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         Minnesota Disabled & Special Needs Schools:     more detail
  1. From "Backwardness" to "At-Risk": Childhood Learning Difficulties and the Contradictions of School Reform (Suny Series, Youth Social Services, Schoo) by Barry M. Franklin, 1994-07

21. 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
An Enabling Vision:
Selected Bibliography
Abley, B (1989). Sharing resources to support students with disabilities in post secondary institutions. Geelong, Victoria: Vera White Disability Resource Centre, Deakin University.
Andrews, R J and Smith, J (1992). Additional costs of education and training for people with disabilities. Canberra: AGPS
Ashman, A F (ed) (1991). Current themes in integration. (The exceptional child monograph no. 2). St Lucia, Qld: Fred and Eleanor Schonell Special Education Research Centre.
Australian Vice-Chancellors' Committee (1993) Guidelines for Effective University Teaching.
Baldwin, P (1991, October). Higher education: quality and diversity in the 1990's. Canberra: AGPS
Children with special needs. Assessment, law and practice. London: Jessica Kingsley
Collins, M K (Chairman). (1984). Integration in Victorian education: report of the ministerial review of educational services for the disabled. Melbourne: Education Department of Victoria.
Cooper, D (undated). Flexible learning opportunities and special educational needs.

22. 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
Go to: [ Learning Center Pegasys Home Page
Resources for the Disabled
CAREERS AND JOBS CHILDREN

23. New Twin Cities Charter School Project (NTCCSP) Handbook
minnesota Examples Top of page. education teacher, certified in Learningdisabled(LD), Emotional Fifty percent of New Visions students have special needs.
http://www.hhh.umn.edu/centers/school-change/handbook/students.htm
NTCCSP home page What is a Charter School? Charter School Handbook Internet Resources ... Contact NTCCSP Staff

CHARTER SCHOOL HANDBOOK
Section 3: After Approval - Students with Disabilities
Table of Contents
What the Law Says Key Special Education Concepts Minnesota Examples ... Resources
What the Law Says
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

24. 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
TRANSPORTATION OF PUBLIC SCHOOL STUDENTS I. PURPOSE
The purpose of this policy is to provide for the transportation of students consistent with the requirements of law.
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.)

25. 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
General Resource Guide Independent Living Kidstuff Manufacturers Media Outlets ... Return to Infinitec Home Page General Resource Guide Parents Disabled Parents, Prospective Parents, And Parents Of Children With Special Needs Disabled Parents Online (formerly Diana Michelle's Home Page)
www.disabledparents.net
Advocacy and resources for parents or prospective parents with disabilities. Many resources, including books, baby equipment, and periodicals.
Disabled Parents International
www.freespace.virgin.net/disabled.parents
Resources and information based out of London, England.
Dreams for Kids, Inc.
http://www.dreamms.org
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.
Exceptional Parent Magazine
http://www.eparent.com

26. The Education Forum: Private Sector Schools Serve Difficult To Educate
Sobriety High in Edina, minnesota, which educates and severe cases of developmentallydisabled girls over helping great numbers of students with special needs.
http://edreform.com/forum/100697tb.htm
Making Schools Work Better for All Children
THE EDUCATION FORUM
Hosted by The Center for Education Reform PRIVATE SECTOR SCHOOLS SERVE THE DIFFICULT TO EDUCATE
By Thomas Bertonneau
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 Children’s Comprehensive Services, provides certified teachers, materials, curriculum, and academic recordkeeping on site at 27 emergency foster care shelters throughout Tennessee.

27. 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

28. 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
Relocating the Special Needs Family -
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.
Initial considerations
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.

29. Ratwik, Roszak & Maloney - Special Education Newsletter
forbid public schools from providing direct special education to disabled studentsin of the Constitution and the minnesota regulation invites court
http://www.ratwiklaw.com/speduc1.htm
SPECIAL EDUCATION FOR SECTARIAN PRIVATE SCHOOL STUDENTS
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.

30. A Study Of Charter Schools: First-Year Report -- Message 2
minnesota Massachusetts charter schools enroll a larger were developed to servea special population of atrisk, language minority, disabled, or ethnic
http://www.ed.gov/MailingLists/EDInfo/Archive/msg00265.html
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
A Study of Charter Schools: First-Year Report Message 2

31. 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
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!
What's Here?
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:
  • United States Apologies in advance if my sense of these regions differs from yours! I also have some links to other potentially useful pages
    Camps in the Northeast (USA)
      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.

