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• From the Desk of the Executive Director
• DEL Reports...Advocating for Advocacy
• Thank You Donors
• Way to Go, Annie
• A Collaborative Effort
• WIN-MILL Project Funded
• Welcome Bettie
• Conference Photos-Friends, IN*SOURCE Family & Exhibitors
• Conference Photos-Presenters
• Building Your Child's Self-Esteem
• We Need Your Support
• Happy Holidays

::  From the Desk of the Executive Director

2007 has nearly run its course. I think, on balance, that I am glad that ‘07 is finished. I want to be optimistic and believe that better times for all of us are just over the horizon. So listen up ‘08, we’re expecting big things from you. Please, don’t let us down...

This year’s annual conference at the Horizon Convention Center in Muncie was enjoyed by nearly 200 participants who reported that they appreciated the keynote speakers, Al Condeluci, Bob Marra, Dana Long and Karen Gaffney as well as the presenters during the variety of concurrent sessions offered. Thank you to Scott Carson, Carolyn Honeycutt, the conference planning committee and to all of the IN*SOURCE staff for working so hard to assure another successful event.

Once again this year, we recognized individuals who have made important and positive differences in the lives of persons with disabilities and their families. The Friend of IN*SOURCE award recognizes an individual who shares our mission of service to individuals with disabilities and their families . . . someone who has offered help and support and who is a respected colleague and friend. This year, we were honored to present this award to our friend and colleague, Tammy Ummel, Director, North Central Indiana Special Education Cooperative. IN*SOURCE staff has had the opportunity to work with Tammy for many years and has always found that in working with families, Tammy and her staff have established a tone that is welcoming, respectful and supportive. Thank you and congratulations, Tammy.

Our administrator and educator awards are presented to individuals who have been nominated by students, parents or colleagues .. . .people who know and work with them and who feel and see the positive differences that they make in the lives of children and their families. In the past, it has happened that we have had two outstanding nominations in one of these categories. When that has happened and when there is no basis to select one over the other, we have recognized two individuals and have presented each of them with an award. That was the case this year. We were honored to present an Administrator Award to Mary Jo Sartorius, Director of Special Education, Elkhart Community Schools, who states that she “came to understand the importance of people with multiple perspectives collaborating to assist and support a person in moving toward her goals and dreams.”

We were equally honored to present the other Administrator Award to Robert McCaslin, Assistant Director, Huntington-Whitley Special Services who states that the award “is about the families and children that have given me the opportunity to serve them . . . and a reflection of the school districts that I work with and their commitment to meeting the needs of students with disabilities.” Congratulations to Mary Jo and Bob.

We were privileged to present the “Educator Award” to Sue Stenz, a speech/language pathologist for the South Newton School Corporation. One of the several letters nominating her stated, “I have never encountered a speech/language pathologist that was as much a child advocate as Sue . . .the ultimate team player.” Congratulations, Sue.

I do want to take the opportunity to thank Deb Marburger for her hard work and her dedication to children with disabilities and their families. Earlier this fall, Deb resigned her Regional Program Specialist position. Deb helped many, and we are grateful for her service. We miss her and wish her all the best.

As is our holiday tradition, to be with our families, our offices will be closed beginning Monday, December 24th. We will return on Monday, January 7th.

From our IN*SOURCE family to you and your family, please have wonderful, joyous holidays. And, a new year that is safe, prosperous and so grand you won’t want it to end.

Peace Be With All Of You,
Richard Burden

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DEL Reports...
Advocating for Advocacy

by:  Paul Ash, Assistant Director
Division of Exceptional Learners, Indiana Department of Education

During the course of any given day, our Division receives dozens of inquiries from parents, teachers, administrators, advocates, legislators and others with questions about special education in general or an individual student in particular. The inquiries are by phone, fax and e-mail…and sometimes in person, as it is not uncommon for someone to stop by the Department of Education offices and “want to talk with someone” about a special education issue.

Education Consultants in the Division of Exceptional Learners take pride in promptly responding to inquiries and providing accurate information. Our role is to be “the rock in the middle of the stream” in providing non-biased and accurate information. From the feedback received, we are generally successful in providing timely and accurate guidance.

Many of the inquiries received require another level of assistance beyond a call to our office. These are situations where the inquirer, usually a parent, is advised to seek advocacy assistance. The IN*SOURCE main office, Regional Program Specialists, About Special Kids (ASK), Indiana Protection and Advocacy (P and A), and numerous advocacy organizations are often specifically identified, and the inquirer is encouraged to make direct contact.

