Group items tagged

Register here Or Click here for Hotel Accomodations, Reservations, etc... What:Plain Talk About Reading is heralded as the nation's premier reading institute. The Institute gained its reputation because of its clear focus on providing the latest scientifically based reading research (SBRR) and strategies for those who teach reading at all ages and grade levels.     From the nation's leading researchers, you will learn the current findings on reading instruction, reading difficulties and reading intervention.   From seasoned practitioners, learn classroom strategies that put this knowledge to work.  This Institute features a "who's who" of experts from researchers to practitioners, including Louisa Moats, Daniel Willingham, Maryanne Wolf, Anita Archer, Kate Cain, Sam Goldstein, Virginia Buysse, Joe Torgesen, Michael Fullan, Jack Fletcher, Jan Hasbrouck, Robert Pasternack, Judi Dodson, Cate Heroman, Linda Farrell, Mel Riddile, Anne Whitney, Susan Ebbers, Vicki Gibson, and many, many more! Registration Fee:  $645 per person (if received between 10/1/11 - 3/2/12) $745 per person (if received after 3/2/12) When:April 30 - May 2nd, 2012Where:New Orleans, LouisianaContact:The Center for Development and LearningWebsite: learn@cdl.org Phone: (504) 840-9786Email: www.cdl.org

Click here to register for this event What: Social inclusion occurs when individuals and entire communities of people have access to rights, opportunities, and resources that are usually available to members of American society. People with mental health and substance use problems are more  likely to fully recover and rebuild their lives when they have access not only to care and services, but also to social, economic, educational, recreational, and cultural opportunities that most citizens take for granted.  A socially inclusive society also provides opportunities for individuals in recovery to contribute to their communities as peers, employees, parents, residents, students, volunteers, teachers, and active citizens. Social inclusion provides a policy framework to make this vision a reality.  The SAMHSA ADS Center invites you to a FREE teleconference training to learn about three innovative community programs that are improving lives, changing communities, and transforming systems through social inclusion practices. The training will highlight the promising practices of the 2010 Campaign for Social Inclusion Award recipients, including:  SC SHARE’s Dream Team, which is reaching thousands of young people throughout South Carolina through partnerships with key government, faith, and community leaders. The Dream Team uses lived experience to show that there is hope; that a full, productive life can be the expectation; and that recovery is possible.  Heartland Consumer Network’s Poetry for Personal Power, which is changing lives and influencing educational systems by bringing open mic spoken poetry competitions to colleges throughout Missouri. This program is offering young people with mental health and substance use problems the chance to use personal experience and creativity to inspire others.     Advocacy Unlimited, Inc., which developed a 30-minute documentary titled Shining Stars – Young Adults in Recovery to give a voice to young people with mental health and substance use problems who teach about what recovery looks like and the important role all of us play in supporting each other. This program will be featured during a public viewing of the documentary in June at the State Legislative Office Building in Connecticut.    These SAMHSA-supported community-based efforts will demonstrate how social inclusion programs improve lives, communities, and systems. Participants will also learn how they can apply for the 2011 Campaign for Social Inclusion Awards and become a pioneer for building a socially inclusive America.   Date and Time Monday, May 9, 2011 1 p.m. – 2:30 p.m. Mountain

