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Basic Web Accessibility: Understanding WCAG 2.0 - Webinar - Nov 16, 2011 Click here to register What:If you're tasked with helping ensure your organization produces accessible web content, you've probably heard of the Web Content Accessibility Guidelines 2.0 (WCAG 2.0). As the most widely used international guidelines on web accessibility, and the basis for many federal and local standards, it's important to understand WCAG. In this webinar, we'll explore the relationship between WCAG 2.0, WCAG 1.0, and Section 508. We'll also discuss how to apply the WCAG 2.0 guidelines to actual web content, and the differences between A, AA, AAA level conformance. Despite all the acronyms and abbreviations, this webinar is intended for people who are new to web accessibility or new to WCAG. Learning Goals: Learn how WCAG 2.0 fits into big picture of web accessibility guidelines and standards Understand what each of the guidelines means in practical terms Leave with a set of online references for achieving conformance When: Wednesday, November 16, 2011 11:00 - 12:00 Mountain Standard Time Contact:If you have any questions about the webinar, please contact Karen Sheehan, ksheehan@cforat.org.

Click here to download flyer (PDF) What:Tara Ferriter-Smith and Terri Barclay will share how Early Reading First preschool centers throughout the state of Montana are using a comprehensive RtI framework to prepare students for Kindergarten and future success in school. They will discuss the evidence based instructional and assessment practices that are proving to be effective for all learners. When implemented well an RtI framework will help educators align student needs by assessing student’s performance and adjusting instruction based on the individual’s response to a scientifically based intervention increasing the likelihood of student success. Discover how ongoing progress monitoring can help you make informed decisions to provide interventions for those students who are not achieving anticipated progress. When:December 5, 20118:30-3:00 pm MountainWhere:HRDC Building2229 5th AvenueHavre, MTContact:Aileen Couch, CoordinatorPhone: (406) 265-4356 ext. 322Email: cspd@havre.k12.mt.us

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

An individualized learning plan (ILP) is a tool that students in secondary school use – with support from school counselors and parents – to define their personal interests and goals related to their career and postsecondary education and to plan what courses to take and what activities to participate in during high school to further their interests and achieve their goals.

The U.S. Department of Education (ED), in collaboration with the U.S. Department of Justice (DOJ), today released a school discipline guidance package that will assist states, districts and schools in developing practices and strategies to enhance school climate, and ensure those policies and practices comply with federal law. Even though incidents of school violence have decreased overall, too many schools are still struggling to create positive, safe environments. Schools can improve safety by making sure that climates are welcoming and that responses to misbehavior are fair, non-discriminatory and effective. Each year, significant numbers of students miss class due to suspensions and expulsions—even for minor infractions of school rules—and students of color and with disabilities are disproportionately impacted. The guidance package provides resources for creating safe and positive school climates, which are essential for boosting student academic success and closing achievement gaps.

Is LD a prescription for failure? Absolutely not. Can individuals who have LD achieve success? Absolutely yes. Here’s where it gets tricky: What specific types of intervention and therapy could help to overcome or compensate for LD-related difficulties? Are these treatments quick fixes, or will they have lasting results? Are they based on strong scientific evidence or wishful thinking? Read on so that you can make informed decisions.

10 Tips for Special Education Advocates

Remember, your goal is to assist parents in achieving an appropriate education for their child.

1. Good advocates facilitate the IEP process.

With significant public backing and support in Congress, advocates say federal lawmakers are poised to consider a major change to the money-saving abilities of those with disabilities. Just one hurdle remains before Congress is expected to take up the Achieving a Better Life Experience, or ABLE, Act. The bill — which has lingered since at least 2009 — would establish special accounts to allow people with disabilities to save up to $100,000 without risking their eligibility for benefits like Social Security. What’s more, under the plan, individuals could retain Medicaid no matter how much is deposited.

It seems impossible to many people that a person who is blind can use an iPhone, that a person with a significant physical disability can drive himself to work, or that a person who can’t read can go to college. Impossible, until they see it done. Throughout the years, I’ve spoken with people who are unsure that their child/student/client could achieve a life goal, even with the support of assistive technology (AT). They might think that AT is just for people with physical disabilities or those who are good with computers or for anybody else but themselves.

As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence, and bullying. Bullying not only threatens a student’s physical and emotional safety at school, but fosters a climate of fear and disrespect, creating conditions that negatively impact learning—undermining students’ ability to achieve to their full potential. Unfortunately, we know that children with disabilities are disproportionately affected by bullying.

