pacesetter fall 05 - pacer center · final regulations for part b (all children with disabilities)...

1Visit www.pacer.org PACESETTER – FALL 2005

ACESETTERA news magazine of PACER Center, Inc. by and for parents of children and young adults with disabilities

Fall 2005 • Vol. 28, Issue 3

PAssistant Secretary Hager visits PACER Center

Parents, advocates await IDEA regulations

John Hager, assistantsecretary of theOffice of SpecialEducation and Reha-bilitative Services(OSERS) at the U.S.Department of Educa-tion visited PACERCenter on July 11, metwith staff members,toured the building, andobserved several PACERprojects.

OSERS oversees theeducation of children withdisabilities, the rehabilitation of adultswith disabilities, and research to helpindividuals with disabilities.

Discussions at PACER touched onvarious issues—from how to placeinformation in the hands of parents of

children with disabilities, to pendingIndividuals with Disabilities EducationAct (IDEA 2004) regulations.

“John’s visit was an honor forPACER and a wonderful occasion forhim to see a parent center in action,”

said Paula F. Goldberg,PACER’s executivedirector. “We weredelighted at the oppor-tunity for open discus-sion about how ParentTraining and InformationCenters, CommunityParent Resource Centers,and the Department canwork together to helpchildren with all disabilitiesand their families fromacross the nation.”

Among its 33 projects,PACER is the National TechnicalAssistance Center for the TechnicalAssistance Alliance for Parent Cen-ters, which provides information,training, and other resources to the 100parent centers across the nation.

By Patricia BillFinal regulations for Part B (all children with disabilities)

of the Individuals with Disabilities Education Act (IDEA), asamended in 2004, are expected by Dec. 1, according to theU.S. Department of Education. The public comment periodended Sept. 6.

IDEA is the federal law that provides a free, appropriatepublic education for children with disabilities. Regulationsinterpret and clarify the law.

During the public comments, parents of children withdisabilities and advocates raised several concerns thatthey said could affect children. The concerns included ■ Proposing to change the language of some standing

IDEA regulations that were unaffected by 2004 amend-ments to the law

■ Finalizing Part B regulations before integrating Part Cregulations that affect children who receive early inter-vention services. Proposed Part C regulations have notyet been released. Parents and advocates said that thelack of integration could affect children’s transitionbetween Part B and C services.

■ Changing the process for developing IndividualizedEducation Programs (IEPs), conducting IEP meetings,and reporting progress made by students.The public’s comments on Part B proposals also ad-

dressed the lack of proposed language on paperworkreduction initiatives, multi-year IEP pilot programs, dueprocess, and discipline.

To view comments submitted by PACER Center, visitwww.pacer.org. For information on the regulations, visitwww.ed.gov/about/offices/list/osers.

At left, Paula Goldberg, PACER’s executive director, showsmaterials to John Hager. Center: Janet Peters, Sharman Barrett,Joan Mele-McCarthy, Goldberg, and Hager tour PACER. Right:Hager meets Carmen, the puppet, and puppeteer Lynn Dennis.

2 PACESETTER – FALL 2005 Call (952) 838-9000

PACESETTER

NATIONAL NEWS

By Bob BrickDiscussion on the U.S. Department

of Education (DOE) policy on alternateassessments to measure students’academic progress continues with theAugust release of nonregulatory guid-ance about the use of alternate assess-ment standards for students with themost significant cognitive disabilities.

This release follows the announce-ment made by Secretary of EducationMargaret Spellings in May (seePACESETTER Summer 2005), whichsparked debate on the inclusion ofstudents with disabilities in the high-stakes statewide testing mandated bythe federal No Child Left Behind(NCLB) law. The number of studentsparticipating in statewide testing andhow well they perform are factors indetermining whether individual schools,districts, and states have made ad-equate yearly progress under NCLB.

The May 2005 policy allows anadditional 2 percent of all students totake alternate assessments based onmodified achievement standards.

The purpose of the May alternateassessment policy was to give statesflexibility in allowing more students toparticipate in alternate assessments,while raising achievement for allstudents, according to the DOE.

While Department staff say thefederal policy on alternate assess-ments is not yet final, many specialeducation stakeholders believe thatSpellings’ statement signals a newdirection in statewide testing. Someadvocates and parents say they areconcerned that using alternate (and

often less challenging) assessmentsleads to lowering of expectations forstudents with disabilities. They add thatfor students with disabilities to besuccessful in taking statewide assess-ments, they must be taught curriculumthat relates to the tests.

A student with disabilities does notautomatically take alternate assess-ments. The student’s IndividualizedEducation Program (IEP) team, whichincludes his or her parent, makes thedecision based on a variety of factors.Many students with disabilities take theregular statewide assessments withaccommodations.

A brief analysis of alternate assess-ment policy discussions follows:■ NCLB allows students with the most

significant cognitive disabilities to takealternate assessments based on alternatestandards. The August guidanceprovided more details on the issue. Thereis no limit on the number of studentswith significant cognitive disabilitieswho may take these assessments. Onepercent of the scores of students (withand without disabilities) taking alternateassessments based on alternate stan-dards in statewide testing could bereported as proficient for NCLB’sadequate yearly progress provisions.Depending upon the state and schooldistrict, 1 percent of all students equalsapproximately 10 percent of studentswith disabilities.

■ The May guidelines allow some states,under certain circumstances, to reportthe scores of an additional 2 percent ofstudents taking alternate assessmentsusing modified standards as proficientfor NCLB’s adequate yearly progressprovisions. Depending upon the stateand school district, this may be about 20percent of their students with disabilities.The Department bases its reasoning onresearch that indicates there is a group ofstudents with disabilities (approximately2 percent of the total school age popula-tion) who need modified standards and

assessments and who can make progresstoward, but may not reach, grade-levelachievement standards in the sametimeframe as other students.

■ Both policies base the percentage ofstudents who can take alternate assess-ments on the number of all students—withand without disabilities. To estimate thepotential number of students in a statewhose alternate assessment scores may becounted as proficient (meeting statestandards), one must multiply the totalstatewide enrollment by 3 percent. It isestimated that in some states, as many as 25to 30 percent of students with disabilitieswho take alternate assessments would havetheir scores reported as proficient.

For information from the DOE, visitwww.ed.gov/news/pressreleases/2005/05/05102005.html or link to it through PACER’ssite at www.pacer.org.

Alternate assessment discussion continues

Published by PACER Center, Inc.Three times a year

Circulation: 102,200©2005 by PACER Center8161 Normandale Blvd.

Minneapolis, MN 55437-1044

Voice: (952) 838-9000TTY: (952) 838-0190

Toll-free: (800) 53-PACER (MN)Toll-free: (888) 248-0822 (National)

FAX: (952) 838-0199E-mail: [email protected]

PACER Executive Director:Paula F. Goldberg

Communications Director: Patricia BillWriter-editor: Marcia Kelly

PACER Center expands opportunities and enhances thequality of life for children and young adults withdisabilities and their families. The mission is based onthe concepts of parents helping parents and working incoalition with others. An Equal Opportunity Employer,PACER is funded by grants from the U.S. Departments ofEducation, Labor, and other sources, and fromfoundations, corporations, and individuals. Viewsexpressed do not necessarily reflect those of theDepartments or other donors. Contributions to PACERare tax-deductible. For information, call Monday throughFriday, 8 a.m. to 5 p.m.

PACER Web site: www.pacer.orgAlliance Web site: www.taalliance.org

FAPE Web site: www.fape.org

For a comprehensive article onalternative assessment by KathleenBoundy of the Center for Law andEducation, visit www.pacer.org

For more...


STATE NEWS

By Marcia KellyAfter months of negotiations through a regular session, a special session, and a

partial state government shutdown, the governor and Minnesota Legislaturesettled on a state budget in July. For parents of children with disabilities, there’ssome good news.

“Some of the cuts in services and increases in fees from previous years havebeen modified,” says Bob Brick, PACER’s director of public policy. “Significantchanges to education and health and human services laws will benefit manypeople with disabilities and their families. Parents and advocates generally arepleased with the session.”

Highlights of the session include:

Motors with a missionPACER Center announces Leave a Car,

Help a Child, a new program that allowsfamilies to donate their used cars inexchange for a tax deduction. Profits fromthe donated vehicle will support PACERCenter and the children and young adultswith disabilities it serves.

For information, call PACER at (952)838-9000 or visit www.pacer.org.

Family Field DayTickets are available for PACER’s first

Family Field Day. It is Sunday, Oct. 16,from noon to 3 p.m. at Lindbergh Center inMinnetonka.

For $5 per person, parents and childrenwith and without disabilities ages 4 andolder can participate in simple teamactivities. The teams will earn pointstoward special awards at the end of theday. Lunch is provided by Panera Bread.®

Call PACER at (952) 838-9000 or visitwww.pacer.org.

Rec Expo“Access to Recreation Expo,” a free

showcase of local recreation activitiesand equipment for people with all abilities,is at PACER’s Simon Technology Centeron Saturday, Oct. 1.

