Children with Special Needs. 9.1 As prescribed by the SBE and in accordance with state and federal laws, the Nonprofit shall provide to the SBE the total number of children with special needs, identified in accordance with state and federal laws, enrolled in the Public Charter School.
9.2 The Nonprofit accepts and understands that for purposes of federal and state law, it is obligated to provide free and appropriate education and related services to children with special needs.
9.3 The Nonprofit shall be designated a local education agency (LEA) solely for purposes of meeting special education requirements pursuant to the Individuals with Disabilities Education Act (IDEA).
9.4 The Nonprofit shall be responsible for meeting the needs of English language learners in compliance with State and Federal law.
Children with Special Needs. As prescribed by the SBE, and in accordance with state and federal laws, the School shall provide to the Board the total number of children with special needs, identified in accordance with state and federal laws, enrolled in the School.
Children with Special Needs. Parents must provide any reports and documentation of any conditions that may affect their child’s ability to participate in camp. Children are expected to work in a social constructivist community and participate in group project work. We do not have the appropriate staff to serve students who require a high level of individual instruction, remain unable to control their impulses, or who present ongoing behavioral problems. Animals: The Eastern Ridge School often hosts various species of animals living in appropriate indoor and outdoor habitats or structures. If adults/teachers handle animals when children are present, appropriate safety measures are followed. If children handle animals, adult supervision, care, hygiene and hand washing are employed. As a nature-based program, we spend a great deal of time outdoors, and do sometimes encounter animals such as amphibians, birds, reptiles, insects and small mammals in their natural habitats. There is increased risk of injury when exploring outdoor settings, including the risk of exposure to insects such as wasps, ticks, mosquitoes, and black widow spiders. Parents can decrease the risk of some injuries by ensuring that children are dressed appropriately for outdoor experiences. Health Requirements
Children with Special Needs. Children with special needs must have a current IAT on file with the CDC/SAC. • Children with special needs must have a current written plan of care developed by the parent, IAT members, and the CDC/SAC team. • Special needs are considered those issues, challenges, diagnoses, and/or behaviors that a child has which requires medical or educational intervention, assistance, or other accommodations. A child with special needs may be identified as having any of the following: autism, asthma, allergies, hearing impairment, mental, physical or emotional challenges, orthopedic impairment, developmental delays, behavioral issues, specific learning disablement, speech/language impairment, visual impairment, or other health impairments.
Children with Special Needs. Parents must provide any reports and documentation of any conditions that may affect their child’s ability to participate in our programs. Children are expected to work in a social constructivist community and participate in group project work, as well as be able to consistently respond to redirection and instructions to stay with the group in an expansive, unstructured setting. Animals: As a forest immersion program, we spend all of our time outdoors, and do sometimes encounter animals such as amphibians, birds, reptiles, insects and small mammals in their natural habitats. There is increased risk of injury when exploring outdoor settings, including the risk of exposure to insects such as wasps, ticks, mosquitoes, black widow spiders, and snakes. Parents can decrease the risk of some injuries by ensuring that children are dressed appropriately for outdoor experiences. General Health Requirements COVID Health Policies
Children with Special Needs. HTCDS makes every effort to include children with differing abilities in our program, in accordance with the 1992 Americans with Disabilities Act. Our staff assesses each child on an individual basis. We are prepared to make reasonable accommodations and carry out adaptations that are readily achievable. The decision to accept a child with a life-threatening illness or disability will be made on a case by case basis. This will be determined based on whether the child may pose an undue risk to others, whether our program setting may pose an undue risk to the child, whether the center has sufficient personnel to meet the needs of the child and a timetable for periodic review of the decision. The child’s right to privacy will be respected and personnel will be advised of the child’s condition on a need to know basis. The Center, however, may terminate a child’s enrollment after attempting to accommodate him/her, if the child’s needs require a different type of program. Any expenses for observation and testing incurred will be the responsibility of the parents/guardians. Biting is, unfortunately, a behavior that is common in young children. Despite teachers’ best efforts to reduce instances where biting may occur, a child may occasionally bite another child. If this happens, the bite will immediately be washed with antiseptic soap and both the biter and the child who has been bitten will be cared for. If your child is bitten, you will be informed of the incident and an Incident Report Form will be filled out. The name of the biter will only be revealed to the biter’s parent(s)/guardian(s). If your child bites someone else, you will be notified of the incident.
