Saturday, February 28, 2009
Friday, February 27, 2009
Time to refuel your tank
Thursday, February 26, 2009
Champion your Future 4/25
Middle & High School Students with Special Needs & Families - Plan Now to Attend a Fantastic Conference Designed Just for You!
Champion Your Future: Reaching New Heights
Presented by: The Arc of Indiana and FUSE, Inc.
Workshops just for parents and workshops just for students will provide up-to-date information you can use now to begin planning for life after school. Exhibitors will offer information and resources for students and families.
When: Saturday - April 25, 2009
8:30 a.m. - 2:30 p.m.
Where: Stonybrook Middle School
11300 Stonybrook Drive, Indianapolis
Cost: Registration is $15 per person, but no more than $60 per family, and includes a box lunch. Please note that there is no charge for you to register an attendant if one is needed for a student to participate in the conference.
Families and students who attended this conference in 2007 gave it rave reviews. We hope those who attended in 2007 will attend again, and that we will reach many new students and families. Registration is limited to 400 people. Registration is now open! For more information and to print and mail a registration form just click on the link: Information and Registration Form
For information, call The Arc of Indiana at 317-977-2375 or 800-382-9100 or FUSE at 317-462-9064.
Tuesday, February 24, 2009
The Transition IEP Workshop Series
Parents, new rules are in place that affect the planning for students with disabilities as they make the transition from school to adult life. If your son or daughter is age 13 or older, is planning to enter high school, or already is in high school, then this workshop is for you!
IN*SOURCE, the Arc of Indiana, and the Indiana Institute, with support from the Indiana Department of Education, is hosting this workshop series across Indiana designed to assist families to understand and participate in the Transition IEP process.
Workshop dates and locations include:
Thursday, April 9, 2009
Southern Indiana Career and Technical Center
1901 Lynch Road
Evansville, IN 47711
(812) 435-8438
Tuesday, April 15, 2009
Bartholomew Consolidated School Corporation
Administration Building
1200 Central Avenue
Columbus, IN 47201
(812) 376-4234
Wednesday, April 15, 2009
Pike Township Training Center
Phoenix Room
6321 LaPas Trail
Indianapolis, IN 46268
(317) 387-2568
Wednesday, April 29, 2009
Lake County Public Library
1919 West 81 Avenue
Merrillville, IN 46410
(219) 769-3541
Thursday, April 30, 2009
Lutheran Hospital
Special Function Room
7950 West Jefferson Boulevard
Fort Wayne, IN 46804
(260) 435-7001
Registration is 5:30 p.m. (all times are local to the site). Sessions are from 6:00-8:30 p.m. Visit http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/TheTransitionIEP.pdf to download a registration form or register online at insource@insource.org. If you need special accommodations, contact IN*SOURCE at 1-800-332-4433 or insource@insource.org at least two weeks prior to the selected training date.
Indiana Autism Expo 3/21
Monday, February 23, 2009
Partnering To Build Better IEPs workshops
Partnering To Build Better IEPs
A Workshop for Parents and Educators
Article 7
and IStart7
On August 13, 2008, the new Article 7 went into effect. These rules regulate special education programs across the State of Indiana.
The state has also provided free technology to school corporations to guide compliant case conference committee processes. Named ISTART7 (Indiana Standard Tool for Article 7 compliance), this web-based software has been adopted by over 80% of the districts in the state.
Whether or not your district has partnered with ISTART7, the processes in place for developing a strong IEP remains the same. Take advantage of this opportunity and gain a valuable understanding of the best practices in place to serve our children.
This workshop will examine the critical components of building a strong IEP and will engage participants in practice during subsequent breakout sessions. The components that will be addressed include setting long-term expectations, examining present levels of performance, identifying the needs of the student, articulating measurable annual goals, determining services, monitoring progress, and evaluating the overall effectiveness of the IEP.
Both the morning and the afternoon sessions will begin with a large group presentation. Then, the participants will move to smaller groups to discuss the information that had been presented and to practice. The afternoon will be dedicated specifically to writing measurable educational goals.
Each day begins at 8:30 a.m. and ends at 3:30 p.m.. There is no cost to attend. Lunch will be provided.
Please select the workshop date and location that works best for you. To register, use the contact information associated with your choice. Advanced registration is required
When registering for the conference, please identify the grouping from below that is most relevant to your child. You may make a first and second choice. Organizers will consider your preferences and plan for you to meet others with similar interests as you practice the components presented in the large group session.
