Winter 2006 • Vol. 29, Issue 1 ACESETTER PA news magazine of PACER Center, Inc. by and for parents of children and young adults with disabilities Minn. ed rights for PACER’s 24th Benefit children with disabilities may be in jeopardy features Michael Bolton In a proposal that is puzzling to many parents and advocacy organizations, the Hits such as with B.B. King, and Minnesota Association of School Administra- “When a Man been sampled by tors (MASA) is encouraging state Loves a Woman” hip-hop superstar policymakers to accept the newly reautho- and many others Kanye West, rized (updated) Individuals with Disabilities Education Act (IDEA 2004) and pending bring accolades to Michael Bolton federal regulations as the standard for international record- would be the only educating students with disabilities. MASA’s ing star Michael name on that list.” 2006 legislative platform suggests eliminat- Bolton and symbol- Bolton’s most ing of all Minnesota special education laws and rules that exceed the minimal federal ize the essence of recent album, “Til requirements in IDEA. pop music. His the End of Forever,” “Reducing our state’s statutes and rules to newest recording with its new studio the federal level would take away education endeavor, a tribute songs and diverse services and rights for Minnesota’s children to Frank Sinatra, is selection of live with disabilities and their families,” said Bob Brick, public policy director, at PACER Center. generating broad performances, “This ignores our rich past and sets an excitement—even demonstrates unfortunate education precedent.” before its expected Bolton’s mastery of Minnesota has a history of educating spring release. an array of styles students with disabilities long before 1975, Michael Bolton when Congress passed the first version of Bolton, with his and the powerful IDEA. In the past when IDEA was reautho- company of backup chemistry he rized, Minnesota typically analyzed its own vocalists, dancers and band, headlines creates with audiences. set of statutes and rules affecting students PACER’s 24th annual Benefit Bolton is enthusiastic about the with disabilities and compared them to the Saturday, May 6, at the Minneapolis spectrum of musicians, such as the new federal requirements. Lawmakers would usually keep the best of the Minnesota Convention Center. (See ticket great soul singers, who have inspired system (those that provided needed clarity or information on page 2.) him. added value to the education system). He has major stature in the world “Every night, I get to pay respect Examples of what is currently at stake are: of music, and his bio lists why: to the pioneers, the masters who’ve ■ IDEA does not require early intervention services for infants with disabilities to “If you made a list of performers been such a great inspiration and occur starting at birth while Minnesota who have sold more than 53 million influence on all of us,” Bolton says of does. records, won multiple Grammy (Continued on page 2) ■ IDEA no longer requires Individualized trophies for Best Male Vocalist and Education Programs (IEPs) to include countless other honors, earned a star short-term objectives except for students with the most severe disabilities. Minne- on Hollywood’s Walk of Fame and It’s here! sold out arenas worldwide, Michael sota requires them for all students with PACER’s new Web disabilities. Educators and families often Bolton would be on that list. site that helps children use them to determine whether a student “But if you tallied all the artists deal with and prevent is progressing. bullying is up and ■ who’ve sung with Luciano Pavarotti The IDEA does not require schools to running. See page 3. begin transition services for youth until and Ray Charles, written Steel Bars they turn age 16, while Minnesota with Bob Dylan, written hits for Kiss www.pacerkidsagainstbullying.org requires transition planning to start at age and Barbara Streisand, played guitar 14. Sixteen is when students can legally drop out, so starting the transition process Visit atwww.pacer.org 14 may help students stay in school. PACESETTER – WINTER 2006 1 BENEFIT RESERVATIONS To reserve your tickets for the 2006 PACER Benefit featuring Michael Bolton, please complete the form below and fax or mail it to PACER Center. Reservations can also be made at PACER’s Web site (www.pacer.org) or by telephoning (952) 838-9000

Benefit Tickets: Name: Please send me: Address: $551 tickets City: State: Zip: $851 tickets Phone: (H) (W) $1402 Patron tickets*

2 E-mail: $200 Patron tickets* If you wish to sit with friends, the reservations must arrive at the same time. $2753 Patron tickets* $5503 Patron tickets* The accommodation I need is: Wheelchair seating Sign language interpretation Assistive listening device Other Number of tickets: Total amount: $ My checks, separate for the Benefit and dinner, are made payable to PACER Center and Dinner Tickets ($85 per person) are enclosed. (Tickets will be mailed in mid-April.) Number of tickets: Total amount: $ Total charge $ to VISA Mastercard American Express # Exp. Other Contribution/ Volunteer Opportunities I am unable to attend the Benefit. Please accept my gift: check charge Please contact me about: $550 $275 $200 $140 $85 $55 Other: donating to the Silent Auction Many companies match gifts. Please ask your employer for a matching gift form and enclose it with your contribution or ticket order. being a Corporate Sponsor (including ticket package and ad) Names of persons for whom you are purchasing tickets: advertising in the Benefit Playbill volunteering on a Benefit committee Please note: Tax values are listed in the following categories: 1 = $40 value; 2 = $50 value; 3 = $60 value. The amount of the ticket price in excess of the value is tax deductible. * Patron party tickets

Please mail or fax to: PACER Center, 8161 Normandale Blvd., Minneapolis, MN 55437-1044 Fax: (952) 838-0199

PACER Benefit on May 6 features singer Michael Bolton (Continued from page 1) ticket, and a patron party for holders of and information center for families of the soul classics in his repertoire. Benefit tickets of $140 and more children and youth with all disabilities “That’s a great part of what I do for a follows Bolton’s performance. Pro- and special health needs. living, and it’s an incredible honor.” ceeds from the event support PACER PACER provides varied resources In addition to his music, Bolton is Center programs for children with such as publications, workshops, and known for his work on social issues, disabilities and their families. individualized assistance. It helps such as problems affecting children Benefit committee co-chairs are families make decisions about educa- and women. Mary Frey, Colleen McGough-Wood, tion, vocational training, employment, Preceding the performance, and Danna Mirviss. Honorary chairs and other services for their child with PACER’s Benefit also includes silent are Bill and Tani Austin, Starkey disabilities. and live auctions. A pre-Benefit Hearing Foundation. For information on the Benefit call gourmet dinner is available by separate PACER Center is a national training (952) 838-9000 or visit www.pacer.org.

2 PACESETTER – WINTER 2006 Call (952) 838-9000 PACER launches bullying prevention site PACER’s new national bullying prevention Web site is Webisode cartoons, learn ways to deal with bullying, officially online. At www.pacerkidsagainstbullying.org, vote in polls, read diaries, look at artwork and stories children can learn how to challenge bullying. from other children, enter contests, and more. Geared Childhood bullying for all children, the affects millions of site includes children. children with Now, second- disabilities, who through sixth-graders can be particularly vulnerable to can go to PACER’s www.pacerkidsagainstbullying.org innovative new Web bullying. site to learn what The Web site bullying is, how to project is funded in respond to it, and part by the Robins, how to prevent it. Kaplan, Miller and Children will join Ciresi LLP Founda- 12 animated charac- tion for Education, ters to explore Public Health and bullying. They can Social Justice, a play games, watch supporting organi- videos starring zation of The celebrities and real- Minneapolis life kids, view Foundation.

