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Greetings!
Summertime, summertime, summertime, summertime (sung to the tune of Snoopy's Supper Time!).
Ahh. It's finally, almost, actually here. Still, the mission goes on, so here is NICHCY's News You Can Use for June. More great resources are at your fingertips, courtesy of OSEP and its funded projects, the TA&D Network and many other excellent and committed organizations.
Because it's summer, our special topic this month is... guess... summer fun for children with disabilities.
Wishing you well!
Your friends at the National Dissemination Center for Children with Disabilities
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Most trips start at home, so that's where we'll begin this month's resource journey. Here's a sampling of offerings from our site, working our way down the left nav (navigation) of options.
DISABILITIES
HELP BABIES (0-3)
- Effective Practices in Early Intervention.
A critical part of improving developmental and educational results for children with disabilities is using effective practices in the home and across the child's natural environment.
http://www.nichcy.org/babies/Effectivepractices/
EDUCATE CHILDREN (3-22)
- The 10 Basic Steps in Special Education.
There's a lot to know about the process by which children are identified as having a disability and in need of special education and related services. This section of NICHCY's website is devoted to helping you learn about that process.
http://www.nichcy.org/EducateChildren/Steps/
LAWS
- IDEA (The Letter of the Law).
For those involved with children who have disabilities, IDEA is one of the most significant laws to know. Well, we're eyes-deep in info on IDEA. Connect with the law's exact words by going to the IDEA part of our site (http://www.nichcy.org/Laws/IDEA/Pages/PartB.aspx).
Now, if you want to know how the law translates into the special education and related services in our public schools, you'll want to visit the EDUCATE CHILDREN section of our site, which is loaded with practical info and the nuts-and-bolts details
(http://www.nichcy.org/EducateChildren/Pages/Default.aspx)
RESOURCES
- Acronyms, Key Special Education Terms, and More.
All of our site is resource-rich, but the section labeled Resources offers you easy connections to such goodies as acronym lists, key terms in special education, research terms, a description of the 20 indicators that OSEP requires states to address in their performance plans and reports on the implementation of IDEA, our publications, our Spanish language resources, and much more, including our Advanced Search function, useful in refining your search for info.
http://www.nichcy.org/INFORMATIONRESOURCES/Pages/default.aspx
RESEARCH
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IT ALL STARTS IN FAMILIES AND COMMUNITIES
Making the most of playtime.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has published this new resource for families, which offers tips and strategies for families to consider when playing with their infant or toddler.
http://www.vanderbilt.edu/csefel/familytools/make_the_most_of_playtime2.pdf
Family caregiving 101.
If you're a caregiver, you may be looking for groups that offer financial assistance, respite care, support groups, and other types of support. Visit the link below to have a look at a ton of well organized materials for caregivers.
http://www.familycaregiving101.org/
Parents as active leaders in policy development.
How can you help shape policies that affect children with disabilities? At the link below, you'll find training materials that teach parents how to become more involved. The curriculum was developed in part by 32 active parent leaders and teaches skills like collaborative leadership, group problem solving, and re-framing agendas.
http://www.uvm.edu/%7Epcl/modules.php
On the use of seclusion and restraint.
Disability Rights Wisconsin (DRW), Wisconsin FACETS, and Wisconsin Family Ties (WFT), have released a report on new approaches to reducing the use of seclusion and restraint with Wisconsin children.
http://www.disabilityrightswi.org/archives/296
Including people with disabilities in national volunteer service programs.
The Corporation for National and Community Service offers this list of resources and links to methods for including people with disabilities in national service programs, including accessibility assessments, mentoring, special education students as camp counselors and many other ideas.
http://www.nationalserviceresources.org/practices/topic/152
For people with mental illness and their friends.
Visit this website of SAMHSA (it's in English and Spanish) and learn about different kinds of mental illnesses, read real-life stories about support and recovery, and interact with the video to see how friends can make all the difference.
http://whatadifference.org/
Info on TBI for consumers.
Several new consumer guides on traumatic brain injury are available from the Model System Knowledge Translation Center (MSKTC).
http://msktc.washington.edu/consumer_info/index.html
7 steps to engaging hard-to-reach communities.
