No Child Left Behind: Improving Results for Children with Disabilities : Hearing Before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, Second Session, March 3, 2004 |
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ability academic progress accommodations accountability systems Adequate Yearly Progress aligned alternate achievement standards alternate assessment ANDREWS assessment and accountability BIGGERT Chairman BOEHNER challenge Charlie Norwood Charlotte-Mecklenburg Schools Child Left children with disabilities classroom Committee curriculum dents with disabilities Department of Education disaggregation district assessments DURKIN ensure flexibility focused funding going grade level grade retention hearing high expectations HOLLEN identified IEP team implementation important improved including students individualized education program intervention issue kids KILDEE learning disabilities literacy look MAJETTE MCCOLLUM ment MILLER Montgomery County myths Occupational therapy parents percent of students public schools reading regulation RHYNE Rosemary King Sabia school districts school systems scores significant cognitive disabilities special education students special needs staff Statement students with disabilities students with learning subgroup Superintendent Syndrome Society targeted teachers Thank THURLOW tion universally designed yield back
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Page 51 - For adolescents, the occupational therapy intervention focus is on preparation for occupational choice, improving social and work skills, and learning how to create or alter the environment to maximize their productivity. Occupational therapy is a health and rehabilitation service covered by private health insurance, Medicare, Medicaid, workers' compensation, vocational programs, behavioral health programs, early intervention programs, and education programs.
Page 49 - Services for the school-aged child are intended to help them be successful in school. Intervention strategies may focus on improving the child's information-processing ability, academic skill development, and ability to function in the school environment For adolescents, occupational therapy intervention focus is on preparation for occupational choice, improvement of social and work skills, and learning how to create or alter the environment to maximize their productivity.
Page 51 - ... engagement in work, play, and leisure activities. For example, occupational therapy for infants and young children may include remediation of problem areas, development of compensatory strategies, enhancement of strengths, and creation of environments that provide opportunities for developmentally appropriate play and learning experiences. Services for the school-aged child are intended to help them be successful in school. Intervention strategies may focus on improving the child's informationprocessing...
Page 49 - The American Occupational Therapy Association (AOTA) submits this statement for the record of the June 1 5, 2005 hearing.
Page 51 - In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is lack of instruction in reading or math or limited English proficiency.
Page 34 - Thank you, Mr. Chairman. Chairman Boehner. The Chair recognizes the gentlelady from California, Ms.
Page 6 - Director of the National Center on Educational Outcomes at the University of Minnesota in Minneapolis.
Page 48 - ... appropriate solution to ensure equity and fairness for students attending proprietary schools; yet it must do so without jeopardizing needed funding for students attending traditional public schools. Thank you Mr. Chairman and I yield back. Statement of Hon. Jon Porter, a Representative in Congress from the State of Nevada Good Morning, Mr. Chairman. Thank you for convening this second hearing on the committee's legislation to reduce the burdens and eliminate the roadblocks facing our students...
Page 50 - Occupational therapy services address the combination of sensorimotor, neuromuscular, cognitive and psychosccial components of disability or limitation to assist in the correction and prevention of conditions that limit an individual from fully functioning and participating in life. For children with disabling conditions and other educational needs, occupational therapy can help them perform necessary daily activities such as feeding or dressing themselves...
Page 53 - This program establishes school-linked or school-based parental information and resource centers that provide training, information, and support to parents, and to individuals and organizations that work with parents, to implement parental involvement strategies that lead to improvements in student academic achievement. The research overwhelmingly demonstrates that parent involvement in children's learning is positively related to achievement.