Demonstrations and displays arefeatured. Recreational specialists andSimon Technology Center staff will be onhand to answer questions.

For information and to register, call(952) 838- 9000 or visit www.pacer.org.

2005 Minnesota legislative session benefitschildren with disabilities and their families

Education fundingAfter several years of flat funding,

the Legislature increased the educationbudget by about 4 percent in each of thenext two years. Most of the newfunding will be dedicated to generaleducation. School districts will alsohave more authority to seek additionallocal funding levies. To help ensure thatMinnesota meets federal requirementsfor minimum funding, an additional $23million was allocated to a special fundthat assists districts that educatechildren with very severe needs.

Behavioral interventions A new law defines positive behav-

ioral interventions and supports, regu-lates locked time-out, and sets require-ments when peace officers removestudents from school grounds. The lawalso requires the commissioner of thestate Department of Education toamend existing rules dealing withaversive and deprivation procedures.These changes should benefit students,families, teachers, and schools.

Parental feesMany middle-income families who

pay parental fees so their children withdisabilities may acquire health care andother support services will find somerelief from the steep increases thatbegan in 2003. Retroactive to July 1,2005, new fees are individually calcu-lated, based on a change in the formula.

Medical AssistanceThe Legislature eliminated the $500 per

year limit on dental services for people onMedical Assistance (MA), GeneralAssistance Medical Care (GAMC), andMinnesotaCare. In addition, maximummonthly drug copays dropped from $20to $12 for people enrolled in MA. Manyadults with disabilities are enrolled inthese public programs.

Emotional disturbance 1) Treatment foster care is now

covered by Medical Assistance.2) It will be more difficult for counties

to file petitions to remove a child withdisabilities from the family’s home if thecounty did not provide necessary supportservices to the family.

3) A task force of the Departments ofEducation and Human Services will makerecommendations on improving collabo-ration among schools and communitymental health providers.

Raises for direct serviceAgencies that deliver community-

based services to people with disabilitieswill see a 2.26 percent increase in theMedical Assistance rates in each of thenext two fiscal years. In an effort to helpattract and maintain staff, most of theincrease must be passed on to staff whowork directly with people who havedisabilities.

For information on these and otherlegislative issues, visit www.pacer.org.

3

United Way can fundPACER Center

The United Way accommodatesemployees wanting to support PACERthrough workplace campaigns, althoughPACER is not a United Way agency.

PACER is a tax-exempt 501(c)(3)nonprofit organization, and it benefits fromthe Greater Twin Cities United Way, Tri-State United Way, and others.

Employees can indicate on campaignpledge cards distributed at work that theywish to support PACER Center, Inc.

For information, contact the PACERdevelopment office at (952) 838-9000.


U.S. and Indian corporations.

■ A conference on technology tointroduce state-of-the-art assis-tive technology and assess theneeds for children and adults withdisabilities.

IBM and others are involved withthe collaboration.

The projects resulted from aFebruary 2005 journey to India byGoldberg; Margaret Jo Shepherd,retired Columbia University professor;

and Paul Ackerman, interna-tional consultant on disability.They visited governmentoffices, disability-relatedorganizations, agencies, andsites around New Delhi,Hyderabad, and Mumbai,including■ India’s National Trust (forthe Welfare of Persons withAutism, Cerebral Palsy, MentalRetardation and MultipleDisabilities)

■ the Indian government’sinstitutes for hearing impair-ment and cognitive disabilities

■ an inclusive school forchildren who have and do nothave disabilities

■ a farming program for young menwith cognitive disabilities

“Whether we were making presen-tations to high-ranking governmentofficials or visiting with parents ofchildren with disabilities, we weretreated with great warmth,” saidGoldberg. “The people of India arevery gracious. They were interested inthe United States and so hospitable.”

India is a nation of contrast—fromthe intricate arts of ancient cultures tostate-of-the-art technology, fromurbane sophistication to rural isolation,and from highly educated profession-als to homeless children.

“All these conditions exist in thesecond most populated country andthe largest democracy in the world.There are many lessons to be learnedfrom India,” said Ackerman.

Many international experts believeIndia is on the way to becoming aninternational super power. Companiesfrom many other nations have estab-lished facilities in India. The grossdomestic product is forecast to growby 7 to 8 percent annually through2010.

PACER-India collaboration strengthens ties

Jo Shepherd, left, and Paula Goldberg, PACER’s executivedirector, visit with a family at a national institute in India.

By Patricia BillFrom Minnesota to India—no

matter where in the world theylive, parents of children withdisabilities share a commonbond: they want their children tosucceed, and they work withhope and commitment to makeit happen.

“That shared dedication isthe foundation for a newPACER Center collaborationwith organizations in India,” saidPaula F. Goldberg, PACERexecutive director.

Four joint ventures are underway to bring information toparents and professionals onboth sides of the world. Theyinclude■ An international Web site giving

resources for parents of children withdisabilities

■ An exchange of Indian and Americanparent leaders to share experiencesand foster partnerships

■ A center on assistive technology forchildren and adults with disabilities inIndia. It would demonstrate assistiveand augmentative technology andencourage further development by

The United Way accommodates employees wanting to support PACER

through workplace campaigns, although PACER is not a United Way agency.

PACER is a tax-exempt 501 (c) (3) nonprofit organization, and it benefits

from the Greater Twin Cities United Way, Tri-State United Way, and others.

Please consider naming “PACER Center, Inc.” on your campaign pledge card.

United Way Can Fund PACER

Name of Agency

Address

City

PACER Center, Inc.8161 Normandale Blvd.Minneapolis, MN 55437

For information, call the PACER development office at (952) 838-9000Thank you for helping families of children with all disabilities!


India works hard to serve peoplewith disabilities, said Goldberg. Thevisiting Americans were asked toshare their expertise and opinions,but, in actuality, the three learnedmuch from the Indian parents andprofessionals, she said.

A look at India’s governmentstructure explains the position ofthe officials with whom the threeAmericans met and are working.

India is a democratic republic.The Ministry of Social Justice andEmpowerment, which reports toIndia’s Parliament, is at the apexof India’s disability system. It isaccountable for implementing threedisability laws:■ Rehabilitation Council of India Act

(1992)

■ The Persons with Disabilities (EqualOpportunities, Protection of Rightsand Full Participation) Act (1995)

■ National Trust for the Welfare ofPersons with Autism, CerebralPalsy, Mental Retardation, andMultiple Disabilities Act (1999)

The Ministry oversees six nationalinstitutes that work with the welfareand rehabilitation of people withdisabilities. The institutes work withmatters ranging from programs forchildren to teacher education, focusingon specific disabilities. A seventhinstitute, preparing for the educationand treatment of children with multipledisabilities from throughout India wasrecently announced.

The National Trust is a 22-member,statutory, autonomous body under theMinistry. It helps people with disabili-ties and the organizations that servethem. It also has the responsibility tostrengthen families in crisis and providefor legal guardianship. Through volun-tary organizations or parent associa-tions, the Trust sets up local resourcesand services where people with

among parents of children with disabilities

disabilities can receive care and training.The National Trust will collaborate withPACER to establish the internationalparent resource Web site.

Goldberg, Shepherd, and Ackerman metwith many officials of the Government ofIndia. They included Jayati Chandra, JointSecretary of the Ministry of Welfare andthe chief officer responsible for all disabil-ity programs; Aloka Guha, who chairs theNational Trust board; and directors andsenior staff of the national institutesdevoted to issues in hearing impairment

From left, Jo Shepherd, Paul Ackerman, and PaulaGoldberg, met with Aloka Guha, chairperson, NationalTrust for the Welfare of Persons with Autism, CerebralPalsy, Mental Retardation, and Multiple Disabilities.

and cognitive disabilities.In addition to exchanging

ideas, the three Americansmade presentations. Goldbergspoke on parent centers andtheir services and resourcesto parents across the UnitedStates, as well as the historyof the parent movement andits effect on systems change.

In turn, the group learnedhow Indian parents wereinstrumental in lobbying forestablishment of the NationalTrust and other laws and howthey started schools, sup-

ported employment sites, andcreated services for their childrenwith disabilities.

“I loved India,” said Goldberg.“It was so exciting to learn aboutthe fantastic progress it is makingto help children with disabilities. Iwas delighted to confirm thatdespite the differences in geo-graphic location, culture, andexperiences, parents in India andthe United States are much thesame. We all want what is bestfor our children.”


By Marcia KellyThe word “bullying” often conjures

up an image of a schoolyard scene,with a big, intimidating student tower-ing over a small, cowering child.That’s just one face of bullying—andof children who bully.

Another face of a bully mightbe…that of your child. Surprised?Many parents are. Often they have noidea that their child is harassing otherchildren. Yet knowing the facts—andacting to change the situation—isvitally important in making the futuresafer for your child and all children.

Here’s why. Children who bullysuffer as much as those they target.They are significantly more likely than

others to lead lives marked by schoolfailure, depression, violence, crime, andother problems, according to experts.The message is clear: Bullying is tooimportant to ignore.

