:: INSOURCE Reports - Spring 2006
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this Issue
Reaching
For The Moon
Featured at the IN*SOURCE
conference this year will be Samantha Abeel, the author of Reach
for the Moon. The book, with watercolor art by Charles
R. Murphy, is composed mostly of poetry and was written when
Samantha was thirteen and a student in Traverse City, Michigan.
Although gifted in
language arts, Samantha, called Sam for short, experienced
a great deal of confusion and inadequacy due, in great
part, to her frustration with grasping mathematical
concepts. When she was in eighth grade, she was identified
as a student with a learning disability in mathematics
and began receiving special education services which
marked a turning point for her. To this day, while
extremely creative and a talented writer, she has difficulties
with any task involving numbers such as telling time,
dialing the phone and counting change. Sam’s
specific learning challenges cause difficulties not
only with numerical concepts, but with learning things
such as spelling and grammar.
Thanks to her many talents
and her determination to succeed, Samantha received a B.A.
in English from Mt. Holyoke College in Massachusetts, where
she graduated with honors in 2000, and in April of 2005,
she received a Masters in Social Work from the University
of Michigan. She is currently employed as a social worker
at a youth facility in Indiana.
Mark your calendars for
November 3rd and 4th and plan to attend the conference, “Finding
the Keys to Learning,” in Bloomington, Indiana,
where, during the keynote session, you will hear Sam and
her mother, Betsy, share Sam’s inspiring story. They
will tell of the challenges Sam has faced and continues
to meet on a daily basis. More importantly, they will tell
how Sam found the keys to learning how to overcome obstacles
and develop her many strengths.
The message of hope and
determination shared by Sam and Betsy is one that is bound
to inspire. Today, an accomplished young woman of 28, Sam
credits the support of her parents and dedicated teachers
and their recognition of her potential in helping her “Reach
for the Moon.” Much of Sam’s life
story is related in her second book, "My Thirteenth Winter", a
memoir telling of her challenges, her struggles and her hope
for the future.
Copies of "Reach
for the Moon" will be distributed to all conference
participants. We hope you will join us in November so that,
together, we might find the keys to learning how to open
possibilities for the future for all students who experience
learning challenges.
Alone
by Samantha Abeel
There is a place where we all go
when we must sit alone:
A place where the birds are free to fly,
A place where the sun and its flowers bow in shadow,
A place where the fog is like a veil
and everything is protected,
A place where our souls are set free
and we are allowed to play our own song.
To a Special Teacher
When the sun rose
from under its misty veil,
you were there to watch,
like the birds over the sea.
When the wind came quietly
and rested in your ear,
you listened, as the earth would at dawn.
When the rain fell,
you reached out with your hands
and let it wash everything away,
like waves as they grasp the shore.
When the plain brown seed was planted,
you could already smell the fragrance of
the flower that was to come,
and you were proud
as a good gardener should be.
Thank you for believing
that there was a flower waiting inside
and for taking the time
to help
and watch it grow.
When the sun rose
from under its misty veil,
‘you were there to watch,
and I am thankful.
Samantha
From "REACH FOR THE MOON" by
Samantha Abeel. Copyright © 1993, 1994 by Samantha
Abeel. Used by permission Scholastic Inc.
Information Available From
NICHCY
NICHCY, the National Dissemination Center
for Children with Disabilities, serves the nation as the
central source of information on the following:
- disabilities in infants, toddlers,
children and youth, the Individuals with Disabilities Education
Act (IDEA), No Child Left Behind (NCLB) as it relates to
students with disabilities, and
- research-based information on effective
educational practices.
Their extensive catalog,
available on their web site, shows the variety of information
available, such as fact sheets, digests, resource lists and
many other printed materials. NICHCY also posts regularly
updated news from and for families, educators and others
interested in education for students with disabilities, including
news related to IDEA 2004.
Individuals are invited to communicate
with NICHCY in English or in Spanish. Access their web site
at www.nichcy.org for
materials available in both English and Spanish. NICHCY may
be reached at P.O. Box 1492, Washington, DC 20013; (800)
695-0285 - v/tty or at nichcy@aed.org.
