zilongwang/ReadingBank huggingface dataset:
Section 504, Rehabilitation Act of 1973 Section 504, Rehabilitation Act of 1973 IDEA is about success ADA is about access Required Documentation HIGH SCHOOL COLLEGE Individualized Education Plan (IEP) or 504 Plan High School IEP/504 plans are not sufficient documentation. Students must submit current evaluation (within last 5 years) written by a qualified professional School provides the evaluation at no cost to the student Any cost associated with testing and/or documenting a disability is at the cost of the student Documentation focuses on determining whether the student is eligible for services based on specific disability categories in IDEA Documentation should identify the disability, provide information on specific functional limitations and recommend specific accommodations Self-Advocacy HIGH SCHOOL COLLEGE The school identifies students with disabilities The school protects a student’s to privacy and confidentiality. The student must self-disclose to the Disability Resource Office The school initiates an IEP meeting to determine services and automatically incorporates accommodations into the students’ schedule Students must initiate contact with the Disability Resource office and request appropriate and reasonable accommodations each time they are need (semester-by-semester) The students IEP is communicated to teachers automatically Students are responsible for sharing their accommodation plan with professors and their needs Teachers approach you if they believe you need assistance Professors are usually open and helpful, but in most cases expect the student to initiate contact when assistance in needed Parental Role HIGH SCHOOL COLLEGE Parents are notified and give permission for decisions regarding accommodations Parents do not have access to information regarding the students’ academic record or accommodations unless written consent is given Parents advocate for the student Students are their own self-advocates Academic Instruction HIGH SCHOOL COLLEGE Teachers modify the curriculum and alter the pace of course work Professors are not required to modify curriculum design or alter assignment deadlines. The college will provide reasonable accommodations which do not alter the essential course requirements or objectives
S49 Request for disability services (1) A person with a disability or a person on behalf of a person with a disability may request disability services from a disability service provider. (2) If a disability service provider receives a request under sub-section (1), the disability service provider may– (a) agree to the request; or (b) refuse the request. 7.2.1 Information gathering Where a person with a disability or a person on their behalf has made a request for disability services information is gathered to determine: the appropriateness of the disability service system to provide support if a person is within target group as defined by the Act the types of supports required if a person is considered a priority for access to services. If a person has made a request on behalf of a person with a disability, then the disability service provider must ensure, where appropriate, that the person with a disability agrees to the request. If a person has made a request on behalf of a person with a disability, then the disability service provider must ensure, where appropriate, that the person with a disability agrees to the request. This is stated in Section 49 of the Act. S49 Request for disability services (3) For the purpose of making a decision on a request sub-section (1), the disability service provider may require – (a) the person making the request to provide more information (b) the person with a disability to undergo an assessment. Disability service providers need to make decisions about whether a person has or is likely to have a disability. Following a request for services, a disability service provider will be able to determine, through initial conversation, some information about the person for whom the request is being made and the type of support being requested. Where it is reasonably clear, through these initial conversations that disability supports are required, the disability service provider should commence a target group assessment. If it is clear, from initial discussions that disability supports are not required, or a person would not be considered to be a priority for access then the person should be provided with information about generic and community supports.
• meet with other families who have adolescent children with autism, to share experiences • learn more about the developmental stages of adolescence and the changes it brings in physical, cognitive and social/personality development in a young person • learn more about understanding and managing social, emotional and behavioural problems that adolescents with autism may be experiencing • find out about evidence-based interventions • learn about wider support services • increase awareness of how to support the development of functional skills in a range of areas, such as communication, self-management and social interaction. The first programmes started in October 2013 in Auckland, Hamilton and Wellington. Delivery in other regions is scheduled from December 2013 and 2014. The IDEA Specialist Services team comprises health and disability professionals from a range of backgrounds, including psychology, social work, occupational therapy, special education and speech and language therapy. Families/caregivers may or professionals may refer on behalf of families with their permission. Please refer to the IDEA website for more information at: www.ihc.org.nz/our-services/idea-specialist-services-asd-services Environmental Support Services Sue Primrose, Development Manager, Service Access Team Equipment and Modification Services Prioritisation Tool DSS Consumer Consortium members were updated about the Prioritisation Tool Project