My name is Wilbur Hawke and I am a father of a son with a disability that is now grown, living independently, and a father himself. I have spent the last twenty years teaching other parents how to access the education system. I have also functioned in the capacity of parent liaison for our school district the last fourteen years. This gives me somewhat of a unique perspective from both sides of the table. Although those who know me would certainly agree that I am opinionated, this is my first attempt at blogging. I hope to share with you things that are useful and practically applicable based on my own personal experience. I believe that parents and professionals working together provide the best outcomes for children and informed parents make the best choices for their families.   You are not the first or the last. The best thing to do is to learn from those who have gone before you, duplicating the successes and avoiding the mistakes.  My hope by writing this blog is that you would avoid the mistakes I made and perhaps gain a resource or two that will help you achieve success. Thank you for taking the time to read, Wilbur Hawke

School can be a stressful environment for the child and a time of vulnerability. Appropriate accommodations and modifications can reduce stress and can assist in achieving and maintaining educational success. As a parent, you are your child's greatest advocate, supporter, and cheerleader. By becoming knowledgeable regarding educational laws as well as services and programs available within your community, you can ensure that your child receives a Free and Appropriate Public Education (FAPE). There are two primary laws that cover your child's rights to a public education: Individuals with Disability Education Improvement Act (IDEA) Section 504 of the Rehabilitation Act of 1973

Published on Apr 18, 2014 https://www.einstein.yu.edu/cerc - Pediatrician Lisa Shulman shows the motor milestones expected in typically developing babies, from head control to walking and what pediatricians look for during a well-baby visit. She also explains the specific types of motor control a baby must master before the next milestone can be achieved. Dr. Shulman is associate professor of clinical pediatrics at Albert Einstein College of Medicine and an attending physician in pediatrics at The Children's Hospital at Montefiore. She is also director of the RELATE program for the diagnosis and treatment of autism and related disorders at Einstein's Children's Evaluation and Rehabilitation (CERC).

Most of my articles were born from my personal experience – sometimes from anger at obstacles that I encountered, sometimes from an “aha” moment, but usually from my excitement about my children’s little achievements.  Friends also started asking me questions that I had to look up, and I often overheard things that I could turn into a blog. So here’s a list of my 15 favorite essays for the Friendship Circle:

Even as a youngster, Anthony Vasquez exhibited a probing curiosity and a pulsing energy to seek out new experiences. That drive continued when he entered Cal State Long Beach and decided that learning Chinese would be a worthy challenge. On Thursday, he will be honored as the outstanding graduate in the College of Liberal Arts, a recognition of a cumulative grade point average of 3.895 while earning bachelor’s degrees in journalism and Chinese studies. But for his family, friends and teachers, the honor and academic achievements have special meaning because Vasquez is blind. He used Braille and specialized computer software to learn Chinese and now speaks Mandarin as well as Spanish and English.

Let's keep IDEA PTA alive with renewed parent input and involvement.    The meeting will be held at 6:30 p.m. at the home of Mary Hall of PLUK, which is located at 380 Keith, which is the NW corner of Keith and Hilda in the University area.   Several of our wonderful MT CAAN members have already brainstormed some exciting ideas as to how parents can unite with enlightened educators to utilize this group as an important vehicle by which:  Parents can gain the empowerment and voice they should have in the special education process and at school, generally; We can work together systematically to achieve the kind of meaningful changes, opportunities, and supports that we want and need to see in the school environment, so that all children, regardless of diversity, get the free and appropriate education they are due by law and that they deserve by human right.

The State of Learning Disabilities: Facts, Trends and Indicators provides the authoritative national and state-by-state snapshot of learning disabilities (LD) in the United States, and their impact on the ability of students and adults to achieve educational success and employment. This publication also clarifies what a learning disability is and explains the common misperceptions associated with LD.

The annual administration of the Educational Interpreter Performance Assessment (EIPA) will be conducted in Montana on Saturday, October 16, on the MSDB Campus in Great Falls.  To register for the assessment please go to: http://www.usu.edu/taese/task12/EIPARegistration.cfm. The OPI will pay the registration fee for interpreters working in Montana schools every other year until the interpreter attains a score of 3.5 or higher.  Interpreters wishing to have the OPI pay the registration fee should contact Frank Podobnik at fpodobnik@mt.gov for more information. Beginning July 1, 2011, all educational interpreters employed in Montana schools must have an EIPA score of 3.5 or higher.  Those interpreters scoring between 2.5 and 3.4 can remain employed, but must have an educational plan in place to achieve the 3.5 standard within three years.