::  INSOURCE Reports - Fall 2008

Inside This Issue

• From the Desk of the Executive Director
• CEL Reports - A Few Notes for the Start of This New School Year
• Share Your Story!
• People First Language
• iSOLD It
• Why Respond to Post School Follow Up Surveys?
• Transition Conference A Great Success
• "Mission Ready: Countdown to Change"
• Families and Schools Working Together to Make a Difference
• I Want to Make a Difference!
• Welcome New Regional Parent Resources
• Our Thanks to These Former RPRs
• Welcome New Staff
• Indiana University's School of Continuing Studies
• Happy Holidays
• Indiana Deafblind Services Project

From the desk of the Executive Director

School is in session.  We have a newly revised state special education rule that, as I write this, has only been in place for about 6 weeks.  The revised rule contains several significant changes.  It seems that everyone is scrambling to identify and understand the changes.  And because the revised rule is now in effect, schools must also be revising or, in some cases, developing new practices or procedures to assure compliance with new requirements.  It is a busy and somewhat chaotic time.  In a more perfect world, there would have been more lead time, but it did not work out that way.  Nonetheless, with reasonable tolerance and patience and a bit of goodwill, we will wade through.  If it is challenging for school folks, it is a special challenge for us parents. 

Even though it is nowhere close to entertaining reading, I would recommend that parents get a copy of Article 7 and read through it.  At least then, you will have the same information that schools have.  You may need a translator.  If you contact us, we will try to help.  If you have access to the internet, you can read and/or download a copy of Article 7 from the following site:
http://deanet.doe.state.in.us/exceptional/speced/pdf/2008-08-06-Article7.pdf.  This agency version of Indiana's special education rules which includes a table of contents and an index which were added for reader reference. 

You may also obtain a printed copy by writing or calling:

Indiana Educational Resource Center
7725 N. College Avenue
Indianapolis, Indiana 46240-2504                                  
(317) 232-0587
(800) 833-2198 

At some point, the state department will have available a revised copy of Live, Learn, Work and Play.  It is easier to navigate, but it is not yet ready for publication.  So, in the mean time, if we can help, don't hesitate to contact us.

This school year it is likely that parents will also be exposed to an electronic IEP form called the Indiana Standards Tools for Article 7 Compliance or ISTART7.  The Indiana Department of Education, Center for Exceptional Learners has supported the development of this standardized, statewide, electronic IEP form.  The State is not requiring use of that form, but the great majority of school districts have chosen to use it.  I know that in the past there have been concerns about the application of a standardized approach generating pre-determined, cookie cutter IEPs.  There is not anything about the ISTART7 form that would encourage that and I think it will prove helpful.  It is new.  There may be a bug or two and not everyone is entirely comfortable using it, but again, I am optimistic that it be useful for everyone.

I also wanted to let folks know that IN*SOURCE will not be convening a state conference this year.  I know that many of you look forward to that event, and I am sorry that we will not be offering that opportunity this year.

I want to welcome our newest staff members, Lakesia Sanders and Kelly Benjamin to our organization.  Please read about them on page 7.

There are changes.  Even our state division has changed its name to the Center for Exceptional Learners (CEL).  This school year, I expect you will begin to hear more about Response to Intervention (RTI).  I believe RTI will prove to be a very important system change initiative that will benefit all students.  We will talk more about the RTI initiative in later newsletters.  So many changes...it will be a challenge, but we will learn together.  Please let us know if you need our help.

I hope we all have a great school year.  Hug the kids for me...

Best Wishes!

CEL Reports...

by Paul Ash, Assistant Director
Center for Exceptional Learners, Indiana Department of Education
A Few Notes for the Start of this New School Year…

NOTE: The big special education news in Indiana is that the rule revision process has been completed and the Article 7 promulgation process is finished. On August 13, 2008, the revised Article 7 became effective. The revised rule incorporates IDEA ‘04 components, updates language and concepts, and removes requirements that are no longer needed. Revised Article 7, Rules 32-47, can be found on the Department of Education website (www.doe.in.gov) by clicking on the Article 7 button in the “Hot Topics” section of the homepage.