at their October meeting. An information sheet, outlining the prioritisation process and what it means for disabled people, has been prepared for those who may benefit from equipment or modifications. The information sheet will be given to people by the Equipment and Modification Services (EMS) assessor at the time of their assessment. Consortium members were invited to provide feedback about the sheet. The web-based system that EMS assessors will use for completing the prioritisation tool is progressing well. It will be ready for testing by their working group in November. An EMS assessor, who is blind, is working with Enigma – the developers of the web-based system – to assess the functionality required to make the tool accessible for all EMS assessors who are blind. Further progress has been made on the EMS assessor online-training resource. The resource is expected to be ready for testing by the working group in The Ministry project team was very grateful to three disabled people and their families and whānau from the Wellington area for allowing their photographs to be used as part of the online resource. A consumer consortium
Major Life Activities Assessment: Please check each of the following major life activities that are impacted by the disability. Indicate severity of limitations. Life Activity Negligible Moderate Substantial Not Sure Concentrating     Memory     Eating     Social Interactions     Self-Care     Regular Class Attendance     Speaking     Learning     Reading     Thinking     Communicating     Keeping appointments     Stress Management     Managing internal distractions     Managing external distractions     Sleeping     Organization    
too ill to work. 2014-02-08 This following email is what I recently sent to all MLA's as a proposal for RDSPs. "I am an advocate for persons with disabilities including myself and I wish to take this opportunity to speak with you about the Registered Disability Savings Plan (RDSP). I believe it is one of the most significant programs for people with disabilities and their families in the past 10 years. Even though I am not fully able to make use of it myself, I want to help others. I believe that, as good as it is, there can be significant improvements to this program at the provincial level. I recently spoke with a financial planner who is an expert on both disability issues and the RDSP and he has come up with a unique idea. He suggested to me that any money contributed by the beneficiary of an RDSP shall not count as income. Under current Person With Disability (PWD) benefit rules, a person with a disability is only allowed to earn $800 per month before his or her PWD benefits are clawed back. Allowing people to contribute to their RDSP, over and above the $800 limit and not lose any PWD benefits, would increase there motivation to work where possible. It would: • Also increase people with disabilities’ motivation to seek out work that pays them more than $800 per month. • Break the cycle of poverty that many people with disabilities find themselves in today, • This could be done with no increase in provincial expense. I would encourage you to explore this possibility further as a means to assist people with disabilities at no real cost to the provincial government." Disabilities Advocate 2014-02-08 I wish I say yes, but the ministry knows the exact numbers. The MSDSI website had a fantastic search engine, I used, but it has been changed yet again. All kinds of info was there to be found and now it is gone. What is wrong with sharing knowledge? Change it back please! The figures I used where from people who know the facts, that is all I can tell you. On a first hand basis I know many disabled people and very few are able to work, in an ongoing basis. Disabilities come in two large groups. Stable and Unstable Disabilities. I have unstable conditions, I do not know wheather I will be able to move, one hour from now. I can not enter the workforce, outside of my home, and I can not make deadlines, I am just too unstable.
A member of an advocacy group or organisation An employee of an advocacy group or organisation A service provider An employer or recruiter Other (please specify) Many respondents described themselves against more than one category. As a result, the percentages listed below add up to more than 100%. A person with disabilities (41.59%*, 225**) An associate or carer of a person with disabilities (32.53%, 176) A member of an advocacy group or organisation (18.48%, 100) Other, which included: parent, guardian, sibling, social or support worker, nurse, educator, student and researcher (16.45%, 89) A service provider (16.08%, 87) An employee of an advocacy group or organisation (14.97%, 81) An employer or recruiter (4.44%, 24) * Percentage of respondents who selected the option. ** Number of respondents who selected the option. Disability Rights Generally Question 3: In your view, what are the most important human rights issues currently facing persons with disabilities? Health and safety Work and employment Education Welfare and social security Access to justice Access to services Violence, abuse and neglect Participation and inclusion in society Reasonable adjustments or reasonable accommodations Transport Assistance animals Living independently Housing Negative attitudes and stereotyping National Disability Insurance Scheme roll-out Other Respondents were asked to select three issues from the list above and rank them in order of importance. The most important issues by ranking were: Participation and inclusion in society (15.75%*, 217**) Work and employment (13.49%, 193) Access to services (8.57%, 131)
