(Moderate-Severe & Mild-Mod) Inclusion's topics - tribe.net

Assignment for Tuesday

2007-01-29T23:28:27Z

Does anybody have a clear picture of what Jackie is looking for on Tuesday. She said a summary of increase/decrease. Does that mean we don't have to do a whole increase/decrease program or we do but she only wants a summary of it? How long do you think she wants it?

Steph

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 1 reply

Class Checklist

2007-01-24T07:26:07Z

As promised I made a checklist for what is due each week, etc.

I will send it to everyone on their CSUEB e-mails unless I have your home e-mail.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

very interesting and ethically murky controversy / Surgery on girl raises ethical questions

2007-01-05T02:36:27Z

In a case fraught with ethical questions, the parents of a severely mentally and physically disabled child have stunted her growth to keep their little "pillow angel" a manageable and more portable size.

The bedridden 9-year-old girl had her uterus and breast tissue removed at a Seattle hospital and received large doses of hormones to halt her growth. She is now 4-foot-5; her parents say she would otherwise probably reach a normal 5-foot-6.

The case has captured attention nationwide and abroad via the Internet, with some decrying the parents' actions as perverse and akin to eugenics. Some ethicists question the parents' claim that the drastic treatment will benefit their daughter and allow them to continue caring for her at home.

University of Pennsylvania ethicist Art Caplan said the case is troubling and reflects "slippery slope" thinking among parents who believe "the way to deal with my kid with permanent behavioral problems is to put them into permanent childhood."

Right or wrong, the couple's decision highlights a dilemma thousands of parents face in struggling to care for severely disabled children as they grow up.

"This particular treatment, even if it's OK in this situation, and I think it probably is, is not a widespread solution and ignores the large social issues about caring for people with disabilities," Dr. Joel Frader, a medical ethicist at Chicago's Children's Memorial Hospital, said Thursday. "As a society, we do a pretty rotten job of helping caregivers provide what's necessary for these patients."

The case involves a girl identified only as Ashley on a blog her parents created after her doctors wrote about her treatment in October's Archives of Pediatrics & Adolescent Medicine. The journal did not disclose the parents' names or where they live; the couple do not identify themselves on their blog, either.

Shortly after birth, Ashley had feeding problems and showed severe developmental delays. Her doctors diagnosed static encephalopathy, which means severe brain damage. They do not know what caused it.

Her condition has left her in an infant state, unable to sit up, roll over, hold a toy or walk or talk. Her parents say she will never get better. She is alert, startles easily, and smiles, but does not maintain eye contact, according to her parents, who call the brown-haired little girl their "pillow angel."

She goes to school for disabled children, but her parents care for her at home and say they have been unable to find suitable outside help.

An editorial in the medical journal called "the Ashley treatment" ill-advised and questioned whether it will even work. But her parents say it has succeeded so far.

She had surgery in July 2004 and recently completed the hormone treatment. She weighs about 65 pounds, and is about 13 inches shorter and 50 pounds lighter than she would be as an adult, according to her parents' blog.

"Ashley's smaller and lighter size makes it more possible to include her in the typical family life and activities that provide her with needed comfort, closeness, security and love: meal time, car trips, touch, snuggles, etc.," her parents wrote.

Also, Ashley's parents say keeping her small will reduce the risk of bedsores and other conditions that can afflict bedridden patients. In addition, they say preventing her from going through puberty means she won't experience the discomfort of periods or grow breasts that might develop breast cancer, which runs in the family.

"Even though caring for Ashley involves hard and continual work, she is a blessing and not a burden," her parents say. Still, they write, "Unless you are living the experience ... you have no clue what it is like to be the bedridden child or their caregivers."

Caplan questioned how preventing normal growth could benefit the patient. Treatment that is not for a patient's direct benefit "only seems wrong to me," the ethicist said.

Dr. Douglas Diekema, an ethicist at Children's Hospital and Regional Medical Center in Seattle, where Ashley was treated, said he met with the parents and became convinced they were motivated by love and the girl's best interests.

