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Roger Holt

Disability Law Handbook - DLH2.pdf (application/pdf Object) - 0 views

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    The Disability Law Handbook is a 64-page guide to the basics of the Americans with Disabilities Act and other disability related laws. Written in an FAQ format, The Disability Law Handbook answers questions about the Americans with Disabilities Act, the ADA Amendments Act, the Rehabilitation Act, Social Security, the Air Carrier Access Act, the Individuals with Disabilities Education Act, the Civil Rights of Institutionalized Persons Act, and the Fair Housing Act Amendments.
Roger Holt

ADA Anniversary toolkit - 0 views

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    The DBTAC - Network of ADA Centers is pleased to announce the release of the 2009 Americans with Disabilities (ADA) Anniversary Tool Kit. The Tool Kit offers informative materials designed to help you plan and publicize ADA activities during the ADA Anniversary and throughout the year. The Tool Kit includes: · Overview of the Americans with Disabilities Act and the ADA Amendments Act of 2008 · ADA - Findings, Purpose, and History · The Americans with Disabilities Act from a Civil Rights Perspective · Americans with Disabilities Act Resources and Publications · Americans with Disabilities Act and Olmstead Resources · ADA Amendments Act of 2008 (ADAAA) Summary and Resources · Statistics You Can Use · The White House Agenda on Disabilities · Tips on Writing a News Release · Sample Proclamation: ADA Anniversary · National DBTAC Initiatives
Roger Holt

Understanding the Americans with Disabilities Act Amendments Act and Section 504 - 0 views

  • The Impact on Students with LD and AD/HD The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) was passed by Congress in December 2008 and became effective January 1, 2009. This significant piece of legislation corrected what Congress considered to be a departure from the intent of the original ADA (passed in 1990) brought about by several narrow interpretations of the law through Supreme Court rulings. These rulings weakened the law and made it difficult for people with disabilities to receive the protection the law intended.The ADAAA also has a direct and substantial impact on Section 504 of the Rehabilitation Act of 1973 (Section 504) -an important law that provides protections for school-age children with disabilities.   This Parent Advocacy Brief will help you understand the changes brought about by the ADAAA, how they apply to Section 504, and how these changes may impact children with disabilities, including learning disabilities, as well as other conditions such as Attention-Deficit/ Hyperactivity Disorder (AD/HD), Aspergers Syndrome, diabetes, asthma, and life-threatening food allergies.
Meliah Bell

Butte PAK Meeting - Butte, MT - Nov. 10, 2012 - 0 views

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    Click here to download Butte-PAK-Meeting

    What:
    The purpose of Montana PAK is to develop a monthly forum for parents to collaborate and receive information about special education advocacy and the federal/state laws that protect their children. In addition, PAK aims to provide a public medium to discuss educational concerns and to raise awareness about the scope of services, as well as local resources, which are available for children. One of those services is an Individualized Education Plan (IEP). An IEP is meant to be a collaborative process between parents, teachers, officials of the school system, and sometimes others who have expertise in the nature of a child's disability or provision of particular services. Parents are often overwhelmed by the special education process as they seek to improve their child's programming during IEP meetings. As an essential member of the IEP team, parents must have an understanding of the legal requirements which guide a school district's practices. Parents can improve their advocacy skills by obtaining a solid understanding of their child's legal rights under the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973 (Section 504), the American with Disabilities Act (ADA), and state laws. Although PAK is an organization for providing training and support program for parents, PAK invites parents, professionals and community members who are interested in improving their knowledge about special education advocacy. PAK meetings will be led by parent advocates who have considerable experience with the special education process with presentations by attorneys, special education advocates, and other professionals.

    When/Where:
    Nov. 10, 2012
    Business Deve
Terry Booth

The ADA, IDEA & Section 504 in Education - Webinar - Mar. 3, 2010 - 0 views

  • Please join the Southwest ADA Center at ILRU for a webinar on “The Americans with Disabilities Act, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 in education.” Cheryl A. Theis (MA), with the Disability Rights Education & Defense Fund (DREDF) will provide an overview of the rights and protections for children with disabilities under the Americans with Disabilities Act, IDEA (the Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act in elementary and secondary education. During this session we will: Give an overview of the rights and protections for children under the ADA, IDEA and Section 504 laws Update participants on the latest developments under these laws Discuss how to work collaboratively and effectively with school districts under IDEA and Section 504 laws Describe some of the latest resources available
Roger Holt

Americans with Disabilities Act: Impact of the New Regulations on those with LD (audio) - 0 views

