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The Council for Exceptional Children provides ongoing articles and updates (based on research) to support that students with varying abilities are capable of reaching higher levels of achievement than was once thought possible. The trick comes as we strive to update the mindsets of administrators, teachers and families (as well as the personal belief systems of the students) about the capabilities of diverse learners.

When: Monday June 21, 2010 · 1:00-2:30pm Mountain What: This webinar will provide an in-depth presentation of the five-year postsecondary education experience of Micah Fialka-Feldman, a 25 year old student with an intellectual disability, at Oakland University, through the OPTIONS Program. Micah, along with Dr. Shea Howell, one of Micah's college professors, his mother Janice Fialka, and one of Micah's friends and peer tutors will discuss this journey through postsecondary education from each of their unique perspectives. The webinar will present and discuss a range of practical strategies and supports used to enhance Micah's active participation in the classroom, course work, student activities, and dorm living. Critical components which contributed to a successful experience will be shared, such as: the immediate and inclusive participation of Micah on the campus in all domains of student life and learning, the intentional engagement of other students in planning with and supporting Micah, the creation of opportunities for Micah to participate in student activities, and others.

What: D.R.E.A.M. (Down syndrome research, education, advocacy in Montana) was started as a local support group for families of children with Down syndrome. The goal of D.R.E.A.M. is to provide financial grants to families in need of medical, educational and therapeutic assistance. It also helps to provide and distribute "New Parent Packets" to families with infants diagnosed with Down syndrome. The Bozeman Buddy Walk is the primary fundraiser for D.R.E.A.M. and a portion of the money raised will also go to the National Down Syndrome Society. The Buddy Walk® was established in 1995 by the National Down Syndrome Society to celebrate Down syndrome Awareness Month in October and to promote acceptance and inclusion of people with Down syndrome. When: September 24, 2011 Registration begins at 10 AM.. The walk begins at 11 AM and will be followed by a complimentary lunch donated by many local businesses.  Contact: For more information, contact Ryan Robinson at dreambuddywalk@gmail.com

New York, NY — Eleigha Love, who describes her brain as a computer, and Jared Schmidt, a teenage sky diver, are the recipients of this year's $10,000 Anne Ford and Allegra Ford Scholarships given to two graduating high school seniors with documented learning disabilities (LD) who are pursuing undergraduate degrees. Anne Ford, Chairman Emerita of the National Center for Learning Disabilities (NCLD), is a well-known philanthropist and author, who has been a long-time parent advocate for children with learning disabilities, starting with her own daughter, Allegra. The scholarship was created in 2001 by the NCLD board when Ms. Ford stepped down as chairman in honor of her service. In 2008, Allegra agreed to match the existing award, creating a second scholarship. Anne Ford and Today Show Host Al Roker presented the scholarships at this year's NCLD 34th Annual Benefit Dinner, emceed by Paula Zahn in New York City. Jared and Eleigha are two of more than 2.5 million students who are wrestling with learning disabilities. They are among the mere 64 percent of students with LD who graduate high school, and only 10 percent with LD that go on to a four-year college. "We received over 300 applications, and let me tell you everyone of them came from students deserving a scholarship," said Anne, handing out the awards to this year’s winners. “We hear so much about the challenges and struggles of students with LD, and it is so inspiring to see that so many are able to meet and surpass those challenges." "Our goal is to see every child with LD graduate from high school," said James Wendorf, Executive Director of NCLD. "We are still failing about 1 million children. We've seen graduation rates and classroom inclusion rise more than 15 percent over the past 10 years. But we need to continue to empower parents and teachers, reduce stigma among kids, and keep education funding on the top of the education agenda if we are going to see those numbers increase, not decrease." One of the biggest problems with learning disabilities is diagnosing them in time, before children get frustrated with the system. "To a child with learning disabilities, school can be a very isolating place, it can be a very frustrating place and frankly overwhelming," relayed CNN's Anderson Cooper at a recent NCLD lunch. "Too many kids with LD struggle to try and keep up with their peers and suffer from low confidence and self-esteem and lose their love of learning at a young age. It's hard to rekindle that once it's gone, which is why the work of this organization is so important."

Click here to download the full brochure with registration information (PDF) What: Behavior Management This academy is intended to give the paraeducator knowledge and skill in instructional methods that support students who have challenging behaviors in inclusive classrooms, resource rooms, elf-contained classrooms, domestic settings and the community. The module focuses on interactions that paraeducators have with students whose behaviors are challenging and on the role they lay in assisting the professional members of their teams with behavior challenges. Effective behavior management is a complex system of proactive strategies, positive reinforcements and natural or logical consequences. The most important concept to understand is that good behavioral management begins with the educator; that ultimately the only person anyone can truly control is him or herself. Our focus, therefore, must be on changing what we, as educators do, as opposed to attempting to make or force our students to change. This academy will address this issue and provide participants with a “tool box” of ideas and strategies that have been proven to encourage positive behavior in students. If your school is an MBI school, these strategies are consistent with the MBI philosophy. Number Theory and Rational Numbers This academy was designed to provide paraeducators with the skills and knowledge needed to assist students, grades 5-8, with mathematics skills taught in the classroom. The course content is designed and adapted from standards recommended by the National Council of Teachers of Mathematics. It includes the specific skill-building areas of number sense, computational techniques for fractions, decimals and percentages; and their related applications for intermediate and middle-school learners. Participants are encouraged and welcome to attend both days of training. When: June 8-9, 2011 Where:Robins Administration Building Upstairs Conference Room 425 6th Street Havre, MT Register: Register online at www.havre.k12.mt.us Click on the CSPD icon (upper right hand corner) Click on CSPD Calendar

Title:    “Self-Determination Curriculum and Transition Resources”

The University of Tennessee Center for Literacy, Education & Employment conducts training and technical assistance in delivering a self-determination and career planning curriculum to school systems interested in assisting students self-determine their career planning at the point of transition from school to adult life. The self-determination and career planning approach curriculum is based on the principles of self-determination. Students receive instruction and opportunity to practice self and career discovery. The targeted participants are in an inclusive classroom with both regular and special education teachers co-teaching. The class objectives include providing students decision-making skills to increase self-discovery, planning for career and post-secondary outcomes, and participating in the IEP process.