32. Family Support Network - Providing Support To Families - LINKS & RESOURCES
Group for Gifted/Learning disabled; School Psychology Toy catalog list for childrenwith special needs; University of minnesota; National Resource Library;
http://www.familysupport.net/links2.shtml

Family Support Network
Home
What's New?
About the Therapist
Curriculum Vitae
Workshops / Seminars
Consulting in the
Workplace Resources
Suggested Reading
Links Contact Us www.familysupport.net f a m i l y s u p p o r t n e t w o r k Links Here you will find some links to websites that feature information and resources onilne. Learning Disabilities: Attention Deficit Disorder: Autism: Classroom Management: Improving the Learning Environment: Violence Prevention: Mental Health: Stress: Eating Disorders:

33. 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
Jesse Ventura on Education
Focus on results and standards
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 state’s 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 don’t 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
    Minnesota’s 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.

    • 34. Diocesan Outreach Ministry
    Javascript is either disabled or not supported diocesan outreach ministries that respondto special needs. Episcopal Community Services minnesota - San Diego
    http://www.spencepages.homestead.com/outreach.html
    Javascript is either disabled or not supported by this browser. This page may not appear properly.
    Diocesan Outreach Ministry
    In order to provide ideas and references, this page offers a directory of online information on diocesan outreach ministries that respond to special needs. Please send additional references to Ralph Spence
    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 -

    35. 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
    "Norma Cantu Strikes Again" by Bruno V. Manno and Gregg Vanourek
    The Weekly Standard
    October 27, 1997 [Note: This is the original mansucript version
    and has been (heavily) edited by the staff of the Weekly Standard.
    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.

    36. 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
    The National Institute of Special Education
    Japanese version is here
    March 2000
    Special Education of the Worldi‡]‡W)
    Forewords@cccccccccccccccccccccKoichi SAKAUCHI Part One : Japan Society for the Promotion of Science, Grant-in-Aid
    for Scientific Research Program Report (A)(2)(International)
    Management to Organize Partnerships of Special Education
    1. Importance of recognition on cultural differences
    @ Ken SASAMOTOcccc 1 2. Local, State and Federal Partnership to Support Deafblind Education
    in the United State
    -Report on the Role Played by Perkins School for the Blind- Megue NAKAZAWAcccc 7 3. A Report on Methodologies for Assistance to Persons with Disabilities In Kingston, Ontario, Canada :the second report of CBR study Shoji HIGO, Takashi HOSHIKAWAcccc 17 Part Two: Report from Overseas Visiting Program 1. A System in A Special School for Children with Physical Disability

    37. 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
    Volume 5, Number 1 In this issue:
    From the Director:
    Resiliency - A Paradigm Shift for Schools     Resilience in Children at Risk A Framework for Practice: Tapping Innate Resilience ... Since Beijing
    Resilience and Health Realization: An Administrator's Perspective
    Richard Holt, Ph.D., Director of Student Services,
    District 742 Community Schools,
    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.

    38. Health And Disability Resource Centre - Planetamber.com
    USA good University of minnesota Disability Services good University of Strathclyde- special needs Service - UK of Utah Center for disabled Student Services
    http://www.planetamber.com/resources/203.html
    e-mail - use our search - link to us - submit a link - advertise - chat - message board - news - home
    general resources
    all countries Australia Canada UK USA
    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 -

    39. 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

    Adopted: 11-6-95
    Revised:
    707TRANSPORTATION OF PUBLIC SCHOOL STUDENTS
    I. PURPOSE
    The purpose of this policy is to provide for the transportation of students consistent with the requirements of law.
    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.
    III. DEFINITIONS
    IV. ELIGIBILITY     A.Resident students who reside two miles or more from the school shall be eligible for transportation to and from school at the expense of the school district. 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.

    40. 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
    document.write(getAdLink(468, 60, "/parents/advice/article.php?contentId=745/")); document.write(getAdLink(120, 60, "/parents/advice/article.php?contentId=745/")); Search
    document.write(getAdLink(120, 60, "/parents/advice/article.php?contentId=745/"));
    The New Kid in Class She's disabled. She may look and act different. How will her presence affect your child's education? Part Two of a Two-Part Series.
    by Dianne Hales
    Something major is happening in American education: Children with disabilities are no longer out of sight.
    Over the past five years increasing numbers of students with physical and emotional disabilities have been brought out of separate schools and special-education classes and into mainstream classrooms. The reason? New federal laws that have embraced the policy of inclusion.
    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.

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