Professional Education and Respite Service Inc. Newsletter
APRIL 2010
PERS ANNOUNCES A NEW INTERNSHIP PROGRAM
PERS would like to invite individuals who are enrolled in an approved BCABA or BCBA University Program to enroll in its paid internship program. While you complete your 225 classroom hours of graduate level instruction, you can complete the required 1500 hours of Supervised Independent Fieldwork in behavior analysis established by the Behavior Analyst Certification Board. While an employee of PERS you will:
- Conduct assessment activities related to the need for behavioral interventions,
- Design, implement, and monitor behavior analysis programs for clients,
- Oversee the implementation of behavior analysis programs by others,
- write progress reports,
- and participate in Behavior Analyst activities approved by a Board Certified Behavior Analyst
For more information, contact Mr. Jesse A.Kushner, M.Ed., at misterk@thePERS.com or call 540 664 9886.
A TREMENDOUS BENEFIT FOR OUR CLIENTS
Take pride in knowing that you are providing our clients a tremendous opportunity to receive the absolute best ABA services possible performed by highly qualified individuals who are in training to become Board Certified Behavior Analysts. As an organization, we are pleased that we can offer this quality of service for our clients. We thank you for your interest and look forward to hearing from you.
In This Issue
INTERESTED IN IN-SERVICE TRAINING OPPORTUNITIES?
Make Professional Education and Respite Service Inc. your In-service Training Headquarters. Let us know what your interests are and we will do our very best to offer the following areas of training to you:
- Crisis Intervention
- ABLLS Inventory/Discreet Trial Training
- Basic Principles of Behavior Analysis
- Positive Behavior Supports
- Preventing Becoming a Prisoner In Your Own Home
- Behavioral Intervention for Young Children with Autism
- How to Develop and Effectively Utilize Your Own Picture Schedules
- Picture Exchange Systems: How to Develop and Teach
- Functional Behavior Assessments
Let us Personalize your own training opportunities: Contact us at misterk@thePERS.com, 540 664 9886 or at P.O. Box 1015 Stephens City, Virginia 22655
DEVELOPMENTAL MILESTONES
Research now suggests that children one year old or younger can show signs of autism. If you are a parent or caregiver, learn the early signs and know the typical developmental milestones your child should be reaching at diffferent ages. If you have any concerns, speak to your doctor about screening your child for autism.
Don't wait. If your child does have autism, early intervention may be their best hope.
Learn the Signs- Know Developmental Milestones
Milestones enable parents and physicians to montor a baby's learning, behavior and development. While each child develops differntly, some differences may indicate a slight delay and others may be a cause for greater concern. The milestones listed here provide important guidelines for tracking healthy development from four months to three years of age.
Before your child's next visit to the physician, please take the time to see if your child has met his/her key milestones. This list should not be used in place of a screening, but should be used as discussion points between parents and physicians at each well visit. If a child does not have the skills listed - or if there is a loss of any skill at any age- be sure to let your physican know.
DOES YOUR BABY...
At 4 months:
- Follow and react to bright colors, movement, and objects?
- Turn toward sounds?
- Show interest in watching people's faces?
- Smile back when you smile?
At 6 months:
- Relate to you with real joy?
- Smile often while playing with you?
- Coo or babble when happy?
- Cry when unhappy?
At 9 months:
- Smile and laugh while looking at you?
- Exchange back-and forth smiles, loving faces, and other expressions with you?
- Exchange back-and-forth sounds with you?
- Exchange back-and-forth gestures with you, such aas giving, taking, and reaching?
At 12 months:
- Use a few gestures, one after another, to get needs met, like giving, showing, reaching, waving, and pointing?
- Play peek-a boo, patty cake, or other social games?
- Make sounds, like "ma,""ba,"na,"da,"and"ga"?
- Turn to the person speaking when his/hername is called?
At 15 months:
- Exchange with you many back-and forth smiles, sounds, and gestures in a row?
- Use pointing or other "showing" gestures to draw attention to something of interest?