The revised Article 7 is lengthy (129 pages, not counting Table of Contents and Index), so be sure your printer is fully loaded before printing. An English to Spanish translation of Article 7 is presently underway and should be available on our website by the time you receive this newsletter.

NOTE: A revised rule means that the Notice of Procedural Safeguards/Parent Rights must also be revised. This has been done and the “Sample” Notice is available on the Center for Exceptional Learners website at    http://www.doe.in.gov/exceptional/speced/whatsnew.html.   A Spanish translation of the Notice will be available on our website in coming weeks.

NOTE: There is a greater understanding of the importance and appropriate use of accommodations for instruction and testing. Every year I receive several calls from schools during the ISTEP test window asking for guidance on how to proceed for students who break an arm the day before the test (correct answer - develop a Section 504 Plan). This year I received none--zero! This is good news if it means no one broke their arm (unlikely) or that Section 504 is so well understood that there is no need to call our office (possible). It is bad news if it means the kids are not doing anything physical enough to break an arm (possible).

NOTE: I’ve been struck by the number of friends and co-workers whose families have been touched by accidents, illness and death in recent months. Among other thoughts, this causes me to re-double my efforts to remind all parents of children with disabilities to plan for the future of their children. This might be a trust or other estate planning…but the important thing is to plan. Get good advice from a trusted advisor. If you don’t know where to start, contact the Arc of Indiana for guidance. We don’t endorse or recommend the Arc estate planning services (or any other service provider), but they understand the needs of children with disabilities and can help you get started.

NOTE: A new candy store opened last week in Carmel. We stopped in to check out the upscale candies and chocolates. It has a nice ambiance and there were lots of junior high and high school kids milling around. I started talking with the owner who gave me one of their brochures. The brochure mentioned there is a second floor to the candy store with a stage and drama classes, and a play to be performed in mid-October…and special roles for performers with disabilities. I also learned that the performance proceeds, at least partially, will be used to support Best Buddies and Special Olympics! Individuals with disabilities have come a long way…from basement classrooms to the 2nd floor performance stage with everyone else. Yes, integration, inclusion, mainstreaming, or whatever you choose to call being part of the larger society, has moved to the Main Street candy store. Now that is progress!

Share Your Story!

Visit Myinsource.org to share a success story about a child with a disability or to say thank you to a parent, educator or other professional.

People First Language by Deb Gavette Note:  Deb, of Fort Wayne, IN, is a former INSOURCE Regional Program Specialist.  This article appeared in the March/April, 2008 issue of the DSANI (Down Syndrome Association of Northeast Indiana) Star, and Deb has given her permission to share it with the readers of INSOURCE REPORTS.

I’ve been hearing the term “Down’s kid” used more frequently as of late. I’m not sure why this is occurring. But, I do feel a strong need to address this and try to help people understand the importance of using people first language.

When Samantha was born, a lot of those in the medical field talked of Samantha as a Down’s baby. They were not meaning to be rude or disrespectful. This just seems to be a shortened term for some. At first, we didn’t think a thing about it. Then, one day during Samantha’s hospital stay, Tim and I were having lunch in the hospital cafeteria and the head nurse, Beth, sat down with us. We began chatting about Samantha’s progress and prognosis. I don’t remember much of the conversation. However, the part that I do remember changed our lives. She talked to us about using language that put our daughter first. We were a little confused. How could we talk about our beautiful baby and not put her first? As she began to enlighten us, the light bulb came on. It has continued to shine brightly in our lives. I’d like to share her words of wisdom.

Beth told us that when people have a health condition like cancer, heart disease, a cold or the flu, etc, they are not referred to as the cancer lady, the heart attack guy, the flu girl, the asthma boy, etc. This is because the first thing they are is the person. They happen to have cancer, a heart attack, a cold or the flu. She said that Samantha was a beautiful baby girl that happened to have Down syndrome. Beth continued with the idea that Down syndrome should not define Samantha, but instead Samantha should define her Down syndrome.

