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There are many ways teachers can help children with learning and attention issues succeed in school. Here are some common accommodations and modifications to discuss with the school as possible options for your child.

There are many ways teachers can help children with learning and attention issues succeed in school. Here are some common accommodations and modifications to discuss with the school as possible options for your child.

You can register online here!Your purchase includes one web access and one toll-free phone line for live 90-minute event, materials and unlimited access to Webinar archive. Gather a group in one location so many can participate for one low price!What:This webinar addresses the frequently confusing topic of student accommodations. Specifically, the presentation reveals how ambiguous accommodations can be - and how to select appropriate accommodations for each individual.The goal of this webinar is to present a model that can be used collaboratively by advocates, parents, students, and teachers to identify unambiguous accommodations. In preparation for the webinar, participants are requested to consider the commonly used accommodation "preferential seating." If you chose this for a student's IEP, exactly where should next year's teacher seat this child?   Time is provided for questions from participants.  When:Wednesday, March 14, 2012 12:00 to 1:30 PM MT Contact:The Advocacy Institute Phone: 540-364-0051 Email: info@advocacyinstitute.org

Requests for disability accommodations at college campuses are on the rise, leaving administrators struggling to determine whether or not flexibility is warranted in every case. Under the Americans with Disabilities Act, universities are required to provide “reasonable accommodations” for students with disabilities. Often this means allowing those with special needs extra time or a quiet room for exams. But colleges from New York to Texas are reporting a dramatic increase in recent years in the number of students claiming that they need special accommodations, in many cases due to psychological conditions like depression and bipolar disorder.

Among accommodations requested and granted in the most recent testing year, approximately three-quarters were for extra time, and about half were for applicants with learning disabilities. High school and postsecondary school officials GAO interviewed reported advising students about which accommodations to request and providing documentation to testing companies, such as a student's accommodations history.

Autism on the Seas has been in collaboration with Royal Caribbean International since 2007 in developing cruise vacation services to accommodate adults and families living with children with Special Needs, including, but not limited to, Autism, Asperger Syndrome, Down Syndrome, Tourette Syndrome, Cerebral Palsy and all Cognitive, Intellectual and Developmental Disabilities.  These services quickly expanded to other cruise lines.   We provide Cruises with our Staff (selected from regular cruises throughout the year) that assist adults and families in accommodating the typical cruise services, as well as providing specialized Respite and Private Activities/Sessions that allow our guests the use of the ships entertainment venues in an accommodated and assisted manner. Our professional Staff (educated, experienced, background checked and sanctioned by the cruise lines) accompanies you on your cruise to provide these amazing vacation and travel experiences onboard Royal Caribbean, Celebrity, Disney and Carnival Cruise Lines. We also provide a "Cruise Assistance Package" (Cruises without our Staff) on all of the major Cruise Lines to help accommodate guests who wish to cruise on their own. 

Click here to register for this event What: Montana state government is hosting a one-day disability employment seminar for state employees and others interested in promoting employment opportunities for people with disabilities. Jim Marks, Director, Disability Transition Programs, Department of Public Health and Human Services, will kick off the event at 9 a.m. The featured keynote speaker, Lois McElravy, will speak from her personal experience illustrating how the complexities of brain injury cause confusion and chaos with the simplest of tasks, like writing notes and making lists. Participants will gain a better understanding of how they can partner with employees with disabilities to identify accommodations needed to create a productive work environment. Other sessions include small-group exercises based on complex workplace issues, a presentation on reasonable accommodations by Anne Hirsch, Job Accommodation Network, a presentation on People without Limits, by Paul Gelderloos, People without Limits, and a panel of local experts will address commonly asked questions through locally developed case studies. The expert panel includes: Marieke Beck, Montana Human Rights Bureau Jim Marks, Department of Public Health and Human Services Anne Hirsch, Job Accommodation Network Michelle Pickell, Job Opportunity Based Services When: Thursday, May 26, 2011 9:00am - 4:00pm Mountain Where: Gateway Conference Center 1710 National Avenue in Helena, MT Registration: $50 and includes breakfast and lunch. You can register online at http://pdc.mt.gov/default.mcpx or call (406) 444-3871.

How to create, implement, and maintain an IEP or 504 Plan that secures school accommodations for your child with ADHD or LD. Click on each step below for detailed expert advice.

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.)

. Accommodations are only truly supportive if the curriculum and instruction that came before the assessment was accessible to these students in the first place. That means high quality teaching that guides students with disabilities to build their knowledge base and readiness skills.

Although there are a variety of school-based services available for children with learning, emotional, and social disabilities, one critical need often goes unfulfilled: providing guidance and strategies that instill self-advocacy.       Most students have only a superficial notion of the reasons they receive these special accommodations, and many children are completely uninformed. Resource teachers and specialists do not generally have the authority to label and enlighten students about their disabilities, the foundation for building self-advocacy. If children are to learn how to become better consumers of educational resources, especially as they grow older, someone must take the lead.      Parents of children with disabilities can fill this role by doing the following: Introduce children’s diagnoses to them in elementary school so that they can make sense out of their struggles Use a matter-of-fact tone of voice when explaining to children that they learn/behave/relate differently from other students and, therefore, need extra help to ensure that they can succeed just like their classmates Don’t leave out the disability label—such as writing disability, ADHD, or Aspergers Syndrome—since labels are a reality of their educational life Emphasize that the teachers and special staff at school who help them will be aware of this label and prepared to help in certain ways to make school a fairer place for them to learn and grow      It’s important to review with children the ways in which their school must provide special help and services. Emphasize that these accommodations are rules the school must follow. “You have the responsibility to do your best job, and teachers must follow the learning/behavior/friendship helping rules that make things fair for you,” is one way to put it. Explain how extra time on assessments, decreased homework, or social skills groups are examples of the helping rules that schools must follow. Discuss how there is a written promise called the individualized education plan (IEP), which includes all the helping rules and makes all of this clear.      Find child-friendly resources—such as books, websites, and videos—that explain in detail their specific disability and the ways other children have learned to cope and achieve despite these limitations. Use these materials as a springboard for deeper discussion about past times when their disability created significant stress or barriers to success. Reassure them that this was before their problem was known and that there is so much that can be done to build a plan for success now that it has been identified.      Point out that one of their most important responsibilities is to be able to discuss their disability with teachers and ask for extra help and accommodation when struggles are too great. Make sure that these discussions take place before middle school, when developmental factors make it harder to get such discussions started. Ensure that they know what practical steps are in their IEP at each grade so that they can respectfully remind teaching staff if necessary.      Having a disability is like having to wear glasses; students with glasses have accepted this fact as necessary to seeing clearly.

Marilyn Bartlett, Ph.D., J.D., who was initially denied accommodations for the bar exam, filed a landmark lawsuit for reasonable accommodations and won!