Showing posts with label Special Ed. Show all posts
Showing posts with label Special Ed. Show all posts
Thursday, June 7, 2012
U.S. Department of Education Issues Resource Document that Discourages Restraint and Seclusion
U.S. Department of Education Issues Resource Document that Discourages Restraint and Seclusion
Today, the U.S. Department of Education issued a publication that outlines principles for educators, parents and other stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion.
The goal of this resource document is to help ensure that schools are safe and healthy environments where all students can learn, develop and participate in instructional programs that promote high levels of academic achievement.
“As education leaders, our first responsibility must be to make sure that schools foster learning in a safe environment for all of our children and teachers,” U.S. Secretary of Education Arne Duncan said. “I believe this document is an important step toward this goal. I also want to salute leaders in Congress for their vigilance on this issue.”
The 15 principles that frame the document ultimately highlight how schoolwide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion. These guiding principles offer states, districts and other education leaders a framework for developing appropriate policies related to restraint and seclusion to ensure the safety of adults and children.
“Ultimately, the standard for educators should be the same standard that parents use for their own children,” Duncan added. “There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours. This really comes down to common sense.”
The document also provides a synopsis of ongoing efforts by federal agencies to address national concerns about using restraint and seclusion in schools, and includes links to state restraint and seclusion policies and procedures.
To access this document, click here http://www.ed.gov/policy/restraintseclusion.
Thursday, August 6, 2009
Building Inclusion Together
Building Inclusion Together is a community disability awareness program created by two local parents, Jennifer Monteleone and Lisa Okada Visitacion, parents of children with developmental disabilities. They have developed a great website and have put together trainings for high schools for National Disability Awareness Month in October 2009.
Check out their website at http://www.buildinginclusiontogether.org
For more information, contact: info@buildinginclusiontogether
Here is info about the 2009 School Program
In October 2009, Building Inclusion Together will be traveling to high schools throughout Washington State to talk about disability history in our state, inclusion, and begin discussions about the ways in which student leaders can make a difference in their school communities.
By speaking directly with future community, business and government leaders, we hope students will begin to shape their opinions and philosophies, as well as develop their sense of compassion about why the inclusion of people based on their abilities, not their disabilities, makes our communities stronger.
Students who are passionate about an idea often carry their thoughts beyond the school yard and into their community, planting seeds of change with parents, family members and neighbors. We hope the Building Inclusion Together program will create a sense of passion and awareness within your school community to build new opportunities in which all students can belong regardless of disability or difference.
Participating schools will be eligible to compete for the first ever Building Inclusion Together Inclusive School Award. Working in teams, students will be encouraged to develop a comprehensive program to create opportunities for inclusion of people with developmental disabilities in their school communities.
This year, we are offering two program options. Schools are encouraged to select the option that they feel would connect best to their student population. Program times may be able to be amended based on school needs.
Option 1 - ASB Student Leadership - 90 minutes
ASB Student Leadership will participate in a 90-minute program that includes watching the full length (60 minute) Including Samuel documentary, listening to stories on inclusion and self determination from Washington State self advocates who will be in attendance, followed by a brief question and answer session. The Building Inclusion Together Inclusive School Award competition will also be introduced and explained. Resource materials will be provided for student research, discussion and idea generation.
Option 2 - Social Studies and English classes - 45 minutes Students will participate in a 45 minute in-classroom program that includes watching the 12-minute Including Samuel trailer, followed by a 15-minute discussion led by self advocates with support from the Building Inclusion Co-Founders. The Building Inclusion Together Inclusive School Award competition will also be introduced and explained. Resource materials will be provided for student research, discussion and idea generation.
Technical Requirements
DVD player and projection screen to show Including Samuel documentary
ADA accessible building and/or room
Access to elevator if room is located on the second floor
Internet connection
Due to generous community support, we are able to bring
the Building Inclusion Together program
to your school free of charge.
For more information, contact: info@buildinginclusiontogether
Check out their website at http://www.buildinginclusiontogether.org
For more information, contact: info@buildinginclusiontogether
Here is info about the 2009 School Program
In October 2009, Building Inclusion Together will be traveling to high schools throughout Washington State to talk about disability history in our state, inclusion, and begin discussions about the ways in which student leaders can make a difference in their school communities.
