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Special Education in Context 5 Circumstances
SPECIAL EDUCATION 1 IN CONTEXT People, Concepts, and Perspectives e are all different. It is what makes us unique and interest- LEARNING OBJECTIVES ing human beings. Some differences are obvious, such as our height, the color of our hair, or the size of our nose. Other fea- W After reading Chapter 1, you should be able to: tures are not so readily discernible, such as our reading ability or politi- cal affiliation. Of course, some characteristics are more important than 1.1 Define exceptional children, disability, others. Greater significance is generally attached to intellectual ability handicapped, developmentally delayed, at than to shoe size. Fortunately, appreciation of individual differences is risk, and special education. one of the cornerstones of contemporary American society. Although most people would like to be thought of as “normal” or 1.2 Identify the thirteen disability categories “typical” (however defined), for millions of children and young adults, recognized by the federal government. this is not possible. They have been identified and labeled by schools, 1.3 Compare prevalence and incidence. social service agencies, and other organizations as exceptional, thus distribute requiring special educational services. This textbook is about these indi- 1.4 Describe the historical evolution of viduals who are exceptional. services for children and adults with You are about to embark on the study of a vibrant and rapidly changing or disabilities. field. Special education is an evolving profession with a long and rich heri- 1.5 Summarize the related services available tage. The past few decades in particular have been witness to remarkable to students with disabilities. -
An Environment Where the Excitement of Teaching and Learning Is Shared by All SOCSD
South Orangetown Central School District An Environment Where the Excitement of Teaching and Learning is Shared by All 2016-2017 CALENDAR SOCSD WILLIAM O. SCHAEFER COTTAGE LANE ELEMENTARY SOUTH ORANGETOWN MIDDLE SCHOOL TAPPAN ZEE HIGH SCHOOL SOCSD South Orangetown Central School District Calendar 2016-2017 Dear Residents, will be working closely with the community in order to develop goals that are consistent with our shared vision for our children. Whether you are new to the South Orangetown Central School District or a returning member of our community This year, as every year, we commit ourselves to providing the very best academic of learners, we welcome you to the 2016-2017 school experience to our students. As we work together to ensure that each child year! This year, approximately 3,400 students will be enrolled in the South Orangetown Central School District receives the best engaged by many exciting opportunities to learn in safe education possible, we need your cooperation and support. One of the most and productive schools. We will continue to develop important tasks that our community must face is the building of partnerships instructional strategies that are aligned with the unique that are responsive to the needs of our children and their families. As such, I look learning characteristics of each of our students while forward to serving the South Orangetown Central School District and am excited stressing skills, concepts, and information that each will need to thrive in today’s at the prospects that the new school year brings! world. As we have learned, when students take ownership of their own learning, Sincerely, they achieve at high levels. -
Use of Song As a Memory Device to Access and Recall Embedded Standards‐Based Academic Content
Use of Song as a Memory Device to Access and Recall Embedded Standards‐Based Academic Content by Patricia Ogura A curriculum project submitted to Sonoma State University In partial fulfillment of the requirements For the degree of Master of Arts In Education Special Education Emphasis _____________________________ __________ Emiliano Ayala, Ph.D., Chair Date _____________________________ __________ Stephen Cederborg, Ph.D. Date _____________________________ __________ Kelly Estrada, Ph.D. Date Copyright 2008 by Patricia Ogura ii AUTHORIZATION FOR REPRODUCTION OF MASTERʹS PROJECT Permission to reproduce this project in its entirety must be obtained from me. Permission to reproduce parts of this project must be obtained from me. ____________________________ ____________________________________ Date Signature Patricia Ogura iii Use of Song as a Memory Device to Access and Recall Embedded Standards‐Based Academic Content Project by Patricia Ogura ABSTRACT Purpose of the Project: The purpose of this project is to investigate whether music can be an effective means by which to present content in other subject areas; to ascertain current practice with regard to use of educational music in the elementary classroom, and to create a resource database aligning readily available educational music with California standards in the content areas. Procedure: A review of literature relevant to memory and recall through the use of music as a mediator was conducted. A survey was designed to ascertain current practice with regard to use of educational music in the classroom among colleagues. The survey also provided limited resources for exploration. Music was obtained and analyzed for subject area content, and aligned with California content standards. A database was designed and compiled. -
