81. Mims' EDIT 2000 teacher Resources. Resources special Education for special Children special NeedsLinks Internet Resources for special Children Bilingual and ESL http://it.coe.uga.edu/~cmims/edit/bookmarks.html

Welcome Course Info Learning Goals Attendance ... Student Sites Peer Evaluations Self Evaluation Course Evaluation Technical Help Printable Syllabus Bookmarks for Teachers Webpage Guide Teachers Online Resources State and National Teacher Help Sites Lesson Plans Curriculum ... Educational Companies Content Areas Math Language Arts Literature Social Studies ... Art Students Online Resources Games Cool Stuff Homework Help Content Areas Math Language Arts Literature Social Studies ... Family Resources Teacher Resources State and National Sites Georgia Department of Education Georgia Learning Connections Georgia's Quality Core Curriculum (QCC) U.S. Department of Education ... Connect Tennessee Teacher Helps Kathy Schrock Education World Marco Polo EDSITEment ... EduHound.com

82. IEP Planning Report take home daily, on weekend/holidays, and over summer vacation if the device needsto be A therapist, classroom teacher, special ed teacher, teacher's aide? http://www.geocities.com/Heartland/Village/9021/articles/iepplanning.html

KidPower Site Index KidPower Home Page Accessible Travel Alternative Therapies Articles of Interest Awards BookStore Causes We Support CPKids Conductive Education Centers Contact Us Diagnostic Definitions Doctor/Therapist Listing Equipment Recommendations Explanation of Doctor/Therapist Specialties HBO Centers HBO 4 R Kids Hints From Home Infant Development/Types of CP Information Share KidPower WebRing Kids At Play Kyle's Friends Kyle's Story Members Members Meet Message Board Our Special Child WebRing The Paper Ribbon Campaign Partners In Policymaking Seizure Disorder Information Sensory Integration Dysfunction Siblings Site Credits Special Needs Abbreviations Special Needs Links State/National Resources Vaccination Information WebRings Index Young Artist's Gallery IEP Planning Report Student: Age: Address: Telephone: Parent(s): Date: The following five areas will be considered in the IEP process, per IDEA: * Physical abilities * communication abilities * thinking (cognitive) abilities * social and emotional behavior * developmental or educational growth * and any other areas specific to the child STRENGTHS The IEP meeting should always start on a positive notediscussing your child's strenths. Staffing teams sometimes refer to this as "Current Level of Functioning" or "Current Level of Acheivement." In any case, your opinions of your child's strengths are important.

83. Modified Program Descriptions Program addresses the instructional needs of core and the special education teacherprovides any special education teachers consult with mainstream teachers http://www.windham.k12.ct.us/schools/whs/speced.shtml

Links: District Home Page High School Links: High School Home General Information Mission Statement Library ... Staff Guidance Office Events Calendar Daily Schedule Directions Course Offerings Special Education Sports Modified Program Descriptions -SPED Modified Self-Contained Program This Program is the most restrictive and structured Special Education program. Placement is for students whose severe behavioral problems prevent them from succeeding in other programs. Students enrolled in this program are often diagnosed as SED. They spend a significant portion of their day in this program. Group counseling is an integral component to this program. A.P.P.T is required to place a special education student in this program. Class Size -10 Program Cap - 20 Modified Classes The Modified Classes address the needs of special education students whose primary goals and objectives are academic in nature. Students in modified classes will attend other modified classes, team taught classes and/or mainstream classes. Class Size - 15 Modified Functional Program The Modified Functional Program addresses the instructional needs of core students whose developmental delays make it difficult for them to access information and develop academic and social skills in modified classes, and regular education classes. This program is aimed at increasing a student's capability to function independently in the community. Classes stress instruction in the essentials of independent living, functional academics, communication skills, and knowing the community.