Aims and objectives The Disability and Carer Support (DaCS) Activity aims to improve access, support and services for people with disability and carers. The DaCS Activity includes providing appropriate means of self-reliance, communication, education services and advocacy as captured under the following headings: Providing and improving access to services and support Organisations may be funded for a range of services, including, but not limited to, those covered under the Disability Services Act 1986. Grants may also be provided for services and supports for carers including, but not limited to, services to support young carers aged 25 years and under. Stakeholder engagement Grants may be provided for support and services including, but not limited to, funding for people with disability and carers to participate in stakeholder engagement. Sub-Activities Not applicable. Applicant eligibility The following entity types meet the eligibility requirements to be invited to apply for a grant for the DaCS Activity: Incorporated Associations (incorporated under state/territory legislation, commonly have 'Association' or 'Incorporated' or 'Inc.' in their legal name) Incorporated Cooperatives (also incorporated under state/territory legislation, commonly have ‘Cooperative' in their legal name) Companies (incorporated under the Corporations Act 2001 – may be a proprietary company (limited by shares or by guarantee) or public companies) Aboriginal Corporations (incorporated the Corporations (Aboriginal and Torres Strait Islander) Act 2006) Organisations established through a specific piece of Commonwealth or state/territory legislation (public benevolent institutions, churches, universities, unions etc Partnerships, and Trustees on behalf of a Trust. Not-for-profit entity specified above meet the eligibility requirements. For-profit entity specified above may be invited in special circumstances. The following entity types may be invited in special circumstances: State and territory Governments Governments Government Business Enterprises, and Companies (incorporated under the Corporations Act 2001 – may be for-profit proprietary company (limited by shares or by guarantee) or public companies). Participants/clients/recipients/target Participants/clients/recipients/target group is as follows: A person with disability (including the target group as defined by the Disability Services Act 1986) and A carer (as defined by the Carer Recognition Act 2010). Funding for the Activity An amount of $167.39 million has been allocated over four years from 1 July 2014 by the Australian Government for the Disability and Carer Support Activity. All amounts are GST exclusive. Funding amounts are inclusive of discretionary grants awarded these Programme Guidelines and funding provided through other process such as procurement. Funding amounts included in these
Type of Expense Deductible as BWE Deductible as IRWE Amount Deductible Attendant care services which are rendered in the: home (with certain limitations as described in DI 10520.010D process of assisting an individual in making the trip to and from work; or work setting. X X The amount deductible under . NOTE: for documentation required when a family member performs the attendant care services. See regarding proration of attendant care expenses. Drugs and medical services which are essential to enable the individual to work (e.g., medication to control epileptic seizures) X X The amount paid. See Expendable medical supplies Examples: Bandages Catheters Face masks Incontinence pads X X The amount paid. See . and and Federal, and local income taxes and Social Security taxes X The amount withheld. Assume the amount withheld reflects the individual's tax liability. Dog Guide X X The cost of purchasing the dog and all associated expenses (e.g., its food, breast straps, licenses, veterinary services, etc.). Trial
wheelchair I can just get in the car and drive all day – how wonderful. Being able to go where I want to go and do what I want to do. It’s so freeing to choose what you want to do each day.’ (Don’t DIS my ABILITY ambassador 2014) First steps The following actions will be undertaken in 2015 to support the development of liveable communities. Action 2.1 Liveable communities competition Outcome: Creative solutions are developed that support liveable communities. The NSW Government has invited local governments in NSW to submit projects and pilots that contribute to liveable communities across NSW. Successful projects will be announced in February 2015 and will include upgrades to public spaces and partnerships with local businesses. Over the coming 12 months, the projects’ successes and challenges will be shared across local governments. The effectiveness of this initial round of grants will be reviewed to inform subsequent funding rounds. Action 2.2 Coordinated planning for access and inclusion Outcome: Coordinated planning improves access and inclusion across local councils and NSW Government. NSW Government and Local Government NSW will convene another disability planning forum in 2015 to bring together people with disability, government agencies and other stakeholders to identify issues and share ideas to improve local planning and access. Emerging trends and successful approaches to inclusion will be highlighted and promoted across government. Action 2.3 Cross-sector local partnerships in key areas Outcome: Adoption of innovative models of community engagement and involvement of new partners to address community focused issues. The NSW Government will work with business and community partners through innovative models such as ‘The Collective NSW’, a that supports collaboration and activates funding and other resources such as time and talent from government, community and private sector. It encourages new ways of working to tackle social disadvantage and develop creative solutions to social policy issues including promotion of inclusive practice for people with disability. Projects will be identified to support disability inclusion: 1) in an Aboriginal community setting, 2) in a rural setting 3) in a place based setting such as a housing estate, and 4) supporting those coming into contact with the criminal justice system.
