:: IN*SOURCE Reports - Fall 2011
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Inside This Issue
Standing Tall
 When it comes to Ben Elza and his family, “standing strong” means many things. Ben, a senior at Hagerstown High School, has had an IEP since he was in the second grade. Originally identified as a student with ADHD and a reading disability, he was only recently diagnosed with Aspergers Syndrome and is hoping to graduate with a regular diploma at the end of this school year.
“If it hadn’t been for Aimee, we’d never be where we are now,” states Ben’s mother, Jeanna Elza. Aimee Herbert, formerly an IN*SOURCE parent volunteer and an employee of the Independent Living Center of Eastern Indiana, has been an IN*SOURCE Regional Program Specialist since October of 2010 and has been working with the Elza family for several years. It is clear that Aimee and Jeanna belong to a mutual admiration society when one hears them sing one another’s praises.
Jeanna acknowledges that she did not always have a very positive working relationship with the schools, but, through working with Aimee and “standing strong” to advocate on Ben’s behalf, she has come to appreciate the support Ben is now receiving from the Newcastle Special Education Cooperative as well as many of the staff at Hagerstown High School. Ben is in general education classes and receives support from his resource teacher, with whom he and Jeanna have a good and positive working relationship. Jeanna makes special mention of how much she appreciates Ben’s teacher for English 11, Mr. Lester, who not only was very supportive of Ben but was able to inspire him. In fact, “Standing Strong” was written as the result of a “free writing” assignment in his English class. Although, according to his mom, Ben doesn’t easily communicate his inner feelings, it is apparent how easily Ben is able to express himself through poetry.
We wish Ben the best of luck as he works to realize his dream of eventually going to a trade school to learn mechanics and welding. May he and his family always continue to be “standing strong.”
May we heed Ben’s words and “Look not just at the outside but try to find the beauty within.”
Standing Strong
by Ben Elza 2010
I am a castle
That sits deep in the woods.
I am dark and cold
And my beauty is misunderstood.
I am surrounded
By water in my moat.
You can’t get at me
No matter the size of your boat.
My door stays sealed
To keep out those who are closed minded.
It stays so dark
It is like being blinded
I keep myself guarded
With many different defenses.
It is not easy to get in
As it is climbing fences.
If I happen to let down my guard
And allow you to step foot in my yard
Please do not tear anything down
And take off running, back into town.
Take the time to soak it all in
Look not just at the outside
But try to find the beauty within.
Once you have taken the time to really see
It will reveal that what is standing strong is me. |
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 Please remember IN*SOURCE during this season of giving. Thank you.
From the Desk of the Executive Director...
I want to talk a bit about charter schools. As we know, the number of charter schools in our state continues to grow. There certainly appears to be strong support for the charter school concept among the majority of our elected officials. So, I would expect that at least in the near term, the charter school option will continue to expand. I don’t know if that is good or bad. Frankly, I have mixed feelings as I expect many of our readers do. However, regardless of how any of us might feel about it, Indiana’s system of public education includes charter schools. Even though charter schools in our state are public schools, there will almost certainly be significant differences between charter and traditional public schools. There will likely be significant differences among charters. So, for parents who are interested in pursuing the charter school option, I would urge you to visit the school and walk through the facility to see what it looks like and feels like. I would recommend talking directly with administrative and instructional staff to learn about the curriculum and extracurricular programs and activities, policies around student conduct, transportation, nursing services, food services, etc. I encourage you to do that so that you can have current accurate information that will enable you to make an informed decision in choosing the educational environment where your child will most likely be comfortable and successful. I believe that is an important first step for any family weighing school options and different learning environments for their children. I believe it is especially important for the parents of children with disabilities or suspected disabilities.
