Group items tagged

the point I am trying to make is that if the iPad is to be a useful tool in supporting children with autism to achieve their developmental goals and become the capable and fascinating adults we know they will be then it is how we use the iPad to support development that is most important — and the miracle there, as it always has been, is the parents and professionals who work with children with autism.

Groundbreaking Transition Legislation for Youth with Significant Disabilities Introduced in House A trio of federal bills, called the Transitioning towards Excellence in Achievement and Mobility (TEAM) legislation , designed to improve transition outcomes of youth with significant disabilities was introduced in Congress in mid-February.  The TEAM legislation--which consists of the TEAM-Education Act (H.R. 602), the TEAM-Empowerment Act (H.R. 603), and the TEAM-Employment Act (H.R. 604)--focus on realigning  and strengthening federally funded programs to more successfully move youth with significant disabilities toward further education, integrated employment, and community living.

Click here to register for this event What: Linda James Myers, Ph.D. will present "The Challenges of Cultural Congruence: What Every Advocate Should Know" on Thursday, June 16, from 2:00 - 3:30 p.m. Dr. Myers is a professor at The Ohio State University, past president of the Association of Black Psychologists, and chair of the Board of Trustees for the National Association for the Education of African American Children with Learning Disabilities (AACLD). This webinar will focus on the importance of cultural congruence, one of the most challenging and often least discussed issues central to the success of Black families as they seek to provide a quality education for their children. As a member of a cultural group whose ethnic and racial heritage is congruent with and supported by that dominant in this society, Euro-western white, one may assume that this prevailing cultural worldview and the subsequent educational and other social institutions created by it are universally suitable and acceptable. The assumption is often made that the prevailing cultural worldview is universally adopted and held by all Americans, particularly those who have been in this country for generations and for whom English is believed to be their first language. This webinar will explore how these assumptions have hurt non-immigrant African Americans and their progeny, particularly in terms of education, their potential for educational achievement, and the current disproportionality we see in special education. Emphasis will be placed on how advocating for a culturally congruent educational experience on behalf of Black students and their families has the potential to transform the negative educational outcomes that have plagued this population for decades. This is the first in an Equity and Ethnicity in Special Education four-part series of webinars hosted by COPAA, a non-profit organization that works to protect special education rights and secure excellence in education on behalf of the 7.1 million children with disabilities in America. When: Thursday, June 16, 2011 - 12:00 pm Mountain If you would like to register for this event or any of the four-part series, please click here. COPAA non-member registration is $65.00 for one session or $195.00 for all four sessions. The full four-part series includes: Thursday, June 16, 2011 - 2:00 pm Eastern The Challenges of Cultural Congruence: What Every Advocate for Black Students Should Know Presenter: Linda James Myers, Ph.D. Tuesday, June 21, 2011 - 2:00 pm Eastern Addressing Legal Issues of Disability and Race Discrimination Presenters: Matthew Engel, Esq., Ron Lospennato Esq. Wednesday, June 29, 2011 - 2:00 pm Eastern Representing Parents Whose Dominant Language is Other Than English Presenter: Gabriela Ruiz, Esq., Southern Legal Counsel, Inc. Thursday, July 14, 2011 - 2:00 pm Eastern Disproportionality: What are we doing about it? Presenters: Sonja Kerr, Esq. Public Interest Law Center of Philadelphia (PILCOP)

Click here to Register - Registration will close at 5:00 p.m. ET 6/ 21/2011 What: The SAMHSA ADS Center invites you to a free training teleconference to learn how consumers/survivors of mental health and substance use conditions are working together with private and public officials to make socially inclusive systems across many dimensions of community life—housing, employment, education, arts and culture, transportation, civic and entrepreneurial leadership, health and recreation. Speakers will provide strategies for building diverse collaborations to map community assets and discover individual capacities that benefit communities and the delivery of social services. As a participant in this teleconference, you will see that social inclusion is achievable and learn how YOU can be part of the change. When: Thursday, June 23, 2011 at 1:00 p.m. to 2:30 p.m. Mountain Time

While bullying is known to leave physical and emotional scars, a new study finds that victims may suffer long-lasting academic effects, and high-achieving black and Latino students are especially vulnerable.