Click Here For More Information, and to Make Reservations What:Conference - Plain Talk About Reading (heralded as the nation's premier reading institute because of its clear focus on providing the latest scientifically based reading research (SBRR) and strategies for those who teach reading at all ages and grade levels). From the nation's leading researchers and seasoned practioners, atendees will learn the current findings on reading instruction, reading difficulties and reading intervention, and classroom strategies that put this knowledge to work.     $575 per person (if received before 9/30/11)    $645 per person (if received between 10/1/11 - 3/2/12)    $745 per person (if received after 3/2/12) Sessions In-depth information on today's most burning reading issues Early childhood literacy and language development  Getting adolescent literacy right Integrating literacy strategies across the disciplines at all grade levels  Practical strategies for increasing vocabulary Increasing reading comprehension  Teaching reading to English language learners Implementing Response to Intervention at all levels Leadership that yields increases in student literacy levels  Increasing teacher knowledge and skills Broad session choices: Sessions that target early childhood classrooms  Sessions that address how to meet the needs of special education students   Content-centered sessions on strategies for the classroom Sessions delivering the latest research on reading, RtI, language development, attention, and other related topics Sessions especially for school and district leaders Sessions focused on English language learners When:April 29, 2012 - 4:00 p.m. - 7:00 p.m. (Mountain Time) – RegistrationApril 30, 2012 - 8:00 a.m. - 4:45 p.m. (Mountain Time) - Day 1May 1, 2012 - 8:00 a.m. - 4:45 p.m. (Mountain Time) - Day 2May 2, 2012 - 8:00 a.m. - 3:00 p.m. (Mountain Time) - Day 3

As Principal Investigators of the Center on Online Learning and Students with Disabilities, we are writing this letter to express some concerns about the present participation of students with disabilities in online learning. Several months ago we accepted the challenge of finding answers to important research questions about how online learning environments can be optimally designed and implemented to be accessible, engaging, and effective for all students, including students with disabilities.  To accomplish this goal, the Center is conducting research to identify and verify trends and issues as well as describe potential positive outcomes and negative consequences related to participation of students with disabilities in online learning.  These findings will inform our development and testing of promising approaches to online learning for students with disabilities.  This research program definitively has barely begun.

RCT Demonstrates the Efficacy of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders

Research on Autism Spectrum Disorders (ASD) and the development of interventions for children with autism have expanded greatly in recent years, though most comprehensive interventions have not received systematic, scientific evaluation. One of the few exceptions is LEAP (Learning Experiences�An Alternative Program for Preschoolers and Parents), a comprehensive intervention for preschool children with autism, developed by Phillip Strain in 1981, that uses a variety of science-based learning techniques. Although LEAP had been shown to improve child outcomes in a prior evaluation, the developers recently implemented a new experimental evaluation comparing full LEAP implementation to a reduced model based only on access to materials. With funding from the National Center for Special Education Research, principal investigator Phillip Strain and his research team conducted a randomized controlled trial (RCT) comparing classroom implementation of LEAP with training and mentoring by LEAP staff to classrooms in which teachers were only provided with the usual LEAP training manuals and materials. They found that providing preschool teachers with LEAP training and mentoring resulted in greater fidelity of implementation and more positive child outcomes when compared to teachers who were only given the training manuals and materials.

“Nobody Is Too ‘Anything’ to Read, Write or Communicate” The late news broadcaster Walter Cronkite catalogued the ills of the world every night for television viewers. But through the cataract of daily despair he always glimpsed a reason to hope, to be joyful about the possibilities of the moment and beyond. For the tens of millions of viewers who watched his coverage of the first lunar landing 40 years ago that enthusiasm reached out from their TV sets, when, at the moment of human touchdown on the surface of the moon, Cronkite shed his cloak of objectivity and exuberantly exclaimed, “Oh, boy!”

Despite the many daily challenges that confront them in their sphere, members of school district assistive technology teams nationwide share Cronkite’s enthusiasm for the vast potential of technology to change the lives of individuals with disabilities. Sure, the struggles AT team members face are daunting: lack of time and money; too many pre-service and in-service teachers without sufficient AT training; funding-strapped districts that are sometimes reluctant to approve teams’ AT recommendations for individual students; the reluctance of some districts to accept AT’s viability, and a continuing belief in a few education quarters that some children with disabilities may never learn to read and write. Fortunately, among district AT team members – speech-language pathologists (SLP’s), occupational therapists (OT’s) and others – the technology flame burns brighter than ever. Their enthusiasm still bubbles. Their thirst for information about the latest technology developments that may aid their district’s children is unquenched. And their conviction that no child is too disabled to read or write remains not only ironclad but often translates into a hard-won happy reality for the children with whom they work.

