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Today, the Department posted a summary of state laws, regulations, policies, and guidelines regarding the use of restraint and seclusion techniques in schools: http://www.ed.gov/policy/seclusion/seclusion-state-summary.html. The summary is a result of U.S. Secretary of Education Arne Duncan’s letter issued to Chief State School Officers on July 31, 2009, urging a review of current state policies and guidelines regarding the use of restraint and seclusion in schools. Since August, the Department’s regional Comprehensive Centers have researched and compiled information on state-by-state restraint and seclusion techniques.

Today, the journal Pediatrics published a special supplement on the health and medical treatment of children and adolescents with autism spectrum disorder (ASD) and other neurodevelopmental disorders. The issue highlights treatment guidelines for physicians and research reports on medical issues of interest to families affected by ASD.

The goal of the National Deaf-Blind Equipment Distribution Program (NDBEDP) is to ensure that every person with combined hearing and vision loss has access to modern telecommunication tools and the training necessary to use them, granting every individual the opportunity to interact with the world as an involved, contributing member of society. The program — promoted by iCanConnect — provides outreach, assessments, telecommunications technology and training free of charge to those who meet federal eligibility guidelines. For more information about the NDBEDP, including the Federal Communications Commission's (FCC) consumer guide and eligibility rules, visit www.fcc.gov/NDBEDP

The goal of the National Deaf-Blind Equipment Distribution Program (NDBEDP) is to ensure that every person with combined hearing and vision loss has access to modern telecommunication tools and the training necessary to use them, granting every individual the opportunity to interact with the world as an involved, contributing member of society. The program — promoted by iCanConnect — provides outreach, assessments, telecommunications technology and training free of charge to those who meet federal eligibility guidelines. For more information about the NDBEDP, including the Federal Communications Commission's (FCC) consumer guide and eligibility rules, visit www.fcc.gov/NDBEDP.

About 30 percent of children with autism have symptoms of attention deficit hyperactivity disorder (ADHD), but under current diagnostic guidelines they can only be diagnosed with one or the other1. That’s about to change.

Who are students with learning disabilities? It depends on what state or school district you live in. The combination of a surge in the use of response to intervention and a lack of consensus about how much of a role cognitive assessment should play in an evaluation prompted the National Center for Learning Disabilities this month to issue a new set of guidelines on its view of how students with specific learning disabilities should be identified. As the use of RTI has grown, there have also been concerns that it has been used inappropriately, delaying or preventing the identification of some students as having learning disabilities, or other disabilities.

You can begin registration here! What:Participate in this webinar to hear Reece Peterson, Joe Ryan, and Michael Rozalski discuss the latest information on the legislative, policy, and practice issues concerning restraint and seclusion. Federal legislation is pending that, if passed, will regulate the use of physical restraint and seclusion in school settings. The webinar will also provide an overview of the content that will be covered in more detail in the strand on restraint and seclusion at the CEC Convention & Expo in Denver in April.Federal legislation is pending that, if passed, would regulate the use of physical restraint and seclusion procedures for students in school settings. This webinar will discuss the legislative, policy, and practice issues that have arisen because of the deaths and injuries of students due to these procedures. The webinar will provide an overview of the content that will be covered in more detail during the strand on restraint and seclusion at the CEC Convention & Expo in April 2012. Participants will be able to: Identify current laws, policies, and guidelines governing the use of physical restraint and seclusion procedures in school settings. Understand the lack of knowledge in many schools of the underlying ethical and moral problems and the role the media may play in covering abusive incidents. Identify recommendations for “best practice” in using these procedures, including training needs and the use of prevention and de-escalation strategies. When:March 8, 20122:00 pm - 3:00 pm MTContact:CECPhone: 888-232-7733   TTY: 866-915-5000

For the first time in 15 years, a major psychiatric organization is updating its practice guidelines for treating kids and adolescents with autism. A series of seven recommendations from the American Academy of Child and Adolescent Psychiatry outline the responsibilities clinicians have in diagnosing and treating those on the spectrum. The guidance published this month in the Journal of the American Academy of Child and Adolescent Psychiatry is an update to recommendations first presented by the group in 1999. It offers clinicians a roadmap for the best assessment and treatment practices for autism, though doctors must also take into account each patient’s unique circumstances in developing a plan, the organization said.

Making decisions about medication for a child with emotional or behavioral problems can be daunting and fraught with worry, especially when more than one medication is involved. Studies show that the number of children taking several psychoactive medications is soaring. Here are some guidelines to help you understand why your doctor might recommend multiple medications for your child, and whether you should have concerns about this treatment.

States are quickly lining up behind a set of ambitious national academic standards that set a high bar for students with disabilities. Already 27 have adopted the plan known as the Common Core State Standards and several more states are expected to sign on in the coming weeks. The standards, developed by members of the National Governors Association and the Council of Chief State School Officers, are designed to establish uniform guidelines for English and math instruction in kindergarten through twelfth grade.