Special education rules and procedures are complicated and there are many reasons advocacy assistance is needed, including:

• when a family moves from another state and is unfamiliar with Indiana rules;
• when a student is new to special education or the special education process;
• when a parent feels outnumbered or intimidated at case conference committee meetings;
• when a “reality check” is needed, for the parent or the school, or both;
• when there is a “history” or personality conflict issues; or
• any number of other situations too numerous to mention.

Several years ago a well-known national special education consultant was testifying on behalf of a student at a court proceeding. This person had testified many times, sometimes at the request of parents, sometimes at the request of schools. The judge, noting the vita of the consultant, observed, “I see you have testified for parents and schools at various proceedings in the past. Is that correct?”

“Yes,” he replied.

“Well, just who do you represent, parents or schools?”

After reflecting a moment, he answered, “I represent the student.”

In this case it was a great and truthful answer. It is also the basis of effective advocacy. A well-trained and effective advocate should represent the student. Advocacy is not something to be feared. Schools shouldn’t be intimidated when an advocate is present. Parents should not feel inadequate because they need an advocate. The student should be the beneficiary of advocacy.

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IN*SOURCE would like to thank the following individuals, organizations and businesses for their support during the past year:

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Way to Go, Annie!

Readers of the Spring, 2007 edition of IN*SOURCE REPORTS had the opportunity to read an essay about learning disabilities submitted by Annie Burnett . . . an essay, submitted to a national essay contest, describing her struggles and exemplifying her insight. Additional recognition followed for Annie when she was selected by the Learning Disabilities Association of Indiana (LDA) as the 2007 Award Winner for the Student of the Year. The award was presented to her on November 9th at the LDA Annual State Conference in Carmel, Indiana.

The letter informing Annie that she would be this year’s award recipient stated, “It was an honor to select you from among the nominations received. As we reviewed your nomination, you stood out as an extraordinary student. Even at your young age, you have touched the lives of many adults, as well as your teachers, and through your hard work and determination to succeed, you have earned their respect and admiration. You are certainly an inspiration and role model to all students, but especially those with learning disabilities.”

Annie most certainly has the respect and admiration of the IN*SOURCE family. We share her family’s pride in her. (Her proud mom, by the way, is Dory Lawrence, the Director of the Indiana Parent Training Program/IPTP).

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A Collaborative Effort

Earlier this school year, Cathy Boswell, IN*SOURCE Regional Program Specialist, was contacted by Patti Kem, Director of Cooperative School Services in Rensselaer, to discuss the possibility of co-sponsoring some workshops for families to support them in learning more about the special education process. Cooperative School Services works with eight different school corporations and covers very large rural areas. Cathy, with the assistance of Donna Roberts, another Regional Program Specialist, conducted four two-hour workshops,“Making Special Education Work for You.” The sessions were held in different areas . . . some held during the day, some in the evening. Cathy states that “Patti and her staff were extremely supportive and provided a great deal of publicity about these sessions.” The sessions were very well received by the participants and Cathy anticipates continuing to work with Cooperative School Services to offer future opportunities for more in depth sessions. A comment from one of the participants indicates that this effort is a fine example of parent-school collaboration – “This workshop helped me see both sides of the situation.”

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WIN-MILL Project Funded for Five More Years

The WIN-MILL Parent Information and Training Project has been funded once again by the Rehabilitation Services Administration (RSA) of the United States Department of Education as one of only seven such projects in the nation.

These projects provide information and training to persons with disabilities, parents, family members, guardians and advocates on the Rehabilitation Act and Amendments as well as on the transition provisions of the Individuals with Disabilities Education Act (IDEA). The information is designed to assist in preparing students and young adults for post-secondary opportunities, employment and independent living.

This will be the fifth funding cycle for the WIN-MILL project on which IN*SOURCE has collaborated with three other Midwest parent centers (in Illinois, Michigan and Wisconsin) since 1994. Staff looks forward to continuing to work with other individuals, organizations and agencies as the project is implemented during the next five years (through September of 2012).

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WELCOME, BETTIE!

We welcome Bettie Redmon as IN*SOURCE’s newest administrative assistant. Bettie also works as the night monitor for Dismas House of Michiana, a non-profit organization providing transitional housing and support services to people who have been recently released from prison. Bettie has worked as an office manager, typesetter, secretary and designer. She works closely with IN*SOURCE’s other administrative assistants, Brenda McCray and Carolyn Honeycutt.

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Building Self-Esteem Contributes to Your Child's Security

Parents want their children to have happy, secure childhoods, whether they have disabilities or not. The not-so-secret ingredient? Many childrearing experts say it’s self-esteem.

