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
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
INVOLVEMENT IN HEALTH
at Health Care for All will be important to
understanding the Massachusetts program and
ways to incorporate the family perspective.”
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 firstname.lastname@example.org or 617-236-7210, could initiate simple celebrations, such
director of the new project, “Coordination
with the Massachusetts Covering Kids project continued on page 6 Ü
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 email@example.com.
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!”
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-
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
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.
Auditory Integration Training
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
For Children & Adults with:
• 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)
• Asperger’s, Fragile X, Down Syndrome, Rett’s
• Dyspraxia, Hyperlexia, Tourettes, Bipolar & Depression
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NewsLine Ford and Ferre
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
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
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
• 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
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
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.
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.
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
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.
Building a Future Requires course(s) of study and be integrated into
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
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 firstname.lastname@example.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
email@example.com. 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
TRANSITIONS OF CHILDREN
Implications AND FAMILIES
OF CHILDREN for Research,
ADVOCATE Implications for Research,
Policy, and Practice
Robert Augustine June 28 - July 1, 2000
259 Rama Street, Taunton, MA 02780 Hyatt Regency Washington on Capitol Hill,
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 firstname.lastname@example.org; 703-821-3090, ext. 233.
For questions about conference programming, contact
Dr. Faith Lamb-Parker, email@example.com; 212-305-4154.
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
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
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.
* * * JOIN THE FEDERATION TODAY * * *
Become a Member!
I want to join the Federation for Children with Special Needs. Please make checks payable to:
Enclosed are my membership dues. Please send me the Federation for Children with Special Needs, 1135
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The Federation would like to take
this opportunity to thank all of our Please enroll me in the following Federation membership(s):
members for their invaluable support.
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we serve, it gives you: Sponsor q $250 Family/Individual q $30
• A Stronger Federation
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other parents City, State, ZIP Email:
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• A 10% discount on all Card # exp. date
conferences, and workshops. Signature
All contributions in excess of $4.00 are fully tax deductible.
Volume 21, Number 1 13
Upcoming Federation Workshops NewsLine
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
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
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
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,
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
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
Federation Order Form order by phone (800) 331-0688
Item Quantity Price Total
please attach another sheet if you need more room Totals
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!
Volume 21, Number 1 15
Save the Date For...
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
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:
Massachusetts Families Organizing for Change 617-236-7210 Parents Respond to
Autism parents of children with autism,
Thank you to stars and volunteers
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 firstname.lastname@example.org. disorder and their families.
Federation for Children with Special Needs Non-Profit
1135 Tremont Street, Ste. 420 U.S. Postage
Boston, MA 02120
MA Toll Free 800-331-0688 BOSTON, MA
email: email@example.com PERMIT NO.
web: www.fcsn.org 50539
Federation for Children
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)
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.
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.