By speaking directly with future community, business and government leaders, we hope students will begin to shape their opinions and philosophies, as well as develop their sense of compassion about why the inclusion of people based on their abilities, not their disabilities, makes our communities stronger.
Students who are passionate about an idea often carry their thoughts beyond the school yard and into their community, planting seeds of change with parents, family members and neighbors. We hope the Building Inclusion Together program will create a sense of passion and awareness within your school community to build new opportunities in which all students can belong regardless of disability or difference.
Participating schools will be eligible to compete for the first ever Building Inclusion Together Inclusive School Award. Working in teams, students will be encouraged to develop a comprehensive program to create opportunities for inclusion of people with developmental disabilities in their school communities.
This year, we are offering two program options. Schools are encouraged to select the option that they feel would connect best to their student population. Program times may be able to be amended based on school needs.
Option 1 - ASB Student Leadership - 90 minutes
ASB Student Leadership will participate in a 90-minute program that includes watching the full length (60 minute) Including Samuel documentary, listening to stories on inclusion and self determination from Washington State self advocates who will be in attendance, followed by a brief question and answer session. The Building Inclusion Together Inclusive School Award competition will also be introduced and explained. Resource materials will be provided for student research, discussion and idea generation.
Option 2 - Social Studies and English classes - 45 minutes Students will participate in a 45 minute in-classroom program that includes watching the 12-minute Including Samuel trailer, followed by a 15-minute discussion led by self advocates with support from the Building Inclusion Co-Founders. The Building Inclusion Together Inclusive School Award competition will also be introduced and explained. Resource materials will be provided for student research, discussion and idea generation.
Technical Requirements
DVD player and projection screen to show Including Samuel documentary
ADA accessible building and/or room
Access to elevator if room is located on the second floor
Internet connection
Due to generous community support, we are able to bring
the Building Inclusion Together program
to your school free of charge.
For more information, contact: info@buildinginclusiontogether
Wednesday, June 24, 2009
State's schools get $400 million federal windfall
OLYMPIA — Washington schools will get an unprecedented federal windfall over the next two years — up to $400 million for special-education and low-income students.
The temporary influx of money is certainly welcome. School officials have long complained that the federal government doesn't give them what they need.
But the federal cash has also put some school officials in an awkward spot. The state budget crisis has forced schools to cut training and class offerings and lay off hundreds of teachers. The Legislature slashed $600 million from Initiative 728 funding, approved by the voters in 2000, to hire teachers and reduce class sizes.
So due to limits on how the new federal stimulus money can be spent, the additional money means many districts may wind up maintaining or improving services for some students while cutting programs for others.
In Federal Way, for example, Superintendent Thomas Murphy is trying to figure out how to spend the special-education money while also planning to lay off 10 teachers.
"If that money came with no strings, that would be an option to say, 'OK, we don't have to lay these 10 teachers off,' " he said.
The Lake Washington School District has avoided laying off teachers but plans to cut back some math and science teacher-training programs while it expands teacher training for special-needs students.
"It certainly poses a dilemma for us," said Chip Kimball, Lake Washington superintendent. "If we had those same dollars unrestricted, we would have spent them differently, I imagine."
Kimball said the message being sent by government is that low-income and special-education programs "are more important than math and science. Well, our local community may say math and science are equally important programs."
In Seattle, however, the head of the School Board sees little downside to the federal money, a portion of which can be used to patch budget holes. "It's a pretty good fit for us right now," said Michael DeBell, the board president.
Christie Perkins, the public-policy chair for the Washington State Special Education Coalition, said school administrators have a right to complain about the way Congress handed out the stimulus money.
But she's worried about special education being put "in this difficult position of being blamed by everybody. It's always been an issue from the beginning of time. Whenever you have a large chunk of money that's going to one particular population, it's going to be seen by others as an unfair scenario."
Federal stimulus
The extra money for schools is part of a federal stimulus package aimed at helping states get out of the recession.
In this state, lawmakers faced a $9 billion shortfall in the fiscal 2009-2011 budget earlier this year because of a staggering drop in tax collections.
Congress helped by giving the state around $3 billion that could be spent on anything. It helped limit the damage to the state budget and kept a bad situation for public schools from getting much worse.
But lawmakers still had to hack billions out of the state budget. Cuts included most of the state funding for Initiative 728, which could be used by school districts for a variety of purposes, including reducing class sizes.