507-382-1448 Fax: Email: Website: National Alliance on Mental Illness Minnesota 800 Transfer Rd., Suite 31 St. Paul, MN 55114-1414 Phone: 651-645-2948 Fax: 651-645-7379 Email: Website: PACER Center, Inc. 8161 Normandale Blvd. Bloomington, MN 55437 Phone: 952-838-9000 or 1-800-537-2237 Fax: 952-838-0199 See form on website Website: Positively Minnesota – DEED- Vocational Rehabilitation 1st National Bank Building 332 Minnesota Street, Suite E-200 Saint Paul, MN, 55101-1351 Phone: 651-259-7114 Email: Website: Sister Rehabilitation Institute – Main 800 E. 28th St. Minneapolis, MN 55407 Phone: 612-863-4200 or toll free 866-880-3550 Fax: Email: See form on website Website: Twin Cities RISE – Minneapolis Office 800 Washington Ave N Suite 203 Minneapolis, MN 55401 Phone: (612) 338 - 0295 Fax: (612) 338 – 0191 Email:
Table 8.1 DI Assistant Training Needs Assessment Indicate if you: Know this Need to know this now I want to know this in the future I Know This Need to Know Now Want to know this in the future Team Roles team communication and functioning roles and responsibilities ethical and legal responsibilities adult communication effective working relationships conflict management problem solving steps and processes stress management Instruction Following IFSP service plans implementing IFSP service plan adaptations levels of support for infant/toddlers maintaining active participation with infant/toddlers and their families creating intervention materials Instructional Technology augmentative communication systems recognize high and low tech speech devices create low-tech communication devices Behavior principles of behavior modification functions of behavior
Pan-Disability Football Sessions For more information, Pimlico Puffin Swimming Club The club provides swimming lessons for people aged 11 and over with physical and learning disabilities, and varying swimming abilities. For more information, . This session is open to all from the ages of 11 and older. The sessions take place on Monday evenings from 7.45pm-9pm at . ParaGames Inclusive Football Our ActiveWestminster partner SportWestminster delivers opportunities for learning disabled and people with low ability to be the chance to be selected to represent Westminster in varies competitions such as London Youth Games. For more information please contact Sean Leo Email: Phone: 020 7641 1984 This is open for children from ages 11 to 15 These sessions are held every Friday (excluding holidays) at Little Venice Sports Centre between 4pm-6pm Athletics Club Our ActiveWestminster partner England Athletics develops and delivers an AthleFIT club for young people with disabilities, physical and learning, and low ability. This club is primarily aimed at young athletes aged 11 to 17 For more information please contact Sean Leo Email: Phone: 020 7641 1984 This club is primarily aimed at young athletes from the ages 11 to 17 These sessions are held every Wednesday (excluding holidays) at Paddington Recreation Ground between 4-5pm. Our ActiveWestminster partner, , delivers a fun and accessible Community Club.
Study details Which university are you currently enrolled in? Outline your course of study and any major and/or minor areas of study Will you be entering your final year of your studies in 2017? Yes No Is this an honours year? Yes No Section 6 Referees University referee Surname: Given name/s: Position Phone: Mobile: Email: Other referee Surname: Given name/s: Position title: Phone: Mobile: Email: Section 7 Criminal convictions Do you have any current criminal convictions for any offences from any court, or Yes No Details:
Section 3 Diversity information (The following information is requested for statistical and eligibility purposes only) Disability Employment Service provider details Name: Case manager: Telephone : Email: Section 4 Current employment details Are you currently employed in the West Australian public sector? Yes No If yes, are you permanent or on contract? Permanent Contract Have you ever received a voluntary severance payment from the West Australian public sector? Yes No If yes, what is your re-entry date on your Deed of Severance: Substantive position: (do not list acting positions) Department Position Award & classification: Section 5
Description and fair as at 30 June $000 Fair Value 2017 $000 Fair Value 2016 $000 Valuation technique(s) Unobservable inputs Land 5,440 5,782 Market approach Selection of land with similar approximate utility Buildings 8,496 8,755 Depreciated Replacement Cost Consumed economic benefit/ obsolescence of asset Historical cost per square metre floor area (m2) Reconciliations of the opening and closing balances are provided in 20 and 21. Note 24. Intangible assets 2017 $000 2016 $000 Computer software At cost 13,511 13,166 Accumulated amortisation (9,374) (7,864) 4,137 5,302 Work in Progress - - 4,137 5,302 Reconciliation Computer software Carrying amount at start of period 5,302 6,973 Additions 345 - Disposals - - Work in Progress - - Transfers* - (16) Amortisation expense (1,510) (1,655) Carrying amount at end of period 4,137 5,302 * expensed during the year Note 25. Impairment of assets There were no indications of impairment to property, plant and equipment and intangible assets at 30 June 2017. The Commission held no goodwill or intangible assets with an indefinite useful life during the reporting period. At the end of the reporting period there were no intangible assets not yet available for use.
