21. High Stakes Testing A Mixed Blessing For Special Students they will not be forgotten in the general classroom. . Public Schools and a formerCEC teacher of the While parents of children with special needs support their http://www.cec.sped.org/bk/cectoday/2000/highstakes_sept2000.html

22. Uniquely Gifted - Resources For Gifted/Special Needs Children Online resources for helping gifted/special needs children. Includes links for specific special needs, Category Reference Education Gifted Education special needs...... general Resources. enabling him to be the way he is' or 'The teacher says if of usdealing with the emotional rollercoaster of parenting specialneeds children. http://www.uniquelygifted.org/

Uniquely Gifted Resources for Gifted Children with Special Needs (ADD/ADHD, Learning Disabilities (LD), Asperger Syndrome, etc.) Compiled by Meredith G. Warshaw, M.S.S., M.A. Special Needs Educational Advisor Welcome to my site – I hope you find it helpful. If this is your first visit, click here for a guide to the site. This site is named after the book Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student , edited by Kiesa Kay. Twice-exceptional children (that is, intellectually gifted children with special needs such as AD/HD, learning disabilities, Asperger Syndrome, etc.) have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled; however, Linda Silverman, Ph.D., the director of the Gifted Development Center has found that fully 1/6 of the gifted children tested at the GDC have a learning difference of some type I am a special needs educational advisor , as well as co-founder and co-listowner of the GT-Special email list for families with gifted/special needs children - founded because my co-listowner and I needed a place where we could talk with other parents about our uniquely gifted children. I have also recently started a new list

23. Disney Learning Partnership - American Teacher Awards - General Information the Outstanding teacher for last year's Disney's American teacher Awards Ben Kindergartenthrough 12th Grade The Arts, special needs Gifted Education http://disney.go.com/disneylearning/ata/

DISNEY'S AMERICAN TEACHER AWARDS HONOREES FOR 2002-03 HAVE BEEN SELECTED We are proud to announce the selection of 32 teachers as Honorees for Disney's American Teacher Awards 2002-03. This award honors outstanding representatives of the teaching profession who construct creative learning environments in which students and teachers alike explore, imagine and engage in a variety of thought-provoking experiences. These Honorees were selected from more than 185,000 nominations submitted by students, parents, educators and community members representing all regions of the country. Disney salutes the Outstanding Teacher for last year's Disney's American Teacher Awards Ben Wentworth at a ceremony earlier this year. The 32 Honorees, chosen by a national committee of distinguished educators, are nominated in one of 10 teaching categories. The 10 teaching categories include: Elementary: Early Childhood, Primary and Intermediate Middle School/Junior High: The Sciences and The Humanities High School: The Sciences and The Humanities The Walt Disney Company will award $25,000 to the Outstanding Teacher of the Year, with the Outstanding Teacher's school receiving $10,000. All 32 honorees will receive $10,000 each, with their respective schools receiving $5,000. The 10 category finalists will receive an additional $5,000 each.

24. CSMEE Digest 98-5 data on students with disabilities in general educational settings Making scienceaccessible special students, special needs. The Science teacher, 57(8), 3438 http://www.ericse.org/digests/dse98-5.html

Science Classrooms for Students With Special Needs by: Wendy Sherman McCann February 1998 (Updated March 2002) ERIC Clearinghouse for Science, Mathematics, and Environmental Education DIGEST Legal resolutions, concerns of parents, and new research on learning and socialization have led to widespread efforts to place students wih special needs in regular classrooms, a practice known as inclusion. According to the report on Women, Minorities, and Persons with Disabilities in Science and Engineering (1996), approximately 6% of children in the United States were in federally-supported special educational programs during the 1992-1993 school year, up 1.5% from 15 years earlier. The number of disabled students participating in regular classrooms has risen by 10% during the past five years (Roach et al., 1997). The manifestation of particular disabilities varies widely among students with special needs, but over half of the identified disabilities are learning disabilities. Other disabilities include speech and language difficulties, mental retardation, and serious emotional difficulties. Physical disabilities are relatively rare, constituting less than 2% of those identified as having disabilities (Women, Minorities, and Persons with Disabilities in Science and Engineering, 1996). The Consortium on Inclusive Schooling Practices (no date given) has developed a framework for evaluating state and local policies for inclusion "in an effort to help state and local policymakers, practitioners, and families determine if the general educational policies of their state or district support the inclusion of students with disabilities." The Consortium offers six policy goals: (a) curricula that allow for maximum development of individual students; (b) measurable, alternative, appropriate assessment practices; (c) accountability for all members of the educational community; (d) commitment to professional development; (e) sufficient and responsible funding for programs; and (f) governance structures that allow for central support of localized control.

