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					                NewsLine
                                                                                                            Volume 21, Number 1, Fall 1999




                 The Federation for Children with Special Needs                                           617-236-7210 • 800-331-0688 • www.fcsn.org




Evelyn Hausslein Retires
Evelyn Hausslein, Director of the Federation’s    Before we knew it, we were giving a one-day
Early Intervention Training Center, announced     symposium at Wheelock and later teaching a
her retirement, effective October 1, 1999 –       whole course. That was at a time when parents
coinciding with the tenth anniversary of her      generally did not do presentations. After
arrival at the Federation. Evelyn was also        all we were just parents! We were not her
director of the Federation’s work with            students, nor were we her professional
NECTAS (the National Early Childhood              colleagues, but she encouraged us by creating
Technical Assistance Center). Prior to coming     spaces, places for us.
to the Federation, Evelyn was the Dean of the
Graduate School at Wheelock College.              “In 1989 things changed, Evelyn joined the
                                                  Federation staff. We always knew that Evelyn
At a recent Federation staff meeting,             was a parent, with three children, but largely
                                                                                                                   Evelyn Hausslein
colleague Betsy Anderson paid tribute to          we had known her in a professional context.
Evelyn. The following comments are based          As a staff colleague, we had the wonderful        professional preparation systems. Most
upon Betsy’s presentation:                        opportunity to know her as part of a growing      important, she also brings knowledge, respect,
                                                  and changing family, including her son Tom,       and genuine caring for the people – parents,
“It’s hard for me to remember exactly when I      who has a disability.                             students, professionals – who are committed
first met Evelyn – but it must have been twenty                                                     to children.”
years ago . . . Evelyn took the initiative to     “What Evelyn brought to the Federation was a
encourage Nora Wells and me to write our first    wealth of skills, knowledge, and experience       Evelyn will be missed – but we wish her the
paper on parent-professional collaboration.       with many sectors of the health, education, and   very best in her retirement years.



 Federation Project Update                                                                          CELEBRATE
PROJECT FUNDED TO
PROMOTE FAMILY
INVOLVEMENT IN HEALTH
                                                  at Health Care for All will be important to
                                                  understanding the Massachusetts program and
                                                  ways to incorporate the family perspective.”
                                                                                                    Chapter 766!
                                                                                                    1999 marks the 25th
Family Voices at the Federation has begun a
                                                  Nationally, the project will provide informa-     anniversary of the
national project to evaluate the extent of
                                                  tion and training opportunities to interested     implementation of
family involvement in the design, develop-
                                                  parents of children with special needs to         Chapter 766,
ment, and implementation of the Child Health
                                                  support their participation in state CHIP         Massachusetts
Insurance Program (CHIP) initiative. CHIP is
                                                  planning. In addition, the project will conduct   Special Education
a national program to help states provide
                                                  a survey of Family Voices’ state coordinators     Law. The
health insurance coverage to children and
                                                  to identify parent leaders with state-level       Massachusetts
families who have been unable to get health
                                                  CHIP planning experience.                         Advocacy Center along with
insurance. The new project, funded by the
                                                                                                    the Federation for Children with Special
federal Maternal and Child Health Bureau
                                                  Popper stressed that, “The project welcomes       Needs, the Disability Law Center, and
(MCHB) of the U.S. Department of Health
                                                  any information about parents’ experiences        MASSPAC invite you to join us in a
and Human Services, aims to promote family
                                                  with CHIP. We are particularly eager to           celebration of the successes of this law.
involvement in CHIP in all the states.
                                                  hear from parents interested in becoming a        It’s a perfect time to demonstrate why the
                                                  consumer monitor of the Massachusetts             law is beneficial and worth fighting to pre-
In Massachusetts, the project will work with
                                                  CHIP program.”                                    serve. To do this, we need your help to plan
the Children’s Health Access Coalition
                                                                                                    celebratory activities across the state this fall.
(sponsored by Health Care for All) to increase
                                                  To learn more about CHIP activities in a          Here are some ideas of ways to celebrate:
family representation in state decisionmaking,
                                                  particular state, or for information on how
especially among families of children with
                                                  to become involved, please contact Barbara         • Parent Advisory Councils (PACs)
special needs. According to Barbara Popper,
                                                  Popper at bpopper@fcsn.org or 617-236-7210,          could initiate simple celebrations, such
director of the new project, “Coordination
                                                  ext. 122.
with the Massachusetts Covering Kids project                                                                                  continued on page 6 Ü
2                                                                                                                                                       NewsLine



    Legislative &                                        IEP Pilot Process Begun
    Policy Update                                          in 15 Districts
The Massachusetts Department of Education                  eligibility standard for special education,             education services the next step in the process is
(DOE) has begun a process to completely                    feedback surrounding its use with individual            to develop an IEP. One strength of the new IEP
overhaul the way Individualized Education                  students is being sought.                               form is that it is designed to allow increased
Programs (IEPs) are designed and developed in                                                                      access to the general curriculum for all students.
Massachusetts. School administrators and                   The pilot IEP also allows for an “extended              Effectively navigating this new IEP process will
families in 15 school districts across the state will      evaluation” period of up to eight weeks follow-         require an understanding of the state’s curriculum
participate in piloting, or trying out, the new IEP        ing the initial special education evaluation. This      frameworks. Training will be needed for parents
process this fall. Families in the selected school         extended evaluation is intended to allow for more       and teachers alike. A completed IEP will include
districts will be invited to participate—on a strictly     in-depth and disability-specific testing; it is not a   many of the components of the traditional IEP,
voluntary basis—in the IEP pilot. The pilot                continuation of testing, which should have been         including goals and objectives, a description of
process will continue throughout the fall of 1999.                                                                 the student’s strengths, needs, and learning style.
The Federation has been participating with the
DOE in this process, and will be reviewing                                                                         Perhaps the aspect of the pilot IEP that has raised
issues and concerns that families raise as they                                                                    the most concern is that the Team determines the
participate in the pilot. Feedback from families                                                                   student’s placement type, not the actual placement.
and schools will be the basis for refining and                                                                     The placement type defines the components of
changing the new IEP form and process.                                                                             the setting that will most effectively meet the
Statewide implementation of the new IEP is                                                                         student’s needs, but not the actual location of the
planned for the fall of 2000.                                                                                      program. Once the Team determines the least
                                                                                                                   restrictive environment in which the IEP services
The new IEP being piloted is very different in                                                                     can be effectively delivered (placement type), the
form and content from the IEP currently used                                                                       school administrator is responsible for determin-
in Massachusetts. Such sweeping change in the              completed during the initial evaluation. This           ing the specific location where the student will
process may result in different outcomes for               extended evaluation option is not a part of the         receive those services. Parents will have the right
children. The effects that the new IEP process             current IEP process. It is one of the more              to appeal the proposed placement determination
may have on children is part of what will be               controversial aspects of the IEP process being          if they do not think that it allows their child to
accessed during the pilot process. Concerns                piloted because of its potential for extending the      meet their maximum educational potential.
regarding changes in this process that participating       amount of time an eligible child could go without
parents should be aware of are discussed below.            receiving services. Extended evaluation is not          The Federation is interested in hearing from fami-
                                                           currently noted in federal or state special educa-      lies and advocates that have been involved in the
STEP 1                                                     tion laws. In addition, there is no statement of the    IEP pilot process. The information provided by
The pilot IEP process has three steps. The                 right to an Independent Educational Evaluation          families will be used to guide changes in the
process begins with an evaluation to determine             noted on the pilot IEP form. Parents should be          process before statewide implementation of the
eligibility for special education services. An             aware that right does still exist.                      new process. If you have been involved in the
eligibility flow chart has been designed to walk                                                                   pilot process, please contact Margaret Marotta
the Team through the eligibility process. Because          STEP 2                                                  Smith of the Federation at 800-331-0688 x135 or
this flowchart may potentially change the                  For students found to be eligible for special           msmith@fcsn.org.