PACESETTER Teacher-School Appreciation Day is March 6 Published by PACER Center, Inc. The annual Teacher-School Apprecia- to the people who make a difference in Three times a year tion Day, begun by PACER Center to the lives of children.” Circulation: 103,700 ©2006 by PACER Center honor school staff who daily affect Parents are urged to write a brief 8161 Normandale Blvd. children with disabilities, is a decade old. note or make a telephone call of Minneapolis, MN 55437-1044 The 10th Appreciation Day is March 6. appreciation to people at school who Voice: (952) 838-9000 The event encourages families of TTY: (952) 838-0190 work with their children. Also, PACER Toll-free: (800) 537-2237(MN) children with disabilities to thank teach- Center provides certificates of appre- Toll-free: (888) 248-0822 (National) ers, principals, and other personnel at ciation that can be ordered at no cost FAX: (952) 838-0199 E-mail: [email protected] their child’s school. for families to complete and present to Virginia Richardson, PACER those they wish to recognize. The PACER Executive Director: Paula F. Goldberg Center’s parent training manager, certificates are available by telephoning Communications Director: Patricia Bill developed the idea knowing that many (952) 838-9000 or (800) 537-2237 (toll- Writer-editor: Marcia Kelly school people work hard to help children free in Minnesota) or by downloading PACER Center expands opportunities and enhances the quality of life for children and young adults with with disabilities and that parents want to them from www.pacer.org/help/ disabilities and their families. The mission is based on express their appreciation. teacher.htm. If ordering paper copies, the concepts of parents helping parents and working in coalition with others. An Equal Opportunity Employer, “Everyone likes to feel appreciated,” please provide sufficient time to PACER is funded by grants from the U.S. Departments of said Richardson. “This is a way for process the requests. Education, Labor, and other sources, and from foundations, corporations, and individuals. Views families to deliver a message of thanks expressed do not necessarily reflect those of the Departments or other donors. Contributions to PACER are tax-deductible. For information, call Monday through Be alert! Friday, 8 a.m. to 5 p.m. Minnesota’s children with disabilities are in danger of losing basic educa- PACER Web site: www.pacer.org tional rights. From time to time, other challenges arise. Alliance site: www.taalliance.org FAPE site: www.fape.org Parents and advocates are welcome to join PACER’s alert team to receive C3 site: www.c3online.org regular updates on legislation and other issues. Joining is easy. Go to Bullying: www.pacerkidsagainstbullying.org www.pacer.org, click on the legislative page, and scroll down to Minnesota. (Alternate format is available upon request)

Visit www.pacer.org PACESETTER – WINTER 2006 3 NATIONAL NEWS Supreme Court case focuses on education rights By Patricia Bill Court to rule in favor of the parents state rules will remain. The recent U.S. Supreme Court and assign the burden of proof to Second, Cohen explained, the burden decision Schaffer v. Weast has not schools in all special education dis- of proof is a highly important, but taken away the right of parents to putes. Nevertheless, the decision does technical, litigation rule. In most cases, advocate for their children with disabili- not have the cataclysmic implications the burden of proof is not the legal ties, despite widespread media cover- claimed by some, according to Matt threshold that determines cases. In age that may give that impression. Cohen, Chicago attorney, special cases where evidence strongly favors The closely watched case involved education expert, and advocate for either party—parents or schools—the two Maryland parents who sued to children with disabilities. burden of proof should not be an issue. receive additional special education First, explained Cohen, many Third, Cohen said, the Court recog- services for their son. The Court individual states have rules that nized that schools have a “natural established that when parents and expressly or implicitly assign the advantage” in information and exper- school staff disagree on how best to burden of proof in special education tise. The decision emphasized the teach children with special needs, cases to the school districts. The importance of schools providing parents parents are responsible for the burden Schaffer v. Weast decision expressly with “all records that the school pos- of proof—proving the disputed charge avoided a ruling that overturns indi- sesses in relation to their child.” It also or allegation. vidual states’ burden of proof rules for stressed the importance of “an indepen- Many parents and advocates for special education cases. Unless the dent educational evaluation...(based on) children with disabilities hoped for the courts change them in the future, the all the materials that the school must make available.” The Court emphasized that for the process to be fair, the Microsoft grant supports PACER’s work parents must have a “realistic opportu- nity to access the necessary evidence” and have access to experts “with the firepower to match the opposition.” Some courts have dismissed the value of outside evaluations compared to the opinions of school evaluators. However, said Cohen, the Schaffer decision should make clear: Alliance 1) the importance of outside evaluators having access to sufficient information to make accurate findings, not only to records but also to observing the child and program 2) that such outside evaluations be given equal weight to the school’s evaluations. “Some schools, based on media reports and advice from lawyers, may conclude that the Schaffer decision is a license to do less. While assigning the Corporate and government officials gathered for a presentation of Microsoft burden to the schools in all cases would Corporation’s $285,000 gift of software to PACER Center last fall. From left are Dennis have been an even stronger outcome in Velazquez, strategic account manager, Microsoft; Alice Seagren, Minnesota support of parents rights, the Schaffer Commissioner of Education; Brian Scott, vice president, Retail and Hospitality, Microsoft; opinion should not be read as blanket Sen. Steve Kelley (DFL-Hopkins); Paula F. Goldberg, executive director, PACER; and permission for schools to do what they Mary Schrock, director of development, PACER . In front with plaque: Tess Kavanagh, relationship marketing manager, Microsoft. The software will be used in PACER’s wish or to provide inadequate pro- projects to help children with all disabilities and their families. grams,” said Cohen.

4 4 PACESETTER – WINTER 2006 Call (952) 838-9000 PACER organizes national ALLIANCE conference More than 350 parent advocates from 100 parent centers across the nation attended “Parents United for Children with Disabilities: Together We Can Do So Much,” the ninth annual conference of the Technical Assistance ALLIANCE for Parent Centers. It was Jan. 25-27 in Washington, D.C. and featured more than 50 sessions. PACER Center is the national center for the ALLIANCE and plans and administers the conference. ALLIANCE co- directors are Paula Goldberg, PACER executive director; Sue Minnesota Sen. Norm Coleman (center) talked with Folger and Sharman Barrett, both of PACER. Regional centers John Guthmann, PACER board president, and Paula are in New Jersey, North Carolina, Florida, Ohio, Colorado, and Goldberg, PACER executive director, at the ALLIANCE California. conference’s Reception on the Hill, sponsored by Best “From the comments we’ve heard, the conference was a great Buy. Fourteen U.S. senators, including Minnesota Sens. success. People are telling us it was the best one yet,” said Folger. Mark Dayton and Coleman, attended the event. PACER Center named Creative Kidstuff partner Creative Kidstuff has chosen and imaginative toy stores, Creative directly to PACER Center. In turn, PACER Center as its Charity Partner Kidstuff has six Twin Cities locations and these funds will help PACER to for 2006. Recognized for whimsical others located in airports across the continue providing services and nation. resources to parents of children with PACER Center plans During February, Creative Kidstuff disabilities at no charge. will help PACER in reaching out to “We at Creative Kidstuff are leadership conference children by selling coupon books at all proud to focus our charitable giving PACER’s 6th annual Parent Leader- their store locations. on a partner who is as committed to ship Conference, “Champions for Each coupon book will contain dis- helping children as we are,” said Children with Disabilities,” provides counts on a variety of Creative Kidstuff Roberta Bonoff, president/CEO of the tools and training parents need to toys, gifts, and services. They are $5 and Creative Kidstuff. influence decisions and policy at a can be used throughout 2006. Customers The Web sites, www.pacer.org systemwide level. may purchase multiple coupon books. and www.creativekidstuff.com, will The conference is open to Minne- The February proceeds will be donated carry current information. sota parents of children with disabilities who serve, or are preparing to serve, on special education or interagency Leave a Car, Help a Child councils or committees. The event will Leave a Car, Help a Child is a PACER program that allows donations of be April 28-29 at PACER Center and used cars for a tax deduction. Profits from the contribution will support is funded through a grant from the PACER Center programs for children and young adults with disabilities. Minnesota Department of Education. PACER accepts a variety of vehicles, from cars to personal watercrafts. Space is limited. For more informa- Cars should be 1990 or newer and in running condition. Exceptions can be tion and an application, please contact made, depending upon the car’s condition. Donors can drive their car to Barb Ziemke of PACER at (952) 838- PACER or, if necessary, arrange for the vehicle to be picked up from their 9000 or (800) 537-2237 (Greater home. The donated car, truck, or boat will then be sold with proceeds benefit- Minnesota), e-mail ing PACER’s 30 programs. PACER will provide all donors with a letter of [email protected], or visit acknowledgment to certify the value of the donation following the sale. For information on donating a vehicle to PACER, call the PACER Develop- www.pacer.org/parent/ ment Office at (952) 838-9000 or visit www.pacer.org. leadership.htm.