25. Conditions Of Teaching Children With Exceptional Learning Needs: The Bright Futu and inservice, and for both general and special educators Being unprepared to meetthe needs of students to be a frequently cited reason for teacher attrition http://ericec.org/digests/e613.html

Conditions of Teaching Children with Exceptional Learning Needs: The Bright Futures Report The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC EC Digest #E613 Author: Mary Ruth Coleman June 2001 The Bright Futures Report In 1998, CEC appointed a Presidential Commission on the Conditions of Special Education Teaching and Learning. Its charge was twofold: Identify the obstacles and barriers that obstruct high quality teaching, and Develop an action agenda to ensure that every student with exceptional learning needs is taught under optimal conditions for learning. Because children with exceptionalities are taught in a variety of settings by a variety of educational personnel, stakeholders for this study included both general and special educators. A pilot web survey was posted, focus groups were held across the country, a major literature review was completed, and a national survey was conducted to identify current conditions. Variables that Affect a Teacher's Ability to Succeed Several themes that influence the conditions of teaching were identified. A sense of collegiality and professionalism, an environment of open and frequent communication, a climate of support, the availability of resources, and a clarity of roles and responsibilities all contribute to a sense of satisfaction for a job well done.

26. National Resources - General Section One contains general resources including organizations Slips Created bya teacher of physically dedicated to parents of children with special needs. http://www.childrenwithdisabilities.ncjrs.org/natgeneral.html

National Resources General Below is a list of general resources for children with disabilities. Able Generation We manufacture pediatric therapeutic furniture for children with special needs. Our missions is to provide products that support your efforts to integrate your child into everyday life. Our focus is upon early intervention for children with mild to moderate involvement. Adrian's Closet Adrian's Closet makes adaptive clothing for the physically disabled and for wheel chair users. Association for Special Kids The Association for Special Kids is a unique organization serving the mid-Atlantic states that helps families with special needs children set up individual financial plans. AbleProject The AbleProject site offers assistance in researching and locating mobility and assistive devices. Children with Special Health Care Needs Knowledge Path This electronic resource guide contains a selection of current, high quality resources for primary care providers and families about caring for children with special health care needs. Section One contains general resources including organizations, web resources, and medical reference books, directories, bibliographies, and other print publications. This section also contains tools for identifying additional resources and staying abreast of developments in the field. Section Two focuses on practical resources to assist families and other caregivers in providing the best care for children with special health care needs. This knowledge path was developed by the National Center for Education in Maternal and Child Health (NCEMCH) at Georgetown University.

27. Faculty Of Education general information. , 2. Department of special needs Education. , 3. Departmentof teacher Education and School Development. and the following centres -, http://www.uio.no/english/ects/uv/

UiO - web pages UiO - persons WWW - HotBot WWW - AltaVista WWW - Google About The University Student Life Research ACADEMICS Prospectus and Course Catalogue - with ECTS Information [Previous] [Prospectus and Course Catalogue - with ECTS Information] [Next] Faculty of Education Contents General information Institute for Educational Research Advanced courses: The Department of Special Needs Education ... In-service and continuing education courses Faculty of Education Helga Engs hus, Semb Sælandsvei 7 P.O.B. 1161 Blindern N-0317 OSLO Phone: 47 22 84 44 45 Fax 47 22 85 82 41 E-mail: uv-studentinformasjon@uv.uio.no http://www.uv.uio.no/ Dean : Professor Bente E. Hagtvet, Faculty Director : Mr. Bjørnar Sarnes Departmental ECTS coordinator Solveig Bauge Løland Phone: +47 22 85 80 56 E-mail: s.b.loland@uv.uio.no General information With an academic staff of approximately 160, the faculty is by far the largest centre for educational research in northern Europe. Faculty of Education consists of the three departments 1. Institute for Educational Research

28. ILTC -- General English And Special Course of English for special Purposes and special topics courses to meet the needs andinterests of The teacher of the children's classes prepare interesting http://www.cepd.soros.md/courses.htm