- Use different sounds to get needs met and draw attention to something of interest?
- Use and understand at least three words, such as "mama,"dada,""bottle," or "bye-bye"?
At 18 months:
- Use lots of gestures with words to get needs met, like pointing or taking you by the hand and saying, "want juice"?
- Use at least four different consonants in babbling or words, such as m, n, p, b, t, and d?
- Use and understand at least 10 words?
- Show that he or she knows the names of familiar people or body parts by pointing to or looking at them when they are named?
- Do simple pretend play, like feeding a doll or stuffed animal, and attracting your attention by looking up at you?
At 24 months:
- Do pretend play with you with more than one action, like feeding the doll and then putting the doll to sleep?
- Use and understand at least 50 words?
- Use at least two words together (without imitating or repeating) and in a way that makes sense, like "want juice"?
- Enjoy being next to children of the same age and show interest in playing with them, perhaps giving a toy to another child?
- Look for familiar objects out of sight when asked?
At 36 months:
- Enjoy pretending to play different characters with you or talking "for" dolls or action figures?
- Enjoy playing with children of the same age, perhaps showing and telling another child about a favorite toy?
- Use thoughts and actions together in speech and in play in a way that makes sense, like "sleepy, go take nap" and "baby hungry, feed bottle"?
- Answer" what," "where," and "who" questions easily?
- Talk about interests and feelings about the past and the future?
Tips for Working with Students on the Spectrum
Thursday, April 8, 2010
From IRCA and Indiana's Autism Leadership Network
This April, the Indiana Resource Center for Autism (IRCA) and Indiana's Autism Leadership Network offer several tips for working with students on the autism spectrum.
- Approach students quietly from the side to avoid startling them. Their peripheral vision may be better and it gives them time to process information that tells them you are coming toward them. Once they are startled, it can be difficult for students to calm themselves.
- Use non-verbal communication (e.g., gestures) when you can. For example, point to the location where you wish the child to be, put your finger to your lips to remind him/her to stop talking, or give a thumbs up when s/he is doing well.
- Use literal, succinct and direct instructions. "First, put your coat in the closet, and then come to class." Avoid idiomatic phrases or sarcasm that the student may not understand.
- Use a calm, even tone of voice. Excited adults yield excited students. Practice your poker face.
- Visual supports are beneficial even after the child no longer seems to "need" them. Do not discontinue their use without a case conference discussion. In times of stress, these visual supports may be a great support.
- Remember not to take behaviors personally, even when the child has a perfect knack for targeting your most vulnerable attribute.
- Children on the spectrum often have poor social skills. It is part of the diagnosis. Insert naturally occurring lessons into the day as they arise. For example, prior to the event, coach a child to say happy birthday to a peer, raise their hand to answer a question, cover their mouth when they sneeze, say no thank-you to non-preferred treats, etc.
- Give the student ample time to respond BEFORE you repeat instructions.
- Structure is your best friend. When there is downtime, help students develop a repertoire of things they can do. For example, in line they can recite a poem in their head, count, read a book, make a list, etc. If there are too many choices, narrow it to two or three and have the child choose.
- If there is a given schedule, follow it. Prepare for any upcoming variations. Prepare in a manner not to enhance anxiety in anticipation of the change.
- Information processing and sensory issues are more difficult when the child is stressed. Make sure they have strategies to use when overwhelmed.
- Know the signs of anxiety or stress for your students: pacing, hand-wringing, cussing, flushed face, laughing, etc. Know what causes anxiety or stress for each student. Adjust your language and demands when anxiety is heightened.
- Spend time with a student before making programming judgments. Listen to and observe the student with input from family members, teachers/therapists or other involved staff before commenting.
- When trying to extinguish unacceptable behavior, always identify an alternative skill or replacement behavior. And when you are targeting a behavior, be sure to choose your battles carefully. Sometimes focusing too much attention on a behavior may actually intensify that behavior.