While lawmakers were taking that money away, they were also adding in federal money with strings attached. Specifically, the money for special education and Title I funds, which are aimed at helping low-income students.
In other words, the Legislature slashed state funding for public schools that could be used broadly, and partially replaced it with one-time stimulus dollars from the federal government with a more narrow purpose.
The federal government did provide some flexibility.
School districts are getting a total of about $220 million in federal special-education money. They can use up to half of that amount to backfill cuts elsewhere in their budgets. Essentially, the new money allows districts to use some of the local money they now spend on special education for other purposes.
Even so, Paul Rosier, executive director of the Washington Association of School Administrators, says "There is going to be nothing easy about using this money ... It's just that there are a lot of rules. The problem is, the more rules there are, the easier it is to step on the line somewhere and be out of compliance."
State Superintendent Randy Dorn said school officials "need to think more creatively about these dollars instead of, 'We can only spend it this way.' "
The federal government, he said, is essentially telling districts, "We're giving you resources to change what you do so that it works better for kids."
In two years, it's gone
The biggest issue with the federal money, aside from the restrictions on use, is that it's temporary.
If districts use it to hire new teachers, for example, what will they do in two years when the funding is due to dry up?
"All of that has to be weighed," Rosier said. "There are lots of complications for districts. How do you use the money in an effective way that doesn't set you up for real problems down the road?"
Some school districts are using their Title I money for preschool and kindergarten programs that benefit low-income students.
When it comes to special-education dollars, many districts are considering using the money for one-time purposes such as buying new books and training all their teachers to work with special-education students.
Seattle Public Schools also is looking at using some of the money to create a new system that, instead of teaching special-education students separately, brings them into the general classroom population, depending on their needs.
And Seattle is using half of its federal special-education money to help retain teachers who otherwise would be laid off. The district had planned to lay off 160 teachers but was able to save 57 jobs using the federal money combined with other funds.
DeBell, the board president, said he's not too worried about the federal money disappearing because Seattle's enrollment appears to be increasing, and that will bring in more state money.
"The federal money is working like a bridge for us to allow us to carry employees we're pretty sure we're going to need because of enrollment trends," he said.
Andrew Garber: 360-236-8266 or agarber@seattletimes.com
Copyright © 2009 The Seattle Times Company
http://seattletimes.nwsource.com/html/education/2009364761_special21m.html
OLYMPIA — Washington schools will get an unprecedented federal windfall over the next two years — up to $400 million for special-education and low-income students.
The temporary influx of money is certainly welcome. School officials have long complained that the federal government doesn't give them what they need.
But the federal cash has also put some school officials in an awkward spot. The state budget crisis has forced schools to cut training and class offerings and lay off hundreds of teachers. The Legislature slashed $600 million from Initiative 728 funding, approved by the voters in 2000, to hire teachers and reduce class sizes.
So due to limits on how the new federal stimulus money can be spent, the additional money means many districts may wind up maintaining or improving services for some students while cutting programs for others.
In Federal Way, for example, Superintendent Thomas Murphy is trying to figure out how to spend the special-education money while also planning to lay off 10 teachers.
"If that money came with no strings, that would be an option to say, 'OK, we don't have to lay these 10 teachers off,' " he said.
The Lake Washington School District has avoided laying off teachers but plans to cut back some math and science teacher-training programs while it expands teacher training for special-needs students.
"It certainly poses a dilemma for us," said Chip Kimball, Lake Washington superintendent. "If we had those same dollars unrestricted, we would have spent them differently, I imagine."
Kimball said the message being sent by government is that low-income and special-education programs "are more important than math and science. Well, our local community may say math and science are equally important programs."
In Seattle, however, the head of the School Board sees little downside to the federal money, a portion of which can be used to patch budget holes. "It's a pretty good fit for us right now," said Michael DeBell, the board president.
Christie Perkins, the public-policy chair for the Washington State Special Education Coalition, said school administrators have a right to complain about the way Congress handed out the stimulus money.
But she's worried about special education being put "in this difficult position of being blamed by everybody. It's always been an issue from the beginning of time. Whenever you have a large chunk of money that's going to one particular population, it's going to be seen by others as an unfair scenario."
Federal stimulus
The extra money for schools is part of a federal stimulus package aimed at helping states get out of the recession.