Información
Disponible de NICHCY
NICHCY, Centro Nacional de Diseminación
de Información para niños con Discapacidades,
sirve al país como fuente central de información
sobre:
- las discapacidades que pueden
tener los infantes, niños pre-escolares, estudiantes y
jóvenes adultos IDEA ( el Acta para la Educación
de los Individuos con Discapacidades). La ley nacional
de educación especial; No Child Left Behind (Que
Ningún Niño se Quede Atrás), por la
relación que esta ley tiene con las discapacidades:
- Información basada en la investigación
sobre las prácticas educativas efectivas.
Su extensivo catálago, disponible
en su página web, enseña la variedad de información
disponible, como puntos básicos, “digests”,
lista de recursos y otras copias de materiales. NICHCY tambien
publica las últimas noticias de familias y para familias,
educadores y otros interesados en la educación para
estudiantes con discapacidades, incluyendo noticias relacionadas
con IDEA 2004.
Individuos son invitados a comunicarse
con NYCHCY en inglés o español. Explore la
página Web www.nichcy.org para
materiales disponibles en inglés y español.
Para comunicarse con NICHCY escriba a P. O. Box1492, Washington
D C 20013; o llamar (8000 695-0285 v/tty o nichcy
@aed.org.
From the Executive Director
It seems as if every time
I start to write an article for our newsletter, I have to
say that we are preparing for the reauthorization of the
federal law, or Congress is debating possible legislation
for the reauthorization, or the Department of Education is
drafting the regulations implementing an amended Individuals
With Disabilities Education Act. This time is no exception.
The federal Department of Education is continuing its work
on the regulations. The most recent estimated completion
time that I have heard is the fall. I am not going to bet
anything I need on that time. I guess we will have to continue
to hurry up and wait.
Not having the regulations,
means that everyone has to wait, because even though we
do have the amended federal law, the regulations will
be more specific, detailed and directive. Language
in the federal IDEA ‘04 statute can be interpreted or understood to
mean different things to different readers as is the case
with just about any piece of legislation. Obviously, Indiana
cannot interpret a provision in one way and Michigan, for
instance, interpret the same provision in a different way.
IDEA ‘04 is the law of the land and basic compliance
must be consistent across all states. So, the regulations
are very important.
States are struggling trying
to decide whether to begin the process of changing their
state rules based on their understanding of the language
in the amended federal law with the hope that they get it
right, or waiting to see the regulations before beginning
that very long and involved process. At this point, many
of us are in a kind of limbo trying to understand and help
others to understand what changes are in effect and when
they became effective and what changes will have to wait
for changes to the state law. And, in several places in our
state law or rule, we have a higher standard than the federal
standard. That allows us the option of changing or keeping
what we have. It is a confusing messy time.
Bob Marra, our Associate
State Superintendent, has been proactive. He has been meeting
with different constituent groups talking about required
changes and the pros and cons of considering changes in our
language where our state rule currently sets a higher standard
than the federal law requires. And because we must open our
state rule to change anyway, he is also encouraging folks
to think about other changes that reflect current and emerging
best practices that may better serve our kids and their schools.
Understanding the
value and importance of parent input, Bob encouraged
and supported our organization working together with
the Indiana Parent Information Network, to bring together
parents from around the state to understand and consider
the broad range of very important issues. Over seventy
parents and parent staff members from the two parent
organizations, two representatives from our State Advisory
Council and ten staff members from the state Division
of Exceptional Learners gathered for a full day of
open discussion about potential changes to our state
rule. For many of our parent participants, it was their
first opportunity to be a part of deliberations at
a system and policy level...to understand and talk
about “the big
picture.” All participants voiced their appreciation
for the opportunity to work together. All participants
believed that their work was important and would be very
helpful to the revision process as it moves forward. We
are grateful to Bob and his staff and the parents who found
the time to invest in that important activity.
On another subject...we
recently received resignations from two of our staff members,
Nora Billadeau and Tamara Henry. We are very grateful for
their work and dedicated service to children, their families
and their schools. We wish them well.
And finally, our annual
golf outing and fund raising event is fast approaching. The
event is June 28th at a great course in Plymouth. We need
golfers and sponsors and donated raffle items. Please join
us. We appreciate your support.
Have a great summer. Hug
the kids and...
As always, Best Wishes!
