SNApps4Kids or Special Needs Apps for Kids is a community of parents, therapists, doctors and teachers who share information about how they are using popular mobile devices like the iPad, iTouch and iPhone with children who have special needs. These Apps allow children and adults with disabilities to communication, learn new skills and have fun. Browse through the site to find Apps categorized by device type, skill (color recognition, manual dexterity, decision making) or broad category such as math or reading.
The World Health Organization (WHO) and the World Bank just released the World Report on Disability which found that approximately 15% of the world’s population lives with some form of disability, of whom 2-4% experience significant difficulties in functioning. The report contains topic-specific chapters on health; rehabilitation; assistance and support; enabling environments; education; and employment. Within each chapter, there is a discussion of the barriers confronted, and case studies showing how countries have succeeded in addressing these by promoting good practice. This report updates previous WHO data from the 1970′s that found disability prevalence rates to be 10%.
The report is available in English, French, Spanish, Russian, Arabic, and Chinese as well as accessible formats and DAISY from the WHO’s report landing page.
Read the Press Release for a summary of information contained in the report.
The IDEA stresses the importance of participation of students with disabilities in the general curriculum. (read more about IDEA in the Education Section) and more and more children with disabilities are placed in the general education classroom and are taught by general education teachers. This can be problematic for some teachers who do not feel prepared to teach these children.
The American Association of Colleges for Teacher Education and the National Center on Learning Disabilities recently published a policy brief, "Preparing General Education Teachers to Improve Outcomes for Students With Disabilities" that articulates a vision of effective preparation for general education teachers to improve outcomes for students with disabilities. The brief outlines challenges, promising practices and recommendations to improve the success of children with disabilities.
Late Preterm Infants, those born between 34 0/7 weeks and 36 6/7 weeks, often appear outwardly similar to and are treated like full term infants. However, research has shown that they often have some of the same medical issues as early preterm infants, including feeding issues, breathing issues and developmental delays.
In an effort to create a better system of care for the late preterm infant, the Oklahoma Infant Alliance has created a toolkit for health care providers and families, so both can have a better understanding of the unique needs and issues of the Late Preterm Infant. For more information or to order full copies of the toolkit visit the Oklahoma Infant Alliance.
Leaders from the Autistic Self Advocacy Network, the National Youth Leadership Network, Self-Advocates Becoming Empowered, and other allies came together for a Community Living Summit to provide the Centers for Medicare and Medicaid Services (CMS) with a definition of community that captures the most vital elements of community life for people with disabilities. The summit proceedings and interviews addressed three specific questions:
- What are three things that determine that a place or residential program is not part of the community?
- What are three things that determine that a place or program where a person gets residential services is truly in the community?
- What does Community Living really mean?
The results of these conversations were published in the document, Keeping the Promise: Self Advocates Defining the Meaning of Community Living