In this state, lawmakers faced a $9 billion shortfall in the fiscal 2009-2011 budget earlier this year because of a staggering drop in tax collections.
Congress helped by giving the state around $3 billion that could be spent on anything. It helped limit the damage to the state budget and kept a bad situation for public schools from getting much worse.
But lawmakers still had to hack billions out of the state budget. Cuts included most of the state funding for Initiative 728, which could be used by school districts for a variety of purposes, including reducing class sizes.
While lawmakers were taking that money away, they were also adding in federal money with strings attached. Specifically, the money for special education and Title I funds, which are aimed at helping low-income students.
In other words, the Legislature slashed state funding for public schools that could be used broadly, and partially replaced it with one-time stimulus dollars from the federal government with a more narrow purpose.
The federal government did provide some flexibility.
School districts are getting a total of about $220 million in federal special-education money. They can use up to half of that amount to backfill cuts elsewhere in their budgets. Essentially, the new money allows districts to use some of the local money they now spend on special education for other purposes.
Even so, Paul Rosier, executive director of the Washington Association of School Administrators, says "There is going to be nothing easy about using this money ... It's just that there are a lot of rules. The problem is, the more rules there are, the easier it is to step on the line somewhere and be out of compliance."
State Superintendent Randy Dorn said school officials "need to think more creatively about these dollars instead of, 'We can only spend it this way.' "
The federal government, he said, is essentially telling districts, "We're giving you resources to change what you do so that it works better for kids."
In two years, it's gone
The biggest issue with the federal money, aside from the restrictions on use, is that it's temporary.
If districts use it to hire new teachers, for example, what will they do in two years when the funding is due to dry up?
"All of that has to be weighed," Rosier said. "There are lots of complications for districts. How do you use the money in an effective way that doesn't set you up for real problems down the road?"
Some school districts are using their Title I money for preschool and kindergarten programs that benefit low-income students.
When it comes to special-education dollars, many districts are considering using the money for one-time purposes such as buying new books and training all their teachers to work with special-education students.
Seattle Public Schools also is looking at using some of the money to create a new system that, instead of teaching special-education students separately, brings them into the general classroom population, depending on their needs.
And Seattle is using half of its federal special-education money to help retain teachers who otherwise would be laid off. The district had planned to lay off 160 teachers but was able to save 57 jobs using the federal money combined with other funds.
DeBell, the board president, said he's not too worried about the federal money disappearing because Seattle's enrollment appears to be increasing, and that will bring in more state money.
"The federal money is working like a bridge for us to allow us to carry employees we're pretty sure we're going to need because of enrollment trends," he said.
Andrew Garber: 360-236-8266 or agarber@seattletimes.com
Copyright © 2009 The Seattle Times Company
http://seattletimes.nwsource.com/html/education/2009364761_special21m.html
The temporary influx of money is certainly welcome. School officials have long complained that the federal government doesn't give them what they need.
But the federal cash has also put some school officials in an awkward spot. The state budget crisis has forced schools to cut training and class offerings and lay off hundreds of teachers. The Legislature slashed $600 million from Initiative 728 funding, approved by the voters in 2000, to hire teachers and reduce class sizes.
So due to limits on how the new federal stimulus money can be spent, the additional money means many districts may wind up maintaining or improving services for some students while cutting programs for others.
In Federal Way, for example, Superintendent Thomas Murphy is trying to figure out how to spend the special-education money while also planning to lay off 10 teachers.
"If that money came with no strings, that would be an option to say, 'OK, we don't have to lay these 10 teachers off,' " he said.
The Lake Washington School District has avoided laying off teachers but plans to cut back some math and science teacher-training programs while it expands teacher training for special-needs students.
"It certainly poses a dilemma for us," said Chip Kimball, Lake Washington superintendent. "If we had those same dollars unrestricted, we would have spent them differently, I imagine."
Kimball said the message being sent by government is that low-income and special-education programs "are more important than math and science. Well, our local community may say math and science are equally important programs."
In Seattle, however, the head of the School Board sees little downside to the federal money, a portion of which can be used to patch budget holes. "It's a pretty good fit for us right now," said Michael DeBell, the board president.
Christie Perkins, the public-policy chair for the Washington State Special Education Coalition, said school administrators have a right to complain about the way Congress handed out the stimulus money.