Common Interest Groups for Breakout Sessions
- T r a n s i t i o n I E P s ( 8 t h g r a d e o r a g e s 1 3 + )
_ E a r l y C h i l d h o o d
_ S u c c e s s w i t h G e n e r a l C u r r i c u l u m
_ S u c c e s s i n S e l f -C o n t a i n e d S e t t i n g s
_ S u p p o r t i n g P o s i t i v e B e h a v i o r
T h e P r e s e n t e r
Dr. Dawn McGrath is the mother of two sons, the oldest being a teenager with a disability. Dawn directs the ICAN Project, a grant supported by the Indiana Department of Education. Her team has designed and supported state technology for compliant special education processes since 2000.
Ft. Wayne
APRI L 1 8 t h
Summit Middle School
4509 Homestead Road
(260) 471-9964
Indianapolis
M A R C H 1 4 t h
Pike Training Center
6321 La Pas Trail
(317)925-7617
Columbus
MAR C H 7 t h
Columbus East High School
230 South Marr Road
(812) 372-0610 or
(812) 371-3407
For more information please view & print the brochure available at:
Saturday, February 21, 2009
Indiana Special Education Law Working for YOU! 3/16
We have planned a day that will empower participants with information to address their current challenges related to Special Education Law in
MONDAY, March 16, 2009
| | Registration Continental Breakfast | |||||
| | | Opening and Welcome | ||||
| | Overview of | |||||
| | Box Lunches Available Plan to take yours to your afternoon session | |||||
| | Crafting IEPs to support students with Autism Spectrum Disorder | Understanding and using tools related to the IEP process | Making Sense of Response-to-Intervention (RTI) | Understanding Discipline | Early Childhood Transitions | |
| | Turn In Evaluations | |||||
Morning Session:
Overview of Indian’s Article 7 - What you need to know now, and where to find it!
Presenters: Rylin Rodgers,
An overview of key components of
Select One Afternoon Session:
Understanding and Using Tools Related to the IEP Process
Presenter: Jennifer Akers, ARC of
This session will look at tools parents and professionals can use as part of the IEP process. We'll look at written notice, written opinions/parent addendums and the complaint process. We'll also look at key
Crafting IEPs to Support Students with Autism Spectrum Disorders
Presenters: Mary Roth, Julie Burke, and Susan Pieples from the Autism Society of Indiana
and Angela Tomlin, Ph.D., Associate Director of Clinical Services at the Riley Child Development Center
For any child with a disability, the IEP creates a blueprint for education. IEPs for students with an autism spectrum disorder should follow certain guidelines to be successful. Two integral parts of such an IEP are the goals and the behavior intervention plans (BIPs), which must be based upon an accurate functional behavior assessment (FBA). This presentation discusses how to detect weaknesses in goals, functional behavior assessments, and behavior intervention plans. Evidence-based practices for autism are also included. An interactive session allows participants to explore various scenarios to see how IEPs for specific students can be improved.
Early Childhood Transitions
Presenter: Mary Jo Paladino Director of
Understanding timelines, rules and regulations of the transition to early childhood special education services. Tips and strategies to ensure an effective transition. Taking a look at the who, what, when, where, why and how of transition:
Who are the players?
What are the roles and responsibilities?
What are the events of transition and when do they occur?
Why and how does one prepare for transition?
Where does one find the resources to prepare a child for transition?
Making Sense of Response-to-Intervention (RTI)
Presenter: Julie Havill-Weems, Partnerships Coordinator with the
Response-to-intervention is a phrase parents and professionals are hearing with increasing frequency. Levels of confusion are high as everyone tries to understand what it means for them and for K-12 students. During this session you will have the opportunity to learn more about response-to-intervention in general, how it relates to special education, and response-to-intervention as envisioned by the Indiana Department of Education. Most importantly, you will have the opportunity to have your questions answered and make sense of RTI.
Understanding Discipline
Presenter: Kylee Bassett, Department of Education
This session will look at discipline rules as set forth in Indiana Code and Indiana
Parents can attend for free via a scholarship. Contact info below:
Rylin Rodgers
Family Trainee
Riley Child Development Center
Leadership Education in Neurodevelopmental and Related Disorders
702 Barnhill Drive, Room 5837
Indianapolis, IN 46202
317-274-8167
FAX: 317-274-9760
Thursday, February 19, 2009
The Basics of Special Education and Changes to Indiana's Article 7
Hand in Autism and Riley Hospital present:
SPECIAL EDUCATION LAWS AND RIGHTS IN INDIANA
WORKSHOP
Presented by: Nicole Goodson, J.D., Margaret Jones, J.D., and Michael Moore, J.D.
