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The focus will be on the two main components: Inclusion Model Decision Matrix Supporting Documents for the Decision Matrix The Inclusion Collaborative of Santa Clara County is committed to ensuring that children with disabilities and special needs have equal access to full participation in inclusive learning environments. There are resources for teachers, families, and administrators (some are California specific).

The information for this Tools for Inclusion came from a research study in Massachusetts. We interviewed 16 people with intellectual disabilities and their families and employment staff to understand how they make decisions about work and how their family members help them make decisions. "Family" can mean: two parents, one parent, step-parents, older and younger siblings, or extended family members such as aunts, uncles or grandparents.

Click here to download the brochure, with registration, for this event (PDF) What: The successful implementation of Response to Intervention system involves both the collection and skillful analysis and use of data. However schools often struggle with the second half of this requirement: continuously using assessment to make data-based decisions. This workshop will focus on: A short view of the 8 Montana RtI Essential Components with an emphasis on ongoing as-sessment at the school wide and student level. Going beyond data collection to using the information to make strong, viable data-based decisions. Using benchmark data from multiple sources to develop effective instructional plans for schools, classrooms and small groups. Collecting and using various types of progress monitoring data to track the effectiveness of individual student intervention plans. Individual break-out sessions focusing specifically on DIBELS, AIMSweb and MAP systems. When: September 13, 2011 Where: Hampton Inn Great Falls, MT Free training for: Elementary teachers, Special education teachers, Administrators, and Paraprofessionals. To register online: Register online at www.havre.k12.mt.us Click on the CSPD icon (upper right hand corner) Click on CSPD Calendar

“We need more research to be able to understand how to treat core symptoms of autism in this population, as well as common associated symptoms such as anxiety, compulsive behaviors and agitation,” said Jeremy Veenstra-VanderWeele, M.D., assistant professor of Psychiatry, Pediatrics and Pharmacology and Vanderbilt Kennedy Center investigator. “Individuals, families and clinicians currently have to make decisions together, often in a state of desperation, without clear guidance on what might make things better and what might make things worse, and too often, people with autism spectrum disorders end up on one or more medications without a clear sense of whether the medicine is helping.”

As part of the transition from childhood to adult life, planning inevitably includes housing decisions. Finding and securing housing and residential supports for adults with autism spectrum disorders (ASDs) can be challenging for the individual and the family. Autism Speaks is trying to make this overwhelming journey easier through a series of tools to guide you through the process of establishing residential services and supports for your loved one with autism. By giving you the tools you need to make housing choices, we hope to make this often complicated journey as simple and successful as possible. The Housing and Residential Supports section of the Autism Speaks website contains several sections that will provide you with the information you need, help you search for housing options, and keep you informed of promising developments, resources, and news in housing and residential supports.

Today, the U.S. Department of Education announced a new streamlined website and several social media tools that will make it easier for students and families to navigate the financial aid process and make informed decisions about paying for college. The launch of the new website, StudentAid.gov, follows a report from the U.S. Department of Education and the Consumer Financial Protection Bureau about consumer protection issues with private student loans and recommendations to improve the student loan marketplace.

Months after prevailing in a guardianship battle that drew national attention, a woman with Down syndrome is the namesake of a new center challenging an “over-reliance on guardianship” for those with disabilities. Margaret “Jenny” Hatch, 29, won the legal right earlier this year to make choices about where she lives and works. Her mother had sought guardianship and wanted Hatch to continue living in a group home where her decision-making abilities were limited. Now, Hatch is the public face for a new effort known as “The Jenny Hatch Project” that will share resources and knowledge gained from her case and promote alternatives to traditional guardianship for other people with disabilities.

Click here to register for this webinar What: Come and learn about the many low ($1-15) and mid-priced ($20-60) iPad apps out there to meet the needs of people with communication difficulties. These apps range from simple to complex, from word-based to icon- or picture-based. They are designed to facilitate communication for users of various ages and in various settings, including home, school, the community, and medical settings. See them, hear them, and hear what we think of them so you can make more informed choices about which to try for your particular situation. Learning Objectives: Gain an understanding of current accessible technologies avialable for people using an iPad or iTouch Learn the features of several low- and mid-priced communication apps Understand different considerations to make informed purchasing decisions When: Monday, October 17, 2011 12:30pm - 1:30pm Mountain Audience: K-12 Teachers, Therapists, AT Specialists and Anyone working with individuals using alternative forms of communication.

“Just because a person can’t speak doesn’t mean they have nothing to say.” A very important reminder from a parent of a non-verbal child. Communication is a basic human need, allowing people to connect with others, make decisions that affect their lives, express feelings and feel part of the community they live in. People with little or no speech still have the same communication needs as the rest of us.  We may just have to work a bit harder to find a communication strategy that works. The following tips have been contributed to Netbuddy by parents of children and adults with special needs. We hope you will find them useful, and please do share your own!