Could your child be bullying others?Would you know? Once you found out,would you know what to do? Here issome information that can help.

What is bullying?Bullying is different from the routine

conflicts of childhood. It is intentionalbehavior that is meant to hurt anddominate another person. Character-ized by an imbalance of power be-tween the child who bullies and thetarget, bullying can be physical, verbal,

emotional (social), or sexual. It includesharassment via e-mail and instantmessaging.

Who does it?Children who bully come in a variety

of packages—the waif-like secondgrader, the big sixth-grade boy, the childwith a disability, the popular girl, theloner. They can come from any back-ground, race, income level, familysituation, gender, or religion. Researchhas shown that despite their differenceschildren who bully typically have one ormore of the following traits. They may:■ be quick to blame others and unwill-

ing to accept responsibility for theiractions

■ lack empathy, compassion, andunderstanding for others’ feelings

■ be bullied themselves

■ have immature social and interper-sonal skills

■ want to be in control

■ be frustrated and anxious

■ come from families where parents orsiblings bully

What ifyour childISISISISIS the bully??

PACER has added a new member, www.c3online.org,to its family of Web sites.

Part of PACER’s Project C3 (Connecting Youth toCommunities and Careers), the site is designed to helpyouth move from high school to work, postsecondaryeducation, and the community by directing them to appropri-ate resources for the transition. It is for young adults withand without disabilities, their family members, professionalsworking with them, and employers.

The Web site, which is receiving national attention, usesa “resource mapping” concept. The system encouragesgovernment agencies, nonprofit organizations, and others tocollaborate in making available information about services,

while identifying any existing gaps in services.For the C3 site, organizations that provide specific

services are identified and invited to place informationabout their services on the site’s resource map. Themapping then uses state-of-the-art technology to lead sitevisitors to types of services, as well as geographic loca-tions. Users can reach the site’s resource map by clickingon “C3MN.” Service providers can also submit informationabout their resources at C3MN.

Until recently, most resource maps have been paperdirectories that are difficult to update.

“[This] may be the best resource I have seen on theWeb for transition-age youth with disabilities and transitionsupport needs. Keep up the great work,” commented DonLavin, vice president of Rise, Inc.

The U.S. Department of Labor, Office of DisabilityEmployment Policy, funds Project C3. Project C3 adminis-ters the site, in collaboration with the Workforce Partner-ship Division at the Minnesota Department of Employmentand Economic Development.

C3 Web site guides youth to move past high school

Want a little drama in your life?(Scripts, rehearsal, and performances included)

Be a PACER Puppet Project VolunteerOrientation: Sept. 27 (afternoon) or Oct. 19 (morning)

For information, call (952) 838-9000.


■ find themselves trying to fit in witha peer group that encouragesbullying

■ have parents who are unable to setlimits, are inconsistent with disci-pline, do not provide supervision, ordo not take an interest in theirchild’s life.

If you see these traits in your childor hear from others that your child isbullying, you may want to look intothe issue. If your child is bullying,take heart. There’s a lot you can doto help correct the problem. Remem-ber, bullying is a learned behavior—and it can be “unlearned.” By talkingwith your child and seeking help, youcan teach your child more appropri-ate ways of handling feelings, peerpressure, and conflicts. At right aresome ideas.

It’s Coming!PACER’s new bullyingprevention Web sitelaunches this fall.Filled with videos,games, animation(meet the mascot,Pip, at left), and more,it will help kids learnwhat bullying is and

what to do if it happens to them orif they see it happening to others.

But first, children are invited toenter our “tell us your story”contest. Stories, poems, andartwork about bullying will bejudged by a celebrity panel. Win-ners will receive exciting prizes,and their submissions will befeatured on the Web site.

The contest is for children insecond through sixth grade. Formore details and entry forms, visitwww.pacer.org/new/bullyContest.htmor call (952) 838-9000.

The Robins, Kaplan, Miller &Ceresi Fund of The MinneapolisFoundation funds the project.

Talk with your child. Find out why he or she is bullying others. You mightexplore how your child is feeling about himself or herself, ask if he or she isbeing bullied by someone else, and invite discussion about bullying. Find outif your child’s friends are also bullying. Ask how you can help.

Confirm that your child’s behavior is bullying and not the result of a disability.Sometimes, children with disabilities bully other children. Other times,children with certain behavioral disorders or limited social skills may act inways that are mistaken for bullying. Whether the behavior is intentionalbullying or is due to a disability, it still needs to be addressed. If your childwith a disability is bullying, you may want to include bullying preventiongoals in his or her Individualized Education Program (IEP).

Teach empathy, respect, and compassion. Children who bully often lackawareness of how others feel. Try to understand your child’s feelings, andhelp your child appreciate how others feel when they are bullied. Let yourchild know that everyone has feelings and that feelings matter.

Make your expectations clear. Let your child know that bullying is not okayunder any circumstances and that you will not tolerate it. Take immediateaction if you learn that he or she is involved in a bullying incident.

Provide clear, consistent consequences for bullying. Be specific about whatwill happen if the bullying continues. Try to find meaningful consequences,such as loss of privileges or a face-to-face meeting with the child beingbullied.

Teach by example. Model nonviolent behavior and encourage cooperative,noncompetitive play. Help your child learn different ways to resolve conflictand deal with feelings such as anger, insecurity, or frustration. Teach andreward appropriate behavior.

Role play. Help your child practice different ways of handling situations. Youcan take turns playing the part of the child who does the bullying and theone who is bullied. Doing so will help your child understand what it’s like tobe in the other person’s shoes.

Provide positive feedback. When your child handles conflict well, showscompassion for others, or finds a positive way to deal with feelings, providepraise and recognition. Positive reinforcement goes a long way towardimproving behavior. It is more effective than punishment.

Be realistic. It takes time to change behavior. Be patient as your child learnsnew ways of handling feelings and conflict. Keep your love and supportvisible.

Seek help. Your child’s doctor, teacher, school principal, school socialworker, or a psychologist can help you and your child learn how to under-stand and deal with bullying behavior. Ask if your school offers a bullyingprevention program. Bullying hurts everyone. Parents can play a significantrole in stopping the behavior, and the rewards will be immeasurable for allchildren.

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Future astronauts, biologists, engineers, and meteorologists builtrobots, tore down computers, stirred up slime, and downed instant icecream. The middle school–aged girls with disabilities from across Minne-sota learned through the third IBM EXITE (EXploring Interests in Technol-ogy and Engineering) Camp that an interest in math, science, andtechnology can lead to fun—as well as future skills and professionalopportunities.

IBM, the world’s largest information technology company, sponsoredthe free midsummer day camp at PACER Center. Statistics show thatgirls ages 11-14 often lose interest in math and science. EXITE isdesigned to rekindle the girls’ interest while investing in the futureworkforce. There are 48 IBM EXITE camps across the globe. In 2003, thePACER camp was the first to focus on girls with disabilities.

The 2005 camp included science-related activities, guest speakers, afield trip to the IBM Rochester plant, and mentorships with IBM engineers.A new component, a partnership with Minnesota State Colleges andUniversities involved high school girls from diverse backgrounds. TheEXITE Internship Program offered them leadership skills by assisting theyounger students at PACER, the opportunity for an IBM mentor, and aneventual internship with IBM or another local employer.

Approximately 30 IBM volunteers participated in the camp. The IBM-PACER collaboration began several years ago through the efforts of HeidiKraemer, manager of IBM’s community relations. Kristi Hansen ofPACER’s Simon Technology Center was camp director, and Kristi Wieser,IBM client services director for Target Corporation and member ofPACER’s Advisory Board, was the camp’s engineer host.

.

IBM Camp EXITE-s girls about math, science

By Stephanie RossoJoshua is a 10th grader with a visual

impairment, complicated by healthissues that prevent him from going toschool every day. Instead, he goes toschool three days a week and com-pletes his work at home on theInternet the rest of the time. Thesystem allows him to keep up withclasses and in touch with teachers.

Joshua uses a screen reader, whichrecites aloud what is on the computerscreen, without help from his parents.

As may happen with technology,however, lately Joshua has haddifficulty obtaining access to his onlineschoolwork. His teacher began using anew educational Web site with activi-

ties that are not compatible withJoshua’s screen reader. Joshua’sparents are working to resolve thedilemma.

Technology plays an increasinglyimportant role in society today, andmany schools are integrating technol-ogy into the general curriculum. Onlinelearning through the Internet is one ofthe technologies. The Web has greatpotential to improve learning forstudents with and without disabilities.Teachers use online activities withinclassrooms; students have the option totake classes online; and teachers,students, and their families can com-municate within the school building orfrom other sites.

The Internet may offer students withdisabilities additional benefits. Onlineactivities in the classroom allowstudents with disabilities to participatein activities with their peers—animportant aspect of inclusion. Studentswho have difficulty reading or handlingprinted books and papers can useassistive technology to obtain materialin electronic format. Students, such asJoshua, can gain access to lessonsfrom home around their medical needs.

