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Imagine you're a child or an adult with a developmental disability: You just want to live your life, like everyone else. But at some point in your young life—probably at the time of diagnosis—everything changed and people have treated you differently ever since. Most people pay attention to what you cannot do. Few make the effort to see what you can do. And some of what you can do looks different as compared to others, so it's still "wrong" or doesn't count. Throughout your life, you've been surrounded by people trying to "help" you: trying to get you to do things you cannot do—"normal" things—that must be important to them. Your feelings about these things, and your other wants, needs, hopes, and dreams, don't seem to matter much to anyone else. And for as long as you can remember, people have "placed" you in special settings, surrounded by others who also cannot do "normal" things. You're not allowed to have experiences like other people; your parents, teachers, service providers, etc. think you're not ready, not able, not competent. You're also not expected to do what others do, like learning the three Rs, being responsible for yourself, living on your own, having a real job, and more. They also work hard to protect you. So you learn not to expect too much out of life; you learn not to do too much; you learn not to try, because it doesn't make any difference; you learn to be helpless. You've never really had friends—not really, not like other people do—no one to call when you're lonely or when you want to share a secret. You'd like to fall in love and kiss and more, but that will probably never happen. You'd like to have the freedom to do what you want, when you want, how you want, and the freedom to say NO—but that seldom happens. There are so many things you want to do, so many places you want to go, so many people you'd like to know, and so much you want to feel—and you've wanted these things for days, and weeks, and months, and years. You've waited and waited and waited; it's so hard to keep waiting. You really feel angry and you also feel sad. You don't feel very important; you don't feel needed; and you haven't accomplished much in your life—but then no one expects these from you, so maybe you shouldn't expect these things for yourself. All the different people in your life exert a great deal of control over you, and they probably all have good intentions, but...

President Obama has challenged us all to help “Win the Future” by out-educating, out-innovating, and out-building our competitors in the 21st century. President Obama believes the best ideas come from the American people. That’s why the White House started a series called “Champions of Change.” Each week, the White House selects 5-20 Americans, businesses, or organizations who are doing extraordinary things in their communities. This series highlights a different group each week ranging from educators to entrepreneurs to community activists. The Office of Public Engagement hosts a roundtable event here at the White House to honor those who are “Winning the Future” and empowering and inspiring other members of their respective communities.  Agency representatives and White House Policy Offices participate in the event and host a discussion on amplifying best practices learned in each area. Paired with each White House event, these “Champions” are featured on the White House website. The Champions of Change series is designed for people to look into their communities and nominate everyday heroes who are demonstrating commitment to improving their own communities, their country, or their fellow citizens. That is why the White House is looking for you to nominate someone as a “Champion of Change” who is doing extraordinary things to make a difference in your community. The White House will consider your nominations as they feature people who are bringing about change in their communities to share their ideas on how to win the future. Champions of Change, for example, are: Longstanding businesses that are expanding or investing in new ideas, companies that are adding jobs, hiring back those they laid off and investing in their workers and entrepreneurs who are “betting on winning the future” - starting new companies or commercializing new ideas. People rebuilding neighborhoods, putting brownfields, vacant housing and buildings back to work, making the streets safe for children to play in, creating opportunities for neighbors to come together and harnessing the power of the arts to forge awareness and new bonds. Innovative teachers and school leaders creating engaging and rigorous learning environments that get results, out of school programs providing hope, inspiration and opportunity, young adults setting off to be entrepreneurs or leaders in their communities, programs giving adult learners the skills they need to succeed in a 21st century economy. Communities restoring our waterways and preserving our parks, prairies and preserves for future generations, programs investing in our farmlands and rural America, inventors and innovators harnessing America's natural resources for our shared clean energy future. For more information on the Champions of Change Series and past Champions, please visit:www.whitehouse.gov/champions.  To nominate someone as a Champion of Change, please visit: www.whitehouse.gov/champions/nominate. 

Like many educators, Dr. Charmaine Lowe’s initial introduction to assistive technology was unexpected, untutored, and unequivocal. It happened a decade ago, Dr. Lowe recalls. “I was in an IEP meeting, which was an encounter for which my undergrad studies had not prepared me. I found myself conducting a rough and dirty search and getting online to get a handle on what I was going to be grappling with because I realized it was my job to be an advocate for this child. I learned fast that my training in special education and assistive technology was woefully inadequate. Fortunately, in that instance, all the parties were willing to learn and to understand, but the truth was we were dancing in the dark. From that point on I decided that the lack of preservice training in AT was something I could remedy as a college professor.” 

