Programming For Serving Children With Special Needs
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Programming For Serving Children With Special Needs
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Author : Association for Library Service to Children. Library Service to Children with Special Needs Committee
language : en
Publisher: Chicago : American Library Association
Release Date : 1993-12-31
Programming For Serving Children With Special Needs written by Association for Library Service to Children. Library Service to Children with Special Needs Committee and has been published by Chicago : American Library Association this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993-12-31 with Education categories.
Whether you're looking for innovative programming specialized literature resources, or suggestions on motivating young patrons to read, ALA Editions has something for you. With these authoritative selections, you can: -- Expand outreach to children with special needs and hard-to-reach public segments -- Create multicultural collections and programming -- Entertain children with top-notch programming material Helps librarians tear down obstacles that keep disabled children from working and reading alongside their nondisabled friends. Provides sample procedures to make library usage easier and more enjoyable for young patrons with special needs.
Including Families Of Children With Special Needs
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Author : Carrie Scott Banks
language : en
Publisher: American Library Association
Release Date : 2014
Including Families Of Children With Special Needs written by Carrie Scott Banks and has been published by American Library Association this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Family & Relationships categories.
More than 6.5 million children in the US receive special education services; in any given community, approximately one child out of every six will get speech therapy, go to counseling, attend classes exclusively with other children with disabilities, or receive some other service that allows him or her to learn. This new revised edition is a step-by-step guide to serving children and youth with disabilities as well as the family members, caregivers, and other people involved in their lives. The authors show how staff can enable full use of the library’s resources by integrating the methods of educators, medical and psychological therapists, social workers, librarians, parents, and other caregivers. Widening the scope to address the needs of teens as well as preschool and school-age children, this edition also discusses the needs of Spanish-speaking children with disabilities and their families, looking at cultural competency as well as Spanish-language resources. Enhanced with checklists, stories based on real experiences, descriptions of model programs and resources, and an overview of appropriate internet sites and services, this how-to gives thorough consideration to Partnering and collaborating with parents and other professionals Developing special collections and resources Assessing competencies and skills Principles underlying family-centered services and resource-based practices The interrelationship of early intervention, special education, and library service This manual will prove valuable not only to children’s services librarians, outreach librarians, and library administrators, but also early intervention and family support professionals, early childhood and special educators, childcare workers, daycare and after school program providers, and policymakers.
Serving Children With Special Needs
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Author : United States. Office of Child Development
language : en
Publisher:
Release Date : 1972
Serving Children With Special Needs written by United States. Office of Child Development and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1972 with Child development categories.
Equity In Quality Of Special Education Programming
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Author : Eileen Harmon Council
language : en
Publisher:
Release Date : 2009
Equity In Quality Of Special Education Programming written by Eileen Harmon Council and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
With over 6 million children receiving some form of special education in the United States, and federal legislation mandating that all disabled students be provided with a free and appropriate education (FAPE) in the least restrictive environment (LRE), school districts are facing the daunting task of providing individualized services for a growing percentage of special education students. Unfortunately, it is well established in the research literature that special needs students who "belong" to racial and ethnic minority groups and/or are from low Socioeconomic Status classes have traditionally been over-represented in special education. Disturbingly, not only are minorities over-represented in special education classification, they are also under-funded. While research contends that the actual level and quality of service received by members of the above groups tend to be sub-standard to those of their white and/or higher income counterparts, parent perceptions regarding this may or may not align with this fact. This leaves the potential for a gap to exist between what objective measurements and observations uncover and what the parent holds to be true. This also raises the question of ethics in equity of information access for those with limited cultural or social capital. This qualitative study examines the perceptions parents from various demographic groups have regarding the special education services their children receive. Interviews with parents of special needs children who are from the Philadelphia and surrounding areas serve as the primary data source. Additionally, information gathered while assuming the role of observer participant in a local support group serve as a support source of data for my study. A variety of sources were used to gather data on parent perceptions for this study. The parents of twelve special needs children were interviewed for this study. Each parent was asked a series of questions regarding their experiences with their child(ren)'s special education including, but not limited to, identification of the disability; ease/difficulty of obtaining services; design of education program offering; initiation of services; IEP implementation; and goal attainment. Several