Visit www.pacer.org PACESETTER – WINTER 2006 5 Keeping your chi Ideas to help prevent mal

parents, and compare notes from time By Patricia Bill to time. The pain can be immense if a PCA. PCAs are not licensed in parent learns that a son or Minnesota, but they must register daughter with disabilities has been mistreated. It hurts especially when the with the state. Thoroughly interview- ing a prospective PCA and checking parent entrusted the child to the perpetrator’s care. references are important. The Mistreatment or abuse can happen almost anywhere—with a hired Minnesota Department of Human caregiver at home, in residential facilities, or at school, explained Julie Services provides a free Personal Hertzog, mother of a child with Down syndrome and coordinator of Care Attendant (PCA) Program – PACER’s bullying prevention program. Consumer Guidebook. You can download it from http:// Some individuals are especially vulnerable to abuse, said Hertzog. Chil- edocs.dhs.state.mn.us/lfserver/ dren or youth with particular disabilities may not know that the abuse is Legacy/DHS-3858-ENG or obtain it wrong. Others cannot articulate what is happening to them. Many are easily by calling the department at (651) manipulated—they may be afraid to say anything because the abuser 296-9116. warned: “something bad will happen if you tell.” Parents and others must Residential program. If your child or youth is moving from the be very careful to learn the facts, Hertzog said. family home, research the provider, While no one can guarantee safety, parents can take steps that may help advised Roberta Opheim, ombudsman to protect their child with disabilities. for mental health and mental retarda- tion for the State of Minnesota. Remember that licensing is based on minimum standards, and most families Preventing abuse: project. “The child will also be want more than that for their child, deemed more credible if an investiga- Talk about it with your child she said. tion or a court action is needed.” Tell your child what is appropriate Opheim suggested checking for Hertzog advises parents to begin the and inappropriate behavior, said citations against proposed providers— discussions about mistreatment when Hertzog. A discussion can be as simple it is public information. You can call the child is young—two or three years as “It is not okay for someone to hurt the licensing office of the Minnesota old—and repeat them regularly as the you [hit, say bad things to, etc.]. Please Department of Human Services at child becomes older. tell me if anyone does.” Some children (651) 296-3971 or the Minnesota quickly understand; others may need Do your homework Department of Health at (651) 215- concrete descriptions or the help of The first step in placing your child in 8701 (depending on the type of props such as pictures, puppets, or another’s care is to find out about the program) with the name of the dolls. caregiver. Families seeking a personal program. If your child is in a correc- Abuse involving exploitation or care attendant (PCA) or residential tional facility or placement, call the sexual abuse will need more sensitivity program will probably have the assis- Minnesota Department of Corrections and detail. tance of a social worker—but they at (651) 642-0200. “It is important for a child to know may wish to do some fact-finding on State regulations for some types of the proper names of body parts,” said their own. providers call for abuse prevention Deb Jones, parent of an adult son with School. If your child attends a local policies, said Jones. If it applies to disabilities and former coordinator of school, visit the school and meet with your child’s program, you should PACER’s Let’s Prevent Abuse staff. Become acquainted with other receive a copy. If one is not offered to you, ask for it, she added.

6 PACESETTER – WINTER 2006 Call (952) 838-9000 you are in their presence. young adult may not know why they ld safe: On the other hand, warned Jones, are behaving that way when asked, consider it a red flag when a staff she continued. member is adamant that you never “It often takes a while to sort treatment visit unannounced. through,” Opheim added. Signs of mistreatment Parents may zero in on the situation by considering: Tell caregivers about your child Behavior ■ How significant is the change of Disability-related behavior of some “The No. 1 issue in recognizing behavior? individuals can trigger negative re- abuse is when your child’s behavior ■ How long it has been going on? sponses in caregivers who are tired or changes from what family members ■ Does it center on a particular uninformed, pointed out Hertzog. Make are used to seeing,” said Opheim. activity, such as going to school or sure the caregiver knows about your Hertzog, Jones, and others agreed. returning to the group home after a child, she advised. The changes may be subtle, such weekend visit? Opheim suggested that parents do a as increased fearfulness, anxiety, or “tip” sheet to explain their child’s agitation, Opheim said. The child or (Continued on page 8) behavior to caregivers or staff. For example: “When my child does [behav- ior], it is because [he feels frightened, confused]. At home, we handle it by ‘I never dreamed it could happen [leading her to a quiet place, giving him a favorite toy, etc.].” in my own house’—A mother If staff are not receptive to using the By Patricia Bill information, Jones advised that parents When her 16-year-old daughter lost 60 pounds in four months, Jeanne (not her call the advocates at PACER or some- real name) was frantic—and the doctors were perplexed. one who can put the information in the Jeanne’s daughter, a normally cheerful young woman who has complex devel- child’s Individualized Education Program opmental disabilities, would not eat, tried to isolate herself, and began talking to people who weren’t there. When a physician suggested their daughter might have a (IEP) or other program. Accommoda- mental illness, Jeanne and her husband struggled to cope. tions can make a difference, added Then, during a consultation at the hospital, Jeanne noticed that her daughter’s Jones. Where her son sits in the van or personal care attendant (PCA) was interrupting and correcting Jeanne and her how he is supervised at work affects his husband—taking control of the conversation. behavior, she said. “I suddenly realized, ‘It’s her!’ and pieces of the puzzle began to fit,” said Jeanne. For a couple days, Jeanne and her husband discussed the possibility that the Build relationships trusted personal care attendant was mistreating their daughter. They considered the “I make it my business to know damage to the personal care attendant, their family, and others, should they be who’s caring for my son,” said Jones. mistaken. The more they talked, however, the more they became convinced that the Frequent, positive interaction with personal care attendant was causing their daughter’s distress by mistreating her. the staff and caregivers leads to open When Jeanne finally confronted the personal care attendant, the woman communication and the opportunity to immediately resigned, leaving behind a trail of lies and chaos. Within two weeks, learn about what happens during your however, Jeanne’s daughter began to improve. Three years later, her daughter still child’s day. Collaborate with staff and has some behaviors related to the situation, but the family hopes for continued caregivers; encourage them to think of improvement, said Jeanne. you as a partner, advised Jones. “[The personal care attendant] was the most reliable person we ever had working for us,” said Jeanne. She had been a paraprofessional at their daughter’s Dropping in at your son’s or school and appeared devoted to the girl. Whenever the family needed help—even daughter’s school, job, or home is one at a moment’s notice—she was there, willing to assist. way to check on things, but such visits In hindsight, Jeanne realized she ignored signals that made her feel uneasy can disrupt structured schedules. That about the personal care attendant. For example, there were inconsistencies in the is why it is important to develop a good personal care attendant’s conversations, she took charge of things aggressively, relationship with staff or caregivers, and a second attendant working with Jeanne’s daughter resigned without much explained Jones. Learn when it is explanation. At the time, Jeanne attributed her negative feelings about the per- appropriate to stop by. Develop rapport sonal care attendant to the challenge of letting go of a child, and she chided that helps staff feel comfortable when herself for being overly protective, she said. Today, she would respond differently. She tells other parents: “If there is just one ounce of gut feeling—you’d better listen to it! [The situation] nearly destroyed our family. We are involved parents…I Visit www.pacer.org never dreamed it [mistreatment] could happen in myP ownACESETTER house.” – WINTER 2006 7 7 The Fellowship of a Ring PACER involvement helps a young By Marcia Kelly through difficult times. Her story, and up with assignments, and paying Sometimes, a ring is more than a that of the ring, are intertwined. attention in school,” Lisa says. piece of jewelry. Sometimes, you come The Story Begins Though it was not yet diagnosed, Lisa across one that is the keeper of a story, had attention deficit disorder (ADD). “When Lisa was in kindergarten, the symbol of a journey brought full Lisa remembered that her parents her teacher nicknamed her ‘Miss circle, and the promise of a bright tried to find help for her in school. Giggles,’” says Kathy Goldner, Lisa’s future. “They kept…having meetings with mom. “Lisa had that special gift of Such is the case with the ring that the school, but everyone kept telling caring about others around her.” rests on the hand of its designer, Lisa me I didn’t meet the requirements for By sixth grade, she was still a Goldner. At 19, the young woman has special education.” She eventually bubbly child, but school was becoming demonstrated more than artistic talent. received some accommodations for difficult for her. “I had a lot of trouble She has shown how courage, support, her ADD and asthma under the with reading comprehension, keeping and perseverance can lead the way Americans with Disabilities Act Keeping your child safe (Continued from page 8) Report “Look for clues. I can pick up on subtleties in my son’s If you believe your child is being abused, contact the behavior. Most parents can,” Jones said. “Are you seeing agency that licensed the caregiver, said Jones. After notifying secretive behavior? Is a staff member treating your child as the appropriate investigative unit, call social services if ‘special’ by buying gifts or inviting your child to activities maltreatment is among family members. Call the local police outside the realm of work? Your child may offer inklings or sheriff’s department if you suspect that maltreatment is such as, ‘So-and-so is extra nice to me.’ ‘I think she likes occurring with someone outside the family. me better.’” “Be assertive in reporting it,” said Opheim. You can also Physical evidence contact her office at (651) 296-3848 in the Metro area, call toll free 1-(800) 657-3506 from Greater Minnesota, or visit Bruises or other visible injuries may be signs of physical www.ombudmhmr.state.mn.us/ abuse. Be particularly aware of explanations that do not If you suspect your child is abused at school, the Minne- match the injury, advised Deena Anders of the Domestic sota Department of Education has a student maltreatment Abuse Project in Minneapolis. program and a 24-hour reporting line at (651) 582-8546. Infection or irritation that could indicate sexual abuse Information is at www.education.state.mn.us. Scroll the tan- necessitate a medical examination. colored bars (at the left side of the page) and click on “Stu- What if you suspect maltreatment? dent Maltreatment” under the “Accountability Programs” Listen to intuition heading. If you have suspicions, “Trust your instincts,” say parents No matter what the agency, keep following up until you and professionals over and over. “Parents know have adequate response, advised Jones and Opheim. their child better than anyone else.” In a crisis, call for help “Ask your child,” said Hertzog. “Most children are If you believe your child is in immediate danger and the honest. Too often we believe adults before we believe proper authorities are unavailable, call the local police, said children.” Jones and Opheim. Most parents can tell if their child is telling the truth, but Caution: In crisis, the immediate reaction of most parents is bear in mind that individuals with certain disabilities may to remove their child from the setting. If your child is there make up allegations, said Jones. For that reason, seek because of a court order, however, moving him or her without evidence to support your child’s claim. proper procedures has legal consequences, warned Opheim. If you suspect a problem, seek help from a professional, Jones, agreed, but added a mother’s perspective: “The such as a psychologist or medical professional skilled in bottom line is, I’m going to keep my child safe.” interpreting behaviors.