The Office of Public Instruction has posted links to current Section 504 guidance on our Website.  This guidance is from the Center for Technical Assistance for Excellence in Special Education (TAESE)  and the Office of Civil Rights. The links are available on the Special Education Webpage (http://opi.mt.gov/Programs/SpecialEd/Index.html) under "RELATED LINKS" and include: Guidelines for Educators and Administrators for Implementing Section 504 of the Rehabilitation Act of 1973-Subpart D A Parent and Educator Guide To Section 504 Accommodations for Identified Children With Disabilities Section 504 Procedural Requirements for School Districts; and Section 504 A Possible Service Option for Students with Disabilities Section 504 requirements are separate from special education.  This guidance is provided as a courtesy.

This knowledge path about Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) services in Medicaid has been compiled by the Maternal and Child Health Library at Georgetown University. It offers a selection of current, high-quality resources about providing and strengthening EPSDT services. The path includes guidelines for the frequency, timing, and content of health-promotion and disease-prevention services for infants, children, and adolescents. Separate sections present resources for professionals (health professionals, program administrators, policymakers, and researchers) and for families. A special topics area lists resources about oral health services as part of the EPSDT benefit. The knowledge path will be updated periodically.

These Bright Futures training and implementation materials funded by the Commonwealth Fund with support from the US Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, have been developed to facilitate implementation of the Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, 3rd Edition, at the practice system level (for tools and resources to use in conjunction with health supervision visits, see the Bright Futures Tool and Resource Kit).

Click here to register for this event (Cost $75) What: Develop skill sets and the tools to help direct support staff, parents as well as self-advocates, develop and customize sexuality education to the level suitable for the individual adult being supported. Well-rounded education is the key: teaching adults with autism or other developmental disabilities the necessary facts and skills to develop self-worth, friendship and loving relationships. Appropriate sexuality education can help prevent inappropriate behaviors from escalating in public, towards others or self-injurious activities. Skill sets, best practices and guidelines to: Discussing dating, sex and sexuality Helping folks differentiate the types of love Teach to respect boundaries/understand privacy Empowering people to recognize and report abuse When: Wednesday, January 26th, 2011 11:00 am to 1:00pm Mountain Who: Presenter Monica J. Foster, CC

When: February 8, 2011 12:00 - 1:00pm Where: Mansfield Health Education Center Room 7 Billings, MT Target Audience: Primary Care Providers to include but not limited to Family Practice, Pediatrics, Emergency Department physicians, physician assistants, nurse practitioners, advanced practice nurses, registered nurses, and all other healthcare providers of pediatric/adolescent patients Lecture Specific Objectives: At the end of this educational activity, participants should be able to: Discuss the pathophysiologic changes associated with brain trauma in children. Identify emotional and cognitive short and long term sequelae of brain trauma in children. List effective therapies for emotional and cognitive sequelae of mild brain injury in children. Series Objectives: At the end of this educational activity, participants should be able to: Apply current medical guidelines in the treatment of pediatric/adolescent patients.  Utilize multidisciplinary approach to the management of complex pediatric patients. Recognize the need for consultation and/or referral to pediatric specialists/subspecialists in a timely manner. Discuss the diagnostic approach and treatment of variety of pediatric diseases. If you would like to attend via videoconference contact: St. Vincent Healthcare University at 406.237.3348 or email svhu@svh-mt.org.  Reservations for videoconferencing must be made at least 24 hours prior to live activity.

Click here to register for this event What: This three hour training is designed for counselor/administrator teams to work together to learn the basic principles of the Montana School Counseling Program Model.  The training will include roles and responsibilities of counselors and administrators within the program and steps for implementation of the Model.  Participants will have an outline of an implementation plan and be able to begin the implementation process. The goal is to provide high-quality, Level I training for Montana school counselors and administrators. Participants will learn the tools to: establish a school counseling program as an integral component of the school?s academic missions; ensure students have access to counseling services; identify and deliver the knowledge and skills acquired in the Academic, Career, and personal/Social Domains; promote specific guidelines and strategies to engage culturally different students/parents in counseling and the educational process; and, sponsor a culturally appropriate approach to counseling that is aligned with the spirit and intent of IEFA. Where: Montana State University - Billings College of Education Building, Room 122 Billings, MT Scheduled Trainings: March 11, 2011 9:00am-12:00pm April 1, 2011 9:00am-12:00pm April 13, 2011 9:00am-12:00pm Cost: http://www.msubillings.edu/smart/training/schoolcounseling.htm There are no fees for this training but registration is required.  Mileage reimbursement will be paid for those outside of the Billings area.

Click here to register for this webinar -- $49 What: School therapists will enjoy finding a bag of tricks in their pocket to meet the needs of a large and very diverse caseload. There are thousands of apps out there, but “How do I choose?”  This session will review apps for students with articulation problems, fluency issues, voice disorders and language delay.  Apps will be identified with some initial guidelines for how to evaluate these increasingly popular ‘pocket’ products. When: Monday, September 12, 2011 1:30 p.m. – 3:00 p.m. Mountain Time Presenter: Phyllis S. Watson, CCC-SLP, Augmentative Communication Specialist, Crotched Mountain ATECH Services Full Abstract – Including speaker biography and learning points