Here's a practical guide for educators, civic leaders, community organizers or anyone else interested in involving traditionally hard-to-reach communities. It offers advice on getting to know your community, identifying issues important to the community, and designating and training facilitators. Available in English and Spanish.
http://www.sedl.org/pubs/catalog/items/fam27.html
IDEAmoneywatch.com
IDEAmoneywatch.com is a new project launched by the Advocacy Institute to keep an eye on the use of the additional $11.3 billion IDEA funding made available to local school districts by the American Recovery and Reinvestment Act (ARRA). The Web site features FAQs, a state data lookup tool, state IDEAmoneywatch blogs, and additional resources.
http://www.ideamoneywatch.com/main/
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THE LITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD
A-Z child care information links.
Allergies, asthma, biting, bullying.... the list goes on and on of connections you can make and assistance you can find, courtesy of the National Resource Center for Health and Safety in Child Care and Early Education, at 1.800.598.KIDS (5437).
http://nrckids.org/RESOURCES/list.htm
How healthy are our children? A national survey.
The Child and Adolescent Health Measurement Initiative (CAHMI) has just published the results of its 2007 National Survey of Children's Health (NSCH). The survey provides state-level data on over 100 child health indicators, including a number of questions related to early childhood, risk for developmental delays, children with an IFSP/IEP (0-5 years) and more.
http://nschdata.org/Content/Default.aspx
Early educational opportunities for children of Hispanic origins.
The latest issue of the Social Policy Report (of the Society for Research in Child Development) discusses the importance of addressing the early educational needs of young Hispanic children and reviews a large body of literature suggesting that early interventions can improve educational outcomes for these children.
http://www.srcd.org/index.php?option=com_content&task=view&id=232&
Itemid=1
Are states meeting the early childhood transition requirements of IDEA?
This Project Forum in-brief analysis highlights some of the policies and practices adopted by six states undertaken to meet IDEA's early childhood transition requirements.
http://www.projectforum.org/
Queries: Screening and early identification of ASD.
In response to interest from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), NECTAC queried Part C and Section 619 Coordinators regarding screening measures, diagnostic instruments and procedures, and trends in identifying young children with ASD (autism spectrum disorder) under the age of five years. Wanna know what NECTAC found?
www.nectac.org/~pdfs/pubs/queries/queries_asdscreening.pdf
Do you provide professional development in early childhood?
The Statewide Survey for Providers of Professional Development in Early Childhood is designed to gather information that will produce a descriptive landscape of professional development in early childhood in your state across multiple sectors. Use this survey with those who provide learning opportunities and support for practitioners (the learners) who work directly with young children (birth to 8) and their families. The information gathered can be used to describe who the learners are, what professional development content they receive, and how learners acquire core competencies and get support to apply what they learn in practice.
http://community.fpg.unc.edu/resources/planning-and-facilitation-
tools/The_Landscape_for_PD_Providers_pdf_from_Word_version_12-16-08.pdf
A planning guide for EC professional development systems.
Here's a guide that offers a 7-step sequence for considering the key components and contexts of a statewide early childhood professional development system. It is intended to support states in developing integrated plans and systems for cross-sector EC professional development.
http://community.fpg.unc.edu/resources/planning-and-facilitation-
tools/NPDCI_Big-Picture-Planning-Guide_2008.pdf
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Which AT with which disability?
Visit the link below and find a great list of assistive technology (AT) types for specific disabilities.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
LearnCentral.org.
Here's a "Facebook" for educators. Users can specify the details of their teaching or curricular interests and then find others with whom they could collaborate. There's also a content-sharing repository for learning objects and lesson plans, full-featured discussions forums, and public and private groups.
http://www.learncentral.org/
Promising employment practices for those with intellectual disabilities.
The Institute for Community Inclusion offers new information on integrated employment opportunities for individuals with intellectual/developmental disabilities.
http://communityinclusion.org/doc.php?doc_id=83&type=project&id=54
Adolescent literacy walk-through for principals.