8 PACESETTER – WINTER 2006 Call (952) 838-9000 woman’s strengths come full circle Section 504 plan, but it started there, I earned straight was not enough to meet As, every class, every year. I her needs. graduated on May 25, 2005,” “After I went through she says with well-earned three years of middle pride. school and one year of The Promising Future high school without the The only problem was the help I needed, it was lack of a school ring. Her becoming too hard, and I school, being quite small, couldn’t handle it any- didn’t have one—and more. I’d sit in the bath- Lisa wanted a reminder room and cry,” Lisa says. of this special place. “I was a straight F stu- The solution, Lisa dent. I felt hopeless and decided, was to design just extremely lost.” her own class ring. She In 10th grade, the selected a mold, or- situation hit rock bottom. dered a gemstone from Lisa was failing in school Not an ordinary class ring, Lisa Goldner’s is a Thailand, and flanked it and sinking deeper into symbol of success and personal triumph. with six small stones. depression. School adminis- With the special trators were concerned but felt the 504 ring, “she’ll carry the support of the plan was sufficient. Her parents discov- A Journey Comes Full Circle school with her for the rest of her ered that their daughter was cutting It was a bleak time. For Lisa, it life,” Kathy says. herself and covering it up under a veil of seemed even bleaker when her case The ring is a symbol of coming full baggy clothes. The happy child she had manager at the hospital didn’t want her circle, from happy girl to happy young been was gone. “That person had to return to her school. “They were woman. disappeared,” Kathy says. trying to send me to a different high “Lisa is such a success story,” Kathy Kathy called PACER Center. She school,” she says. says. “She’s a role model. She was had consulted with an advocate months “I went kicking and screaming,” nurturing other students at school. That earlier, seeking information about her Lisa says. She pauses, then adds with person I was describing in kindergarten rights to request special education a smile, “and I loved it there every came back.” testing for Lisa. After working with day.” The transformation was For anyone who might be facing Kathy over the phone for a few dramatic. similar challenges, Kathy offers encour- months, the advocate attended a “I had a real connection with the agement and support. “Listen to meeting at school with the family. “Just teachers. The students were fun. The yourself and your heart. If you think her presence put the tone of the staff did so much for every student. It there’s an issue or problem, exhaust all meeting into an action mode,” Kathy was incredible,” Lisa says. With a very avenues. Use the resources that are out says, noting that the school then agreed low student-teacher ratio, she finally there, like PACER Center. Ask for to provide special education services began to receive the attention and help. It’s tough to ask, but in the long for Lisa. “Without PACER’s involve- services she needed to succeed. The run it strengthens you.” ment, I don’t think we would have had social workers, chemical dependency The future looks bright. Currently that turning point,” Kathy adds. counselors, case managers, and working in a pet supply store, Lisa Another turning point came a short teachers, all trained in special educa- hopes to go to college and study youth while later, when Lisa was hospitalized tion, worked as a team to help students counseling. It’s a new beginning that for depression. “We found out she had with a range of issues. “Everyone had already has happiness, friends, success, been a victim of violence on a cruise we time for you,” Lisa says. and optimism—and that has a nice ring had taken when she was 13. She kept it “They helped me focus on school to it. from us for several years,” said Kathy. work,” she adds. “From the time I

Visit www.pacer.org PACESETTER – WINTER 2006 9 Preparing for possible disaster may help in By Marcia Kelly If you have a child with a disability, Create a support network Katrina. Rita. September 11. your plan may need to address special If your child with a disability may The words are small, but the needs, situations, and supports. For need assistance in a disaster, ask images they conjure are larger than example, can your child communi- relatives, friends, neighbors, and life. The scenes of loss, confusion, cate? Do you have a supply of teachers to be available. Include and disruption that they evoke are medications? What if you can’t reach people who live in your area and sobering reminders that emergencies it? Who will help if you and your child those who live out of town. You can arise at any time, anywhere. are apart when the disaster occurs? might: Would you know what to do if the Answering these and other ques- ■ Tell the people in your network unthinkable happened to your home tions now can help reduce panic and where you keep your emergency or family? Do you have an emer- increase safety should disaster strike. supplies. gency plan? Emergency experts Here is some expert advice* specifi- ■ Give a friend, neighbor, or relative recommend that everyone develop cally for people with disabilities. a key to your home. one. (See sidebar to learn how.)

PACER staff conduct post-hurricane training PACER’s Project C3 (Connecting Youth to Communities Many people attending the two-day training were housing and Careers) training on the “Solving the Employment friends and relatives. Puzzle” curriculum was recognized as a step toward “It was a first opportunity for staff of the parent groups normalizing parent advocates’ work in Louisiana following serving families of children and youth with disabilities Hurricane Katrina. The curriculum addresses employment from Louisiana to be together after the storm,” said Roy. for youth with disabilities. That topic, itself, symbolizes “The Department of Education began each day of the hope, pointed out Sean Roy and Sue Fager of Project C3. training by acknowledging ‘Here’s what happened.’ Then, The two conducted the training in mid-October in Baton they moved to, ‘How do we help one another?’” Rouge. A collaboration of parent organizations from The hurricane’s impact seemed to be an undercurrent throughout the state and the Louisiana Department of of everything in Louisiana, said Fager. The disaster relief Education sponsored it. Project PROMPT (Louisiana’s agency offices were across the street from the hotel Parent Training and Information Center) was instrumental where they stayed; the convention center, which had in the planning. housed refugees, was next to the hotel; traffic was often Although the hurricane hit the state’s Gulf Coast region, snarled; and some schools remained closed. it affected all 20-plus training participants from across the Nevertheless, the parent advocates put aside distrac- state. If they did not experience property damage them- tions and focused on employment of youth with disabili- selves, they knew someone who had, said Roy and Fager. ties, said Roy. They went through the training as they normally would—with plans to use it, he said. Hurricanes aside, the training was noteworthy for another reason, said Roy. Advocates and the Louisiana state government view it as an effort to develop—across organizations and agencies—a consistent message concerning the transition of youth with disabilities from school to jobs. PACER Center developed the “Solving the Employment Puzzle” curriculum through funding from the Department of Labor Office of Disability Employment Policy (ODEP).