As an older sibling of someone with developmental disabilities, I want to believe that my sister will have better options than exist today. Policies such as IDEA and NCLB were founded on philosophies derived from civil rights and an individual’s pursuit of happiness. These are meant to provide a semblance of equality and possibility for individuals with disabilities to grow and achieve their full potential. My sister, however, will never be able to fight for her happiness on her own. The state will always see her as a burden, and she will rely on a community to support and protect her.

Click here to pre-register for this event online What: At this conference, we value various, distinct groups coming together to learn and build capacity and collaboration. Are you… A family member? Come learn ways to increase family and school collaboration, and find out what strategies your children’s teachers will be using in the classroom so you can support participation at home, in school, and in the community! A general or special educator, or school professional? Participate and access innovative, research based educational strategies, relevant to a wide range of hot topics in education today, that will enhance learning for ALL your students. And, these practical strategies can be put into practice immediately in your classroom! An Administrator? Join us and learn how to lead your teachers to support all students to achieve. Learn strategies and programs to share with your staff as well as information on parent involvement, effective collaboration, and updates on the law. When: February 9-11, 2012 Where: Hyatt Regency Denver Tech Center Denver, Colorado

Today, the Obama Administration outlined how states can get relief from provisions of the Elementary and Secondary Education Act – or No Child Left Behind (NCLB) – in exchange for serious state-led efforts to close achievement gaps, promote rigorous accountability, and ensure that all students are on track to graduate college- and career-ready. “To help states, districts and schools that are ready to move forward with education reform, our administration will provide flexibility from the law in exchange for a real commitment to undertake change. The purpose is not to give states and districts a reprieve from accountability, but rather to unleash energy to improve our schools at the local level,” President Obama said. What this means for you:   For Teachers: A collaborative learning culture where teachers can target instruction towards the needs of students and offer a well-rounded curriculum. Fair and responsible evaluations that are based on multiple measures including peer review, principal observation, and classroom work.  For Principals: Greater flexibility to tailor solutions to the unique educational challenges of their students and recognition for progress and performance.  For Parents: Accurate and descriptive information about their children’s progress and honest accountability that recognizes and rewards success – where schools fall short – targeted and focused strategies for the students most at risk.  For Students: A system that measures student growth and critical thinking to inspire better teaching and greater student engagement across a well-rounded curriculum. For more information on how this flexibility package may affect you, read our blog post: What NCLB Flexibility Means for You

Two weeks ago, a man named Chris Waddell arrived at the summit of Mount Kilimanjaro in Tanzania, Africa. A paraplegic athlete from Park City, Utah, Waddell became the first in his condition to reach the summit of the 19,340-foot peak. In addition to the courage, vision and mental and physical strength he needed to achieve that goal, there was something else that helped propel him to the top of the largest free-standing continental mountain on earth; something that could only be found in the Bitterroot.

Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.

Schools today face the challenge of providing appropriate services to a diverse and increasingly numerous student population diagnosed with ASD. In order to achieve this goal, evidence-based practice is essential in the schools. To assist school professionals as they strive to help these students reach their potential, the National Autism Center has produced a comprehensive 245-page manual, Evidence-Based Practice and Autism in the Schools. The manual outlines relevant topics, including the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum.