Diekema said he was mainly concerned with making sure the little girl would actually benefit and not suffer any harm from the treatment. She did not, and is doing well, he said.

"The more her parents can be touching her and caring for her ... and involving her in family activities, the better for her," he said. "The parents' argument was, `If she's smaller and lighter, we will be able to do that for a longer period of time.'"

___

On the Net:

Ashley's blog: http://ashleytreatment.spaces.live.com

Journal: http://www.archpediatrics.com

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

New placements!

2007-01-05T00:48:54Z

So I am in Oakland at a placement I will mention in person. Are you happy with yours? I am happy about location I think. See you soon.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

yyyyYYYYYYYYYAAAAAAAAAAAAYYYYYYYYYYYY!!!!!!!!!!!!!!!

2006-12-23T23:20:26Z

Freedom,

YAY

!!!

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 1 reply

Frustrated with the Pos. Beh. Support Plan?

2006-12-14T06:41:01Z

Aughhh. I am sorry but I hate sitting at the computer, all ready to do my work and then realize...I really don't exactly know what I am doing or what relevence this will have in my future career. I will never invest this much work in a program like this...work that to me seems irrelevent and ...like B.S. Sorry but I think I just needed more direction with this assignment, I wish I had asked her to go over this some more. I needed to vent. Sorry for complaining guys. I hope you all are doing better than I am.

Steph

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

Number one?

2006-12-13T12:54:52Z

I can't seem to find the text that she is refering to? AND the motor stuff is in the other class. Any guidance?

1. Rainforth, York, and MacDonald (1992) give many examples of collaborative and embedded instruction as so many articles you have received. For the motor skills listed on the left, give at least two examples of activities in which the skills might be functionally taught corresponding to each of the age groups on the right. For ages 3-18, use at least one classroom activity example.

Motor Skill

a. Pulling grasped items toward self
b. reach and touch an item
c. walking in a walker:
d. transferring from wheelchair to another seat

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

Communication Final

2006-12-06T07:03:08Z

Hi Everyone!

Does anyone know what she is looking for on question #5 on the communication final?

Choose two instructional strategies to use in teaching students to use AAC systems and give a brief description of each (see week 5 or 6 handout).

Maybe i'm missing it, but I have looked through all my handouts and haven't found anything yet.

Thanks
Heather

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 1 reply

Informal Assessment

2006-12-06T05:26:18Z

So yeah I am lame and it is due tomorrow...but I can't find any paper that states informal assessment. What is the assignment?

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

pot luck

2006-11-29T10:25:23Z

Group #1 Shannon, Celina, Stephanie
Group #2 Heather, Vanessa, Kasey
Group #3 Nalini, Lesley, Colin

Won't Likes:
Shannon-pork/beef
Stephanie- is a vegetarian
Vanessa- doesn't do mushrooms
Nalini- no pork/beef
Lesley- is a vegetarian
Colin- canned olives & white mushrooms, capers, sheep eyeballs.

Group #1........10/4, 10/25, 11,15, 12/6
Group #2........10/11, 11/1, 11/22
Group #3........10/18, 11/8, 11/29

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

Must rant about my school and another

2006-11-28T08:12:10Z

Hello All,
I had a really bag Inclusion day today. Where else could I post this kind of stuff?

First, at a meeting at the new school for one of my students (the one systematically kicked out of Inclusion and my school). Actual quote, "We actually have two high functioning students included here, but don't tell anyone, we don't want to have an inclusion program at our school."

Second, at our bi-weekly staff meeting in which we were discussing closing our LD SDC and including everyone, "I wish we did not have to have either (SDC od INC). I mean, we have inclusion students in our classes, but what good is it to only have help for some of the day?"

Argh! I am going to find respite at my practicum placement.

Thanks for reading!