Number Disability sector organisation (legal entity name only) Total 151 Vemvane Inc $817,542 152 VisAbility Limited $2,012,570 153 Vision Australia Limited $93,324 154 Volunteer Home Support Inc $4,126 155 Volunteer Task Force Inc $8,478 156 WA Blue Sky Inc $3,680,572 157 WA Country Health Service $3,867,974 158 WA Disabled Sports Association Inc $374,612 159 West Australian Sleep Disorders Research Institute Inc $386,264 160 Wize Therapy Pty Ltd $1,507,321 161 Workpower Incorporated $2,339,035 Commission provided accommodation services for WA NDIS participants $2,907,744 Total $697,545,572 Appendix 2. Section 40 Estimates 2017–2018 In accordance with Treasurer’s Instruction 953, the annual estimates for the 2017–2018 year are hereby enclosed in the 2016–2017 Annual Report. These estimates do not form part of the 2016–2017 financial statements and are not subject to audit. 2017–2018 Section 40 Estimates $000 Statement of Comprehensive Income Cost of services Expenses Employee benefits 61,989 Grants and subsidies 1,011 Supplies and services 1,177,141 Accommodation 11,460 Depreciation and amortisation 6,282 expenses 3,704 Total cost of services 1,261,587 Income Sale of goods and services 3,852 Grants and subsidies 385,605 revenue 11,500 Total Income 400,957
Where to from here? Considering the needs of people with disability in the design and delivery of all policies, programs, services, facilities and environments, will make participation in sport and active recreation more inclusive and attractive for everyone. Sport and Recreation Tasmania will work collaboratively with key government, and sport and active recreation organisations to: Ê address the priority areas and implement the strategies Ê lead and guide organisations from both the sport and active recreation sector and the disability sector Ê monitor and report six-monthly on progress Ê review the framework after three years, in 2016. Find out more If you have any questions or would like to obtain a copy of this document in easy English, audio, Braille, large print or other format, please contact: Sport and Recreation Tasmania GPO Box 646 Hobart TAS 7001 Phone: 1800 252 476 Email: © State of Tasmania January 2014 Images courtesy of the Australian Sports Commission, Paul Hoelen and Special Olympics Tasmania. 8 :: Tasmanian sport and active recreation framework for people with disability
creating liveable communities supporting access to meaningful employment improving access to mainstream services through better systems and processes These areas have been mapped against the priorities of the National Disability Strategy to ensure consistency between all levels of government. Developing positive community attitudes and behaviours AIM: To community awareness of the rights and abilities of people with disability, and to support the development of positive attitudes and behaviour towards people with disability. The attitudes and behaviours of the general community towards people with disability have been described as the single greatest barrier to full access and inclusion. Research has found that negative attitudes towards people with disability have significant impacts on people’s major life areas, such as education, employment, health, and community participation. Community attitudes can also be influenced by particular characteristics of the person with disability, such as gender, age, ethnicity, or the type of disability itself. This can lead to greater discrimination and disadvantage for women with disability, or Aboriginal people with disability, for example. Public attitude is determined by the community’s experience and knowledge of disability. Consultation to date has identified that attitudes towards people with disability are determined by ignorance, fear or lack of opportunity to interact. Developing positive community attitudes involves increasing public awareness and creating opportunities for interaction. While it is important to identify specific actions to assist in the development of positive attitudes and behaviours, actions under the other three focus areas will also contribute to developing inclusive attitudes. ‘People don’t always mean to discriminate against people with disabilities but it’s one of those things that does occur. I think the challenge is to make people aware of the types of discrimination and how to overcome that, without being hostile or anything like that. I’m quite happy to point out to people ways of going about it
The following matrix indicates which targets are addressed by each of the disability indicators and each disaggregation by disability status proposed above. Which SDG targets are addressed by the disability indicators? Target Indicator 1.1 all 1.5 vul 1.3 vul 3.2 all 3.8 all 4.5 dis 4.a dis 5.2 all 5.6 all 6.1 all 6.2 vul 8.5 dis 9.c all 10.2 dis 11.2 dis 11.5 vul 11.7 dis 16.7 all 16.9 all 17.18 dis % PwD below $1.25(PPP)/day* x x % PwD covered by social protection/disability benefits* x x Under-five mortality rate for CwD* x x % households with PwD facing catastrophic health expenditure* x x School net attendance for CwD* x x % teachers with training on teaching students with special needs x x x % of schools with adapted infrastructure and metarials for students with disabilities x x % women and girls with disabilities subjected to physical and/or sexual violence* x % WwD who make their own sexual & reproductive decisions* x x % PwD using safely managed drinking water services* x % PwD using safely managed sanitation services* x Unemployment rate by disability* x x % PwD owning a mobile phone x x % PwD with internet access x x % seats held by PwD in public institutions x x % government websites meeting the ISO standards of accessibility x % public transport vehicles meeting the minimum national standards for accessibility by PwD x x % PwD among all deaths/injured/ missing/relocated/evacuated due to disasters* x x % public buildings meeting ISO standards for accessibility by PwD x x % green spaces meeting minimum national standards for accessibility by PwD x x % CwD births have been registered with civil authority* x x