Home News Courses Student Info Methodology and Curriculum Audio/Visual Laboratory New Hire Info ... About Moldova There are five sessions per year in which students attend an intensive 42-hour course at one of fourteen levels of General English or four levels of General German. We offer a variety of English for Special Purposes and special topics courses to meet the needs and interests of our students. The most popular is the TOEFL Preparation Course, available to students who have finished level 14. Other courses we have offered include: English for Children TOEFL Preparation Business English Advanced Conversation and Fluency Course ... Other courses according to students’ needs We also offer specialized courses in German: Preparation for Language test (Vorbereitung auf den Sprachtest); Preparation for the intermediate level of the German as a foreign language test (Vorbereitung auf den DAF Mittelstufe Prüfungen); German for emigrants (Deutsch für Aussiedler);

29. ISTE - About L&L - General Information general Information. lesson plans; reproducible worksheets; teacherto-teacher advicefor the exploration of Mars and the universe), special needs articles, and http://www.iste.org/LL/about/general-information.cfm

Back to Publishing Home Current Issue ... Subscribe/Join Search Advanced Search improve teaching and learning by advancing the effective use of technology in General Information Articles that appear in To help our readers, Every issue of includes: teacher-to-teacher advice for better integrating technology into the existing curriculum. The One-Computer Classroom, Starship Gaia (ideas for students to use technology to participate in the exploration of Mars and the universe), Special Needs articles, and software announcements and reviews are regular additions to our curriculum offerings. Guidelines for submission of articles to are posted on this Web site and can be requested directly from Acquisitions Editor Anita McAnear (541.346.2400; amcanear@iste.org ) or by writing to Senior Editor J.V. Bolkan, 1787 Agate St., Eugene, OR 97403-1923. Acceptance Rate Review Policies The acquisitions editor initially screens manuscripts to determine if the topic and intended audience is in line with editorial policies.

30. Teacher Education Programs different settings, with learners who have special needs. issuance of a teacher’scertificate tests on communication skills, general knowledge, professional http://www.psu.edu/bulletins/bluebook/intro/gi-095.htm

31. Electronic Journal Of Science Education V4 N3 - March 2000 collaboration is needed between the science and special education teacher. With collaboration,the individual needs of all students, both general education and http://unr.edu/homepage/crowther/ejse/ejsev4n3.html

ISSN 1087-3430 Vol. 4 - No. 3 - March 2000 The First of the Millennium Edition Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable. John R. Cannon, Editor and Publisher David T. Crowther, Associate Editor and Publisher University of Nevada, Reno Table of Contents EJSE Editorial... Teaching in Paradise: The first A.P. Biology Oceanographic Teaching Research Cruise David T. Crowther Associate Editor and Publisher Article One Building Bridges Between Science and Special Education: Inclusion in the Science Classroom by Deborah H. Haskell Clemson University dhaskel@clemson.edu Abstract Article Two Standards-Based Education and Its Impacts on Environmental Science Education by Dr. George R. Davis Moorhead State University davisg@mhd1.moorhead.msus.edu Abstract This article explores the impact on K-12 environmental education and the preparation of K-12 teachers to deliver effective environmental education by the national and state standards movement begun by the Goals 2000 program. The article describes what constitutes effective environmental education; the role of technology might play in such an education, and how national and state standards documents support the teaching of effective environmental education. Article Three Inquiry, Nature of Science, and Evolution:

32. ACE Centre Staff Profiles Mick is a teacher with experience of teaching in both for 13 years as an Advisor forICT and special needs. Val is your contact for all general and assessment http://www.ace-centre.org.uk/html/aboutus/profiles.html

Home About us Resources Assessments Training Software ... ACE North Staff Profiles Information Location Staff Profiles The Building Caroline Gray Director Caroline was appointed as Director of the ACE Centre in 1998, after being associated with our work for 12 years. She is an occupational therapist who has been responsible for a wide variety of training and accessing innovations, including the development of an AAC and assistive technology module for occupational therapy students at Oxford Brookes University. gray@ace-centre.org.uk Andrew Lysley Deputy Director Andrew has been at the ACE Centre since its inception in 1984. A teacher by profession, he has worked in special needs education for 20 years. When he is not working within the assessment team, his responsibility for research and development brings him into contact with designers and developers of assistive technology software and systems. He is the only member of staff mad enough to manage multinational EU-funded special needs projects. lysley@ace-centre.org.uk

33. SmarterKids.com Glossary Of Educational Terms Curriculum – A teacher’s detailed plan of skills Deductive Reasoning – Reasoningfrom the general to the Used with special needs and gifted children. http://www.smarterkids.com/rescenter/glossary.asp