Learn About:
- Special education laws and rights
- Case conference tips
and - Ask your own questions!
When: March 3, 2009
7:00pm-8:30pm
Where: Clarian North Medical Center, Learning Center (1st floor)11700 N. Meridian St., Indianapolis, IN 4603
Cost: FREE
TO REGISTER: www.handsinautism.org or call: (317)274-7839
SPACE IS LIMITED, SO BE SURE TO REGISTER EARLY!
If you have any questions regarding the workshop, please call (317)274-7839
Inspiring Abilities Expo 3/7
FUSE invites families of children with disabilities and the professionals who work with them to attend the 2009 Inspiring Abilities Expo! The expo is an opportunity for families to connect with service providers, non-profit and public service agencies, plus vendors of products and services that may benefit your child. Browse booths for a few hours, or stay for the day!
Saturday, March 7, 2009
9:00 am – 3:00 pm
Greenfield-Central High School
810 N Broadway, Greenfield IN
Large Vendor Display Area
Door prizes
Fabulous Speakers Scheduled:
Jill Ginn: Overview of Medicaid Waivers
Panel Presentation: Transition from First Steps: What’s Next?
Patrick Jamison: Vocational Rehabilitation 101: How Voc Rehab Can Help Your Child
Carol Girt: Assistive Technology in Indiana: Capabilities, Options and Resources
Barb Blain: Topics in Sensory Integration
Laurie Ferry: Smart Toy Box: Building Mental Sharpness Through Play
Panel Presentation: Yes, Your Child Can Go To Camp!
Gordon Homes, CFP: Financial & Estate Planning Issues for Families, Special Needs Trusts and Guardianship
Dr. Angie Tomlin: Ask a Psychologist: Questions and Answers about Difficult Behavior in Young Children (birth to 5)
Child care available for attendees (by reservation please!), so you can browse the booths or listen to speakers while your children play.
|
Lunch will also be available for a nominal charge on site.
Pre-registration will help us with planning. Please register online at www.fuseinc.org or call Denise at 462-9064 by Saturday, February 28th. Walk-ins are also welcome. Please call or check our website before coming in the case of inclement weather.
Denise Arland
Executive Director
FUSE, Inc.
PO Box 314
Greenfield IN 46140
317-462-9064 phone
317-467-0814 fax
darland@...
www.fuseinc.org
Training Opportunities
What is the Family Involvement Fund?
The Family Involvement Fund (FIF) is a reimbursement fund that supports family members of children with disabilities to learn more about their child’s disability and the systems that provide services.
Families may choose to attend conferences, conventions, workshops, public forums or hearings, task force meetings, or other similar activities. Families may also choose to access training and information through online workshops, teleconferences, or webcasts.
How do I Apply for the Family Involvement Fund?
You may apply online or print an application from the Family-to-Family website at http://www.inf2f.org/. You may also call or email to request an application form. (See contact information below)
Indiana Institute on Disability & Community
Family Involvement Fund
Attn: Cathy Beard
2853 E. 10th Street
Bloomington, IN 47408
1-800-825-4733/812-855-6508
TT: 812-855-9396
Fax: 812-855-9630
Email: fif@indiana.edu
Web: http://www.inf2f.org
Tuesday, February 17, 2009
Related Services
- speech-language pathology and audiology services;
- psychological services;
- physical and occupational therapy;
- recreation, including therapeutic recreation;
- early identification and assessment of disabilities in children;
- counseling services, including rehabilitation counseling;
- orientation and mobility services;
- medical services for diagnostic or evaluation purposes;
- school health services;
- social work services in schools;
- parent counseling and training; and
- transportation
This list is not exhaustive. It is important to recognize that each child with a disability may not require all of the available types of related services. Further, "if it is determined through the [IDEA's] evaluation and IEP requirements that a child with a disability requires a particular supportive service in order to receive FAPE, regardless of whether that service is included in these [Federal] regulations, that service can be considered a related service...and must be provided at no cost to the parents" The IEP is a written commitment for the delivery of services to meet a student's educational needs. A school district must ensure that all of the related services specified in the IEP, including the amount, are provided to a student. School districts may not charge parents of eligible students with disabilities for the costs of related services that have been included on the child's IEP. Just as special and regular education must be provided to an eligible student with a disability at no cost to the parent or guardian, so, too, must related services when the IEP team has determined that such services are required in order for the child to receive FAPE and have included them in the student's IEP.