- Forewarn a student when an activity is about to end, even if s/he is using a timer.
- Educate students using their knowledge, interests and fixations. Build lessons around these special- interest topics so that others see them as experts in something. This will help build self-esteem.
- Stay in close contact with family members and physicians about what is working and what is not, especially when students are on medications.
- Build in many small breaks, even in secondary school, for relaxation. Identify a safe area or safe person for the student to access when they are stressed.
- Help find a social group, a club or some sort of organization that can connect them to peer mentors that are positive.
- Pre-teach new concepts so students can re-hear them in the general education classroom. This allows them to contribute to the classroom discussion and promotes their success when topics have been rehearsed.
- When you are feeling overwhelmed by a situation, surround yourself with a team of people with whom you can brainstorm. Using the resources and the wisdom of others helps us to be more creative and problem-solve more effectively.
- The ultimate goal for any student is to have a successful adult life. No matter what the age of the individual, teaching specific procedures and skills and then fading support is essential for this to happen.
- And finally, enjoy working with these students. They have many gifts and talents. Building a strong and positive rapport may be your most effective tool.
For more information, please visit IRCA at www.iidc.indiana.edu/irca.
http://www.autism-society.org/site/News2?news_iv_ctrl=-1&page=NewsArticle&id=15951
Using Positive Methods for Change at Home
http://www.nichcy.org/Pages/behavior.aspx
CHECK OUT THESE RESOURCES:
- Help your children develop self-control.
http://www.aboutourkids.org/articles/about_discipline_helping_children_develop_selfcontrol
Using real-life stories, this Web site (from the New York University Child Study Center) illustrates the warning signs of problem behavior, do's and don'ts of discipline, and references to related articles and books. - How might you address your child's challenging behavior?
http://www.pbs.org/parents/inclusivecommunities/challenging_behavior.html
You'll find this reader-friendly site is well organized. It has facts about all aspects involved in working with children who have challenging behavior. Links to information on assessment and special education are provided. The information is also available in Spanish, at: http://www.pbs.org/parents/inclusivecommunities/challenging_behavior_sp.html - More on teaching kids self-control skills.
http://www.nasponline.org/resources/handouts/behavior%20template.pdf
Learn strategies to teaching kids the techniques for self control. Written by the National Association of School Psychologists, this 4-page document gives ways to help children identify their feelings and learn to recognize the connection between feelings and behaviors. It also offers specific techniques to teach your child how to handle anger. - Yet more on teaching children to manage their own behavior.
http://www.vanderbilt.edu/csefel/briefs/wwb7.pdf
What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarize effective practices for supporting children's social-emotional development and preventing challenging behaviors. This 4-pager describes practical strategies for helping children learn to manage their own behavior and provides references to more information. A Spanish version is available at: http://www.vanderbilt.edu/csefel/briefs/wwb7-sp.pdf - Reinforcing positive behavior at home.
http://www.healthyplace.com/parenting/parenting-skills/reinforcing-positive-behavior-at-home/menu-id-61/
Positive reinforcement is the most powerful and useful method of changing or developing behaviors. Use it to improve your child's behavior. - What's the relationship between types of toys and children's social behavior with peers?
http://www.evidencebasedpractices.org/bridges/bridges_vol1_no5.pdf
This research synthesis from the Research and Training Center (RTC) on Early Childhood Development will tell you what types of toys and play materials are most associated with young children's social play. - About-face for stormy preschoolers.
www.evidencebasedpractices.org/bottomlines/bottomlines_vol1_no4.pdf
This research-based, easy-to-read summary from the Research and Training Center (RTC) on Early Childhood Development will tell you about Parent-Child Interaction Therapy and its positive effects on childhood behavior. - Alternatives to spanking.
http://tinyurl.com/ycbkpmn
Available on the Web site of the National Mental Health Association (NMHA), this article discusses the difference between discipline and punishment, the negative consequences of physical discipline, and a range of positive alternatives. - Reinforcing small changes in behavior.