characteristics of the participants were focused on to identify commonalities among participants that determine likenesses in perceptions of various aspects of interest relating to special education services. Participation/observation in a support group for parents of special needs children, in addition to the literature distributed at that session also served as data sources for this study and that led to the study findings. Survey quantitative data, and information from limited IEP review, were also contributors to the pool of data that ultimately led to the study findings and recommendations. The conduction of a focus group was planned and attempted on more than one occasion during the study period, however, the recruitment of an acceptable number of willing participants proved to be an insurmountable challenge. One major area of interest in the study included determining if the participants believed there were differences in the special education services received by different students and if so, why. Interestingly, all of the respondents answered yes and identified eleven "major contributors" to the differences. The four considered most significant by a majority of the participants include Parental Persistence, Time Availability of the parents, the Connectedness/Access to Information maintained by the parents, and belonging to a high SES. After studying the content of all of the interviews, noticeable likenesses in the characterizations of the mindset of the participants regarding special education emerged. This commonality was so strong that it led me to give this phenomenon or theoretical concept a name - Framing Mindset. Each participant, as a result of her experiences over an extended period of time with the "universe of special education" develops a certain "casting point" where the parent's attitude becomes "set" and future decisions regarding special education programming for that child follow similar thought patterns. Thus, the parent has adopted one of three "mindsets" that serve as the "framework" from which all of their educational choices are built. Finally the study looked at the question: "How does a special needs parent's current stage of grief (Denial, Anger, Bargaining, Depression, and Acceptance) relating to having a son or daughter with a long term, often lifelong disability, influence the perception of the variables (quality, appropriateness, timeliness, comprehensiveness) comprising his or her child's educational programming?" According to the responses given by the study participants, the majority of the respondents had a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; a small number of respondents did not have a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services; and for less than one quarter of the respondents it was not possible to determine if there was a connection between the stage on the Kubler-Ross' Grief Cycle and their satisfaction level with special education services. The results of this study have implications for advocacy/parent education, professional support group/facilitator training, and education policy. First, the results of this study, tell us that a large majority of the participants believe that access to information is key to determining the composition of the special education program received by their child. Knowing this, the role of the advocate can become much more critical to both newly diagnosed parents and parents who are not well connected. Second, the literature, interview participants, and support group participants affirm that seeking out and attending support groups is often one of the first things the parent of a newly diagnosed disabled child does to both obtain information and relieve stress. Unfortunately, the participants also indicated their frustrations with the formats and content of the groups - enough so that most did not return. Therefore, it is recommended to be the most helpful to parents of special needs children through the support group venue, training for the potential facilitator and a quick survey to potential attendees to assess their interest, preferred format, and needs should occur first. Finally, the implications of information from the study for education policy relate to the both the implementation of special education law and the oversight of the implementation of special education law. All of the interviewees asserted that there are differences in special education services among special needs. As a result of this remarkable finding, I recommend that changes to education policy include a provision for local oversight or "watchdogging" of the process of special education service provision; tougher sanctions be developed for districts and private schools who fail to provide appropriate services to a disabled child or are found guilty of providing inequitable services; and that parent surveys about their home district be distributed annually with the district and private school's scorecard partially based on the survey scores.
Programming For People With Special Needs
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Author : Katie Stringer
language : en
Publisher: Rowman & Littlefield
Release Date : 2014-07-10
Programming For People With Special Needs written by Katie Stringer and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-07-10 with Business & Economics categories.
Programming for People with Special Needs: A Guide for Museums and Historic Sites will help museums and historic sites become truly inclusive educational experiences. The book is unique because it covers education and inclusion for those with both intellectual and learning disabilities. The book features the seven key components of creating effective programming for people with special needs, especially elementary and secondary students with intellectual disabilities: Sensitivity and awareness training Planning and communication Timing Engagement and social/life skills Object-centered and inquiry-based programs Structure Flexibility In addition, this book features and discusses programs such as the Museum of Modern Art‘s Meet Me program and ones for children with autism at the Transit Museum in Brooklyn as models for other organizations to adapt for their use. Its focus on visitors of all ages who have cognitive or intellectual disabilities or special needs makes this title essential for all museum and historic site professionals, especially educators or administrators, but also for museum studies students and those interested in informal education.