April 11, 2003 TeacherTalk Glossary INDEX: A B C D ... I J K L M N O P Q R S T U ... W X Y Z Smarter Tips Education Advice Archive Glossary: Achievement Tests norm-referenced tests used to compare students, schools, and states. Such tests measure acquired learning, not learning potential (potential is measured by aptitude tests). Advanced Students – Sometimes known as "gifted and talented," these children consistently perform above their grade level in a particular academic area. Alternate Forms Alternative Assessment Aptitude Achievement Discrepancy Analysis aptitude test scores with achievement test scores in order to identify whether a student is achieving below, equal to, or above expectations based on intelligence. Aptitude Tests Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) and hyperactive behavior. Medication is often prescribed to alleviate the symptoms. Basal Reader – A book based on a traditional phonics-based reading program. An example is the "Dick and Jane" series.

34. Asia-Pacific Centre Of EAsia-Pacific Programme Of Education For All - APPEAL outside community social and cultural life in general (UNESCO, 1999). by UNESCOand others such as the teacher Resource Pack special needs in the http://www.unescobkk.org/education/appeal/topic08.htm

Directory : APPEAL Programme Areas Social Needs Education The Jomtien World Conference on Education for All (1990) set the goal of Education for All. UNESCO, along with other UN agencies, a number of international and national non-governmental organisations, been working towards achieving this goal- adding to the efforts made at the country level. Inclusive education seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalisation and exclusion. It was adopted at the Salamanca World Conference on Special Needs Education (1994) and was restated in Dakar (paragraph 4). Inclusive education means that: This will be done by: - By updating and revision already developed materials by UNESCO and others such as the Teacher Resource Pack: Special Needs in the Classroom and complementing them with new materials, a simple, user friendly tool kit aimed at teachers/schools compiling proven strategies for developing the school into a teacher and child friendly inclusive school will be produced;

35. Evaluation Reports having special needs scored higher than special needs students in the survey periodthe results show general improvement in teacher computer usage http://emints.more.net/evaluation/reports/

Survey Reports Focus Group Reports Monthly Activity Reports MINTs Project Evaluation Reports from OSEDA's Evaluation Team Survey Reports Analysis of 2002 MAP Results for eMINTS Students This policy brief examines the quantitative impacts of the eMINTS Program on the second cohort of participating classes. The analysis compares 2002 Missouri Assessment Program (MAP) results for eMINTS students and non-eMINTS students in the same school building and for eMINTS students and all students statewide. eMINTS students in the fourth grade scored significantly higher than non-eMINTS students. Similar results were not seen among third grade students. eMINTS students in classes characterized by teachers who consistently implement the inquiry-based teaching practices emphasized by the eMINTS professional development program scored higher than students in other types of classes. While there were fewer significant differences in some aspects of the program, these results in general substantiate the positive trends associated with eMINTS enrollments reported in the policy brief " Analysis of 2001 MAP Results for eMINTS Students ," published in January 2002.

36. New York Resident starting salary is the same as that of a general education teacher, $39,000. One,Resources for Children With special needs, is funded by the local http://www.resident.com/12_9/news.html

ABOUT US > CONTACT US > MANHATTAN'S MUST-READ WEEKLY NEWS MAGAZINE Read this week's issue , cover to cover, in PDF format. You will need Adobe Acrobat Reader to view this file. Download it here news SEIT Unseen Program Aids Students With Disabilities, But Some Teachers Feel Assistants Are Overpaid By Michelle Blackley Special to New York Resident An increasing number of children with special-education needs are receiving one-on-one attention in an effort to mainstream them in a regular learning environment. Yet some New York City teachers disagree with the benefits. The Special Education Itinerant Teachers (SEIT) program is a growing individualized special-education program that takes place at the preschool level in a general education setting or at the child's home, depending on the student's needs. Classified under the Americans With Disablities Act, it cannot be cut from the education budget, according to the Least Restrictive Environment Coalition, a group geared toward the parents of children with disabilities. While the majority of New York City educators say only positives come from early detection of learning disabilities, there are criticisms.

