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 alternate achievement standards alternate assessment ANDREWS assessment and accountability BIGGERT Chairman BOEHNER challenge Charlotte-Mecklenburg Schools Child Left children with disabilities classroom Committee CONGRES CONGRESS THE LIBRARY curriculum dents with disabilities Department of Education disaggregation district assessments DURKIN Educational Outcomes ensure flexibility focused going grade level GRESS hearing high expectations HOLLEN identified IEP team implementation important including students individualized education program intervention issue kids KILDEE learning disabilities LIBRARY OF CONGRESS literacy look MAJETTE MCCOLLUM ment MILLER Minnesota Montgomery County myths National Down Syndrome Occupational therapy parents public schools reading regulation RESS 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
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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 6 - Director of the National Center on Educational Outcomes at the University of Minnesota in Minneapolis.
Page 50 - Even after these components are mastered, students' do not become 'writers' unless they also have the requisite language and cognitive abilities to organize ideas and express them appropriately using the rules of grammar and syntax.
Page 51 - For the nation's 2.9 million students with identified learning disabilities (LD) currently receiving special education services under the Individuals with Disabilities Education Act (IDEA), the challenging new provisions of NCLB create expanded opportunities for improved academic achievement.
Page 4 - Project found that black students are more than twice as likely as white students to be...
Page 51 - NQLD is a not-for-profit organization founded in 1977 that seeks to increase opportunities and improve outcomes for children and adults with learning disabilities (LD). As a parent of a child with learning disabilities, I am keenly aware of the need for greater access to services and increased awareness among parents, early child care providers, teachers and other professionals about how early screening and educational intervention can lead to greater success for...
Page 51 - The No Child Left Behind Act of 2001 (NCLB), which was signed into law by President Bush in January of 2002.