        KOTIN , CRABTREE & STRONG , LLP, ATTORNEYS AT LAW
                              One Bowdoin Square Boston, MA 02114-2919
                   Tel: (617) 227-7031 • Fax: (617) 367-2988 • k c s @ k c s l e g a l . c o m
             Providing representation to children and adults with disabilities,
                     their families, and non-profit service providers.
 Kotin, Crabtree & Strong is a general practice law firm, one of whose specialties is in law relating
          to children, including education and child care issues. Areas of practice include:
            • Education and Disability Law                            •   Administrative Proceedings
            • Business Law, including representation of               •   Personal Injury Law
              private schools and programs, child care and            •   Estate Planning
              other organizations.                                    •   Intellectual Property
            • Employment Law                                          •   Real Estate
            • Civil and Criminal Litigation                           •   Taxation
                    Please visit our Web Site at HTTP://KCSLEGAL.COM
Volume 21, Number 1                                                                                                                                 3


From the Executive Director

Fulfilling the Promise
                                                                                                      The theme of this issue of NewsLine is
                                                                                                      “access to the general curriculum” as
                                                                                                      required by IDEA-97. While challenging,
                                                                                                      this requirement allows all students to
                                                                                                      learn to the highest expectations.
                                                   Long discussions took place at “Emily’s” IEP
                                                   Team meeting about whether she should read         We welcome your comments, concerns,
                                                   this book or maybe something else — perhaps        and thoughts about how all students
                                                   something a little easier. Emily’s parents         can benefit from the promise of a high
                                                   wanted her to participate in class discussions.    quality education.
                                                   If she read something else, such participation
                                                   would be impossible. The debate reached a
                                                   pretty intense level. Finally, the head of the
                                                   high school English department entered the        What does Emily’s contribution say about our
                                                   fray. She reviewed Emily’s previous work          assumptions, concerns, and expectations when
                                                   and the learning profile on her IEP, and then     it comes to all students having the opportunity
                                                   talked with her. Her conclusion was that          to participate in the general curriculum and to
                                                   Emily could participate with the appropriate      be part of the learning community of the
                                                   accommodations.                                   school? IDEA-97 calls for all students to have
                                                                                                     a chance, to learn what the other students learn,
                                                   The special education department was a bit        and to demonstrate their knowledge.
                                                   unsure. They had never had a student with
                                                   mental retardation participate in this manner.    Finally the opportunity to fully participate in
                                                   What if Emily couldn’t keep up? What if the       and contribute to the authentic learning mission
    “Trudi was born in Germany during              other students became impatient? What if the      of the school community is becoming a reality
    World War I. She was a zwerg or a              English teacher protested? The expectations       for students with disabilities.
    dwarf. She was very small. Trudi’s             seemed too high, and the risk too great.
    mother was sad because she was not
    like other babies. This made Trudi             Yet, the parents and the Team pushed ahead.
    sad, too.                                      The head teacher assured them that if it became
                                                   too much, another course of action
    When Trudi was a little girl the other         could be followed.
    kids teased her and made fun of her.
    This made Trudi angry and also lonely.         Emily could not read the entire novel
    She wanted more than anything to be            without assistance, but she read as
    tall and to feel that she belonged.            much as she could. Her teachers and
                                                   her parents helped her by reading
    One day Trudi met Pia, the animal              sections to her and by outlining some
    trainer in the circus. Pia was a zwerg,        of the chapters. The special education
    like Trudi, but she was beautiful and          teacher assisted Emily by pre-teach-
    brave and no one made fun of her.              ing each lesson one day in advance.
    Trudi wanted to be just like Pia.              Then, when Emily had questions
                                                   or comments that she wanted to
    When Trudi grew up, she was strong             contribute to the discussion, together
    and courageous. During World War II,           they wrote them on index cards, and
    she helped her Jewish friends by hiding        Emily took them with her to the next
    them in her home so they would not be          class. She also “read” the books-on-
    arrested by the Nazis.                         tape version of the novel.

    At the end of the story, Trudi thought         The summary above was part of the
    about what Pia had said to her a long          report Emily shared with the class
    time ago — that Trudi belonged in her          about what she learned from the
    home town. Finally, Trudi felt she             book. Her analysis was unique. She
    belonged. She knew that even though            focused almost entirely upon the
    people she loved died, she could keep          struggle of the heroine of the novel to
    them always with her, in her heart.”           find her place in the world, to truly
                                                   belong. In fact, there was hardly a
Stones from the River by Ursula Hegi is on the     dry eye in the room—students and
Oprah Book Club book list. Required reading        teachers alike—only hushed silence
in one Massachusetts 9th-grade English class, it   when she concluded her report.
is a complicated story with very mature themes.    “Trudi finally knew she belonged!”
4                                                                                                                                                                   NewsLine




                                        Ask Eileen
                                        Empowerment Through Information
                                                  by Eileen Souza,
                                                  Federation Information Specialist

This column highlights questions that                       have to follow them. The exceptions are:                      generating much confusion this academic year.
Eileen and the other Federation Information                                                                               For now, schools are using the old IEP forms
Specialists are most frequently asked.                        • Discipline procedures for students                        anticipating that the new IEPs will be ready
                                                                with special needs (Section 338),                         next fall. The Massachusetts Department of
Dear Eileen,                                                 • Development of IEP/Required                                Education is moving quickly to roll out a new
Are the current Chapter 766 regulations                         elements of the IEP (Section 322 & 112),                  IEP based on the Federal IDEA Regulations.
still in effect, and do schools have to                         and                                                       Both of these issues are discussed in depth in
follow them?                                                 • Requirements of three-year program                         other articles of this NewsLine.
                                                                plans for special education (Section 501).
Your question is certainly a popular one and                                                                              For a discussion of the new IEP form and
speaks to an issue which has caused tremendous              The Massachusetts Board of Education voted                    process being piloted by the Department of
confusion among parents across the state. The               to rescind these three sections of Chapter 766                Education, see “IEP Pilot Process Begun in 15
answer is simple: yes, the current Chapter 766              regulations at its June meeting. In particular,               Districts” on page 2. To read more about the
regulations are in effect for the 1999-2000 school          rescinding Sections 322 and 112 that have to                  proposed changes to Chapter 766, see “State
year, with a few exceptions, and yes, schools do            do with the development of the IEP is                         Continues Push to Change Chapter 766” below.



    State Continues Push to Change Chapter 766
Major changes to Chapter 766, Massachusetts                 School districts cannot implement any of the                  provide programs which ensure a child’s “maxi-
special education law, will be made this year,              proposed changes this school year. Eligibility                mum possible development in the least restrictive
according to state lawmakers and policymakers.              criteria, timelines, class-size requirements,                 environment.” Legislation has been filed which
Special education reform has been on the front-             independent evaluation rights, placement                      would repeal the state’s higher standard of MFB
burner for a long time. For many months, pro-               decisions, the IEP form2, and the maximum                     and would adopt in its place the lower federal
posals to drastically change special education law          feasible benefit standard remain fully in effect.             standard.3 The proposed legislation would
and practice have been pending before the state             The only significant exception pertains to the                require schools to provide an “appropriate and
legislature and the Massachusetts Board of                  discipline rights of children with special needs,             adequate” education.
Education. Most of the final votes, however, have           since schools must now abide by federal rather
been delayed until the 1999-2000 school year.               than state requirements.                                      Parents and advocates have raised concerns about
This is in large part due to the fact that decision-                                                                      the serious harm to children with special needs if
makers heard from so many concerned parents                 If you are aware of instances where schools have              schools are permitted to adopt the lower federal
about the harmful impact of many of the                     tried to implement the proposed changes and/or                standard. Many parents believe that schools will
proposals and decided it was important to first             reduce services, you can call the Disability Law              assume that the lower standard gives them
conduct a formal study1 of the issues.                      Center at 800-872-9992, which is monitoring                   permission to reduce services, thus making the
                                                            current practice.                                             existing struggles parents and their children must
The Joint Education Committee of the legislature                                                                          face even harder. At the same time, data demon-
plans to hold a hearing this fall, and the state            What major changes to the                                     strates that the MFB standard is not the cause of
Board of Education plans a final vote on Ch.766             Ch.766 law have the Massachusetts                             increasing special education costs. Rather, costs
regulations in March. Information about specific            legislature proposed?                                         are due primarily to an increase in the number of
dates of the hearing and votes will be disseminat-          • Repeal of the “maximum feasible benefit”                    young children with severe disabilities due to
ed as soon as details are known. An explanation             standard. The current standard for quality of                 advances in medical technology, deinstitutional-
of the proposed changes follows.                            services that Massachusetts special education law             ization, and high poverty levels.
                                                            requires is “maximum feasible benefit” (MFB).
Are any changes to Ch.766 effective                         This MFB standard requires schools to provide                 • Reduction of independent evaluation rights.
this school year (1999-2000)?                               children with special needs an equal opportunity              Massachusetts law requires school districts to
Ch.766 remains the law in Massachusetts, and                to reach their full potential. Districts must                 pay for an independent evaluation if the parents
schools must continue to comply with the long-              2. There have been no changes to the law regarding how        disagree with the results of the school district test-
standing special education law and regulations.             placement decisions are made. Although the Board deleted      ing. Although independent evaluations are used
                                                            some state regulations regarding IEP content, this does not   infrequently by parents, the information can be
1. As NewsLine goes to print, the legislature has not       affect IEPs this year. Districts should continue to use the
yet selected the organization to conduct the study of       DOE-approved IEP form, except in those few schools            3. The lower federal standard requires schools to provide
“maximum feasible benefit.”                                 where the state is piloting a new proposed IEP form.          a free appropriate public education, or FAPE.
Volume 21, Number 1                                                                                                                                                          5



