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Tag » communityInformation, resources, and internet communities for communication are combined here for anyone involved with people who deal with disabilities. The website is designed as a mini-village, including a school secction where there are topics devoted just for kids. Within education, the site links up to sources with information about how to communicate with schools, be an advocate for students, inclusive education resources, and disability awareness education materials. - 1/1/08 - Arias, Beatriz, Morillo-Campbell, M.
This policy brief analyzes factors related to the implementation of effective parental involvement with English Language Learners (ELLs). It analyzes characteristics of the ELL student and parent population; barriers to ELL family engagement with schools; and characteristics of traditional and non-traditional parental involvement models. Diversity in ELL parents and their communities speaks to the need for both traditional and non-traditional models for ELL parental involvement. With a... - 1/1/08 - Tsoi-A-Fatt, R.
This paper presents a picture of risk and challenge for youth in distressed communities and outlines how these communities can band together to create a continuum of supportive activities to bolster youth’s success in school and life. - 1/1/06 - Technical Assistance ALLIANCE for Parent Centers,
Research shows that assistive technology (AT) can help young children with disabilities to learn developmental skills.(1) Its use may help infants and toddlers to improve in many areas: • social skills including sharing and taking turns • communication skills • attention span • fine and gross motor skills • self confidence and independence The right type of assistive technology can improve a child’s ability to communicate. This in turn may help reduce some negative behaviors... - 1/1/04 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in... - 1/1/06 - Tang, S.
This paper examines the relationship between educational challenges, gang intervention efforts, and cultural/community development practices in two markedly under-resourced Khmer American communities (Revere and Lynn) in Massachusetts and reveals how Khmer American young people develop alternative learning opportunities in various venues. - 1/1/05 - M.M. Ostrosky, M. L. Hemmeter , J. Murry, G. Cheatham
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that... - 1/1/01 - Dianne L. Ferguson, Audrey Desjarlais, Gwen Meyer, National Institute for Urban School Improvement
The purpose of education is to ensure that every student gains access to knowledge, skills, and information that will prepare them to contribute to America’s communities and workplaces. This central purpose is made more challenging as schools must accommodate students with ever more diverse backgrounds, abilities, and interests. For students with disabilities, achieving this common purpose means thinking again about the consequences of special and general education as separate systems, and... A place where information and resources for children and adults with disabilites are provided and whose mission is to 'promote inclusive communities where all people belong'. A listserv exists for people to come together and have discussion regarding solutions for educating children in an inclusive setting. This group states that a regular class is not something that should be looked at how it is but at how it can be. Resources are provided, including vision building and person-centered... - 1/1/06 - Harris, L.
In 2000, the U.S. Department of Labor awarded significant Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. The grants were designed to serve all young people in these areas, regardless of income or connection to school or work. The YO grants provided the resources to establish comprehensive approaches at considerable scale. They were catalytic in launching important collaborations in these communities to connect systems, to leverage resources... - 1/1/08 - The Advancement Project,
This Action Kit is intended to help mobilized communities (parents, youth, advocates, and educators) understand and begin to address the schoolhouse to jailhouse track so that they may ultimately create caring learning environments that push students toward colleges and careers rather than prison. It includes information on: Collecting information and data about school discipline policies and practices; Analyzing and organizing the data; and Developing messages that resonate with your audience. - 1/1/09 - Sarah Klein , DouglasMcCarthy
Between 2004 and 2008, North Carolina’s Assuring Better Child Health and Development (ABCD) program quintupled the number of screening tests administered during Medicaid well-child visits to identify young children at risk for developmental disabilities and delays. Referrals to Early Intervention programs quadrupled, helping to increase the percentage of infants and toddlers receiving Early Intervention services statewide-from an estimated 3.0 percent in 2003 to 4.3 percent in 2008. As a... - 1/1/08 - Parent Teacher Association,
The PTA's National Standards for Family-School Partnerships offer a framework for how families, schools, and communities should work together to support student success. This assessment guide, or rubric, helps facilitate the implementation of these standards. The guide includes specific goals for each standard, indicators for measuring these goals, and examples for each indicator to show what good practice looks like at different levels of development. - 1/1/08 - Conger, D., Schwartz, A.E., Stiefel, L.
Objective: This paper explores the effect of the economic conditions of source countries and the human capital characteristics of coethnic immigrant communities on foreign-born students' reading and math achievement. Methods: We use data on New York City public school foreign-born students from 39 countries merged with Census data on thecharacteristics of the city's immigrants, and United Nations data on the economic conditions of countries. We estimate regressions of student achievement on... - 1/1/08 - Joseph G. Kosciw, Elizabeth M. Diaz, Emily A. Greytak
"GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace." - 1/1/08 - Annie E. Casey Foundation,
This 19th annual KIDS COUNT Data Book provides national and state-by-state information and statistical trends on the conditions of America’s children and families. This year, the KIDS COUNT Data Book essay, “A Road Map for Juvenile Justice Reform,” looks at the nearly 100,000 youth confined to juvenile facilities on any given night in the United States, and what can be done to reduce unnecessary and inappropriate detention and incarceration and increase opportunities for positive youth...
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