Sentences with phrase «residential special education school»

Not exact matches

Before becoming a 1 - on - 1 Coach, I worked as a Special Education teacher in public school and residential settings.

An administrator within the special education department of the Longwood Central School district allowed the child to stay in the school's residential facSchool district allowed the child to stay in the school's residential facschool's residential facility.

Bradley Hospital provides a continuum of inpatient, school, residential, partial outpatient and special education services for infants, children and adolescents.

He reminds us that «in the US, wealthy children attending public schools that serve the wealthy are competitive with any nation in the world... [but in]... schools in which low - income students do not achieve well, [that are not competitive with many nations in the world] we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.»

The D.C. Public Charter School Board has approved three new charter schools: a residential school meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanSchool Board has approved three new charter schools: a residential school meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool meant for children in foster care, a K - 8 school targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool targeted at students with special needs, and a middle school that emphasizes international education and foreign lanschool that emphasizes international education and foreign language.

Furthermore, in the schools in which low - income students do not achieve well, we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.

If a charter school expects that a special needs student currently enrolled in the charter school may be in need of the services of a private day or residential school, it shall convene an individual education plan team meeting for the student.

The Department for Education should also improve the supply of quality school leaders into special schools, and replace current national minimum standards for residential special schools with new national quality standards.

A «striking level of mistrust» between residential special schools and councils isolates them from the rest of the education sector and causes negative outcomes for their pupils, a government report has warned.

The Education Specialist Credential authorizes the holder to teach students with mild / moderate or moderate / severe disabilities (grades TK - age 22) in public or private school programs, clinics, special schools, resource classrooms, educational programs, residential facilities, hospitals, and other agencies serving persons with disabilities.

For information about complaints related to Private Residential Facilities and Private Special Education Day Schools, see Private Day & Residential Schools

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

* All schools are private special education schools accredited by the Department of Elementary and Secondary Education, approved by the school district in which they are located, affiliated with the Massachusetts Association of Approved Private Schools (MAAPS) and co-located on campuses with therapeutic residential prschools are private special education schools accredited by the Department of Elementary and Secondary Education, approved by the school district in which they are located, affiliated with the Massachusetts Association of Approved Private Schools (MAAPS) and co-located on campuses with therapeutic residential education schools accredited by the Department of Elementary and Secondary Education, approved by the school district in which they are located, affiliated with the Massachusetts Association of Approved Private Schools (MAAPS) and co-located on campuses with therapeutic residential prschools accredited by the Department of Elementary and Secondary Education, approved by the school district in which they are located, affiliated with the Massachusetts Association of Approved Private Schools (MAAPS) and co-located on campuses with therapeutic residential Education, approved by the school district in which they are located, affiliated with the Massachusetts Association of Approved Private Schools (MAAPS) and co-located on campuses with therapeutic residential prSchools (MAAPS) and co-located on campuses with therapeutic residential programs.

Similarly, the disruptions of moving into and out of hospitals, foster homes, and residential treatment facilities will disrupt learning and interfere with success at school, which has consequences not only for special education but also for delinquency.20 In this vein, research has found that removal from the home and multiple placements occasioned by spending time in foster care are also associated with increased criminal activity.21

Our programs include residential and community - based programs and three private special education (Chapter 766) schools.

These findings suggest that deviant peer affiliation, in particular, plays a role in explaining high substance use levels in SEB / RYC and those factors relevant to the residential settings and special education schools might also contribute to substance use in these high - risk groups.