 Push to Change Chapter 766, continued                                                                                 What can you do?
                                                                                                                       The following suggestions can help you get
invaluable when trying to determine how to meet                 than half a school year before receiving               more information or share your views on
the needs of a particular child with special needs.             services.                                              these proposed changes to Ch.766:
The pending proposals would allow schools to
                                                                                                                       1. Write or call your state senator and repre-
take parents to due process hearings to prove that           • Reductions in transportation rights
                                                                                                                       sentative and let them know what you think
their testing is appropriate or allow parents to use           and protections, such as reductions in
                                                                                                                       about the proposed changes. Address: [Your
a sliding-fee scale to pay for the evaluations.                required in-service training on carrying
                                                                                                                       legislator’s name] State House, Boston, MA
The sliding-fee scale may not cover all low- and               children, equipment inspections, and pro-
                                                                                                                       02133. Telephone: 617-722-2000. If you are
middle-income families.                                        visions to allow students who use wheel-
                                                                                                                       not sure who your legislators are, call the
                                                               chairs to remain in their wheelchair while
                                                                                                                       Elections Department at 617-727-2828; they
• Change to state funding of special education.                in transit. The revised proposed regula-
                                                                                                                       will give you the name, phone number, and
Massachusetts special education costs are                      tions require these protections “as appro-
                                                                                                                       room number.
consistent with the rest of the nation, but our state          priate” and in a much less prescriptive
funding is not. In Massachusetts, the state pays               manner than do the current regulations.                 2. Have a letter-writing event at your next
for less than a quarter of special education costs.                                                                    PAC meeting. Readers interested in receiving
The vast majority of these costs are paid for by             • Elimination of parents’ and teachers’                   materials to help with this process may call
local school districts. Nationally, states, on                 right to participate in decisions                       617-357-8431, ext. 234.
average, pay for more than half of the special                 regarding a student’s specific placement.
education expenses.                                                                                                    3. If you have time, you can set up a meeting
                                                             • Elimination of the Parent Advisory                      with your state representative and senator;
Proposals are pending to provide $60 million in                Councils (PAC) requirement.                             invite them to visit your schools. Legislators
state funds to help local schools pay for the cost                                                                     rely on constituents to keep them informed
of educating students with more severe disabili-             • Substantial weakening of parents’ rights                about the issues. They can learn a lot about
ties. Other proposals would provide much less                  to independent evaluations by limiting                  the benefit of special education from your
state funding. Costs are increasing around the                 independent evaluations at school                       personal experiences.
country due to the increasing numbers of children              expense to families eligible for free
with severe disabilities. Many believe it is time              and reduced-cost lunch. For other                       4. Set up a meeting to discuss special educa-
for the state to pay its fair share of these costs.            families, the school may refuse to pay                  tion reform with your PAC, community
                                                               for independent evaluations and initiate                members, or any other group. Call Johanne
• Other proposals. The special education bills                 a hearing to show that the school                       Pino at Massachusetts Advocacy Center,
filed are long and comprehensive and address                   evaluation is appropriate.                              617-357-8431, ext. 234 to request a speaker
many other issues such as teacher training, special                                                                    for your meeting.
education eligibility, pre-referral, state monitoring        • Elimination of reference to the
                                                                                                                       Call Massachusetts Advocacy Center,
of local districts, and Medicaid reimbursement to              “maximum feasible benefit” standard.
                                                                                                                       617-357-8431, ext. 234, if you would like to
schools.
                                                                                                                       receive an information packet regarding
                                                             • Significant tightening of eligibility
                                                                                                                       proposed changes to Ch.766, or if you
What major changes to the Ch.766                               criteria raise serious concerns that the
                                                                                                                       would like to be placed on the mailing list.
regulations have the Massachusetts                             proposed eligibility requirements would
                                                                                                                       The Federation web page (www.fcsn.org)
Board of Education proposed?                                   deny services to children with disabilities,
                                                               in violation of state law.                              will provide regular updates as well.
 • Extended timelines for IEP development.
   Extended timelines could result in undue                   This article was prepared by the Massachusetts Advocacy Center and the Federation for Children with Special
   delays, such that a child could wait more                  Needs. Readers are invited to reprint this article with attribution given to those organizations and to NewsLine.


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 EARS                                                  Digital Auditory Aerobics
 (Please call EARS for onsite                                      Nov. 18–28, 1999 Lowell, MA
  therapy for 6 and more)                               Dec. 23, 1999 – Jan. 02, 2000 Lowell, MA

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        •   Autism, Pervasive Developmental Disorder
        •   Speech/Language Dysfunction, Cognitive Impairment
        •   Learning Disability, Dyslexia
        •   Vestibular Processing Dysfunction, CAPD
        •   Hyperacute or Hypoacute Sensitive Hearing
        •   Attention Deficit Disorder (with or without hyperactivity)
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6                                                                                                                                               NewsLine




NewsLine                                                                                                  Ford and Ferre
                                                                                                          Receive Freedom
news in brief                                                                                             Award
                                                                                                          This summer, President Clinton presented the
                                                                                                          Medal of Freedom to several prominent
MRC Announces                                       Nationwide                                            Americans. Among the recipients were two
                                                                                                          people who have played a major role in the rev-

State College Tuition                               Eligibility for                                       olution occurring during the last quarter of this
                                                                                                          century on behalf of people with disabilities.


Waiver                                              RIDE users                                            One recipient, former President Gerald Ford,
                                                                                                          signed into law the comprehensive federal
The Massachusetts Rehabilitation                    Thanks to the ADA (49 CFR, Part 37), eligible         special education act in November 1975.
Commission (MRC) recently announced                 “RIDE” users in Massachusetts are considered          This law, now called IDEA (Individuals with
that the Board of Higher Education has              “ADA Paratransit Eligible” in every state that        Disabilities Education Act), has transformed the
approved a tuition waiver at all state              has such a service. To register as a guest for the    lives of millions of children with disabilities, as
colleges, universities, and community               paratransit service in another state, riders will     they have gone to school with their brothers and
colleges for clients of the MRC and the             need to contact the appropriate transit authority     sisters and neighbors and moved into productive
Massachusetts Commission for the Blind.             there. The MBTA will certify your eligibility by      lives as adults.
For more information, contact MRC at                forwarding a “Certificate of Paratransit
617-204-3868 or toll-free at 800-245-6543.          Eligibility” to the appropriate agency.               Another honoree, Sister M. Isolina Ferre,
                                                                                                          pioneered a program of community employment



CELEBRATE
                                                                                                          for young people with disabilities. Over 20
                                                                                                          years ago, before terms like “supported employ-
                                                                                                          ment” even existed, Sister Ferre was running a
                                                                                                          program in Ponce, Puerto Rico, that has served


Chapter 766!
                                                                                                          as a model for community-based vocational
                                                                                                          programs in the states and many other countries.



continued from pg. 1                                                           Here is our chance to celebrate. Get behind this opportunity now! We look
                                                                               forward to hearing from you about your thoughts and/or plans. If you need
    as a party with a 25th anniversary cake, or award ceremonies               information, assistance, or have suggestions or ideas, please contact Martha
    for graduates of Ch. 766 programs, teachers, and/or                        Joseph at MAC at (617) 357-8431 ext. 228. Thanks for your participation!
    administrators who have made a difference in the lives
    of children with special needs.

• The celebrations can be aired on local cable TV shows, visi-
  ble to the larger community, to focus on the successes of
  special education programs for all children and for your
  community. You can invite your state representatives, media,
  local teachers’ union, administrators, school committee
  members, etc.

• The celebrations should be simple, easy to do, and support
  your community efforts.

• Massachusetts Advocacy Center can supply sample award
  certificates, invitations, press releases, flyers, or
  connections with other PACs for ideas.

• We are hoping to get “Celebrate Ch. 766” buttons and
  bumper stickers printed for distribution in your community.

