1. You are a hero for your kids. You are. You’re a go-the-distance, fight-the-dragon, face-the-challenges hero for your kids. Taking a beating makes that more true. Not less.
2. We all struggle. Every parent. Everywhere. We all second-guess ourselves. And we all want to quit sometimes. Hold the good times close, and when things are tough, remember “this, too, shall pass.”
3. Finding the funny may not save your soul, but it will save your sanity. Or maybe it’s the other way around. Either way, look for the humor and embrace the crazy. Laughter is a lifeline.
4. Every day, you will feel like you have mishandled something. Like you’ve been impatient. Like you’ve misjudged. Like you’ve been too harsh. Like you’ve been too lenient. You may be right. Apologize if you need to and then, whatever. Seriously. Just whatever. Let it go.
5. The crazy, the crying, the cuddles. The screaming, the sacred, the scared. The minutes, the magic, the mess. It’s all part of it. And it’s all worth it.
6. Family is the best. Even when it’s not perfect. And it’s never perfect. Ever.
7. At the end of organization, at the end of patience, at the end of perfection, we die to ourselves. And then love rises from the ashes. It sucks. And then it gets better. And then it sucks again. Still, love rises.
8. You will never regret parenting. Except for the teeny, tiny tons of times when you secretly wonder if you maybe regret it just a little. But, overall, never. And overall is what counts in the end.
9. Parenting is like climbing the big mountain. Look for the base camp. That’s where you rest, meet other climbers, take in oxygen and acclimatize. Base camp is what makes summiting possible.
10. You are not alone in this strange, vast, parenting ocean. Even in the dark of night. You are not alone. You’re not.
11. Kids know the way to magical and they’ll give you a free pass to come along. Breathe in the magic as long as you can because that same kid is going to poop his pants in just a minute.
12. There’s a very fine line between enjoying the chaos and barely surviving. Actually, there’s no line at all. It’s all mixed up together. That “fine line” thing is a lie.
13. If you pay attention, kids will teach you how to laugh loudly, how to love deeply and how to live fully. They will also ruin all your stuff.
14. Any number of kids is a lot of kids.
15. Look for joy. You’ll find it in the middle of the busy. Or under the ridiculous. Or hanging from the overwhelmed in its underpants. Joy’s like that. It’s in the middle of everything. It’s completely unpredictable. And it will surprise you when you’re not expecting it. Like vomit and diarrhea, except good.
16. You will fall apart and do it all wrong. Forgive yourself. Ask your kids to forgive you. Set an example of resilient fallibility. Set an example of practicing the art of love — both loving yourself and loving others. No one does this parenting gig right the first time. Or the last time. Or the times in between. Showing your kids how to keep going after getting it wrong is a wonderful gift to give them.
17. Kids are difficult, gross, confusing and awesome. So are you.
18. Parenting will bring you face to face with yourself. It may be terrifying. It may break you. But it will also rebuild you, and you will be stronger than you ever thought possible.
19. Balance is a myth. Parenting isn’t a tight-rope walk; it’s a dance. Strive for rhythm instead of balance, and trust yourself to move to the ever-changing beat.
20. Yes, you will have days where you wonder where the hell the capable and organized you went. Yes, you will sit on the floor of the main aisle at Target by the check-out area with a child who is thrashing, screaming and calling you names. Yes, you will have to tell your child that the dog is not a napkin and to put down the urinal cake. If you do not do all those things literally, then you will do them figuratively. And yes, you will also hold that child and rock back and forth and tell him you love him and tell him he’s safe and tell him you’re not leaving even though he will someday leave you. This is parenting. It is tragic and triumphant. Messy and magical. Sacred and spectacular. And it is, always, fiercely worthwhile.
Group items tagged
EIPA 2012-2013 Video Conference Series DVD's - 0 views
-
What:
The Montana Office of Public Instruction is happy to announce that a series of DVD Video Conferences and other interpreter training materials from Boys Town and Educational Interpreter Performance Assessment (EIPA) are now available to be checked-out by interpreters, teachers of the deaf and other people with interest in the education of the Deaf and Hard of Hearing.
How to borrow the DVDs:
The OPI library loans materials to other libraries and not to individual borrowers. To borrow the DVDs, please contact your local school or public library to request any of the titles below. The EIPA Video Conference series will be circulated as a set (4 DVDs) for each year. The interpreting series (2 DVDs) will be cataloged as elementary and secondary. Because OPI will be granting renewal credits and needs verification of circulation, the Resource Center will send a letter on OPI letterhead to the borrowing library with the DVD(s) verifying the DVD title(s) was checked out. The borrowing library will fill in the patron's name and give the letter to the patron with the loaned DVD(s). It will be the patron's responsibility to present the letter to OPI for Renewal Units (CEUs). The videos will be loaned on a "first-come, first-served" basis for a period of 2 weeks. Renewals after the two-week period will be granted if there is no waiting list.