This guide is designed to help principals monitor and support adolescent literacy instruction in their schools more effectively. It can be used at the late elementary school level, in content-area classes in middle and high school, and with intervention groups or classes. It includes examples of what a principal might expect to see in a classroom as well as templates that states, districts, and schools may use or adapt.
http://www.centeroninstruction.org/files/Adol%20Lit%20Walk%20Through.pdf
Consumer guides for school administrators and Ed Tech vendors.
As a school administrator, how can you determine which technology products will support your State-aligned curriculum? As an ed-tech vendor, how can you help your clients effectively integrate products into the classroom? These simple and easy-to-use Consumer Guides are decision-support tools to help school administrators and educational technology vendors learn what questions to ask and how to make informed decisions relating to education technology.
http://www.nationaltechcenter.org/index.php/2008/02/28/consumer_guide/
A road map for mathematics achievement for all students: Findings from the National Mathematics Panel.
What can we learn from the National Mathematics Panel Report that can help to improve mathematics achievement among American students? This research brief from The Center for Comprehensive School Reform and Improvement focuses on curricular content and instructional materials and learning processes and the recommendations for PK-12 education.
http://www.centerforcsri.org/files/Center_RB_Feb09.pdf
Check out the Language Differences Media Lab.
Two OSEP-funded TA centers, the National Center for Culturally Responsive Educational Systems (NCCRESt) and Project LASER, have partnered to create a website on multimedia resources that promote teacher learning and enhance the quality of education offered to African American English (AAE) speakers and English Language Learners (ELLs). The multimedia tools will help visitors understand how students' linguistic and cultural practices can be used as assets and resources to support student learning. http://www.equityallianceatasu.org/ell
A guide to build cultural awareness: American Indians and Alaska Natives.
This guide is intended to serve as a general briefing to enhance cultural competence while providing services to American Indian and Alaska Native populations.
http://download.ncadi.samhsa.gov/ken/pdf/SMA08-4354/CultureCard_AI-
AN.pdf
The challenges of teaching English language learners to read.
Watch a 30-minute PBS special that looks at best practices for teaching ELLs to read in a new language. Innovative teaching practices at six schools are examined and provide ideas for structuring ESL/ELL programs in your school/district.
http://www.readingrockets.org/shows/launching/bilingual
Understanding the effects of disabilities on reading instruction and assessment.
This report from the Partnership for Accessible Reading Assessment is intended to provide common ground on the issues surrounding reading and students with various disabilities. The report provides: (1) an overview of the characteristics of students with each disability, (2) a description of common approaches to reading instruction for students with each disability, and (3) assessment approaches and issues in assessing reading for students with each disability.
http://www.readingassessment.info/resources/index.htm
Classroom accommodations for students who struggle with writing.
This article describes classroom accommodations to make the writing process easier for struggling students and their teachers.
http://www.ldonline.org/article/30373
Using CBM in an RTI framework.
The National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI.
http://www.rti4success.org/index.php?option=com_content&task=view&
id=1172&Itemid=150
Advising high school students with disabilities on postsecondary options.
This booklet is designed to help guidance and career counselors assist high school students with disabilities in accomplishing transitions into postsecondary education and employment.
http://www.disabilityinfo.gov/digov-public/public
/DisplayPage.do?parentFolderId=5038
The Summary of Performance for students with disabilities.
When a student with a disability graduates from high school with a regular diploma or "ages-out" of Part B eligibility, the school must provide the student with a summary of his or her academic achievement and functional performance, including recommendations on how to assist the young adult meet his or her postsecondary goals. This new requirement within IDEA is coming to be known as a Summary of Performance (SOP).
New website for college-bound students with disabilities.
Developed to help high school students learn about college living with a disability, the site provides video clips, activities, and resources that can help students get started in planning for college. Modules include activities that help students explore more about themselves, learn what to expect from college, and examine important considerations and tasks to complete when planning for college.
http://www.going-to-college.org
Accommodations & rights for college students with disabilities.
In this issue of the Special Ed Advocate, you'll find information and resources about college and continuing education, accommodations after high-school, and self-advocacy.
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Special education and the American Reinvestment and Recovery Act (ARRA).
June 16, 2009, 3-4 pm ET
Free webinar! Register now to join Larry Wexler, Director, Research to Practice Division, Office of Special Education Programs (OSEP) of the U.S. Department of Education on June 16 from 3-4 pm ET. Larry will discuss the ARRA funds and OSEP's technical assistance efforts.