Again, in our state, charter schools are public schools. With regard to students with disabilities and special education, charter schools are therefore subject to federal and state laws and regulations that structure and govern special education programs and services in the same way traditional public schools are. Traditional public schools, however, have had nearly four decades to understand federal and state requirements and to develop necessary structures and capacity to comply with those requirements. That is not to say, however, that every traditional public school in our state is fully prepared with all potentially needed resources and capacity to appropriately serve all enrolled students with disabilities. I know that many face almost daily challenges in meeting their responsibilities to their students with disabilities. I am also not suggesting that charter schools do not have or cannot develop the structure and capacity to appropriately serve students with disabilities. I am, however, urging parents to not make assumptions...to not assume that what might be needed will be available...to not depend on brochures and websites. Instead, go to the site with your student, walk through the building(s) and talk to the staff. Be confident that the staff understand your child and your child’s needs. Be confident that the environment will welcome your child and will offer the resources and support your child will need to be successful.
Indiana is also now offering needs based scholarships (vouchers). Vouchers may be used to pay tuition costs at private schools and private schools do not fall under special education federal and state mandates in the way that is required of public schools.
Traditional public schools, charter schools, private schools...all are options that are available to students and their families in our state. I want for my children and I am certain you want for your children, the best possible educational environment...the environment that challenges them, supports them and celebrates their successes. However, what is best for my children may not be best for yours. It is a very, very, big decision. Let’s do our homework. Our kids are depending on us to get it right.
Speaking of our kids...I have not talked much about mine for a while. They are doing well, and I am so proud of all of them. My daughter, Caitlin is finishing her fifth year and will graduate with a degree in nursing in the spring. (!!**YEA, EMPLOYMENT POTENTIAL!!**) My son, Jake will graduate in the spring with a degree in psychology. (!shoot, almost no employment potential!) I hope he goes on to grad. school. Son, Sam is a sophomore and he wants to be a teacher. (! employment potential...who knows?!) Anna is a senior in high school. As I write, she is sitting in the next room as a volunteer, putting labels on materials for parents. Thanks, kid. She will be entering university next fall. She also has a budding singing career. We can’t know what that might bring, but I am hoping she is hugely successful. (!!!***YEA, MAYBE I CAN RETIRE!!!***) They know disability. They know failure and success and hard work. I can’t wait to see what the future holds for each of them.
And, finally, as is our tradition, we will close our offices for the Christmas and New Year holidays. Our last day in the office will be December 20th and we will return on January 4th. I look forward to the time with my family. I hope you have a joyous, raucous, wonderful time with yours. Take good care and hug the kids for me...
Best Wishes,
Richard Burden
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Back to School
by Anne Fletcher, MS and Naomi Swiezy, PhD, HSPP
(HANDS in Autism Program and Resource Center)
(NOTE: This article was submitted earlier this fall, and although there was a delay in the publication of this newsletter, much of the content remains relevant.)
It is that time of year again. As summer draws to an end and the new school year is quickly approaching, we are faced with the challenge of sending our children back to school. This is a stressful time for any family but it can be especially trying on families with children on the autism spectrum. Below is a list of ideas to help prepare your family for any uncertainty and change that going back to school can bring. Please keep in mind that these tips can be changed to best fit your family’s needs.
Prepare Yourself
- Organize your needed records
Lots of records are needed as we send our children to school. Lists of vaccines, allergies, and medicines are just to name a few. Be prepared and have these items together to lessen your stress when school is just starting.
If you will need to send medicine to school, be sure to contact your school to receive the most up to date policies. Have a note from your doctor ready with the correct dosage and times to give to the school.
Give the school and teacher as much information as you can about your child. Share their strengths and weaknesses, likes and dislikes and other information that you find important. This will allow for the most support and smoothest transition possible before the teacher can really get to know your child.
Have an up to date list with correct phone numbers. This will be required by your school so you can be one step ahead.
- Put important dates on the calendar
There will be times throughout the year that you will want to be free to go to school. Back to school night, open houses, and conferences are just to name a few. Mark these dates on your calendar in advance so you can make the necessary arrangements to attend.