This has echoed in our minds since that day. And, it is very true! Samantha is so much more than a diagnosis.

I hope that Beth’s words make a difference in your thinking as they have in ours. We might not change the world with this, but if we can make those around us understand that our loved ones (and anyone with a disability) are so very much more than the diagnosis they are given, we can slowly change perceptions so that others may see them as people first!

When I’m in conversation with someone and they use the inappropriate term, I usually restate their term (at my first opportunity) in the correct manner. If it continually happens or if I’m questioned about why I say it that way, I’ll just inform them that I like the focus to be on the person before the diagnosis. I try for it not to be taken as a rude or disrespectful correction.

Here is an easy way to change the language:
Down’s kid = kid with Down syndrome
Autistic person = person with autism
CF girl = girl with cystic fibrosis
Allergic kid = kid with allergies

So, the next time you’re in a conversation and you say or hear “Down’s kid”, please consider what the nurse told Tim and me and correct yourself or enlighten the other person. Let’s remember to put our loved ones before any diagnosis they might have.

Watch for more information on how you can make donations to I Sold It and have the proceeds go to INSOURCE.

Why Respond to Post School Follow Up Surveys?

Indiana public schools can learn how well they are preparing its students for postsecondary education and employment from the input received from the Indiana Post School Follow-Up System (INPSFS).  This system was designed to measure the effectiveness of secondary education and transition services and is now authorized by IDEA 2004. 

Every state is required to submit a State Performance Plan (SPP) to the U.S. Department of Education’s Office of Special Education Programs (OSEP) which describes plans for reaching goals across 20 different indicators.  Indicator 14 is the percentage of youth who had IEPs, are no longer in secondary school, and who are competitively employed, enrolled in postsecondary school, or both, within one year of leaving high school.

Indiana’s system (INPSFS) was developed to interview students at the time they leave school and at 1, 3 and 5 years following their completion of school.  Data might also be gathered from a parent, guardian or caregiver.  By responding to the survey, you can provide a good picture of how well schools are preparing its students and help them identify how they might enhance their focus on success for students beyond their formal classroom training.

For more information about the INPSFS, go to www.bsu.edu/coda or contact Adam Bauserman, Project Coordinator at Ball State University, adbauseman@bs.edu (765) 285-7661.

TRANSITION CONFERENCE A GREAT SUCCESS

The 2008 Indiana Statewide Transition Conference was held in Indianapolis in August and was judged by the more than 500 attendees to have been a great success.   During the two days, participants enjoyed some excellent speakers, gained new and valuable knowledge, learned of available resources and had the opportunity to network, both formally and informally, with others interested in advancing transition outcomes for Indiana’s young adults with disabilities.

IN*SOURCE staff presented in one of the concurrent sessions, “I’ve Been Down That River:  Parent Perspectives of Transitioning from School to Adult Services.”  Barbara Campbell, Regional Program Specialist for South Central Indiana and Sally Hamburg, IN*SOURCE Transition Project Director, participated on a panel of parents moderated by Sally and Dixie Patterson, Family Coordinator at the Indiana Institute on Disability and Community.  Each of the panel members, which also included Mary Ann Noble of Indianapolis, shared stories of “If I knew then what I know now” on lessons learned from their experiences as their sons and daughters made the transition from school to adult services. 

"MISSION READY:  COUNTDOWN TO CHANGE”

December 2nd and 3rd are the dates for the 2008 Conference for People with Disabilities which will be held at the Hyatt Regency in downtown Indianapolis.  Those attending the conference, Mission Ready:  Countdown to Change, will hear from some well known and highly regarded speakers including Dale DiLeo of the Training Resource Network who will speak on community inclusion; Juliette Rizzo, Ms. Wheelchair America 2005, who will talk about how she succeeded in pursuing her dreams; David Braddock, Ph.D., who will discuss the study he conducted on Indiana’s disability services; and Curtis Decker, JD, executive director of the National Disability Rights Network, who will provide his perspective on the results of the federal election and its impact on people with disabilities.