From left, Sue Fager of Project C3, Diane Frugé of the Louisiana Department of Education, Cindy Arseneaux of Project PROMPT, and Sean Roy of Project C3 provided a training to parent advocates shortly after Hurricane Katrina.

10 PACESETTER – WINTER 2006 Call (952) 838-9000 keeping your child with disabilities safe ■ Show others how to operate your Plan for your child’s specific evacuating from where your child child’s wheelchair or other disability spends time (home, school, day equipment. Your plans should be tailored to your care, etc.). ■ Provide detailed information about child’s needs. For example: ■ Consider using a medical alert your child’s medical regimen. If your child has a speech, language, bracelet or having your child carry a Include the names and dosages of or hearing disability, you may want to: written copy of information a all medications your child takes, ■ Provide a writing pad and pencils rescuer might need to know. For how they are administered, and your child could use to communicate example: “I communicate using an exactly where you keep them. Also ■ Provide a flashlight that could be augmentative communication note any allergies your child may used to signal others device. I can point to simple have. ■ Ask people in your support network pictures or key words, which you ■ List emergency contact numbers for to convey emergency information to will find in my backpack.” friends and family in your area and your child if you can’t be there Disasters can strike at any time. out of town. Include the names, If your child has cognitive disabilities, Being prepared can help you make the addresses, and telephone numbers you may want to: best of the worst situations and keep of your child’s doctors and pharma- ■ Teach your child what to do during your child safe. cist. and after specific types of disasters, *This information was compiled and such as a fire or tornado. Practice adapted from a variety of sources. Prepare supplies In addition to the standard emer- gency supplies all families should have on hand, you may need to consider Resources address emergency preparedness special supplies for your child with a disability, such as: The following resources can help you develop an emergency plan for your child with a disability. ■ Prescription medicines ■ Extra eyeglasses and hearing-aid From the American Red Cross batteries ■ www.redcross.org/services/disaster/0,1082,0_603_,00.html links you to ■ Extra wheelchair batteries, oxygen Preparing for Disaster for People with Disabilities and Other Special Needs, a comprehensive guide that can help you ask the right questions ■ Backup equipment in a separate so you’ll be prepared for an emergency. It encourages you to think about location such things as what help your child might need with personal care, ■ Medical insurance cards adaptive equipment, transportation, evacuation, communication, and much more. ■ List of doctors or others who should ■ www.prepare.org/index.htm provides disaster preparedness information for be notified if your child is hurt the general public, people with disabilities, pet owners, and more. Offered Know community resources in several languages, it also provides tip sheets on specific disabilities, including cognitive, communication, emotional, hearing, medical, mobility, Depending on the emergency, your and visual. child may need to rely on public safety and medical resources in the community. From the Department of Homeland Security ■ ■ Contact your city or county www.ready.gov includes a section on special needs items you may need government’s emergency informa- in an emergency. ■ www.dhs.gov/dhspublic/interapp/editorial/editorial_0666.xml provides tion management office. Many local disability-specific information. offices keep lists of people with disabilities so they can be located From the Federal Emergency Management Agency (FEMA) ■ quickly in an emergency. www.fema.gov/areyouready is a comprehensive resource on individual, family, and community preparedness. In English or Spanish. ■ If your child is dependent on dialysis ■ www.fema.gov/library/disprepf.shtm offers tips on disaster preparedness or other life-sustaining treatment, for people with disabilities. know the location and availability of more than one medical facility.

Visit www.pacer.org PACESETTER – WINTER 2006 11 Being a good parent: It’s the most im By Paula Watts 3) Have effective family communication. Each year, millions of people begin the most important Have weekly family meetings. Make time to talk with and job in the world without training, experience, or an instruc- listen to your child each day. Teach your child how to identify tion manual. The job? It’s parenting. and articulate feelings and needs. Model and teach good prob- PACER Center’s Parent to Parent Support Project, lem-solving skills. Encourage honesty. funded by The McKnight Foundation, is designed to help 4) Help your child to develop strengths and interests. parents of children with special needs enhance their Notice your child’s strengths and interests, and talk to your parenting skills. Consider the following tips to help you be child about them. Encourage your child to explore his or her the best parent you can be for your child with or without interests. Help your child to use his or her strengths and inter- disabilities: ests to promote success in areas of life that are challenging. 1) Teach and model important life skills. 5) Be involved in all areas of your child’s life. Show your children how to make good decisions and Know your child’s friends and their families. Be involved in take care of themselves and others. Teach your child how your child’s education and school. Be involved in your child’s to be a self advocate, withstand peer pressure, and cope community. Facilitate friendships and experiences for your child with adversity, change, and loss. that can enrich your child’s life. 2) Provide structure. 6) Have family traditions. Set clear rules and limits for your children, follow Develop activities, sayings, celebrations, and rituals that are through with consequences, and be consistent. Talk about symbolic for your family. Maintain a record of your family family values and expectations of family members. Priori- traditions; use photo albums, keepsakes, videos, family journals, tize family time. Teach your child how to tolerate and or storytelling with family members. adapt to different rules and expectations.

Dispute Resolution: Solving problems positively helps By Carolyn Anderson ■ Realize that neither parents nor ■ Be sure the solutions reached are Parents and school staff are professionals have all the answers. written into the Individualized Educa- partners in sharing a goal of educat- ■ Pick the battles. Not everything is tion Program (IEP) document. Ask ing children with a disability effec- worth the effort of disagreement who will do it and when. Be sure to tively. Parent-school communication and resolution. obtain a copy of the document. ■ is an integral part of partnerships. ■ Consider the risks of facing an issue Use compromise or a trial period as a Watch for a book on the subject or avoiding it. key to resolution, such as “Let’s try soon to be published by PACER. It is this until (date) and see how it goes.” ■ Assume good faith on the part of entitled Working Together. ■ those with whom you disagree. Try Monitor what you say in front of your Tips to help resolve disputes: to understand their perspective. child. This means that parents and school staff should discuss troublesome When parents and schools disagree, ■ Make sure your statements are issues among themselves as adults. If they can make their points without accurate. weakening the partnerships. If you are an older child participates in the IEP ■ Base discussion on facts and data team meeting, be an example of how a parent, you can rather than opinions or emotions. ■ Disagree without being disagreeable. to communicate effectively. ■ Try to resolve the disagreement as Express that you don’t want the quickly as possible. Don’t wait to A plan to help parents and disagreement to interfere with your see if it will go away by itself. schools solve a problem: continued partnership. ■ Separate the problem from the ■ Describe the problem clearly. ■ Apologize whenever appropriate. person. ■ Encourage input from all members of ■ Make a positive move to start a ■ Begin where the problem started. the IEP team. process of restoring the relationship. Do not go up the chain of command ■ Brainstorm (without evaluating the ■ Accept responsibility for your own unless necessary. Discuss the ideas). part of the problem or issue and problem with the person(s) directly ■ Choose a solution by consensus (all solution. involved. agree).

