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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.

It's that time of year when educators continue the 3 R's but turn their attention to the 4th R, which is retention. Students who have struggled all year are now being put on the list of students who are in need of retention. Unfortunately, retention will not work for many of them and they will continue to struggle long after they leave the teacher who held them back.

Click here to register!What:A 7 week parenting program desgined by Love and Logic. This parenting program is designed to give you practical skills that can be sed immediately, giving you the opportunity to know how to many day-to-day parenting struggles and challenges. When:January 6, 2011 for 7 weeks6:30-8:30 PM MountainWhere: Serious Ju Ju Kalispell, MTContact:Lance Isaak Phone: 406-755-4622 Click here to register and get more information!

The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.

The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.

What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings.  10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem.  Strategies exist for those working hard and not getting the results they expect.  * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact:   Elsie Johnson  Phone: 406-282-7416Email:  elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required. 

What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings.  10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem.  Strategies exist for those working hard and not getting the results they expect.  * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact:   Elsie Johnson  Phone: 406-282-7416Email:  elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required. 

the promise of the Common Core State Standards now being implemented by all but four states is colliding with the reality that teachers are struggling to encapsulate actionable goals in an IEP. "I think the bigger issue is we struggle with access to the general ed curriculum, period," said Carol Kosnitsky, a former special education director in New Hampshire who now travels to school districts around the country to provide professional development in the common core and IEPs. "People aren't coming in confident that they know how to do this, so now it's just another layer on top of not-well-defined practice."

FREE Dyslexia Presentation Featuring Susan Barton – leading dyslexia expert and Founder of Bright Solutions for Dyslexia Dyslexia affects 20% of the population, and is the most common reason a bright child will struggle with reading, writing and spelling. Learn why they struggle and what you can do to help.  Friday, April 16, 2010 6:00 – 9:00 pm Montana State University – Billings Library Lecture Room 148

What: Teenagers with social challenges often lack a safe, accepting context where they can be themselves and develop relationships with their peers, which can place them at risk for a multitude of emotional challenges and can negatively impact their quality of life and self-esteem. MT CAAN is organizing a Teen Social Network to provide a context for any interested local teenagers, both those who are struggling socially (for whatever reason), and for their peers who want to connect with and support them, as healthy communities ideally do. The teen members will determine the direction of the group, meeting times, places, and activities as it evolves. It has been our experience that these diverse social networks benefit those who are doing fine socially as much as those who are struggling at whatever level. It's positive for everybody. All involved learn and grow. When: Tuesday, September 13, 2011 6 - 8 p.m. Mountain Where: Atonement Lutheran Church (Space Courtesy of the YMCA) 2205 34th Street • Missoula, MT  59801 Pizza and beverages will be served. Those with dietary restrictions or special preferences are welcome to bring their own snacks and beverages. Contact: If you have questions, contact us via e-mail or call 406-360-8673.

What is Response to Intervention? How will these new practices affect struggling children who have not yet been identified with specific learning disabilities? How will this affect the millions of children who have been identified with specific learning disabilities and who are receiving special education services? The devil is in the details. The success of Response to Intervention (RTI) will depend on whether it is appropriately implemented by highly-trained professionals - and this is likely to be a problem.

What is Response to Intervention (RTI) ? How will these new practices affect struggling children who have not yet been identified with specific learning disabilities? How will this affect the millions of children who have been identified with specific learning disabilities and who are receiving special education services? The devil is in the details. The success of Response to Intervention (RTI) will depend on whether it is appropriately implemented by highly-trained professionals - and this is likely to be a problem.

New York, NY — Eleigha Love, who describes her brain as a computer, and Jared Schmidt, a teenage sky diver, are the recipients of this year's $10,000 Anne Ford and Allegra Ford Scholarships given to two graduating high school seniors with documented learning disabilities (LD) who are pursuing undergraduate degrees. Anne Ford, Chairman Emerita of the National Center for Learning Disabilities (NCLD), is a well-known philanthropist and author, who has been a long-time parent advocate for children with learning disabilities, starting with her own daughter, Allegra. The scholarship was created in 2001 by the NCLD board when Ms. Ford stepped down as chairman in honor of her service. In 2008, Allegra agreed to match the existing award, creating a second scholarship. Anne Ford and Today Show Host Al Roker presented the scholarships at this year's NCLD 34th Annual Benefit Dinner, emceed by Paula Zahn in New York City. Jared and Eleigha are two of more than 2.5 million students who are wrestling with learning disabilities. They are among the mere 64 percent of students with LD who graduate high school, and only 10 percent with LD that go on to a four-year college. "We received over 300 applications, and let me tell you everyone of them came from students deserving a scholarship," said Anne, handing out the awards to this year’s winners. “We hear so much about the challenges and struggles of students with LD, and it is so inspiring to see that so many are able to meet and surpass those challenges." "Our goal is to see every child with LD graduate from high school," said James Wendorf, Executive Director of NCLD. "We are still failing about 1 million children. We've seen graduation rates and classroom inclusion rise more than 15 percent over the past 10 years. But we need to continue to empower parents and teachers, reduce stigma among kids, and keep education funding on the top of the education agenda if we are going to see those numbers increase, not decrease." One of the biggest problems with learning disabilities is diagnosing them in time, before children get frustrated with the system. "To a child with learning disabilities, school can be a very isolating place, it can be a very frustrating place and frankly overwhelming," relayed CNN's Anderson Cooper at a recent NCLD lunch. "Too many kids with LD struggle to try and keep up with their peers and suffer from low confidence and self-esteem and lose their love of learning at a young age. It's hard to rekindle that once it's gone, which is why the work of this organization is so important."