Black history monthFebruary greetings from the Center for Parent Information and Resources—the CPIR. We are proud to serve as the central source of information and connection for the Parent Center network!

Here’s the latest Buzz to take you through this busy month of February and, hopefully, into spring!

IN THIS ISSUE

 
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Inside the CPIR’s Library of Resources

We’re working hard to pair our web-based Resource Library with an easy-to-use and powerful search feature. It’s coming soon! When it does, we’ll need your feedback on how well it works to help you find relevant resources quickly. Stay tuned!

Until then… check out these Resources! All are focused on helping youth with disabilities plan for transition to adulthood.

iTransition: It’s all about me!
iTransition is a free, online transition curriculum to help students who are deaf or hard of hearing prepare for life after high school. There are three separate trainings with activities to help students learn about themselves, their career goals, and the skills they need to be successful in the future.

Education and training connections.
This resource page connects IEP teams with organizations and articles that can help youth with disabilities and other IEP team members discuss what type of education or occupational training students might pursue after finishing high school.

Transición a la vida adulta.
This resource page connects Spanish-speaking youth (and their families and service providers) with information in Spanish about the transition process, their rights under federal law, the systems of help that are available, postsecondary education, and the world of work.

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New NICHCY Modules on Transition from Part C

We are very pleased to let you know that two new training modules are now available for your use with families, staff, and others! Subject? Transition from Part C to Part B and other programs or services. Producer? NICHCY, as part of its training curriculum on the 2011 Part C regulations.

Module 8 | The Transition Process and Lead Agency Notification.
This module provides an overview of the transition process that’s required for toddlers with disabilities in early intervention, as they near their 3rd birthdays. The module also looks in detail at when the lead agency is required to notify a child’s LEA and SEA of a child’s potential eligibility for Part B services.

Module 9 | Development of the Transition Plan.
All toddlers with disabilities in early intervention need a transition plan in their IFSPs as they approach their 3rd birthdays and their transition from early intervention services. Module 9 examines what’s required, who develops the transition plan, what should be included in that plan, and by when.

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2nd Edition of the OSEP Translation Glossary

The Glossary of Spanish Translations of Common IDEA Terms.
Hot off the press, the 2nd edition of the OSEP Glossary includes over 400 terms related to IDEA Parts B and C. These terms were selected by experienced translators from Parent Centers who work with families with children with disabilities representing the majority of Spanish-speaking cultures in Latin America and Spain. Courtesy of the Statewide Parent Advocacy Network and Region 1 PTAC, use the glossary online or download your copy today!

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Resources You Can Share with Families

Parent guide to getting good care for their child.
When a child is struggling, or his behavior worries his family, it can be hard for parents to know whether they need to reach out to a professional. And if they do seek help, what kind of professional is right for their child? This guide from the Child Mind Institute takes parents through the steps to finding the best professional (or team) to treat their child.

Which autism interventions work best?
A new federally-funded review of thousands of studies finds that there are more than two dozen autism interventions worthy of being called “evidence-based.”

Common accommodations and modifications for students with LD.
There are many ways teachers can help children with learning and attention issues succeed in school. Here are some common accommodations and modifications that parents can discuss with the school as possible options for their child.

Sensory processing FAQ.
Children with sensory processing issues experience too much or too little stimulation through their senses. This FAQ describes sensory processing issues and discusses their symptoms, evaluation, and treatment.

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Resources Just for Parent Centers

This section of the CPIR’s newsletter focuses on the many priority areas that Parent Centers have, with a special emphasis on the 14 topics that OSEP has identified as important for Parent Centers and the CPIR to address.

Priority | Improving Early Learning Outcomes.
Visit none other than the U.S. Department of Education, for starters. This landing page will connect you with such a multitude of information and resources on early learning, you’ll be amazed.

Priority | Best Practices in Family-Centered Services.
This article, Collaborative Helping: A Practice Framework for Family-Centered Services, offers a framework for collaborative family-centered practice that can reinvigorate work with families who have not responded to more traditional approaches. Collaborative Helping is grounded in family-centered principles that include: striving for cultural curiosity, believing in resourcefulness, working in partnership, and greater accountability to the clients serves. Also available in Spanish.

Priority | The Use of Technology in Service Provision.
Using everyday technology to improve nonprofit services | According to this research report, many nonprofits can use technology to improve the ways they serve constituents. Such solutions don’t necessarily require a significant investment or in-depth planning process. The data revealed four core elements common to organizations who used technology to successfully innovate program delivery.

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Logo of the Center for Center for Parent Information and ResourcesThe CPIR hopes that you’ve found useful and relevant resources listed in this month’s Buzz from the Hub. Please feel free to write to the editor, Lisa Küpper, at lkupper@fhi360.org to suggest the types of resources you’d like to see in the future. CPIR’s listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Our very best to you,

Debra, Elaine, Lisa, and Myriam
The CPIR Team

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Publication of this eNewsletter is made possible through Cooperative Agreement H328R130014 between OSEP and the Statewide Parent Advocacy Network (SPAN). The contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by the Center for Parent Information and Resources.