Teaching Chemistry to Students with Disabilities: A Manual For High Schools, Colleges, and Graduate Programs - Edition 4.1

Ever since it was first published, Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs has served as a vital resource in the chemistry classroom and laboratory to students with disabilities as well as their parents, teachers, guidance counselors, and administrators. The comprehensive 4th edition was last updated in 2001, so the American Chemical Society’s (ACS) Committee on Chemists with Disabilities (CWD) thought it prudent to update such a valuable text at this time. In a changing time of technology, rapid access to information, accessibility tools for individuals with disabilities, and publishing, Edition 4.1 is being published digitally/online as an Open Access text. Having Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs in this format will allow for widespread dissemination and access by maximum numbers of readers at no cost- and will allow the text to remain economically sustainable.https://scholarworks.rit.edu/ritbooks/1001/thumbnail.jp

Accessing Academe, Disabling the Curriculum: Institutional Locations of Dis/ability in Public Higher Education

The field of Disability Studies has long committed itself to the project of making American colleges and universities more accessible places for disabled faculty, staff, and students. Indeed, many of the field of early ideological roots of the discipline of Disability Studies (DS) emerged from campus-based activist movements. This influence has impacted the ways DS scholars continue to frame their intellectual labor as a progressive public good. In recent years, composition/rhetoric scholars have begun applying DS approaches to questions of pedagogical and professional access as well. These critiques have drawn attention the ways teaching practice, administrative policy, and other aspects of academic life are undergirded by many of the same ableist values that pervade other professional environments. This dissertation investigates the history of disability-related institutional work in the City University of New York across three distinct periods: I use archival analysis to discuss New York City’s unique municipal college system’s early 20th century programs, which defined disability access in terms of a medical rehabilitation model; second, I use oral history to document important institutional changes that came to CUNY (which was officially organized only in 1961) during the 1970s, when students began organizing disability activist coalitions and CUNY began institutionalizing system-wide disability services; finally, I draw from unofficial archives and further oral histories to examine the impacts of the rise in learning and other invisible disabilities in CUNY in the 1980s and 90s. This history demonstrates both the complex problem of designing equitable programs for disability access, and the generative possibilities of incorporating disability into the mainstream mission of higher education

Alternative models of special education: a case of Akwa Ibom state of Nigeria, 2005

This study examined the available literature on alternative models of special education services in five selected developed countries (France, Japan, the Netherlands, the United Kingdom, and the United States of America), five developing countries (China, Cyprus, Ghana, South Africa, and Tanzania), and assessed the status of current special education programs in Nigeria as a whole and in Akwa Ibom State, in particular. The study is descriptive and qualitative in nature. Secondary sources of information were used to describe the kinds of special education services provided in these countries. The study showed that each country has its own approaches to providing special education services to its special needs population in elementary through secondary education. Some countries designed their special education services based on homegrown education laws as well as international conventions and declarations, such as the United Nations proposals. The researcher also found that factors such as cultural beliefs, insensitivity, and funding are the main obstacles impeding the development of special education services. The study reports the findings that mitigate the establishment of workable special education services in the state; thus, the conclusions and recommendations are offered regarding the present status of stakeholders in education of children with special needs. Based on the international practices and recommendations of the United Nations Conventions, it is recommended that Akwa Ibom State, Nigeria re-examine its current practices of providing special education services to its special needs children in both elementary and secondary schools. Access to quality education, availability of educational resources, trained personnel, and financing are some critical areas the state government of Akwa Ibom must urgently address in order to provide free and appropriate special education services to its elementary and secondary education students