Prepare your Child
- Talk about going to school
Make going to school a part of your daily conversations. Books or movies can be used to explore the idea of going to school and can make the experience seem enjoyable. If your child follows a calendar, add a picture of school on the start day so they can anticipate and prepare themselves for that day.
- Adapt sleeping and eating routines
Summer is a relaxing time when schedules can be adjusted. Start early to get your child back on a sleep schedule that will work for school. This may also affect their eating patterns as well. Think about when breakfast, lunch and snacks will be presented and plan accordingly
- Visit the classroom and teacher
Get in contact with your school’s office to schedule an appointment to meet your teacher and see the classroom. If this is not possible, go see the building and surrounding area to help your child adjust. The playground might be a good place to start.
- Go school supply shopping
If possible, try to involve your child in shopping for their school supplies. This will allow you another chance to talk about school starting and associate fun, new things with school. They may really enjoy picking out their own lunchbox or backpack and this will help get them excited to go to school.
- Create/update a contact list of service providers
This list will help you stay in contact with the right people and make a more direct connection. Keep this list handy with your school documents so that you can reference it as needed.
Other Ideas For Children on the Autism Spectrum
- During summer, the use of social stories would be a great way to explain what the school days might bring and get them ready for the upcoming changes.
(http://www.handsinautism.org/pdf/HowTo_SocialStories.pdf)
- Visiting the school before it starts may also help show your child how they will be getting to school so they might recognize the route when school starts.
- If uniforms or new clothes are going to worn, think of your child’s needs and help get those clothes ready for them. Wash them well to loosen the material or cut the tags out if those are sensory needs. Allow them to wear these clothes before school starts so that they can get used to them in a comfortable setting.
- When informing your teacher about your child, other ideas might include any effective sensory strategies from the previous year or home, reinforcers,dislikes or triggers, and home routines.
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Indiana Department of Education - Update
by Nicole Norvell, Director of Special Education
Indiana Department of Education
Greetings to all! I am so glad to have a moment to update you on the exciting work that continues at the Indiana Department of Education and specifically the work that is going on within the Office of Special Education! We are entering into our busiest time of year as we are completing a great deal of our monitoring activities and begin to work on how to help our districts correct the issues they are having surrounding compliance. We find this to be the most fulfilling and productive work that we get to do as we know that it makes the biggest impact on students and families.
Federal and state laws require the Indiana Department of Education (IDOE) Office of Special Education to monitor and enforce special education regulations. The primary focus of the required general supervision activities is improved education results and functional outcomes for all students with disabilities. In order to support ongoing efforts to improve results for children with disabilities, the indicators that are monitored can be organized into four essential questions to help guide continuous improvement:
- Are students under the age of 6 who have been identified or are suspected of a disability entering kindergarten ready to learn?
Indicator 6: Preschool Educational Environments
Indicator 7: Preschool Outcomes
Indicator 12: Early Childhood Transition
- Are students with disabilities achieving at high levels?
Indicator 3: Statewide Assessment
Indicator 4: Suspension/Expulsion
Indicator 5: School-age Educational Environments
- Are students with disabilities prepared for life, work and postsecondary education?
Indicator 1: Graduation
Indicator 2: Dropout
Indicator 13: Secondary Transition
Indicator 14: Postsecondary Outcomes
- Does the district implement IDEA to improve services and results for children with disabilities?
Indicator 8: Facilitated Parent Involvement
Indicator 9: Disproportionate Representation - Child with a Disability
Indicator 10: Disproportionate Representation - Eligibility Categories
Indicator 11: Child Find
Indicator 15: Timely Correction of Noncompliance Finding
Indicator 20: Timely and Accurate Data
The monitoring of these Indicators is what guides our work throughout the year and helps the IDOE to ensure that we are assisting our local districts in obtaining great outcomes for all students!