Best,
Lesley

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

time delay

2006-11-28T03:06:58Z

Can anyone e-mail me a time delay paper? I still don't get how to graph it and I think I need it for instructional program #4.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

Super secret special sumthin

2006-11-22T05:08:33Z

OK, when we know who all is gonna be on here I have somethin to share but I have been told that we will be told about it in school in an upcoming quarter. The individual who introduced me to it said that our teachers may not necessarily approve of our foreknowledge of its existence. I personally find this to be absurd since whatever tools we find should be permissable.

(It isn't like we're cheatin or somethin, we are utilizing whatever tools we have at our disposal, and I for one do not view anyone here as competition at all, we are comrades, confrere's, compatriots and COLLEAGUES!)

I can't imagine any problems but I shall demonstrate a little discretion and wait maybe thru this week to get a final number of participants in our lil tribe.
It is a free download of a book that shall likely prove to be of immense use to us soon enough. I'll stop teasing since I do not want to set the bar high and not possibly provide enough of a payoff.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 4 replies

So I picked up a new book...

2006-11-22T05:06:03Z

Grabbed this book entitled "Cultivating and Keeping Committed Special Education Teachers". According to some we may be assigned it later in level 2, seems pretty interesting to see things from a principle and district leaders perspectives. Anybody read it? Any opinions? Hope everyone is doing well. Just had a good superviser visit today, I love it when that happens.

Back to homework...

http://www.amazon.com/Cultivating-Keeping-Committed-Education-Teachers/dp/1412908884/ref=ed_oe_p/102-7834718-5144136
(Cultivating and Keeping Committed Special Education Teachers: What Principals and District Leaders Can Do (Paperback)

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

Functional Assessment & Communication Assigment

2006-11-14T20:26:56Z

So here I am trying to weed out all these assignments. I realize I haven't gotten my behavior plan back still, so how can I do the functional assessment without the ABC Data and baseline data? UGH! Also, what assessment strategies are we supposed to be using? The stuff from the communication class?

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

Don't Forget!!

2006-11-14T09:54:44Z

Adaptation Fair for Inclusive Education.
Tuesday, November 14th 2006.
In the Library, Biella room I believe.
RSVP at Jackis office at 510- eight eight five three three three two.
Bring examples of systematic instruction for students in g.e. environments. Adaptations to participate more independently and for peer interaction. Curricular adaptations (all grade levels) + info on commercially available materials as well as materials you & your peers have developed.
See ya there.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

Thank you all so much!

2006-11-13T06:40:24Z

I was feeling so emotionally drained, discombobulated, and sensitive about my experiences in this program, particularly this quarter. To hear my fellow students expressing themselves regarding this quarter made me feel better about my own experiences. It's nice to know I'm not alone.
Good luck everybody. Class was fun this evening!
C.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

Next Quarter...

2006-11-11T04:23:03Z

Has anyone else registered for next quarter? I ran into some problems and had to e-mail Jackie. She said to register for 6671. The other class is 6810 that still lists a TBA. And now that I am registered for the two classes, I only have 5 units? Is that right? I thought we were supposed to have 12.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

DVD players join supplies draining pay of teachers

2006-11-09T07:25:52Z

DISTRICTS STEP UP TO HELP IN COSTLY ELECTRONIC AGE
By Luis Zaragoza
Mercury News
Teachers learn two things early on in their careers: Out-of-pocket spending comes with the job. Don't expect reimbursement.

But as the mushrooming cost of basics such as books and paper join newer expenses related to computers and other electronics, school officials and local education foundations are stepping up efforts to help teachers cope.

In San Jose's East Side Union High School District that means restoring $200 reimbursements to teachers like Wendy Stegeman who shell out their own cash for supplies -- something the district discontinued four years ago when finances were especially tight.

For Stegeman, a special-education teacher at Andrew Hill High in San Jose, it will hardly make a dent, but everything helps. She said she spends anywhere from $1,200 to $2,500 of her own money every year for supplies and supplemental teaching materials.

``The problem is trying to guess what you will need for the year based on previous years and inflation and numbers of kids and estimated death of appliances -- VCRs, TV, lamps, computers, etc.,'' she said.