  • The updated regulations that govern the Americans with Disabilities Act Amendments Act will become effective in March 2011. Significant changes are included in these regulations and they are likely to have a significant (and positive) impact on those with learning disabilities (LD).   This podcast features a conversation with attorney Jo Anne Simon on how, specifically, these new rules will impact students with LD. Ms. Simon has over 30 years of experience working with the disability community and has helped create the field of post-secondary disability services by working at the grassroots and organizational level. Ms. Simon has worked for effective implementation of the federal Americans with Disabilities Act since its enactment in 1990, and before that with Section 504 of the Rehabilitation Act of 1973.
Terry Booth

Act Out Studio Summer 2011 - Missoula - June 13 thru July 27, 2011 - 0 views

  • Click here to visit the Fringe Films website for more information on this program What: Fringe Films of Missoula is offering summer acting acting class that will encourage kids on the spectrum to explore the skill of acting, reacting and self-expression. Where: Downtown Dance Collective Missoula, MT When: June 13 through July 27, 2011 Programs: Program A: Ages 5 - 8; Tuesdays- 1- 2 p.m. Program B: Ages 9 - 12; Mon & Wed - 1-2 p.m. Program C: Ages 13 -19; Mon & Wed - 2:10 - 3:40 p.m. Fees: $80.00 for Program A. $140.00 for Program B. $180.00 for Program C. $40 dollar deposit due by May 15th. Balance due by June 7th. Please contact us for scholarship information: fringe@fringefilms.org | 406.531.3841
Terry Booth

Free Disability Law Handbook Available in English and Spanish - 0 views

  • The Southwest ADA Center is pleased to announce the availability of the Disability Law Handbook now in Spanish, as well as English. The Disability Law Handbook is written in "Frequently Asked Questions" format and answers questions about the ADA, the ADA Amendments Act, the Rehabilitation Act, Social Security, the Air Carrier Access Act, the Individuals with Disabilities Education Act, the Civil Rights of Institutionalized Persons Act, and the Fair Housing Act Amendments. Free copies may be downloaded or viewed at http://www.swdbtac.org/html/publications/Spanish/gld/index.html for the Spanish version and http://www.swdbtac.org/html/publications/dlh/index.html for the English.
Roger Holt

Autism Treatment Acceleration Act (ATAA) - 0 views

  • Autism Treatment Acceleration Act of 2009 - Federal Autism Insurance Reform (S. 819, H.R. 2413)
  • The “Autism Treatment Acceleration Act of 2009” (ATAA) contains a total of twelve sections, each putting forth a different program for autism.  A key feature of the bill is Section 12, which contains the provisions for federal reform of autism insurance coverage.  If passed, Section 12 will require all insurance companies across the country to provide coverage for evidence-based, medically-necessary autism treatments and therapies.
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    Autism Treatment Acceleration Act (ATAA) in the U.S. House of Representatives. Introduced by Representatives Mike Doyle (D-PA), Chris Smith (D-NJ), Eliot Engel (D-NY), and Hank Johnson (D-GA), ATAA is comprehensive federal legislation that addresses several critical challenges facing the autism community, including increased funding for scientific research, treatment and services.
Roger Holt

Summary Summary of Coverage Provisions in the Patient Protection and Affordable Care Ac... - 0 views

  • This short summary describes the health coverage provisions contained in the Patient Protection and Affordable Care Act and the Health Care and Education Reconciliation Act of 2010, including the individual mandate requirements, expansion of public programs, health insurance exchanges, changes to private insurance, employer requirements and cost and coverage estimates.
Roger Holt

Congress Passes ABLE Act: Major Victory for Persons With Disabilities and Their Families - 0 views

  • For First Time in Nation's History, Federal Government Recognizes Added Costs Associated to Living With a Disability WASHINGTON, DC--(Marketwired - December 17, 2014) - Last night, the U.S. Senate overwhelmingly passed the Achieving a Better Life Experience (ABLE) Act of 2014 by a vote of 76 to 16. First introduced in 2006, and subsequent sessions of Congress, the ABLE Act will allow people with disabilities (with an age of onset up to 26 years old) and their families the opportunity to create a tax-exempt savings account that can be used for maintaining health, independence and quality of life.
Roger Holt

Achieving a Better of Life Experience (ABLE) Act - National Down Syndrome Society - 0 views