The National Center on Health, Physical Activity and Disability (NCHPAD) is positioned to effect change in health promotion/obesity management among people with disabilities through its existing 13-year history of providing advocacy, services and programs to numerous organizations and people throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, and using this framework to build inclusion and integration into these existing programs.

In October 2010, The Atlantic Published an article entitled, “Autism’s First Child.”  This article chronicled the first documented case of Autism in medical literature dating back to 1943.  However, this article was really more about the man, Donald Triplett, a 77-year-old Mississippian, and his enviable life.  The author of the article, Caren Zucker, explains it best when she said: We wanted readers to come away with a critical lesson — that in real and material ways, the quality of life achievable by a person with autism (or with any disability for that matter) depends significantly on how successfully and spontaneously any society recognizes the humanity of that person in its midst. In short, pity isn’t much help. But community is, when community implies connectedness, inclusiveness, caring, and, quite simply, good old-fashioned friendship. 

Unfortunately, boys and girls with autism often face barriers to participating fully in youth community organizations. And so with help from respected experts in the field of autism and special education, experienced parents and caregivers, we have created Leading the Way: Autism-Friendly Youth Organizations, a guide for organizations to ensure that youth with autism have the same formative experiences through community programs that are available to their typical peers.

A school in New York City is expanding the definition of diversity, and putting kids of varying developmental ability side-by-side in the classroom. The IDEAL School of Manhattan is breaking new ground on inclusion education, creating an environment where students with developmental disabilities are never pulled out of class, and are taught the same lessons as students without special needs.

"Recognize disability, promote opportunities. Our previous title-holder Alex Wiseman and she was a woman with autism and helped spread her message. It's cool being her successor. My message is more to the neuro-typical person on how they can incorporate disabilities as an opportunity and learn from one another." Her family are the ones who have shaped the path she takes as her older sister has mild to severe autism. Pope is a senior at Minnesota State University where she is studying special education. With her nomination to represent Montana, her studies will take a back seat for a year. "It's absolutely crazy the things I've learned and my friends have learned through being involved with my family. That's what I want to help promote in communities-- is that inclusion," Pope said.

Budget cuts in many school districts have some parents and teachers questioning whether they have the resources to support their students. NPR education correspondent Claudio Sanchez and Thomas Hehir of Harvard University talk about how to integrate special needs students into mainstream classrooms.

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!

It is 8:30 on a crisp September morning, the start of a busy day for preschoolers at the Waisman Center's Early Childhood Program, a nationally renowned laboratory school.

Welcoming Schools is an LGBT-inclusive approach to addressing family diversity, gender stereotyping and bullying and name-calling in K-5 learning environments. Welcoming Schools provides administrators, educators and parents/guardians with the resources necessary to create learning environments in which all learners are welcomed and respected.

It can all feel overwhelming. If you’re a parent, teacher, service provider, or play another role in the life of a child or adult with a disability—and especially if you’re a person with a disability—it seems there’s too much on our plates! Inclusion, education, assistive technology, behavior, employment, supports, modifications, mobility, communication, and living accommodations are some of the issues we probably face every day. With so much to deal with, we may try to simply maintain the status quo—doing more is just too much. We may try to do it all, and experience little or no success. Finally, some of our best, most well-intentioned efforts may not have much impact on a person’s life.

Welcome to the National Arts and Disability Center (NADC). Our mission is to promote the full inclusion of audiences and artists with disabilities into all facets of the arts community. The NADC is a leading consultant in the arts and disability community, and the only center of its kind. Our information is aimed at artists with disabilities, arts organizations, museums, arts administrators, disability organizations and agencies, performing arts organizations, art centers, universities, arts educators, and students. The NADC is a project of the University of California, at Los Angeles, Tarjan Center.

The VSA Teaching Artist Fellowship program seeks to identify, engage, and support teaching artists with disabilities in the visual and performing arts. VSA recognizes the value of teaching artists in integrating the arts into education. Teaching artists with disabilities also serve as role models of diversity, expression, and inclusive learning in the classroom.

Click here to register for this event What: This session provides a new perspective on diversity by showing how children with special needs (including ADHD, learning disabilities, and autism) can be looked upon in a more positive way by seeing each person in terms of their strengths rather than their weaknesses.   Dr. Armstrong will examine findings in evolutionary psychology, neuropsychology, anthropology, and other fields to show that what we regard as “disabilities” in our culture may have at other times and cultures been considered assets and advantages.  Using this new and inclusive concept of “neurodiversity” Dr. Armstrong argues for a radically new approach to special education based upon deep respect and the celebration of natural brain differences. When: Thursday, June 16, 2011 10:30am - 11:30am Mountain Time

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).