And that's part of the teachers' dilemma -- their shopping lists now include much more than the crayons, hand soap and wall decorations they have subsidized for ages. Factor in all the newer materials that might fall under the ``supplies'' heading -- DVD players and once-luxuries, now-necessities such as photocopiers and their pricey toner cartridges -- and teachers' noble sacrifices are heading toward crushing burdens.

They can't even deduct those expenses on their taxes anymore.

While well-established foundations in the Los Altos, Cupertino and Palo Alto school districts raise millions of dollars a year to provide schools with money for electronic teaching aids, East Side -- which includes Andrew Hill High -- does not have one -- yet.

East Side Superintendent Bob Nuñez said the district is eager to establish a foundation devoted to the district and to secure partnerships with existing organizations in large part to obtain steady funding for supplies.

While surveys show the approximately 1,000 teachers in the sprawling East Side district spend about $400 a year out of pocket on average -- a figure close to the national average -- the school board moved quickly to resume reimbursements when funds became available, said Nuñez, calling it a gesture acknowledging teachers' contributions.

``When people are asked about what experience they remember most from school, they talk about the teachers whose classrooms made them feel welcome and valued,'' Nuñez said.

``We're thrilled to see the board move on this,'' said Don McKell, president of the teachers' union in East Side.

Even though the individual reimbursements will be modest, the total cost to the district is expected to be about $240,000 -- a small fraction of the district's $200 million budget, but a sum impossible to free up until this year, when election-year politics allowed for more generous state funding across the board for public schools.

The question on teachers' minds is how long the reimbursements will last and whether future allocations made by districts to individual schools will increase to cover ever-rising costs.

When funds don't go far enough, teachers sometimes hold fundraisers. In some communities, PTAs and other organization offer small grants.

The San Jose Education Foundation, spearheaded by Muhammed Chaudhry of the long-established Franklin-McKinley Education Foundation, was launched in June to provide centralized fundraising for districts throughout San Jose. It announced it would offer $500 ``mini grants'' to fund teachers' special projects.

Bill Rice, principal at James Lick High in East Side, said he wishes more discretionary funds were made available to principals well aware that teachers are shouldering an increasingly expensive cost burden.

``In my case, I didn't give it a second thought,'' said Rice, of writing checks without expecting to be paid back during his 27 years as a teacher.

He figures most people would be shocked to learn the extent to which teachers subsidize classroom costs nowadays. Many school-related materials and activities are becoming harder to afford even for schools. If a teacher requests a field trip to San Francisco and its rich cultural offerings, he has to consider that each trip can cost up to $500.

Saying no to teacher requests, he said, ``is awful.''

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

Communication Project Part Two

2006-11-05T15:10:57Z

Hey Everyone,
I missed getting the new assignment on Thursday. Is it a bear?
Hope you had a nice class.
Best,
Lesley

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

ecological assessment B

2006-11-01T06:12:34Z

Anyone else struggling? Suppose I should look at the readings to see if there is instruction on how to do a discrepancy analysis.

Not sure how to use the second form, so I am guessing. Just have no time to redo anything this quarter.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 9 replies

Class on Thursday

2006-10-31T08:50:17Z

Hey everyone,
I wasn't able to make it to class on Thursday (First one i've missed since the start of the program) due to an IEP that last for 2.5 hours. I didn't get to leave my school until 5:45! Could someone please catch me up on what I missed. Assignments for next week...updates on the communication assignment? Anything would be helpful...

Thanks
Heather

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

Was there somebody

2006-10-31T08:41:44Z

I was supposed to scan something for? Can you refresh my memory. I am gone till tomorrow and can do it then.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

Hi there!

2006-10-30T01:39:59Z

I thought we could use this space for planning, plotting, complaining and lovin up on whatever tickles your fancy.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

Here is a list of links from J. Henderson...