  • The Achieving a Better Life Experience Act (ABLE) of 2011 (S. 1872/H.R. 3423) was introduced on November 15 in the 112th Congress (2011-2012 Congressional cycle). The bill is being led by a bipartisan, bicameral set of Congressional champions, including Senator Robert Casey, Jr., (D-PA), Senator Richard Burr (R-NC), Congressman Ander Crenshaw (R-FL), Congressman Chris Van Hollen (D-MD), and Congresswoman Cathy McMorris Rodgers (R-WA). The ABLE Act will give individuals with disabilities and their families the ability to save for their child's future just like every other American family, and help people with disabilities live full, productive lives in their communities without losing benefits provided through private insurances, the Medicaid program, the supplemental security income program, the beneficiary’s employment, and other sources. The account could fund a variety of essential expenses for individuals, including medical and dental care, education, community based supports, employment training, assistive technology, housing, and transportation.
Meliah Bell

COPAA's 15th Annual Conference - Albuquerque, NM - March 7-10, 2013 - 0 views

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    Click here to register for this Conference  register by March 1st

    What:
    COPAA is premised on the belief that every child deserves the right to a quality education that prepares them for meaningful employment, higher education, lifelong learning, and full participation in their chosen communities. The key to effective educational programs for children with disabilities is collaboration, as equals, by parents and educators. This is the premise of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the 1973 Rehabilitation Act, the federal statutes that guarantee children with disabilities a free, appropriate public education. Access to quality representation protects student and parent rights and levels the playing field to foster meaningful student and parent participation as equal members of the student's planning team. The COPAA Conference is the premier opportunity for training and networking with the nation's most experienced and knowledgeable special education advocates and attorneys. Participants attend to learn about the most recent cases, legislative changes, the latest advocacy issues and educational interventions. When/Where:
    Thursday, March 7, 2013 - Sunday, March 10, 2013
    8:00 AM - 12:30 PM Eastern Time
    Hyatt Albuquerque
    330 Tijeras NW
    Albuquerque, New Mexico 87102 Contact:
    Click here for any questions or concerns
Roger Holt