Online technology, however, canhave glitches that frustrate studentswith disabilities who depend upon it. Asin Joshua’s case, some Web sites andthe student’s assistive technology maynot be compatible. Timed activities may

Technology helps students participate


exclude students with mobility orlearning disabilities. Students who aredeaf or hearing impaired often cannotobtain content from videos and anima-tion developed without captions.

Many Web site creators and schoolprofessionals will try to fix the prob-lems, if they know how they affectusers with disabilities. What canparents do to help? Some ideas follow:■ Learn about the Web sites used in

your child’s classroom. Ask the

PACER’s Accessible Technology in Schools projectaddresses the growing need to provide students withspecial needs fully accessible education technology.Education technology includes computers, school Websites, online learning programs, and multimedia. It is acollaboration with the Great Lakes ADA and IT Center,based in Chicago.

“Our project helps schools overcome barriers thatstudents with disabilities encounter when using inacces-sible technology at school,” says Annette Cerreta, project

teacher for a list, and look up thesites at the local library if you donot have the Internet at home.Some teachers may be willing tovisit the sites with you at school,after classroom hours.

■ Talk to teachers about any onlinebarriers your child encounters, andbring up the issues at IndividualizedEducation Program (IEP) meetings.

■ Ask about the process your child’sschool professionals use in choosing

educational technology and Websites and if they consider students’special needs in their selection.

■ Contact persons, groups, or busi-nesses operating the Web sites. Tellthem about your child. Ask forsuggestions on how your child canuse the site—there may be a simplesolution. If not, respectfully offerideas or recommend accessibilityexperts, such as those at PACER’sSimon Technology Center.

coordinator. “By providing training and technical support,we help schools ensure that all their students benefit fromtechnology-based learning and an inclusive educationalenvironment.”

To learn more about the Accessible Technology inSchools project, visit www.pacer.org/stc/eud.htm orcontact Annette Cerreta or Stephanie Rosso in the PACERSimon Technology Center at (952) 838-9000 (voice); (952)838-0190 (TTY); or (800) 537-2237 (Greater Minnesota).

PACER helps schools improve access to education technology

The PACER Simon Technology Center (STC) offers freetrainings available for local schools on IBM Web Adapta-tion Technology. This software is designed to make theWeb easier to use. This is accomplished by transformingWeb pages to meet a child’s individual needs. For ex-ample, it enhances the readability of pages, reducesvisual clutter of some pages, makes the mouse andkeyboard easier to use, and reads text aloud. Thestudent’s preferences are saved for whenever he or sheuses the Web (from any computer).

Microsoft™ recently selected the PACER SimonTechnology Center (STC) as one of 26 Microsoft Accessi-bility Resource Centers in the nation.

As a Microsoft center, the STC provides support andtraining on Microsoft Accessibility options that enhancecomputer use for people with visual difficulties, physicallimitations, hearing loss, and other disabilities.

The STC distributes a free Microsoft Accessibility

Free IBM Web Adaptation Technology training offered to schoolsParticipating schools receive:

■ Free IBM Web Adaptation Technology software for theircomputer labs

■ Training and ongoing technical support from PACERFor more information or to schedule training, contact

PACER Simon Technology Center at (952) 838-9000 ore-mail [email protected].

The STC is collaborating with IBM Corporation to pilottheir Web Adaptation Technology software.

PACER named Microsoft Accessibility Resource CenterResource CD that contains video demonstrations, casestudies, and tutorials on using accessibility options. Toobtain a copy of this free CD, contact the Simon Technol-ogy Center at [email protected] or (952) 838-9000.

To learn more about Microsoft Accessibility featuresand resources, visit www.microsoft.com/enable or go towww.pacer.org and link to the Microsoft site.

in school from home


By Marcia Kelly“She cries all the time and won’t

let me hold her.”“He’s been kicked out of three day

care programs because of his biting.”“She never sleeps.”“He becomes hysterical every time

I leave.”“Her tantrums are so intense they

frighten me.”All parents of infants and young

children face challenges. When achild’s behavior repeatedly seems tooextreme, intense, or unusual, however,it may signal that something is amiss.

Would it surprise you to know thatinfants and preschoolers may facemental health issues? It’s true. Theycan become depressed, suffer fromtraumatic events, orhave a tendency todevelop mentalhealth problems. Itcan happen to anychild—regardlessof age, race, ethni-city, religion, orfamily situation.

“Mental health inyoung children is animportant issue. Itis the springboardfor all other devel-opment,” saysChristopherWatson, director ofseveral earlychildhood and infantmental healthprojects funded by

How to Promote Good Mental HealthChristopher Watson suggests these tips for giving children a strong

mental and emotional foundation:■ Provide unconditional love. Children need to know that they are loved even if

they misbehave, make mistakes, or experience failures.

■ Foster self-esteem. Children develop feelings of self worth when they are

praised, encouraged, respected, reassured, and treated fairly.

■ Encourage play. Play helps children learn how to relate to others, handle

challenges, gain a sense of belonging, and learn social skills.

■ Provide appropriate discipline. Children need to explore and experiment, and

they also need to know the limits of acceptable behavior. When rules are

broken, criticize the behavior, not your child. Be firm but kind. Help your child

understand why the behavior was not okay and what they can do instead.

■ Express feelings appropriately. Children learn from imitation. They will learn

to express their own feelings and develop empathy by watching how you deal

with emotions.

■ Provide a safe home. Stability, consistency, and predictability help a child feel

safe. Protect your child from violence in the home—including violence on TV.

Mental healthcan affect thevery young

the state of Minnesota and the federalgovernment.

Symptoms of mental health issuesvary but may be suspected if a youngchild regularly or for an extendedperiod of time:■ Lacks emotion

■ Rejects affection

■ Is unable to calm him- or herself

■ Is extremely fearful

■ Acts withdrawn

■ Is often inconsolable

■ Acts violent, defiant, or aggressive

■ Has significant sleeping or feedingproblems

■ Is extremely clingy, sad, or out ofcontrol

Even if your child has some of thesebehaviors, Watson cautions againstrushing to a mental health diagnosis.“Kids are all over the scale develop-mentally,” he says. “So much is forma-tive in those early years. With earlyintervention, they can come out ofthings that seem problematic.”

The first step is to determine whatmight be causing the behavior. Mentalhealth issues in children can stem fromenvironmental or physical sources. Riskfactors include poverty; low birthweight; exposure to environmentaltoxins; child abuse and neglect; expo-sure to traumatic events or violence;presence of a mental disorder in aparent; and prenatal problems fromexposure to alcohol, drugs, or tobacco.

A chemical imbal-ance, illness, orheredity may alsoplay a role.

Through conversa-tion and observation,your child’s doctorcan help you sortthrough possiblecauses of your child’sbehavior. “It’s not likea cognitive testwhere you come outwith a score,”Watson explains. “It’sa process of uncover-ing what’s going onover time.

“You begin bylooking at the child’senvironment,”


11

Watson continues. “Young children andnewborns absorb adults’ moods andreactions.” If a parent or care giver isdepressed, for example, the baby canbecome depressed, too.

If the environment is healthy and thechild’s behavior is still of concern,“that’s the red flag that maybe some-thing may be going on biologically orphysiologically,” Watson says.

Remember, no one knows your child

better than you. If you are concernedabout your child’s mental health, seekhelp. You can call your pediatrician orcounty public health office and requesta social/emotional screening.

If your child needs services and youare a Minnesotan covered underMedicaid, you may receive servicesunder the Minnesota ComprehensiveChildren’s Mental Health Act(MCCMHA).

For information, visit PACER’s Website at www.pacer.org/p2p/ to learnabout programs that can assist infinding children’s mental health ser-vices such as the Parent PartnershipProgram for Children’s Mental Health.Also look for upcoming workshops oninfant mental health, or call PACER at(952) 838-9000 and speak with anadvocate who is knowledgeable aboutmental health services.

By Marcia KellyAdam’s needs are complicated. Born with multiple medical

issues, he has daily medications, tube feeding, and other care tostay healthy enough to be in school. He requires much of thatcare at school.

He is not alone. Some 13 million children in this countryrequire some kind of medical attention during their school day.Their needs may be as simple as taking an antihistamine or ascomplicated as having their trachea tube suctioned. The childmay already have a Section 504 Plan under the federal Rehabili-tation Act or an Individualized Education Program (IEP).

It is the school nurse who makes sure the health care isdelivered properly at school. If you have a child with healthneeds, knowing how to develop a strong working relationship withthe nurse is a vital skill.

“The school nurse can be the linchpin in helping a childsucceed in school,” says Carolyn Allshouse, coordinator ofPACER’s Health Information and Advocacy Center. Cindy Hiltz,president of the School Nurses Organization of Minnesota,agrees. “School nurses can help problem solve,” she says, notingthat positive things can happen when the nurse and parents worktogether as a team.

Building a working relationship with the school nurse can taketime, but it’s worth the effort. Allshouse and Hiltz offer the followingtips. Just remember ICE: Include, Communicate, Educate.