2006-10-27T09:32:04Z

www.intellitools.com
www.toolfactory.com
www.prentrom.com
www.dynavoxtech.com
www.attainmentcompany.com
www.zygo-usa.com
www.donjohnston.com
www.inclusivetlc.com
www.ahf-net.com
www.caere.com
www.seeitright.com
www.alphasmart.com
www.nts.dreamwriter.com
www.freedomscientific.com
www.kurzweiledu.com
www.franklin.com
www.lssgroup.com
www.cast.org
www.electricebookpublishing.com
www.aagi.com
www.scansoft.com
www.macspeech.com
www.metroplexvoice.com
www.inspiration.com
www.mayer-johnson.com
www.slatersoftware.com
www.news-2-you.com
and last but not least
www.phonicear.com

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

Time Delay Prompts

2006-10-27T09:00:50Z

Here is an interesting article about time delay prompts vs. prompt hierarchy. Really helpful to me.

http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1286155&blobtype=pdf

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 2 replies

Assignment due dates posted here.

2006-10-24T02:00:27Z

I am going to post our current quarter due dates here.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 6 replies

Here Be Book Recommendations

2006-10-20T07:54:42Z

Any opinions on "A Parent's Guide to Special Education: Insider Advice on How to Navigate the System and Help Your Child Succeed " by Linda Wilmshurst, Alan W. Brue

Popular on amazon
http://www.amazon.com/Parents-Guide-Special-Education-Navigate/dp/0814472834/ref=cm_lm_fullview_prod_2/102-7834718-5144136?ie=UTF8

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 3 replies

September/October 2006 issue of TASH Connections: Volume 5 No. 9/10

2006-10-20T07:28:39Z

Coming Up in the September/October 2006 issue of TASH Connections:

From the Executive Director

Dear TASH Members,

It’s that familiar time of year when students return to their classes, parents, professionals, and advocates roll up their sleeves – and everyone looks forward to the TASH conference to share the field’s rich harvest of labor, learning, and visions for the future!

For decades the TASH conference has been there to sustain us with its warmth and wisdom as the chilly fall winds blow. Lately, as a different kind of chill falls upon public policy and our civil rights movement, those among us with the most significant disabilities are at increasing risk of being left out in the cold. This year’s TASH Conference, scheduled November 8 -11 in Baltimore’s family-friendly Inner Harbor area, is a vital opportunity for all our members and friends to come “home” and support each other, re-energizing for the critical work ahead of us.

As we prepare to join together in Baltimore, I am writing to encourage you to make use of an array of opportunities to learn from your colleagues and help guide the future of TASH. Here are some great opportunities–

Become inspired by keynoters Ann Turnbull of the Beach Center, Ursula and DJ Markey, working for social justice in New Orleans, writer and activist Jonathan Mooney, and 14-year-old student and composer Zach Bryant, who enjoys an inclusive education in his Maryland school.
Greet old friends and welcome first-timers at the opening reception Wednesday, November 8 (sponsored by S.L. Start) from 5:00 – 7:00 PM (also a great time to view the exhibits!) For new members and first time conference attendees, hear about TASH’s rich legacy from co-founder Lou Brown immediately after the reception, and be WOWED, moved, (and entertained!)
Join me and TASH board members and staff at the TASH booth in the exhibit hall. We urge you to share your thoughts about the draft strategic plan and sign up to work on operating committees. Learn how you can make a difference through TASH’s “Campaign to Sustain the Vision”!
For Chapter Leaders (or their representatives!) learn more about effective activism on Chapter Leadership Day, and provide input to chapter development and member services initiatives.
Celebrate winners of the Alice Hayden Award, TASH Media Awards, Legacy Award, and meet other notable leaders, movers and shakers.
Participate in the Annual Membership Meeting on Friday, November 10, and meet the five newly-elected board members. Hear about the state of the organization and plans to further our mission. Immediately following the Membership Meeting, all members are invited to join a conversation with TASH members and board representatives about the changes over the past year.
Join two thought-provoking and informative TASH Town Hall Meetings: Into the Light: Breaking the Cycle of Institutionalization, Aversives, and Restraint is planned for Thursday, November 9 at 5:45 p.m., and Creating a Voice: Equity and Access for People of Color with Disabilities will take place on Friday, November 10 at 5:30 p.m. Both events will bring us together in productive dialogue as we grapple with challenging issues.
Hear how research intersects with advocacy from an exciting panel of speakers Friday afternoon.
Reconvene on Saturday, November 11, for the TASH Member Forum, and share thoughts about “what’s out there” – challenges, trends, opportunities and concerns that impact our mission.
And, as has become a tradition within the TASH network, the gracious and enthusiastic hospitality of our host, Mid-Atlantic TASH, assures many thoughtful touches for our out-of-towners, and a GREAT dance with a DJ on Thursday night!