But she's worried about special education being put "in this difficult position of being blamed by everybody. It's always been an issue from the beginning of time. Whenever you have a large chunk of money that's going to one particular population, it's going to be seen by others as an unfair scenario."
Federal stimulus
The extra money for schools is part of a federal stimulus package aimed at helping states get out of the recession.
In this state, lawmakers faced a $9 billion shortfall in the fiscal 2009-2011 budget earlier this year because of a staggering drop in tax collections.
Congress helped by giving the state around $3 billion that could be spent on anything. It helped limit the damage to the state budget and kept a bad situation for public schools from getting much worse.
But lawmakers still had to hack billions out of the state budget. Cuts included most of the state funding for Initiative 728, which could be used by school districts for a variety of purposes, including reducing class sizes.
While lawmakers were taking that money away, they were also adding in federal money with strings attached. Specifically, the money for special education and Title I funds, which are aimed at helping low-income students.
In other words, the Legislature slashed state funding for public schools that could be used broadly, and partially replaced it with one-time stimulus dollars from the federal government with a more narrow purpose.
The federal government did provide some flexibility.
School districts are getting a total of about $220 million in federal special-education money. They can use up to half of that amount to backfill cuts elsewhere in their budgets. Essentially, the new money allows districts to use some of the local money they now spend on special education for other purposes.
Even so, Paul Rosier, executive director of the Washington Association of School Administrators, says "There is going to be nothing easy about using this money ... It's just that there are a lot of rules. The problem is, the more rules there are, the easier it is to step on the line somewhere and be out of compliance."
State Superintendent Randy Dorn said school officials "need to think more creatively about these dollars instead of, 'We can only spend it this way.' "
The federal government, he said, is essentially telling districts, "We're giving you resources to change what you do so that it works better for kids."
In two years, it's gone
The biggest issue with the federal money, aside from the restrictions on use, is that it's temporary.
If districts use it to hire new teachers, for example, what will they do in two years when the funding is due to dry up?
"All of that has to be weighed," Rosier said. "There are lots of complications for districts. How do you use the money in an effective way that doesn't set you up for real problems down the road?"
Some school districts are using their Title I money for preschool and kindergarten programs that benefit low-income students.
When it comes to special-education dollars, many districts are considering using the money for one-time purposes such as buying new books and training all their teachers to work with special-education students.
Seattle Public Schools also is looking at using some of the money to create a new system that, instead of teaching special-education students separately, brings them into the general classroom population, depending on their needs.
And Seattle is using half of its federal special-education money to help retain teachers who otherwise would be laid off. The district had planned to lay off 160 teachers but was able to save 57 jobs using the federal money combined with other funds.
DeBell, the board president, said he's not too worried about the federal money disappearing because Seattle's enrollment appears to be increasing, and that will bring in more state money.
"The federal money is working like a bridge for us to allow us to carry employees we're pretty sure we're going to need because of enrollment trends," he said.
Andrew Garber: 360-236-8266 or agarber@seattletimes.com
Copyright © 2009 The Seattle Times Company
http://seattletimes.nwsource.com/html/education/2009364761_special21m.html
OLYMPIA — Washington schools will get an unprecedented federal windfall over the next two years — up to $400 million for special-education and low-income students.
The temporary influx of money is certainly welcome. School officials have long complained that the federal government doesn't give them what they need.
But the federal cash has also put some school officials in an awkward spot. The state budget crisis has forced schools to cut training and class offerings and lay off hundreds of teachers. The Legislature slashed $600 million from Initiative 728 funding, approved by the voters in 2000, to hire teachers and reduce class sizes.
So due to limits on how the new federal stimulus money can be spent, the additional money means many districts may wind up maintaining or improving services for some students while cutting programs for others.
In Federal Way, for example, Superintendent Thomas Murphy is trying to figure out how to spend the special-education money while also planning to lay off 10 teachers.
"If that money came with no strings, that would be an option to say, 'OK, we don't have to lay these 10 teachers off,' " he said.
The Lake Washington School District has avoided laying off teachers but plans to cut back some math and science teacher-training programs while it expands teacher training for special-needs students.
"It certainly poses a dilemma for us," said Chip Kimball, Lake Washington superintendent. "If we had those same dollars unrestricted, we would have spent them differently, I imagine."
Kimball said the message being sent by government is that low-income and special-education programs "are more important than math and science. Well, our local community may say math and science are equally important programs."
