thank all of you who helped to distribute our application and especially to those of you who applied to be on the Board. We receiving an incredible number of applications and the selection process was very competitive. We hope that all of you will continue to make a difference in your communities and to be active members of KASA at every opportunity. DISABILITY PREPAREDNESS WEBSITE
    The Disability Preparedness Website is up and running. This website features the article, Emergency Planning for People with Disabilities and Other Special Needs, by Dr. Carl T. Cameron, President, Board of Directors for the Inclusion Research Institute. Users will also find resources for training, products, articles and websites. For more information visit their

    91. Indiana Developmental Training Center (IDTC) - Our Staff/Employment
    After moving to Indiana from maine, she joined the a Bachelor of Science Degree inSpecial Education. working with the developmentally disabled in residential
    We're very proud of our dedicated and professional staff. Here we have included an overview of some of our staff members.
    Sara Boyer is the IDTC Psychologist. She obtained her Ph.D. from Indiana University-Purdue University, Indianapolis, with a specialty in Rehabilitation Psychology. She has been involved in the human services field for over 20 years and has worked extensively in behavior management in residential settings, primarily with clients who are dually diagnosed as having a developmental disability and psychiatric illness or severe behavioral problems. She also has extensive experience in working with psychiatric clients in both inpatient and outpatient settings.
    Celeste is the IDTC Social Services Director. Celeste graduated from Indiana University in 1977 with a dual Bachelor of Arts Degree in Psychology and Sociology. She holds a Master's Degree in Social Work from Ohio State University and has been involved in the human services field since 1977, with particular emphasis on children's programming. Celeste strongly believes in the importance of family in a child's life, a philosophy endorsed and implemented at IDTC.
    Shellie is the Health Services Director at IDTC-Lafayette. She received a Bachelor of Science Degree in Education from Indiana University in 1992 and her Nursing Degree in 1995 from St. Elizabeth. Shellie worked with children in a psychiatric setting for four and a half years before coming to IDTC.

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