IncludeTeamwork and collaboration can go a long way toward provid-

ing the care your child needs in school. Many people may be partof the team, but parents should always be at the center ofdiscussions. “They bring a unique and valuable expertise,”Allshouse says. ■ The parents and the child’s doctor should work together to

decide what orders should be written so the child can receivethe needed services at school.

■ Request that the school nurse be invited to your child’s IEPmeeting or set up a separate meeting with him or her todiscuss your child’s diagnosis and needs.

■ Invite your child’s doctor to join the IEP meeting in person or byconference call to answer questions from the nurse or staff.

■ Involve your child as appropriate. Doing so establishes a

closer relationship between your child and the nurse. It alsobuilds independence, self-advocacy, and self-care skills.

CommunicateYou, the IEP team, and perhaps your child’s doctor will be

involved in meeting your child’s health needs at school. To keeplines of communication open and avoid power struggles: ■ Keep the focus on the child and your goals. ■ Make sure your doctor puts in writing a list of all your child’s

health needs. ■ Work with the nurse, your doctor, or the IEP team to develop

an individual health plan to meet needs at school. ■ Understand the nurse’s perspective. A nurse may responsible

for 500 students—or 3,000. In addition, he or she may needspecial training to work with your child’s needs.

■ Let the nurse know your child has a medical condition—even ifit isn’t currently active. You and the nurse can put a plan inplace so school staff know what to do should a problem arise.

■ Update the nurse when your child’s medications, status, ordiagnoses change.

■ Provide multiple contact numbers so the nurse can reachparents easily and quickly.

■ Make sure you are speaking with the nurse when you call thehealth office.

■ Have a plan for making sure medications and other suppliesare on hand.

EducateLearn what the school district needs from you.

■ The nurse may need more information on your child’s particularcondition or illness and how it affects your child. When youshare pertinent information, the nurse begins to know your childand can provide better care and solutions.

■ Bring information from the doctor as needed by the schooldistrict. This may include a doctor’s written orders for medica-tion or other medical procedures.Above all, Allshouse says, keep a positive attitude and look for

creative solutions. “They’re out there,” she says with a knowingsmile.

For information on school health plans, visit www.pacer.org orcall (952) 838-9000 or (800) 537-2237 from Greater Minnesota.

School nurse: Your child’s health assurance


By Rachel ParkerCDs, DVDs, books via the

Internet—technology opens avenues toliteracy for people whose disabilitiesmake it difficult to use printed material.Yet, an old standby—books on tape—remains popular, less expensive thancomputers, and easy to obtain forschool, work, and leisure reading.

Taped books bring publications’content to people with blindness,learning disabilities, or disabilities thatprevent them from holding a book orturning the pages. Taped books helpschools and others meet disability lawrequirements—the Americans withDisabilities Act and Section 504 of theRehabilitation Act require schools,employers, and some organizations tomake available printed materials inalternate formats to people withdisabilities.

How do I obtain taped books?For many years, there have been

organizations or services that loanedtaped books, mostly to people who areblind. Children or youth with otherdisabilities can also receive speciallyadapted taped books and other alter-nate-format services through the

Library of Congress and state agenciesthat provide services for the blind.Usually there is no charge. Theservices vary among states, but eachstate has an agency that 1) determinesthe potential user’s eligibility, 2) loansan adapted tape player, and 3) collabo-rates with the regional Library ofCongress office to help people.

Minnesotans can call the MinnesotaState Services for the Blind Communi-cations Center at (651) 642-0500 or(800) 652-9000 (toll free in Minnesota)for taped books. The Web site iswww.mnssb.org/allages/commcenter/The center will send a form, which adoctor or other authorized professionalmust sign to establish eligibility for theapplicant. The center will also tapetextbooks and other required readingmaterial, as well as employment-related and leisure books that are notavailable elsewhere.

Recordings for the Blind andDyslexic, in New Jersey, is also asource. Call toll-free (866) 732-3585 orvisit www.rfbd.org. This agency oftenhas text and leisure books not availableelsewhere. There is a membershipcharge. Minnesota State Services for

the Blind Communications Center hasa relationship with the organizationand uses their already recordedbooks if particular titles are notavailable through the regional Libraryof Congress office.

Religious, political, and health-related organizations, and otherspecific interest groups may providetaped materials free or on loan.

Commercial publishers offer tapedbooks, usually recorded by the authoror a well-known actor. Tapes areoften more costly than printedmaterials, but they offer a child thepleasure of owning a book.

Who pays for this?If a specific book is required

reading for school, the school districtpays for the taping. Parents canmake sure their child’s IndividualizedEducation Program (IEP) or 504 planincludes taping the book. If materialis required for a job, generally theemployer must pay for it. State andfederal taxes provide leisure readingmaterial taped by governmentagencies.

Can my child order tapedbooks?

Yes. In fact, it is encouraged,according to Ellie Sevdy, superinten-dent of Audio Services at MinnesotaState Services for the Blind Commu-nication Center. She suggests thatparents teach children as early aspossible to select and order their ownbooks. “If kids are comfortablefinding books by themselves, they arefar more likely to continue readingafter they are out of high schoolbecause they already know how toaccess them,” Sevdy said.

For questions about taped books,contact Sevdy at the CommunicationsCenter (information above) or RachelParker at PACER Center at (952)838-9000 or (800) 537-2237, toll freein Greater Minnesota.

Be a parent leader!Would you like to take your experience and perspective as a parent of a

child with a disability and put it to use by helping others? Do you have ideasfor improved supports and services for children with disabilities and theirfamilies? Would you like to tap into opportunities to have your voice heard? Toinfluence decisions and policy? If so, PACER wants to be your partner.

PACER has resources to help you:■ Discover and define your role as a parent leader■ Receive training to serve in a parent-leader capacity■ Learn ways to be a successful partner with your child’s school■ Learn about opportunities to serve in state and local advisory groups■ Contact state and local organizations seeking parent representation■ Connect with other parent leaders for information and support

To learn more about these and other opportunities, including PACER’s annualstatewide Parent Leadership Conference in April, visit PACER’s parent leadershippage at www.pacer.org/parent/leadership.htm or call Barb Ziemke at (952) 838-9000 in the Metro area or (800) 537-2237 toll free in Greater Minnesota.

Books on tape—still a popular alternate format


Community recognizeswork of PACER staff

The work of two PACER staffmembers has been recognized in thecommunity.

Rachel Parker of Project Pridereceived the 2005 Jay and RosePhillips Award for people with disabili-ties who have achieved outstandingsuccess in their vocation and communi-ties. Courage Center administers theaward.

Sean Roy of Project C3 has beennamed to the Minnesota State Rehabili-tation Council for a three-year term.He fills the position for a parenttraining and information center repre-sentative, replacing Parker on thecouncil. The council advises stategovernment on Minnesota’s vocationalrehabilitation programs.

Spice up winter with a night you won’t forget!PACER’s 3rd Annual HOT Party, Cool Cause is Saturday, Feb. 4, 2006, in

downtown Minneapolis at The Loft at BarFly. Register online atwww.pacer.org.

Sold-out crowds at previous parties raised important funds for PACERand increase awareness of PACER programs among young families andprofessionals.

“What better way to enjoy a winter evening? At HOT, we can just danceand have a good time with friends while still benefiting families. We lookforward to it every year!” says event co-chair Evie Simon.

HOT, HOT, HOT!

PACER’s Paula F. Goldberg, left,presented a plaque to EleanorSwanson, recognizing her work withchildren with disabilities.

Eleanor Swanson, long-time advocate for children with disabilities and member ofPACER Center’s Board of Directors, celebrated her 80th birthday in July. At a birth-day celebration, PACER’s Executive Director Paula F. Goldberg presented Swansonwith a plaque recognizing her work.

A retired speech therapist in the Minneapolis schools, Swanson became aPACER board member in 1978 and is the only original board member still activelyinvolved with PACER.

The plaque reads, in part,“…Eleanor has contributed energy, insight, experience, commitment, and com-

passion to benefit children with all disabilities…PACER Center proudly acknowl-edges the gifts of Eleanor Swanson that have made a difference in the lives ofthousands of children with disabilities and their families.”

Added Goldberg, “Eleanor is bright, caring, energetic, dedicated, and a strongadvocate. It was a real tribute to her that she was selected to be on PACER’s firstboard. It shows what respect we have for her.”

PACER honors long-time boardmember, advocate for children

Career development event planned for transition-aged youth

(Cool Cause)

“Minnesota Career Developmentfor the 21st Century” is Oct. 26 from 9a.m. to 4 p.m. at the Medtronic WorldHeadquarters, Fridley. It is for stu-dents with disabilities ages 18 andolder who are enrolled, planning toenroll or newly graduated frompostsecondary training, includingcollege, university, or technical school.

The event is sponsored by the

Minnesota Business LeadershipNetwork, in which PACER’s ProjectC3 participates, and several largeMinnesota employers.