12 PACESETTER – WINTER 2006 Call (952) 838-9000 portant goal for most moms and dads 7) Be an informed parent. items for rewards. Help your child internalize the good feeling Be aware of typical developmental milestones, health of doing the right thing versus doing it because they will concerns, and common behavioral issues. Be familiar with your receive a reward. child’s disability and its impact on your child as an individual. 10) Have fun with your children. Seek out professionals who are knowledgeable about your Try to take some time each day to enjoy your child. There child’s disability and work well with your family. Connect to is nothing more entertaining than watching children experi- other parents, parent-friendly agencies, and resources within ence life. Think of their smile, the way they look at you, and your community that can help support your efforts. their ever-evolving interpretations of the world around them. 8) Take care of yourself. Your child gives essential meaning to every aspect of your It is easier to help your child when you feel good. Try to life. Sometimes, given the pressures of daily life, we forget maintain your health by eating right, exercising, and having just how precious our child is. enough sleep. Maintain connections and activities that replenish your energy and spirit. Have a comprehensive support system For more information on the Parent to Parent Support that is easily accessible to you when you need it. Recognize Project, visit www.pacer.org/p2p or call PACER Center at when you need breaks and develop a plan to ensure you get (952) 838-9000. them. PACER provides varied many free resources such as 9) Help your child to understand the difference publications, workshops, and individualized assistance to between needs and wants. Minnesota families of children with disabilities. It helps This is a difficult concept to grasp in our society of immedi- families make decisions about education, vocational ate gratification. Teach your child how to control impulses and training, employment, and other services for their how to cope with societal pressures. Limit your use of material children with disabilities.

benefit the child EXITE Camp applications are available ■ Develop a plan. Define who is respon- Applications for the fourth sible for an action and when will it be annual free EXITE (EXploring done. Interests in Technology and ■ Put that plan in writing. Engineering) camp are available from PACER Center. ■ Create a timeline and criteria to IBM and PACER sponsor the evaluate success. summer camp for motivated ■ Follow up. middle-school-aged girls with If you have tried without success to disabilities. The camp serves resolve your concerns through IEP team 30 girls who will be in the meetings, there are also formal methods sixth-ninth grades during the 2006-07 school year and who of resolving differences for parents and are interested in science and schools to use. They include (but are not technology. necessarily used in this order): mediation, Camp activities include conciliation, facilitated IEP, filing interactive and hands-on complaints, and due process hearings. work with computers, meeting professionals with disabilities employed in Information on all of these methods is technology, working with a mentor, and touring the IBM Rochester facility. available from PACER Center at (952) “This is such a neat collaboration and a wonderful opportunity for 838-9000, (800) 537-2237 (toll free in young women to find a technology interest. You wouldn’t believe the fun Minnesota), or www.pacer.org. these girls have meeting new friends and obtaining hands-on technology Resolution will not only solve a experience!” said Kristi Hansen, coordinator of the Simon Technology Center. problem, but it may actually improve The 2006 EXITE Camp will be on July 24, 26, and 28, Aug. 1 and 3. the relationship. Applications will be accepted until May 1, 2006. For more information about the camp, call (952) 838-9000 or visit www.pacer.org.

Visit www.pacer.org PACESETTER – WINTER 2006 13 Investigating postsecondary options By Deborah Leuchovius ences that one of their transition goals postsecondary level differs signifi- Preparing for future employment is inappropriate, their Individualized cantly from the special education takes important planning by young Education Program (IEP) team can system. Postsecondary institutions adults with disabilities—and their revise the IEP and services are required by law only to provide family. A four-year college is not for accordingly. equal access to their programs and everyone—nor is it the only path to a Whether they are interested in a services for students with disabilities good-paying, highly skilled job. four-year college, a community — access to facilities, course materi- Community college courses, technical college, or a trade school, students als, lectures, discussions, and exami- training, certificate programs, or should visit programs in which they nations. Students with disabilities may trade schools may be the best means are interested. be given testing accommodations of acquiring competitive job skills for Don’t just tour the campus, advise (such as extra time or testing in a some students, including those with transition experts. Sit in on a class of separate environment); however, they intellectual, severe, or multiple your choice and talk with other are expected to master the same disabilities. students at the school about their content and skills as students without Identifying student interests and experiences. In addition, visit the disabilities. exploring various postschool options school’s Disability Support Services Typically, DSS offices offer is part of the transition from high (DSS) offices. That is essential. students a limited menu of possible school to the broader world. For accommodations and supports. In Disability Support Services example, some of a student’s special addition, accommodation practices Most postsecondary schools have education services could include can vary widely from one program to a DSS office that provides some level attending technical college, taking a the next. For example, some of service, support, or accommoda- university class while still in high postsecondary schools focus on tions to students with disabilities. school, or attending a transition meeting the minimum requirements of Nevertheless, it is important for youth program for 18-to-21-year-olds that the law, while others are more liberal and families to know there is not a is located on a college campus. Some in meeting all students’ needs. universal process for determining colleges and universities have Likewise, the expertise of disability educational assistance for students summer programs designed to give support personnel available on with disabilities once they leave high students an early taste of the campuses varies extensively. school. postsecondary experience. Then, if Since some postsecondary pro- In general, the approach to aca- students learn from these experi- grams are better than others in demic accommodations at the providing needed supports and accommodations, it is important to talk with DSS before selecting a program. Success in postsecondary Join PACER in education is closely linked to accom- modations, services, and technical helping families and instructional supports, so students and families should learn as much as PACER serves the community by helping families of they can about what prospective children with disabilities. Take a look at the opportunities schools provide to their students with below and think of how you can help make a difference in the lives of children with disabilities. disabilities. The most frequently used Volunteer!Volunteer Opportunities postsecondary accommodations Be a Puppeteer for Help with PACER Center events include: ■ ■ COUNT ME IN ■ Annual Phonathon Extra time to take tests or complete ■ LET’S PREVENT ABUSE ■ PACER Benefit Silent Auction assignments Do clerical tasks at PACER ■ Quiet or alternate learning environment For information, call PACER at (952) 838-9000 or visit www.pacer.org ■ Communication with an instructor

14 PACESETTER – WINTER 2006 Call (952) 838-9000 leads to later satisfaction about their disability ment of Education, 40 percent of ■ attending adult education courses such ■ Tutoring services college students were over 25 years as cooking, exercise and fitness classes, computer, or learning a ■ Priority registration or scheduling old and approximately 50 percent of foreign language options college students were part-time students; more than 70 percent of ■ taking private lessons to develop skills ■ Low-tech, inexpensive assistive part-time students were 25 and older. needed for a particular kind of job— technology, such as talking books, Options for students who may need such as music or singing lessons specialized tape recorders, and more time to mature or build skills portable note-taking devices and Whatever decisions students with leading to postsecondary success mouse/switch options. disabilities make about postsecondary include: education, if they are prepared for Colleges are not required to grant ■ working or participating in commu- the experience, they can begin with requests for accommodations that nity activities for a year or two confidence. would fundamentally alter an aca- before enrolling in a program For information about transition demic program. Some colleges grant ■ starting out with a lighter course load planning, contact PACER at (952) 838- course substitutions or waivers of until they feel confident they can 9000, (800) 537-2237 (from Greater required coursework, such as a foreign handle full-time student status Minnesota) or visit www.pacer.org. language, but students are advised to investigate whether this is an option before they count on it. Self-reliance Postsecondary administrators and Creation Station instructors expect students with invites creativity disabilities to ■ make a request if they need of all children services, Children of all abilities are ■ work with DSS personnel in planning welcomed aboard at Creation accommodations, and Station, a place for arts and crafts at PACER Center. The ■ negotiate accommodations with each project offers a nonstop ticket to instructor. imagination, inspiration, and To prepare for these adult responsi- artistic masterpieces by provid- bilities, it is essential that students ing materials and activities that come to postsecondary programs with encourage children’s creativity. “At Creation Station, children a basic understanding of their disability, with and without disabilities can knowledge of the accommodations develop new interests and try they will need in the classroom or new skills in a supervised and program, and the ability to articulate supportive environment,” said both to others. Paula F. Goldberg, PACER If they expect to reap the benefits executive director. “The goal is Leather tooling is one of many activities. of furthering their education, students to help them feel successful and must be ready for the challenges. to build their self-confidence.” Some individuals may be more suc- The Creation Station is open the second Saturday of each month from 10 a.m. to cessful with additional life experience noon. Registration is required. Staff and volunteers facilitate activities, but adults must accompany participating children. behind them before they enroll in a Families can schedule children’s private birthday parties for the second Saturday program. For example, a growing of each month from 2 to 4 p.m. The fee for parties is $25 per group. PACER will number of Americans are postponing supply arts and crafts projects and space for serving treats. Hosts scheduling the college education until they are older. party must provide adult chaperones, party favors, and any food or beverages for According to 1990s statistics from the the party. The Creation Station takes party reservations on a first-come, first-serve Census Bureau and the U.S. Depart- basis. For more information about the Creation Station activities or birthday parties, call Visit www.pacer.org PACER at (952) 838-9000. PACESETTER – WINTER 2006 1515 Resources

