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Top Things to Know for Families with ChildrenYouTube embedded video: http://www.youtube-nocookie.com/embed/7BSJmEggpnYInsurance companies can no longer impose lifetime dollar limits on essential coverage limitsJob-based health plans and new individual plans are no longer allowed to deny or exclude coverage for your children (under age 19) based on a pre-existing condition, including a disability. Starting in 2014, these same plans won't be allowed to deny or exclude anyone or charge more for a pre-existing condition including a disability.Parents have new options to cover their children. If your children are under age 26, you can generally insure them if your policy allows for dependent coverage. The only exception is if you have an existing job-based plan, and your children can get their own job-based coverage.An Affordable Insurance Exchange is a new marketplace where individuals and small businesses can buy affordable health benefit plans. Exchanges will offer you a choice of plans that meet certain benefits and cost standards. Starting in 2014, members of Congress will be getting their health care insurance through Exchanges, and you will be able buy your insurance through Exchanges, too.Pregnancy and newborn care, along with vision and dental coverage for children, will be covered in all Exchange plans and new plans sold to individuals and small businesses, starting in 2014.In 2014, if your income is less than the equivalent of about $88,000 for a family of four today, and your job doesn’t offer affordable coverage, you may get tax credits to help pay for insurance.

Register Online or call 509-335-2321 to register. When: Monday June 28, 2010 11:30 am - 12:30pm Mountain Audience: Head Start Teachers and Staff What: This workshop gives professionals and parents strategies for creating environments that help children who are at risk due to behavior problems.   This workshop will assess the environments and gives specific examples of how to manage the environment to prevent behavior problems and teach appropriate behaviors.   This workshop stresses meeting the needs of the child and presents strategies that are nonpunitive. This workshop discusses behavior management strategies that will be effective for young children who need additional assistance in maintaining or learning appropriate social skills and behaviors at home and at school.  These are children who are disruptive in daycare or preschool settings and/or difficult at home. This workshop will also address the needs of children who display violent behaviors toward adults and other children.

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.

Development of the “All Children Can Read” website began in 2006 as part of the work of the NCDB’s (National Consortium on Deaf-Blindness) Literacy Practice Partnership. This group envisioned the creation of a central location to provide information and resources to individual state deaf-blind projects, teachers, family members and related service providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss and children with other complex learning challenges. Following literature reviews of literacy learning for all children, children who are blind or visually impaired, children who are deaf or hearing impaired, children with multiple disabilities and children with deaf-blindness, a set of literacy indicators and corresponding strategies was developed to help guide instructional planning.

Development of the “All Children Can Read” website began in 2006 as part of the work of the NCDB’s (National Consortium on Deaf-Blindness) Literacy Practice Partnership. This group envisioned the creation of a central location to provide information and resources to individual state deaf-blind projects, teachers, family members and related service providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss and children with other complex learning challenges. Following literature reviews of literacy learning for all children, children who are blind or visually impaired, children who are deaf or hearing impaired, children with multiple disabilities and children with deaf-blindness, a set of literacy indicators and corresponding strategies was developed to help guide instructional planning.

She said that the biggest question children are likely to have is whether something similar can happen to them. Parents should reassure them and help them feel safe while also providing age and developmentally appropriate information. Her other tips for talking to your children about the shooting include: Take care of yourself first. Calm your own fears and anxiety before talking to your children. They pick up on your emotions, and your calm demeanor will go a long way to reassure. Turn off TV and other media. Graphic details and images can be upsetting to all of us. Younger children may think that the event is happening over and over. Tuning in for the latest is tempting; pace yourself with the news and listen in only when children are out of earshot. Consider the child’s age when deciding whether bring it up. A preschooler may not know about the event and probably doesn’t need to know about it. Answer questions if they ask. Be proactive with older children. You can start the conversation with “you may have heard about…” and ask what questions they may have. Help the child understand that it is OK to feel sad or angry that this had happened. Reassure and emphasize their safety. Discuss the steps that adults in their life take to keep them safe, such as their schools’ safety plan and safety measures taken at home. Help your child find ways to cope with their fear and grief. Providing outlets like artwork or imaginative play can help them process their feelings. Draw on ways your family typically copes with a crisis such as sending a card, making a donation as a family to help the victims or praying together. If you or your child need additional help dealing with this tragedy, be sure to contact your doctor or mental health provider.