Training Teachers to Ensure Achievement and Membership (TTEAM)

Eight things siblings of children with special needs struggle with The advantages to having a brother or sister with special needs include being more empathetic, responsible and resilient. However, these siblings also shoulder tremendous burdens that are not often…

"Inclusion Q & A: 11 Common Questions Answered" is another fantastic post on the Brookes Inclusion Lab blog! http://bit.ly/2iZ9uut

Supreme Court to decide: What level of education do public schools legally owe to students with disabilities? Advocates say it is the most important special-education case in decades.

Have you seen this study?

Does Self-Contained Special Education Deliver on Its Promises? | Think Inclusive In this 2011 research article, Julie Causton (et al) examined the reality and rationale of separate educational placements by highlighting the experienc...

I Can Soar: Angie

Voice-output assistive technology of varying difficulty levels help Angie, a 5-year old with cerebral palsy, participate in class and communicate with her family at home. With the appropriate training, even her older sister can program culturally specific recordings so Angie can use them in conversation. Watch this video to see how.

I Can Soar: Angie Angie is a bright, happy 5-year-old Korean-American girl, who has mild cerebral palsy due to her premature birth. When she began preschool at the age of 3, she was completely nonverbal. Angie’s inability to speak hindered her ability to communicate with her family members, her teachers, and her clas...

I Can Soar: Aaron

Aaron faced “intense technology needs” entering public school, but with the help of assistive technology devices like IntelliKeys, a power wheelchair, and even video game controllers he is able to achieve more independence. Now as an 8th grade student, Aaron writes and races with his teachers at school and plays video games with his siblings at home. Watch this video to see how.

I Can Soar: Aaron Aaron, a 13-year-old boy who loves to have fun and laugh, has multiple disabilities that have interfered with his mobility, vision, fine motor, gross motor, and communication skills. He attends his neighborhood middle school where he uses a wide range of assistive technology that has helped him to r...

I Can Soar: Stacey

See this video to learn how assistive technology helps Stacey bridge differences with peers to build relationships and actively participate in her 6th grade class. She uses an array of devices from hearing aids to a voice amplification system and an Alpha Smart 3000 that are integral pieces in her oral and writing progress.

I Can Soar: Stacey Stacey, an active and energetic girl in the sixth grade, was diagnosed with an educationally significant hearing loss when she was seven years old. Stacey was identified with hearing loss through a screening provided by the school district and was subsequently referred to her pediatrician and an ear...

I Can Soar: Sean

Watch this video to learn how Sean, a high school junior, approaches daily life with a disability. He uses computerized Braille copies and other AT products in school to learn geometry and develop 21st century job skills. Teachers and mentors also discuss their challenges in helping Sean achieve more independence.

I Can Soar: Sean Sean, a junior in high school, is a popular and outgoing teenager. Sean lost his sight at the age of 10, due to retinal blastoma. With the help of assistive technology, Sean is able to participate in regular classes all day long at school, socializes with all of his classmates, and learns and is ass...

Written Essay for TTEAM Application

Applicants for tuition support from TTEAM must submit a short essay with your application materials. We are asking that you choose of four videos posted on the National Center for Technology Innovation's website as a catalyst to describe your interest in developing expertise in the area of low incidence disabilities. As you will see, each video introduces you to a student who is considered a learner with a low incidence disability.

The essay that you write should be 500-words, written with a 12 point Times New Roman font, double-spaced, one-inch margins, and titled, responding to these prompts:

What was the reason for your choice of video?
What did you notice in the video clip?
Why you are interested in becoming a special educator who works with students who have low incidence disabilities.

The next wall postings will describe the videos and provide you with a link to them.

TTEAM Applications Now Being Accepted!!!

We are ready to accept applications for graduate students interested in the January, 2012 start-up of the TTEAM project! In the next series of posts, we will share information about the application process.

Graduate School Admission: If you are not currently a graduate student in Curriculum and Instruction at The University of Montana, you need to begin the application process. A step by step description of the application process can be found on the C & I website.

M.Ed. Admissions - College of Education and Human Sciences - The University Of Montana The Graduate Admissions Committee reviews applications on a rolling admissions basis. For those seeking initial teaching licensure and a graduate degree, we recommend applications arrive by October 1 and March 1 each year. Applicants with incomplete and/or falsified applications will not be consider...