“This information is included in our Guide to Parenting in the Digital Age. Click here to see the rest of the guide.
Almost any child that has access to a computer has equal access to the dangers of the Internet. Recent events in the news highlight these dangers. That’s why it is imperative that you be informed on how to protect your children when they’re online.
The following tips are excerpts from 20 Internet Safety Tips for Parents provided by Lynette A. Battaglia, United States Attorney for the District of Maryland:
Internet Safety Tips for Parents:
Become computer literate and be actively involved in your children’s online experiences.
Place computers in high-traffic areas, not a child’s room.
Use screening software.
Read unfamiliar e-mails. Monitor telephone and modem changes. Check out unfamiliar phone numbers and e-mail addresses.
Don’t allow children to spend long periods of time on the computer, especially at night.
Help children understand that online users may not be who they claim to be or who they seem to be. Get to know your children’s Internet friends.
Tell children to report anything they come across online that seems strange or makes them uncomfortable especially if they are ever asked personal questions or invited to personal meetings.
Tell children to report to you suggestive, obscene or threatening e-mail or bulletin board messages. Forward copies to your ISP (Internet Service Provider) and insist they help deal with the problem.
Be concerned if children mention adults you don’t know, become sensitive, or appear to have inappropriate sexual knowledge.
Post the Internet Safety Rules for Kids by your computer.
Internet Safety Rules for Kids:
Never give out personal information, such as your name, address, school name or address, or parents’ or teachers’ names or addresses.
Never create online profiles.
Never visit chat rooms or join an IRC (Internet Relay Chat) without permission.
Never go to private chat rooms or meet online friends in a private online setting.
Never go to new Web sites without permission.
Never respond to rude or offensive e-mail, instant messages or postings.
Never post, send or receive pictures (usually files that end with GI, jpg, jpeg, or tiff).
Never meet online friends in person without a parent present.”
The above information can be found in full at http://www.boystown.org/parenting/guides/Pages/digital-age.aspx
Special thanks to a concerned and very helpful Parent for providing us with this important information.
New Jersey Coalition For Inclusive Education- 15TH ANNUAL SUMMER INCLUSION CONFERENCE
Montclair State University
June 27th and 28th, 2017
Dr. Marilyn Friend
Marilyn Friend, Ph.D., has spent her career as a general education teacher, special education teacher, teacher educator, and staff developer. She is Professor Emerita of Education in the Department of Specialized Education Services at The University of North Carolina at Greensboro, and she is Past President of the Council for Exceptional Children (CEC), the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.
Dr. Friend has consulted with school professionals nationally and internationally (more than 3000 presentations and projects in the United States, Canada, Europe, and Asia) as they collaborate to educate their students, assisting them to form productive and efficient work teams, to learn the best ways to manage awkward or adversarial conversations, and to communicate effectively with parents
Her particular areas of interest include skills for collaboration, co-teaching, inclusive school practices, team building, shared problem solving, interpersonal communication, conflict and controversy, and home-school communication. She is the author or co-author of three widely used college textbooks on special education: a variety of co-teaching materials for teachers and administrators; more than 50 articles about collaboration, inclusive practices, and co-teaching; and a highly popular video series on co-teaching and other inclusive practices
Dr. Rhonda Bondie
Dr. Rhonda Bondie is an assistant professor of special education at Fordham University in New York City. She began her teaching career as an artist-in-residence and then became a special education teacher. She enjoyed over twenty years as both a teacher and administrator in K-12 urban public schools.Rhonda has been a faculty member at Harvard Graduate School of Education’s Project Zero Classroom for many years, where she has developed expertise in teaching for understanding, making thinking visible, and using protocols to build collaborative learning cultures. Rhonda’s innovative learning strategies have been published in books such as, Making Thinking Visible and Igniting Creativity in Gifted Learners , K-6: Strategies for Every Teacher and on websites such as the National History Education Clearinghouse.
Michelle Lockwood, M.S.
Michelle Lockwood, M.S., NJCIE’s Director of Positive Behavior Support Services, has over 17 years of professional experience working with students and individuals in need of behavioral support in public and private facilities. Prior to moving to New Jersey and joining the staff of NJCIE in 2007, Michelle was a Behavior Specialist and Inclusion Facilitator for the Howard County Public School System in Maryland. At present, she is working in multiple districts throughout New Jersey, providing professional development and support to school staff in developing school-wide, classroom, and individual student positive behavior support systems. Michelle also presents workshops to parent groups and facilitates the development of behavior intervention plans for individual students (elementary and secondary) based upon Functional Behavior Assessments (FBAs).
Breakout sessions will feature 60 Workshops over 2 days including these topics:
Maintaining an Inclusive Setting: Delving into the IEP and the Least Restrictive Environment Portion
Using a Flipped Classroom to provide Special Education and Related Services in an Inclusion Model
“People in Motion” Creating authentic inclusive (non- therapeutic) recreational movement opportunities for your child
Inclusion and the Co-Teaching Classroom: Partnership for Student Success
Community Building for Differentiated Strategies
Successfully Transitioning to a Response to Intervention Framework in NJ
When the World Loses Hope: How Can Teachers Help Students to Keep Pushing Forward?