84. Program Of Studies It is provided for students classified as having special needs. A Resource Centerteacher teamteaches with a regular modified to fit the specific needs of the http://www.bergen.org/edpartners/Leonia/PrSt/SpecEd.html

Leonia High School 2002/2003 Program of Studies Special Education Return to Program of Studies Index 400-Physical Science 9 413-Biology SK 930-Student Transition Experience Program (S.T.E.P.) 940-Study Skills Workshop 950-LLD Math I 952-LLD World Civilization 953-LLD English I 960-LLD Math II . 962-LLD U.S. History I 963-LLD English II 965-LLD U.S. History II 966-LLD English III 967-LLD Math III 970-T.P. Social Studies 971-T.P. Study Skills 972-T.P. English 973-T.P. Math 974-Adaptive P.E 975-Job Skills Program In-Class Support Service Speech/Language Program 930 - Student Transition Experience Program (S.T.E.P.) 10 credits The Student Transition Experience Program is a school and community based program designed to provide select students with career awareness, post high school planning information, and "real" work experiences. Field trips, job shadowing, job sampling, and volunteer experiences within the community provide students with career awareness and exploration activities to observe and/or directly participate in. The students also spend time in the classroom working on activities related to career awareness, goal setting and self-advocacy, and workplace readiness skills. Participation in S.T.E.P. will expand students' knowledge of career opportunities, provide first hand employment, and enable them to practice workplace readiness skills in actual work environments.

85. CTA | CCA Advocate looked at the absentee rate and polled students and the community as to what theirneeds were. Anne Brown, a retired special education teacher in town http://www.cta.org/HigherEducation/v37n1/article_16.htm

Contents Adaptive PE flourishes at Hartnell College Hartnell program focuses on student health and fitness Few instructors have more compassion and understanding of their students' needs than Hartnell College's Melissa Stave. An instructor for 21 years in adaptive physical education at the 7,900-student campus in Salinas, Stave works with students who have heart disease, chronic pain and a variety of physical and psychological disabilities. Rod Rozin and Melissa Stave in the weight room. Rozin is a regular participant in the Hartnell College adapative PE program and credits it for not only improving his health and fitness but his outlook as well. Below, Ann Brown works out while instructor Yvonne Reid supervises. Over the years, Stave has come to know the best way to assist each of her students in reaching their maximum fitness goals. But when Stave suffered a debilitating back injury in 1992, she learned firsthand what it meant to have chronic pain herself - and to recover from it. And, last year, when she developed lupus, a chronic autoimmune disease, she was once again reminded of what many of her students face. More empathy "When I had my back injury, I really understood chronic pain, and I became better at my job. Having lupus, right now, I know I'm better at my job than I have ever been. I have so much more empathy for my students," Stave said.

86. Department Of Special Education http://www.edb.utexas.edu/coe/depts/sped/syllabi/Spring 03'/robertson_ald322.htm

SED 322 (11190) Field Experience in Special Education Wednesday, 1:00-3:00 p.m. Instructor: Phyllis Robertson, Ph.D. Office: SZB 440J Phone: E-mail: probertson@mail.utexas.edu Office Hours: Wednesday 10-12 a.m. and by appt TA: Cathy DeCourcey, M.Ed. Office: SZB 306D Phone: w (512)471-4161, m (512)422-0792 E-mail: decourcey@mail.utexas.e d u or cathy decourcey@teachnet.edb.utexas.edu Office Hours: Tuesday 9-10 a.m. and by appt COURSE OVERVIEW Through a series of six field placements of two weeks each, the student will become knowledgeable about various methods of special services delivery to students with disabilities ages 3 to 21. Students will have the opportunity to come in contact with public and private service environments providing a continuum of service delivery systems ranging from programs in self-contained environments to those operating in inclusive settings. The major purposes of this field-based professional development course are to: 1) observe and participate in a variety of settings in which students with disabilities are educated; 2) work with students ages 3 to 21 who have differing types and levels of disabilities; 3) learn about the operations of schools, and 4) learn how to observe, reflect, and critically analyze the operations and procedures utilized within these various environments. TIME REQUREMENTS AND EDUCATIONAL SETTINGS Students will observe a minimum of 8 hours per week in a variety of educational settings for students with disabilities. These settings may include the following: early childhood programs, general education classrooms in which students with disabilities are included with support from special educators, resource classrooms, special education classrooms serving students with various disabilities, special schools, and residential centers.

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