Regular Public Meeting June 24, 2019 1
REGULAR PUBLIC MEETING JUNE 24, 2019 BOARD OF EDUCATION Ridgewood, New Jersey June 24, 2019 Education Center Regular Public Meeting 4:00 p.m. AGENDA * * * * * MEETING REGULATIONS At all regular meetings, two opportunities are provided for citizens to make comments. The public comment periods will be scheduled after presentations and approximately 4:30 p.m. or just prior to the end of the meeting, whichever occurs first. The first opportunity may be limited by the presiding officer to conclude at about 5:00 p.m. in order for the Board to continue with its scheduled agenda. The second opportunity will occur at about 5:30 p.m. at the discretion of the presiding officer taking into consideration a break point in the agenda. At every opportunity for public comment, citizens are invited to comment on subjects on the agenda or general topics. At the discretion of the presiding officer, public comments may be permitted at other times. Please remember this is a public meeting. Anything you say will be a public record. As a result, pursuant to law, the Board of Education cannot respond to you publicly concerning certain matters, such as those regarding an individual student or personnel. If there is a matter that you wish to remain private concerning personnel or students, please contact the Superintendent’s Office. Public comment periods shall also be governed by the following rules: 1. Persons wishing to speak must, upon being recognized, rise, sign in, and state their names and addresses. 2. Each speaker shall be limited to four minutes. The Board Recorder will note the time. -
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: a Case Discussion Approach
San Jose State University SJSU ScholarWorks Faculty Research, Scholarly, and Creative Activity 1-1-2020 Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach Grinell Smith San Jose State University, [email protected] Colette Rabin San Jose State University, [email protected] Follow this and additional works at: https://scholarworks.sjsu.edu/faculty_rsca Part of the Disability and Equity in Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Grinell Smith and Colette Rabin. "Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach" The CCTE SPAN 2020 Research Monograph (2020): 119-125. This Contribution to a Book is brought to you for free and open access by SJSU ScholarWorks. It has been accepted for inclusion in Faculty Research, Scholarly, and Creative Activity by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. The CCTE SPAN 2020 Research Monograph Published by the California Council on Teacher Education Containing 14 Research Articles Originally Accepted for Presentation at CCTE SPAN 2020 CCTE SPAN 2020 Research Monograph Published by the California Council on Teacher Education Officers of the California Council on Teacher Education: Eric Engdahl, President (California State University, East Bay) Heidi Stevenson, President Elect (University of the Pacific) Kimberly White-Smith, Vice President -
Rga AWARDS to MEMBERS of the CLASS of 2018 Pledge Of
rga AWARDS TO MEMBERS OF THE CLASS OF 2018 Pledge of Allegiance…………………………..…………..……....…...Kayla McKiernan Star Spangled Banner……………………………………....…......... John Stafford Smith Arranged by....................................................................................................Bryan Sharpe SENIOR CHOIR Dr. Russell Wagoner, Conductor Walter Ahlf Jennifer Baum Alison Gadd Sage Karzhevsky John McKiernan Marissa Mathew Juliana Mignone Emma Printz Jackie Shanley Nykia Sturdivant-Reyes PRESENTED BY MS. NEIER & CAITLIN NEIER: BLAUVELT VOLUNTEER FIRE CO. & BLAUVELT VOLUNTEER LADIES AUXILIARY This award is presented to the students in COVE, for their hard work and volunteer service to the community. ………………………Selina Abbruzzese ………………………….Alberto Mancia Rachel Bernstein Peter Mitchell Amanda DeYorgi Eric Real Jessica Houser William Sicklick Meckanee Hull PRESENTED BY MS. AUDREY MANNERS: THE LOIS GRAND MEMORIAL COVE SCHOLARSHIP This award is presented to the students completing the COVE program who have shown outstanding contributions to the community work program and who have demonstrated a positive work ethic. ………………………Selina Abbruzzese ………………………….Alberto Mancia Rachel Bernstein Peter Mitchell Amanda DeYorgi Eric Real Jessica Houser William Sicklick Meckanee Hull PRESENTED BY MR. JOE AHLSTRIN: DOMINICAN COLLEGE- MERIT SCHOLARSHIP This is a four-year academic scholarship presented to a student based on academic excellence. ………………………………………………………………………Caitlin McDonagh PRESENTED BY DR. AMOS: NEW YORK STATE 2018 SCHOLARSHIP FOR ACADEMIC EXCELLENCE -
The OCE Lamron, 1951-11-03