Easy Individualized Reading Instruction for Struggling Readers
Disabling Oppression in K-12 Curricula: Teaching students to recognize ableism in popular culture
From an I&RS Team to a Problem-Solving Team
Developing Emotional Regulation and Problem Solving Skills in Youth: Social Decision Making Skills an Evidence-Based Model
Best Practices in Developing and Implementing Inclusion Programs in the Public Schools
Project Lead; Training and Consultation Specialist, Person Centered Approaches in Schools and Transition (PCAST), Respectively
New Jersey Tiered Systems of Support (NJTSS)
The development of the Increasing Access to College Project at Montclair State University
Co-teaching Math within A Response to Intervention Framework
Co-teaching Writing in a Data Driven Classroom
Adapting your technology classes to a student with a visual impairment
Strategizing Success for Secondary Co-Teaching
Beyond Rewards and Consequences: Class-Wide Applications of Positive Behavior Support for ALL Students
Been There, Done That, Now What? Developing Behavior Interventions for Students After Class-Wide Ideas Have Failed
Using Google Apps for Education for Universal Design
The Best Google Apps for Education (GAFE) Extensions and Add-Ons for Universal Design
Early Bird Rates until March 1st, 2017:
ONE DAY RATE $115.00
TWO DAY RATE $225.00
After March 1st, 2017:
ONE DAY RATE $150.00
TWO DAY RATE $255.00
*Groups of 10 plus, please contact us
*Parents, self-advocate, and student rate is $100 per day; scholarship and volunteer opportunities are available (we can always use volunteers to help run the conference
Address: NJCIE, 60 Park Place, Suite 601 Newark, NJ 07102
DON’T MISS THIS TERRIFIC OPPORTUNITY TO LEARN MORE ABOUT YOUR CHILD’S LEARNING EXPERIENCE AND ALL THE ADVANTAGES ON OFFER – AT BLOOMFIELD MIDDLE SCHOOL!
Our friends at GRASE, (Glen Ridge Association for Special Education) have graciously extended a very special opportunity to Bloomfield SEPAC Members to see the film, “Life, Animated.” on April 26, 2017 at 7 P.M. in the Ridgewood Avenue Auditorium, 235 Ridgewood Avenue, Glen Ridge, NJ.
Based upon the book by Ron Susskind, “Life, Animated” tells the story of a man who learns how he can communicate and speak with his autistic son. Please CLICK THE LINK IN THE FLYER BELOW to view the Trailer for the movie.
Many thanks to The Glen Ridge Association for Special Education (GRASE) for their very kind invitation!
“There are few better feelings than arriving at your chosen hotel for your vacation and sinking back into your bed, blissful and ready to relax. But for those on the autism spectrum, travelling is rarely calm — and more often than not, a source of stress.
That’s one of the reasons why Cathy Lomond, owner of Hotel Port Aux Basques in Port Aux Basques, Nfld., decided to create a space where those with autism disorder spectrum (ADS) can feel at rest.
“In 2013, a retired Special Ed/Resource teacher, Joan Chaisson, and April Billard, a parent of two autistic children, formed an organization called Autism Involves Me (AIM) here,” explains Lomond in an email interview with The Huffington Post Canada. “Some members of the organization discussed how difficult it was to travel with autistic children. Joan approached me and I immediately jumped at working with the group to see what we needed to do to become an autism-friendly hotel.”
Lomond’s sister, who has Down Syndrome, was a student of Chaisson’s when she was a child, and she believes that helped influence her decision to create a space that’s accessible to more people.
“My sister is now 51 years old and has always been a part of society,” Lomond writes. “Both my parents were very involved years ago with getting support for special need children. So, I guess I was reared up in an environment of the rewards of being involved with special needs individuals.”
Accommodations for those with ADS in the hotel include pictures secured to the wall in guest rooms, as well as hiding items like coffee makers using child-proof safety locks on dresser drawers (those with ASD can be sensitive to everyday sounds and textures, according to Autism Spectrum Australia). Additional door safety chains were also put in place out of reach of the children, as wandering is a common behaviour for people with autism.
The lounge at Hotel Port Aux Basques for children with ASD.
The hotel features a special lounge with a brightly painted mural, a swing, a climbing wall and a sensory boat to help engage children with autism in a comfortable environment. There’s also a kids’ menu available with pictures of the food items, which can help foster independence for children who may have trouble speaking.
Staff were also trained to better work with those with ASD. “I wanted my staff to be able to help the customers travelling with an autistic person to understand the needs,” explains Lomond.
According to the Children’s Hospital of Philadelphia’s Center for Autism Research, autism-friendly design can include anything from carpeted rooms (so as to reduce excessive sound) to dimmable lights (to give options for a variety of people on the spectrum). For children, the hospital also notes the importance of spaces like Hotel Port aux Basque’s lounge, an area kids can explore on their own while parents can watch safely from a distance.
Lomond notes there are other activities available in the community for those with autism, particularly at the nearby Bruce II Sports Centre, where everything from swimming classes to preschool gyms can accommodate people with ASD, mostly thanks to the work of AIM and the tightknit community.
“I hope eventually that I can help other accommodations to see the benefits of being autistic friendly.”
“We live in a small town where there is so much support for the AIM organization,” writes Lomond. “Such as, the mural [in the lounge] was painted by [local artist] Alex LeRiche. I hope eventually that I can help other accommodations to see the benefits of being autistic friendly.”
Since keeping routine is noted as one of the most important ways to soothe people with ASD, and travel tends to be anything but routine, other services have begun offering autism-specific options on the road.
The Vancouver airport, for example, launched the I CAN Fly program, which identifies passengers on the autism spectrum and helps facilitate smoother processing through customs and security screenings.
Amusement park Canada’s Wonderland in Vaughan, Ont., meanwhile, offers a Boarding Pass Program, which allows those with mobility restrictions or ASD to better determine waiting times for rides, as well as which attractions they can comfortably enjoy.
“With Autism Spectrum Disorder, every individual is so different,” says Lomond. “It can be challenging travelling with any special needs persons, but if there is a way that I can make that stay better for the parents and the person with autism, then I want to advocate doing it.”