Available DVD Titles:
EIPA Video Conference DVD from November 17, 2012 - Techniques for comprehending fingerspelling and non-manual information.
EIPA Video Conference DVD from January 12, 2013 - Language clarity techniques in discourse: looking at the language expansion features.
EIPA Video Conference DVD from March 2, 2013 - Ethical decision making: what do I do now?
EIPA Video Conference DVD from May 4, 2013 - Space & classifier
ATIA Webinars - Multiple Dates - 1 views
-
November 12th - Implementing AAC in the Classroom with Kelly Fonner, Consultant, Fonner Consulting & Training OVERVIEW: Challenges are often met when introducing AAC systems from the clinical or
"speech-room" setting into the busy environment of the classroom. The "real-world" of
communication does not always play out easily for the student using AAC. Whether they are using
lo-tech or hi-tech systems there are strategies that can assist staff and families in bringing AAC into
the school day. During this webinar you will learn to evaluate the AAC-using student's day by
communication contexts and reevaluate the possibilities of how your student can more effectively
communicate, learn vocabulary or communication strategies during the typical activities of their
school day.
Exciting two part webinar series on Reading Comprehension with Scott Marfilius. It is recommended
that both webinars be attended. The content for these two webinars come from Scott's highly
acclaimed three hour workshop. REGISTER ONLINE http://r20.rs6.net/tn.jsp?e=0015DFd8XTzVJ3rQKTZEMzE53P63vyJ
20 Things Every Parent Should Hear | Five Kids Is A Lot Of Kids - 0 views
Medical Home Update - WEBINARS - Multiple Dates - 0 views
-
Webinar: From Research to Real Life-Increasing Visibility and Use of Family-to-Family Centers December 3, 2012-1pm (Mountain)
Call-in: 866/214-9397, Pin: 5058724774
Webinar Link: https://www.livemeeting.com/cc/familyvoices/join?id=24R5TP&role=attend
The Family Voices National Center for Family and Professional Partnerships is hosting this webinar presented by Suzanne M. Bronheim, PhD of Georgetown University Center for Child and Human Development. Suzanne will share findings from a 2010 research partnership with three Family-to-Family Health Information Centers (F2F HICs) to better understand how Hispanic/Latino families' and African American families' utilization of F2F HICs might be increased. This research project is based on a social marketing theory that suggests that people try new things if that "innovation" fits with their values and experience, seems to have an advantage over other approaches, is easy to use, can be tried and dropped if they don't like it and if others they know and trust are also aware of it and have used it. The project has used this framework to study how Hispanic/Latino and African American families prefer to receive information and how they view the F2F HICs as a resource. In addition, this project has studied similar issues for the social networks of families to learn how they view and access F2F HICs. Suzanne will be joined by staff of the F2F HICs that partnered in this project to share lessons learned and suggestions of how other F2F HICs can use this framework.
