Most common disabilities in the state
include specific learning disabilities, speech or language impairment, and autism.
These included specific learning disabilities (such as with reading, writing, mathematics), low socio - economic status, low motivation, prior achievement difficulties, and even aspects of personality, such as low conscientiousness or high neuroticism.
Not exact matches
Some of the many benefits a Postpartum Doula provides for you and your baby
include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with
disabilities can also benefit greatly by
learning special skills
specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.
Specifically, the course will explore (1) the historical and theoretical foundations of inclusive education; (2) research related to implementation; (3) research related to inclusive education; (4) whole - school change models of inclusive education
including response to intervention and universal design for
learning; (5) controversies surrounding inclusion; and (6) considerations and reservations concerning inclusion as it impacts
specific disability populations and age groups.
The plan still
includes tracking performance on annual standardized tests in grade 3 - 8 and in
specific high school courses, measuring how well non-native English speakers are
learning the language, and breaking down student performance by subgroups such as ethnicity, economic status, and students with
disabilities.
This program provides academic and therapeutic services for children, adolescents and young adults ages 3 through 21 with extraordinary needs
including Autism,
Specific Learning Disabilities, Intellectual
Disabilities, Traumatic Brain Injuries and Emotional
Disabilities.
With a multitiered instructional framework, schools identify students at risk for poor
learning outcomes through universal screening,
including those who may have a
specific learning disability.
Students of color are overrepresented in the
specific categories of special education that are deemed most «stigmatizing,»
including intellectual
disabilities, emotionally disturbances, and
specific learning disabilities.
(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.
Special education programs and services are provided by trained personnel in the following areas as defined by federal and state law: autism, deaf - blindness, deafness, developmental delay, hearing impairment, intellectual
disabilities, multiple
disabilities, orthopedic impairment, other health impairment, emotional
disabilities,
specific learning disability, speech or language impairment, traumatic brain injury or visual impairment
including blindness.
Issues
include how to ascertain current level of educational achievement; passing grades and parental or tutoring assistance received outside of school; impact of high IQ on achievement levels; and requirements for evaluations of a child who may have a
specific learning disability (SLD).
A trained service animal has
learned to perform one or more
specific tasks for a person with a
disability, which can
include a psychiatric disorder.
Developed Individual Educational Plans (IEP) designed to promote academic achievement and social - emotional development through specially designed instruction for students with
disabilities including, but not limited to, Specific Learning Disability (SLD), Intellectual Disability (ID), Emotional Disturbance (ED), Other Health Impairment (OHI), Multiple Disabilities (MD),
disabilities including, but not limited to,
Specific Learning Disability (SLD), Intellectual
Disability (ID), Emotional Disturbance (ED), Other Health Impairment (OHI), Multiple
Disabilities (MD),
Disabilities (MD), and Autism.
«
Specific student subgroup populations are at increased risk of being bullied,
including youth who are lesbian, gay, bisexual, and transgender (LGBT); youth with physical, emotional and / or
learning disabilities; and youth who are overweight.
Although not all of our clients have a diagnosis, some of the many labels that have benefitted from our services
include: ADHD, Autism Spectrum Disorders - Levels 1 and 2, High Functioning Autism, Asperger's Syndrome,
learning disabilities, sensory dysregulation, executive dysfunction, twice - exceptional, gifted and talented, social anxiety, socially phobic, expressive - receptive language issues,
specific language impairment, traumatic brain injury, Tourette's Syndrome, PDD - NOS, Dysgraphia, etc