http://www.greatschools.org/LD/managing/reinforcing-small-changes-in-your-childs-behavior.gs?content=814
Written by a psychologist who works extensively with children and teens with AD/HD and explosive and defiant behaviors, this article talks about how children and adolescents learn, about misbehavior, and small steps that parents can use to help their child toward better behavior. - Get behavior in shape at home.
www.pbis.org/spanish/files/behaviorshape.doc
How do you create a Positive Behavioral Support system in your home? This Web site gives easy-to-implement suggestions. Learn the reasoning behind different techniques and how to use them to achieve your behavior goals. Specific examples include: eating dinner, asking for things while grocery shopping, and budgeting to teach children the value of money. (Also available in Spanish, at: http://www.pbis.org/common/pbisresources/publications/behshapespanish.doc) - Learn practical solutions to common behavior problems.
http://cecp.air.org/familybriefs
This web page links to 12 different publications on various topics, including promoting resilience in children, encouraging good behavior, and how to get your children involved in addressing their own challenging behaviors. - Your parent-friendly guide to functional assessment and support.
www.uoregon.edu/~ttobin/parent.pdf
This 21-page guide describes what a functional assessment is, and what it can do to help your child. You can use this information to help your child at home, and also work with school staff to put a plan into place at school. - Top 7 behavior management tips.
http://learningdisabilities.about.com/od/publicschoolprograms/tp/redrctnrsponse.htm
Many behaviors can be minimized by controlling your response to them. With these tips, you can decrease behavior problems using redirection. The goal of redirection is to teach the student to monitor and correct his own behavior. - Managing bad behavior at home.
This article takes a look at the question of "why kids are horrors at home."
http://www.supernanny.com/Advice/-/Your-child/-/Child-care/Managing-bad-behavior-at-home.aspx - Functional behavioral assessment (FBA) and positive interventions: What parents need to know.
http://www.taalliance.org/publications/pdfs/all12.pdf
This publication will help you find out what is causing your child's problem behaviors. After you find the cause, you can create a game plan to support and encourage the behaviors you do want, and get rid of the behaviors you don't want. Also available in Spanish and Hmong.
Upcoming Events in the Spotlight
http://ttaconline.org/staff/s_events/s_events.asp?disability=true
CEC 2010 Convention & Expo (Nashville, Tenn.)
Date and Time: 4/21/2010 9:00 am ---- 4/24/2010 4:30 pm
Description: Join us April 21-24 for the CEC 2010 Convention & Expo -- the largest professional gathering of the special education community. This event offers you an unparalleled learning experience with more than 800 educational hours to help you learn the latest in evidence-based practices; explore innovative technologies, products, and services; and network with others working with children with exceptionalities and their families. It will be held at the Gaylord Opryland Hotel and Convention Center in Nashville, Tenn. Register by January 15, 2010 to save up to $100. Presentation proposals are due by Weds., October 28, 2009. Online exhibitor registration will be available until March 1, 2010.