Routines-Based Early Intervention - Helena/Billings - May 21 / May 23, 2012 - 0 views
-
Click here to download the full flyer for this event (PDF) What:
Children deserve the most effective intervention possible, provided in the most relevant places, at the most relevant times, by the most relevant people. In the Routines-Based approach, professionals work with the child's natural caregivers, who are generally parents and child care providers or teachers. Parents and other caregivers learn to make the most out of the learning opportunities that occur throughout the day, every day. This results in much more effective and meaningful intervention than, for example, weekly sessions in a therapy room. The child's best "interventionists" are those adults who are with the child throughout the day. Participants will learn the importance of: Understanding the family ecology and the usefulness of the ecomap Family-centered, functional assessment and the usefulness of the Routines-Based Interview Integrating services and the usefulness of the primary service provider Support-based home visits and the usefulness of family consultation Collaborative consultation to child care and the usefulness of consultation individualized within routines When/Where:
May 21, 2012
Red Lion Colonial Hotel (block of rooms are available)
Helena, MT
Registration by emailing Karen Cech at kcech@mt.gov | For questions, contact Erica Peterson (406)444-5647 or epeterson2@mt.gov AND May 23, 2012
MSUB College of Education Bldg - Room 427<br
Financial Wellness Series - Webinar - Multiple Dates in Sept. thru Dec. - 0 views
-
Being Money Smart
September 5, 2012
1:00 - 2:30pm Mountain The US Department of Treasury reports that a lack of financial literacy is one barrier that can lower standards of living and limit prosperity. There are opportunities online and in your community to support you in Being Money Smart. Join us on 9-5-12 to learn about: Free financial education opportunities that you can attend online or in your community. The benefits of Financial Literacy and how increasing your knowledge may increase your Financial Wellness. Online financial literacy games you can play and share with others. REGISTER FOR "Being Money Smart" Prolonging Work - Supports To Keep You On The Job
September 26, 2012
1:00 - 2:30pm Mountain Making the decision to decrease or end employment can become confusing as factors such as health, insurance, productivity and financial stability brush against each other. Your employer and disability insurance provider may have more support to offer than you think. REGISTER FOR "Prolonging Work - Supports to Keep You On The Job" Join us on 9-26-12 to learn about: Creating your vision for working and managing a disability Strategies to protect your productivity How to define gaps in functionality Understanding what your private disability insurance can provide REGISTER FOR "Prolonging Work - Supports to Keep You On The Job" Social Security Disability Insurance - The Impact of Work on Benefits
October 17, 2012
1:00 - 2:
Murder Mystery Fundraiser for the Montana Youth Leadership Forum - Helena - Feb. 8, 2014 - 0 views
-
What: "Mystery in Helena" is a collaboration between local businesses and the Montana Youth Leadership Forum (MYLF) as MYLF hosts a "murder mystery" fund raising event. The event is an interactive mystery game, a scenario where the audience solves the murder of fictitious character "Wyatt Twerp." The Mystery takes place in 1878 in Dodge City, Kansas. Attendees will serve as detectives and encouraged to come in costume to fit the era. Prizes will be given for best costume, best detective, and other categories. There will be two offerings of the event during the day. Money raised will be used to sponsor youth to the 2014 Forum, purchase iPads, and create a promotional video that can recruit more youth to the program. When: Saturday, February 8, 2014 2:00 pm and again at 7:00 pm Mountain Where: Lewis & Clark Fairgrounds Entry Hall 98 W Custer Ave, Helena, Mt 59602 Cost: Tickets are $30.00 per person or two for $50.00. There will be a cash bar and appetizers served during the event. There are also sponsorship packages available that include company advertisement, and ticket deals, and a VIP Hour. Sponsorship levels are: Gold - $500: Includes eight tickets, VIP hour*, and advertisement at the event. Silver - $250: Includes four tickets, VIP hour*, and advertisement at the event. Corporate - $100: Includes two tickets, VIP hour*, and advertisement at the event. *VIP Sponsors will receive one free drink and have the opportunity to be entertained by renowned stand-up comic Mike Beers. Mike is also an alumni of the Montana Youth Leadership Forum and can attest to the impact and importance of the program on the lives of young people with disabilities. For more information or for tickets, contact June at mylfjuneh@bresnan.net or 406-442-2576
Aspergers will no longer exist after May of 2013 - 0 views
-