• We are planning a final statewide event in Boston with a
  huge Chapter 766 birthday party. The date is not set yet, but
  we will keep you posted.
Volume 21, Number 1                                                                                                                                7




                                           Curriculum and Instruction:
                                           Key Strategies to Promote
                                           Equity and Excellence
                                            This article is excerpted from the PEER Fact Sheet, “Curriculum and Instruction” by Cheryl




    C
                                            M. Jorgensen, Ph.D. The PEER Fact Sheet has been approved by the U.S. Department of
                   urriculum and            Education, Office of Special Education Programs. PEER (Parents Engaged in Education
                   instruction can          Reform) is a project of the Federation. Funding for the publication was provided by the Office
                   be designed to           of Special Education Programs, U.S. Department of Education through grant #H029K50208.
    make sure that students with
    disabilities have meaningful                      child’s curriculum and IEP goals and
    opportunities to achieve the high                 objectives are based on the general curricu-
    academic standards established for all            lum and standards. Research has shown
    children. Instead of beginning with a             that regular education classrooms can use
    separate curriculum for students with             instructional methods that enable students
    disabilities, educators can design lessons        with all types of disabilities to participate
    based on the general education curriculum         and excel in the general curriculum.
    and standards. “Right from the start”
    instruction can be planned to ensure that
    the general curriculum is accessible and
    challenging for a diverse group of students.      How can parents advocate to
    In this article, the author uses the following    restructure curriculum and
    definitions:
                                                      instruction for their child?                      teacher whose teaching style is suited
                                                                                                        to your child. Remember that one
    Curriculum is the content or subject              1. Learn about the general curriculum             regular education teacher, under
    matter — the ideas, skills, and concepts             and standards for your child;                  certain circumstances, must be a
    that students are taught in a particular             request copies of the curriculum and           member of the Team.
    subject area, such as math or language arts.         standards for your child’s grade.
    Curriculum describes what students learn.            Begin with the general curriculum            5. Make sure that the IEP team
                                                         offered to all students as the basis for        includes in the IEP the modifications
    Instruction describes the teaching methods           writing your child’s IEP goals and              and supports your child needs to
    and learning activities that a teacher uses to       objectives.                                     participate fully and make progress in
    present the curriculum. A teacher has many                                                           the general curriculum, as required
    different ways to teach students a given          2. Ask the school to arrange for a                 by IDEA. Examples of modifications
    topic or unit. Instruction describes how             complete assessment of your child’s             are: personalizing the way students
    educators teach the curriculum.                      learning strengths and weaknesses,              show what they know (e.g., multiple
                                                         including a description of the kinds            choice instead of essay); providing
                                                         of learning activities and teaching             assistive technology, such as an
    What does the law say?                               styles that will promote success.               augmentative communication
    The Individuals with Disabilities Education          Request a reading assessment from               system; individualizing the amount
    Act (IDEA) provides that all children                a qualified teacher.                            of work required; or assigning a
    with disabilities be appropriately involved                                                          report instead of an oral presentation.
    in and progress in the general education          3. Ask the IEP team to ensure that                 The IEP should also specify the
    curriculum and that to the maximum extent            specific learning conditions, such as           supports and services school personnel
    appropriate, children with disabilities must         participation in cooperative learning           will need to teach your child effec-
    be educated with their nondisabled peers.            groups, are incorporated into the               tively, and the learning environment
    The law presumes that children with                  short-term objectives or benchmarks.            your child needs to progress in the
    disabilities can learn in regular classrooms                                                         general curriculum.
    with their nondisabled peers. The                 4. Choose teachers whose teaching
    Individualized Education Program (IEP)               styles best match your child’s needs.        6. Make sure your child’s IEP addresses
    must include an explanation of the extent,           You might interview or observe                  how s/he will participate in statewide
    if any, to which a child will not be educated        teachers to identify an appropriate             or districtwide assessments, and lists
    with his/her nondisabled peers. Generally,           match, or enlist the help of an                 necessary accommodations, as
    regardless of the educational setting, the           administrator to assign your child to a         required by IDEA.
8                                                                                                                                                  NewsLine




                                             Currículo e Instrucción:
                                             Estrategias Claves para Promocionar
                                             Equidad y Excelencia
                                               Este artículo fue tomado del Boletín Informativo de PEER, "Currículo e Instrucción" por Cheryl M.



    E
                                               Jorgensen, Ph.D. El Boletín Informativo de PEER ha sido aprobado por la Oficina de Programas
                  l currículo y la             de Educación Especial del Departamento de Educación de los Estados Unidos. PEER (Padres
                  instrucción puede            Dedicados a la Reforma Educacional) es un proyecto de la Federación. Los fondos para la
                  ser diseñada para            publicación fueron provistos por la Oficina de Programas de Educación Especial del Departamento
    asegurarse que los estudiantes con         de Educación a través de subvención #H029K50208.
    discapacidades tengan opurtu-
    nidades significativas para alcanzar
    altas normas académicas establecidas para            recibi la educación, el currículo del niño y las
    todos los niños. En lugar de empezar con un          metas y objetivos del IEP son basados en el
    currículo separado para los alumnos con              currículo general y las normas. Las investiga-
    discapacidades, los educadores pueden desar-         ciones han demostrado que que los salones de
    rollar lecciones basándose en el currículo de        educación regular pueden usar métodos de
    educación general que refleja las normas.            instrucción que les facilite a los alumnos con
    “Desde el comienzo” las instrucciones pueden         todos tipos de discapacidades de participar y
    ser planeadas para asegurar que el currículo         sobresalir en el currículo general.
    general sea acesible y sea un reto para un grupo
    diverso de alumnos. En este artículo, el autor
    usa las siguientes definiciones:                     ¿Cómo pueden los padres abogar
    Currículo es el contenido o las materias—las
                                                         para reestructurar el currículo                        maestros para identificar la pareja apropi-
    ideas, habilidades, y conceptos que se les           y la instrucción de sus niños/as?                      ada o pídale al administrador que asigne
    enseña a los alumnos en áreas particulares de la                                                            su niño/a a un maestro que tenga un estilo
    materia, como matemática, o artes del lenguaje.      1. Aprenda acerca del currículo general y              de enseñanza que se acomode a su niño/a.
                                                            normas para su niño/a. Pida copias del
    El currículo describe lo que los
    alumnos aprenden.                                       currículo y las normas para el grado de su       5. Asegúrese que el Equipo del IEP incluya
                                                            niño/a. Empiece con el currículo                    en el IEP las modificaciones y apoyos
    Instrucción describe los métodos de enseñanza           general que se ofrece a todos los                   que su niño necesita para participar y pro-
    y actividades de aprendizaje que el maestro             estudiantes como la base para escribir las          gresar en el currículo general como lo
                                                            metas y objetivos del IEP de su niño/a.             requiere IDEA. Ejemplos de modifica-
    utiliza para presentar el currículo. Un maestro
    tiene muchas maneras diferentes de enseñar a                                                                ciones son: personalizar la manera que
    los estudiantes un tema. La instrucción describe     2. Pídale a la escuela que ordene una                  los alumnos demuestran lo que saben,
    como los educadores enseñan el currículo.               completa evaluación de las fortalezas y             (por ejemplo, preguntas de selección
                                                            debilidades de aprendizaje de su niño,              múltiple en lugar de un ensayo); la pro-
                                                            incluyendo una descripción de los tipos             visión de tecnología asistencial como el
                                                            de actividades de aprendizaje y estilos de          sistema de comunicación aumentativo;
    ¿Qué dice la ley?                                       enseñanza que promocionarán éxito.                  individualizar la cantidad de trabajo
    El Acta para la Educación de Indivíduos con             Pida una evaluación de lectura de un                requerido; o asignar un reporte escrito en
    Discapacidades (IDEA) provee que todos los              maestro calificado.                                 lugar de una presentación oral. El IEP
    niños con discapacidad estén apropiadamente                                                                 debe especificar los servicios y apoyos
    envueltos y progresen en el currículo general        3. Pídale al equipo del IEP que se asegure             que el personal escolar necesitará para
    y que estén educándose con sus compañeros sin           que las condiciones específicas de apren-           enseñarle eféctivamente a su niño y el
    discapacidad en la extensión máxima apropia-            dizaje, como la participación en grupos             tipo de ambiente de aprendizaje que su
    da. La ley presume que los niños con dis-               de aprendizaje cooperativos se incor-               niño necesita para progresar en el
    capacidades pueden aprender en salones regu-            poren en los objetivos de corto plazo o             currículo general.
    lares con sus compañeros sin discapacidades.            los puntos de referencia.
    El Programa Educativo Individualizado (IEP)                                                              6. Asegúrese que el IEP de su niño describa
    tiene que incluir una explicación de hasta que       4. Seleccione maestros que tengan un                   como el/ella participará en evaluaciones
    grado (si hay alguno) el niño no va a estar             estilo de enseñanza que se ajuste con las           del estado y distrito, con una lista de
    educandose con sus compañeros sin discapaci-            necesidades de su niño/a. Usted también             acomodaciónes necesarias, como lo
    dades. En general, a pesar del lugar donde              podría considerar entrevistar u observar            requiere IDEA.
Volume 21, Number 1                                                                                                                                       9