Debunking 7 Common Myths About Autism | Care2 Causes - 0 views

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} #addressBook_email li{line-height: 1.7em;overflow: hidden;} #addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;} #addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;} #addressBook li.over { background-color: #daf6d1; cursor:pointer; } #addressBook li.selected { background-color: #e9e5c7;/*#fdf9db;*/ } #addressBook_add_button, .button_generic { font: normal 11px Verdana, Arial, Helvetica, sans-serif; display: block; color: #000; text-decoration: none !important; padding: 6px 0 9px 13px; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0; } #addressBook_add_button span, .button_generic span { color: #000; padding: 6px 13px 9px 0; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right; } * html #addressBook_add_button, * html .button_generic { display: inline-block; } .importer_buttons li { padding: 0 !important; } #plaxo_div { margin-top: 12px; border-top: 1px solid #ccc; padding-top: 12px; font: normal 12px Arial, Helvetica, sans-serif; } #plaxo_div .powered_by { clear: both; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left; width: 132px; padding-top: 26px; height: 0; overflow: hidden; margin-left: 37px; margin-bottom: 15px; } #plaxo_div .import_button { display: block; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left; width: 173px; padding-top: 30px; height: 0; overflow: hidden; margin: 15px auto; } #addybook_box { position: absolute; width: 570px; height: 366px; z-index: 999999; } #addressBook_alphabet .active { cursor: pointer; color: #0f6ffe; } Address Book Loading... /* tell a friend styles */ .tellafriend_container { color: #666; background-color: #ececec; line-height: 16px; padding: 10px 0 10px 25px; } .tellafriend_container .taf_error{ color: red; } .tellafriend_container .naturalState{ border: 1px solid black; } .tellafriend_container .errorState{ border: 1px solid red; } .tellafriend_container_extended { padding: 10px 0; width: 535px; background-color: #ececec; color: #666; } .tellafriend_container .send_success, .tellafriend_container .send_error { font-weight: bold; } .tellafriend_container .send_success{ color: green; } .tellafriend_container .send_error{ color: red; } .tellafriend_container .smallerFont{ margin: 0; padding: 10px; background: #ececec; clear: both; } .tellafriend_container label { padding: 0px; margin: 10px 0 0; display: block; clear: both; } div.tellafriend_container textarea{ padding: 5px; } .tellafriend_container input.inputwidth { width: 350px; padding: 3px; } .tellafriend_container textarea.inputwidth { width: 500px; } .tellafriend_container .inputborder { border: 1px solid #5E5E5E; } #addressBook_textarea { width: 500px; height: 75px; border: 1px solid #5E5E5E; color: #999999; } .addressbutton_section { padding: 15px; float: left; background-color: #D6D6D6; margin-top: 20px; position: relative; } .addressbutton_section img.taf_arrow{ position: absolute; left: 150px; top:-14px; } .addressbutton_inner { border: 1px solid #5E5E5E; background-color: white; color: black; padding: 10px; } .addressbutton_inner table.nologin{ width: 325px; } .addressbutton_inner a, .addressbutton_inner a:visited { color: #0000cc; text-decoration: none; } .addressbutton_inner a:hover { text-decoration: underline; } .addressbutton_inner img { border-width: 0px; } div.addressbook_care2btn { width: 139px; height: 24px; float: left; } div.addressbook_otherbtn { width: 192px; height: 24px; float: left; } .addressbutton_container { margin-top: 5px; } /* Care2 addressbook button */ div.addressbook_care2btn a, div.addressbook_care2btn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 138px; height: 24px; } div.addressbook_care2btn a:hover { text-decoration:none; background-position: 0px -23px; } /* plaxo button */ div.addressbook_otherbtn a, div.addressbook_otherbtn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; background-position:-137px 0; } div.addressbook_otherbtn a:hover { text-decoration:none; background-position: -137px -23px; } /* plaxo button in Care2 Address book popup */ a.ib_other, a.ib_other:visited { background-image:url(http://dingo.care2.com/petitions/home/addressbook_otherbtn.gif); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; float: left; margin-top:10px; padding-top: 30px; height: 0; overflow: hidden; } a.ib_other:hover { text-decoration:none; background-position: -192px 0px; } /* tell a friend specific styles */ .tellafriendSection h3 a, .tellafriendSection h3 a:visited { color: #2B769C; text-decoration:none; } .tellafriendSection h3 a:hover { text-decoration: underline; } div.tellafriend_container ul.errorlist { list-style: outside; } div.tellafriend_container ul.errorlist li { color: #ff0000; margin: 5px; padding: 5px; } div.modal_box{ background-color: #FFFFFF; } div#tell-a-friend-form div.tafheader{ padding: 10px; background: #ececec; } /* send and cancel buttons */ a.tafpopupsubmit, a.tafpopupsubmit:visited { text-decoration:none; display:block; width: 94px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif); background-repeat:no-repeat; float: left; margin-right: 15px; } a.tafpopupsubmit:hover { text-decoration:none; background-position: -94px 0px; } a.tafpopupcancel, a.tafpopupcancel:visited { text-decoration:none; display:block; width: 95px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif); background-repeat:no-repeat; float: left; } a.tafpopupcancel:hover { text-decoration:none; background-position: -95px 0px; } #addressBook_newGroup, #addressBook_newGroup table { font-size: 10px; font-weight: normal; } #addybook_box, #addybook_box table { font-size: 10px; font-weight: normal; } .floatright { float:right; } .largefont { font-size: 13px; } .sharetitle { font-size: 18px; color: #F4713B; } .tafShareSection { width: 580px; margin-left: 25px; margin-top: 25px; font-size:12px; } .tafShareButtonSection { padding-left: 25px; width: 535px; padding-bottom: 10px; background-color: #ECECEC; } From Your Email To
  • Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Sierra Boehm

Supporting the Education of Unaccompanied Homeless Students - Webinar - Feb. 12, 2013 - 0 views

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    Click here to register for this webinar

    What:
    In this interactive webinar, NCHE staff will review the main points of the McKinney-Vento Act referring to the education of unaccompanied students experiencing homelessness. Presenters will also highlight important points of other federal laws dealing with the education of unaccompanied students, including IDEA and the College Cost Reduction and Access Act. Participants will have the opportunity to ask questions and discuss best practices. When:
    Tuesday, February 12, 2013
    12:00 pm - 1:30 pm Mountain Cost:
    Free
Roger Holt

Five Statistics About Graduates of Special Education Programs - 0 views

  • The success rate among the graduates of  America’s Special Education Programs has been studied and criticized for decades. In 2005, Dr. Frank Rusch of Pennsylvania State University and this writer addressed the issue related to the inability of young special education high school graduates to achieve success in employment, post-secondary education, adequate housing and community acquiescence. According to the study, Rusch and Pizzuro wrote: “Young adults with disabilities typically leave publicly funded educational institutions without a job, without being enrolled in postsecondary education, and without the security of knowing their roles in society. Fewer than 30 percent of high school leavers obtain jobs after departing mandated education and fewer than 10 percent enroll in postsecondary education. The past 25 years has witnessed continued poverty among young adults with disabilities, despite legislative reauthorizations aimed at improving educational opportunities (The Individuals with Disabilities Education Improvement Act of 2004) and employment access (The Americans with Disabilities Act).”
Terry Booth