The American Psychological Association (APA) is changing the definition of Autism Spectrum Disorders, a change which will occur in May of 2013. Click here to review he changes that will be included in the DSM-5. Note: A diagnosis of Aspergers does not qualify a student for eligibility under the disability category of Other Health Impairment. The OHI criteria require that the student has a health problem and Aspergers is a psychological disorder. There are several changes which concern parents, education professionals and people with autism spectrum disorders. Very briefly, these changes are: The new APA criterion for autism spectrum disorders is different from the current APA, IDEA and Montana educational criteria for autism spectrum disorders. Asperger's Disorder and Pervasive Developmental Disorder (PDD) will no longer exist as separate APA diagnostic categories, but will be subsumed in the revised APA criteria for "Autism Spectrum Disorder." Aspergers and PDD will no longer exist. What will these changes mean for students with autism spectrum disorders in Montana's public schools? Montana is unlikely to change the current criteria for identification of a student as having autism until the Individuals with Disabilities in Education Act (IDEA) is reauthorized.The IDEA was last reauthorized in 2004 and the revised regulations were published in 2006. There is no anticipated date for when the next reauthorization will occur. Contact: ddoty@mt.gov Doug Doty, Statewide Coordinator OPI Montana Autism Education Project 406-459-5303
Plan to Reshape Indian Education Stirs Opposition - Education Week - 0 views
-
An effort by the Obama administration to overhaul the troubled federal agency that is responsible for the education of tens of thousands of American Indian children is getting major pushback from some tribal leaders and educators, who see the plan as an infringement on their sovereignty and a one-size-fits-all approach that will fail to improve student achievement in Indian Country. As Barack Obama makes his first visit to Indian Country as president this week, the federal Bureau of Indian Education—which directly operates 57 schools for Native Americans and oversees 126 others run by tribes under contract with the agency—is moving ahead with plans to remake itself into an entity akin to a state department of education that would focus on improving services for tribally operated schools. A revamped BIE, as envisioned in the proposal, would eventually give up direct operations of schools and push for a menu of education reforms that is strikingly similar to some championed in initiatives such as Race to the Top, including competitive-grant funding to entice tribal schools to adopt teacher-evaluation systems that are linked to student performance. The proposed reorganization of the BIE comes after years of scathing reports from watchdog groups, including the U.S. Government Accountability Office, and chronic complaints from tribal educators about the agency’s financial and academic mismanagement and failure to advocate more effectively for the needs of schools that serve Native American students. It also comes a year after U.S. Secretary of the Interior Sally Jewell called the federally funded Indian education system “an embarrassment.” The BIE is overseen by the Bureau of Indian Affairs, which is housed within the U.S. Interior Department. Pushback From Tribes The proposal, released in April, was drafted by a seven-person “study group” appointed jointly by Ms. Jewell and U.S. Secretary of Education Arne Duncan. Five of the panel’s members currently serve in the Obama administration. Some of the nation’s largest tribes, however, are staunchly opposed to the proposal, including the 16 tribes that make up the Great Plains Tribal Chairmans Association, which represents tribal leaders in South Dakota, North Dakota, and Nebraska. “It’s time for us to decide what our children will learn and how they will learn it because [BIE] has been a failure so far,” Bryan V. Brewer, the chairman of the 40,000-member Oglala Sioux tribe in Pine Ridge, S.D., said last month in a congressional hearing on the BIE. In the same hearing before the U.S. Senate Committee on Indian Affairs, Charles M. Roessel, the director of the BIE and a member of the panel that drafted the plan, said the agency’s reorganization “would allow the BIE to achieve improved results in the form of higher student scores, improved school operations, and increased tribal control over schools.” (Despite multiple requests from Education Week, the BIE did not make Mr. Roessel or any other agency official available for an interview.)
A thoughtful and sensitive review of the Adam Lanza Case - 0 views
-
From the office of the child advocate from the state of Connecticut, a very thoughtful, thorough review of this young man's life and death. http://www.ct.gov/oca/lib/oca/sandyhook11212014.pdf The group points out many of the failures along the way, including reluctance of the school system to accurately classify him in the autism spectrum when he was very young, and later not identifying and addressing his social and emotional deficits. They also highlight the lack of coordination between school, health and mental health providers, which allowed him to fall through the cracks in the system. Also it clearly shows the inappropriate use of homebound school as a means to avoid addressing problems, and the lack of transition from child to adult services and the problems caused when the school system graduated him early from high school, and no longer offered services. By his final year he was clearly isolated in his room, anorectic (6 feet tall and 112 lbs.), and his only forays outside of home were to spend hours dancing on the Dance Dance Revolution game at a local theatre, so he was not hidden away, many people saw his physical and behavioral deterioration on display in a public place. This may be a helpful teaching tool, not only as a case study that documents how untreated developmental disorder can evolve into severe psychopathology, but also as a lesson in the need to coordinate school, health and mental health services, and the potential risks when it is not done.