                                            Currículo e Instrução:
                                            Estratégias para Promover
                                            Igualdade e Excelência
                                                Este artigo foi extraído do PEER Fact Sheet (Folha Fato PEER), “Currículo e Instrução” de Cheryl



  O               currículo e
                  instrução podem
                  ser estruturados de
  forma que estudantes portadores
  de necessidades especiais possam
                                                M. Jorgensen, Ph.D. O PEER Fact Sheet foi aprovado pelo Departamento de Educação dos Estados
                                                Unidos, setor de Programas Especiais de Educação. PEER, Parents Engaged in Education Reform
                                                ou Pais Empenhados na Reforma Educacional, é um projeto da Federação. Recursos para a publi-
                                                cação foram obtidos através do setor de Programas Especiais de Educação, do Departamento de
                                                Educação dos Estados Unidos através da concessão #H029K50208.

  ter oportunidades significativas                    Plan) precisa incluir uma explicação sobre a          referências que possam medir o progresso.
  para conseguir obter os altos padrões acadêmi-      extensão, se existir, de como uma criança não
  cos estabelecidos para todas as crianças. Em        será educada com seus colegas normais.              4. Escolha professores cujos estilos de
  vez de começarem com um currículo separado          Geralmente, independentemente do cenário               ensino sejam os mais adequados para as
  para estudantes com deficiências, educadores        educacional, tanto o currículo da criança quan-        necessidades de seu filho. Você deve
  podem criar lições baseadas no currículo geral      to as metas e objetivos do IEP são baseados no         entrevistar ou observar professores para
  de educação e normas. A instrução “desde o          currículo e normas gerais de ensino. Pesquisas         indentificar aquele que pareça ser o mel-
  começo” pode ser planejada para assegurar           mostram que salas de aula comuns podem usar            hor e deve também pedir a ajuda de uma
  que o currículo geral seja ao mesmo tempo           métodos de instrução que possibilitem a alunos         adminstrador para que coloque o seu filho
  acessível e estimulante para um grupo diversi-      com todos os tipos de habilidades a partici-           ou filha na sala de aula de um professor
  ficado de estudantes. Neste artigo, a autora usa    parem e obterem sucesso no currículo geral.            ou professora cujo estilo combine com o
  as seguintes definições:                                                                                   dele ou dela. Lembre-se que um professor

  O Currículo é o conteúdo ou assunto da              Como os pais podem defender a                          de educação regular, sob certas circun-
                                                                                                             stâncias, tem que ser membro do “Team.”
  matéria—as idéias, habilidades e conceitos que
  se ensina aos estudantes numa determinada
                                                      reestruturação do currículo e
                                                                                                          5. Certifique-se de que o time do IEP
  área, assim como em matemática ou                   métodos de instrução para seus                         vai incluir, no IEP, as modificações e
  linguagem. O currículo descreve o que os
  estudantes aprendem.                                filhos?                                                suportes que sua criança necessita para
                                                                                                             participar integralmente e obter progresso
                                                       1. Informe-se sobre o currículo geral e               dentro do currículo geral, como exige o
  A Instrução descreve os métodos educacionais            padrões para os seus filhos; obtenha               IDEA. Exemplos de modificações são:
  e atividades para aprendizagem desenvolvidas            cópias do currículo geral e métodos                personalização da maneira como estu-
  pelo professor na apresentação do currículo.            específicos para o ano escolar de seu filho        dantes mostram o que sabem ( por exem-
  Um professor tem muitas maneiras diferentes             ou filha. Comece com o currículo geral             plo, múltipla escolha, em vez de respostas
  de ensinar a seus estudantes sobre um                   oferecido a todos os estudantes como a             em redação); oferecimento de tecnologia
  determinado tópico ou área de estudos. A                base para escrever as metas e objetivos            de apoio, tal como um sistema conhecido
  instrução descreve como educadores ensinam              do IEP.                                            como “augmentative communication
  o currículo.                                                                                               system;” individualização da quantidade
                                                       2. Peça à escola para organizar uma                   de tarefas exigidas; ou ainda, o pedido de
  O que diz a lei?                                        avaliação completa que determine os
                                                          pontos fortes e fracos do estilo de
                                                                                                             um relatório ou trabalho escolar no lugar
                                                                                                             de uma apresentação oral. O IEP deve
  A regulamentação denominada IDEA                        aprendizagem de seu filho, incluindo               também espeficar os suportes e serviços
  (Individuals with Disabilities Education Act)           uma descrição dos tipos de artividades e
  exige que todas as crianças portadoras de                                                                  que os profissionais de ensino vão precis-
                                                          estilos de ensino que poderão promover             ar para ensinar à sua criança de maneira
  necessidade especial estejam adequadamente              mais sucesso. Peça a um professor                  eficaz, e o ambiente de ensino de que a
  envolvidas e demonstrem progresso no                    qualificado para que faça uma avaliação            sua criança precisa para progredir no
  currículo geral de educação, e que, da maneira          específica sobre o nível de leitura.               currículo geral.
  mais adequada possível, tais crianças sejam
  instruídas nas mesmas salas de aula que seus         3. Peça ao time do IEP para exigir que as
  colegas normais. A lei presume que criancas                                                             6. Certifique-se de que o IEP de sua
                                                          condições de aprendizado, como por                 criança vai especificar que ela vai
  portadoras de necessidades especiais podem              exemplo a participação em grupos de                participar de avaliações ou testes
  aprender nas mesmas salas de aula, junto com            cooperação de ensino, sejam incorpo-               estaduais ou locais e que faça uma lista
  seus colegas normais. O Plano de Educação               radas dentro das metas a curto prazo,
  Individualizado (IEP: Individualized Education                                                             geral com as mudanças necessárias,
                                                          assim como sejam especificadas as                  conforme é exigido pelo IDEA.
10                                                                                                                                                       NewsLine



 Building a Future Requires                                                                                 course(s) of study and be integrated into
                                                                                                            the IEP.




 Vision, Planning
                                                                                                         At age 16, or younger if appropriate, the
                                                                                                         school should begin to include transition
                                                                                                         services in a wide range of areas. “Transition
                                                                                                         services” means a coordinated set of activities
                                                                                                         designed to promote movement from school to
                              What are my dreams and visions for the            such post-school activities as, for example, college, employment,
                              future? What about middle and high                vocational training, and independent living. Transition services the
                              school? What will I be doing after high           school should provide may include, but are not limited to: instruction,
                              school? What do I want to be doing and            community experiences, the development of employment and other
                              where will I live as an adult?                    post-school living objectives, and when appropriate, the acquisition of
                                                                                daily-living skills and vocational assessment.
                              Finding possible answers to these questions
                              and choosing among them are important             The statements of transition needs and services, which are the basis of
                              endeavors for all students. For students          a transition plan, identify what students need to experience, learn, and
                              with disabilities, envisioning possible           know to be prepared for a meaningful and rewarding adult life. For
                              futures and choosing among them require           the eight years from ages 14 to 22, the statements of transition needs
                              complex considerations and careful plan-          and services are a formal, required part of the IEP. As one grows
                              ning. Plans and choices made during the           and develops, so does one's vision for the future. As priorities,
                              school years are critical to a student’s later    preferences, and dreams emerge and evolve, IEP/ITPs should be
                              success in life. Yet, all too often, what is      updated annually to reflect new priorities among the many
                              learned in high school does not support           components of an effective transition plan.
                              students’ visions for their future.
                                                                                The Federation for Children with Special Needs, in collaboration
                              Terri McLaughlin, Federation Transition           with the Massachusetts Department of Education, is presenting
                              Specialist, encourages parents to work with       transition workshops during the 1999-2000 school year in a
                              schools to develop meaningful transition          community near you. These comprehensive workshops will guide
                              plans for their youth with disabilities. She      parents and professionals as they develop IEPs with transition
                              compares developing a good transition plan        services for students with disabilities.
                              to creating a structure or building a home:
                              “You begin each process by dreaming. With         See page 13 or check out our website at www.fcsn.org to see an
                              the help of a good architect, a blueprint is      updated list of training workshops, and mark your calendar now!
                              developed, showing how the structure will         For more information, contact Terri McLaughlin at the Federation’s
                              reflect the lifestyle of the inhabitants. Next,   Boston office; 617-236-7210 or 800-331-0688, ext.185.
                              you need a builder to ensure that each piece
                              of the building process happens in the right


                                                                                   SSI Rule Changes at 18
                              order and on schedule. Individual effort and
                              expertise and the careful collaboration of
                              many committed people result in a structure
                              that truly reflects the owner’s vision.”
                                                                                   Another important consideration in transition is the student’s
                              McLaughlin concludes, “Transition                    status concerning Supplemental Security Income (SSI). When a
                              planning is a collaborative process that is          student turns 18, the following changes to eligibility rules apply:
                              ongoing, student-driven, and outcome-
                              based. Like a home, the outcome of a good            For new applicants:
                              transition plan is also a dwelling place, one         • Once students turn 18, their financial eligibility is no
                              made up of a collection of life experiences             longer based on family resources, but is based solely on
                              that reflect a person’s hopes and dreams and            the student’s income, resources, and living situation (even
                              that empowers the person to live them.”                 if the student continues to live at home).