In Seattle, however, the head of the School Board sees little downside to the federal money, a portion of which can be used to patch budget holes. "It's a pretty good fit for us right now," said Michael DeBell, the board president.
Christie Perkins, the public-policy chair for the Washington State Special Education Coalition, said school administrators have a right to complain about the way Congress handed out the stimulus money.
But she's worried about special education being put "in this difficult position of being blamed by everybody. It's always been an issue from the beginning of time. Whenever you have a large chunk of money that's going to one particular population, it's going to be seen by others as an unfair scenario."
Federal stimulus
The extra money for schools is part of a federal stimulus package aimed at helping states get out of the recession.
In this state, lawmakers faced a $9 billion shortfall in the fiscal 2009-2011 budget earlier this year because of a staggering drop in tax collections.
Congress helped by giving the state around $3 billion that could be spent on anything. It helped limit the damage to the state budget and kept a bad situation for public schools from getting much worse.
But lawmakers still had to hack billions out of the state budget. Cuts included most of the state funding for Initiative 728, which could be used by school districts for a variety of purposes, including reducing class sizes.
While lawmakers were taking that money away, they were also adding in federal money with strings attached. Specifically, the money for special education and Title I funds, which are aimed at helping low-income students.
In other words, the Legislature slashed state funding for public schools that could be used broadly, and partially replaced it with one-time stimulus dollars from the federal government with a more narrow purpose.
The federal government did provide some flexibility.
School districts are getting a total of about $220 million in federal special-education money. They can use up to half of that amount to backfill cuts elsewhere in their budgets. Essentially, the new money allows districts to use some of the local money they now spend on special education for other purposes.
Even so, Paul Rosier, executive director of the Washington Association of School Administrators, says "There is going to be nothing easy about using this money ... It's just that there are a lot of rules. The problem is, the more rules there are, the easier it is to step on the line somewhere and be out of compliance."
State Superintendent Randy Dorn said school officials "need to think more creatively about these dollars instead of, 'We can only spend it this way.' "
The federal government, he said, is essentially telling districts, "We're giving you resources to change what you do so that it works better for kids."
In two years, it's gone
The biggest issue with the federal money, aside from the restrictions on use, is that it's temporary.
If districts use it to hire new teachers, for example, what will they do in two years when the funding is due to dry up?
"All of that has to be weighed," Rosier said. "There are lots of complications for districts. How do you use the money in an effective way that doesn't set you up for real problems down the road?"
Some school districts are using their Title I money for preschool and kindergarten programs that benefit low-income students.
When it comes to special-education dollars, many districts are considering using the money for one-time purposes such as buying new books and training all their teachers to work with special-education students.
Seattle Public Schools also is looking at using some of the money to create a new system that, instead of teaching special-education students separately, brings them into the general classroom population, depending on their needs.
And Seattle is using half of its federal special-education money to help retain teachers who otherwise would be laid off. The district had planned to lay off 160 teachers but was able to save 57 jobs using the federal money combined with other funds.
DeBell, the board president, said he's not too worried about the federal money disappearing because Seattle's enrollment appears to be increasing, and that will bring in more state money.
"The federal money is working like a bridge for us to allow us to carry employees we're pretty sure we're going to need because of enrollment trends," he said.
Andrew Garber: 360-236-8266 or agarber@seattletimes.com
Copyright © 2009 The Seattle Times Company
http://seattletimes.nwsource.com/html/education/2009364761_special21m.html
Monday, April 13, 2009
Washinton Stimulus Information
Click HERE for The American Recovery & Reinvestment Act: Washington State Program Summary.
Thursday, January 29, 2009
Obama's To-Do List article
Disabilities Front And Center On Obama’s To-Do List
By Michelle Diament
January 21, 2009
Disabilities figure prominently in the agenda posted on The White House Web site since Barack Obama became president Tuesday.
Among 24 different topics listed in the agenda — such as Iraq, energy and health care — the topic of disabilities makes the cut. Obama’s plan calls for initiatives to improve education and employment opportunities for people with disabilities, while supporting community-based living and an end to discrimination.
Autism is specifically addressed in the agenda, with a four-point plan to deal with growth in the disorder.
Here’s a look at some of the specifics:
• Obama wants funding for the Individuals with Disabilities Education Act, including more funds for early intervention and universal screening. The president also wants to increase college opportunities for people with disabilities and he wants a study done looking at transition issues and higher education among this population.