For registration information, contact the Indiana Governor’s Council for People with Disabilities at (317) 232-7770 (voice/TT), www.in.gov/gpcpd or GPCPD@gpcpd.org.

Families and Schools Working
Together to Make a Difference

What does it mean to make a difference? Making a difference could mean your child has access to educational opportunities that were inconceivable 30 years ago. Maybe it means your child’s dreams of attending college, having a career, living independently, and being active in the community are possible. You can make a difference by supporting IN*SOURCE with your donation or membership. Your membership will connect you to other members who share your concerns and hopes for ensuring a better quality of life for all children with disabilities in Indiana. In a recent survey a parent wrote, “I don’t know what we would have done without the help of IN*SOURCE.”

IN*SOURCE depends on donations and contributions which help us to provide training and assistance to parents and professionals in obtaining appropriate educational programs and services for children and young adults with disabilities in Indiana. Our services have always been, and will continue to be, provided free of charge to families and individuals with disabilities. Community financial support makes an important difference to our organization. It helps us determine what we do based on values and mission rather than availability of funding. No matter what the amount, your contribution helps impact lives, break barriers, and change attitudes about disabilities.

Annual Membership Contribution
You can be part of our annual campaign by becoming a contributing member. Members can contribute at five different levels of giving: Benefactors, $100 and above; Sustaining Donor, $50; Organization, $25; Family Donor, $25 and Individual Donor, $15. Members also are automatically subscribed to our newsletter, are asked to participate in the election of officers, are recognized for their support in our Annual Report, and are invited to various IN*SOURCE events.

Corporate Matching Gifts
Corporations often match gifts made by employees, officers and directors. Sometimes even a spouse’s gift can qualify. Consult your company’s human resources or community relations department to see if matching gifts are available.

Planned Gifts
Wills, charitable annuities and trusts, along with other investment products, can be used to provide financial gifts to IN*SOURCE. Please consult a financial planner for more information on Planned Charitable Gifts.

IN*SOURCE is recognized by the IRS as a 501(c)(3) organization. Each gift is acknowledged by mail and is tax-deductible to the extent allowed by law.

(Cut here and mail)

I Want to Make a Difference!

☐ Benefactor $100.00+
☐ Sustaining Donor $50.00
☐ Organization $25.00
☐ Family Donor $25.00
☐ Individual Donor $15.00
☐ Other

Name

Please return this form with your check to:
IN*SOURCE, 1703 South Ironwood, South Bend, IN 46613
Thank You!

Welcome New Regional Parent Resources...

We extend a warm welcome to the 37 individuals who completed three days of training and became IN*SOURCE’s newest Regional Parent Resources (RPRs).  These individuals are now a part of a dedicated network of over 400 parent volunteers who devote time and expertise to support the many other parents of infants, toddlers, children and young adults as they work with schools and other service providers to plan and implement appropriate programs and services for their children.  The following individuals completed the RPR training between July 1, 2007 and June 30, 2008.

...and our thanks to these former RPRs

The following individuals have recently retired as RPRs, and we want to extend our sincere appreciation to each of them for their commitment and their assistance to us in fulfilling our mission to provide parents, families and service providers in Indiana the information and training necessary to assure effective educational programs and appropriate services for children and young adults with disabilities. We are grateful to each of them for their efforts and wish them well.

INSOURCE staff is in the process of planning trainings for additional RPRs during this project year.  If you are a parent interested in joining our dedicated network of volunteers providing assistance to other families, please contact INSOURCE for additional information about the RPR program and/or an application.