WOLVES READY FOR MOUNTAINEERS Eleven To Play Final Home,Tilt ~ I Today's Homecoming game will see 11 members of the local grid squad playing their final game be• ' fore a home crowd. Although one '1 contest remains on the OCE slate, it .. 1 will be played at Vancouver, B.C., where the Wolves meet the Univer sity of British COlumbia. The list of seniors is headed by a pair of four-year lettermen. The duo comprises the aerial punch of the 1951 Wolfpack. They are Quar- terbaek Roger Dasch and Left End 1 Lyle Hay. The three-year men are Bob Downing, capable center; Bill Palmquist, hard-running fullback; I. and Dick Vanderzanden, who forti- fies the OCE defensive line. This 1951 version- of the OCE grid machine will be trying to wrapup their second consecutive conference championship. Front row (from Other lettermen who are seeing the left) Jim Pulsifer, Bud Michaels, wally Kent, George McGreer, Blaekie Deaver, Bill Arnold, and Roger Dasch. Second row, Leroy their final year are two-striper Le Coleman, Darrel Davi!;, Bill Blackburn, Bill Palmquist, Arnold Sittser, John \ LaFountain, Dick Peterson, Joe Partlow, Charlie Pinion and Bob roy Coleman, a capable field general, Downing. Third row, Coach Bill McArthur, Don. Wickstrand, Allen Posey, Don Boyd, Leroy Vanover, Bob Norton, Ralph Wilcox, Gaylon and alternate fullback George Watt.a. Huff, Lyle Hay and Line Coach John Chamberlain. Back row, Jack Pomeroy, Harry Russel, Jim Hastings, Ray Hubbard, Bill Power, Jim Several newcomers and non-letter Colleran, Les Holley, Jim Dyal and Bill McGinn. -Photo by Spear men are also on the graduate list. -
Boy's Swimming 2011-12
____________________________________________________________________________ Section One Boys’ Swimming Booklet 2011 – 2012 ___________________________________________________________________________________ __________________________________________________________________________________ Section One Boys’ Swimming Calendar 2011 – 2012 First Practice permitted November 14, 2011. First Scrimmage permitted after12 Practice days for Team – 10 days for Individual First Game permitted after 12 Practice days for Team – 10 days for Individual Minimum Number of Contests required for Team/Individual for Sectional/State competition – 6 contests. Each athlete must have been eligible for 6 contests prior to the Sectionals. An athlete who is not physically cleared to play cannot count that contest as one of the 6. A waiver must be approved by the Section One Athletic Council to allow a student to participate with less than 6 contests. Round Date Site Time Section One Tournament Diving 2/3 PACE University warm-up 3:30PM start 5:00PM Swimming Division Championships 2/4 warm-up TBA start TBA Conf. 1 – Peekskill, Conf. 2 – White Plains, Conf. 3 - SUNY Purchase 6pm start, Conf. 4 - Clarkstown Section One Tournament Finals Diving 2/10 Pace University warm-up 3:30PM, start 5:00PM Individual Events Trials 2/13 Clarkstown Felix Festa MS Relay Trials 2/13 Clarkstown Felix Festa MS warm-up 4PM, start 5PM Indiv & Relay Finals 2/15 Clarkstown Felix Festa MS warm-up 4PM, start 5PM Thurs. & Fri., February 16 & 17 will be the make up day for Sectionals. In the event a day gets cancelled the schedule falls back 1 Day. Example: Tuesday gets cancelled then diving moves to Wednesday and the finals move to Thursday. State Championships Travel day 3/1/2012 Swim Trials 3/1 Erie Community College, Buffalo (warm-up 10:00 a.m. -
The Value of Assessment for the Inclusive General Music Classroom
THE VALUE OF ASSESSMENT FOR THE INCLUSIVE GENERAL MUSIC CLASSROOM Liberty University By Mary Elizabeth Quigley A MASTER’S THESIS PRESENTED IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MUSIC EDUCATION Liberty University July 3rd, 2020 THE VALUE OF ASSESSMENT FOR THE INCLUSIVE GENERAL MUSIC CLASSROOM By Mary Elizabeth Quigley A Master’s Thesis Presented in Partial Fulfillment Of the Requirements for the Degree Master of Arts in Music Education Liberty University, Lynchburg, Virginia July 3rd, 2020 Approved by: Dr. Kathryn L. Wert Dr. Andrew T. Phillips Abstract This project contains an analysis of the current inclusion and assessment practices of the middle school (7th and 8th grade) general music classroom. There are many studies concerning inclusion of students with special needs and the importance of assessments in teaching music. However, there are very few studies that connect assessment techniques with inclusion, demonstrating that music teachers are teaching to each student’s ability. This study used the case study methodology in the qualitative approach with teacher interviews, surveys, and several classroom observations to analyze the data. The data was coded, and names of people and the school district were anonymized to protect the privacy of those involved. After the data was analyzed, the best strategies for assessment as well as how to use those assessments were provided. The purpose of this project is to present findings on how methods of assessment can increase the success of all students in the inclusive general music classroom. Keywords: inclusion, differentiation practices, summative assessment, formative assessment, special needs, general music. -