In addition to our monitoring activities we wanted to keep all of you updated on the progress of Indiana IEP! We are moving forward and working through the “bugs”! The IDOE alongside the IEP resource center, have completed our first meeting with an advisory group selected by ICASE to begin to work on the issues that are causing the most difficulty in the field. One of the biggest lessons we learned from that meeting is that there is a need for a user manual for Indiana IEP, similar to what was available for ISTART7. PCG and the IEP Resource Center have committed to work on this project and as we have materials to disseminate we will keep you posted!
Webinars have been held that have focused on how to use the workspace in the tool, how to delete events, run reports, log services, complete move-in and transfers as well as utilizing the progress monitoring wizard. These webinars have been well attended and have all been recorded so that if you were unable to listen in live, you can do so at your leisure! The webinars will be ready to post next week and the link to listen to those will be provided in a Friday update from the IDOE through the special education director’s community on Learning Connections.
We continue to be excited about the work that all of our local districts are doing and the partnerships that we have with all of you! Please continue to reach out to us at the IDOE with any questions or concerns you have as we are always here to help! Please remember that you can contact us at 317-232-0570 or at specialeducation@doe.in.gov
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Calling All Parents: IN*SOURCE WANTS YOU!
(Applying to Be A Volunteer)
by Mary Lovett
Program Specialist & Volunteer Coordinator
We’ve all heard it said, “If you want something done, ask a busy person.” I say if you really want something done, ask the parent of a child with a disability; what some of them manage to accomplish is phenomenal!
Many will tell you that these people were carefully chosen to be parents of children with disabilities. We’ve all had days when we think, “Couldn’t someone else have been chosen?!” And yet there are some very special people who have fostered and some who have adopted some special young people – they chose the commitment!
Here’s an opportunity for you to choose – choose to be trained to help other parents who may be going through some of the same things you did. And it’s not like the army – no uniforms are involved, and you don’t have a bugle waking you at dawn. Of course, as a volunteer, you’ll receive no pay, but you’ll meet some interesting people and most of them (the parents, of course, and some caring administrators) will appreciate your involvement.
You have the experience needed because, on a yearly basis, you’ve helped plan and monitor an Individual Education Plan (IEP) for each child you have in Special Education. That’s the first requirement for serving . . . being the parent or guardian of a student who has an IEP or a Section 504 Plan. In addition, you must be willing to be trained about Special Education Laws and keep that knowledge current with any changes that are made to those laws. Don’t worry; we’ll keep you informed – plus – you’ll be instructed in communicating effectively with parents and professionals. You won’t always see eye to eye and you need to be prepared for that eventuality.
Many who serve as Parent Support Volunteers say they really value and appreciate the fact that they have someone who’s only a phone call or email away – that person being one of the Program Specialists in South Bend or their Regional Program Specialist in the same county or one nearby. There’s someone who can answer their question on the spot or help them with the next step toward finding the answer. All Program Specialists and Regional Program Specialists have been in similar circumstances as you and other parents. We have “. . . walked a mile in your shoes” because we have children with special needs. We hope that translates as knowledge and compassion. We care and we know that you do as well.
In short, IN*SOURCE WANTS YOU and other PARENTS NEED YOU!
Please contact me (1-800-332-4433 or mlovett@insource.org) if you want more information or would like to be trained as an IN*SOURCE Parent Support Volunteer.
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New Regulations for Early Intervention
Final regulations for the early intervention program under Part C of the Individuals with Disabilities Education Act (IDEA) became effective on October 28, 2011. The regulations focus on measuring and improving outcomes for the approximately 350,000 infants and toddlers through age 2 with disabilities and their families. The goal of these regulations is to ensure that these children are ready for preschool and kindergarten. U.S. Secretary of Education, Arne Duncan, stated that
 “As everyone who works in education understands, one of the most important things we can offer children is a high quality early learning experience that prepares them for kindergarten. This is true for all children . . . but it’s especially important for infants and toddlers with disabilities to have access to high quality early intervention services that prepare them to successfully transition to preschool and kindergarten. The Part C regulations will support the Education Department’s commitment to the goal of preparing more children with high needs with a strong foundation for success in school and beyond.”