A feast is being laid by and for the TASH community. As a leader in the field, your support and involvement are vital. You are also in a special position to invite and encourage others to attend, assuring that this conference will be a celebration of the unity and diversity of our movement.

TASH’s members and friends are counting on you. What sets TASH apart – and drives our impact – is a committed and engaged membership united by common values and purpose, and a reputation for making impossible ideas mainstream.

We look forward to seeing you in Baltimore and to “Living the Vision Together”!

There is still time to participate in the discussions about the

TASH Strategic Plan!

The full text of the plan can be downloaded from the TASH web site, TASH Strategic Plan.

Members can comment by:

l Phone – sign up for a call at 2:00 PM Eastern time on one of these days:

October 10 or October 17. Sign up by email to btrader@tash.org, and give the date you want to participate in your subject line.

l Email your suggestions and comments to btrader@tash.org.

l Fax your comments to Barb Trader at 410-828-6706.

PLEASE JOIN US FOR A SPECIAL MEETING OF THE TASH MEMBERSHIP

WHEN: Friday, November 10, 1:30 pm
WHERE: Ballroom III

In accord with the TASH by-laws, over 50 members have requested a special meeting. These members and others have expressed concern over the Board’s decision-making and communication.

TASH has experienced major changes over the past year: the termination of the Executive Director; a drastic reduction in TASH staff; and plans to move the TASH office to the Washington, D.C. area. The special meeting will offer the opportunity for current and former members to express concerns or ask questions about how the Board and leadership make decisions. The general purpose of the special membership meeting is to review past actions and to determine if proper governance and fiduciary responsibilities were upheld by the TASH Executive Board. This is consistent with TASH’s tradition of participatory decision-making and transparency. The special meeting also will be designed to explore constructive solutions for moving the association forward and refocusing on the values on which TASH was founded.

For further information, you can contact John Butterworth
(John.Butterworth@umb.edu), Kathy Gee
(kegee@comcast.net), Cynthia Levine (ce.levine@verizon.net),
or Steve Taylor (staylo01@syr.edu)

The room block at the Sheraton is

SOLD OUT!!!!!!

Don’t fear, though! We anticipated the high demand, and have reserved a limited room block at the Baltimore Marriott Inner Harbor, directly across from the Convention Center. But don’t delay! Rooms at the Marriott also are going quickly; this block is reserved until midnight, Friday, October 6.

Call (800) 228-9290 TODAY to ensure your accommodations for the 2006 TASH Conference!

Click here for a description of topic areas and strands.

Don’t miss the stimulating and informative town hall meetings at this year’s TASH conference!

Into the Light: Breaking the Cycle of Institutionalization, Aversives, and Restraint

Thursday, November 9 ~ 5:45-6:45 p.m.

The use of aversives and restraint flourishes in hidden-away institutional settings, beyond the spotlight of community awareness. The more service providers become dependent on techniques that violate community standards, the easier they often find it to convince legislators, regulators, the courts, and even parents that segregated settings are necessary.