Legal Requirements for Transition                                                  For students who have been eligible for SSI and
As long as a student is eligible for special education services, federal and       must go through redetermination:
state laws require that transition needs and services be addressed in the           • There must be a severe impairment that limits the ability
student’s IEP. At age 14 years or younger, IEPs must contain a “statement             to do basic work activity.
of the transition service needs of the student.” Parents and students can           • The individual must be currently disabled (determined by
use this requirement as an opportunity to begin developing a transition               whether they are working and earning over $700 a month).
plan with school personnel. In fact, from age 14 on, the IEP meeting is
often referred to as an IEP/ITP (for Individual Transition Plan) meeting.          For more information, check out ruralinstitute.umt.edu/rises or call Maria
This IEP statement should begin with a vision of the future the student            Christina Vlassidis, Institute for Community Inclusion, at 617-355-4673.
desires. The service needs identified should focus on the student’s
Volume 21, Number 1                                                                                                                                             11




                        Health News
                         from Family Voices
                                                                                                            • SSI for Children
                                                                                                            The Government Accounting Office (GAO)
                                                                                                            issued a report, “SSI Children: Multiple Factors
                                                                                                            Affect Families’ Costs for Disability-Related
                                                                                                            Services” (GAO/HEHS-99, June 28). The
                        at the Federation for Children with Special Needs                                   report shows that SSI cash benefits are used for
                                                                                                            more than disability-related costs, as permitted
                                                                                                            by law, and that SSI eligibility does not “entitle”
Family Voices Updates                               If your parent or family group is interested in         the child to services through programs other than
                                                    participating in a group discussion or would            Medicaid. To order a copy of this report, call
• New Portuguese Materials                          like more information, contact Kathy Cruz at            GAO at 202-512-7000 or access it online at
Family Voices has a brochure in Portuguese!         617-236-7210 ext. 112 or kcruz@fcsn.org.                www.gao.gov/monthly.list/june99/jun9919.htm
It describes the Family Voices organization,
history, principles, and goals. If you would like
                                                    • Kids as Self-Advocates (KASA)                         • Patient Travel
a copy or for more information, contact Sandy
Blanes at 617-236-7210 ext. 144 or                  KASA is a new Family Voices project that                Call the National Patient Air Transport
sblanes@fcsn.org. Don't forget, other               encourages youth with special health care               Helpline (NPATH) at 800-296-1217 for
publications in Portuguese are available            needs to become leaders and advocates for               information about coordination of transporta-
at the Federation.                                  themselves and others with disabilities or              tion or free transportation to research studies
                                                    chronic conditions. For more information,               and treatment sites. NPATH coordinates the
                                                    contact Julie Keys in the Family Voices                 Air Care System, a national network of charita-
• Bright Futures Family-to-Family Raising           Chicago office at 312-222-2980 or e-mail at             ble air transportation resources, combining the
  Healthy Children                                  FamilyVoices_Jkeys@msn.com.                             resources of the corporate aviation sector,
Raising healthy children is important, reward-                                                              commercial airline sector, and private aviation
ing, hard work. Families have told us that what                                                             sector. The mission of this alliance is to ensure
is sometimes missing is information about the       National News                                           that no financially needy patient is denied
variety of ways to reach health goals, with         • Family Survey                                         access to distant specialized medical evalua-
options that are doable and that reflect their                                                              tion, diagnosis, treatment, and on-going care.
circumstances and their cultural and personal       State reports on data from the Family Survey,
                                                                                                            The helpline provides access to information
preferences. We are coordinating parent             “Your Voice Counts! The Health Care
                                                                                                            about all kinds of transportation assistance
discussion groups in Massachusetts to share         Experiences of Children with Special Health
                                                                                                            from individual flights to large-scale programs.
and collect resources, strategies, and ideas of     Care Needs,” are almost ready to be distrib-
interest to parents on such topics as:              uted. Each of the 20 states participating in the
                                                    survey will receive a report summarizing
                                                    family responses to survey questions as well
 • reminding children to brush their teeth,
                                                    as charts summarizing the responses from the
 • getting your child to wear a bike                national data. Massachusetts is one of these            is a national grassroots organization of
   helmet, and                                      20 states. Reports are now at the printer.              families and friends speaking on behalf of
 • other areas related to health, social            Check the Family Voices website,                        children with special health care needs.
   skills, family relationships, and                www.familyvoices.org, or call Family                    The Federation is one of the founding members
   community.                                       Voices at the Federation’s Boston office for            of Family Voices and conducts Family Voices
                                                    information on how to order a report.                   projects from the Federation office in Boston.

                                                                                                       Head Start’s 5th National Research Conference

       Representing Children with Special Needs                                                        DEVELOPMENTAL AND CONTEXTUAL
                                                                                                           DEVELOPMENTAL AND
                                                                                                          TRANSITIONS OF CHILDREN
                                                                                                        CONTEXTUAL TRANSITIONS
                                                                                                               AND FAMILIES
                                                                                                            Implications AND FAMILIES
                                                                                                         OF CHILDREN for Research,
                    ADVOCATE                                                                                     Implications for Research,
                                                                                                                           Policy,
                                                                                                                    Policy, and Practice
                                                                                                                        and Practice
                          Robert Augustine                                                                           June 28 - July 1, 2000
                     259 Rama Street, Taunton, MA 02780                                                     Hyatt Regency Washington on Capitol Hill,
                                                                                                                       Washington, D.C.
                                                                                                       Registration information will be available at
   email: C766Advoc@aol.com                                      voice: 508-880-6573                   www.acf.dhhs.gov/programs/hsrc on January 15, 2000.
                                                                                                       For questions about registration, contact Bethany Chirico,
   web: http://firms.findlaw.com/advocate/                         fax: 508-822-8903                   bchirico@eainet.com; 703-821-3090, ext. 233.
                                                                                                       For questions about conference programming, contact
                                                                                                       Dr. Faith Lamb-Parker, flp1@columbia.edu; 212-305-4154.
12                                                                                                                                                                      NewsLine

                                                                          Highlighting information of interest to parents of children under five and
     Early Childhood Corner                                               their professional partners, particularly early intervention service
                                                                          providers. Sponsored by the Federation’s Early Intervention Training Center.



 Upcoming Early Intervention Training Center Workshops
                                            October 1999 – March 2000
 DATE             WORKSHOP                            LOCATION                    DATE                 WORKSHOP                                               LOCATION
 10/21/99         Turning 3                           Dedham                      2/2/00               Turning 3                                              Billerica
 10/26/99         Involving Fathers in                Worcester                   2/3/00               Welcome to EI                                          Boston
                  EI Programming
                                                                                  2/10/00              Service Coordination                                   Springfield
 10/28/99         Home Visiting                       Boston
                                                                                  2/15/00              Welcome Back to EI                                     Worcester
 11/2/99          Welcome to EI                       Springfield
                                                                                  2/17/00              Working with Families                                  Worcester
 11/4/99          Turning 3                           Milford
                                                                                  2/23/00              Play                                                   Worcester
 11/15/99         The Young Child with                Worcester
                  Hearing Impairments                                             2/28/00              The Young Child with                                   Boston
                                                                                                       Hearing Impairments
 11/17/99         Working with Families               Boston
                                                                                  3/3/00               Welcome to EI                                          Worcester
 12/2/99          Welcome Back to EI                  Boston
                                                                                  3/10/00              Turning 3                                              Worcester
 12/9/99          Therapeutic Play                    Sturbridge
                                                                                  3/14/00              IFSP Process                                           Boston
 1/5/00           Welcome to EI                       Worcester
                                                                                  3/17/00              An Uphill Climb:                                       Dedham
 1/12/00          Gathering Information               Boston                                           An Interdisciplinary Approach
                                                                                                       to Working with Parents with
 1/18/00          Home Visiting                       Sturbridge                                       Cognitive Limitations and
 1/20/00          IFSP Process                        Worcester                                        their Children

 1/27/00          Turning 3                           Holyoke                     3/29/00              Home Visiting                                          Worcester

                                       For more information, call Brad Arndt at 617-236-7210 ext. 154.
                   To register, please submit registration form found in the 1999-2000 EITC Training Opportunities Catalog.