The Part C regulations are posted at http://www2.ed.gov/about/offices/list/osers/news.html.
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Welcome New Staff
I am excited to introduce myself as the new Regional Program Specialist for IN*SOURCE in Region 15, serving Warrick, Vanderburgh, Pike, Gibson, Posey, Spencer, Perry and DuBois counties. I was born and raised in Bethlehem, Pennsylvania, and am the youngest of six children. I currently live in Newburgh, Indiana with my husband, Mike, and three boys. Our family moved to Indiana from Buckingham, Pennsylvania in November, 2009 because of a job opportunity for my husband.
Mike and I have been married for 17 years. We are active members of Saint John the Baptist Catholic Church, and I am currently a member of the local high school football board. My oldest son, Michael, is a high school freshman. He is an honor student and currently plays football. He is looking forward to obtaining his driving permit at the end of the month. My son, Andrew, is in seventh grade and currently plays soccer and drums. Andrew is one of my two children with an Individualized Education Plan. His IEP for a reading and writing disorder helps him do well academically. My youngest son, Sean, has an IEP for Dyslexia and other learning difficulties. Although reading and writing are difficult for him, he enjoys fourth grade and plays basketball and baseball.
I accepted my new position with IN*SOURCE for many reasons. Through the years while advocating for my own boys, I’ve learned many of the special education laws and requirements. Throughout the special education process, I ran the gamut of emotions from anger to thankfulness. It was and still is an emotional rollercoaster at times. Working for IN*SOURCE will allow me to use my knowledge, training and experience to help parents like myself advocate for their children with special needs.
As a Regional Program Specialist, my goal is to provide accurate information to parents and school professionals regarding the special education process. It is my hope that I can help the parents and school district work together to support the needs of the student while keeping the meeting positive and productive.
(Erin is assisting families in DuBois, Gibson, Perry, Pike, Posey, Spencer, Vanderburgh and Warrick counties.)
IN*SOURCE has been a part of my family’s life for several years, ever since Barb Campbell came to our first case conference meeting over 8 years ago. I learned to appreciate firsthand what IN*SOURCE does and how much the staff really cares about families with children with disabilities. It didn’t take long before I was getting my training as an IN*SOURCE parent volunteer. I wanted to help families like mine that needed to be encouraged and empowered with information to see their child succeed at school.
Outside of advocacy and training, my life is very busy with four children and my husband of 17 years. Abby, my oldest, is 13 and is homeschooled. She stays busy herself with foreign language, required subjects, volunteering, and swim team. Paul is my oldest son, 11 years. old, and was diagnosed with autism at 3 years of age. He has been a trail blazer in his school system, proving the bar needs to remain high for all children in our schools. He loves the water and is quite the sculptor. My youngest daughter, Lilly, is 7 and in the 2nd grade. She is vibrant and loves to learn. My youngest son is not quite 2 yrs. old, and is under the assumption that he runs the house. His name is Jon, but we often call him “the big cheese.” Our faith is our life, and much of what we do revolves around it. It keeps us centered and, what is important, in focus.
It is an honor to be working for IN*SOURCE. Every day I learn something new and face a different challenge. . . all this with the help and support of a great staff. I am truly blessed.
(April is assisting families in Bartholomew, Brown, Greene-Eastern Green School only, Jackson, Lawrence, Monroe, Orange and Washington counties.)
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"It is what we make of what we have, not what we are given, that separates one person from another."
--Nelson Mandela |
Recollections of Bullying
by Tracey Malesa-Wheaton, IN*SOURCE Technology and Program Specialist
 My earliest recollections of bullying can be traced back to elementary school. I was 7 years old, and I had a friend named Sally who had (what I now understand to be) mild/moderate developmental disabilities that presented her with some challenges with respect to socialization among other things. I met Sally in my first days at school. I was new to South Bend and eager for a friend. Sally was gentle and kind; she had pretty hair and beautiful blue eyes and she was really darn good at hopscotch.