For 31 years TASH has made it a priority to break this dehumanizing cycle; now breaking events are bringing new challenges and opportunities our way. This Town Hall will look at the gathering forces around deinstitutionalization in Maryland and elsewhere, and at how families, self-advocates, and legal advocates in different states are confronting regulatory roadblocks that would legitimize the use of aversives and restraint in schools. Discussion and participation are welcomed as we seek new TASH strategies and courses of action.

Invited presenters and discussants:

v Diane McComb, Deputy Secretary, Maryland Department of Disabilities

v Ollie Cantos, Associate Director on Disabilities, White House Domestic Policy Council

v Vito Albanese

v Billy Albanese

v Ken Mollins, Esq.

v Janette Vance

v Isabelle Zehnder

v Ann Salinski

v Fredda Brown

v Representative of PILCOP (Public Interest Law Center of Philadelphia)

Creating a Voice: Equity and Access for People of Color with Disabilities

Friday, November 10 ~ 5:30-7:30 p.m.

People of color with severe disabilities must contend with the compounding outcomes of disability and racial discrimination. Research findings report a high incidence of intellectual disability, disproportional special education classification, high drop-out rates from school, low post-secondary education and employment, limited access to health care, and other factors contributing to poor quality of life experiences.

This interactive Town Meeting brings together individuals with disabilities, family members, researchers and managers, educators and employers, and policy-makers to review the data, describe best practices, and identify action steps to improve quality of life experiences for people of color with disabilities.

v Wanda Blanchett, Moderator

Presenters and discussants:

v Michael Brown, Arc of Hunterdon County, New Jersey

v Allen Crocker, Children’s Hospital, Institute for Community Inclusion, Boston, MA

v Ralph W. Edwards, Massachusetts Department of Mental Retardation, Boston, MA

v Barbara E. Ransom, Public Interest Law Center of Philadelphia, Philadelphia, PA v Mary Brown, DC Developmental Disability Council, Washington, DC

v Gerrie Hawkins, National Council on Disability, Washington, DC

v Christine Marchand (or representative), Arc of Maryland, Baltimore, MD

v Mary Lou Meccariello, Arc of DC, Washington, DC

v Sabrina Williams, Stop & Shop Stores, Quincy, MA

Thank you to our 2006 conference sponsors!

vABILITY Magazine, http://www.abilitymagazine.com

Conference Partner

vBrookes Publishing, http://www.brookespublishing.com

Education Strand Sponsor

vCal-TASH, http://www.tash.org/chapters/caltash/intro.htm

Family Strand Sponsor

vCenter for Community Inclusion and Disability Studies ~ University of Maine, http://www.ccids.umaine.edu/

Conference Partner

vCenter on Disability and Community Inclusion ~ University of Vermont, http://www.uvm.edu/~cdci/

Multicultural Strand Sponsor

vInstitute on Disability/UCED at the University of New Hampshire, http://www.iod.unh.edu/

Conference Partner

vS.L. Start, http://www.slstart.com/

Gold Level Sponsor

vTotal Living Concept, http://www.totallivingconcept.org

Conference Partner

If you need to attract a talented and diverse audience to your research, publication or assistive technology device, then the annual TASH conference is the one place where you must share your information! TASH’s annual conference reaches a powerful market of attendees who influence the purchase of equipment, products and services for thousands of individuals and organizations around the world. Don’t miss out! Visit our web site, re http://www.tash.org/2006tash/sponsor.htm or call today, 1-800-482-8274 to find out more about exhibit and sponsorship opportunities.

v v v v v

We are in need of conference volunteers!

Looking for an interesting way to meet people at the TASH conference and save a few dollars at the same time? Join our dedicated group of conference volunteers! Donate 7 hours of volunteer time between November 6 and 11 and receive FREE registration!

Contact Priscilla Newton, Volunteer Coordinator, pnewton@tash.org or call 410-828-8274, ext. 102 for more details!

v v v v v

Positive Behavior Support Guide now available!