Alliance: CARETIME for Caregivers - Billings - Feb. 23, 2012 What:What is CARETIME? CARETIME is a support group made up of caregivers who have gone through or are going through care giving challenges. The purpose of CARETIME is to provide education, assistance and support for the difficult job of care giving.Who is CARETIME for? It is for spouses, children, sisters, brothers, friends.... anyone who is caring for or making decisions for a senior loved one. We ask that the caregiver come to our sessions without the individual they care for. We want all conversations to be open and forthright. This type of discussion can occasionally cause distress to the individuals being cared for.When:February 23, 20125:30 pm - 7:00 pmWhere:Adult Resource Alliance of Yellowstone County1505 Avenue DBillings, MTContact:To RSVP call Laura at the YCCOA at (406) 259-5212. We are also looking for caregivers to participate in a Caregiver Focus Group February 23, 2012 at the Step Conference. Room 644 Grand Ave. #1 from 3:30 - 5:00 pm. Please RSVP by February 16, 2012 if you will be attending.Contact Vicki Clear at (406) 234-6034 or 800-224-6034

AblePlayTM is a toy rating system and website that provides comprehensive information on toys for children with special needs. AblePlay was created so parents, special educators, therapists and others can make the best decisions when purchasing products for children in their lives with disabilities.

Click here to register What:Wondering what mounts, switches, and other peripherals to get for your iPads? Jennifer was too. She'll share with you what she bought, what she didn't, what she liked, and what she's learned through this process. There will be an interactive discussion section; please share peripherals you have or have heard about, so we can all learn from each other. Learning Objectives: Gain an understanding of peripherals available for the iPad Learn the pros and cons and the varied uses of these peripherals  Understand different considerations to make informed purchasing decisions When:Wednesday, November 30, 2011 2:00 - 3:00 Mountain Standard TimeContact:If you have any questions about the webinar, please contact Karen Sheehan, ksheehan@cforat.org.

Click here to download flyer (PDF) What:Tara Ferriter-Smith and Terri Barclay will share how Early Reading First preschool centers throughout the state of Montana are using a comprehensive RtI framework to prepare students for Kindergarten and future success in school. They will discuss the evidence based instructional and assessment practices that are proving to be effective for all learners. When implemented well an RtI framework will help educators align student needs by assessing student’s performance and adjusting instruction based on the individual’s response to a scientifically based intervention increasing the likelihood of student success. Discover how ongoing progress monitoring can help you make informed decisions to provide interventions for those students who are not achieving anticipated progress. When:December 5, 20118:30-3:00 pm MountainWhere:HRDC Building2229 5th AvenueHavre, MTContact:Aileen Couch, CoordinatorPhone: (406) 265-4356 ext. 322Email: cspd@havre.k12.mt.us

Is LD a prescription for failure? Absolutely not. Can individuals who have LD achieve success? Absolutely yes. Here’s where it gets tricky: What specific types of intervention and therapy could help to overcome or compensate for LD-related difficulties? Are these treatments quick fixes, or will they have lasting results? Are they based on strong scientific evidence or wishful thinking? Read on so that you can make informed decisions.

Making decisions about medication for a child with emotional or behavioral problems can be daunting and fraught with worry, especially when more than one medication is involved. Studies show that the number of children taking several psychoactive medications is soaring. Here are some guidelines to help you understand why your doctor might recommend multiple medications for your child, and whether you should have concerns about this treatment.

On any given day, the feeds of my social media accounts are brimming with resources, stories, and motivation about disabled people: parenting tips, educational advice, how to work with someone who has a disability, etc. About us, but too often not including us. There are countless communities geared towards supporting parents, family members, and professionals, sharing words of encouragement on how to be the best advocates for the disability community. And while I understand such support networks are usually well intentioned, in many cases, they take the power out of the hands of the people who know themselves and their needs best: people who are actually disabled. Don’t get me wrong – allies, or what I refer to as advocate-allies, are incredibly important to advocacy efforts. “Ally” implies being supportive, while “advocate-ally” paints a more accurate picture of people who join in along with self-advocates. And true advocate-allies deserve the utmost respect. But a real advocate-ally is someone who doesn’t overshadow the voices and efforts of the people who experience being disabled every single day. Of course, as a disabled child is just beginning life, parents and professionals have a responsibility to play a key role as advocates. Obviously, a four-year-old wouldn’t be able to discuss medical procedures or know what kind of environmental access modifications are needed, so we can hope that parents will make sound and informed decisions on their child’s behalf. But as disabled children grow older, if they can communicate effectively in any way, then the primary goal should be to embrace the child’s form of communication, working with them to develop their own voice for advocacy. It can become problematic if parents or professionals are reluctant to relinquish their positions of authority and move to the role of advocate-allies, advocating alongside, instead of on behalf of, disabled people. Therefore, as important as it is to step up as advocates, it’s more important to know when to step down.