Children with Special Needs. (a) The Administration shall provide, as required by law, special education services for students who are determined eligible for special education.
Children with Special Needs. 17 Share of Adolescents with Special Needs (AWSN)- Physically Challenged- in enrolment In 14-15 yrs population Census projection Yearly 1 Proportion of schools with adequate pucca classrooms (one classroom per section of 40 students each) Target AWP&B Yearly Total Achieved 23% SEMIS Yearly Government 26% GIA 20% Pvt Unaided 21% 2 Proportion of schools with functioning library (including a library room) Target AWP&B Yearly Total Achieved 53% SEMIS Yearly Government 34% GIA 60% Pvt Unaided 75% 3 Proportion of schools with Integrated Science Laboratory (or separate Physics, Chemistry and Math Lab) Target AWP&B Yearly Total Achieved 21% SEMIS Yearly Government 11% GIA 22% Pvt Unaided 36% 4 Proportion of schools with Computer Lab (as defined in SEMIS) Target AWP&B Yearly Total Achieved 22% SEMIS Yearly Government 13% GIA 22% Pvt Unaided 35% 5 Proportion of schools with Internet connectivity Target AWP&B Yearly Total Achieved 15% SEMIS Yearly Government 10% GIA 16% Pvt Unaided 22% 6 Proportion of schools with adequate number of toilets (girls and staff separate, as required & defined in SEMIS) Target AWP&B Yearly Total Achieved 55% SEMIS Yearly Government 40% GIA 65% Pvt Unaided 69% 7 Proportion of schools with playground Target AWP&B Yearly Total Achieved 81% SEMIS Yearly Government 75% GIA 84% Pvt Unaided 90% 8 Proportion of schools with all the main infrastructure (7 listed above) available as required Target AWP&B Yearly Total Achieved SEMIS Yearly
Children with Special Needs. ADES/CCA is committed to ensuring that all families have access to quality child care while they work, go to school, or participate in employment training. To support the opportunity for all eligible families and their children to participate in quality child care, licensed Child Care Centers and certified Group Homes will receive an enhanced rate for providing high quality inclusive child care to children with disabilities who meet the ADES/CCA family eligibility requirements for child care subsidy. The effective start date for the Special Needs Program and the Enhanced Rate is October 1, 2016. The following criteria must be met:
a. Possess national child care accreditation or a Quality First Star Rating of Three (3), Four (4) or Five (5) stars throughout the time that the enhanced rate is received. Please see list of ADES accepted Accreditation Agencies [Attachment #14].
b. A child with special needs must have a documented disability as defined below:
i. A child under the age of three who is eligible for the Arizona Early Intervention Program xxx.xxxxx.xxx/xxxxx (IDEA, Part C services) and has an Individualized Family Service Plan (IFSP): or,
ii. A child between the ages of three and 12 who is eligible for Special Education Services (IDEA, Part B services) and has an Individualized Education Plan (IEP) xxxx://xxx.xxxx.xxx/special-education/; or,
iii. A child over the age of three who is eligible for the Division of Developmental Disabilities and has an Individualized Support Plan (ISP) xxxxx://xxx.xx.xxx/services/disabilities/developmental-disabilities; or,
iv. A child who has a 504 Plan under Section 504 of the Rehabilitation Act and the American with Disabilities Act xxxx://xxx0.xx.xxx/about/offices/list/ocr/504faq.html; or,
v. A child under the age of 13 with a diagnosis by a licensed physician, certified psychologist or a certified behavioral health specialist with a physical, cognitive and/or a psychosocial condition that substantially limits the child’s ability to perform age-appropriate activities.
vi. Others, as approved by ADES.
c. No more than 10% of a “group” can be children with disabilities. (See Section 3.7, Provider’s Responsibilities to Clients, 12., for the definition of Group Size.)
Children with Special Needs. As prescribed by the USBE, and in accordance with state and federal laws, the School shall provide to the Board the total number of children with special needs, identified in accordance with state and federal laws, enrolled in the School.