37. General Information it a broad social responsibility, and the art teacher’s role observation in schools(elementary, middle, high school, and special needs classes), community http://kate.massart.edu/at_massart/academic_prgms/art_ed/info.html

Teaching and Learning The Art Education Department serves a variety of student populations; applicants range from those with no experience in education to people who have been teaching for 20 years and want a change of direction. We believe that the best art teachers have a life-long commitment to their own art making. They find inspiration for teaching in their own creative processes and inspiration for their studio work in their teaching experiences. As Chair Claudine Bing points out, “Teaching is very close to the art making process.” Art making carries with it a broad social responsibility, and the art teacher’s role often extends into the community. Our curriculum includes art education in schools, museums, community arts centers, and other educational contexts. As Faculty member Christy Park says, “Teaching is about opening doors through new experiences, ideas, pictures, and opportunities for reinforcement or revision.” Our graduates have flexibility: they can teach adults, can work in museums or in the community-a full range of settings. The program combines the scholarly discipline of an academic program with the intensive studio-based focus of an art college. Art Education courses divide into four areas: theoretical frameworks for teaching art; direct experience with materials and processes; field observation and participation; and student teaching. We emphasize understanding and creating bridges between different cultures and artistic heritages and require students to study the history or art history of at least one non-Western culture.

38. TASH RESOLUTION ON TEACHER EDUCATION s position that teacher education programs must be inclusive and collaborative, sothat (a) special and general educators are prepared to meet the needs of all http://www.tash.org/resolutions/res02teachered.htm

Equity, Opportunity and Inclusion for People with Disabilities since 1975. TASH RESOLUTION ON TEACHER EDUCATION Statement of Purpose University programs bear an important share of the responsibility for ensuring that the educational needs of students with severe disabilities are met in general education settings with their nondisabled peers. The purpose of this resolution is to establish guidelines for the preparation of teachers, both those seeking initial certification and those seeking advanced degrees. Rationale Resolution on Education for Students with Disabilities In relation in preparing teachers to meet the needs of students with severe disabilities, therefore, at least two types of efforts are warranted. First, entry level programs should provide all teachers a solid foundation in general education curriculum, instructional methods, and assessment, as well as basic expertise related to serving students with severe disabilities in general education settings. To this end, all teachers need to be prepared to: teach a diverse population of learners within heterogeneous groups, including: (a) those with a range of abilities and needs; (b) those from a variety of racial, ethnic, cultural, linguistic, and economic backgrounds; and (c) those from a variety of family configurations and support systems;

39. Learning Disabilities OnLine - Laura Shibles - LD OnLine Mentor Teacher Of Febru I can have two instructional aids for one trained teacher. to working together tomeet the needs of all work by both the general and special education teachers http://www.ldonline.org/teaching/laura_shibles.html

Mentor Teacher of the Month February 2003 Laura Shibles (opens in a new window) Laura, you have worked in so many roles. For many years you taught as a special education teacher working with elementary school children with learning disabilities. Today you are the principal of an elementary school with a very diverse population of students. Students come from all socio-economic levels in Fairfax County as well as from a very wide international base. Students from your school are doing well academically. What is important to creating a quality school program-especially for students with learning disabilities? Principal Shibles When you interview a teacher how do you make certain you hire an "excellent" teacher? Teachers collaborate on a skit. LD OnLine recently received a comment from a special education teacher who is being asked to provide services in an inclusive classroom. The teacher asked for guidelines. "The classroom teacher seems to think I am the 'teacher's aide.' I am asked to make copies of materials, run errands, and generally perform other non-teaching chores. Other special education teachers in inclusive settings have expressed similar concerns. How do you avoid this problem?" I really look for teachers who work collaboratively. I do not want a special education teacher who will serve as an "instructional aid." I tell the teachers that I can have two instructional aids for one trained teacher. I really want teachers who are committed to working together to meet the needs of all the students in the classroom. This takes planning and a lot of proactive work by both the general and special education teachers. Special education teachers need to be well versed in the regular education curriculum as well so that they can adapt to the classroom programs.

40. The Institute Of Educational Studies And Research Departments Department of generalEducation teacher Training. Department of Technical-Educationteacher Training. Department of special-needs teacher Training http://www.cu.edu.eg/Faculties/es&r.asp

Home General Information Faculties Information Systems Cairo University The Institute of Educational Studies and Research Search Documents Go I. The Institute of Educational Studies and Research includes the following Departments: 1-The Department of Pedagogy. 2-The Department of Curricula ,Teaching Methods and Educational Technology. 3-The Department of Educational Psychology. 4-The Department of Psychological Hygiene. II. Degrees awarded by the Institute of Educational Studies and Research: The following Diplomas: General Diploma in Education. Special Diploma in Education. Professional Diploma in Education. These Diplomas can be obtained in one of the following Departments: Department of General-Education Teacher Training. Department of Technical-Education Teacher Training. Department of Special-Needs Teacher Training. Department of Nursery and Pre-School Teacher Training. Department of Psychological Guidance. Department of School Libraries.

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