Learn the Signs. Act Early. The Importance of Developmental Screening - Webinar - April... - 0 views
-
Click here to register for this webinar
What:
This broadcast will incorporate the Centers for Disease Control and Prevention (CDC) Learn the Signs. Act Early. (LTSAE) messages as well as NYS specific resources to increase awareness about LTSAE and importance of understanding developmental milestones and making appropriate and timely referrals when there is a concern. The broadcast will also highlight resources in New York State. Parents and professionals tend to frame healthy development of children in terms of height, weight, and language acquisition. Despite the fact that the American Academy of Pediatrics has recommended universal screening for development and for Autism Spectrum Disorder (ASD) since 2006, the majority of children are not being screened by standardized screening tools. In addition to screening, when a concern is raised, parents and professionals are not aware of the importance of early intervention or the availability of resources. The broadcast will highlight information about ASD and general developmental screening, including many free resources available for parents to better understand their child's development through the age of five years old, as well as materials to help parents talk with their child's health care provider about any concerns. For professionals, the broadcast will highlight the importance of routine developmental screening and resources for them and parents with whom they work. Learning Objectives
After viewing this program viewers will be able to: List important developmental milestones in early childhood (before the age of three). Explain the importance of using standardized developmental screening tests at routine well-child visits at 9, 18, and 24 months of age.</l
Debunking 7 Common Myths About Autism | Care2 Causes - 0 views
-
#addressBook { width: 550px; font: normal 11px Verdana, Tahoma, Helvetica, sans-serif; } #addybook_title { padding-left: 100px; } #addybook_title span { display: block; padding-top: 10px; } #address_book_login_error { font-size: 16px; } #addressBook a { color: #0f6ffe; text-decoration: underline; } #addressBook_alphabet { margin-top: 4px; } #addressBook_alphabet span { color: #ccc; font-weight: bold; } #addressBook_alphabet a { text-decoration: none; font-weight: bold; } #addressBook #addressBook_name { border-left: 1px solid #dbd9d9; border-right: 1px solid #999; } #addressBook #addressBook_email { border-right: 1px solid #dbd9d9; } #addressBook .title { background: #dbd9d9; font-weight: bold; padding: 5px; } #addressBook .list { margin: 0 auto; border: 1px solid #c4c3c3; margin-top: 10px; height: 195px; width: 500px; overflow: auto; } #addressBook .list table { width: 100%; min-height: 195px; height: 0; } #addressBook ul { margin: 1em 0; } #addressBook li { height: 1.7em; padding-left: 10px; } #addressBook_email li{line-height: 1.7em;overflow: hidden;} #addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;} #addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;} #addressBook li.over { background-color: #daf6d1; cursor:pointer; } #addressBook li.selected { background-color: #e9e5c7;/*#fdf9db;*/ } #addressBook_add_button, .button_generic { font: normal 11px Verdana, Arial, Helvetica, sans-serif; display: block; color: #000; text-decoration: none !important; padding: 6px 0 9px 13px; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0; } #addressBook_add_button span, .button_generic span { color: #000; padding: 6px 13px 9px 0; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right; } * html #addressBook_add_button, * html .button_generic { display: inline-block; } .importer_buttons li { padding: 0 !important; } #plaxo_div { margin-top: 12px; border-top: 1px solid #ccc; padding-top: 12px; font: normal 12px Arial, Helvetica, sans-serif; } #plaxo_div .powered_by { clear: both; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left; width: 132px; padding-top: 26px; height: 0; overflow: hidden; margin-left: 37px; margin-bottom: 15px; } #plaxo_div .import_button { display: block; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left; width: 173px; padding-top: 30px; height: 0; overflow: hidden; margin: 15px auto; } #addybook_box { position: absolute; width: 570px; height: 366px; z-index: 999999; } #addressBook_alphabet .active { cursor: pointer; color: #0f6ffe; } Address Book Loading... /* tell a friend styles */ .tellafriend_container { color: #666; background-color: #ececec; line-height: 16px; padding: 10px 0 10px 25px; } .tellafriend_container .taf_error{ color: red; } .tellafriend_container .naturalState{ border: 1px solid black; } .tellafriend_container .errorState{ border: 1px solid red; } .tellafriend_container_extended { padding: 10px 0; width: 535px; background-color: #ececec; color: #666; } .tellafriend_container .send_success, .tellafriend_container .send_error { font-weight: bold; } .tellafriend_container .send_success{ color: green; } .tellafriend_container .send_error{ color: red; } .tellafriend_container .smallerFont{ margin: 0; padding: 10px; background: #ececec; clear: both; } .tellafriend_container label { padding: 0px; margin: 10px 0 0; display: block; clear: both; } div.tellafriend_container textarea{ padding: 5px; } .tellafriend_container input.inputwidth { width: 350px; padding: 3px; } .tellafriend_container textarea.inputwidth { width: 500px; } .tellafriend_container .inputborder { border: 1px solid #5E5E5E; } #addressBook_textarea { width: 500px; height: 75px; border: 1px solid #5E5E5E; color: #999999; } .addressbutton_section { padding: 15px; float: left; background-color: #D6D6D6; margin-top: 20px; position: relative; } .addressbutton_section img.taf_arrow{ position: absolute; left: 150px; top:-14px; } .addressbutton_inner { border: 1px solid #5E5E5E; background-color: white; color: black; padding: 10px; } .addressbutton_inner table.nologin{ width: 325px; } .addressbutton_inner a, .addressbutton_inner a:visited { color: #0000cc; text-decoration: none; } .addressbutton_inner a:hover { text-decoration: underline; } .addressbutton_inner img { border-width: 0px; } div.addressbook_care2btn { width: 139px; height: 24px; float: left; } div.addressbook_otherbtn { width: 192px; height: 24px; float: left; } .addressbutton_container { margin-top: 5px; } /* Care2 addressbook button */ div.addressbook_care2btn a, div.addressbook_care2btn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 138px; height: 24px; } div.addressbook_care2btn a:hover { text-decoration:none; background-position: 0px -23px; } /* plaxo button */ div.addressbook_otherbtn a, div.addressbook_otherbtn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; background-position:-137px 0; } div.addressbook_otherbtn a:hover { text-decoration:none; background-position: -137px -23px; } /* plaxo button in Care2 Address book popup */ a.ib_other, a.ib_other:visited { background-image:url(http://dingo.care2.com/petitions/home/addressbook_otherbtn.gif); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; float: left; margin-top:10px; padding-top: 30px; height: 0; overflow: hidden; } a.ib_other:hover { text-decoration:none; background-position: -192px 0px; } /* tell a friend specific styles */ .tellafriendSection h3 a, .tellafriendSection h3 a:visited { color: #2B769C; text-decoration:none; } .tellafriendSection h3 a:hover { text-decoration: underline; } div.tellafriend_container ul.errorlist { list-style: outside; } div.tellafriend_container ul.errorlist li { color: #ff0000; margin: 5px; padding: 5px; } div.modal_box{ background-color: #FFFFFF; } div#tell-a-friend-form div.tafheader{ padding: 10px; background: #ececec; } /* send and cancel buttons */ a.tafpopupsubmit, a.tafpopupsubmit:visited { text-decoration:none; display:block; width: 94px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif); background-repeat:no-repeat; float: left; margin-right: 15px; } a.tafpopupsubmit:hover { text-decoration:none; background-position: -94px 0px; } a.tafpopupcancel, a.tafpopupcancel:visited { text-decoration:none; display:block; width: 95px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif); background-repeat:no-repeat; float: left; } a.tafpopupcancel:hover { text-decoration:none; background-position: -95px 0px; } #addressBook_newGroup, #addressBook_newGroup table { font-size: 10px; font-weight: normal; } #addybook_box, #addybook_box table { font-size: 10px; font-weight: normal; } .floatright { float:right; } .largefont { font-size: 13px; } .sharetitle { font-size: 18px; color: #F4713B; } .tafShareSection { width: 580px; margin-left: 25px; margin-top: 25px; font-size:12px; } .tafShareButtonSection { padding-left: 25px; width: 535px; padding-bottom: 10px; background-color: #ECECEC; } From Your Email To
-
Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Second Public Hearing on Blue Cross Blue Shield Acquisition - Helena - Mar. 12, 2013 - 0 views
-
Click here to download the full application submitted by BCBS and HCSC
What:
Insurance Commissioner Monica J. Lindeen announced plans for a second public hearing on the proposed acquisition of Blue Cross Blue Shield of Montana (BCBS) by Chicago-based Health Care Service Corporation (HCSC). A previous hearing on February 12 gave the public an opportunity to weigh in on the proposal, which converts Montana's largest non-profit health insurer to a for-profit subsidiary of the nation's fourth largest health insurance company. Former Montana Supreme Court Justice W. William Leaphart will serve as the hearing examiner.
At the March 12 hearing, representatives from BCBS and HCSC will make their case that the proposed acquisition is in the public's interest and in compliance with state law. Both the Commissioner and the Attorney General will have an opportunity to call expert witnesses to evaluate the proposal.