Click here to register now! What:The Council for Exception Children (CEC) invites you to join them for a premier professional development event dedicated to special and gifted education. Attending the convention, you will: Participate in the many rich opportunities to learn and engage in dialogue about the fields most important topics including: teacher effectiveness, universal design for learning, collaboration, response to intervention, evidence-based instructional strategies, common core state standards, restraint and seclusion, alternative school, autism, mental health, classroom management, and more. Network with inernationally-renowned experts in special education and discuss the latest research and most promising instructional strategies. Investigate new career opportunities with onsite recruiters and more! When:April 11-14, 2012 (Wed.- Sat.) Where:Colordado Convention Center, Denver, COFor more information visit here!

Click here to register for this webinar What: Join Occupational Therapist and Inclusion Advocate Ingrid M. Kanics, OTR/L for this enlightening webinar. Participants will learn about the seven senses as well as how the brain integrates and uses this sensory information in everyday activities. The webinar will provide participants with activities in each sensory area that can be used to help children explore and integrate sensory information in their daily lives. When: June 1, 2011 2:00 p.m. - 3:00 p.m. Mountain Cost: $30 per person (free for Lekotek affiliates) Special-FREE for all caregivers of children with disabilities (just email domahen@lekotek.org to resgister) Presenter Bio: Ingrid M. Kanics, OTR/L is an Occupational Therapist who has worked for 10 years helping communities create and run amazing places where all children can play together. She was senior consultant on the national advisory team for the Center for Creative Play, Pittsburgh, PA. During that time she worked with numerous communities and children's museums helping them expand their understanding of Universal Design and the importance of Sensory Play in every childs' development. She continued this work as Therapy Director at Hattie Larlham, Mantua, OH, where she oversaw therapy and recreation programs for children of varying abilities. She now owns her own consulting business focusing on great play spaces in communities. She has presented at local, state, and national conferences on the topics play, sensory integration and Universal Design. Conferences include the Association of Children's Museums, American Occupational Therapy Association, Parents As Teachers, and National Association of the Education of the Young Child (NAEYC).

The National Professional Development Center on Autism Spectrum Disorder (NPDC on ASD) has identified 24 evidence-based practices for working effectively with individuals with autism spectrum disorder and is in the process of developing free online modules for each of these practices. Evidence-based practice (EBP) briefs for these 24 practices have also been developed. These include an overview of the practice, directions for implementation, an implementation checklist, the evidence base for the practice, and supplemental materials. Autism Internet Modules (AIM) - http://www.autisminternetmodules.org/ Evidence-based Practice Briefs - http://autismpdc.fpg.unc.edu/content/briefs Additionally, the IDEA Partnership has added new resources to its Collection on Autism Spectrum Disorder, including: an updated Glossary, Resource Guide, new Dialogue Guides, and a new PowerPoint with Presenter Guide on Functional Behavioral Assessment. To learn more, go to http://ideapartnership.org/index.php?option=com_content&view=article&id=1493

Click here to download flyer (PDF)What:Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators is a supplemental LETRS module based on a growing body of research that says the more children know about language and literacy before they begin formal schooling, the better equipped they are to succeed in reading. This two session presentation describes the scope and sequence of the module, helping preschool and kindergarten teachers to deepen their understanding of early literacy and enhance their strategies to help young children develop the foundation skills needed for learning to read and write.$75.00 Registration Fee - includes copy of LETRS for Early Childhood Educators (non-refundable payable to: Montana Center on Disabilities).You can register online here!When:Registration is from 8:00 am to 8:30 am January 13, 2012 and March 2, 20128:30 AM - 4:00 PMWhere:MSU-Billings College of Education Building Room 122Billings, MT1500 University DriveContact:Debra Miller Email: dmiler@msubillings.eduPhone: 406-657-2072

