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We are looking for examples of young people, age 18-30, in Montana who have a developmental disability according to the Montana definition and have creatively organized their supports to: Live in the community (on their own or with family or  friends) and/or Work in the community (including owning their own business) and/or Access inclusive education (high school, college, trade school, community classes) and/or Participate in recreation and leisure activities that are inclusive (that is, alongside people without disabilities) We want examples of supports that have been creatively organized around the person, individualized to their interests and needs.  These supports can be organized and managed by a funded adult agency or family and friends.  We are also looking for examples of creative funding such as blended services and natural supports, use of Social Security Administration work incentives, privately funded services or traded or bartered supports. Selected leaders will have their stories featured on the Montana Transition Listserv and in the annual Emerging Leader Showcase. They will also receive a monetary stipend for their time. To nominate yourself or someone you know as an Emerging Leader, visit the Rural Institute Transition Projects Website for a brief nomination form and a consent form.

Today, the Department's Office for Civil Rights issued guidance clarifying school districts' existing legal obligations to provide equal access to extracurricular athletic activities to students with disabilities. In addition to explaining those legal obligations, the guidance urges school districts to work with community organizations to increase athletic opportunities for students with disabilities, such as opportunities outside of the existing extracurricular athletic program. Students with disabilities have the right, under Section 504 of the Rehabilitation Act, to an equal opportunity to participate in their schools' extracurricular activities. A 2010 report by the U.S. Government Accountability Office found that many students with disabilities are not afforded an equal opportunity to participate in athletics, and therefore may not have equitable access to the health and social benefits of athletic participation.

What:The LIFFT youth and young adult peer group (students in grades 6 up to college age) is looking forward to beginning a new year having fun and working on developing the self-confidence and skills necessary to live happy, healthy, productive, and independent lives.This youth and young adult peer group is currently scheduled to meet on the fourth Thursday of each month during the winter and spring. Each meeting will include one hour of discussion on a topic relating to growing up with a disability and an hour of social/recreational activities.When:All sessions 2:00 to 4:00 pmFebruary 23, 2012March 22, 2012April 26, 2012May 24, 2012Where:Billings LIFFT Office3333 2nd Ave NorthContact:Brent Morris, Jed Barton, Jennifer NancePhone: (406) 259-5181

Click here to participate in the Talk!What:AppleTree Institute in Washington, DC, has been implementing RTI in preschool settings since 2007 to support the development of language, social-emotional, and foundational academic skills of three- and four-year-old children. Join Mary Anne Lesiak and Lydia Carlis as they explore the application of multi-tiered systems of support in early childhood settings and answer your questions about key issues. Ms. Lesiak and Dr. Carlis will offer specific tips for how school teams can work together to introduce and sustain RTI at the preschool level.When:Tuesday, December 13, 20111:00 p.m. - 2:00 p.m. MTContact:National Center for Learning DisabilitiesToll-Free: 888-575-7373 Phone: 646-616-1252Fax: 202-842-1942

PHILADELPHIA –Results were released yesterday from the Pennsylvania Autism Needs Assessment, which includes feedback from 3,500 Pennsylvania caregivers and adults with autism, making it the largest study of its kind in the nation.  Among the findings, the study shows that training in social skills has been identified as the most common unmet need for both children and adults with autism.  The study also found that more than two-thirds of adults with autism are unemployed or underemployed. The survey was led by the Center for Mental Health Policy and Services Research in the Perelman School of Medicine at the University of Pennsylvania. “The results of the needs assessment provide the most comprehensive and specific information to date about where Pennsylvania has been successful and where we still need work in helping people with autism and their families,” said David Mandell, ScD, associate director, Center for Mental Health Policy and Services Research. “My hope is that these results will be an important driver of new policy and innovative practices for years to come.”