Alternative contact number: address: Impact on life: Please rate the impact of your child/young person’s disability or additional need on their day to day life in the following areas. Area Low impact Medium impact High impact None or Not applicable Communication – behaviour/interpersonal/social skills Communication – speech and language Developmental delay Hand function Health – chronic long term illness Hearing Learning disability Mobility Personal care – continence Personal care – eating/drinking Personal care – washing/dressing Vision Please tick all boxes applicable to your child; if your child’s condition/diagnosis is not shown in the list below please use the ‘Other’ box to provide details. Disabilities Health Aspergers Syndrome Allergies / Anaphylaxis Autistic Spectrum Conditions Asthma Cerebral Palsy Diabetes Downs Syndrome Epilepsy Genetic Disability Gastrostomy Global Development Personal Care Hearing Impairment Tracheotomy Learning Disability Nasogastric feeds Physical Impairment O2 dependent Visual Impairment Additional Needs Assessment of educational needs ADHD Early Help Assessment (EHA) Behaviour that challenges Education, Health and Care Plan (EHC) Communication difficulties Learning Difficulty Assessment (LDA) Dyslexia / dyspraxia Statement of Special Educational Need Emotional behaviour difficulties None of these Learning Difficulties Sensory Difficulties Please provide more detail about your child’s condition including any dates of medical diagnosis
EXPENSES Mortgage payments/Rent - allow full amount less any means tested benefit paid Council Tax - allow full amount less any Local Council Tax reduction applied COSTS OF DISABILITY Figures were only attached to fuel in the FC Guidance and the following are recommended allowances for possible identified items and examples of reasonable evidence requirements prepared by NAFAO. A 3.1 % uplift has been applied based on the November CPI rate. ITEM AMOUNT EVIDENCE Community Alarm System Actual cost unless included in Housing Benefit or Supporting People Grant Bills from provider Privately arranged care Actual cost if Social Worker confirms requirement as part of the Care Plan and Council supported care is reduced accordingly Signed receipts for at 4 weeks using a proper receipt book Private Domestic help Actual cost if Social Worker confirms requirement as part of the Care Plan and Council supported care is reduced accordingly As privately arranged care Laundry/Washing Powder £3.76 per week Care Plan will have identified an incontinence problem. Identify more than 4 loads per week Dietary Discretionary as special dietary needs may not be more expensive than normal Details of special purchases Gardening Discretionary based on individual costs of garden maintenance As privately arranged care Wheelchair £3.92 per week manual £9.52 per week powered Evidence of purchase. No allowance if equipment provided free of charge Powered bed Actual cost divided by 500 (10 yr life) up to a maximum of £4.33 per week Evidence of purchase if available Turning bed Actual cost divided by 500 up to a maximum of £7.59 per week Evidence of purchase if available Powered reclining chair Actual cost divided by 500 up to a maximum of £3.44 per week Evidence of purchase if available Stair-lift Actual cost divided by 500 up to a maximum of £6.13 per week Evidence of purchase without DFG input Hoist Actual cost divided by 500 up to a maximum of £3.00 per week Evidence of purchase without DFG input
Details Parties Service Provider Name The Crown in Right of Tasmania represented by the Department of Health and Human Services (“Crown”) ABN 11255872006 Address GPO Box 125, Hobart in Tasmania 7001 Telephone 03 6166 3662 Attention Peter White Chief Executive, Housing & Disability Reform Service Provider Name Incorporated in ABN Address Telephone Fax Attention
Approved Auditor means a person acting in a professional capacity as an auditor and not a principal officer or employee of the Service Provider, and: where the Service Provider is incorporated under the Corporations Act 2001 a company auditor under the Corporations Act 2001 or a member of the Institute of Chartered Accountants in Australia, CPA Australia or the National Institute of Accountants; and where the Service Provider is incorporated under the Associations Incorporation Act 1964, in addition to those persons referred to in (a), any person the Commissioner for Corporate Affairs may approve having regard to the complexity of the financial affairs of the Service Provider; and for any organisation, in addition to those persons referred to in (a), a person who in the opinion of the Crown, having regard to the Funds provided through this Agreement and the size of the Service Provider, has appropriate qualifications and experience. means any item of tangible property purchased or leased either wholly or in part with the use of the Funds, with a value at the time of acquisition in excess of $5,000 (excluding GST); Business Day means a day on which authorised deposit-taking institutions (as defined in the Banking Act 1959 (Commonwealth)) in Hobart are open for general banking business, excluding Saturdays, Sundays and public holidays; Commencement Date means the date specified in Schedule 1 Completion Date means the date specified in Schedule 1