Ensuring Access & Inclusion in Higher Education: Rights, Rules, & Responsibilities - We... - 0 views

  •  
    Click here to register for this webinar What:
    The significant disparity in education and literacy levels for people with mental and substance use disorders compared to the general population is a matter of serious concern. For people with mental health and substance use disorders, access to and inclusion in higher education is a central issue in achieving social inclusion. Learning Objectives: To learn how efforts within the legal system are working to reduce discrimination and ensure that necessary accommodations as provided by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act are available to all who need them. To hear about an innovative university program's person-centered approach that is having great success in helping students stay in school, graduate, pursue their vocational goals, and secure fulfilling roles in the community.

    To understand from a first-person perspective how one person was able to move out of poverty and realize her dreams by pursuing further education which led to achieving personal wellness and working to assist others in realizing their goals.

    To develop an increased understanding of the disparity in education and literacy levels for people with mental and substance use disorders compared to the general population and the significant impact of these disparities on poverty, health, and well-being. When:
    Wednesday, June 6, 2012
    1:00 - 2:30pm Mountain
Terry Booth

Learn the Signs. Act Early. The Importance of Developmental Screening - Webinar - April... - 0 views

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    Click here to register for this webinar

    What:
    This broadcast will incorporate the Centers for Disease Control and Prevention (CDC) Learn the Signs. Act Early. (LTSAE) messages as well as NYS specific resources to increase awareness about LTSAE and importance of understanding developmental milestones and making appropriate and timely referrals when there is a concern. The broadcast will also highlight resources in New York State. Parents and professionals tend to frame healthy development of children in terms of height, weight, and language acquisition. Despite the fact that the American Academy of Pediatrics has recommended universal screening for development and for Autism Spectrum Disorder (ASD) since 2006, the majority of children are not being screened by standardized screening tools. In addition to screening, when a concern is raised, parents and professionals are not aware of the importance of early intervention or the availability of resources. The broadcast will highlight information about ASD and general developmental screening, including many free resources available for parents to better understand their child's development through the age of five years old, as well as materials to help parents talk with their child's health care provider about any concerns. For professionals, the broadcast will highlight the importance of routine developmental screening and resources for them and parents with whom they work. Learning Objectives
    After viewing this program viewers will be able to: List important developmental milestones in early childhood (before the age of three). Explain the importance of using standardized developmental screening tests at routine well-child visits at 9, 18, and 24 months of age.</l
Terry Booth

Americans with Disabilities Act Celebration - Billings - July 26, 2012 - 0 views

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    What:
    LIFTT (Living Independently for Today and Tomorrow) is hosting a BBQ lunch and raffle drawing to celebrate the Americans with Disabilities Act (ADA). Lunch and drink costs $4.00 and features raffle drawings and assistive technology demonstrations. When:
    July 26, 2012
    10:00am - 2:00pm Where:
    3333 2nd Ave. N.
    Billings MT, 59101
Terry Booth

HHS Regional Stakeholder Meetings on ACA Implementation - Multiple Locations Throughout... - 0 views

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    What:
    The Department of Health and Human Services (HHS) is holding a series of Affordable Care Act implementation forums throughout the country. We encourage you all to attend these broad policy-focused meetings, as they present a valuable opportunity to insert the consumer voice into the implementation process. Although registration for the Washington, DC session has been closed due to space constraints, it will also be webcast.

    HHS will use these forums to provide information to stakeholders on the Affordable Care Act implementation process. Additionally, they have promised ample time for Q&A, making these events a great opportunity to talk to key federal officials about pressing issues, such as: How you would like to see open exchange policy decisions decided, either for Federally Facilitated and Partnership exchanges, or for unresolved state exchange issues that require federal guidance. How HHS will engage with stakeholders, including consumer groups, in states that are pursuing Partnership or Federally Facilitated Exchanges (FFEs). Input on additional information that HHS could provide to help your state define a comprehensive Essential Health Benefits package. Please click here to RSVP for one of the following sessions: August 14, 2012: Washington, DC (webcast only) August 15, 2012: Atlanta, GA August 21, 2012: Chicago, IL August 22, 2012: Denver, CO
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