Sentences with phrase «special educational services as»

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As a special service to our professional partners, Edward Jones publishes complimentary educational brochures and quarterly journals on topics of particular relevance to legal and tax professionals who provide clients guidance regarding financial concerns.

Gary McAllister paid a very special visit to Toxteth Fire Fit Hub as the Liverpool FC Foundation teamed up with Merseyside Fire and Rescue Service to deliver new practical and educational activities to local youngsters.

Dr. Eastwood works as Senior Director of Intensive and Special Education Services at Lincoln Child Center in Oakland, and partners with Whole Child Wellness to provide psychotherapy and psycho - educational services for our fServices at Lincoln Child Center in Oakland, and partners with Whole Child Wellness to provide psychotherapy and psycho - educational services for our fservices for our families.

Such an education consists of regular or special education and related aids and services designed to meet the individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met.

As the Head of Special Education Services you will focus on educational leadership - participating in delivering the vision of the department and developing the qualit...

These involve recent LEA boundary changes that have not yet been incorporated into the Census database for LEAs (which usually takes two to three years), charter schools that are treated as separate LEAs under the laws of some states but are not in the Census LEA database (because they are not based on exclusive geographical boundaries), and some special purpose LEAs that provide particular educational services (such as vocational and technical education or education for certain students with disabilities) to multiple «regular» LEAs in certain states.

Each student with a disability, as such term is defined in section 200.1 (cc) of this Title, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student's special educational needs.

As mentioned previously, receiving a special education designation brings with it certain legal rights for services or accommodations in the public educational sphere, as provided by the federal law known as the Individuals with Disabilities Education Act (IDEAAs mentioned previously, receiving a special education designation brings with it certain legal rights for services or accommodations in the public educational sphere, as provided by the federal law known as the Individuals with Disabilities Education Act (IDEAas provided by the federal law known as the Individuals with Disabilities Education Act (IDEAas the Individuals with Disabilities Education Act (IDEA).

She founded and was principal of a school for children with special needs in Singapore, and later founded and served as Executive Director of Live and Learn, the largest educational consulting firm in Singapore, an organization dedicated to training and supporting teachers to provide effective inclusion services.

The Johns Hopkins School of Public Health Military Child Initiative assists public schools to improve the quality of education for highly mobile and vulnerable young people with a special focus on military children and their families by providing national, state and local education agencies, as well as schools, parents and health, child welfare, juvenile justice and educational professionals with information, tools and services that enhance school success.

In 2016, Jared Bissen accepted the position of Director of Special Education for Gem Innovation Schools and continues his passion to improve the educational outcomes of students with disabilities as he coordinates services throughout the network of schools.

An «appropriate» public education under § 504 and Title II means the provision of regular or special education as well as related aids and services that are designed to meet the individual educational needs of the qualified student with a disability.

These may include training for teachers, additional accommodations, increased special education services, direct staff support (such as a one - on - one paraprofessional or other direct adult support or su - pervision), support from a behavior specialist, counseling or any other appropriate supports and services and that enable the child to make educational progress in his or her least restrictive environment.

She did not convince us that she had a clear understanding of the other aspects of this complex role, such as: early years; primary education; children's services; child protection; looked - after children; special educational needs; further education; and the educational support role for which local authorities are inspected

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.

Special education (SPED)-- Specially designed instructional and related services delivered at no cost to the parent that adapts the curriculum, materials or instruction for students identified as having educational or physical disabilities under federal law and tailored to the individual student's needs and learning style and provided in a general education or special education classroom, home, hospital, separate school or other sSpecial education (SPED)-- Specially designed instructional and related services delivered at no cost to the parent that adapts the curriculum, materials or instruction for students identified as having educational or physical disabilities under federal law and tailored to the individual student's needs and learning style and provided in a general education or special education classroom, home, hospital, separate school or other sspecial education classroom, home, hospital, separate school or other setting.

Improving the educational outcomes of students receiving special education services, as for any other student group, requires a sustained focus on teaching and learning, aligned actions across the district, and continuous monitoring of the degree of implementation of such actions to assess the impact on student learning.

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).

Charter schools, such as those associated with Achievement First, Inc. the charter school management company co-founded by Governor Malloy's Commissioner of Education and the FUSE / Jumoke Academy charter school management company, consistently fail to provide educational programing to their fair share of non-English speaking students and those who students who need special education services.

Critics also say that the ability of local councils to provide extra services for schools such as help for children with special educational needs will be weakened if a lot of schools in an area become academies.

In addition, they receive money which would previously have been held back by the local authority to provide extra services across all schools, such as help for children with special educational needs.

Since the formation of these consortia, participating schools have vastly improved the quality of special education services available to their students, and many have secured status as independent local educational agencies (LEAs) for special education.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as teacher judgment, interviews with parents, and developmentally appropriate measures».

If you provide one of the services listed below, you qualify as a teacher only if you are licensed, certified, or registered by the appropriate state education agency for that area in which you are providing related special educational services, and the services you provide are part of the educational curriculum for handicapped children.

Now, as you watch the bouncing ball, note that although one can't imagine that Pryor was trying to «doctor» the job posting, the advertisement did include the rather odd addition that, «A 092 Certificate (Intermediate Administrator), or 093 Certificate (Superintendent), Sixth Year Diploma in Educational Leadership, or an Ed.D. (Doctorate in Educational Leadership) may be substituted for one (1) additional year of the General Experience» and «An advanced degree and five (5) years of managerial experience in the oversight of the development or administration of an educational bureau, system, operation, school or service may substitute for the General Experience and the Special Experience.»