NEW NEW No Child Left Behind and Students Facilitated IEP Meetings: with Disabilities: A Curriculum for Parent An Emerging Practice Trainers The eight-page guide introduces the idea The new curriculum includes topics that of IEP facilitation to help special education families need to know about to ensure a quality planning teams reach agreements. It is education for their children with disabilities. published by PACER’s Technical Assistance School choice, supplemental services, and adequate yearly Alliance for Parent Centers project (the Alliance) and the progress are only a few. The curriculum is in an electronic Consortium for Appropriate Dispute Resolution in Special PowerPoint™ or printed overheads format. Education (CADRE). $15 CD-ROM ALL-27 ■ $3 10+ copies, $2 each ALL-26 $295 Overheads in 3-ring binder ALL-28 Where Will Our Children Live NEW When They Grow Up? Toys: Universal Tools for Learning, This long-awaited resource offers Communication and Inclusion for concise, easy-to-read-and-understand Children with Disabilities information about housing options for Most experts agree that play affects people with disabilities. Whether their child any child’s development. The toys used in is near adulthood or a newly diagnosed play can be extremely important to children preschooler, parents of children with with disabilities. The booklet outlines age- disabilities will find that the book answers and ability-appropriate toys, in addition to many of their questions about housing and future choices to information on buying toys and tips for adapting toys for make with their child. specific needs. ■ $8 10+ copies, $6 each PHP-a26 ■ $3 10+ copies, $2.50 each CRC-14 Is Your Child a Target of Bullying? Record-KeepingFolder The new, one-of-a-kind, 30-page curricu- lum is for parent audiences. The appealing This tool helps parents organize design and easy-to-understand suggestions important papers related to their are sure to inform and encourage families as child’s education. It also offers tips they address this troubling problem. Trans- for working with your child’s parencies are available on CD-ROM or in teachers. Sets are designed for three-ring binder. records of students in special $15 CD-ROM ALL-19 (English) or ALL-19sp (Spanish) education or regular education. $165 color transparencies and script in a notebook binder They are available in English or Spanish ALL-20 (English) or ALL-20sp (Spanish) and there are inserts in Hmong and Somali. Regular ed: $10 Price breaks for quantities MPC-6 A Guide for Minnesota Parents to Special ed: ■ $10 Price breaks for quantities PHP-a5 the Individualized Education Program (IEP) Disability Awareness Manual The 2005 edition of this booklet contin- This book is a MUST for every parent and ues to be a staple for Minnesota parents of professional working with children with children in special education. It explains disabilities. The readable, but comprehensive, why parent involvement at IEP meetings is content covers a multitude of issues affecting so important, and it guides families through the IEP process, children and young adults with disabilities. clarifies the Minnesota forms, and explains the information From questions about inclusion to a chapter on parents need for them to make informed decisions about the law, it features helpful, usable resources. their child’s education. $15 10+ copies, $11 each CMI-1 ■ $3 10+ copies, $2 each PHP-a12

16 PACESETTER – WINTER 2006 Call (952) 838-9000 Resources

NEW EDITION NEW DVD A Guidebook for Parents of Technology: Making a Different World Children with Emotional or The three-minute overview of PACER Center’s Simon Technol- Behavioral Disorders ogy Center shows how assistive technology can help children and adults with disabilities develop and use skills that lead to The popular book presents basic inclusion at school and in employment. $5 information about emotional and behavioral disorders, the type of professionals who provide mental IT’S HERE! health services to children and PACER Center’s Catalog of Publications adolescents and how to select them, The free catalog describes more than 200 PACER re- school-based services, recommended reading, and sources for families of children with disabilities and profes- more. The 144 pages of this third edition are packed sionals working with them. Most listed items are free to with pertinent suggestions for parents. Minnesota families of children with disabilities. ■ $12 10 + copies, $7.50 each PHP-a8 To order the listed materials... 1. Specify how many you want of each item and the cost Prices include postage and handling. A discount may be available if 10 or more 2. Total your order, adding appropriate sales tax of the same item number are ordered. ■ indicates one item is free to Minnesota parents or guardians of children with 3. Enclose payment with your order disabilities and to Minnesota young adults (age 14 and older) with disabilities. 4. Mail to: PACER Center For foreign orders, please telephone or e-mail PACER (see page 3). Payment 8161 Normandale Blvd. must be in U.S. dollars drawn on a U.S. bank. Minneapolis, MN 55437-1044 The items listed on these pages are also available through PACER’s Catalog of Publications.

Order number Name of publication/video ordered QuantityPer item cost Total item cost

Total cost of all items ordered ➙

Amount of order: Sales tax: Total amount enclosed: (Minnesota residents, 6.5%; Minneapolis residents, 7%) Please complete the following: ❑ Parent ❑ Professional ❑ Other Name: Organization (if applicable): Address: City, State, Zip: Telephone: (h) (w) E-mail: If a parent: Birth date of child with disability: Disability:

Visit www.pacer.org PACESETTER – WINTER 2006 17 Workshops

secondary to their disability. Attention Deficit Disorders Emotional Behavioral Disorder March 28, 6:30 to 9:30 p.m. (PACER)

Are We Overmedicating Behavioral Basic Educational Rights for Children What Is Good Infant Mental Health? Problems in Our Children? with Disabilities and Co-occurring Participants will improve awareness and Speaker Barry Garfinkel, M.D., will lead a Mental Health Needs recognition of the emotional cues in infants discussion of medication and its use with The workshop for parents discusses basic that may be indicators of mental health needs. behavioral disabilities, including attention educational rights for children with disabilities March 23, 6:30 to 9:30 p.m. (PACER) deficit-hyperactivity disorder (ADHD) and and co-occurring mental health needs under the bipolar disorder. Individuals with Disabilities Education Act April 18, 6:30 to 9:30 p.m. (PACER Center) (IDEA ’04) with an emphasis on mental health. Parent Training Feb. 22, 6:30 to 9:30 p.m. (PACER Center) Schools in Step with ADHD Effective Transition Services for Presented by Dixie Jordan, national speaker Developing Goals and Related Services Adolescents with Emotional Disabilities and PACER staff member, parent, and expert on to Meet Mental Health Needs Professor Mike Bullis, Ph.D., national the education rights of children with disabilities, The interactive workshop explains how to expert on adolescent transition, will share the workshop explores how parents and write mental health goals and supports into research and experience to help parents of professionals can help children with ADHD to Individualized Education Programs. (IEPs) develop education goals and accommodations. adolescents with emotional disabilities plan for April 27, 6:30 to 9:30 p.m. (Elk River) May 3, 6:30 to 9:30 (PACER Center) an effective transition to life after high school. IDEA 2004 and Positive Behavior April 24, 6:30 to 9:30 p.m. (PACER) or The Gift of LD/ADHD: Beyond ‘Disability’ Interventions April 25, 8:30 to 11:30 a.m. (PACER) National speaker Jonathan Mooney believes The event offers information on the Getting the First Job many students with learning disabilities and Individuals with Disabilities Education Act A new workshop for parents and students attention deficit disorders have gifts of creativity (IDEA ’04), which includes an enhanced with disabilities, the session will include and visual thinking. He will share his personal emphasis on positive behavior interventions writing resumes, interview practice, and story and offer concrete strategies for parents. for parents of children with disabilities. suggestions for working with the supervisor. April 5, 7 to 9 p.m. (PACER Center) May 4, 7 to 9 p.m. (Anoka) June 20, 6:30 to 9 p.m. (PACER Center) May 9, 6:30 to 9:30 p.m. (PACER Center) Helping Children Become Better Partnering for Progress Early Childhood Readers: Points of Entry into Literacy For professionals, the workshop covers Speaker Gay Ivey, national expert in cultural issues that affect identifying disabilities, Understanding Early Childhood Services reading education, will share stories and positive behavioral supports, and communicat- in Minnesota techniques to help parents and teachers ing with families. This early childhood workshop for parents of understand how to meet the needs of strug- children birth to 5 and professionals emphasizes March 9, 6:30 to 9:30 p.m. (PACER) gling readers. rights, roles, responsibilities, and the interagency March 21, 7 to 9 p.m. (PACER Center) planning process. Persons attending the Successful Strategies For parents, the workshop covers positive workshop will learn skills for communicating IDEA 2004 and Specific Learning behavioral interventions and supports, with professionals. Disabilities: Vital Knowledge for Parents children’s mental health issues, the Minnesota Feb. 23, 6:30 to 8:30 p.m. (PACER Center) Margaret Jo Shepherd, national expert on Comprehensive Children’s Mental Health Act, March 4, 9 to 11 a.m. (PACER Center) learning disabilities, will explore recommenda- and communicating with professionals. tions in the Individuals with Disabilities Parent Leadership Institute March 6, 6:30 to 9:30 p.m. (Edina) Education Act (IDEA ’04) for identifying Participants will learn how to build skills, students with specific learning disabilities and Successful Transitions such as communicating concerns with medical the use of “response to intervention.” professionals and members of the interagency The workshop covers planning for transition to and from different education sites March 30, 1 to 3:30 p.m. (PACER Center) team. Participants will study and discuss family or March 30, 7 to 9:30 p.m. (PACER) involvement in parent-professional collabora- as well as transition into adulthood for youth with mental health issues. tion to improve outcomes for young children IDEA: Understanding the IEP with disabilities and their families. March 2, 6:30 to 9:30 p.m. (PACER) The workshop explores the essential April 1, All day (PACER Center) components of Individualized Education Transition for Youth with Disabilities and Program (IEP) development, including Behavioral Needs evaluation, team planning, resolving disagree- The innovative workshop addresses ments, and an expanded section on writing transition for students with disabilities who may measurable goals. experience behavior problems that are March 7, 6:30 to 9:30 p.m. (Austin) April 4, 6:30 to 9:30 p.m. (Brainerd)

