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The Private School Universe Survey, part of the Department of Education's National Center for Education Statistics, is a biennial roundup of private schools with information on enrollment, demographics, college attendance rates and number of days in the school year.

Click here for more information! (PDF)Cost: $15.00 non refundable - Includes lunch buffetWhat:Increasingly faced with students who present very challenging behavioral issues, most school staff have not be trained as treatment providers, but as educators. Punitive and reactive strategies are often the response of choice, in spite of the frequent negative side effects and drawbacks of such approaches. We will take a look at another approach to classroom management of oppositional and defiant students. A montana licensed psychologist in private practice in Billings, Dr. House was a school psychologist in Bozeman for a dozen years before returning to graduate school in Oregon to earn a Masters and Doctorate in Clinical Psychology. He practiced a couple of years in a private psychology clinic and a year in a psychiatric hospital for children and adolescents, and then shifted to a psychiatric residential treatment facility, where he filled several professional roles during his twenty one years of service, resigning from there this past summer to pursue his private practice. He is still licensed as a school psychologist and is a NCSP.When:March 14, 201211:30 am - 1:30 pmWhere:Student Union Building, Lewis and Clark RoomMSU-Billings, Billings, MTContact:Debra Miller Phone: (406)657-2312Email: dmiller@msubillings.edu

For thousands of Texas parents, the start of the school year has taken on a new meaning: an end to the conflicts, struggles and disappointment with the public school system. A growing number of parents of special-needs children are opting out of public schools, deciding instead to home school or to pay for pricey private schools.

Click here to register!What: The 2010 ADA Accessibility Standards and the Architectural Barriers Act (ABA) Accessibility Standard apply to many types of schools in the public and private sectors, including primary, secondary, trade schools and colleges and universities . This session will provide an overview of requirements in the ADA and ABA standards for newly constructed and altered school facilities and their related elements and spaces such as student laboratories, assembly seating, assistive listening systems, and much more.When:December 1st, 201112:30 - 2:00 PM MountainWhere:Great Lakes ADA Center1640 W. Roosevelt RoadChicago, Illinois 60608 Contact:Phone: 877-232-1990

The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) School-Age Financial Aid program is for students ages 6 to 21 years who are registered or currently enrolled in a parochial, independent or private school in a mainstream setting. Awards can be used to reduce educational costs such as tuition, room and board, books, equipment, auditory and speech language support services, academic tutoring, transportation, and other school-related expenses. This award is not applicable for students who are being homeschooled, or those who attend public school, or are in college.

Click here to register for this event What: The successful use of devices for the school-aged child with special needs relies heavily upon collaboration of rehabilitation therapists in the private and school-based settings, as well as home. This course will explore assistive technology as a collaborative process and clarify roles of providers. Learner Outcomes Participants will identify devices designed to enhance the child's motivation, participation and quality of life. Participants will explore ideas for assistive technology funding and training across settings The participant will identify methods of collaboration for the family, private and school-based therapists to improve the child's successful use of devices. Session sign in begins at 15 minutes prior. This session requires you to call in to access the audio. When: Friday, July 22, 2011 10:00am Mountain

"Do I have a right to observe the class before agreeing (or not agreeing) to a placement for my child? The special ed director said I cannot observe the class because of confidentiality issues with the other children." Pete says: I have represented kids with disabilities since 1978. In all these years, I have never had an instance where a school denied a parent, or the parent's private sector expert, the opportunity to observe a potential placement. The school board attorneys with whom I have worked over the years have always permitted observations by parents and the parent's outside experts.   When a school administrator takes this position, it creates an appearance of two things (both bad): (1) that the program is clearly not appropriate and the parent will quickly discover this, and (2) that the school is attempting to keep important information from parents. I think many Hearing Officers and Administrative Law Judges would view a refusal to allow an observation as grounds to find that the proposed placement was not appropriate.

There's been a lot of buzz lately about ventures such as High Tech High's Graduate School of Education in San Diego and Relay Graduate School of Education in New York City. These private schools of education, associated with charter schools and other reform efforts, are issuing master's degrees and promoting a clinical model of teacher education in which most learning occurs in the same place where teachers do their jobs—a classroom full of kids—rather than through traditional college coursework.

Education policymakers and researchers have largely ignored the tremendous growth in home schooling, particularly among these sorts of “hybrid” home-schoolers willing to blur the pedagogical and legal lines of public and private education, said Joseph Murphy, an associate dean at Peabody College of Education at Vanderbilt University and the author of Home Schooling in America: Capturing and Assessing the Movement. The book, an analysis of research on the topic, is being published this month by Corwin of Thousand Oaks, Calif.

Part II Seminar Coverage: How to Beat Bad Seizures Including a discussion of chronic AED meds and Diastat; Discussing DIASTAT with your doctor; Use of DIASTAT in various settings as school, work, vacation, etc.; Summer travel, summer camp, returning to school, and having Diastat on hand for these situation; Case studies; Review of various state laws relating to which professionals can administer DIASTAT. Who Should Attend: Families and Caregivers; Physicians; Nurses; Educators and School Administrators; Allied Health Care Professionals; Institutions Serving the ID/DD Population: State and privately-held facilities, Military Healthcare personnel.

Agenda: Developmental Disabilities Services Who is eligible for Developmental Disabilities Services? What about youth with higher IQ’s but with substantial support needs? How and when do you access this system? What services are available? What happens to youth who receive Children’s Developmental Disabilities services when they leave High School? What is the waiting list? What do we do while we are waiting? What have other families done? Private Pay Options Using Social Security Work Incentives to support employment

Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21. The Child Find mandate applies to all children who reside within a State, including children who attend private schools and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state.

Raising the achievement of students with learning disabilities is hard, expensive, controversial and complex. School systems must pay private school tuition for students they can’t adequately serve. Educators and parents sometimes disagree on what methods to use. Education writers like me rarely deal with the subject because it is difficult to explain and lacks many success stories. That explains in part why learning disabilities are so poorly understood, as revealed by a remarkable survey just released by the nonprofit National Center for Learning Disabilities. The representative sampling of 2,000 Americans provides a rare look at the depths of our ignorance. Forty-three percent believe that learning disabilities correlate with IQ. Fifty-five percent think that corrective eyewear can treat certain learning disabilities. Twenty-two percent believe that learning disabilities can be caused by spending too much time watching computer or television screens. All of those impressions are wrong.