Abuse and Neglect of Children with Disabilities: A Collaborative Response
Date and Time: 4/29/2010 9:00 am ---- 4/29/2010 4:00 pm
Description: This is an interdisciplinary video teleconference for parents of children with disabilities and professionals serving children with disabilities. Locations: Manassas (GMU), Norfolk (NSU), Richmond (VCU), Roanoke (DRS) Cost: $25.00- covers lunch and all training materials
Celebrate Communication 2010
Date and Time: 5/1/2010 10:00 am ---- 5/1/2010 3:00 pm
Description: Now in its 7th year, Celebrate Communication is the premier event for deaf and hard of hearing people, their families and friends in the metro area. With over 50 exhibitors, you can discover a wealth of information all in one place! See the latest about hearing aids and cochlear implants, hot new technologies, government services, great resources, support groups and more. Test equipment, talk to professionals, and learn strategies that help improve communication. Step into the Lions Club Mobile Van for a hearing or vision screening test. Artists and crafters, activities for children, door prizes and a snack bar help make this a fun day for the whole family. This FREE event is hosted by the Northern Virginia Resource Center for Deaf and Hard of Hearing Persons and the Helen A. Kellar Institute for Human disAbilities. Location: George Mason University Center for the Arts, Fairfax Campus, Fairfax, VA For questions, please call: 703-352-9055 voice 703-352-9056 TTY
Abuse and Neglect of Children with Disabilities: A Collaborative Response
Date and Time: 5/14/2010 9:00 am ---- 5/14/2010 4:00 pm
Description: This is an interdisciplinary video teleconference for parents of children with disabilities and professionals serving children with disabilities. Locations: Harrisonburg (DRS), Manassas (GMU), Radford (RU), Richmond (VCU), Virginia Beach (TCC) Cost: $25.00- covers lunch and all training materials
Say YES to College
Date and Time: 6/3/2010 7:00 pm ---- 6/5/2010 4:00 pm
Description: Say YES to College participants will: Meet other students with disabilities who have successfully made the transition to college; Hear a variety of speakers who will offer information and suggestions to make college a positive experience; Experience a taste of life in a dormitory setting; and Connect with other high school students who have the same questions and concerns about their readiness for college life. Location: Campus of Old Dominion University, Norfolk, VA
Content Teaching Academy
Date and Time: 6/28/2010 8:00 am ---- 7/2/2010 12:00 pm
Description: The 11th Annual Content Teaching Academy will be held June 28-July 2, 2010 on the campus of James Madison University, located in the beautiful and historic Shenandoah Valley. The programs (Academies) offer high quality professional development that include in-depth studies in a range of content areas. In addition, each Academy is designed to engage participants in critical dialogues of practice with instructional sessions conducted by scholars and master teachers who understand the challenges associated with today's classroom.
7th Annual Shining Stars Conference
Date and Time: 7/14/2010 12:00 pm ---- 7/16/2010 12:00 pm
Description: Virginia's 7th Annual Early Childhood Conference "Shining Stars: Charting the Future for Today's Children" will be held at The Cavalier Hotel in Virginia Beach, VA, from Wednesday, July 14th through Friday, July 16th, 2010. This statewide conference will focus on instructional strategies that provide positive outcomes in quality inclusive settings for infants, toddlers, and preschoolers with and without disabilities. This conference is designed for early childhood special educators, early childhood educators, Head Start personnel, Title 1 personnel, Even Start providers, early intervention providers, administrators, paraprofessionals, and families. The registration fee for the conference is $75.00.
Please register for this conference.
Please click here to submit payment for this conference.
Participants must make hotel reservations for overnight stay by calling the Cavalier Hotel at 757-425-8555 or 888-SINCE-27. Online reservations for hotel rooms can be made by clicking HERE.
The conference rate for the rooms at The Oceanfront Cavalier will be $148.00 per night from July 14-16, 2010. The Cavalier is also offering the special rate of $148.00 per night at their historic property, The Cavalier on the Hill. To receive these rates, please identify yourself as part of the SHINING STARS CONFERENCE.
Every Student, Every Day... Against All Odds
Date and Time: 7/27/2010 ---- 7/27/2010
Description: In collaboration with Project HOPE, JMU College of Ed, and IIHHS, we are excited to offer a one-day conference focusing on how teachers and leaders impact outcomes for all learners, including students who are in the subgroups according to NCLB. Kerry Purcell, keynote presenter, is a featured principal in The Principal Story, a documentary portraying the challenges of turning around low-performing schools and improving student achievement. The film addresses the importance of keeping the focus on teaching and learning by managing staff and engaging students. Various concurrent sessions will be offered to support the tenet that we can make a difference in student outcomes!
