With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of
the performance of children with disabilities in each state.
Not exact matches
«Not only are there applications for healthy people to better realize their potential, but EEG - neurofeedback work has been extended to pathology, as in the case
of children with attentional
disabilities and [transcranial magnetic stimulation] for depression,» notes psychologist John Gruzelier
of Goldsmiths College in London, who has been working on training musicians to control their own brain waves, thereby improving
performance.
The white matter variations accounted not only for the range
of scores among typical readers but also for the differences in
performance between these
children and others
with a likely reading
disability.
Phenotypic
performances profile
of children with reading
disabilities: A regression - based test
of the phonological - core variable - difference model
A
child may be found eligible for special education and related services as a
child with an intellectual
disability if there is an adverse effect on the
child's educational
performance due to documented characteristics
of intellectual
disabilities which are described as a significantly sub average general intellectual functioning, existing concurrently
with deficits in adaptive behavior and manifested during the developmental period.
A
Child with a Disability or Student with a Disability means a child, birth to age 21, evaluated in accordance with IDEA or COMAR having any of the following disabilities, causing an adverse effect on the child's educational performance resulting in the need of special education and related serv
Child with a
Disability or Student
with a
Disability means a
child, birth to age 21, evaluated in accordance with IDEA or COMAR having any of the following disabilities, causing an adverse effect on the child's educational performance resulting in the need of special education and related serv
child, birth to age 21, evaluated in accordance
with IDEA or COMAR having any
of the following
disabilities, causing an adverse effect on the
child's educational performance resulting in the need of special education and related serv
child's educational
performance resulting in the need
of special education and related services:
Officials from the North Carolina Department
of Public Instruction will present an alarming report on the educational
performance of students
with disabilities at today's State Board
of Education meeting that calls into question the quality
of education the state's most vulnerable
children receive.
A
child may be found eligible for special education and related services as a
child with multiple
disabilities if there is an adverse effect on the
child's educational
performance due to documented characteristics
of multiple
disabilities which are described as simultaneous impairments (Such as intellectual
disability with blindness, intellectual
disability with orthopedic impairment), the combination
of which causes such severe educational needs that they can not be accommodated in special education programs solely for one
of the impairments (this terms does not include deaf - blindness).
(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.
Perhaps the evaluation's sharpest criticism came in School Works» assessment
of AAC's plan for «at - risk»
children, slamming the group's limited budget for psychological services, scant details on its capacity to work
with English language learners and its overall ability to boost
performance for students
with disabilities.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students
with Disabilities (2001) E654: Five Strategies to Limit the Burdens
of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students
with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students
with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students
with Emotional and Behavioral Disorders (2000) E564: Including Students
with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their
Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination
of Students
with Severe
Disabilities (2002) E609: Public Charter Schools and Students
with Disabilities (2001) E616: Research on Full - Service Schools and Students
with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education
of Students
with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing
of Text: Improving Reading Comprehension for Students
with Learning
Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students
with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students
with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary
of Current Practices (2003) E647: Teaching Decision Making to Students
with Learning
Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students
with Learning
Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in
Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
The Human Animal Bond Research Institute (HABRI) announced today it has awarded a $ 33,717 grant to the Texas Tech University for a new study, Integration
of AAI and Applied Behavior Analysis to Improve Academic
Performance in
Children with Intellectual and / or Developmental
Disability (IDD).
Texas Tech University — Integration
of AAI and applied behavior analysis to improve academic
performance in
children with intellectual and / or developmental
disability