3.1.3 Service Specific Activities Schedule 4 – Reporting Disability Services 4.1 Financial Accountability Reporting Financial Reporting – all Financial Reports are to be sent to: Grants Management Unit Community Sector Relations Unit Department of Health and Human Services GPO Box 125 HOBART TAS 7001 Australia 4.1.1 Half-Year Reporting The Service Provider will provide the Department with a copy of the half year financial report provided to the Service Provider’s Directors or Management Committee within 5 Business Days of the half year report being presented to the Service Provider’s Directors or Management Committee. 4.1.2 Annual Report The Service Provider will provide the Department with an Annual Report of the Service Provider including the audited Financial Report by 30 November each year. 4.1.3 Annual Grant Financial Accountability Report – for each funded service By 31 October of each year the Service Provider will provide the Department with: a completed Annual Grant Financial Accountability Report signed by two office holders or members of the Service Provider considered to be bona fide representatives of the Service Provider to the effect that the grant provided under this Agreement was received and disbursed for the purpose for which it was given; where the Agreement Funds are greater than $100,000, a certificate signed by an Approved
If Yes go to Q40 If No go to Q39 Hearing = H Talking = T Walking = W If Y go to Q? [next section] If N, go to Q41 1 – cannot make the journey to school 2 - needs extra time/help 3 – no effect 2 – difficult to register ** 3- no problem 4 – registered at special school/class 2- moderate amount, child is struggling to keep up with schoolwork 3 – no effect – child doing well at school specialist advice, made changes to school buildings and routines 2 - moderate amount, eg they give some extra help after class 3 – not at all 36 37 38 39 40 41 42 43 44 References Ainscow, M. (1999) Understanding the Development of Inclusive Schools. Abingdon: RoutledgeFalmer. Albert, B. (2004) Briefing Note: The social of disability, human rights and development. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Albert, B., Dube, A.K., Hossain, M and Hurst, R (2005) Research gap analysis report. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Alur, M. (2002) Special needs policy in India, in: M. Alur and S. Hegarty (Eds) Education and children with special needs: from segregation to inclusion. New Delhi: Sage. pp. 51-66. Anand, S.N. (2009) Education and Livelihood Opportunities programme. Presentation at Disability Development Partners Annual General Meeting, Holloway, London. 30 September 2009. Bak, H. (2011) The inclusion of visually-impaired students in the mainstream curriculum: a case study in Ghana Unpublished MA dissertation. Department of Education. University of Sussex Bangert, K (1996) Quality Education towards Full Participation: Keynote Address. First National Congress of Teachers of Visual Impairment, Metro Manila, May 1996 (accessed 7/1/12) H and Lei, P (2011) Disability and education: the longest road to inclusion. International Journal of Educational Development 31 (5), 419–424 Booth, T. (2000) Progress in Inclusive Education, Executive summary EFA 2000 Assessment. Paris: UNESCO
Acknowledgements “At Rockingham Community College You Get More Than A Quality Education” Disability Services Advisory Board of the North Carolina Community College System. Disability Services Resource Guide. 2001. “Disability Support Services Policies, Procedures, and Guidelines for Students”, Wake Technical Community College, Raleigh, NC “Policies, Procedures, and Guidelines”, Blue Ridge Community College, Flat Rock, NC Rockingham Community College Catalog 2009-2010. Take Charge of Your Education: A Handbook for Students with Disabilities. Guilford Technical Community College, Jamestown, NC. LaVonne W. James, M.Ed., NCC, Counselor D. Kent, MA, NCC, LPC, Counselor February 2002, updated May 2006, November 2009 Stephen Rohrbeck, M.A., LCAS, NCC, Counselor February 2012, updated December 2012, April 2014 Adrienne Bowman, MS, LPCA, CRC, PVE Academic Advising & Disabilities Counselor updated November 2016
What do you think? Was the form easy to complete? Yes No If you answered No please give details: Was the form easy to understand? Yes No If you answered No please give details: Was there any information not included on the form which you would like to see included? Do you have any suggestions on how the form could be improved?
If YES, please send current evidence of the reason, issued by the DVLA, and go to SECTION 4 Section 3 – Eligibility Assessment (please provide medical evidence) 1.Please describe your illness or disability, giving as much detail as possible (continue on a separate sheet if necessary):_______________________________________________________ 2.How long have you suffered form the disability / illness? Years Months 3.Do you regularly use a walking aid or a wheelchair? Yes No If YES, please state the type of aid(s) you use:_________________________________________ ________________________________________________________________________________ How often do you use them?______________________________________________________ 4.How far can you walk on flat ground before you feel breathless, feel pain or severe discomfort and need to rest? ______________________________ Metres 5.Roughly, how many minutes does it take you to walk this far?_____________ 6.Please give details of how your day to day activities are affected by your disabilities / Section 4 - Declarations and signatures. I declare that to the best of my knowledge all the statements I have made on this form are true and I agree to The London Borough of Brent contacting my GP/Health Professional if necessary for the purpose of obtaining information in support of my application.