*Location: JMU Festival and Student Conference Center (Harrisonburg, VA)
New Resources in the Spotlight
http://ttaconline.org/staff/s_resources/s_resources.asp?disability=true
Web Accessibility Initiative (WAI)
Description: W3C WAI has been appointed to the Advisory Committee for the revision of U.S. Section 255 guidelines and Section 508 standards, which include Web accessibility. WAI looks forward to continuing to coordinate with organizations around the world to develop harmonized standards for Web accessibility. Additional information is available in the U.S. Access Board article: Board Names Advisory Committee for 508 Standards Update.
Visit: www.w3.org/WAI/
2009 - 2010 Special Education Parent Involvement Survey
Description: All parents of school-aged children and youth who receive special education services in Virginia's schools are encouraged to complete the Department of Education's annual Parent Involvement Survey. This is a great opportunity for parents to provide input to help guide efforts to improve services and outcomes for their children. Your responses will be kept anonymous and never be personally linked to your child. The results of this survey will be made available to the public.
Visit: www.surveymonkey.com/s/Parent-Involvement-2010E
FCTD Family Information Guide to Assistive Technology & Transition Planning
Description: This 50 page guide (from the FCTD-Family Center on Technology and Disability) is aimed at providing families with the information they need to effectively prepare for and participate in periods of transition in their children's lives. Individuals may order one free print copy of the guide. Additional copies are available for $10. A discount is available for bulk orders. To request one or more print copies, send an e-mail to fctd@aed.org.
Visit: www.fctd.info/resources/newsletters/upload/FCTD-AT-&-Transition-Guide.pdf
The Writing Site
Description: There are a wide variety of excellent writing resource links categorized on this site. (VAAP resource)
Visit: thewritingsite.org/resources/links/
Internet Expeditions: Exploring, Using, Adapting, & Creating WebQuests
Description: A webquest is an inquiry-based activity that involves students in using web-based resources and tools to transform their learning into meaningful understandings and real-world projects. This website provides users with information and resources for webquest problem solving, information processing, and collaboration. (Writing, VAAP resource)
Visit: eduscapes.com/sessions/travel/k3webquests.htm
Storybook Online Network
Description: This site offers a storytelling community for children where they can post their own stories, and/or read the stories of others. (writing, VAAP resouce)
Visit: www.storybookonline.net/Default.aspx
Raz-Kids.com
Description: This site offers free sample interactive stories to serve as a catalyst for writing instruction. Classroom subscriptions are available for purchase. (VAAP resource)
Visit: www.raz-kids.com/
Graphic Organizer: Story Train (Scholastic)
Description: This site provides a printable download of the story train as a visual support for writing and to teach beginning, middle and end concepts. (VAAP resource)
Visit: content.scholastic.com/browse/article.jsp?id=2995
Writing with Writers (Scholastic)
Description: Students work with authors, editors, and illustrators in exclusive workshops designed to guide them in developing their skills. Subjects include: Biography Writing, Descriptive Writing, Folktale Writing, Mystery Writing, Myth Writing, News Writing, Poetry Writing, Speech Writing and Writing a Book Review (VAAP resource)
Visit: teacher.scholastic.com/writewit/index.htm
ABC Cards: Alphabet Flash Cards
Description: This site is a resource for printing out flashcards that can be used as word banks or to fill-in-the-blanks when students need help with writing. (VAAP resource)
Visit: www.kizclub.com/flashcards.htm
Online Activities and Interactive Learning (Scholastic)
Description: This site has a wide variety of activities to help students write. The site can be searched by grade level or topic. (VAAP resource)
Visit: www2.scholastic.com/browse/home.jsp
Supplemental Security Income (SSI) Benefits for Children with Disabilities (Beneficios para niņos con incapacidades)
Description: This booklet describes the kinds of Social Security and Supplemental Security Income (SSI) and health benefits for a child with a disability and explains the evaluation of disability claims for children. (Spanish version)
Visit: www.ssa.gov/espanol/10926.html
Supplemental Security Income (SSI) Benefits for Children with Disabilities
Description: This information is for the parents, caregivers or representatives of children under age 18 who have disabilities that might make them eligible for Supplemental Security Income (SSI) payments. It is also for adults who became disabled in childhood and who might be entitled to Social Security Disability Insurance (SSDI) benefits. (We call this SSDI benefit a "child's" benefit because it is paid on a parent's Social Security earnings record.) (family/families)
Visit: www.ssa.gov/pubs/10026.pdf
Graphic Organizers (Houghton Mifflin Education Place)
Description: This resource includes a variety of graphic organizers that are available in English and Spanish and can be used to help structure writing projects. You have permission to print and copy these pages for classroom use. (VAAP resource)
Visit: www.eduplace.com/graphicorganizer/
NICHCY: en espanol...for English Speakers
Description: The National Dissemination Center for Children with Disabilities (NICHCY) provides a quick access to the wealth of special education information on our Spanish website. We offer this English guide to "NICHCY en espaņol" for those of you who don't speak Spanish, so you can easily share important info with the Spanish speakers you serve. Each item in the list below starts with the topic in English (e.g., Age of Majority), and is linked to info in English on that topic.