(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.

Fragment still further access to local authority support services, such as support for disabled children and young people and those with special educational needs, and weaken local co-ordination of education provision.

A little over 5 percent of students identified as needing special educational services receive them in settings outside the regular school setting (separate school, residential facility, homebound, or hospital).

While private schools that receive vouchers through the program can not discriminate against students with disabilities, they are also not required to offer special education services beyond those that can be provided with «minor adjustments» to their educational program.2 This means that schools can deny admission outright to students such as Trinity if their needs are considered too severe.

Schools are also allowed to shield from charter use rooms not used for classrooms such as Small Learning Community sites, space for district police, regional special educational testing centers, health center clinics, food service and Beyond the Bell programs.

If you provide one of the following services, you qualify as a teacher only if you are licensed, certified, or registered by the appropriate state education agency for that area in which you are providing related special educational services, and the services you provide are part of the educational curriculum for handicapped children.

SASIA provides its members with services such as educational workshops, networking functions, and special reports on breakthrough solar innovations.

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Solutions offered by Paula on behalf of the legal profession included a national register and a code of practice, mandating EHC plans for children with cerebral palsy be dealt with as special cases, and a requirement that they set out a child's entire needs from both a health, social care and education perspective, whilst also identifying all the services and support needed both at home and in an educational setting.

• Provided instructional methodology and behavioral support to teachers and caregivers • Developed and implemented individualized patient and family - centered educational programs in collaboration with educational institutes • Implement and evaluate autism services of eligible children and their families • Compile special education program information into documents and reports • Act as a resource for information regarding laws, regulations and procedures regarding special education programs

Jacobson Behavioral Healthcare, Lufkin, TX 6/2012 to Present Residential Care Worker • Check notes on assigned resident to determine special needs and care • Provide physical care such as bathing, toileting, grooming and dressing • Ascertain that residents» meals are prepared in accordance to their health allowances and preferences • Provide one on one counseling services to residents to ensure their emotional and mental wellbeing • Teach daily living skills such as shopping and budgeting • Assist residents in running errands such as shopping • Provide assistance in claiming benefits by educating them on their rights and who to contact • Help residents in overcoming problems with dependencies and assist them in becoming independent • Give medication reminders and assist in partaking meals • Liaise with families to provide them with information on dealing with residents • Work with healthcare professionals to ensure provision of optimum physical and emotional care • Ascertain that the environment that residents are living in is safe • Implement placement plans and ensure that it progresses appropriately • Facilitate and participate in planned social, educational and leisure activities • Observe residents for signs of distress and report findings immediately

Education outreach coordinators work as spokesmen for an educational institute in order to obtain funding for special projects, and to educate individuals and groups about the availability of services and facilities.

(Insert Desired Position)-- Duties & Responsibilities Professional with advanced training and experience in education, government, and law Design and implement engaging curriculum for students of varying backgrounds and abilities Oversee classroom management ensuring an atmosphere conducive to learning Conduct student assessments, discipline, and recognition of successes Serve as a liaison between schools, parents, and student guardians Set and strictly adhere to project budgets, timelines, and educational goals Organize political campaign for Bob McDonnell for Governor of Virginia Manage volunteers responsible for phone campaigns, special events, and poll administration Utilize strong interpersonal skills and customer service experience to build professional relationships Perform all duties with poise, integrity, and positivity

Administrative Assistant — Duties & Responsibilities Provide office management and administrative support across a variety of industries and settings Consistently promoted for excellence in both educational and for - profit industries Train new team members ensuring they understand the brand and adhere to company policies and procedures Manage large staffs of sales and customer service professionals, administrative personnel, and volunteers Oversee daily office administration and special events ensuring effective and efficient operations Author and present various departmental progress and accounting reports to senior leadership Manage accounts payable / receivable, budgets, and other accounting functions Support sales, marketing, and customer service personnel ensuring profitable operations Design and implement marketing and sales strategies resulting in significant company revenues Serve as liaison between multiple departments and senior leadership Manage corporate correspondence and reception duties including written, telephone, and in - person service Develop and strengthen relationships with clients, partners, and community leaders Encourage high customer retention by maintaining friendly, supportive contact with existing clients Organize conference calls, meetings, and travel arrangements Study internal literature to become an expert on products and services Represent company brand with poise, integrity, and positivity

«Providing Independent Educational Evaluations (IEE) and other testing services in partnership with school districts or as a second opinion to diagnose educational disabilities such as ADHD, Autism, reading disabilities, and Dyslexia for special education.»

As well as showing larger unfavorable effects on school performance and receipt of special educational services than did the full sample, program group adolescents with younger siblings were more likely than their control group counterparts to be suspended or expelled from and to drop out of school - perhaps because they were also more likely to provide care for their siblingAs well as showing larger unfavorable effects on school performance and receipt of special educational services than did the full sample, program group adolescents with younger siblings were more likely than their control group counterparts to be suspended or expelled from and to drop out of school - perhaps because they were also more likely to provide care for their siblingas showing larger unfavorable effects on school performance and receipt of special educational services than did the full sample, program group adolescents with younger siblings were more likely than their control group counterparts to be suspended or expelled from and to drop out of school - perhaps because they were also more likely to provide care for their siblings.

The child and adolescent psychiatrist will then make recommendations on appropriate school placement, the need for special help such as special educational services or speech - language therapy and help parents assist their child in maximizing his or her learning potential.

Our findings, if replicated, have implications for policy, health and special educational service delivery as we found that experiencing financial difficulty or stress is at the very least associated with a small increased risk of ADHD symptoms in children.