Group items tagged

Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.

Test scores on state assessments for students with disabilities have increased in recent years, according to a new study released today. The Washington-based Center on Education Policy examined state mathematics and reading test results from the 2005-06 school year to the 2007-08 school year. Those state tests are used to determine whether schools and school districts are making adequate yearly progress under the federal No Child Left Behind Act.

The Individuals with Disabilities Education Act (IDEA) has been widely celebrated for providing millions of disabled children with broader educational and life opportunities. This Note seeks to improve the implementation of the IDEA by questioning one of its key assumptions: that parents possess the tools to advocate for their children in special education matters. This Note argues that many parents need assistance to achieve optimal outcomes for their children because of the complexity of both the disabilities involved and the formal rules of the system itself. Several policy options are considered in the hope that local educational agencies will implement pilot programs to further explore the issue of external advocacy in special education.

The Partnership for Assessment of Readiness for Colleges and Careers, which had released pieces of its proposed accommodations policy for students with disabilities, has now put out a full draft of its accommodations manual for public comment. (The organization also has an explanatory Powerpoint presentation and a list of frequently asked questions linked to the release.)

Top Things to Know for Families with ChildrenYouTube embedded video: http://www.youtube-nocookie.com/embed/7BSJmEggpnYInsurance companies can no longer impose lifetime dollar limits on essential coverage limitsJob-based health plans and new individual plans are no longer allowed to deny or exclude coverage for your children (under age 19) based on a pre-existing condition, including a disability. Starting in 2014, these same plans won't be allowed to deny or exclude anyone or charge more for a pre-existing condition including a disability.Parents have new options to cover their children. If your children are under age 26, you can generally insure them if your policy allows for dependent coverage. The only exception is if you have an existing job-based plan, and your children can get their own job-based coverage.An Affordable Insurance Exchange is a new marketplace where individuals and small businesses can buy affordable health benefit plans. Exchanges will offer you a choice of plans that meet certain benefits and cost standards. Starting in 2014, members of Congress will be getting their health care insurance through Exchanges, and you will be able buy your insurance through Exchanges, too.Pregnancy and newborn care, along with vision and dental coverage for children, will be covered in all Exchange plans and new plans sold to individuals and small businesses, starting in 2014.In 2014, if your income is less than the equivalent of about $88,000 for a family of four today, and your job doesn’t offer affordable coverage, you may get tax credits to help pay for insurance.

American Airlines is taking heat for requiring a teen who is nonverbal to stow the iPad she relies on to communicate during a recent flight.

The transition from school to employment is a critical time in the lives of youth with disabilities. Collected here are strategies to help youth and their families access the full range of support available to prepare them for successful transition into integrated, competitive employment.

About the Autistic Self-Advocacy Network Mission Statement: The Autistic Self Advocacy Network seeks to advance the principles of the disability rights movement in the world of autism. Drawing on the principles of the cross-disability community on issues such as inclusive education, community living supports and others, ASAN seeks to organize the community of Autistic adults and youth to have our voices heard in the national conversation about us. In addition, ASAN seeks to advance the idea of neurological diversity, putting forward the concept that the goal of autism advocacy should not be a world without Autistic people. Instead, it should be a world in which Autistic people enjoy the same access, rights and opportunities as all other citizens. Working in fields such as public policy, media representation, research and systems change, ASAN hopes to empower Autistic people across the world to take control of their own lives and the future of our common community. Nothing About Us, Without Us!

Whether you are a parent of a child with LD, an adult with LD, an educator, or an LD professional, there's a place for you in the world of LD advocacy. Now more than ever, it is imperative that the voices of children and adults with learning disabilities are heard in Washington, D.C. and at the state and local level.

What: The 2011 National Transition Conference will provide a forum for the development of an action agenda, bring together critical partners in the transition community to exchange innovative ideas and approaches; demonstrate knowledge gained from policy implementation; transition practices; research findings; and promote and facilitate the development of networks and relationships. The 2011 National Transition Conference will bring together: Youth and young adults Family members/advocates/caregivers Educators Vocational rehabilitation professionals Employment and training professionals Researchers State and federal officials Leaders in the transition community When: November 7-9, 2011 More info: Registration will be available online in the summer. Check the conference website at www.transition2011.org for conference news and updates.