Visit: www.nichcy.org/spanish/publicaciones/Pages/temas-English.aspx
Net Cetera: Chatting with Kids About Being Online
Description: Education Secretary Arne Duncan introduced a new guide to help parents educate children on Internet safety. Net Cetera: Chatting with Kids About Being Online addresses safe use of social networking Web sites, cyberbullying, and the importance of protecting computers from viruses and other harmful software.
Visit: www.onguardonline.gov/topics/net-cetera.aspx
Elementary Math Chart
Description: This is a math resource for elementary students with a number line, a place value chart, days of the week, months of the year, time and money concepts.
Visit: www.wati.org/content/supports/materials/reading/pdf/Math_Chart_elem.pdf
Middle School Math Chart
Description: This math resource includes: a number line, a fraction representation, a place value chart, a fraction, decimal and percent chart, a multiplication table and a listing of common conversions.
Visit: www.wati.org/content/supports/materials/reading/pdf/Math_Chart_Mid_Sec.pdf
A Maths Dictionary for Kids by Jenny Eather
Description: This dictionary was created by an Australian primary school teacher (K-6). She made it as a reference resource for her classes.
Visit: www.teachers.ash.org.au/jeather/maths/dictionary.html
A Parent's Guide to Special Education (Virginia Department of Education)
Description: This publication was developed to help parents understand their rights and responsibilities, their child's rights and the school's responsibilities to meet the special needs of their child. The guide includes a description of the special education process and what is required of you and the school during each step of that process. Important timelines are highlighted in each section. (Families, family)
Visit: www.doe.virginia.gov/special_ed/parents/parents_guide.pdf
The 41st Annual Autism Society National Conference and Exposition will be held July 7-10, 2010 in Dallas, TX
Register Now
Autism Society National Conference Overview
Conference Objectives
The Autism Society recognizes that families and individuals living with an autism spectrum disorder have a range of issues and needs. The National Conference of the Autism Society is the only conference that addresses the range of issues, including early intervention, education, employment, behavior, communication, social skills, biomedical interventions and others, across the entire lifespan. Bringing together the expertise and experiences of family members, professionals and individuals on the spectrum, attendees are able to learn how to more effectively advocate and obtain supports for the individual with ASD. The ultimate goal is to empower family members, individuals on the spectrum and professionals to make informed decisions.
Contact Information:
Autism Society National Office
4340 East-West Hwy, Suite 350
Bethesda, MD 20814
Main #: 301.657.0881 x9010
Fax #: 301.657.0869
Business Hours: 9:00 am to 5:00 pm EST
General Conference Questions
Sarah Mitchell
301.657.0881, ext. 9010 (phone)
conference@autism-society.org
Exhibits, Sponsorships & Advertising:
Meg Ellacott
530.239.3883 (fax)
302.260.9487 (phone)
ellacott@autism-society.org
Media Information:
Carin Yavorcik
cyavorcik@autism-society.org
http://www.autism-society.org/site/PageServer?pagename=research_conference