Welcome New Staff

Kelly Benjamin
Sellersburg
(812748-0148
kbenjamin@insource.org

Kelly lives in Sellersburg, Indiana, in Clark County. She and her husband, Lee, have 3 sons:  Dustin is 23, Landon is 15 and Noah is 9.  Landon and Noah both qualified for special education services during their early childhood years.  Their areas of disability include communication disorder, learning disabilities, auditory processing disorder and signs of dyslexia.  When she attended the RPR training in May, 2007, Kelly found common interest with another parent about the need for resources and connections for all persons who have an interest in children with special needs. Together, in January, 2008, they became co-founders of a new support group in Southern Indiana called CHIN-UPS (Children Have Individual Needs-Understanding Parental Support).

Kelly has been very active as an RPR and looks forward to the next challenge as a Regional Program Specialist (RPS) as she works to support and train families and share information with them.

(Kelly is assisting families in Perry, Crawford, Harrison, Floyd, Clark, & Scott Counties.)

Lakesia Sanders
Indianapolis
(317) 288-7383
lsanders@insource.org

Lakesia and her family have lived in the Indianapolis area for the last eight years.  She has three boys and a girl . . . Tre is 14, Cortlind is 8, Cortney is 5 and Lauren is 2.  Two of her children have IEPs and receive services from MSD of Washington Township.  In addition to her responsibilities as an INSOURCE Regional Program Specialist, Lakesia works part-time as a case manager for the Villages, Inc., a foster care agency.  After her son was diagnosed as an individual with Asperger Syndrome, Lakesia became interested in advocating for families thorugh her involvement with different school corporations.  She states that she is very excited about her work with INSOURCE.

(Lakesia is assisting families in Marion County, specifically MSD of Pike Township, MSD of Warren Township and the Indianapolis Public Schools.)

INDIANA UNIVERSITY’S SCHOOL OF CONTINUING STUDIES

There is a wide variety of options available for students who have physical or cognitive disabilities through the Indiana University School of Continuing Studies (SCS) distance education program.  Some of the options offered include high school and undergraduate courses, a high school diploma or an associate and bachelor’s degree in general studies.

Students may register throughout the year and may have up to one year to complete a course.  Instructors provide personalized feedback and support and there are disability support services and/or auxiliary aids available that may facilitate the education of eligible students.  Services are provided based on the academic requirements of the courses and the individual needs that are supported by documentation.

For additional information about what is available from SCS, contact the Disabilities Coordinator Eileen Balliet at scs@indiana.edu or 1-800-334-1011.

(Adapted from Indiana Institute FYI Newsletter for the Week of July 28, 2008, Indiana’s University Center for Excellence in Developmental Disabilities.)

The INSOURCE offices will close on Friday afternoon, December 19th, and will reopen on Monday morning, January 5th, 2009.  We will also be closed on Monday, January 19th in honor of Martin Luther King, Jr.

We wish you and your families a joyous holiday season and a healthy and prosperous new year!

INDIANA DEAFBLIND SERVICES PROJECT

The goal of the Indiana Deafblind Services Project is to improve the quality of educational services available to Indiana’s infants, toddlers, children and youth with dual sensory impairments.  The project has been funded by the U.S. Department of Education since 1986 and has recently been funded for another five years.  It is administered by the Blumberg Center for Interdisciplinary Studies in Special Education at Indiana State University.

The project provides technical assistance, training and support services to service providers and families of children with dual sensory impairments.  Students with hearing and visual impairments occurring together in any combination are considered to have deafblindness.  Often the combined sensory loss causes such extensive needs that special education and related services beyond those provided solely for children with vision or hearing impairments or severe disabilities may be required.  Any parent, family member, care provider or educational personnel for a child with deafblindness, ages 0-21, may request services from the project.

Visit the project’s web site at www.indstate.edu/blumberg/db/deafblind.htm.  You may contact project staff at (812) 237-7887 or (800) 622-3035; fax (812) 237-8089; TDD (812) 237-3022; e-mail DB@indstate.edu.

If you would like to receive an electronic version of INSOURCE REPORTS rather than a hard copy, please email us at insource@insource.org, and we will be happy to add you to that list.