Helplines Partnership lists helplines providing support for disability and mental health Job Centre Plus have Work Coaches at Jobcentres to help you find a job or gain new skills and tell you about disability-friendly employers in your area. They can also refer you to a specialist work psychologist if appropriate, or carry out an ‘employment assessment’ Leonard Cheshire Disability provides an internship and professional development programme for talented students and recent graduates with disabilities, Mind provides information on how to be mentally healthy at work National Autistic Society provides work preparation programmes for graduates with Autism and Asperger Syndrome (job search and work preparation handbook available from Careers & Employability Service) Remploy Employment Advisers offer employability skills and recruitment support. Referrals are via Jobcentre Plus after an initial meeting at Remploy to see if it is for you Dudley is the nearest office to Worcester. Rethink Mental Illness outlines what support is available to help you find work, advice re benefits and local support groups Richmond Fellowship is a specialist mental health services provider offering individual placement and support programmes in selected areas of the UK National Institute for Blind People provide specialist support and advice to help find employment, start a business and stay in work. Action for Blind People merged with them in 2017 and still offer skilled employment advisers based in teams around the country to provide specialist support to people who are blind or partially sighted and their employers. Shaw Trust is a national charity that supports people with a disability or health condition into work, gain skills and take control of their futures. Referrals through the Job Centre Plus for Work Choice or Work Programme. Also offer Talent Match for those unemployed for a year – professionals can refer directly to Shaw Trust in Worcester Useful Resources EHRC Employment: statutory code of practice, includes information about reasonable adjustments in the workplace Gov.uk provides information about the Disability Confident scheme www.gov.uk/recruitment-disabled-people/encouraging-applications National Careers Service offers information advice and guidance on learning, training and work.
appropriate interventions put in to support. likely to be at expected across all areas. Interventions: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Speech & Language Child ‘C’ 20/40 for phonics screen in Y1 but he didn’t attend Year R [at other school] so has made good progress. Speech and language referral with specific interventions put in place Child ‘C’ is making slightly slower progress and is just below expected
being within a classroom prompts and modelling and rewards were used Limited experiences of some aspects of learning Cassy has limited vocabulary and doesn’t recognise many simple objects, situations and experiences. During times when confronted with the unknown she often becomes withdrawn and stops communicating During the term staff ensured that some of the prompts and stimuli in different learning opportunities were based around familiar Disney characters, the only characters Cassy was familiar with This promoted enthusiasm and excitement from Cassy and encouraged her to engage more in activities and use language to share her ideas and play Interventions: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Speech & Language Mum has shared that Cassy rarely talks in sentences of phrases at home, she generally uses nouns or verbs in isolation and her sibblings respond. Her level of language on entry was well below that expected for her age Term 1 – Daily 10 mins by specialist S & L TA, playing alongside Cassy to model key language during Child Initiated Term 2 – Small group during Child Initiated 3 x per week 15 mins, modelling and developing language through small world and role play Term 3 – 1:1 phonics 10 mins per day with TA revisiting phase 2 Cassy’s language development is now within the normal ranges. Her vocabulary remains poor and this is the on-going focus Early Reading Cassy had limited experience of books. She knew some stories and had a love of playing pretend but based around television and movie stories Term 2 – 1:1 picture book sharing. Focus on story telling, developing language and introduction to fairy tales, nursery rhymes etc. Term 3 & 4 – Daily reading 1:1 or 2:1 Initially Cassy needed familiar stories for TV and movies to be interested or excited. Cassy now enjoys books and is age expected for reading skills Cassy is set to achieve her GLD at the end of YR and will enter Y1 on track for Age Expected Standards
c. Develop training modules for various stakeholders d. Standardize training curriculum e. Mainstream disaster risk reduction in education curriculum at all levels f. Exchange trainers and experts g. Conduct research, documentation and publication h. Compile best practices and indigenous knowledge i. Develop indicators for measuring the impact of training 5. the ICT for disaster management. 6. Establish an effective monitoring and evaluation mechanism. IV. Implementation and Follow-up A. General considerations 1. The implementation of and follow-up to the strategic goals and priorities for action should be addressed by different stakeholders in a multi-sectoral approach, including the development sector. Members States and regional organizations will integrate disaster risk reduction considerations into their sustainable development policy, planning and programming at all levels. Civil society, including volunteers and community-based organizations, the scientific community and the private sector are vital stakeholders in supporting the implementation of disaster risk reduction at all levels. 2. While each Member State has primary responsibility for its own economic and social development, an enabling regional environment is vital to stimulate and contribute to developing the knowledge, capacities and motivation needed to build disaster resilient nations and communities. 3. All the Member States will be encouraged to a holistic approach and maintain consistency in programming and building multi-stakeholder partnerships at all levels, as appropriate, to contribute to the implementation of this Framework for Action. 4. Member States and other actors are encouraged to promote the strengthening or establishment of volunteer corps, which can be made available during disasters. B. Specific considerations 1. Member countries shall develop their own plan of action for implementation of this framework.