N.C. Medicaid Reform: A Bipartisan Path Forward

The North Carolina Medicaid program currently constitutes 32% of the state budget and provides insurance coverage to 18% of the state’s population. At the same time, 13% of North Carolinians remain uninsured, and even among the insured, significant health disparities persist across income, geography, education, and race. The Duke University Bass Connections Medicaid Reform project gathered to consider how North Carolina could use its limited Medicaid dollars more effectively to reduce the incidence of poor health, improve access to healthcare, and reduce budgetary pressures on the state’s taxpayers. This report is submitted to North Carolina’s policymakers and citizens. It assesses the current Medicaid landscape in North Carolina, and it offers recommendations to North Carolina policymakers concerning: (1) the construction of Medicaid Managed Care markets, (2) the potential and dangers of instituting consumer-driven financial incentives in Medicaid benefits, (3) special hotspotting strategies to address the needs and escalating costs of Medicaid\u27s high-utilizers and dual-eligibles, (4) the emerging benefits of pursuing telemedicine and associated reforms to reimbursement, regulation, and Graduate Medical Education programs that could fuel telemedicine solutions to improve access and delivery. The NC Medicaid Reform Advisory Team includes: Deanna Befus, Duke School of Nursing, PhD ‘17Madhulika Vulimiri, Duke Sanford School of Public Policy, MPP ‘18Patrick O’Shea, UNC School of Medicine/Fuqua School of Business, MD/MBA \u2717Shanna Rifkin, Duke Law School, JD ‘17Trey Sinyard, Duke School of Medicine/Fuqua School of Business, MD/MBA \u2717Brandon Yan, Duke Public Policy, BA \u2718Brooke Bekoff, UNC Political Science, BA \u2719Graeme Peterson, Duke Public Policy, BA ‘17Haley Hedrick, Duke Psychology, BS ‘19Jackie Lin, Duke Biology, BS \u2718Kushal Kadakia, Duke Biology and Public Policy, BS ‘19Leah Yao, Duke Psychology, BS ‘19Shivani Shah, Duke Biology and Public Policy, BS ‘18Sonia Hernandez, Duke Economics, BS \u2719Riley Herrmann, Duke Public Policy, BA \u271

Middle States Self-Evaluation 1992

Middle States Self-Evaluation 1992; LAGUARDIA COMMUNITY COLLEGE: MIDDLE STATES SELF-STUDY 1992; LaGuardia Community College, City University of New York; black & white text, 275 pages; includes list of committee members, organizational charts, inventory. Table of Contents: ROSTERS OF THE SELF-EVALUATION COMMITTEE AND ITS SUBCOMMITTEE MEMBERS; PART I: LAGUARDIA COMMUNITY COLLEGE: AN INTRODUCTION; PART II: THE COLLEGE AS EXPERIENCED BY STUDENTS; PART III: THE COLLEGE AS EXPERIENCED BY FACULTY AND STAFF; PART IV. THE COLLEGE AS EXPERIENCED BY ITS COMMUNITIES; PART V. A LOOK TOWARD THE FUTURE; SELF- STUDY COMMITTEE: George Groman, Chairperson; Diane Loweth, Executive Assistant; Sharon Geremia, Production Coordinator; Elvis Bramble, Student Government President

The Observer

Student newspaper for Central Washington University for November 28, 2012-January 9, 2013. Vol. 92, No. 9.https://digitalcommons.cwu.edu/cwu_student_newspaper/5610/thumbnail.jp

PERIODIC REVIEW REPORT SUBMITTED TO THE COMMISSION ON HIGHER EDUCATION MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS by LAGUARDIA COMMUNITY COLLEGE, June 1997

This Periodic Review Report presents and analyzes the major changes in prospects and programs that have occurred at LaGuardia Community College since the previous Middle States Report o f 1992. Following a general introduction to LaGuardia, the Report offers chapters on institutional assessment, the teaching and learning environment (divided into five sections corresponding to the main organizational units of the College), equity and diversity, and finance and facilities planning. It evaluates the trends that have emerged that will affect LaGuardia\u27s plans for the future; and assesses the quality of programs as the College attempts to respond to student needs and major academic, economic, demographic, and governmental forces. The balance of this introduction outlines the substantial challenges that LaGuardia anticipates in the future and the ways that the College is positioning itself to deal with these challenges. The introduction presents a summary of the PRR planning process and an overview of the comprehensive student-centered planning and assessment that will permit the College to carry out its educational mission. PRR PRESENTED BY: LAGUARDIA COMMUNITY COLLEGE, THE CITY UNIVERSITY OF NEW YORK, JUNE 2, 1997, DR. RAYMOND C. BOWEN, PRESIDENT; COMMISSION ACTION THAT PRECEDED THIS REPORT: Reaffirmation of Accreditation following Spring 1992 Team Visit, DATE OF THE EVALUATION TEAM\u27S VISIT: March 1-4, 1992; June 1997; Black & white, v, 119 pages, includes charts, graphs and tables; includes list of committee members, organizational charts, inventory. Table of Contents: EXECUTIVE SUMMARY; Chapter I ( INTRODUCTION AND OVERVIEW); Chapter II (INSTITUTIONAL ASSESSMENT: A FRAMEWORK FOR THE FUTURE ); Chapter III (TEACHING AND LEARNING ENVIRONMENT: DIVISION FOR ACADEMIC AFFAIRS); Chapter IV (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF COOPERATIVE EDUCATION); Chapter V (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF ADULT AND CONTINUING EDUCATION); Chapter VI (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF STUDENT AFFAIRS); Chapter VII (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF INSTITUTIONAL ADVANCEMENT); Chapter VIII (EQUITY AND DIVERSITY); Chapter IX (FINANCE AND FACILITIES PLANNING)