Working Together: A Guide to Positive Behavior Support For Families and Professionals was developed to provide families and professionals with an overview of PBS and suggestions for working together while creating a support plan. Authored by Sharon Lohrmann and Fredda Brown, the guide is organized into four sections: What is PBS?; Conducting Functional Behavior Assessments; Designing and Implementing Positive Supports; and Evaluating Supports.

Click here http://tash.org/pdf/PBSGuideOrderForm.pdf to order your copy today!

v v v v v

Please feel free to share this electronic preview of TASH Connections with friends and colleagues. Invite them to visit the TASH web site, http://www.tash.org for a look at our expanding list of resources, resolutions and conference updates. As always, they are welcome to contact us at any time by telephone (410-828-8274) or e-mail, info@tash.org, to learn more about TASH membership.

And don’t forget if your friend, family member or colleague becomes a TASH member by October 27, he/she qualifies for discounted conference registration!

Priscilla Newton
Editor
TASH Connections
pnewton@tash.org

v v v v v

Coming soon in the September/October issue of TASH Connections – The Changing Face of Community Supports

Weaving a Common Thread Without Creating a Model for Individual Supports

BY JOE WYKOWSKI and PATTI SCOTT

This year’s community living-focused issue of TASH Connections represents a wide variety of approaches and options concerning how to support individuals with a disability. The issue was developed by inviting several agencies to share their approach to individual supports. We invite you to enjoy the diverse perspectives from organizations with varying years of experience and from different states throughout the country. What each organization shares are common values and a deep commitment to full lives for the citizens they support. Click here for full text of article.

v v v v v

Sharing Lives

BY PAT FRATANGELO

“All men are caught in an inescapable network of mutuality,
tied in a single garment of destiny. Whatever affects one
directly affects all indirectly. I can never be what I ought
to be until you are what you ought to be, and you can
never be what you ought to be until I am what I ought to be.”
Martin Luther King

Living and sharing life together is part of what makes each of us whole. Learning from, and taking care of another person through the triumphs and struggles of life is part of what helps to bind us together as we grow in relationships with one another. Life sharing is a term that is arising in our field, and it is time to begin to realize what this can mean for a person with a disability.

People with disabilities have typically not had the opportunity to choose their home or lifestyle, and often times have been placed into a living arrangement with other people who they do not know, nor do they care to live with. The system has traditionally offered only what was available, with little or no opportunity for another type of arrangement that is “out of the norm.” Click here for full text of article.

v v v v v

If you need your TASH member id number for conference registration or other purposes, please contact the TASH office at 410-828-8274.
TASH Connections Express is sent to all TASH members in conjunction with the publication of our news magazine, TASH Connections. To learn more about TASH, our upcoming conference, and the benefits of membership in TASH, visit our web site at www.tash.org.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

Comment on readings here...

2006-10-20T07:23:39Z

I actually think I like the Snell book now.

posted in *(Moderate-Severe & Mild-Mod)* Inclusion - 0 replies

*(Moderate-Severe & Mild-Mod)* Inclusion's topics - tribe.net

Assignment for Tuesday

Class Checklist

very interesting and ethically murky controversy / Surgery on girl raises ethical questions

New placements!

yyyyYYYYYYYYYAAAAAAAAAAAAYYYYYYYYYYYY!!!!!!!!!!!!!!!

Frustrated with the Pos. Beh. Support Plan?

Number one?

Communication Final

Informal Assessment

pot luck

Must rant about my school and another

time delay

Super secret special sumthin

So I picked up a new book...

Functional Assessment & Communication Assigment

Don't Forget!!

Thank you all so much!

Next Quarter...

DVD players join supplies draining pay of teachers

Communication Project Part Two

ecological assessment B

Class on Thursday

Was there somebody

Hi there!

Here is a list of links from J. Henderson...

Time Delay Prompts

Assignment due dates posted here.

Here Be Book Recommendations

September/October 2006 issue of TASH Connections: Volume 5 No. 9/10

Comment on readings here...

(Moderate-Severe & Mild-Mod) Inclusion's topics - tribe.net