When:
Tuesday, March 12, 2013
9:00 am Mountain Where:
Montana Supreme Court
215 N. Sanders, 4th Floor
Helena, MT 59601 Contact:
The public is encouraged to submit comments in person at the March 12 hearing or in writing. Written comment should be sent to:
Jesse Laslovich
Chief Legal Counsel
Office of the Commissioner of Insurance
840 Helena Avenue
Helena, MT 59601
Top 10 Reasons Why Parents Should NOT WAIT for the Next Annual before Calling an IEP | ... - 0 views
-
1. If your child is exhibiting new behavioral problems that are interfering with their ability to access the curriculum; your school may need to implement a Behavior Support Plan to extinguish the negative or off task behavior. 2. If your child is struggling academically in the first semester, don’t wait until second semester to address the problem. If you have to request new assessments; keep in mind the timeline from the day you authorized the assessments. The school has 60 days* in which to conduct the assessments and hold an IEP, so if you wait until second semester, the school year might be coming to an end; basically, your child has lost the entire year. * Some States have different timelines so please check the timelines in your State. 3. If your child will be attending Kindergarten, Middle School or High School the following year; you need to know all the areas of strengths and weaknesses to help them transition into the next phase of their education. 4. If your child has been bullied in school, you need to make sure there is a safety plan implemented to protect your child from harm. In addition, your child should know the name of the school personnel they can approach if the situation arises again; providing a safe place in the school environment. 5. If your child’s placement is no longer working, do not wait to address this problem; otherwise, your child may lose an entire year of academics. 6. If your child has been suspended repeatedly for behavioral problems, do not wait until the school is about to expel your child from the district. Call an IEP to discuss changes in the Behavior Support Plan or ask for additional assessments immediately such as a Functional Behavior Assessment. 7. If your child has been assigned an Aide that is not experienced enough to prevent your child from eloping, you need to call an IEP as soon as possible to request a BCBA (Board Certified Behavior Analyst) or additionally training for the Aide. Remember, every time your child leaves the classroom they are not being educated! 8. If your child is experiencing depression, lack of self-worth, anxiety…etc. You should call an IEP and request a Social/Emotional Assessment for in-school counseling. If your child already has in-school counseling and that’s not working then you need to request an Educationally Related Mental Health Assessment to address these issues before they escalate into more serious behavior. 9. If the services you agreed to at your child’s last IEP meeting are not working, you need to call an IEP to ask your school to increase the amount of services, or file for Due Process if you feel it’s necessary to take the matter directly to the school district. 10. If the School has not been following your child’s IEP; therefore, is out of compliance, call an IEP right away to allow the school to remedy the situation. If they are not willing to rectify the situation then you need to either file for Due Process or file a complaint with the State Department of Education.
Indian Education for All: Ledger/Map Art - Billings - April 17 / May 3, 2012 - 0 views
-
Click here to download the flyer with full information (PDF) What:
Alaina Buffalo Spirit began her journey as a self-taught artist in 2004. It was through the tragic loss of her only son that Alaina found solace in art. She was chosen as the 2010 Featured Artist of the Great Falls Indian Art Show in Great Falls, as well as a One-Woman Art Show at the Uprising Gallery in Bozeman in 2011. Most recently, Alaina was chosen to represent Montana by designing ornaments for the national Christmas tree in Washington, D.C. She chose the Chief Dull Knife College, representing the Northern Cheyenne nation, to work with the project. Ledger art derives from Plains Indian Biographic art, which recorded actual events important in the lives of individuals and groups, usually as naturalistic action scenes composed primarily of horses, humans, weapons, and tipis. When:
Tuesday, April 17, 2012 | 5:00 - 7:00pm Mountain
Ledger/Map Art from the 1870's
Based on a historical consciousness of awareness and the roles of Plains Indian warriors who were held as prisoners in Florida. Alaina, as a female artist, depicts images of women's roles in their daily lives during this same period. Thursday, May 3, 2012 | 5:00 - 7:00pm Mountain
Ledger/Map Art Enhanced with Storytelling
Many stories are handed down through storytelling, as told by elders in Alaina's family. Many of the stories her grandparents shared have never been recorded nor written. Oral history is the natural process of teaching the young about the culture and traditions of the Cheyenne. Where:
MSUB, College of Education Building, Room 122
Billings, MT Contact:
John Keener
406- 657-1743
mailto:john.keener@msub
Input Needed from Family Members in Montana: Money Follows the Person Survey - 0 views
-
What:
DPHHS is applying for a Money Follows the Person Grant. The "Money Follows the Person" Rebalancing Demonstration Program (MFP) helps States rebalance their long-term care systems to transition people with Medicaid from institutions to the community. Forty-three States and the District of Columbia have implemented MFP Programs. From spring 2008 through December 2010, nearly 12,000 people have transitioned back into the community through MFP Programs. The Affordable Care Act of 2010 strengthens and expands the "Money Follows the Person" Program to more States. Click here to fill out the survey. MFP Program Goals Increase the use of home and community-based services (HCBS) and reduce the use of institutionally-based services. Eliminate barriers in State law, State Medicaid plans, and State budgets that restrict the use of Medicaid funds to let people get long-term care in the settings of their choice. Strengthen the ability of Medicaid programs to provide HCBS to people who choose to transition out of institutions. Put procedures in place to provide quality assurance and improvement of HCBS. If you are a consumer or family member, please take a moment to fill out the survey here.