Parent/Student Handbook
Parent/Student Handbook North Ridgeville City Schools Main Office 5490 Mills Creek Lane North Ridgeville, OH 44039 Main Office: 440-327-4444 Fax: 440-327-9774 Transportation: 440-327-4422 Special Education: 440-353-1136 6/6/2014 mgs TABLE OF CONTENTS MISSION STATEMENT ............................................................................................................ 1 VISION STATEMENT ............................................................................................................... 1 ALMA MATER ........................................................................................................................ 1 FIGHT SONG .......................................................................................................................... 1 OUR FACILITIES ...................................................................................................................... 2 BUILDING STARTING AND ENDING TIMES .............................................................................. 2 SECTION I: LEGAL NOTIFICATIONS ......................................................................................... 3 EQUAL EDUCATION OPPORTUNITIES ............................................................................................................................................................... 3 THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) .......................................................................................................................... 3 COMPULSORY SCHOOL ATTENDANCE AGE -
The Social and Cognitive Effects of Music Education on Special Needs Students
EFFECTS OF MUSIC EDUCATION 1 The Social and Cognitive Effects of Music Education on Special Needs Students Sarah Deacon A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2021 EFFECTS OF MUSIC EDUCATION 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. _______________________________ Rebecca Watson, D.M.A. Thesis Chair _______________________________ Kathryn Wert, D.A. Committee Member ________________________________ James H. Nutter, D.A. Honors Director ________________________________ May 3, 2021 EFFECTS OF MUSIC EDUCATION 3 Abstract With the adoption of inclusion policies such as the Every Student Succeeds Act, it has become increasingly important for students to have equal access to a quality education in all subject areas. In the last five years, more students with special needs are becoming involved in music education programs within their schools. The purpose of this thesis is to examine how the involvement of special needs students in music education programs may provide these students with cognitive and social benefits that affect conditions surrounding their disabilities. The results of various research studies show that special needs students involved in Music Education, whether in an ensemble or private instrument study, have experienced advantages due to their musical studies. Music Education can provide special needs students with increased confidence and advanced social and cognitive skills. EFFECTS OF MUSIC EDUCATION 4 The Social and Cognitive Effects of Music Education on Special Needs Students The United States Census Bureau has found that about 56.7 million people–19 percent of the population -- have a either a physical or mental disability, and that number is steadily increasing with time.1 There has been a corresponding increase of special needs students within the school systems of the United States. -
U.S. Department of Education 2020 National Blue Ribbon Schools Program
U.S. Department of Education 2020 National Blue Ribbon Schools Program [X] Public or [ ] Non-public For Public Schools only: (Check all that apply) [ ] Title I [ ] Charter [ ] Magnet[ ] Choice Name of Principal Ms. Laura Avakians (Specify: Ms., Miss, Mrs., Dr., Mr., etc.) (As it should appear in the official records) Official School Name PS 94 David D Porter Elementary School (As it should appear in the official records) School Mailing Address 41-77 Little Neck Parkway (If address is P.O. Box, also include street address.) City Little Neck State NY Zip Code+4 (9 digits total) 11363-1738 County Queens Telephone (718) 423-8491 Fax (718) 423-8531 Web site/URL http://www.ps94.org E-mail [email protected] I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I- Eligibility Certification), and certify, to the best of my knowledge, that it is accurate. Date____________________________ (Principal’s Signature) Name of Superintendent*_Ms. Danielle [email protected] (Specify: Ms., Miss, Mrs., Dr., Mr., Other) District Name New York City Geographic District #26 Tel. (718) 631-6943 I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I- Eligibility Certification), and certify, to the best of my knowledge, that it is accurate. Date (Superintendent’s Signature) Name of School Board President/Chairperson Ms. Ariel Chen (Specify: Ms., Miss, Mrs., Dr., Mr., Other) I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I- Eligibility Certification), and certify, to the best of my knowledge, that it is accurate.