Similar to a job fair, it allows theyoung adults to meet with representa-tives of businesses, share resumes,and discuss employment opportunities.The participating businesses are alsoinvolved in a mentoring program for

students with disabilities.Keynote speaker at the event is

Jennifer Sheehy Keller of the U.S.Department of Education Office ofSpecial Education and RehabilitativeServices (OSERS).

For information, call PACER’sProject C3 at (952) 838-9000.

For information: Call (952) 838-9000 or visit www.pacer.org


By Deborah LeuchoviusStudents planning to further their

education beyond high school quicklydiscover that most postsecondaryinstitutions have amaze of requirements.Students with disabili-ties, however, are aptto find additional twistsand turns. Because ofthat, it is essential to plan.

A first step for students and their par-ents is to invite new partners to join theirtransition planning team. Representa-tives from both the state vocational re-habilitation services agency and the pro-spective school, for example, may be ableto provide valuable information or re-sources that can help students and theirfamilies save time and avoid frustration.

Most colleges and universities havean Office of Disability Student Ser-vices (DSS), which provides somelevel of service, support, or accommo-

dations to their students with disabili-ties. DSS staff should be able toaddress the scope and depth of sup-ports offered by their institution and

will know what kind ofdocumentation theirschool requires forstudents to receiveaccommodations.

A vocational rehabili-tation counselor from the state can helpclarify that agency’s role in thestudent’s future, including highereducation.

Families can help the studentprepare for a smooth transition topostsecondary education in other ways,too. Three important areas to considerare 1) documenting the disability,2) paying for the education—includingrelated expenses such as assistivetechnology needed in a postsecondarysetting, and 3) involving agencies inpost-high school planning.

Documenting the disabilityA student with disabilities should

know that postsecondary schools gen-erally ask for current documentationverifying the disability of students whorequest accommodations. Colleges, uni-versities, and technical schools are likelyto ask for assessment documents that1) show the student’s disability contin-ues over time and 2) confirm the stu-dent needs accommodations. A rule ofthumb is that documentation should be lessthan three years old. Students planningpostsecon-dary education should obtain thedocuments before high school graduation.

Postsecondary institutions do nottypically accept high school Individu-alized Education Programs (IEPs) asdocumentation of a disability. If it isdisability-specific and current,students can usually present testresults used to create the IEP. Forexample, a student with learningdisabilities may submit the evaluationdone in his junior year as documen-tation of disability.

If the postsecondary school asksfor different documentation, it is thestudent’s responsibility to obtain andprovide the information. (After astudent leaves high school, the studentor his or her family can collect andmaintain school files and medicalrecords.)

New language in the Individualswith Disabilities Education Act (IDEA2004) states that school districts “mustprovide the child with a summary ofhis or her academic achievement andfunctional performance, includingrecommendations on how to assist thechild in meeting postsecon-darygoals.” According to the Council for

What about after high school?

Planning for postsecondarytakes time and organization

Invite experts tothe meet with thetransition team

Join PACER inhelping families

Volu

ntee

r!

Volunteer Opportunities

PACER serves the community by helping families ofchildren with disabilities. Take a look at the opportunitiesbelow and think of how you can help make a difference inthe lives of children with disabilities.

For information, call PACER at (952) 838-9000 or visit www.pacer.org

Be a Puppeteer for■ COUNT ME IN■ LET’S PREVENT ABUSE

Do clerical tasks at PACER

Help with PACER Center events■ Annual Phonathon■ HOT Party■ PACER Benefit Silent Auction


Exceptional Children’s Division ofCareer Development and Transition,such a summary will significantly helpthe student gain access to furthereducation and employment.Council experts recommend that asummary of the student’s aca-demic and functional performance,based on the results of age-appropriatetransition assessments, be completedas part of the IEP transition planningprocess.

Paying for the educationIf postsecondary education is in the

future of their child with a disability,parents need to know they should startsaving. Colleges and post-secondaryschools are not required to provide afree appropriate public education tostudents with disabilities (although theycannot charge for disability-relatedaccommodations).

Involving agenciesInteragency collaboration is a wise

transition practice. It allows thetransition team to effectively addressissues such as how to obtain and useresources and expertise of agencies

outside the special education system toacquire assistive technology forpostsecondary settings.

Involving a vocational rehabilitation

counselor from Minnesota’s Rehabilita-tion Services agency can alert thestudent’s transition team as to what sup-ports the student can expect from theagency during and after high school. (Adifferent agency, State Services for theBlind, provides vocational rehabilitationservices to Minnesota students with vi-sion impairments.)

Vocational rehabilitation servicesare available to eligible young adultswith disabilities when they are 16. If astudent qualifies, the state vocationalrehabilitation (VR) agency may paysome postsecondary education ex-penses—if the course of study willlead to the student’s future employ-ment in an intended career, vocation,or field. The financial help may covertesting to document a student’sdisability or accommodation needs;help with tuition; or the purchase of

By Bob BrickPolicy decisions made in a Washington, D.C. office

building may seem far removed from the child with Downsyndrome in a Mineota or Mahtomedi, Minn., classroom.Nevertheless, U.S. Department of Education (DOE)decisions about Minnesota’s special education practicescan affect students with disabilities across the state.

Staff from the DOE’s Office of Special EducationPrograms (OSEP) visited the Minnesota Department ofEducation (MDE) in August 2004. Their responsibility, aspart of the Continuous Improvement and Focused Moni-toring System was to verify that Minnesota’s procedurescomply with the federal Individuals with DisabilitiesEducation Act (IDEA). Information from the review ismeant to help Minnesota improve outcomes for studentswith disabilities.

MDE received the results of OSEP’s visit in March.

Federal monitoring brings changes for stateOSEP directed the state to submit plans that:■ Establish consistent practices and requirements for

local school districts to use in self-reviews and man-agement of special education programs;

■ Change MDE’s policy regarding corrective action if alocal school district is not in compliance with federalstandards;

■ Resolve complaints filed with the MDE more quicklyand speed up individual due process decisions;

■ Correct how the MDE reports on 1) where children inearly intervention programs receive services, 2) howyoung children move into the school system; 3) highschool graduation rates of students with disabilities;and 4) discipline data associated with students whohave disabilities; and

■ Redefine the eligibility for early intervention services.DOE and MDE are continuing discussions regardingearly intervention eligibility.

Extra effort is usually worth it

equipment that can be used later inemployment, such as a set of toolsneeded in a vocational education classor a specialized computer. The family

will still need to apply for financialaid from other sources, however,before VR will pay.

Before VR counselors invest in astudent’s postsecondary studies, theymust be convinced that it is an appropri-ate goal for the student and that it willlead to an employment outcome.Bringing VR counselors into the transi-tion planning process acquaints themwith the student’s potential and can helpthem understand how higher educationwill help the young adult achieveemployment goals. Caution: even after astudent’s eligibility is established, VRagencies may not have the funds toprovide requested the services andsupports. Gaps in services result inwaits. Without interagency partnerships,students and their families will havegreater difficulty meeting future needs.

While there are admittedly challengesfor students with disabilities who want apostsecondary education, most find thatexpending extra effort is worth it.


Resources

Where Will Our Children LiveWhen They Grow Up?

This long-awaited resource offersconcise, easy-to-read-and-understandinformation about housing options forpeople with disabilities. Whether their childis near adulthood or a newly diagnosedpreschooler, parents of children withdisabilities will find that the book answers many oftheir questions about housing and future choices to makewith their child.■ $8 10+ copies, $6 each PHP-a26

NEW

No Child Left Behind and Studentswith Disabilities: A Curriculum for ParentTrainers

The new curriculum includes topics thatfamilies need to know to ensure a qualityeducation for their children with disabilities.

School choice, supplemental services, and adequate yearlyprogress are only a few. It is available in an electronicPowerPoint™ or printed overheads format.$15 CD-ROM ALL-27$295 Overheads in 3-ring binder ALL-28

NEW

Facilitated IEP Meetings: An Emerging Practice

The eight-page guide introduces the ideaof IEP facilitation to help special educationplanning teams reach agreements. It ispublished by PACER’s Technical AssistanceAlliance for Parent Centers project (the Alliance) and theConsortium for Appropriate Dispute Resolution in SpecialEducation (CADRE).■ $3 10+ copies, $2 each ALL-26

Record-KeepingFolderThis tool helps parents organize

important papers related to theirchild’s education. It also offers tips

for working with your child’steachers. Sets are designed forrecords of students in specialeducation or regular education.

They are available in English or Spanishand there are inserts in Hmong and Somali.

Regular education: $10 Price breaks for quantities MPC-6Special education: ■ $10 Price breaks for quantities PHP-a5

A Guide for Minnesota Parents to theIndividualized Education Program (IEP)

The 2005 edition of this booklet contin-ues to be a staple for Minnesota parents ofchildren in special education. It explainswhy parent involvement at IEP meetings isso important, and it guides families throughthe IEP process, clarifies the Minnesotaforms, and explains the information parentsneed for them to make informed decisions about their child’seducation.■ $3 10+ copies, $2 each PHP-a12

Is Your Child a Target of Bullying?The new, one-of-a-kind, 30-page curricu-

lum is for parent audiences. The appealingdesign and easy-to-understand suggestionsare sure to inform and encourage families asthey address this troubling problem. Trans-parencies are available on CD-ROM or inthree-ring binder.$15 CD-ROM ALL-19 (English) or ALL-19sp (Spanish)$165 color transparencies and script in a notebook binder

ALL-20 (English) or ALL-20sp (Spanish)

Educating Your Child with an Emotional orBehavioral Disorder

This first-edition booklet tells parentswhat they need to know to make specialeducation work for their child with anemotional or behavioral disorder. It coversissues from evaluation to least restrictiveenvironment.