Sharing info on spinal cord injury, TBI, and burn injury: Who needs what, and how.
The Model Systems Knowledge Translation Center (MSKTC) summarizes research, identifies health information needs, and develops systems for sharing information for the NIDRR model systems programs in traumatic brain injury, spinal cord injury and burn injury.
http://msktc.washington.edu/
Promoting data sharing between Part C and Part B.
Project Forum recently published a policy analysis entitled Using Unique Identifiers to Promote Data Sharing Between Part C and Part B. The analysis describes state obligations regarding early childhood transition from Part C to Part B of IDEA and reports on the experiences of six states that currently use unique identifiers in their data systems to track children from Part C to Part B. http://www.projectforum.org
Disability law handbook.
The Southwest DBTAC's Disability Law Handbook is a 50-page guide to the Americans with Disabilities Act and other disability related laws, answering frequently asked questions (FAQs) about the Americans with Disabilities Act, the ADA Amendments Act, the Rehabilitation Act, Social Security, the Air Carrier Access Act, the Individuals with Disabilities Education Act, the Civil Rights of Institutionalized Persons Act, and the Fair Housing Act Amendments. The book is being translated into Spanish and the translation is expected to be available this summer.
http://www.swdbtac.org/html/publications/dlh/index.html
RTI state database.
The National Center on Response to Intervention has launched a new RTI State Database. It provides resources ranging from policy documents and briefs to trainings and tools that were developed by states, districts, or territories in the U.S. Information is also presented for each state about its RTI framework, RTI-related State Performance Plans or State Professional Development Grants, and the use of RTI for Specific Learning Disability eligibility. http://state.rti4success.org/
April 2009 non-regulatory guidance from OSEP on supplemental regulations for Part B.
This guidance provides state educational agencies, local educational agencies, parents, and advocacy organizations with detailed information in the following areas: (1) parental revocation of consent for continued special education and related services; (2) positive efforts to employ and advance qualified individuals with disabilities; (3) nonattorney representation in due process hearings; (4) State monitoring and enforcement; (5) state use of targets and reporting; (6) public attention; and (7) subgrants to LEAs, base payment adjustments, and reallocation of LEA funds.
http://www.dese.mo.gov/divspeced/Compliance/documents
/Apr09PartBSuppRegs.pdf
A toolkit for Title I parental involvement.
This toolkit provides detailed explanations of the Title I, Part A parental involvement provisions as well as 33 tools to help state departments of education, districts, and schools meet thoserequirements. Both the explanations and the tools are designed to help educators increase parental involvement and provide opportunities for parents to engage in and support their children's academic achievement.
http://www.sedl.org/pubs/catalog/items/family120.html
State approaches to co-teaching.
This May 2009 In-Brief Policy Analysis from Policy Forum describes findings from a survey of all state special education units on the topic of co-teaching. Findings are reported in the areas of terminology used, guidance available, requirements for IEPs and teachers, personnel preparation efforts, complementary initiatives, outcome data collection, challenges and recommendations.
http://www.projectforum.org/
Supporting data-driven decision making in districts and schools.
This report released by IES examines the initiatives of state education agencies in the Northeast and Islands Region to support data-driven decision making in districts and schools and describes the service providers hired to support this work. The report identifies four components of data-driven decision making initiatives and finds that not all initiatives include all four.
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=112 Virtual personnel preparation programs for special educators.Other from Project Forum (they've been busy, eh?). This brief policy analysis provides data from studies of virtual special education personnel preparation and presents findings from interviews with representatives of five programs for preparing special educators virtually. http://projectforum.orgIntegrated employment: Promising practices by state agencies. This website at the Institute for Community Inclusion is meant to spread the word and spark the imagination as integrated employment opportunities are expanding for individuals with intellectual/developmental disabilities. It is designed to increase communication and broaden perceptions about how it is possible to improve employment outcomes at the system level. http://www.communityinclusion.org/project.php?project_id=56The Condition of Education 2009.Just released!
http://nces.ed.gov/programs/coe/ |
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SPECIAL FOCUS: Summer Fun
1000 cheers that summertime's here! Looking for ways to engage your children this summer? The quest can be more complicated when a child has a disability. So here's a quick list of ideas and resources that can help.