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 we serve, it gives you:                     Sponsor                q    $250         Family/Individual        q     $30
     • A Stronger Federation
                                             Name
     • Access to current information
                                             Address
     • Networking opportunities with
       other parents                         City, State, ZIP                                                          Email:
     • Quarterly issues of NewsLine.         Enclosed is my check for $                              Please charge $        q MC q VS
     • A 10% discount on all                 Card #                   exp. date
       Federation publications,
       conferences, and workshops.           Signature
                                                                                                                       All contributions in excess of $4.00 are fully tax deductible.
Volume 21, Number 1                                                                                                                                        13



 Upcoming Federation Workshops                                                                               NewsLine
                                                                                                             Editors:
                                                                                                             Carolyn Romano, Janet Vohs
For more information about any workshops, please     JANUARY 2000                                            Layout & Design:
call the Federation at 800-331-0688.                 1/11, Sharon, 7:00 – 9:00 pm: Basic                     Nummi Nummerdor
Call to find out about Basic Rights workshops in                                                             Advertising:
                                                     1/18, Lowell, (snow date 1/25), 6:30 – 8:30 pm: Basic
Portuguese. Ligue para informação sobre aulas                                                                Brooke Heraty
                                                     1/25, Danvers, 7:00 – 9:00 pm: Transition               Contributors:
iniciando em Português.                                                                                      Brad Arndt, Pat Blake, Sandy Blanes, Kathy
                                                     FEBRUARY 2000                                           Cruz, Catherine Hines, Evelyn Hausslein,
OCTOBER 1999                                         2/17, Bedford, 7:30 – 9:30 pm: IEP                      Artie Higgins, Martha Joseph, Julia Landau,
10/21, Belmont, 7:30 – 9:30 pm: Basic                2/28, Greenfield , 7:00 – 9:00 pm: Transition           Diana Rocha, Barbara Popper, Richard
10/25, Reading, 7:00 – 9:00 pm: Transition                                                                   Robison, Polly Sherman, Margaret Smith,
10/26, North Andover, 7:00 – 9:00 pm: Basic                                                                  Phyllis Sneirson, Eileen Souza, Janet Vohs,
                                                     MARCH 2000                                              Nora Wells, Martha Ziegler
10/26, Braintree, 7:00 – 9:00 pm: Basic              3/9, West Boylston, 7:00 – 9:00 pm: IEP
                                                     3/15, Newton, 7:30 – 9:30 pm: Basic                     NewsLine is a quarterly publication of the
NOVEMBER 1999                                        3/20, Milton, 7:30 – 9:30 pm: Effective                 Federation for Children with Special
11/3, Danvers, 7:00 – 9:00 pm: IEP                                                                           Needs, 1135 Tremont St., Ste. 420
                                                                                   Communication             Boston, MA 02120.
11/3, Springfield, 7:00 – 9:00 pm: Transition        3/28, Stoughton, 7:00 – 9:00 pm: IEP
11/4, Holyoke, 7:00 – 9:00 pm: Basic                                                                         NewsLine is supported in part by a grant
11/5, Lincoln, 9:00 – 11:00 am: Basic                WORKSHOP DESCRIPTIONS                                   from the U.S. Department of Education,
11/9, Wilbraham, 7:00 – 9:00 pm: Basic                                                                       Office of Special Education and
                                                     Basic: Covers basic information about Chapter 766       Rehabilitative Services. The views and
11/9, West Bridgewater, 7:00 – 9:00 pm: Basic        and other state and federal special education laws to
11/9, Bellingham, 7:00 – 9:00 pm: Basic                                                                      opinions herein do not necessarily reflect
                                                     assist parents in the planning, decision-making, and    views or policies of the U.S. Department
11/16, Salem, 6:00 – 8:00 pm: Basic                                                                          of Education, or of the Federation for
                                                     monitoring of their child’s IEP. (Materials available
11/16, Springfield, 7:00 – 9:00 pm: Transition                                                               Children with Special Needs. Ads herein
                                                     in Spanish.)
11/17, Andover, 7:00 – 9:30 pm: IEP                                                                          do not constitute endorsement by the
11/18, Springfield, 7:00 – 9:00 pm: Transition                                                               Federation for products, services, or
                                                     Effective Communication: Offers conflict resolution
11/18, Natick, 7:00 – 9:00 pm: Effective                                                                     organizations.
                                                     and communication skill-building for parents as
                                Communication
                                                     members of the Team.                                    NewsLine contents are copyrighted by the
11/18, West Boylston, 7:00 – 9:00 pm: Basic                                                                  Federation for Children with Special
11/29, Lakeville, 7:00 – 9:00 pm: Basic                                                                      Needs; some material may carry other
                                                     IEP: An in-depth look at the Team process of IEP
                                                     development, with a focus on standards based edu-       copyrights as well (noted where
DECEMBER 1999                                                                                                appropriate). Permission is granted to
                                                     cation for all students.
12/2, Billerica, 6:00 – 8:00 pm: Basic                                                                       quote from us at length, while giving
                                                                                                             credit to NewsLine, a publication of the
12/2, Worcester, 7:00 – 9:00 pm: Basic               Transition: Provides basic information on state and     Federation for Children with Special
12/6, Revere, 6:30 – 8:30 pm: Basic                  federal laws which require that IEPs address goals in   Needs (and original author, if appropriate).
12/7, Stoughton, 7:00 – 9:00 pm: Basic               such areas as competitive employment, independent
12/13, South Weymouth, 7:30 – 9:30 pm: Basic         living, and full integration into other aspects of      NewsLine’s mailing list is occasionally made
12/15, Topsfield, 7:00 – 9:00 pm: Basic                                                                      available to organizations in which we
                                                     community life that will help prepare for adult life.   believe our readers may have interest.
                                                                                                             If you wish your name to be withheld,
                                                                                                             please call or write the Federation’s

 Join Family TIES for your NEXT STEPS!                                                                       Boston office to inform us.

                                                                                                             The Federation for Children with
                                                                                                             Special Needs
Children do not come with instructions to help       Workshops are free, and parents are asked to            Our Mission:
parents meet the challenges of raising a child       commit to attending all three workshops. A              To provide information, support, and
with disabilities. And that is why Family TIES       certificate of completion will be awarded at the        assistance to parents of children with
invites you to join them for NEXT STEPS, an          end of the third workshop. The first series will be     disabilities, their professional partners,
exciting three-part series of skill-building work-   held on Oct. 27, Nov. 10, and Nov. 17, 1999, 7 to       and their communities. We are
                                                                                                             committed to listening to and learning
shops. The series is designed for families whose     9 p.m., at Department of Mental Retardation, 1221
                                                                                                             from families, and encouraging full
children with special needs are either transition-   Main St., So. Weymouth, MA 02190.                       participation in community life by all
ing from early intervention to preschool this                                                                people, especially those with disabilities.
year or are in their first years of grade school.    For more information, call Kathy Lewis,
                                                                                                             Executive Director:
                                                     Family TIES Coordinator, at 781-828-7190.
                                                                                                             Richard J. Robison
The series focuses on organizational skills,                                                                 Board of Directors:
becoming your child’s best advocate and                                                                      Dan Heffernan, President;
supporter, and building community supports.          Family TIES is a statewide information and
                                                                                                             Peter Brennan, Treasurer;
Parents’ strengths and successes are emphasized,     support network for families of children with           Sara Miranda, Clerk
and parents will receive written materials full of   disabilities or chronic illness. It is sponsored        Linda Downer, Jack Foley, Robin Foley,
practical strategies they can use to continue        by the Department of Public Health in                   William Henderson, Anne Howard,
strengthening their skills.                          collaboration with the Federation.                      Deborah Smith-Pressley, Miryam Wiley
14                                                                                                                                              NewsLine



 Federation Catalog
                                              All Kids Count                                                         Inherently Equal
                                              All Kids Count offers parents, parent                                  An Inclusion Action Guide
                                              leaders, professionals, and other                                      for Families and Educators
                                              interested parties guidelines for                                      Inherently Equal is designed to be a
                                              participating in discussions about                                     practical resource for people advocating
                                              policies and practices related to                                      for and working to support the
                                              inclusion of students with disabilities                                successful inclusion of students with
                                              in large-scale assessments.                                            disabilities in general education.
                                              100 pages. 1998. Now $15!                                              31 pages. 1997. $15.00