Throughout all of my grade school years, Sally and I were together constantly. We shared the same second grade teacher; we shared lunch and recess; we had sleepovers and birthday parties; we were as close as two girls could be. I began to notice that other kids were behaving rather coldly toward Sally, and they made fun of me for hanging around her. Since I was never the type to allow other kids to push my pals around, I stood up for her. One day as we were walking back to our table in the cafeteria (we sat alone because the other children were loathe to join us), a kid named Tommy deliberately stuck out his leg, causing Sally to trip and spill her lunch all over herself and the floor. She started crying and, in the midst of her anguish, the bully and his collection of toadies were laughing hysterically. I helped Sally up, brought her to the lunch room monitor then promptly walked up to Tommy with tears in my eyes and screamed “You’re mean!” while dumping his carton of chocolate milk on his head. I wish I could say that my outburst ended the bullying, but it did not.
While things have changed dramatically with respect to the laws governing the education and inclusion of children with disabilities, one thing that has not changed is the fact that many such children are still the victims of bullying. A study in the British Journal of Learning Support found that “60 percent of students (with disabilities) report being bullied as opposed to 25 percent of the general student population” (2008). This disparity points to an urgent need for public awareness.
To interrupt this trend and give a voice to those children with disabilities who have been bullied, AbilityPath staff interviewed experts, educators and parents and developed “Walk a Mile in Their Shoes” to educate parents and schools on bullying and children with special needs. It is an excellent resource that provides both parents and teachers a toolkit full of tips -- not only about what can be done to reduce bullying, but also ways of coping with it when it does happen and then working toward resolution.
Bullying has been around since time immemorial and we are unlikely to ever wipe it out completely; but we can certainly reduce it by meeting it with significant resistance on all fronts. To be effective however, everyone needs to be involved --
not just those who have a direct stake in the damage it does.
For more information and the Ability Path Report “Walk a Mile in Their Shoes,” go to http://www.icdd.idaho.gov/pdf/Parent%20League/walk-a-mile-in-their-shoes.pdf
PACER Center has an award winning National Bullying Prevention Center. For additional information, go to their website at www.pacer.org/bullying and visit them on Facebook.
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"The time is always right to do what is right."
--Martin Luther King, Jr. |
 Thanks and Good Luck to Barbara and Anita
It is with mixed emotions that we wish Barbara Campbell and Anita Lewis fond farewell and thank them for their dedicated service as Regional Program Specialists.
Barb assisted families in Bartholomew, Brown, Greene (Eastern Greene School), Jackson, Lawrence, Monroe, Orange and Washington counties for eight years. Her work to support families was greatly appreciated by both the families and the school personnel with whom she worked. Parents have noted her “relatively quiet, but powerful presence” and have stated that “conferences are more effective . . . when she is there.” Those of us at IN*SOURCE valued her professionalism and the informed, reasoned and well thought out approach that she used to help resolve even the most challenging situations. While the Campbell family’s move to Florida is a great loss to IN*SOURCE, we wish them nothing but the best in the days ahead.
Anita assisted families in DuBois, Gibson, Perry, Pike, Posey, Spencer, Vanderburgh and Warrick counties for two and a half years. Her enthusiasm for her work and her eagerness to continue to learn new information to assist her in her role were always evident. The following comment received by a parent is an example of how she was appreciated by families. What was achieved for my son “would not have been possible if it was not for (Anita’s) hard work and determination.” She was also valued by school personnel as evidenced by a comment indicating, “Ms. Lewis was a very professional and outstanding advocate.” We are confident that Anita’s commitment will serve her well in her new role as a special educator for the Evansville-Vanderburgh School Corporation, and we wish her well.
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IN*SOURCE REPORTS is published three times a year by the Indiana Resource Center for Families with Special Needs, 1703 South Ironwood Drive, South Bend, Indiana 46613. IN*SOURCE REPORTS is funded, in part, through grants from the U.S. Department of Education and the Indiana Department of Education. Views expressed do not necessarily reflect those of the funding sources. |
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