Serving Students With Special Needs
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Author : Tom E. C. Smith
language : en
Publisher: Routledge
Release Date : 2015-06-26
Serving Students With Special Needs written by Tom E. C. Smith and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-06-26 with Education categories.
Serving Students with Special Needs provides administrators with essential knowledge about the requirements for special education services, as well as practical steps to ensure legal compliance and appropriate services for students with special needs. Each chapter includes basic information followed by specific suggestions or steps. This brief, easily applied, and highly practical guide covers: Instruction, including differentiated instruction and universal design for learning Assessment, including accommodations and modifications and response to intervention (RTI) Developing multi-tiered systems of support (MTSS) Student progress monitoring and using large data sets to inform decision making Mediation, due process hearings, and litigation Systems management and positive behavioral intervention supports (PBIS) Scenarios are presented along with suggested responses and solutions. Serving Students with Special Needs has been specifically developed to provide administrators with practical suggestions to quickly and effectively implement appropriate special education practices.
Welcoming Children With Special Needs Empowering Christian Special Education Through Purpose Policies And Procedures
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Author : Julie M. Lane, Ed.D.
language : en
Publisher: WestBow Press
Release Date : 2014-10-06
Welcoming Children With Special Needs Empowering Christian Special Education Through Purpose Policies And Procedures written by Julie M. Lane, Ed.D. and has been published by WestBow Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-06 with Education categories.
The Christian school community has a unique impetus for impacting the lives of students with special needs. Doctors Lane and Kinnison present this groundbreaking guide for administrators to lay foundational components in order to develop a successful and sustainable special needs program in a Christian school. Kinnison outlines God's purpose for bringing children with special needs into the world. Lane provides step-by-step guidelines for fostering an inclusive and sustainable school environment. This book seeks to support Christian school educators, parents of children with special needs, and disability ministries servants in their quests to transform an under-equipped, private educational institution into the indefatigable arms of Jesus that welcome. This book provides guidance to individuals who have and those who intend to develop a special needs program. Special education professors and researchers will find this text vital for working with pre-service Christian educators who wish to serve children with special needs. Christian schools--especially those that may have attempted and failed, or continue to struggle with developing their programs--will find this text an oasis for frustrated spirits. The past applications of these principles have achieved remarkable success. Now, with this text, leaders and innovators have a succinct, well-ordered guide for expediting their successes.
Preschool Programming Of Children With Disabilities
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Author : Roger Reger
language : en
Publisher:
Release Date : 1970
Preschool Programming Of Children With Disabilities written by Roger Reger and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1970 with Children with disabilities categories.
Programming For Children With Special Needs
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Author : Association for Library Service to Children
language : en
Publisher: Chicago : American Library Association
Release Date : 1981
Programming For Children With Special Needs written by Association for Library Service to Children and has been published by Chicago : American Library Association this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981 with Language Arts & Disciplines categories.
An Introduction To Young Children With Special Needs
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Author : Richard M. Gargiulo
language : en
Publisher: SAGE Publications
Release Date : 2018-12-07
An Introduction To Young Children With Special Needs written by Richard M. Gargiulo and has been published by SAGE Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-12-07 with Education categories.
An Introduction to Young Children with Special Needs: Birth Through Age Eight is a comprehensive introduction to educational policies, programs, practices, and services for future practitioners serving young children with delays or disabilities in early intervention-early childhood special education (EI-ECSE). Thoughtfully addressing the needs of children at risk for learning or development delays or disabilities, revered authors Richard M. Gargiulo and Jennifer L. Kilgo offer evidence-based interventions and instructional techniques that provide students with a broad understanding of important theoretical and philosophical foundations, including evidence-based decision making, developmentally appropriate practices, cultural responsiveness, and activity-based intervention.