Click here to register for this webinar -- $39 What: This webinar is a complete examination of the current technology used by people who are blind or visually impaired to access information on paper using video magnification, a.k.a. CCTVs. It will trace the recent evolution of this technology and the implications for today’s young students, college students, working adults, and seniors. When: Thursday, October 20, 2011 1:30 p.m. – 2:30 p.m. Mountain Time Presenter: William J. Bielawski III, Life Enhancement / Job Coach, The Chicago Lighthouse for People who are Blind or Visually Impaired Full Abstract – Including speaker biography and learning points

Click here to register for this webinar -- $39 What: This session is a thorough examination of the current technology used by people who are blind or visually impaired to access electronic information. Most of these individuals can use their computers effectively by using screen magnification software. Those with very low or no vision can use screen reading software. Braille literate folks use Braille translation software, Braille displays, Braille embossers, and Braille graphics products. We will trace the recent evolution of this technology and the implications for today’s young students, college students, working adults, and seniors. When: Wednesday, September 22, 2011 1:30 p.m. – 2:30 p.m. Mountain Time Presenter: William J. Bielawski III, Life Enhancement / Job Coach, The Chicago Lighthouse for People who are Blind or Visually Impaired Full Abstract – Including speaker biography and learning points

Click here to register for this webinar -- $39 What: This session is a thorough examination of the current technology used by people who are blind or visually impaired to access electronic information. Most of these individuals can use their computers effectively by using screen magnification software. Those with very low or no vision can use screen reading software. Braille literate folks use Braille translation software, Braille displays, Braille embossers, and Braille graphics products. We will trace the recent evolution of this technology and the implications for today’s young students, college students, working adults, and seniors. When: Wednesday, August 24, 2011 1:30 p.m. – 2:30 p.m. Mountain Time Presenter: William J. Bielawski III, Life Enhancement / Job Coach, The Chicago Lighthouse for People who are Blind or Visually Impaired Full Abstract – Including speaker biography and learning points

Missoula businesses are doing a reasonably good job of providing access for people with mobility impairments, a recent University of Montana study found.

a student living with Asperger's syndrome, a high-functioning form of autism, the everyday social interactions of college life can be awkward. Heim is part of a new influx of kids with autism who are heading off to college, creating a new demand for college services to help students with autism fit in, graduate and find jobs.

Click here to download the flyer for this event (PDF) What: Each session will include an interactive opportunity as well as an opportunity for questions and answers with open table discussions. This training provides a time for you to learn and ask your questions about: Working, job choices Driving Going to college Friends When: September 13, 2011 7:00pm - 8:00pm Mountain Where: Mansfield Health Education Center 1145 North 30th | Billings MT Located in the Lower Level of the Yellowstone Medical Building West To reserve your spot or find the videoconferencing location in your area, contact: St. Vincent University at 406-237-ED4U (406-237-3348) or email svhu@svh-mt.org

Even though my son struggles with communication and social interaction and suffers from multiple anxieties, most people who meet him would probably describe him as high-functioning. There's a decent chance that he can grow up to hold a job and live on his own. Neurodiversity makes sense for him, but why should I -- or anyone else -- assume that it makes sense for "lower-functioning" autistic people?

At the Henderson school, where up to 35 percent of the 228 students have a disability, there are two certified teachers in every classroom — one in general, elementary education and one in special education. The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’’ and that it is the job of teachers and administrators to help students learn through digital textbook readers, visual arts, or movement.

I am autistic. If I don't have a job it is because people are so intolerant of my limitations that they make it impossible for me to work. But I have a wonderful life. I have a college degree, husband, I have two children, I am perfectly happy the way I am. I don't WANT a cure for autism. I want a cure for the ignorance and intolerance that cause problems for me in social situations and in the workplace.

Chris Cragwick isn't that different from any other student. He likes listening to music and watching old "Walker, Texas Ranger" episodes on YouTube. "No show has had fight scenes with surround sound," he says. "But that show does." The thing that makes Cragwick just the slightest bit different from other students is the fact that he has autism. It's only noticeable when he takes long pauses, combing his fingers through his beard while he thinks of what to say. He doesn't make eye contact too often, but when he does, it's easy to see his bright blue eyes. Despite his condition, Cragwick doesn't consider himself disabled. He's held jobs before and is getting his bachelor's degree in English. He's even written several book-length stories. "It's hard to think of things I can't do," he says.

Mental health issues like depression, anxiety and substance abuse often start in adolescence, then peak in young adulthood. But for young people who don't have steady jobs or stable paychecks, getting help can be tough. A popular provision of the Affordable Care Act that took effect in 2010 aimed to make it easier for young adults to get access to health care, by allowing them to stay on their parents' insurance until they turn 26. So, are more young adults getting help with mental health issues because of the provision? Maybe, suggests a study published in the September issue of Health Affairs.

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.