Rich Burden
DEL
REPORT
MEETING THE GRADUATION
QUALIFYING EXAMINATION REQUIREMENT
. . . and other pieces of useful information
by Paul Ash, Assistant Director
Division of Exceptional Learners, Indiana Department of Education
Beginning with the
graduating class of 2000, Indiana students wishing
to earn a diploma have been required to meet the Graduation
Qualifying Examination (GQE) requirement. For most
students, this hopefully means passing the GQE. However,
if a student has met all graduation requirements except
passing the GQE, there is a process known as the “waiver” or “alternate documentation” process
through which a student can meet the GQE requirement and
demonstrate mastery of 9th grade academic standards. The
process and requirements for meeting the GQE requirement
are discussed in a recently revised Division of Exceptional
Learners (DEL) publication, "What if I Don’t
Pass the Graduation Qualifying Examination?"
Students with disabilities
who exit high school without a diploma are generally eligible
to receive a Certificate of Completion. A Certificate of
Completion is not an academic credential because there are
no course, credit or grade requirements required for a Certificate
of Completion. Generally, a student who is working toward
his/her IEP goals and exits high school is eligible to receive
a Certificate of Completion. Students who receive a Certificate
of Completion can participate in any graduation ceremonies
the school may sponsor. Additional information on Certificates
of Completion can be found in the DEL publication, "What
is a Certificate of Completion?"
The GED (General
Educational Development) test offers adults who have
left school without a diploma an opportunity to earn
a diploma/academic credential. The GED test is not “an easy way” to
earn a diploma, but it does allow for independent study
and a way to earn a diploma without disrupting family
and work schedules. Testing accommodations are allowed
for the GED test with proper documentation and prior
planning. As you might have guessed, a DEL publication,
Taking the GED Test, contains additional GED information.
Need information on Vocational
Rehabilitation? Check out "Accessing Vocational
Rehabilitation." What
about College and Post-Secondary training for individuals
with disabilities? "College and Post-Secondary
Opportunities for Students with Disabilities" lists
over 60 Hoosier colleges and post-secondary training institutions
including the disabled student coordinators AND the accommodations
available at each institution. Maybe summer camp is of
interest…the "Special
Summer Camp List for 2006" is a good starting point.
The Division of Exceptional
Learners website is a wealth of information immediately available
for the cost of a few keystrokes. All of the above publications
(and others such as planning ahead for children with disabilities
through wills and trusts, starting a Best Buddies chapter
at your high school, tips on buying that first car, and the
importance of being earnest) are available on the DEL website.
The above titles are all available under the Secondary Transition/INDEPENDENCE
buttons at:
http://doe.state.in.us/exceptional/speced/transition.html
Each semester a collection
of 15 articles, under the heading of INDEPENDENCE, are developed
or updated and distributed to local directors of special
education. However, anyone can access the information in
the INDEPENDENCE articles. Check it out, share with others,
feel welcome to suggest or submit articles that would be
helpful to other students, families, parents, and teachers.
IN-SIG UPDATE
by Julie Havill, Family
Coordinator, IN-SIG
The Indiana State Improvement
Grant (IN-SIG) is approaching the end of its second of five
school years working with schools to improve their outcomes
for students with disabilities. Currently thirty schools
from six districts are involved with IN-SIG. The districts
include Anderson Community Schools, Fort Wayne Community
Schools, Greater Clark County Schools, Greencastle Community
Schools, Michigan City Area Schools, and Northeast School
District in Sullivan County. Selected schools from each district
are involved in school improvement activities that, if successful,
have the potential to be available to other schools throughout
Indiana.
Teachers, administrators
and parents are involved in professional development and
leadership team activities to implement strategies that will
improve outcomes for all students. IN-SIG offers leadership
team training for all school leadership teams. In addition,
eight school teams from across the state are participating
in School-Wide Positive Behavior Supports development. Other
activities include planning for inclusion in two middle schools
in Anderson; expansion of the Secondary Literacy Program
in Fort Wayne; Targeted Student Intervention in Greater Clark
County; inclusion planning for three schools in Greencastle;
working with child care providers to increase kindergarten
readiness in Michigan City; and training for the use of differentiated
instruction in Northeast School District in Sullivan County.
These are just a sampling of the improvement strategies being
supported in participating schools.
Along with these local
level activities, IN-SIG is also supporting the Indiana Task
Force on Increasing Student Achievement through Family, School
and Community Partnerships and the Employability Skills Work
Group. The Partnerships Task Force had its final session
of this school year on May 4th. Five work groups have been
formed and will carry out plans over the next year for bringing
the Task Force closer to its vision for family, school, and
community partnerships in Indiana. The Employability Skills
Work Group is developing a way to document the skills a high
school student has attained and demonstrated before graduation.