Some of this year's workshops include: Writing, Bollywod Dancing, Understanding Money, Dance NIA, DIY Fashion, International Culture, Intro to College, Japanese Drumming, Taekwondo, Personality Exploration, Sustainable Energy, Cooking and more!What:Keynote speaker and President of Montana State University, Dr. Waded Cruzado is the first woman and first minority to serve as a university president in the state of Montana. Her commitment to teaching and volunteer service is certain to be an inspiration for all Montana girls. History of GFAC:Girls for a Change is a grass-roots initiative designed to empower girls to embrace their future--confident in their individuality, supported by friends, parents and mentors, and secure in their ability to lead and achieve self-sufficiency, fulfillment, balance and success. Founded in 1997 by sixteen girls and their female mentors, Girls for a Change (GFAC) is a signature program of Thrive devoted to supporting and encouraging the successful development of girls.GFAC Activities:Each year GFAC plans an annual conference, does one local and one international community service project, participates and facilitates workshops and attends a retreat. GFAC participants also meet and facilitate activities with international visitors resulting in an ongoing dialogue about girls' and womens' issues in different cultures. Outcomes of GFAC:Girls feel confident about themselves and their ability to succeed--Girls gain public speaking skills--Girls are empowered to accomplish their goals and dreams--Girls learn what strengths they already possess and how to build on those strengths--Girls learn that there are all different kinds of beauty--Girls gain exposure to other girls from different social, cultural and international backgrounds--Girls learn to work together as a team. When:Saturday, February 25, 2012 Where:MSU Strand Union BuildingBozeman, MTContact:Email: gfac@allthrive.orgPhone: (406)587-3840Website: allthrive.org

The advocacy organisation Autism Speaks estimates there are hundreds of apps built for use on iOS devices, specifically for autism. A search of the Apple iTunes store brought more than 580 autism-related apps, while an Android Market search for autism apps yielded about 250 results. "The more we dig, the bigger the rabbit hole is and we're starting to think tech is a really big key for how we can develop therapies quickly," said Marc Sirkin, vice president of social marketing and online fundraising for Autism Speaks. However, the organisation is cautious about the iPad's popularity. Its quick ascent means no one has actually studied which apps are of therapeutic benefit. Sure, Sirkin said, parents may hear anecdotal stories of apps completely changing a child's life, but there is no measurable proof yet that the apps really work. "The challenge with iOS apps is a lot are developed by well meaning parents but under no guidance with autism experts," Sirkin said. "For us, it brings in questions as an evidenced-based organisation and we're starting to ask: Does any of this actually make any difference... the danger is that the iPad becomes a really expensive toy." But some parents are OK without the proof just yet. Eric Tanner, the father of an 8-year-old with autism, said what the iPad really offers is accessibility and hope that a better life is possible for his child.

The Goals and Objectives section of the IEP is the”meat” of the IEP. Goals and objectives should be directly linked to the child’s educational needs. Special educators determine what a child’s education needs are through formal and informal assessments, through observations of the child’s behaviors and social interactions, through parent feedback, through work products the child creates and through evaluating the child’s level of success with different teaching interventions. The goals and objectives are the specific skills the child is going to learn during the course of the IEP, which is usually one year.

Download the Save the Date here!What:About MASPA key aspect of the mission of the Montana Association of School Psychologists (MASP) is to promote the educational and mental health needs of all children and youth. The MASP Summer Institute serves educators and other professionals who work with children and youth by offering professional development opportunities that bridge the latest research findings with real-world practice. Early Bird and student discounts will be offered! (Details will appear on the website in late March or early April.) The registration fee includes all conference materials and handouts, delicious lunches on Monday and Tuesday, and delightful snacks each day. To qualify for the student discount, you must be a student actively enrolled in an accredited degree program. Electronic registration coming in late March or early April. Intended Audiences:School Psychologists, Counselors, Social Workers, Teachers (Regular and Special Education), and Administrators Credit available:OPI Renewal credits (12); Continuing Professional Development credits (12); Billings Public School Step-Up credit (1) When:June 4-5, 2012Where:Mansfield Health Education CenterBillings, MontanaContact:Rick BartschPhone: (406) 855-4277Website: http://www.masponline.us/summer-conference

You can register online here! or download the full flyer here!What:Join us for March’s Technology Tuesday as we explore the world of iPad apps for educators. Presenter Trina Halama will share apps for the iPad that are educational tools that can be used in the classroom. There are a variety of useful apps to make the classroom livelier and more engaging for both the students and teacher. Among the apps being shared are apps for time management, social networking, discussion forums and boards, books, art and graphics, and much more. Some of the particular apps to be shared are: Kindle, How Stuff Works, Flashcardlet, free books, Red Stamp, Toontastic, Math Quizzer, Quick Graph, and more. This will be an opportunity to receive and share resources. Bring your iPad or use one of ours!Trina Halama is a 2007 graduate of MSUB with an emphasis on elementary education and a minor in music. Currently, she teaches third grade at Fromberg Elementary School. She is on Fromberg’s Technology Board, the Promethean Consortium Board, is pursing certification to teach Promethean and SMART Board technologies, and has a vast knowledge of technology in general. Trina is also a Library Information and Technology Literacy trainer for the Montana Regional Education Service Area III.When:March 20, 20125:00 pm - 7:00 pmWhere:MSUB College of Ed. BldgRoom 122Billings, MTContact:John KeenerPhone: (406) 657-1743Email: john.keener@msubillings.eduorDebra MillerPhone: (406) 657-2072Email: dmiller@msubillings.eduIf you have a particular question or suggestion you can contact Trina at thalama@fromberg.k12.mt.us.

