The Early Stages Center will evaluate children ages 3 to 5 for development delays and identify services for them.
Parents of special education students in a Kentucky school district have formed their own Parent Teacher Association to represent their unique needs, an article in the Louisville Courier-Journal reports. The group, which formed in March in Oldham County, offers support and resources to parents and works to improve communication with the district. School officials say they hope it's a model for other districts in the state and around the nation, the article said. The article reports there are as many as 170 special education PTA groups across the nation. "What it comes down to is that it's the right thing ...
Local costs in the state have risen over the past five years, perhaps because of a rise in the number of students with severe disabilities.
The independent federal agency makes recommendations on issues affecting Americans with disabilities.
The technology was more effective in helping to accomplish goals in the IEP than other interventions.
Parents of students with profound disabilities are opposing a plan by a suburban Chicago school district to close a special school for those students and include them into general elementary school classrooms, according to the Chicago Sun-Times. The idea behind Evanston-Skokie District 65's inclusion plan is to make special education "a service, not a place," the article says. But these parents say they have tried inclusive arrangements and they don't work out well for their children, the article says. Schools around the nation have moved toward inclusion over the years with different levels of success, the article notes. What has ...
The Clark County district plans to build a school for highly gifted students in grades 6-12
Children covered by the program were given the drugs at a rate four times higher than for children with private insurance.
Bills introduced in the House and Senate follow a government report last spring finding misue of the practices.
Absences from class were the most important factor in explaining why students with disabilities fail more classes and have lower grades than their peers without identified disabilities in Chicago public schools, according to a new report by the Consortium on Chicago School Research. "Once we take into account the fact that students with disabilities miss many more days of school, their course failures and grades are similar to those of students without disabilities," says the report. Race, gender, socioeconomic status, age, and the types of schools students attend also explained part of the difference in academic performance. Self-reported study habits ...