10 weeks of summer reading adventures for you and your kids.
http://www.readingrockets.org/articles/391
Fun things to do today.
You won't believe this list to choose from.
http://specialchildren.about.com/od/needinspiration/a/fivefunthings.htm
Five ways to keep learning going during school breaks.
http://specialchildren.about.com/od/learningissues/tp/learnvacation.htm
Summer Survival Kit.
http://specialchildren.about.com/od/holidays/p/summersurvival.htm?nl=1
Summer camps A-Z.
Talk about everything but the kitchen sink. Resources are organized by topics for easy hunting: special interest, age, overnight, art, academic, sports, special needs, state, you name it. http://summercamps.com/
Choosing the right summer camp.
Which is best for your child -- a special needs camp, a mainstream camp in your own community, or a summer spent at home with you? Each has its pros and cons. Here's help in choosing the best option, and recommendations on how to get started when you do.
http://specialchildren.about.com/od/specialneedssummercamps
/a/choosecamp.htm?nl=1
Going to summer camp with AT.
The Family Center on Technology and Disability (FCTD)'s May 2009 newsletter is entitled Summer Camp: Tents, Trees, and Technology and identifies resources to help families of children with disabilities who utilize AT for their child's camp experience.
http://www.fctd.info/resources/newsletters/index.php
Special needs camps, state by state.
http://www.familyvillage.wisc.edu/Leisure/camps.html
Special needs camps, by state and by disability.
http://www.veryspecialcamps.com/
Easter Seal's nationwide directory of recreation programs.
Easter Seals camping and recreation programs serve children, adults, and families of all abilities. Find out what's going on in recreation in your area.
http://www.easterseals.com
/site/PageServer?pagename=ntl_directory_recreation
Interested in opportunities for specific disabilities? Here's a quick list.
AD/HD and/or learning disabilities.
http://www.greatschools.net/articles/96/LD/Managing-Your-Child/Activities-
Outside-of-School
Cancer.
Courtesy of the Children's Oncology Camping Association International, find a member camp in your area.
http://www.coca-intl.org/membercamps/1_usa.html
Deafness and hearing impairment.
http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources
/Info_to_Go/Resources
/Summer_Camps_for_Deaf_and_Hard_of_Hearing_Children.html
Diabetes.
Visit the Diabetes Education and Camping Association (DECA)'s site and see what's happening, camping-wise for those with diabetes, in your state.
http://www.diabetescamps.org/uscamps.php
Learning disabilities and/or AD/HD.
http://www.greatschools.net/articles/96/LD/Managing-Your-Child/Activities-
Outside-of-School
Medical/health-related.
Search the Resource Directory of Brave Kids: Medical Information for Special Needs Children, Children with Chronic Illnesses or Life Threatening Disabilities. You can search by triangulating the type of resource you're looking for (e.g., camps, recreation, art), the disability or condition involved (there's quite a range), and your zip code. Current areas covered: San Francisco Bay Area, Los Angeles and Orange County, Washington DC / Baltimore, Pensacola, Fort Lauderdale, Orlando, Miami, Palm Beach, Sarasota, Ft. Myers, Naples, Jacksonville, Tampa/St. Petersburg Bay Area, Bronx, Manhattan, Queens, Buffalo, and Syracuse. http://www.bravekids.org/directory/
Physical disabilities.
http://www.amputee-coalition.org/fact_sheets/Kidscamps.html
Spina bifida.
http://www.spinabifidaassociation.org/site/c.liKWL7PLLrF/b.2701549/
And don't forget...
....to check out local programs and hot-spots of special summer offerings. For example, find out what's available as one-time or ongoing events through such local agencies as libraries, parks and recreation, and pools, just to name a few.
Just looking at this list and thinking about summer makes us want to grab our towels and sunglasses and run out the door until September! If you actually have that opportunity, please do have a good time for all of us!
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Comments on our newsletter? Too long? Too short? Off-target? Right on? Suggestions for future topics? Please feel free to contact us at nichcy@aed.org. We're here to help you help children with disabilities.
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