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Welcome to the online guide to communication development for parents. The purpose of this guide is to provide current information about topics related children's speech, language, and communication development that may be helpful to parents. In this guide, you'll find information on commonly asked questions.

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

What:Research provides strong evidence that organizations with a high degree of trust among employees are far more likely to make and sustain the kinds of changes that help them reach their goals and outcomes – than those organizations where there is little or no trust among staff. This session will describe both empirical and conceptual research related to trust types. We will explore the various types of trust as they relate to social and organizational life. In addition, we will make connections between trust, trust types, relationship, communication and increased effectiveness in mediation and ADR outcomes.  About Dr. Cathy Fromme: Dr. Fromme began her journey as an educator 32 years ago, as a first grade teacher in California. She is currently the Principal of TrustWorks. Prior to establishing TrustWorks she held district, regional ESD and state department positions in Washington. While at the Office of the Superintendent of Public Instruction she developed Washington’s statewide Special Education Mediation System, chaired the statewide Commission on Student Learning Accommodations and Alternate Assessment committees.Cathy was also the Diversity Manager for the Washington Department of Natural Resources where she facilitated, positive/inclusive working relationships and diversity in the workplace for 1,300 DNR employees. She has consulted, written and presented extensively in the areas of trust, change management and work force diversity in schools and organizations. She received her B.S. from UCLA, M.S. from San Jose State University, and doctorate in Educational Leadership and Policy from the University of Washington. Though, her proudest achievements in life are her two grown sons. The youngest is an EMT in the US Air Force and the oldest is the owner/operator of a courier business in San Francisco.Meeting Details: To participate in this webinar you must call in and log in from your computer. Conference Number(s):  1-888-447-7153 Participant Code: 473502 To join the meeting, please click on the link below and enter as guest: http://tadnet.adobeconnect.com/cadre/When:March 14, 201212:00 pm - 1:15 pm MTContact:Marshall Peter, Director CADRE (541) 686-5060 (v) (541) 686-5063 (f) mpeter@directionservice.org www.directionservice.org/cadre

A Note from Vicki S. Dohrmann: Our planning committee has been working hard at planning the annual Special Education Conference. We are pleased to announce our 2012 conference faculty and full-day course schedule.  We are bringing specialists from all over the U.S. to present current research and evidence-based interventions.  The conference is scheduled for March 7-9, 2012 (Wednesday-Friday) at the Shoreline Conference Center. We are asking local businesses interested in supporting special education to donate directly to schools to support staff development for special education teachers, therapists and support personnel.   If you have an intern or parent that may be interested in volunteering at the conference, please ask them to contact me at vickid@seanet.com; we currently have volunteer positions available for all courses.  If you have an active parent-teacher organization at your school, please share this information with them.  We appreciate your support in helping us "get the word out" about the annual conference. Sincerely, Vicki S. Dohrmann, MA, CCC-SLP Planning Committee Chairperson-Rehab Seminars When: March 7-9, 2011 Where: Shoreline Conference Center Greater Seattle, Washington Area

Development of the “All Children Can Read” website began in 2006 as part of the work of the NCDB’s (National Consortium on Deaf-Blindness) Literacy Practice Partnership. This group envisioned the creation of a central location to provide information and resources to individual state deaf-blind projects, teachers, family members and related service providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss and children with other complex learning challenges. Following literature reviews of literacy learning for all children, children who are blind or visually impaired, children who are deaf or hearing impaired, children with multiple disabilities and children with deaf-blindness, a set of literacy indicators and corresponding strategies was developed to help guide instructional planning.

Development of the “All Children Can Read” website began in 2006 as part of the work of the NCDB’s (National Consortium on Deaf-Blindness) Literacy Practice Partnership. This group envisioned the creation of a central location to provide information and resources to individual state deaf-blind projects, teachers, family members and related service providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss and children with other complex learning challenges. Following literature reviews of literacy learning for all children, children who are blind or visually impaired, children who are deaf or hearing impaired, children with multiple disabilities and children with deaf-blindness, a set of literacy indicators and corresponding strategies was developed to help guide instructional planning.

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.

Click here to register for this free webinar What: Evidence-based prevention programs are attractive because research shows they can produce good results. The challenge is getting similar results when they are put into practice. Experts on two childhood programs will explain the keys to implementing evidence-based programs and achieving expected outcomes. Peggy Hill, Chief Strategic Relations Officer at the Nurse-Family Partnership National Service Office, will introduce Nurse-Family Partnership as an example of an effective home-based health promotion program during pregnancy and infancy that has been developed through rigorous research and taken to broader scale nationally. She will describe what makes an “evidence-based” program unique, what supports for implementation are crucial for assuring that research-proven outcomes can be replicated in community settings, and how policy and administrative practice can foster success. Kristy Johnson, Director of Special Projects with Invest in Kids will describe The Incredible Years program as another proven early childhood program that supports child development in classroom settings. Kristy was responsible for creating needed supports for broader scale implementation of Incredible Years throughout Colorado, and will share lessons learned from the process of working with a researcher to make a strong program accessible and available to local schools interested in improving outcomes for young children. When: Tuesday, August 30, 2011 11:30 a.m. - 12:30 p.m. Mountain Contact: For questions, email rbridge@mentalhealthamerica.net or call 703-684-7722.

