Moving? ~ T_
Movers load furniture and other items from Club Aladdin, 601
N. Liberty St., Wednesday afternoon but Mrs. Linda F. Peay,
who was inside at the time, refused comment on why the Items
were being removed from the premises. The establishment is
operated by her and her husband, Benjamin S. Peay. The Peays
are subjects of a drug trafficking and money laundering inves
tigation by federal agents. Their homes and businesses were
searched on June 22 and orders were issued last week by U.S.
Photo by Mike Cunningham
Magistrate Paul Trevor Sharpe for the seizure of their home at
2325 Ansonia St., a business, Mahogany Enterprise, 4615 Baux
Mountain Road, and a house at 1120 E. 21st St. Also a 1985
Cadillac limousine and two 1978 Mercedez-Benzes were
ordered seized. According to court documents, the properties
were ordered seized because there was probable cause to
believe they were used in illegal drug and financial transac
tions.
Joint effort raises funds for Shaw University
From Chronicle Staff Reports
One million dollars raised
through a joint effort of the General
Baptist State Convention, Shaw
University alumni, faculty, staff and
community donors has enabled the
? faltering-Afro- Americarr college tcr~
recei v e an addi tional $2 million
from the U.S. Department of Edu
cation through a federal matching
program.
The matching funds came from
the Title 3 Endowment Challenge
Grant Program. The S3 million can
not be used for the university's gen
bert O. Shaw, its president. Federal
t .
guidelines stipulate that the S3 mil
lion in principle must remain
invested for at least 20 years. Also,
only 50 percent of the interest may
be used annually towards the
school's needs.
Baptist churches raised nearly
$400,000^ and anot he F-S300 ,000
came from the United Negro Col
lege Fund. Shaw is a private Baptist
university.
The school has suffered major
financial difficulties in recent years
from creditors such as the Internal
Revenue Service and the U.S.
Department of Education. However,
- Dr^Shaw- has-said^ his^ uni versify
now operates in the black .
Meeting the needs of special children From Page A1
years, with special needs within their
respective jurisdictions are identified,
located and evaluated, including chil
dren in private agencies within their
areas.
Once a teacher observes a child in
need of special services, a principal,
exceptional program chair or teacher,
or the appropriate support services
personnel studies the child's behavior
in the classroom setting. Then a series
of conferences, by school-based and
administrative placement committees,
are conducted before a ruling is made
as to whether a child needs special
education services.
During an average week at least
15,000 children across the country are
referred for special diagnosis because
of learning and behavioral problems,
according to "Integrating the Children
of the Second System," an article
appearing in the November 1988
issue of Phi Delta Kappan.
Locally, more than 5,500 stu
dents are in some type of special edu
cation program, said C. Douglas
Carter, assistant superintendent in
charge of special services.
"Each of the schools have some
kind of special education program,"
Mr. Carter said. "But the more severe
cases (those students whose learning
disabilities are deep rooted in numer
ous medical problems) are at the spe
cial handicapped centers."
Such a center is located at
t
Lowrance Middle School. Most of the
other schools are equipped to help
students with learning disabilities,
those who are "educable-mentally
handicapped" and children in need of
speech therapy. Three hundred of the
? system's 2,350 teachers are specially
^ trained in the area of special educa
. tion, according to Mr. Carter.
While some systems work very
diligently to serve their special kids,
others do not, said Margaret C. Wang,
Maynard C. Reynolds and Herbert J.
Walberg, education specialists and
authors of "Integrating the Children
of the Second System." Their con
tention is that special students' educa
tional needs are largely ignored.
"A variety of special programs
form a second system of education
for children floundering on the
fringes of the mainstream," the educa
! tors said. "Ironically, these programs
; have generated problems that hinder
full achievement for the children they
' were designed to help."
They criticize the labeling and
placement methods (similar to those
used in the local schools) used in sys
tems across the country and maintain
that most special programs are not
carefully evaluated.
"...children in special education
and in other categorical programs are
being classified in highly dubious
ways," according to the article.
"Moreover, even if they are coru^ct in
some strictly limited way, many clas
sifications are irrelevant to education
al decisions."
When an educable-mentally
handicapped child is identified in the
city-county system his or her place
ment is based on an individualized
education program which must must
be developed and implemented by the
local school.
That individualized program
includes statements of the child's
level of educational performance,
annual goals, short-term instructional
objectives, specific education and
related services to be provided to the
child, a description of the extent to
which the child will participate in
regular education programs and a
description of the program to be pro
vided, projected dates for initiation of
services and anticipated duration,
objective criteria, evaluation proce
dures and schedule for determining
on at least an annual basis whether
the short-term instructional objectives
are being met.
Parental involvement is
paramount, according to state guide
lines, in the entire process. The local
schools are required by law to follow
the preceding procedures, Mr. Carter
said.
Unfortunately, no laws are full
" proof and some of the nation's chil
dren are slipping through the cracks,
said education specialists.
"For example, the concept of
mental retardation has been stretched
to include the so-called 'educable,'
along with the most severely retarded;
many thousands of children are labeled
mentally retarded based on tests that
have little reliability or validity for
decision about instruction or school
placement," according to "Integrating
the Children the Second System."
In. addition, children from poor
families - a class in which many
A fro- Americans fall - are overrepre
sented in the country's special educa
tion classrooms. According to the
Corrections ... ?
if
? The executive assistant to the chancellor at Winston-Salem Stat$
University was incorrectly identified in the July 13 edition of the Chroni
cle. Jimmie Williams serves in that capacity. The Chronicle regrets and
apologi7.es for the error.
? In last week's Chronicle, Jimi Bonham was incorrectly identified as a
candidate for the Board of Aldermen from the Northeast Ward. Mr. Bon
ham is a candidate for the East Ward. The Chronicle regrets the error and
apologizes for any inconvenience.
1981 National Survey of Children, 35
percent of the children in families
with an annual income of less than
$10,000 needed remedial reading, and
of that, 16.7 pcrcent were slow learn
ers or learning disabled. But only 7.4
percent of the children whose families
earned from $20,000 to $35,000 a
year had a learning disability.
"The issue for serving this grow
ing group of young people is not find
ing something to call these students so
we can put money in a pot with that
label on it," said Madeline Will, assis
tant secretary for Special Education
and Rehabilitative Services, U.S.
Department of Education.J'The basic
issue is providing an educational pro
gram that will allow them to learn bet
ter."
In her article, "Educating Stu
dents with Learning Problems," in the
April 1989 issue of Education Digest,
Ms. Will concluded: "In short, we
need to visualize a system that will
bring the program to the child rather
than one that brings the child to the
program."
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