This issue of FACTS is a potpourri of ideas and articles that provides a glimpse of the breadth and depth of our work here at the Center for Community Inclusion and Disability Studies. The diversity of needs of people with disabilities is matched only by the richness of their unique experiences. This installment of FACTS seeks to capture that richness and complexity while highlighting some of the recent projects underway at CCI. This issue contains important information for parents and educators on:
possibilities for transitioning youth to meaningful outcomes after high school,
FACTS is presented by the LEARNS Team.
—Betsy Enright, Coordinator for Children and Youth
—Editors: Kerri Porro, Publications Specialist & Alan Parks, Coordinator of Dissemination & Technology
Young Children and Sensory Integration: Planning for Success
IMAGINE THIS: Turn on the radio, but do not tune it. Leave it on static and fuzz. Turn it up. Ask someone to turn the lights on and off. Strap yourself into a broken chair that is missing a leg and use a table that is off-balance—(you know, the ones in restaurants that make us all so mad).
Field Testing Version 3 of the Screening & Planning Guide for Inclusive Early Care and Education
The Screening and Planning Guide for Inclusive Early Care and Education, Version 3 has been revised to provide community early care and education professionals with the necessary tools to enhance their program’s quality and accessibility for all children, ages birth through five.
New Employment Opportunities and Resources For Transitioning Youth and Educators
It can be disheartening for teachers who have maintained high expectations for their students with significant disabilities when they observe what happens when their students leave school. In far too many instances they watch as their students transition into day programs or sheltered workshops.
Helping Students with Attachment Disorder: A Complex Situation for Families and Teachers
Children who experience early and sustained neglect, physical, emotional, or sexual abuse are likely to experience problems with attachment, or suffer from a series of behaviors known as Attachment Disorder. The onset of Attachment Disorder typically occurs before the age of five but can intensify throughout childhood and adolescence.
Participation in the Maine Educational Assessment (MEA) for Students With Disabilities
State and Federal legislation requires that all Maine students be assessed by a state assessment against the state standards, the Maine Learning Results. Students can participate in the MEA through one of three avenues: standard administration, administration with accommodations, or through an alternate assessment.
Would you like to learn how to design or redesign a unit of study that uses technology to help students achieve Maine’s Learning Results and learn new technology skills, as well as "Tips and Tricks"? Find out how to participate in this FREE summer workshop!
 Return to FACTS Volume 6 #2 |
The Center for Community Inclusion and Disability Studies: Maine's UCEDD |
 Home |
This is an official publication of The University of
Maine
A member of the University of Maine System
Updated: 01/11/2007