Classifiers for the K-12 Classroom: Classifiers Are Not an Option in the K-12 Setting -... - 0 views
-
View the flyer for this event
What:
Classifiers are a feature used in ASL to describe objects: a surface, the depth and width of things, the volume or amount of a liquid or a gas, the external shape of an object or the movement of large groups of persons or things. The goal of this training is to introduce you to the rules for production of classifiers and to cover a variety of content areas you will encounter in the K-12 setting where classifiers are necessary. We will use new classroom content for practice purposes with a focus on Science, Social Studies and History.
When:
Saturday, December 7, 2013
9:00 am - 1:00 pm Mountain
Where:
Montana School for the Deaf and Blind
3911 Central Ave.
Great Falls, MT 59405
Cost:
The Montana Office of Public Instruction is happy to announce that it will sponsor all four (4) video conferences.
Register for this event:
If you want to register to attend on-location at the School for the Deaf and Blind, please send your name, address, phone number, E-mail address and the name of the video conference(s) you want to attend to Francisco J. Román at froman@mt.gov, 444-1373 (fax) or by mail at Office of Public Instruction, PO Box 202501, Helena, MT 59620
The Amazing Brain: Part II - The Neurobiology of ADHD and Related Disorders - Webinar -... - 0 views
-
Click here to register for this webinar (Part 2)
Click here to register for all 4 parts of the "Amazing Brain" webinar series What:
This session will describe the prefrontal cortex's role in attention, behavior and emotion and how abnormal development in this area of the brain contributes to ADHD, ODD and bipolar disorder. Dr. Arnsten will also underscore the role of stress in causing prefrontal cortical dysfunction and emerging treatments.
Goals and Objectives:
1) The role of the prefrontal cortex in the top-down regulation of attention, behavior and emotion.
2) How abnormal development and dysfunction of the prefrontal cortex contributes to childhood disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder and bipolar disorder.
3) How prefrontal cortical circuits are modulated by the arousal systems, and how stress exposure or lead poisoning can cause prefrontal cortical dysfunction that mimics ADHD.
4) New data on how medications used to treat ADHD can strengthen prefrontal cortical regulation through catecholamine actions on prefrontal network connections. The purpose of this webinar series is to introduce clinicians to exciting developments in neuroscience that provides complex and new understanding of developmental and behavioral disorders in children. Participants will gain a greater understanding of the structure and functioning of areas of the brain, novel ways to study the brain and emerging treatments. When:
Tuesday, April 30, 2013
10:00 am - 11:00 am Mountain
Cost:<br
Paraeducators Academies - Columbus - Mar. 4, 2013 - 0 views
-
Click here to download the flier for this event
What:
Behavior Management Academy Overview: The purpose of this academy is to provide the paraprofessional with the information and skills needed to assist classroom teachers in meeting the behavior needs of a variety of students. It deals with rules, routines, and procedures for students. The paraprofessional will be able to identify behavior, the motivations for behavior, and be able to teach and reinforce behaviors. An understanding of the role of the paraprofessional in behavior support will be developed.
Autism Spectrum Disorders Academy Overview: The purpose of this Academy is to provide the paraeducator with information and skills to be able to assist teachers in the instruction of students with autism. It gives factual information to dispel the many myths that abound in the field of autism, and emphasizes the relationship between communication and behavior. It prepares paraeducators to make and use visual supports, to structure tasks and the environment, and to provide appropriate supports for social skills instruction. When:
Monday, March 4, 2013
8:00 am - 4:00 pm Mountain Where:
Columbus High School
433 North Third St.
Columbus, MT 59019 Cost:
Free Registration:
To Register Contact Monica Pugh
Stillwater/Sweet Grass Coop.
(406) 322-5298
ssgpugh11@yahoo.com
AND Monday, January 14, 2013 12:00 pm - 1:30 pm
From set up to ideas for classroom use, free, easy-to-use web-based student response apps and programs accessible from iPads, Android tablets, computers and other devices for teaching and assessment will be demonstrated. Learn how to utilize programs (from apps allowing you to run video, sound and drawing tools in a quiz on iPads, to programs that can be run from any and all devices at the same time from the Web) to keep students from falling behind, give them a voice in the classroom discussion, generate reports and monitor progress, even during the classroom lesson. PRESENTER: DAN HERLIHY Is Your Head in the Clouds?? This can be a Good Thing! 90 MINUTES
Thursday, November 8, 2012&nb