■ $5 10+ copies, $4 each PHP a21

■ $3 10+ copies, $2.50 each CRC-14

Toys: Universal Tools for Learning,Communication and Inclusion forChildren with Disabilities

Most experts agree that play affectsany child’s development. The toys used inplay can be extremely important to childrenwith disabilities. The booklet outlines age-and ability-appropriate toys, in addition to

information on buying toys and tips for adapting toys forspecific needs.

NEW


This book encourages children withdisabilities to think about their futures.The vignettes and photos of people withdisabilities at work are easy to read andenjoy. One of the book’s section is forchildren, the other for parents as they guide their childrentoward employment and independence

1. Specify how many you want of each item and the cost2. Total your order, adding appropriate sales tax3. Enclose payment with your order4. Mail to: PACER Center

8161 Normandale Blvd.Minneapolis, MN 55437-1044

To order the listed materials...

Please complete the following:

❑ Parent ❑ Professional ❑ Other

Name:

Organization (if applicable):

Address:

City, State, Zip:

Telephone: (h) (w) E-mail:

If a parent:Birth date of child with disability: Disability:

Prices include postage and handling. A discount may be available if 10 or moreof the same item number are ordered.

■ indicates one item is free to Minnesota parents or guardians of children withdisabilities and to Minnesota young adults (age 14 and older) with disabilities.

For foreign orders, please telephone or e-mail PACER (see page 2). Paymentmust be in U.S. dollars drawn on a U.S. bank.

The items listed on these pages are also available through PACER’s Catalog ofPublications.

Order number Quantity Total item cost

Total cost of all items ordered ➙

Per item costName of publication/video ordered

Amount of order: Sales tax: Total amount enclosed: (Minnesota residents, 6.5%; Minneapolis residents, 7%)

❑ Please send me a PACER Catalog of Publications

Resources

PACER’s Catalog of Publications lists more than 200 items for families of children with disabilities andthe professionals working with them. For your free copy, call PACER at (952) 838-9000 or (888) 248-0822 (toll free).

When I Grow Up... I Am Going to Work

■ $8 10+ copies, $6 each ST-22

Working with Doctors: A Parent’sGuide to Navigating the HealthSystemThe book helps parents be effectiveadvocates for their children in the healthcare system. The easy-to-read contentcovers information such as effective

advocacy, communicating with medical professionals,choosing a physician, medical record keeping, and otherimportant topics.■ $8 10+ copies, $6 each HIAC-h11


Workshops

Early Childhood

For parents and professionalsA Comparison of Tech Tools for Writing

Tools such as scanning, word prediction,text-to-speech, and phonetic spell checkers aregreat reading and writing supports for studentsin middle school and up. This workshop willfeature options and help participants determinethe right program for them. The demonstrationis not hands-on training.

Dec. 5, 6 to 9 p.m. (St. Cloud)

Access to Recreation ExpoThe Access to Recreation Expo is a showcase

of several companies for indoor and outdooractivities for people of all abilities and ages. Itincludes demonstrations and opportunities to tryrecreational gear. Displays will include adaptiveoutdoor clothing, accessible camping equipment,specialized games, and more. Recreationalspecialists and the Simon Technology Centerstaff will be available for questions.

Oct. 1, 10 a.m. to 2 p.m. (PACER Center)

Beginning the Road to ATWant to know how to use assistive technology

(AT)? This workshop provides an overview ofthe many available tools and devices thatimprove the lives of people with disabilities.Participants will learn about a number ofstatewide resources and review the MinnesotaAT Manual for selecting assistive technology.

Sept. 22, 6 to 8:30 p.m. (Duluth)Oct. 13, 6 to 8:30 p.m. (Detroit Lakes)Nov. 10, 6 to 8:30 p.m. (Red Wing)

Early Childhood and AssistiveTechnology

Assistive technology is not necessarilyexpensive computer equipment. Theworkshop, which involves PACER’s SimonTechnology Center, shows how ordinaryactivities can be part of everyday routine tohelp young children with disabilities.

Oct. 20, 6 to 9 p.m. (Grand Rapids)

Emotional Behavioral Disorder

Housing

Meeting Your Child’s Mental HealthNeeds at School and in the Community

There are many ways to support your childwith mental health and behavioral needs. Thisworkshop explains how to obtain and usemental health, special education, and 504services. Co-sponsored by PACER and theMinnesota Statewide Family Network.

Nov. 3, 7 to 9 p.m. (Anoka)

Understanding ADHD and PositiveBehavioral Interventions: Parents Needto Know

Children with ADHD can and do succeed.The workshop will introduce a new way ofthinking about behaviors of a child with ADHDand the need to advocate for behavioralinstruction. Co-sponsored by PACER and theMinnesota Statewide Family Network.

Sept. 29, 6:30 to 9:30 p.m. (Bemidji)

Understanding IEPs and 504 Plans forChildren with Emotional andBehavioral Issues

Two federal laws provide for specializedfree public education services for students withdisabilities: The Individuals with Disabilities inEducation Act 2004 and Section 504 of thefederal Rehabilitation Act. This workshop willhelp you understand the differences betweenthose laws and how to use them to support yourchild with emotional or behavioral needs.

Oct. 11, 7 to 9 p.m. (Osseo)

Parent Training & Information

Housing Resource and Information FairWhere will your child live when he or she

grows up? PACER’s fair allows families ofchildren and young adults, and serviceproviders to meet and discuss housing options,services, supports, and related issues forchildren and young adults with disabilities.

Oct. 15, 9 a.m. to noon (PACER Center)

IDEA: Understanding the IEPThe IEP (Individualized Education Program)

workshop explores the essential components ofIEP development, including evaluation, teamplanning, resolving disagreements, and anexpanded section on writing measurable goals.

Oct. 11, 6:30 to 9:30 p.m. (Eagan)Oct. 25, 6:30 to 9:30 p.m. (PACER Center)Nov. 2, 6:30 to 9:30 p.m. (Rochester)

IDEA: Understanding the SpecialEducation Process

The workshop outlines the basic principles ofspecial education with materials to help parentsorganize their child’s special education records.Topics include free appropriate public educa-tion, evaluation, resolving disagreements, andthe Individualized Education Program.

Oct. 5, 6:30 to 9:30 p.m. (Grand Rapids)Oct. 6, 6:30 to 9:30 p.m. (Duluth)Nov. 1, 6:30 to 9:30 p.m. (Mankato)

NCLB: What Parents of Children withDisabilities Need to Know

The workshop will help parents understandthe No Child Left Behind (NCLB) law and itsimplications for students receiving specialeducation.

Sept. 26, 7 to 9 p.m. (Marshall)Sept. 27, 7 to 9 p.m. (St. Cloud)Oct. 17, 7 to 9 p.m. (St. Paul)

Skills for Effective PartnershipThis interactive workshop will present ideas

for parents of special education students to usewhen communicating with school staff. Optionsfor resolving differences will also be addressed.

Nov. 14, 7 to 9 p.m. (PACER)

There’s a New IDEAIDEA 2004 (Individuals with Disabilities

Education Improvement Act) is the new federallaw that ensures special education for childrenwith disabilities. The session covers changes inthe law and an overview of the entire specialeducation process. Co-sponsored by the ParentInvolvement Program of Anoka-HennepinSchool District.

Nov. 10, 6:30 to 9:30 pm (Anoka)

Simon Technology Center

Where Will Our Children Live When TheyGrow Up?

The workshop provides an opportunity forfamilies to learn about housing options andservices for their young adult. Small groupactivities and networking are planned.

Nov. 30, 7 to 9:30 p.m. (PACER Center)

Public Policy

Got Any Great IDEAs?A discussion of the future for Minnesota’s

special education laws and rules, this privatelyfunded workshop will identify the areas whereMinnesota special education laws and rules aredifferent from the federal Individuals withDisabilities Education Act (IDEA), as amendedin 2004. A discussion of the process typicallyused for changing laws and rules will occur.Opportunities for parents to be involved in thepolicy setting process will be highlighted.

