Sentences with phrase «focus on children with disabilities»

Not exact matches

As well as child poverty this will include a focus on disability, with one in three disabled adults of working age living in poverty.

Despite decades of neuroscience advancement, new diagnostic technologies, and a focus on studying children with disabilities, many children with special needs like attention deficit hyperactivity disorder (ADHD) and dyslexia are still being left behind at school.

Azad's research focuses on promoting family - school partnerships for underserved children with psychiatric and developmental disabilities.

As a community services officer, her focus on education is in technology, girls, and children with disabilities.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

The institute's focus is on improving achievement in core academic areas, not the «diverse academic, developmental, technology, social, behavioral, and transition needs of children with disabilities,» said Kim Musheno, a policy analyst with the Association...

Analysts and reformers tend to focus on the shortcomings of the system, and in so doing they risk being characterized as opponents of children with disabilities.

Founded nearly 40 years ago, the charity focuses on children in primary schools in some of the most disadvantaged areas in England and Wales, as well as children with Special Educational Needs and Disability.

For example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementChild Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementchild outcomes, and reduce the achievement gap.

A new section on the U.S. Department of Education's website notes that the government is «currently rethinking its accountability system in order to shift the balance from a system focused primarily on compliance to one that puts more emphasis... on educational results and functional outcomes for children with disabilities.»

It describes how Mayor Bloomberg's Children First reforms have left students with disabilities out and calls for the New York City Department of Education (DOE) to focus on specific reform priorities....

Our organization focuses exclusively on some of the most vulnerable children in charter schools; those with disabilities.

For every parent eager to find a school that focuses on their child's type of challenge, there are others who remember and still fight efforts to push children with disabilities into separate, dramatically unequal facilities.

This article describes PHAST (for Phonological and Strategy Training), a research - based remedial reading program that focuses on the primary obstacles to word identification learning and independent decoding that most students with reading disabilities face and the steps necessary to help these children achieve independent reading skills.

This paper focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning.

Often times, children with disabilities are removed from the general curriculum and focus only on vague goals that the team members create.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

«While we are pleased to see that H.R. 5 maintains statewide annual assessments, other provisions of the bill will significantly weaken the law's focus on the very groups of children who are at its heart — low - income children, racial minorities, English learners and students with disabilities.

Investigation of the issues and trends in education of infants, children and youth with hearing and / or visual disabilities: focus on research, curriculum, instructional strategies and other administrative concerns.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

NCLB requires schools to focus on providing quality education to students who are often underserved, including children with disabilities, from low - income families, non-English speakers, as well as African - Americans and Latinos.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

Our collective approach as a state will be to focus on uncovering solutions to better support these young people based on the strong belief that when districts improve teaching and learning for students with disabilities, then all children will succeed because educators are finally tackling deep - rooted, systemic issues.

As long as students are enrolled in public school, they are entitled to protections provided by federal laws that focus on disabled children, such as the Individuals with Disabilities Education Act (IDEA).

The Individuals with Disabilities Education Act (IDEA) of 1997 and the No Child Left Behind (NCLB) Act of 2001 focus on improved achievement by all students.

However, the main investment in the education of children with Special Educational Needs or Disability (SEND) has focussed on the systems which govern access to provision.

While their focus so far has been on building homes for the elderly, people with disabilities, and families with school - age children, they hope to continue their work until everyone who lost a home can return.

It's important to form powerful partnerships with all families, but this blog post focuses on building a supportive relationship with families of children with disabilities.

This training focuses on teaching the AutPlay Therapy treatment approach, a Play Therapy and Behavioral Therapy based approach to working with children and adolescents with autism spectrum disorder, neurodevelopmental disorders, and other developmental disabilities.

Most studies, however, have focused on general program quality, not the quality of inclusion for individual children with disabilities and their families.

«From managing the diverse needs of families of children with a disability to recognising the role that practitioners can play in helping parents improve outcomes for children with chronic illnesses, this year's program really does focus on ensuring that every family has access to the support they need.»

The CDE has also been working with these theories for some years but with more of a focus on those children labelled as having severe disabilities.

IDEA focused on providing children with disabilities educational environments where they were able to be with their peers, who do not have disabilities, to aid in their social emotional development (Aldersley, 2002).

ZERO TO THREE MARCH 2018 VOL 38 NO 4 ZERO TO THREE JOURNAL Taking a Global View on Infants, Toddlers, and Their Families IN THIS ISSUE Supporting Parents Around the World to Provide Nurturing Care A Worldwide Focus on Mental Health Inclusive Early Childhood Development for Children With Disabilities Changing the Global Mindset on Fathers Taking a Global View on Infants, Toddlers, and Their Families www.zerotothree.org/journal ALSO IN THIS ISSUE Around the World With ZERO TO THREE: A Sample of Global Engagement by Members of the Board, Academy Fellows, and Staff

The focus of the Inclusion Leader is on the children with diagnosed disabilities, children with challenging behaviours and families who are struggling.

The resources below focus on how early intervention programs and providers can support family involvement and active participation in the early intervention services their young child with disabilities receives.

While early childhood settings have long been a mainstreaming placement for children with disabilities, today the focus is on inclusion.

To illustrate, fathers of children with intellectual disabilities who reported being more present - focused on a mindful parenting scale also reported more involvement in child - related parenting and roles related to child socialization (MacDonald et al. 2009).

In addition to his research and development efforts at Juniper Gardens, his work with Integrated Behavioral Technologies, a nonprofit organization that serves children with disabilities, focuses on developing and maintaining sustainable web - based training solutions for paraprofessionals who provide in - home therapy for children with autism.

Focuses on «high needs» children, including children with disabilities and English language learners.

Focusing on developmental goals, intentional music interventions help children with disabilities become successful in inclusive early childhood programs.

She uses mixed qualitative and quantitative methods in her research, which has focused primarily on developing the early childhood workforce to provide high quality care, education, and intervention to young children with and without disabilities and their families.

NASDSE and its members, the state directors of special education, provide leadership focused on the improvement of educational services and positive outcomes for children and youth with disabilities throughout the United States and outlying areas.

The focus of the mandate of the Special Joint Committee on Child Custody and Access, as set out in the order of reference adopted by the Senate and the House of Commons, may, in fact, be too narrow, and does not take into consideration the variety of family formations in Canada, which include families with parents with disabilities, same sex couples, aboriginal peoples and peoples from different cultures.

CPIR serves as a central resource of information and products to the community of Parent Training and Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities.

Five focused on specific risk groups — parents of children aged 0 — 3 years (Barlow and Parsons, 2003); parents of 3 — 10 year olds (Barlow, 1999); teenage parents (Coren and Barlow, 2001); parents with intellectual disabilities (Feldman, 1994) and parents from minority ethnic groups (Barlow et al., 2004).

Consistent with the broader field of developmental disabilities [50], interventions targeting behavior and mental health problems in preschool and school - aged children with FASD have predominately focused on parent training interventions.

More recently, research identifying the positive aspects of raising a child with a disability has increased, with families identifying both positive and negative outcomes associated with raising children with ASD [e.g. 18], and a focus on resilience in family members [e.g. 19, 20].