                          Family Guide to Assistive                                                                     The Parent Manual
                          Technology                                                                                    The Parent Manual outlines
                          This guide is intended to help parents learn more about assistive                             parents’ and children’s rights in
                          technology and how it can help their children. It aids in the                                 special education as guaranteed
                          processes of acquiring assistive technology and provides the                                  by Chapter 766, the Massachusetts
                          tools to advocate for your child’s special technology needs.                                  special education law, and the
                          The Guide includes tips for getting started, ideas about how and                              Individuals with Disabilities
                                                                                                                        Education Act (IDEA), the federal
                          where to look for funding, and contact information for software
                          and equipment.                                                                                special education law.
                          143 pages. 1997. $10.00                                                                       75 pages. 1996. $25.00



                       Federation Tote Bag                                                                              El Manual de Padres
                       Attractive canvas tote featuring                                                                 El Manual de Padres explica sobre
                       Federation name and logo.                                                                        los derechos de los padres y de
                       $10.00                                                                                           los niños en educación especial
                                                                                                                        garantizados por el Capítulo 766,
                                                                                                                        la ley de educación especial de
                          Federation Coffee Mug                                                                         Massachusetts, y La Educación para
                Sturdy ceramic coffee mug in Federation green                                                           Indivíduos con Impedimentos (IDEA),
               with drawing of children on one side, Federation                                                         la ley federal de educación.
                                             logo on the other.
                                                                                                                        100 pages. 1996. $25.00
                                                           $5.00




Federation Order Form                                                                              order by phone (800) 331-0688
Item                                                                                 Quantity                   Price                Total




                         please attach another sheet if you need more room                       Totals
 name
 address
                                                                                                           Prices include shipping. Checks to:
 city, state, zip
                                                                                                          Federation for Children with Special
 enclosed is my check for $
                                                                                                          Needs, 1135 Tremont Street, Ste. 420
 please charge $                                     q mastercard                       q visa                      Boston, MA 02120
 card #                                              exp. date                                            Orders must be pre-paid. Thank you!
 Signature
Volume 21, Number 1                                                                                                                                   15




    Save the Date For...
   Mission: Possible
    Forging Into Our Future
    A Conference for Families of Children
    with Special Needs and the Professionals Who Serve Them
    Traveling Into the New Millennium
    Saturday, March 18, 2000
    8:00 am – 4:15 pm
    World Trade Center, Boston, Massachusetts                                                        Attention Parent
    FEATURING KEYNOTE SPEAKER:
                                                                                                     Advisory Council (PAC)
    Dan Wilkins, “The Nth Degree,” Luckey, Ohio                                                      Leadersspecial education issues often
                                                                                                     Changes around
    Through humor and storytelling, Dan will speak about parents, professionals,                     occur with very little notice. To continue to keep
    and advocates entering the new millennium and clearing the road toward truly                     you and your members well-informed, the
    Inclusive Communities. Combining his experiences as a person with a disability,                  Federation is updating its information on PAC
    a parent, and a human service provider, Dan will talk about “Life, ABILITIES,                    chairpersons. Please call Jodi at 800-331-0688
    and the Pursuit of Happiness.”                                                                   and give her your name, address, phone number,
                                                                                                     school district, and e-mail or fax numbers.
   SPONSORED BY:                                     Para información en español:                    Together we can make a difference!
   Federation for Children with Special Needs        617-236-7210
   Parent Professional Advocacy League (PAL)
                                                     Para informação em português:
   Family TIES
   Massachusetts Families Organizing for Change      617-236-7210                                    Parents Respond to
                                                                                                                   Surveys
                                                                                                     Autism parents of children with autism,
  Thank you to stars and volunteers
                                                                                                     Massachusetts
                                                                                                     PDD, or Asperger syndrome, age birth to 22 years,
                                                                                                     are urged to respond to the survey being circulated
                                                                                                     by the Federation’s Autism project, according to
                           Federation “STARS”                                                        project coordinator Martha Ziegler. She added, “If
     P Dorothea Wolfgram P Rebecca Jerone P May O’Connell P                                          you have received a copy of the survey, please fill
       P Rhea Tavares P Chrissy Contos P Christina Robison P                                         it out and send it back to the Federation. If you
P Sara Popper P Marybeth Susarchick P Suzana Goncalves P Ann Tom P                                   have not yet received a copy, please call or email
                                                                                                     us and we will get it out to you.”
        THANK YOU, MERCI, OBRIGADO, GRACIAS                                                          Surveys have been coming in at a steady pace.
                                                                                                     In order to avoid any violation of confidentiality
The Federation would like to thank the            information to the Federation’s intake system,     with mailing lists, the Autism project sent sealed
volunteers and student interns who have given     assisting with telephone surveys, participating    surveys to 275 local special education administra -
so generously of their time and talents this      at meetings as a parent representative, creating   tors and asked them to send them to parents in
spring and summer. Volunteers and interns         and updating all of the agency forms, photo-       their district.
havecontributed to fulfilling the Federation’s    copying and faxing information, and compiling
mission. Some recent activities and projects      data summary of conference evaluations.            Entry of data from the surveys will begin in
that benefited from assistance of our volun-                                                         October. Findings from the surveys, one for
teers were: preparing and completing two          For information about volunteering at the          parents and one for special education administra-
grant applications, translating materials into    Federation, please contact Pat Blake at            tors, will be used to compile a plan for improving
other languages, assisting the receptionist       617-236-7210, ext. 132 or e-mail:                  services for children with autism spectrum
with answering the busy switchboard, adding       pblake@fcsn.org.                                   disorder and their families.
               Federation for Children with Special Needs                                                                                  Non-Profit
               1135 Tremont Street, Ste. 420                                                                                              U.S. Postage
               Boston, MA 02120
                                                                                                                                             PAID
               617-236-7210 Voice/TDD
               MA Toll Free 800-331-0688                                                                                                 BOSTON, MA
               email: kidinfo@fcsn.org                                                                                                    PERMIT NO.
               web: www.fcsn.org                                                                                                             50539




             Federation for Children



             1974                    1999



               with Special Needs

              25 years of
        Parents Helping Parents



The Federation is 25                                     Help Wanted at the Federation
years old!                                  The Federation is seeking energetic                            2 Family TIES Parent Coordinators, one for the
                                                                                                           Boston Region and one for the Central Region,
Celebrate with us on Friday,                people for the following positions:                            to provide information, referral, and support to
May 12, 2000 at the Royal                                                                                  parents. (20 hours)
Sonesta Hotel in Cambridge.                 Outreach Coordinator to African-American Families
See page 15 for details.                    to coordinate outreach and provide information                 Resume and cover letter to: Polly Sherman,
                                            and training to unserved and underserved families,             Family TIES, Department of Public Health, 109
                                            communities, and the organizations which serve                 Rhode Island Road, Lakeville, MA 02347 or call
MISSION: POSSIBLE                           them across Massachusetts, with an emphasis on
                                            Boston. (30 hours)
                                                                                                           508-947-1231.


Forging Into Our Future                     Outreach Coordinator to Hispanic/Latino Families
                                                                                                           2 Information Specialists/Trainers for Parent
                                                                                                           Training and Information (PTI) project to staff the
A Conference for Families of Children       to coordinate outreach and provide information and             Western Massachusetts and Worcester offices.
with Special Needs and the                  training to unserved and underserved Spanish-speak-            (20 hours each)
                                            ing families, communities, and the organizations
Professionals Who Serve Them                which serve them across Massachusetts. (40 hours)              Transition Specialist/Program Coordinator in
Traveling Into the New Millennium                                                                          western Massachusetts. Transition Initiative
Saturday, March 18, 2000                    Administrative Assistant for statewide parent                  Project is funded by the Massachusetts
8:00 am – 4:15 pm                           involvement/school reform project to provide                   Department of Education. (20 hours)
World Trade Center, Boston                  administrative, secretarial, and clerical support to
See page 15 for details.                    project staff. (40 hours)                                      Send resume and cover letter to Richard J.
                                                                                                           Robison, Executive Director
                                            Administrative Assistant for national school reform
Celebrating 25 years!                       project to provide administrative, secretarial, and
                                            clerical support to project staff. (20 hours)
                                                                                                           Unless otherwise indicated, send resume and cover
                                                                                                           letter to contact person indicated above, Federation
The Federation’s Annual Fall                                                                               for Children with Special Needs, 1135 Tremont St.,
Membership Drive is starting soon.          Resume and cover letter for above positions to                 Ste. 420, Boston, MA 02120. Please indicate the
Your support will enable us to              Carolyn Romano                                                 position(s) for which you are applying.
continue our mission into the
                                                      All positions that are 20 or more hours have generous benefits. Parents are encouraged to apply.
millennium.
                                                                    The Federation is an Equal Opportunity/Affirmative Action Employer.
See page 12 for membership form.                                 Check our website, www.fcsn.org, for these and other job announcements.

				
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