This is specifically important for students who may not receive
a diploma. The Employability Skills Work Group is collaborating
with businesses to identify which skills need to be demonstrated
for employment and to ensure that what is developed will
be accepted by employers as students seek employment after
high school.
The Indiana State Improvement
Grant has generated opportunities across the state of Indiana
to improve the ways we teach and support students with disabilities.
Please visit our website www.in-sig.org to learn more about
any of the activities listed above. Your involvement and
input are always welcome.
UPDATED RESOURCES
The following annotated
documents have been updated and are ready for distribution:
- the 2006-2007 version of COLLEGE AND
POST-SECONDARY SERVICES FOR PERSONS WITH DISABILITIES IN
INDIANA and
- SPECIAL SUMMER CAMPS IN INDIANA (2006).
Both documents are available
electronically from IN*SOURCE at www.insource.org or
from the Division of Exceptional Learners at http://ideanet.doe.state.in.us/exceptional.
Hard copies of these documents are also available.
A
Success Story:
Achieving Gainful Employment
In 1990, when Christopher
Schaaf was in 8th grade, he and his family participated
as a part of the planning team in the development of
his first transition IEP and expressed that receiving
a high school diploma and acquiring the skills necessary
for life-long employment were goals that were important
to them. His father, Larry, who is on the staff of
the Indiana Institute on Disability and Community (IIDC)
and an IN*SOURCE RPR, relates that the team agreed
that Christopher would pursue a five year high school
program which included summer school. “This
would allow him to earn the necessary credits for graduation
with a diploma and attend the local Career Center’s
vocational education program,” says Larry.
“Christopher graduated
in 1966 from Warren Central High School in Indianapolis with
his diploma and paid employment. Along the way, many people
and services assisted Christopher with his employment goals.
His school blended his daily schedule, allowing him to attend
academic classes in the morning and vocational education
programs in the afternoon. In his junior and senior years
of high school, Christopher experienced a variety of paid
part-time jobs that included retail stocking, grocery store
bagger/maintenance, restaurant busboy and hospital maintenance.
Because of these work experiences, Christopher was able to
make a very clear choice that he didn’t enjoy restaurant
employment. He graduated in 1996 with a paid part-time
job at the IU Medical Center in Indianapolis. In addition
to school supports Christopher received support for Vocational
Rehabilitation Services and the job coaching services of
Noble of Indiana. He also received additional income from
Social Security Income benefits (SSI). Each service was
in place by the beginning of his senior year of high school
and made it possible for him to transition smoothly from
high school to the working world.”
Christopher and his
parents now live in Bloomington, Indiana, where Christopher
has a full-time job at the Kroger grocery store. His
father is pleased to state that “Christopher enjoys employer
paid health and dental insurance, two weeks of paid vacation,
two paid personal days off and potential hourly pay raises
bi-annually. Vocational Rehabilitation Services, Options
for Better Living’s employment specialists, Indiana
Works Benefits counselor and the Support Services Waiver
are key supports for him. As a result, as of January, 2006
Christopher no longer receives Social Security Income benefits.”
Congratulations on your
success as a productive employee and a tax paying citizen,
Christopher!
THE
IN*SOURCE WEB SITE – A
NEW LOOK
Have you accessed the IN*SOURCE
web site recently? If not, be sure to visit us at www.insource.org and
check out our efforts at reconstructing our web site to be
more current and user friendly.
The Best Teammate
Nathan Buffie, who
is 16 years old, was honored recently at the swim team
awards dinner at Bloomington High School South where
he is a sophomore. Nathan received two awards – one from the team captains
and one from the coaches. The one from the coaches is a plaque
that recognizes Nathan as the “Best Teammate.”
Nathan’s mother,
Penny Githens, an IN*SOURCE RPR, states that Nathan was diagnosed
with an autism spectrum disorder when he was six years old.
When he was in the 8th grade, he announced that he wanted
to join his middle school swim team. “For the past
three years we've struggled to fit swim practices in with
homework, but it's worth it,” says Penny.
“Nathan is
fully embraced by his teammates, both because of his
work ethic and because of his desire to win. He's engaged
in a sport that can be a life-long recreational and
exercise outlet. And, he is a part of a team sport
in high school, something that is very rare for students
with an autism spectrum disorder. Not only does he
have contact with the 70+ students on the swim team,
both boys and girls, but when he wears his swim t-shirt
to school or has his hair bleached near the end of
the season, the entire school knows that he's a member
of the swim team.”
