EUGENE, OR: FEB 10, 2020: Cognitopia, a small business focused on research and development of technology to support employment, education, and community living for youth and adults with cognitive disabilities, today announces that The Order of Self-Determination Club of Arlington Public Schools Office of Special Education is the recipient of the first annual James Keating Memorial Self-Determination Award. Continue reading
This past March, Eugene welcomed transition specialists and educators from across the state of Oregon for two days of professional development and networking at the 2019 Oregon Statewide Transition Conference. The theme of this year’s conference was Igniting Partnerships for Student Success, a natural fit for our session on Supporting Seamless Transition Through Technology for Self-Determination and Data Sharing. Continue reading
Cyclic Regression Causes Expensive Turnover, Painful Restarts, and Critical Struggles.
Decrease staff training costs.
Create smoother transitions for clients.
Preserve your investments in human resources.
Have a sustained impact on client quality of life.
You have a clear and special mission to support people with intellectual and developmental disabilities (IDD), promote their independence, and to bring meaningful improvements to their lives. You measure success by how well you can increase their abilities and help them solve daily challenges. That’s why your organization exists, and that’s what builds a smile on your face and warms your heart. You take all the steps needed to design a high-quality program with the service payments available to drive the supports you provide. Continue reading
Individual education planning (IEP) meetings can often be stressful for everyone involved and not feel particularly good for parents and teachers alike. But IEP meetings can be even more painful for students when they are not included and not prepared for what the meeting will involve.
Like many educators, I am a firm believer in having the student involved and engaged in their own IEP meeting and I often get asked about how to best involve students in the meeting planning process. Continue reading
When Morgan Flynn accepted a position as a long-term substitute teacher with Connections, a secondary transition program in Eugene, Oregon, he used the My Life e-portfolio app as a way to rapidly learn the strengths, accommodations, and interests of his students before his first day on the job. Continue reading
Our work on cognitively accessible self-management applications has always relied on a participatory research approach that grounds development in the real-world life experience of individuals with disabilities and those who support them. We are fortunate to have a rich network of students and adults with disabilities, parents, and teachers who drive our iterative development approach by providing design input, using our beta version apps, and telling us how to improve them. Continue reading
In a student’s mind, assessment is synonymous with “testing,” and nothing causes anxiety like the prospect of having to take a test. Most educators realize, however, that effective formative assessment of progress, learning, and educational experiences go way beyond test taking. Measuring student progress over time should include formal and informal assessment procedures and it requires tools that capture the full range of students’ experiences, preferences, and goals. Continue reading
My name is Josh. I’m a special education transition teacher in the Eugene, Oregon 4J school district and work in a program called Connections. Connections is designed to support students as they move from high school to adulthood; we serve students who are 18 to 21 years old who have graduated high school with modified diplomas. Continue reading