I have a confession to make. Until about a year ago, I had no idea what SAMHSA was. I had never even heard of it. My son has struggled with serious behavioral issues for more than nine years, which we now know are caused by his bipolar disorder. We were working with a small army of social workers, counselors, school personnel, psychiatrists, therapists—and I was well-versed in a small textbook of acronyms like IEP, SMI, ADHD, ODD, ADA, etc. But not one time was SAMHSA or any of its programs ever mentioned to me as a resource.

TEACCH (Treatment and Education of Autistic and Communication related handicapped CHildren) is an evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders. Established in the early 1970s by Eric Schopler and colleagues, the TEACCH program has worked with thousands of individuals with autism spectrum disorders and their families. TEACCH provides clinical services such as diagnostic evaluations, parent training and parent support groups, social play and recreation groups, individual counseling for higher-functioning clients, and supported employment. In addition, TEACCH conducts training nationally and internationally and provides consultation for teachers, residential care providers, and other professionals from a variety of disciplines. Research activities include psychological, educational, and biomedical studies. The administrative headquarters of the TEACCH program are in Chapel Hill, North Carolina, and there are nine regional TEACCH Centers around the state of North Carolina. Most clinical services from the TEACCH centers are free to citizens of North Carolina.

October 2010 - Robotics and Autism: Is the Future Nao? Is now the time for Nao? Nao is a 22-inch humanoid robot (http://www.youtube.com/watch?v=2STTNYNF4lk) designed by Aldebaran, a French robotics manufacturer, that has been put to work by the psychology department at the University of Notre Dame. Nao’s purpose: to help researchers determine if the aid of a sophisticated robot can enhance the therapy experience for children with autism by bridging the gulf between the world of human social interaction that so often leaves them perplexed, anxious and frustrated and the world of science and technology that they prefer.

In the United States, caring for a child with special health care needs usually means higher medical expenses for a family - particularly for low-income families, who spend a disproportionally large share of their income on their child's care. Yet the amount of financial burden for these families also depends on their state of residence, according to Paul T. Shattuck, PhD, professor of social work at Washington University in St. Louis [Pediatrics, 124: S435-S442]. "The percentage of low-income families in a given state with out-of-pocket expenses that exceeded 3 percent of their income varied considerably according to state and ranged from 5 percent to 25. 8 percent (District of Columbia and Montana, respectively). Families living in states with more generous Medicaid and State Children's Health Insurance Program (SCHIP) benefits report less financial burden," Dr. Shattuck said.

Research has shown that families raising children with disabilities face exceptionally high rates of financial hardship, which can have a negative effect on the children's well-being.

ScienceDaily (Dec. 4, 2009) — In the United States, caring for a child with special health care needs usually means higher medical expenses for a family -- particularly for low-income families, who spend a disproportionally large share of their income on their child's care. Yet the amount of financial burden for these families also depends on their state of residence, says Paul T. Shattuck, Ph.D., professor of social work at Washington University in St. Louis.

"The percentage of low-income families in a given state with out-of-pocket expenses that exceeded 3 percent of their income varied considerably according to state and ranged from 5 percent to 25. 8 percent (District of Columbia and Montana, respectively). Families living in states with more generous Medicaid and State Children's Health Insurance Program (SCHIP) benefits report less financial burden," Shattuck says.

Come and get geared up for the new year with strategies to work with ALL students! Workshops will be held in areas of Indian Ed for All, differentiated instruction, DIBELS Administration and Scoring, behavior management, RTI, low incidence disabilities, early childhood, science, technology, legal issues, reading & literacy, social skills, and para-educator training. Register now and an email will be sent when workshops are posted.

Agenda: Developmental Disabilities Services Who is eligible for Developmental Disabilities Services? What about youth with higher IQ’s but with substantial support needs? How and when do you access this system? What services are available? What happens to youth who receive Children’s Developmental Disabilities services when they leave High School? What is the waiting list? What do we do while we are waiting? What have other families done? Private Pay Options Using Social Security Work Incentives to support employment