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Click here to registerWhat:Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Students eligible for special education services under the IDEA are typically also eligible for services under Section 504; additionally, students not eligible under IDEA may be covered by Section 504. Therefore, it is critical that advocates for students with disabilities understand protections under Section 504 as well as ways to deal with suspected violations.    This webinar will provide an overview of the structure of the Office for Civil Rights (OCR) at the U.S. Department of Education, which enforces Section 504 with respect to entities that receive federal financial assistance from the Department. The Section 504 complaint process will be examined in depth, including who may file a complaint, when a complaint may be filed, how to file a complaint, what type of information is necessary to file a complaint and how to effectively present that information. Additional ways to address suspected violations will also be explained as well as strategies to effectively navigate procedural safeguards provided by the law. The webinar will also provide an overview of how the Americans with Disabilities Act Amendments Act applies to Section 504. Time will be provided for questions for participants. When: Wednesday, December 7, 2011  12:00 to 1:30 PM MT Cost: $50.00

About 35 mental health advocates and providers gathered in a board room at St. Peter’s Hospital Wednesday morning in a show of unity, trying to prove to the man overseeing the distribution of a $9.5 million mental health trust that they’re all working toward common goals and are worthy of three grants totaling $565,400.

Gary Mihelish, the former president of the Montana chapter of the National Alliance on Mental Illness, has spent a couple of decades advocating for people with mental illness, fighting against the stigma, ignorance and isolation that often comes with those diseases.In late June at the alliance’s annual conference in San Antonio, he received one of its top honors, the Distinguished Service Award, recognizing his work before the Montana Legislature and, along with his wife, Sandra, in implementing the group’s family-to-family program for more than a decade. He also was elected to NAMI’s national board.

The film BODY & SOUL: DIANA & KATHY chronicles the life of two of the country’s most remarkable advocates for people with disabilities. Diana Braun, who has Down syndrome, and Kathy Conour, who has cerebral palsy, met three decades ago and vowed to fight to live independent lives. Fearful of being shut away in a nursing home or forced into a state-run institution, Diana and Kathy broke the rules, escaped the system, and modeled a grand experiment in independent living.

The Power of the Parent Voice: Secretary Arne Duncan's Remarks at the Office of Special Education Programs (OSEP) Leadership Mega Conference August 3, 2010 Related Resources Conference website Good morning. When President Obama s

But one thing is absolutely essential—and that's parent involvement. Parents of students with disabilities are some of the most determined advocates. Parents are key partners in policymaking and practice, pushing for greater access and better outcomes for their own and others' children. I want to applaud you for your dedication to children with disabilities—and their parents. I also want to say I wish it wasn't necessary for parents to be such fierce advocates. I understand that parents are compelled to advocate because they see that their sons and daughters aren't getting the free, appropriate public education that federal law guarantees them. President Obama and I believe that every child deserves a world-class education. When we say every child, it is not just rhetoric—we mean every child, regardless of his or her skin color, nationality, ethnicity, or ability. Over the past 37 years, with Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act, we've made great strides in delivering on the promise of a free, appropriate public education for children with disabilities.

ABOUT THE WEBINAR: In the last decade, the term "evidence-based" has become ubiquitous in education. The term is being used in many different ways and for many different purposes. The goal of this session is to describe the basic concepts of evidence-based practice, outline the legal and ethical basis of evidence-based practice, and examine its implications for all education stakeholders with specific attention to parents and their advocates. Time is provided for questions from participants.

When: Wednesday, December 1, 2010 12:00 to 1:30 PM MT ABOUT THE WEBINAR: Marking the 35th anniversary of the passage of the Education for All Handicapped Children Act of 1975, now known as the Individuals with Disabilities Education Act (IDEA), this presentation will review the six pillars of IDEA that support children, parents and teachers in educational settings. How these important precepts have changed through the years will be reviewed. The role parents and advocates have played in IDEA and how they must prepare to again impact the upcoming reauthorization of IDEA are covered. Time is provided for questions from participants. COST:  $35.00 (regularly $50.00) Price includes toll-free phone and web access to the 90 minute presentation, presentation handout and unlimited access to the event archive in both web and audio formats. Secure online purchasing >>>

Parents of a child with special needs must learn to effectively navigate the maze of special education laws and go to bat for their kids. In a nutshell, this means they must learn to be advocates.

The ink was hardly dry on the health-care overhaul law when foundations, industry groups and consumer advocates began putting together guides to the new rules. Here are some Web sites worth keeping an eye on:

Jan Butorovich has always had a soft spot for children, especially those who end up in the court system through neglect or abuse.  As a volunteer for the Yellowstone Court Appointed Special Advocates program, Butorovich has devoted hundreds of hours a year working for children and speaking for them in court.  In the nine years she has volunteered, Butorovich has been an advocate for 33 children and usually serves two families at a time. She also is the volunteer representative on CASA’s board of directors.

For parents living with children diagnosed with autism, advocating for their child presents a new reality in parenthood, often unexpected and with more questions than answers. Once they have passed through the various stages of denial and sadness, questioned the experts, and finally accepted the reality of the challenges their child will face, they have to get busy. Time is of the essence, and advocacy for a child living with autism within the public school system requires that parents have a very specific set of skills.

Volunteers are spending part of Tuesday staffing a booth at Great Falls College-MSU to raise awareness about autism in our community. The volunteers are available for students and others who have questions about autism.

We as parents spend a lot of time advocating for our children when they are young. However, there comes a time when our children become older and they have to learn how to advocate for themselves; knowing when the time is right will depend on your child. If your child is still attending elementary school, they are most likely NOT mature enough to participate. For those of you who have children in middle school, now is the time to think about the prospect of someday having your child attend their own IEP meeting.

We are our own biggest enemy. Our assumptions that is...and we all bring them to the table when thinking about the role of school, special education, and inclusion. Let me see if I can boil down the issue (as I see it) as succinctly as possible. Teachers, principals, therapists, district administrators, psychologists, lawyers or any other educator representing the district are extremely anxious about unrealistic expectations from parents. Parents, advocates, self-advocates, students, lawyers representing the families or any other party are extremely anxious about the school district not giving the appropriate services and/or placement for their child with disabilities. Can you see the problem? It is trust.