In recent years, there has been a significant shift in where related services are provided. Rather than providing services in a separate room, as was the more common practice in years past, schools are emphasizing providing some services to students in natural activities and environments. Today it is not unusual to find speech-language services integrated into instructional activities in the regular education classroom, or occupational or physical therapy provided during physical education classes in gyms. As an example, asthma medication or glucose monitoring (as a school health service) may be done in the classroom or wherever the student with a disability happens to be. Thus, services may be delivered in a regular education class, a special education class, a gym, a therapy room, or in other locations in the school, home, or community.
You can find more detailed information on Related Services here .
Monday, February 16, 2009
Saturday, February 14, 2009
Success for all learners:Providing Multiple Means of Engagement
by Carol Seibert
This is the last installment in a four-part series discussing Universal Design for Learning. It first appeared in theFebruary 2007 LeaderLink eNewsletter.
“Why do I have to learn this? I can’t imagine WHEN I would ever need to know about (skill/information).”
“I can’t understand that textbook no matter HOW hard I try, so why bother?”
“Oh great… another boring video. TIme for a nap.”
“With everyone talking and moving around in this classroom, I can’t concentrate. I’ll NEVER finish my part of this presentation!”
“This is so cool! I’ll check it out on the Internet later.”
Which learner do you think will experience the greatest learning success?
Engaged Learners are Effective Learners
The importance of student engagement and motivation in successful learning is well documented. In their book Learning to Read in the Computer Age (1998), Anne Meyer and David Rose cite several studies to emphasize the importance of engagement and intrinsic motivation in learning success.
Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently (Guthrie, McGough, et al., 1996; Guthrie, Van Meter, et al., 1996; Malone, 1981; Piaget, 1951; Shulman & Keislar, 1966).Research is clear: learners who are not engaged and motivated are not learning as effectively as their engaged and motivated peers.
Principle #3: Provide multiple means of engagement to connect learners to the “why” of learning, provide resources at appropriate levels of difficulty and challenge, and address learners’ diverse interests and learning preferences.
Engage and Motivate
Environments that offer multiple means of engagement connect learners to the curriculum in the following explicit and meaningful ways:
Choice of Content and Tools
Offer choices of content and tools to provide diverse learners with the opportunity to engage in learning that is most meaningful and motivating to them.
- Print, audio and/or computer books, magazines and newspapers
- Internet resources (such as web quests)
- Digital cameras (still images and video)
- Audio recorders and players (including iPods)
- Graphics libraries (photographs and clip art)
- Instructional, word processing, presentation and simulation software
Adjustable Levels of Challenge
We each learn most effectively when the challenge is enough to stretch us beyond our current level of functioning while still being within our capacity to learn effectively (Vygotsky, 1962). Offer multiple resources at a variety of levels to meet the unique needs of individual learners.- Learning software/games with multiple difficulty and content levels
- Choices in explicit learning goals that allow learners to set realistic goals and appropriate challenges themselves
- Print content at a variety of difficulty levels
- Variety of scaffolds to support learning (e.g. audio to support print text, graphics to illustrate complex information, etc.)
Choice of Rewards
Individual learners have different ideas about what motivates them in terms of external rewards and/or punishments. In fact, research suggests that emphasizing extrinsic rewards can diminish a learner’s motivation, and even reduce the quality of learning outcomes (Condry, 1977; Corno, 1993; Kohn, 1993; Lepper & Greene, 1978; Malone, 1981). A more effective strategy provides the learner with immediate feedback, not unlike the immediate feedback the learner receives in a much-loved video game. Such feedback builds a learner’s awareness of his or her own personal accomplishments, challenges and progress.
Choice of Learning Context
Diverse learners have unique preferences and requirements regarding their learning context. Address this diversity by offering a variety of options:- Individual, small group and whole group tasks, discussions and projects
- Choice of environments that offer a range of noise and activity levels (e.g. interactive classroom environment, quiet study areas, etc.)
- Multiple levels of scaffolding, instructions and/or task structure (e.g. designing a web quest or internet research project with several levels of structure, from independent web searches to teacher-guided links with scripted questions and tasks)
Learners As Unique As Their Fingerprints
Brain research is making it increasingly clear that no two individuals experience, learn about or respond to the world around them in the same way. Our response is as unique as our personal fingerprint.This presents educators with an exciting challenge: to create a learning environment in which ALL learners can be successful. As we learn to apply the three principles of Universal Design for Learning in our classrooms and instructional design, more and more learners will begin to experience success. Success in the classroom builds lifelong learners.