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Child Health Day - October 5, 2009 Every Child Deserves a Medical Home Monday, October 5th is Child Health Day (CHD).  Since 1928, the President has proclaimed one day each year National Child Health Day and people across America have worked together to prevent problems and improve childhood health. For the first 32 years, the day was observed on May 1, but since 1960, Child Health Day is observed the first Monday in October. 

With the best of intentions, we spend enormous amounts of time and energy to "help" children and adults with disabilities. But what about the unintended consequences of our well-intentioned acts? When my son, Benjamin, was very young, I had the best of intentions when I made sure he had massive doses of developmental therapies. But this had an unintended negative impact: all the hours spent on therapy left little time for him to have any kind of normal childhood. This awareness led our family to do things differently.

It is 8:30 on a crisp September morning, the start of a busy day for preschoolers at the Waisman Center's Early Childhood Program, a nationally renowned laboratory school.

MURFREESBORO, Tenn. - A CBS News Correspondent opened up to NewsChannel 5 about what he calls his shameful secret. Byron Pitts, correspondent for CBS's "60 Minutes" has interviewed the past 6 presidents, dodged bullets in Afghanistan, and brought home dozens of journalism awards in his 30 years of reporting. But on Sunday, he was in Murfreesboro for a conference about literacy and reading. Pitts was standing as an unlikely poster child of illiteracy. "Nothing about where I come from suggests I should be doing what I am doing right now," said Pitts. For the first 12 years of his life, Pitts admitted he couldn't read.

What: All children need to actively engage in play and social activities to develop skills and communication. Many children with developmental delays are only physically present during these early childhood events. Physical presence isn't enough to ensure active participation and learning, and it can have a negative impact on the relationships between child and caregiver.

The transition to kindergarten is most successful when it is carefully planned out over the entire pre-kindergarten year. Starting as early as the first day of preschool, it’s important to make sure that children are developing the academic skills that help form a foundation of strong pre-reading and pre-writing, as well as the social and emotional skills they’ll need in kindergarten.

The Social Security Administration (SSA) is conducting the Youth Transition Demonstration (YTD) as part of a broader initiative to encourage disability beneficiaries to return to work. The demonstration provides youth ages 14 through 25 with employment-related services and waivers of certain rules governing the Supplemental Security Income and Social Security Disability Insurance programs, including childhood disability benefits. The waivers augment existing financial incentives for beneficiaries to work.

The Social Security Administration (SSA) is conducting the Youth Transition Demonstration (YTD) as part of a broader initiative to encourage disability beneficiaries to return to work. The demonstration provides youth ages 14 through 25 with employment-related services and waivers of certain rules governing the Supplemental Security Income and Social Security Disability Insurance programs, including childhood disability benefits. The waivers augment existing financial incentives for beneficiaries to work.

Zac Browser is a totally free software package. It is the first Internet browser developed specifically for children living with variants of autism spectrum disorders (ASD), Asperger syndrome, Rett syndrome, childhood disintegrative disorder, PDD not otherwise specified and PDD-NOS, also called atypical autism. Zac Browser was designed to offer a pleasant, rewarding and secure experience. Children sing, play and discover the best that the Internet has to offer with only a few clicks of the mouse.

SALT LAKE CITY — The polio virus, and its reign of terror in the American psyche, is faded history now. After a vaccine was introduced in the mid-1950s, millions of people sighed, turned the page and moved on. Many polio victims, often struck in childhood, tried to leave the story behind and forget, too.

Electronic Registration: Opens March 1, 2010 http://www.montana.edu/cs/mbi This Year's Hot Topics: Parent/Family/Community Involvement Montana Schools – Best Practices Strand Targeted/Intensive Interventions Academic Supports Early Childhood Classroom Management Safe Schools Nutrition And much more!

Childhood diseases once mostly eradicated are making a comeback. And children are dying.

The doctor who launched the modern anti-vaccine movement acted "dishonestly and irresponsibly," Britain's General Medical Council has ruled. But fear not. Dr. Andrew Wakefield is still a hero to his many acolytes. And others, with curious credentials, fight on to terrify parents into not getting their children inoculated.

Come and get geared up for the new year with strategies to work with ALL students! Workshops will be held in areas of Indian Ed for All, differentiated instruction, DIBELS Administration and Scoring, behavior management, RTI, low incidence disabilities, early childhood, science, technology, legal issues, reading & literacy, social skills, and para-educator training. Register now and an email will be sent when workshops are posted.

FRIDAY, May 7 (HealthDay News) -- Infections during infancy or childhood do not seem to raise the risk of autism, new research finds. Researchers analyzed birth records for the 1.4 million children born in Denmark between 1980 and 2002, as well as two national registries that keep track of infectious diseases. They compared those records with records of children referred to psychiatric wards and later diagnosed with an autism spectrum disorder. Of those children, almost 7,400 were diagnosed with an autism spectrum disorder.

In accordance with the requirements under the Individuals with Disabilities Education Act (IDEA),  the state must report annually to the public on the performance of each local educational agency located in the state on the targets in the State's Performance Plan. Because baseline data and/or performance targets have not been established for all of the performance indicators, the U.S. Department of Education, Office of Special Education Programs (OSEP), has informed states that they are only required to report district performance for students with disabilities on indicators 1-5 and 8-12 this year. These performance indicators address the following: Graduation, Dropout, Assessment, Suspension/Expulsion, Least Restrictive Environment (ages 6-21), Parent Involvement, Disproportionality As A Result Of Inappropriate Identification, Child Find Timelines, and Early Childhood Transition (transition from Part C to Part B). The district's performance data is 2008-2009 data that was submitted by the district to the OPI as a part of its child count, exiting, student discipline collections and/or collected during a compliance monitoring record review. Performance data for performance indicator #8, Parent Involvement, is based on parent survey data. The Parent Involvement Survey was distributed to districts that were compliance monitored in school year 2008-2009. Districts were asked to provide a copy of the survey to all parents of IDEA-eligible students receiving special education and related services through an Individualized Education Program (IEP). The District Public Reports can be found on the OPI Web site at:  http://data.opi.mt.gov/SPEDReporting/ .