What: All Montana students require equitable access to a variety of resources, encompassing the breadth of human conversations and creations for academic achievement and personal growth.  By learning to access and evaluate information they gain an appreciation and respect for diverse ideas and creative expressions.  By using information literacy skills in all aspects of learning, students become empowered and engaged lifelong learners. To thrive in the 21st Century, students must employ a process of inquiry that can be adapted to any information need.  By learning strategies to manage and ethically use information, Montana students open the door to the world in all its diversity. Teacher librarians, in collaboration with other classroom and content area teachers, empower all students to become information literate. The Library-Information Literacy and Technology (LILT) will assist the state's school districts in meeting the Montana LILT standards by providing training to Montana educators. Registration: If you are interested in attending a training session you may register online at http://www.msubillings.edu/mcdregister/LILTregistration.htm.  There is no registration fee for this training but registration is required.   If you are interested in scheduling training on LILT or would like more information please contact John Keener, MRESA3 Coordinator, at john.keener@msubillings.edu or call 657-1743. There is no fee for this service. Current Training Schedule: We currently have training sessions scheduled for the following dates to be held at MSUB, College of Education, Room 122: April 11, 2011 5:00 to 8:00PM April 26, 2011 1:00 to 4:00PM May 3, 2011 5:00 to 8:00PM May 4, 2011 1:00 to 4:00PM

For more information about the Montana State University Billings WIPA project please contact: mark.williams1@msubillings.edu or cal toll free: 888-866-3822 What: The Montana State University Billings/Montana Center on Disabilities WIPA project is part of the Ticket to Work and Work Incentives Improvement Act that was established in 1999. The goal of the Work Incentives Planning and Assistance (WIPA) project is to help Social Security Disability beneficiaries understand and utilize employment supports and work incentives so they can achieve their employment/ vocational goals.The Community Work Incentives Coordinator travels throughout Montana to make these services more accessible for consumers in their local areas.

For more information about the Montana State University Billings WIPA project please contact: tkelker@msubillings.edu or jennifer.belcher@msubillings.edu or call toll free: 888-866-3822 What: The Montana State University Billings/Montana Center on Disabilities WIPA project is part of the Ticket to Work and Work Incentives Improvement Act that was established in 1999. The goal of the Work Incentives Planning and Assistance (WIPA) project is to help Social Security Disability beneficiaries understand and utilize employment supports and work incentives so they can achieve their employment/ vocational goals.The Community Work Incentives Coordinator travels throughout Montana to make these services more accessible for consumers in their local areas.

People who have it sometimes like to call it their superpower, but in reality, attention-deficit/hyperactivity disorder, or ADHD, is a learning disability. Still, it's surprisingly common among high-achieving business founders, and entrepreneurs afflicted with it are in good company, with Kinko's founder Paul Orfalea and JetBlue founder David Neeleman among the many who talk openly about their having attention-deficit issues. It stands to reason that ADHD would thrive among those calling the shots. While they are often labeled as misfits inside big organizations, their restless creativity dovetails with the high-drama problem-solving associated with running a start-up.

Last week several hundred disability rights advocates were on Capitol Hill to support the Achieving a Better Life Experience Act. The current version of the bill was introduced in February 2013 and would allow individuals with disabilities or their families to open a tax-sheltered savings account to pay for certain long-term expenses.

The Individuals with Disabilities Education Act (IDEA) has been widely celebrated for providing millions of disabled children with broader educational and life opportunities. This Note seeks to improve the implementation of the IDEA by questioning one of its key assumptions: that parents possess the tools to advocate for their children in special education matters. This Note argues that many parents need assistance to achieve optimal outcomes for their children because of the complexity of both the disabilities involved and the formal rules of the system itself. Several policy options are considered in the hope that local educational agencies will implement pilot programs to further explore the issue of external advocacy in special education.

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.

The Council for Exceptional Children provides ongoing articles and updates (based on research) to support that students with varying abilities are capable of reaching higher levels of achievement than was once thought possible. The trick comes as we strive to update the mindsets of administrators, teachers and families (as well as the personal belief systems of the students) about the capabilities of diverse learners.

March is National Disability Awareness Month, a month dedicated to promoting awareness of the strengths and achievements of Americans with disabilities. Today, many people with disabilities are living and working in the community and pursuing higher education. Yet, even now folks with significant disabilities often face additional barriers when trying to find jobs.