• The president supports the Americans with Disabilities Act and wants more funding to enforce it.
• Obama wants to encourage employment of people with disabilities in the public and private sectors by providing resources for accommodation and promoting tax benefits already in place for employers who hire people with disabilities.
• The president supports the Community Choice Act and wants individuals with disabilities to be able to choose whether to live in nursing homes, institutions or independently within their communities.
• Obama supports more funding for autism, both to research its causes and to support diagnosis and treatment of the disorder. He wants to fully fund the Combating Autism Act. And, he supports life-long services for people with autism.
• The president wants to offer universal screening for all infants and all two-year-olds to identify autism and other disabilities early on.
Just last week Democrats in the House of Representatives unveiled their proposal for a second stimulus package. The proposal, which is supported by Obama, includes funding for many of the initiatives outlined in this agenda.
Sheryl MatneyITACC Director334-268-0245 (voice)334-566-6026 (fax)smatney@nacdd.orgwww.itaccnacdd.com
By Michelle Diament
January 21, 2009
Disabilities figure prominently in the agenda posted on The White House Web site since Barack Obama became president Tuesday.
Among 24 different topics listed in the agenda — such as Iraq, energy and health care — the topic of disabilities makes the cut. Obama’s plan calls for initiatives to improve education and employment opportunities for people with disabilities, while supporting community-based living and an end to discrimination.
Autism is specifically addressed in the agenda, with a four-point plan to deal with growth in the disorder.
Here’s a look at some of the specifics:
• Obama wants funding for the Individuals with Disabilities Education Act, including more funds for early intervention and universal screening. The president also wants to increase college opportunities for people with disabilities and he wants a study done looking at transition issues and higher education among this population.
• The president supports the Americans with Disabilities Act and wants more funding to enforce it.
• Obama wants to encourage employment of people with disabilities in the public and private sectors by providing resources for accommodation and promoting tax benefits already in place for employers who hire people with disabilities.
• The president supports the Community Choice Act and wants individuals with disabilities to be able to choose whether to live in nursing homes, institutions or independently within their communities.
• Obama supports more funding for autism, both to research its causes and to support diagnosis and treatment of the disorder. He wants to fully fund the Combating Autism Act. And, he supports life-long services for people with autism.
• The president wants to offer universal screening for all infants and all two-year-olds to identify autism and other disabilities early on.
Just last week Democrats in the House of Representatives unveiled their proposal for a second stimulus package. The proposal, which is supported by Obama, includes funding for many of the initiatives outlined in this agenda.
Sheryl MatneyITACC Director334-268-0245 (voice)334-566-6026 (fax)smatney@nacdd.orgwww.itaccnacdd.com
“Wrightslaw” Video Series
“Wrightslaw”
This Four Part Video Series is
Presented By:
Amy Patterson and Jamie Coonts
February 5th, 19th & March 5th, 19th
7-9pm
Cost is $30 for the books From Emotions to Advocacy & Special Education law
**If you already have the books the workshop is free. If you cannot purchase the books
please contact Jamie Coonts so we can help find you some to borrow for the training
2500 Hewitt Ave Suite 300, Everett
All parents and professionals welcome!
*No child care is provided*
The content of this series is divided into four programs, two about law and two about advocacy strategies. Many areas are covered, including:
• IDEA, Section 504, and No Child Left Behind
• The importance of the 5 "Ws" and H & E
• What is a SMART IEP?
• The dynamics of funding. Where does the money come from? Where does it go?
• Your Master Plan, and the rules of "the game"
• The Rule of Adverse Assumption
• When doing "nothing" is the best thing to do
• Which is more important: the facts or the law?
• What your calendar can do for you
• Tests and Measurements: creating graphs
• Letters to a Stranger
• Resources and more...
The goal of this training is to provide individuals
with the knowledge and skills to advocate effectively for children with disabilities.
To RSVP or if you have questions contact Tracie Diemert at Tracie@arcsno.org or call 425-258-2459 ext 111
This Four Part Video Series is
Presented By:
Amy Patterson and Jamie Coonts
February 5th, 19th & March 5th, 19th
7-9pm
Cost is $30 for the books From Emotions to Advocacy & Special Education law
**If you already have the books the workshop is free. If you cannot purchase the books
please contact Jamie Coonts so we can help find you some to borrow for the training
2500 Hewitt Ave Suite 300, Everett
All parents and professionals welcome!