As an older sibling of someone with developmental disabilities, I want to believe that my sister will have better options than exist today. Policies such as IDEA and NCLB were founded on philosophies derived from civil rights and an individual’s pursuit of happiness. These are meant to provide a semblance of equality and possibility for individuals with disabilities to grow and achieve their full potential. My sister, however, will never be able to fight for her happiness on her own. The state will always see her as a burden, and she will rely on a community to support and protect her.

The U.S. Department of Education (ED), in collaboration with the U.S. Department of Justice (DOJ), today released a school discipline guidance package that will assist states, districts and schools in developing practices and strategies to enhance school climate, and ensure those policies and practices comply with federal law. Even though incidents of school violence have decreased overall, too many schools are still struggling to create positive, safe environments. Schools can improve safety by making sure that climates are welcoming and that responses to misbehavior are fair, non-discriminatory and effective. Each year, significant numbers of students miss class due to suspensions and expulsions—even for minor infractions of school rules—and students of color and with disabilities are disproportionately impacted. The guidance package provides resources for creating safe and positive school climates, which are essential for boosting student academic success and closing achievement gaps.

In a series of policy recommendations, advocates from a consortium made up of a dozen organizations including Autism Speaks and Easter Seals highlighted the needs of adults with autism when it comes to learning life skills, accessing qualified support providers and obtaining funding that’s flexible. Organizers of the advocacy effort known as Advancing Futures for Adults with Autism estimate that more than 500,000 individuals with the disorder will enter adulthood in the next 10 years. They are urging Congress to pass reforms within the next year to meet the needs they’ve identified.

Hawaii, like all but four states, is experiencing an extreme fiscal crisis. As a partial response, Hawaii and its teacher’s union agreed to a contract for the 2009-2010 school year with 17 fewer days, dubbed “Furlough Fridays.” This cut stood to save the state thousands of dollars, but also meant that all students in Hawaii would lose approximately 10% of instructional time. Parents of students with disabilities sued to prevent the state from implementing this plan, arguing the lost time was a change of placement and violated IDEA’s stay put provision. The State went forward with the cost cutting measure, which began regardless of the suit in October of 2009. Late last week, the Ninth Circuit disagreed with parents and ruled that “system wide changes are not meant to be covered by IDEA’s stay put provision.”

In my work helping to develop policies on accessible workplace technology, I have sometimes fallen into the trap of looking just at the “little picture.”  By that I mean that sometimes I’ve focused too much attention on making sure that information and communications technology is (ICT) is compatible, or interoperable, with assistive technology specifically screen readers.  I know I’m not the only one who has made this mistake, because I come across a lot of information suggesting that once a website is found to work with a screen reader or another type of assistive technology, the accessibility discussion can simply end there.  Millions of people around the world use assistive technology, so it is understandable that interoperability is a very important issue.  But it sometimes commands so much attention that we forget to look at the “big picture” of fully accessible ICT or the biggest picture of all, universal design.

What:Kevin Honeycutt takes a fun look at the exciting things that happen when educators step outside their boxes and try new tools. He reinforces the importance of relationships while encouraging teacher to become learners again through positive examples of student success.Julie Cajune, Executive Director of the Center for American Indian Policy and Applied Research Center at Salish Kootenai College, recently completed a three-year project developing tribal history materials funded by the Montana State Legislature. Julie will share her findings in her Wednesday keynote presentation: “History Matters” and in her session “Montana Tribal Histories and Governments”.When:June 5-8, 2012Where:MSU BillingsBillings, MTRegistration: Early Bird registration: $150.00 (through 5/14/12Late Bird registration: $170.00 (after 5/14/12) Register for college credit and CEUs by calling MSUB at 896-5890.Contact:Montana Center on DisabilitiesPhone: 657-2312 Website: http://www.msubillings.edu/summerinstitute/