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.

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

Developed by a multi-disciplinary team of 15 curriculum experts across the United States and supported by a world-renowned faculty, this first-of-its-kind course provides best and evidence-based practices for those who support the daily-living needs of transition aged students, young adults and adults with autism and related disabilities, because it’s online, it’s flexible and can meet your needs.

A parent must request, in writing, that their child be assessed by their school district. Assessment areas include social/emotional, academic, occupational, recreational and physical therapy, speech and language, physical education, vision, and hearing. Assessments are determined by the unique needs of each child. The district must provide an assessment plan within 15 days of this request. The district has 60 days from receipt of the signed assessment plan to conduct the assessments and hold a meeting. After the district has completed its assessments, and if a child qualifies, an Individual Education Plan is developed at a meeting with the district assessors and parents. The types of areas discussed at an IEP meeting include results from the assessments, eligibility, goals, related services and placement.

May 21, 2010 — Results from a new randomized trial show that children with Tourette's syndrome and chronic tic disorders have greater improvement in tics and tic-related impairment with comprehensive behavioral intervention than with supportive therapy and education. "Historically, Tourette's syndrome has been treated with antipsychotic medications, which reduce tics but are associated with side effects that often limit their usefulness in children," lead author John Piacentini, PhD, from the University of California, Los Angeles, said in a statement. "So the development of an effective nonmedication treatment for children with this disorder is a major therapeutic advance."

Mark your calendars to attend the Montana Conference for Exceptional Children Conference on April 13-15th in Billings, Montana. Scholarships are available for this event (see below). The Theme this year is: Special Education in the 21st Century: Tools for the Future If you are interested in presenting at this conference, visit http://www.mtcec.org/conference Click here to download the Scholarship Application (PDF) A limited number of scholarships are available on a first come, first serve basis for residents of Region IV consisting of the following counties:  Park, Gallatin, Meagher, Broadwater, Lewis and Clark, Jefferson, Madison, Powell, Granite, Silverbow and Beaverhead Scholarships are available to use for registration costs up to $400.00 per school/organization. Scholarships will be awarded to teams attending one of the listed conferences. Teams should include a combination of personnel such as General Educators, Special Educators, Paraeducators, Administrators, Related Service Personnel, Parent, and/or Agency Personnel.  Each team must attach a narrative identifying the school/organization goals and a description of how attending the specified conference will help the team make systemic changes to the school/organization. CEC (Council for Exceptional Students) Conference in Billings, April 13-15, 2011 MBI (Montana Behavior Initiative) Summer Institute in Bozeman, June 20-24, 2011 MEI (Association for Supervision and Curriculum Development) Conference in Helena, June 14-16, 2011 MASP (Montana Association of School Psychologists) Summer Institute in Billings, June 12-14, 2011 Scholarships will be awarded on a first come, first serve basis.  If interested send this form with required narrative to: Denielle M. Miller, Coordinator Region IV CSPD 3929 Baxter Lane Bozeman, MT  59718.  Or email as an attachment to dmiller@bridgeband.com

As these latest cases illustrated, there's no doubt that autism and autism spectrum disorders place a heavy burden on many families.  We know that autism and related disorders are conditions that present many special challenges to all families touched by these disorders.  That is why the U.S. Department of Health and Human Services provides services to families with family members with autism spectrum disorder and continues to support research to better understand risk factors and causes of autism spectrum disorders and develop more effective methods of treatment.  

The Division of Special Education and the Comprehensive System of Personnel Development (CSPD) are offering a new para-educator academy on Secondary Transition. Two in-person workshops will occur this year.  In addition, there will be a follow-up webinar.  Secondary transition education settings require that the para-educators assist the certified teacher with a number of instructional and employment-related activities such as: implementing school and community-based instruction; implementing employment sampling and job trainings programs; and monitoring and collecting instructional data. This transition academy is designed to provide participants with the tools to effectively work as a member of a team in a transition setting. These workshops will occur in Billings on January 11-12, 2011, and in Missoula on February 10-11, 2011.  The workshops are designed for para-educators, high school special education teachers, and directors of special education.  More information, including workshop objectives, can be found at: http://www.opi.mt.gov/pdf/SpecED/Link/11JanParaAcademyST.pdf Questions?  Contact Nikki Sandve at nsandve@mt.gov or (406) 444-0299.

Click here download the full informational brochure (PDF) Click here to download the registration form (PDF) What: MSDB 11th Annual Family Learning Weekend for the Blind and Visually Impaired Where: MSDB Campus in Great Falls When: June 3‐5, 2011 Who: Families of Blind and Visually Impaired Children living in Montana! Why: The Learning Weekend is a creative program that provides opportunities for families of sensory impaired children to learn about blindness and visual impairment, share their experiences with other families, and learn how to communicate more fully with one another in a warm, caring atmosphere. The focus of the weekend is to enhance each individual's personal knowledge of blindness and how it relates to the education and development of their child. Information in the form of informal workshops, group discussions (parent groups, kids groups, siblings groups, etc.) and hands‐on activities will be offered. Child care and recreation for the children (siblings included) will also be available at no charge. Families will be reimbursed for mileage at the current state rate.