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In this issue...
Real Life, Real Progress for Children with Autism Spectrum Disorders: Strategies for Successful Generalization in Natural Environments edited by Christina Whalen
Combating Violence and Abuse of People with Disabilities: A Call to Action by Nancy M. Fitzsimons Customer Service
E-mail your comments If you have a specific question or an issue you'd like to see us address, please e-mail us. We welcome your comments at any time! |
Postsecondary education is more important than ever for students with disabilities. Studies show that individuals with disabilities who have some postsecondary education are employed at twice the rate of those with only a high school diploma. Fortunately, more resources and legislative support are available than ever before. Take our quiz to see if you can pick the solutions that will help these 6 students make a smooth transition to college.
New webinar series: Learn how to help youth prepare for and succeed in the workplace This fall, TransCen—a nonprofit organization dedicated to improving employment outcomes for people with disabilities—will provide strategies and tools to help you plan work experiences for youth in transition in a new series called The Way to Work. The series will be brought to you in part by Dr. Richard Luecking, the author of The Way to Work: How to Facilitate Work Experiences for Youth in Transition. In the webinars, you will get answers to key questions transition specialists face:
The webinars are $50 apiece or $150 when you register for the whole series.
October is International AAC Awareness Month: Are you aware of these resources? In this Q&A with the authors of Autism Spectrum Disorders and AAC, Pat Mirenda explains how far the use of augmentative and alternative communication has come in just 25 years. For students with autism, Dr. Mirenda explains, "Most of the students were in self-contained classrooms or special schools, and most of them were taught a few manual signs or provided with a few picture symbols, at best. No one was using speech-generating devices with students with autism, and most professionals didn't have much of a vision for what AAC could do for them." "Now," however, she notes, "many of the same students are in general education classrooms and should have access to professionals who understand the power of AAC and try to provide multicomponent systems to students ... right from the beginning of their school careers." Fortunately a growing body of research-based resources is available to guide professionals in the creation of multicomponent systems and effective AAC interventions. If you work with individuals with autism, you might turn to Dr. Mirenda's Autism Spectrum Disorders and AAC. If your focus is language and literacy, consider the guide Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. For solutions to other issues, take a look at the Augmentative Communication News. You can gain a historical perspective of the development of AAC by perusing the entire 20-year archive of ACN, beginning with the first issue in March 1988.
Selected upcoming conferences The Dyslexia Foundation (TDF) Association of University Centers on Disabilities (AUCD) |
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Copyright © 2009 Paul H. Brookes Publishing Co., Inc. All Rights Reserved. To inquire about reprinting material from this newsletter, e-mail rights@brookespublishing.com. |