Oct. 5, 7 to 9 p.m. (PACER Center)Oct. 6, 1 to 3 p.m. (Bemidji)Oct. 6, 7 to 9 p.m. (Thief River Falls)Oct. 11, 7 to 9 p.m. (Willmar)Oct. 12, 7 to 9 p.m. (Jordan)Oct. 13, 7 to 9 p.m. (Princeton)Oct. 18, 1 to 3 p.m. (Grand Rapids)Oct. 18, 7 to 9 p.m. (Duluth)Oct. 25, 7 to 9 p.m. (Rochester)


Workshop RegistrationPersons planning to attend workshops are asked to register by calling PACER Center at (952) 838-9000 or (800) 537-2237(Greater Minnesota) or mailing or faxing the completed form below to PACER Center, 8161 Normandale Blvd., Minneapolis,MN 55437. Fax: (952) 838-0199.

Name:

Address:

City:

State:

Zip:

Phone: (H)

(W)

E-mail:

Birth date of child w/disability:

Child’s disability:

Organization: (If a professional)

September

❐ Sept. 22, Beginning Road to AT (Duluth)❐ Sept. 22, Universal Design (PACER Center)❐ Sept. 24, Intellitools (PACER Center)❐ Sept. 26, NCLB (Marshall)❐ Sept. 27, NCLB (St. Cloud)❐ Sept, 28, Employment Puzzle (Int’l Falls)❐ Sept. 29, Moving On (Moorhead)❐ Sept. 29, ADHD-Positive Behavioral

(Bemidji)

❐ Oct. 1, Recreation Expo (PACER Center)❐ Oct. 5, Understand Special Ed (Grand Rapids)❐ Oct. 5, Great IDEAs (PACER Center)❐ Oct. 6, Employment Puzzle (Winona)❐ Oct. 6, Understanding Special Ed (Duluth)❐ Oct. 6, Great IDEAs (Bemidji)❐ Oct. 6, Great IDEAs (Thief River Falls)❐ Oct. 6, Vision Technology (PACER Center)❐ Oct. 11 Great IDEAs (Willmar)❐ Oct. 11, Understanding IEP (Eagan)❐ Oct. 11, Understanding IEPs, 504. (Osseo)❐ Oct. 11, Dropout-families (PACER Center)❐ Oct. 12, Dropout-ex-student (PACER)

❐ Oct. 12 Great IDEAs (Jordan)❐ Oct. 13, Great IDEAs (Princeton)❐ Oct. 13, Beginning Road to AT (Detroit Lakes)❐ Oct. 15, Housing Fair (PACER Center)❐ Oct. 17, NCLB (St. Paul)❐ Oct. 18, Great IDEAs (Grand Rapids)❐ Oct. 18, Great IDEAs (Duluth)❐ Oct. 18, Read and Write Gold (PACER)❐ Oct. 20, Early Childhood Tech (Grand Rapids)❐ Oct. 25, Great IDEAs (Rochester)❐ Oct. 25, Understanding IEP (PACER)❐ Oct. 29, Kurzweil Training (PACER)

❐ Nov. 1, Transition (PACER Center)❐ Nov. 1, Understand Special Ed (Mankato)❐ Nov. 2, Understanding IEP (Rochester)❐ Nov. 3, Mental Health Needs (Anoka)❐ Nov. 4, Speaking Dynamically (PACER)❐ Nov. 9, Postsecondary Options (PACER)❐ Nov. 10, Beginning Road to AT (Red Wing)❐ Nov. 10, New IDEA (Anoka)❐ Nov. 14, Partnership Skills (PACER Center)❐ Nov. 15, Tech for Girls (PACER Center)❐ Nov. 16, Postsecondary-Student (PACER)

❐ Nov. 17, Digital Learning (Brainerd)❐ Nov. 29, Postsecondary-Cognitive (PACER)❐ Nov. 30, Where Will...Live (PACER)

October

December

Workshops

Easier Access toDigital Learning Materials

Do you have trouble finding learningmaterials that are accessible to your child? Inthe session you will learn about current trendsand available resources for accessibleinstructional materials, including digital textand audio. A list of accessible materialresources will be provided to workshopparticipants.

Nov. 17, 6 to 9 p.m. (Brainerd)

IBM Web Adaptation TechnologyThis workshop offers a demonstration of

Web software that makes Web sites moreaccessible to individuals with disabilities. Thesoftware tool was developed by IBM and isbeing piloted by PACER STC. Participantsreceive a copy of the software free. Thisworkshop is presented via Web-conferencing.

Dec. 9, 1 to 2 p.m. (WebEx - online)

Strategies for Using Vision TechnologyThis workshop will discuss a range of

assistive technology available to young children

and students with visual impairments. Ideas foradapting software, hardware, and low-techdevices for learning and recreation will bedemonstrated.

Oct. 6, 6 to 9 p.m. (PACER Center)

Technology for Girls – Forensic ScienceWomen employed in technical fields at IBM

lead the free workshop for girls with disabilitiesin grades 6-8. A hands-on group activityillustrates the importance of math and creativeproblem solving. Information about the IBMEXITE camp of 2006 is presented.

Nov. 15, 6 to 9 p.m. (PACER Center)

Universal DesignThe premise of universal design is that

curricula need to be accessible and appropriatein varied learning contexts for individuals withdifferent backgrounds and abilities. Theworkshop explores how technology can promoteuniversal design for learning. It discusses stateand national initiatives and demonstratestechnology options.

Sept. 22, 6:30 to 9 p.m. (PACER Center)

Hands-On Training Series

Hands-on Series – Intellitools TrainingUsing IntelliTools Classroom Suite, teachers can

meet the needs of their diverse classroom, ensuringthat the curriculum is accessible to all . Participantwill receive a FREE 45-day trial version ofIntelliTools Classroom Suite. A $30 registration feeis refundable for parents and consumers.

Sept. 24, 9 a.m. to 4 p.m. (PACER Center)

Hands-on Series– Kurzweil TrainingKurzweil 3000 is a reading, writing, and

learning solution for individuals with learningdifficulties. Participants will receive hands-ontraining and a free demo CD. A $30 registrationfee is refundable for parents and consumers.


Hands-on Series– Read and Write GoldThe versatile literacy utility program includes

voice recognition, word prediction, and text-to-speech with any document or Web page. Partici-pants receive a demo CD. The workshop is freethrough Texthelp, Inc.


November

❐ Dec. 5, Technology Tools-Writing (St. Cloud)

❐ Dec. 9, IBM WebEx (online)


Non-Profit Org.U.S. Postage

PAIDPermit No. 2723Minneapolis, MN

InsideIDEA reauthorization

Alternate assessment

State legislation

India collaboration

If your child is the bully

Technology for students

Mental health, young

School nurse

Books on tape

Postsecondary planning

Resources

Workshops

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Address Service Requested

PACER Center, Inc.8161 Normandale Blvd.Minneapolis, MN 55437-1044

Transition

Workshops – Continued

Keeping Your Child in School: DropoutPrevention

For families of youth with disabilities thatmay be at risk for dropping out of school, theworkshop features Larry Kortering, Ph.D. Heoffers strategies families can use to help theirchild complete school.

Oct. 11, 6:30 to 9 p.m. (PACER Center)

Dropout Prevention: The (Ex) Student’sPerspective.

This workshop is for professionals workingwith youth at risk for dropping out of school.Larry Kortering, Ph.D., will speak oninformation gained from research.

Oct. 12, 9 am to noon (PACER Center)

Moving On From High SchoolFor families of youth with disabilities (age

14 and over), the workshop looks at life afterhigh school. Postsecondary options will bediscussed and a panel of young adults withdisabilities will share their “after high school”experiences in postsecondary settings.

Sept. 29, 7 to 9:30 p.m. (Moorhead)

Postsecondary Options – LookingAhead - First in Series

Professionals from college DisabilitySupport Services, Social Security, and Rehabili-tation Services will discuss postsecondarytraining and education options. For families ofyouth with disabilities (age 14 and over), thesession gives information on various post-secondary education and training opportunities.


Postsecondary Education Experience –Student Perspective - Second in Series

The series continues for families of youthwith disabilities (age 14 and over). A panel ofyoung adults with disabilities will share their“after high school” experiences as they go onto postsecondary training, education, andemployment.


Postsecondary Training and Educationfor Youth with Cognitive Disabilities

This workshop for families will addresscurrent models and options for additionaleducation and training for youth with cognitiveand developmental disabilities.


Solving the Employment PuzzleThis workshop is for families of youth with

disabilities that are in the transition process(age 14 and over). It will help families look tothe future as they learn about numerousoptions for postsecondary education, employ-ment, and adult services.

Sept. 28, 6:30 to 9:30 p.m. (Int’l Falls)Oct. 6, 6:30 to 9:30 (Winona)

Transition with an Emphasis onPostsecondary

This workshop will help parents andstudents move from high school to college.Information includes high school courseworkin preparation for college, admission process,and steps for success in college.

Nov. 1, 6:30 to 9:30 p.m. (PACER Center)

(Continued from page 19)Hands-on: Speaking Dynamically

The newest version of Boardmaker andSpeaking Dynamically Pro software isfeatured. Learn to create symbols, implementthem into home and classroom, and incorpo-rate them into Speaking Dynamically Pro. A$30 registration fee is refundable for parentsand consumers.

Nov. 4, 9 a.m. to noon (PACER Center)

To register for workshops,see page 19.

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