“Self-esteem is more than just feeling good about oneself”, explains Michelle Ulfers of PACER’s Parent to Parent Support Project, funded by The McKnight Foundation. It includes confidence and self-respect, which influence lifestyle choices. Children need to feel they are capable of handling situations in their lives and making good decisions.

“As important as it is, building a child’s positive self-esteem doesn’t need to be time-consuming, but parents need to be intentional,” continues Ulfers. “It happens over a period of time. The most effective way to encourage it is through small day-to-day habits.”

Ulfers says that it’s important for parents to remember that techniques for building their children’s self esteem are not “one size fits all.”

Each child is unique, each parent-child relationship is unique, and what works in one family’s situation may not work in another family’s life.

“What is universal is a child’s need for praise and encouragement and to feel capable,” adds Julie Hertzog, PACER staff member and parent of three, including an 11-year-old son with Down Syndrome. “Children feel valued when their talents are recognized.”

Below are ways parents can build their child’s self-esteem day-to-day. Take a look and see what might work for you.

Here are tips to encourage your child’s self-esteem in ways that may influence healthy lifestyles.

1. Spend quality and quantity of time with each child.  Sometimes a child needs just a quick hug. At other times, he or she may need your continuing presence. Individual attention to your child says that he or she is important to you. Celebrate his or her successes-big and small. It fosters self-esteem.

2. Build trusting relationships.  As relationships build over time, a child has first-hand experience in what trust can feel like. Building trusting relationships in the community with extended family, friends, neighbors, teachers, and others can foster a trusting community for your child. Teach your child how to be a good friend. Talk about your good friends and qualities you find in each. Discuss with your child what he or she may want in a friend. It may be necessary to talk about honesty, and being helpful and dependable. Patience and repetition are key, say parents and professionals.

3. Keep family life consistent.  Developing routine in bedtime, meals, bath time, and quiet time, as well as establishing other family rituals and traditions, are examples of how to provide consistency in family life. Predictable consequences for both good and bad behavior help children learn boundaries. Consistency leads to feeling stable and safe, which fosters self-esteem.

4. Be involved in your child’s education.  Knowledge gives your child a sense of control and builds self-esteem. Something as simple as routinely checking the papers your child brings from school or chatting abut the school day can show that your child’s education is important to you. If your child has an Individualized Education Program (IEP), share the goals with him or her. If appropriate, involve your child in the IEP meeting. Acknowledge your child’s efforts if she or he is working hard, and celebrate successes.

5. Have fun.  Enjoyable activities can relax your child and promote a feeling of well-being. Play a board game, walk the family pet, or ask your child to tell you about something that made him or her smile today. Have at least one “smiling moment” with your child each day.

6. Communicate respectfully.  Encourage your child to share thoughts and feelings with you. Take time to listen, because it teaches a child that his or her ideas are important. If your child has difficulty speaking, use patience in hearing him or her out. If needed, help your child find assistive technology or other ways to express needs or ideas. Respectful communication also means listening to all sides of a story and using respectful language at home and in the community.

7. Help your child solve problems, resolve conflict.  Problems and conflict are inevitable and complex. As they arise, talk with your child about the circumstances and his or her feelings. Explain how others may have a different view of the situation. Praise your child when he or she makes a thoughtful decision, or explore what she or he might do differently in a similar situation.

8. Discipline positively.  Everyone makes mistakes. Make sure you have stated the expectations clearly and the child knows the consequences. Identify the issue or behavior as the problem-not the person. Be sure you reward the behavior you want. The ultimate goal of discipline is to teach a child self-discipline and independence, as well as safety. Keep in mind that a child with some disabilities may need more repetition and different learning strategies than a typically developing child.

9. Teach responsibility.  Give your child opportunities to feel pride in doing things for others. Feeling pride in making a contribution to the family or community is important. Some children can set a table or care for a pet. Others may help by mowing a neighbor’s grass or carrying an elderly person’s groceries from car to house.

10. Address life situations honestly.  Teach your child that life does not always happen as planned. Ask each family member to share a positive event as well as one that went wrong. Share with your child unexpected happenings in your life, both positive and negative, and how you handled the situations. Such open discussions encourage your children - and you - to consider strengths and coping tools, as well as what brings pride and pleasure to each person in your family.

Reprinted with permission from PACER Center, Minneapolis, MN, (952) 838-9000. www.pacer.org. All rights reserved.

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32 Years of Making 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 32 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*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!

Check one:

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

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

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