“My husband
and I notice that when Nathan swims, he also seems
to learn more easily . . . Believe me, we support anything
that makes learning easier for Nathan. Swimming has
meant Nathan is fully included in his high school.
His teammates are hard-working, active kids . . . the
kind of kids we would have chosen for him to be with.
. . Nathan is in great physical condition, and he feels
so good about himself. And, even if Nathan never wins
a race, the others on his team know what a hard worker
he is.”
“Wow!” states
Penny when she relates the following story: “Last
spring the local school board was touring Nathan's high
school. . . They were escorted around the school by four
students, one of whom was a senior, the editor of either
the year book or the school newspaper, an honors student,
and a co-captain of the girls swim team. One of the school
board members asked her what had impacted her the most
in her four years of high school. This talented young woman
said that the special needs kids on her swim team that
year, which was when Nathan was a freshman, had had the
biggest impact on her. Having them participate, getting
to know them as individuals, and seeing how hard they work
for such little gains, impacted her more than anything
else in high school.”
“We are so
lucky that Nathan has been afforded the opportunity
to swim. . . We feel like swimming has changed his
life. Don't you wish every special education student
had an opportunity like this where they get to participate
in something of his or her choosing, to reap such wonderful
social, cognitive and physical benefits, and to be
recognized for his or her effort by both their peers
and the adults who work with them? These kids have
learned first-hand that Nathan is defined by his abilities,
not his disabilities. Maybe some day one of Nathan's teammates
will hire him, knowing that he will apply the same work
ethic he has shown in swimming to whatever else he
does in life.”
Congratulations, Nathan.
May you continue to meet with success on your journey.
IN*SOURCE
presents our 5th Annual Golf Outing
Wednesday,
June 28, 2006 - Swan Lake Resort, Plymouth, Indiana
For more information call: (800) 332-4433
or check our website at www.insource.org
We look forward to seeing you there!
Upcoming Conference
The 4th Annual Conference
on Health, Disability, and the Law is scheduled to be held
on Friday, June 9, 2006 from 8:00 a.m. - 5:00 p.m. on the
campus of IUPUI in the William S. and Christine S. Hall
Center for Law and Health, Indiana University School
of Law-Indianapolis. The topic for this year's conference,
co-sponsored by the Indiana Resource Center for Families
with Special Needs (IN*SOURCE) and the Indiana Parent
Information Network (IPIN), is "Individuals
with Disabilities Education Act 2004: What the Changes
Mean for Indiana's Children."
For more information about this conference,
see http://www.indylaw.indiana.edu/center/clh/about/events/
index.cfm#E10 or call Heather McCabe, JD, MSW, Director, Public Health
Law Program at (317) 274-1951/(317) 278-7776 or e-mail Heather McCabe at hamccabe@iupui.edu.
APPLY NOW FOR PARTNERS
IN POLICYMAKING
If you are a person
with a disability or the parent of a child with a disability
and are interested in promoting change, you should
consider applying for the Partners in Policymaking
Academy. This program, sponsored by the Governor’s
Council for People with Disabilities, teaches participants
to become effective advocates for people with disabilities
in their communities.
Mike Foddrill, Partners
Director, states that participants are provided with information
they can use to help not only themselves but other members
of their communities as well, such as the media, lawmakers,
school boards and more.
Participants complete intensive
training over eight weekends, from October through May, learning
about advocacy topics such as the history of the disability
rights movement and community inclusion. Other topics include
legislation and lobbying, special education, social services,
employment and community organizing.
“We really encourage
people from all over the state to apply,” Foddrill
said. Over 500 Hoosiers have graduated from the program
since its inception. The program, which is open to a limited
number of people, will cover hotel, travel, childcare and
other related expenses for those selected to participate.
For a brochure or an application,
contact the Partners office at (317) 232-7771, (866) 234-1635
(voice mail) or PIP@gpcpd.org.
Or, visit www.in.gov/gpcpd and
click on the Partners in Policymaking link. Applications
must be postmarked by Friday, June 2.
IN*SOURCE
ANNUAL CONFERENCE
Mark your calendars now
for the 2006 IN*SOURCE Annual Conference November 3-4, 2006
Bloomington Convention Center, Bloomington, IN
Look for more information on our website www.insource.org or call (800) 332-4433
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