Register online right here!You can also download the flyer right here!What:Susan A. Gendron served as Commissioner of Education for the state of Maine from March 13, 2003 until May 1, 2010 when she stepped down to assume the role of Policy Coordinator for the SMARTER Balance Assessment Consortium. In this role she assisted 31 states in preparing an innovative integrated proposal that is built upon an integrated balanced system for curriculum, assessment, instruction and educator development.Topics To Be Addressed Tools and strategies to address Montana Common CoreStandards for Math practices specifically for grades 6-8 First glimpse of Common Core Standards for Science First glimpse of Common Core Standards for Science. This workshop is appropriate for math and science teachers, curriculum directors, administrators, and those interested in learning more about Common Core Math standards. OPI Renewal Units AvailableRegistration Fee$25.00: Participants are responsible for their own travel and meal costs. Substitute costs will be reimbursed (process will be discussed at the workshop). When:March 21, 20128:00 AM -11:00 AMWhere:Lincoln Center Board Room415 N 30th StreetBillings, MontanaContact:John KeenerPhone: (406) 657-1743Email: john.keener@msubillings.edu

Crossing the Technology Bridge -- Where Do We Go as a Field to Help All Learners Succeed?An Interview with Ruth Ziolkowski, President and Chief Operating Officer, Don Johnston, Incorporated

This month the Family Center is pleased to feature the insights of Ruth Ziolkowski, President and CEO of the Don Johnston Company, a leading assistive technology firm that recently celebrated its 30th year in business. Don Johnston, and the company that bears his name, are known for literacy software programs, tools, devices and professional development services aimed at supporting students with cognitive, physical and learning challenges. We asked Ms. Ziolkowski to comment on various aspects of the AT field, including where it is headed in K-12 education.

April 2010 - Epistemic Games: Role-Playing, Technology-Based Games for Real-World Thinking and Learning Computer games delight and distract kids – and occasionally infuriate parents and teachers – but some games actually aim to encourage students to think about their world and their place in it. That latter category encompasses epistemic games. Epistemic what? Epistemic games. Derived from epistemology – the study of knowledge -- epistemic games remain a largely unknown element in the growing gaming universe. But they have already carved out a small niche well worth examining: technology-based games that help young players, including those with disabilities, assume the perspective of a specific group of individuals, including attorneys, doctors and urban planners, among others. The objective of epistemic games is to teach players how to problem-solve like real-world individuals and, in the process, develop creative and innovative ways of thinking.

Do you know someone who isn’t sure whether or not to pursue a medical diagnosis for a developmentally delayed son or daughter? According to the Centers for Disease Control, most children with autism are diagnosed after age 4.  Certain other developmental and learning disabilities are usually not diagnosed until a child enters elementary school.  These facts are puzzling, since it is well-established that early intervention leads to better outcomes for children with special needs. But there are many reasons why parents and physicians choose to delay diagnosis, even when a young child is delayed and has difficulty adapting to everyday life:

This six session series on Discovery will provide educators, adult service personnel and family members with the critical information necessary to facilitate discovery for persons with significant disabilities.  This alternative to comparative assessment addresses the essential question so often overlooked by evaluations and tests, “Who is this person?”  The sessions offer a comprehensive overview to discovery, the relationship to employment and transition from school to adult work, relevance to curricular outcomes and development of visual and written profile documents that capture the information learned during discovery. Don’t miss this useful and informative series that will provide practical strategies and the foundation for all person-centered plans.

This guide is based on over 20 years of research conducted by the Frostig Center in Pasadena, California. The research traced the lives of individuals with learning disabilities in an attempt to identify factors that predicted successful life outcomes. The guide has been developed by Dr. Marshall H. Raskind, Dr. Roberta J. Goldberg, along with research associates Dr. Eleanor L. Higgins and Dr. Kenneth L. Herman.