*No child care is provided*
The content of this series is divided into four programs, two about law and two about advocacy strategies. Many areas are covered, including:
• IDEA, Section 504, and No Child Left Behind
• The importance of the 5 "Ws" and H & E
• What is a SMART IEP?
• The dynamics of funding. Where does the money come from? Where does it go?
• Your Master Plan, and the rules of "the game"
• The Rule of Adverse Assumption
• When doing "nothing" is the best thing to do
• Which is more important: the facts or the law?
• What your calendar can do for you
• Tests and Measurements: creating graphs
• Letters to a Stranger
• Resources and more...
The goal of this training is to provide individuals
with the knowledge and skills to advocate effectively for children with disabilities.
To RSVP or if you have questions contact Tracie Diemert at Tracie@arcsno.org or call 425-258-2459 ext 111
Wednesday, January 28, 2009
Parent Special Education Survey
ATTENTION Parents and other caregivers of students receiving special education services:
The Special Education Support Center is surveying parents so that we will be able to better address the needs of families of special education students. Please go to the link below and complete Survey #2. It will only take a few minutes of your time.
This information is needed by February 15, 2009
Input from you is critical!
Thank you,
The Special Education Support Center Team
http://www.specialeducationsupportcenter.org/families_caregivers/parentsurvey.html .
Please share the following information.
Thank you!
Christie Perkins
WSSEC Public Policy Chair
253-584-7013 cell: 253-229-2674
edadvocate@mac.com
The Special Education Support Center is surveying parents so that we will be able to better address the needs of families of special education students. Please go to the link below and complete Survey #2. It will only take a few minutes of your time.
This information is needed by February 15, 2009
Input from you is critical!
Thank you,
The Special Education Support Center Team
http://www.specialeducationsupportcenter.org/families_caregivers/parentsurvey.html .
Please share the following information.
Thank you!
Christie Perkins
WSSEC Public Policy Chair
253-584-7013 cell: 253-229-2674
edadvocate@mac.com
Saturday, January 17, 2009
Special Ed Law 101
“Special Ed Law 101”
Presented by: Amy Patterson
Thursday January 29nd
7-8:30pm
2500 Hewitt Ave Suite 300, Everett
All parents and professionals welcome!
*No child care is provided*
This is a beginner’s course intended for those that want to learn about basic Special Education Law. Amy will be covering the following information:
Overview
- Why do we need to know this stuff?
Three types of law:
1. Statutory
IDEA
- History
- What is it? Where do I find it?
- What does it say about: Evaluations, Eligibility, IEP’s, Placement
- What do you really need to know?
Section 504
- What is it and what does it say?
- How is it different from IDEA?
2. Regulatory
Federal Regulations
- What are they and where do I find them?
- How do I find what I’m looking for?
State Regulations
- Where do I find them? How are they different from the federal regulations?
3. Case Law
- Brief overview; case law is really outside the scope of a 101 presentation
Acronyms
- FAPE, LRE, LEA, FERPA, NCLB, and so on.
To RSVP or if you have questions contact Tracie Diemert at Tracie@arcsno.org or call 425-258-2459 ext 111
Presented by: Amy Patterson
Thursday January 29nd
7-8:30pm
2500 Hewitt Ave Suite 300, Everett
All parents and professionals welcome!
*No child care is provided*
This is a beginner’s course intended for those that want to learn about basic Special Education Law. Amy will be covering the following information:
Overview
- Why do we need to know this stuff?
Three types of law:
1. Statutory
IDEA
- History
- What is it? Where do I find it?
- What does it say about: Evaluations, Eligibility, IEP’s, Placement
- What do you really need to know?
Section 504
- What is it and what does it say?
- How is it different from IDEA?
2. Regulatory
Federal Regulations
- What are they and where do I find them?
- How do I find what I’m looking for?
State Regulations
- Where do I find them? How are they different from the federal regulations?
3. Case Law
- Brief overview; case law is really outside the scope of a 101 presentation
Acronyms
- FAPE, LRE, LEA, FERPA, NCLB, and so on.
To RSVP or if you have questions contact Tracie Diemert at Tracie@arcsno.org or call 425-258-2459 ext 111
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