18 PACESETTER – WINTER 2006 Call (952) 838-9000 Workshops

IDEA: Understanding the Special IDEA ’04 as it applies to planning for a future will present options and outcomes of dispute Education Process after high school. resolution. Communication strategies and The workshop outlines the basic principles April 17, 7 to 9 p.m. (Anoka) problem solving tips will be included to increase of special education with materials to help parents’ knowledge about dispute resolution. parents organize their child’s special education April 20, 9 a.m. to 3 p.m. (PACER Center) records. Topics include free appropriate public Skills for Effective Partnership education, evaluation, resolving disagreements, This interactive workshop will offer ideas and the IEP. for parents of special education students to use Simon Technology Center when communicating with school staff. It will March 2, 6:30 to 9:30 p.m. (St. Paul) also address options for resolving differences. March 6, 6:30 to 9:30 p.m. (New Ulm) Alternative and Augmentative March 16, 6:30 to 9:30 p.m. (PACER) May 9, 6:30 to 9:30 p.m. (Duluth) Communication (KITE) April 3, 6:30 to 9:30 p.m. (Alexandria) This workshop, for parents of young children Understanding Your Child’s IEP: and professionals, explores communication Life Planning for Persons with Practical Tips devices available in today’s market and discusses Disabilities This workshop is the next step for parents their capabilities, similarities, and differences. who have attended a basic special education Each of two sessions covers different March 11, 9 a.m. to noon (PACER Center) information, including guardianship-conserva- process workshop. PACER advocates will lead torship laws, power of attorney, trusts, and small discussion groups on IEP development Being Creative with BuildAbility and other issues. Participants should plan to attend and content. Clicker 5 (KITE) both sessions. March 27, 7 to 9 p.m. (PACER) Reading and writing is difficult for many May 2, 7 to 9 p.m. (PACER Center) children with literacy needs. Clicker 5 and May 16, 7 to 9 p.m. (PACER Center) Universal Design for Learning (UDL) BuildAbility can make the tasks more enjoyable (See Simon Technology Center listing for and greatly boost self-esteem. This workshop NCLB: What Parents of Children with May 18) allows hands-on experience with two early Disabilities Need to Know childhood multimedia software programs, The workshop will help parents understand Using the Special Education Process BuildAbility and Clicker 5. the No Child Left Behind (NCLB) law and its for Resolving Disagreements with May 13, 9 a.m. to noon (PACER Center) implications for students receiving special Schools education. Communication strategies and problem Technology for Girls: Engineering March 8, 7 to 9 p.m. (Mankato) solving tips will be included in this workshop, Targeted to middle-school girls with disabili- March 20, 7 to 9 p.m. (Hutchinson) which is designed to increase parents’ ties, this free workshop is led by EXITE May 1, 7 to 9 p.m. (PACER Center) knowledge about dispute resolution options. (EXploring Interests in Technology and Engineer- March 13, 6:30 to 9 p.m. (St. Cloud) ing) high school interns and women employed in Prepare for the Future technical fields at IBM. Hands-on group activities For families of youth with disabilities ages Using the Special Education Process include building bridges. 14 and older, this new workshop will look at for Resolving Disagreements with Feb. 21, 6 to 8 p.m. (PACER Center) Schools Minnesota Department of Education staff (Continued on page 20)

Workshop Registration

PACER Center workshops are free to parents of Minnesota children with all disabilities. Persons wishing to attend a workshop are asked to register in advance. In addition to the brief information above, the workshop events are described in more detail on PACER’s Web site at www.pacer.org.

For easy online workshop registration, go to www.pacer.org/workshops

You may also register by telephone at (952) 838-9000 (Metro area) or (800) 537-2237 toll free (Greater Minnesota)

Visit www.pacer.org PACESETTER – WINTER 2006 19 Workshops – Continued

(Continued from page 19) how using IntelliTools Classroom Suite can meet postsecondary education, employment, and the needs of a diverse classroom and ensure that adult services. Technology for Girls: Women in the curriculum is accessible to all students. April 11, 6:30 to 9:30 p.m. (Monticello) Technology Participants receive a 45-day trial version of the For middle-school girls with disabilities, full IntelliTools Classroom Suite to use in Employment is for Everyone the EXITE (EXploring Interests in Technology classrooms. The workshop helps parents of youth with and Engineering) workshop offers hands-on April 15, 9 a.m. to noon (PACER Center) intellectual or developmental disabilities group activities that illustrate the importance identify options and strategies that can lead to of math, science, and creative problem solving successful, inclusive employment. Co- for women. In addition, and the girls will learn Transition sponsored by Kaposia, it covers self-determi- about women who are famous in the areas. nation skills, building work experience, and April 18, 6 to 8 p.m. ((PACER Center) Higher Education and Students with other important topics. April 27, 7 to 9 p.m. (St. Paul) Universal Design Asperger Syndrome The central practical premise of universal Students with Asperger Syndrome may qualify academically for higher education design is that a curriculum should include Save the date! alternatives to make it accessible and options, but they need preparation to succeed. appropriate for children with different needs The workshop tells how to prepare students, Saturday, May 6, 2006 and backgrounds. The workshop explores how parents and teachers for students’ transition technology can promote universal design for to postsecondary environments. PACER Benefit learning and includes discussion on state and Feb. 27, 6:30 to 9 p.m. (PACER Center) national initiatives and a demonstration of featuring technology options. Solving the Employment Puzzle fantastic This workshop is for families of youth with May 18, 6 to 8 p.m. (PACER Center) disabilities that are in the transition process. singer-songwriter Using IntelliTools Classroom Suite with It will help families look to the future as they Young Children (KITE) learn about numerous options for Michael Bolton The session shows parents and teachers (To order tickets, see page 2)

PACER Center, Inc. Non-Profit Org. 8161 Normandale Blvd. U.S. Postage Minneapolis, MN 55437-1044 PAID Permit No. 2723 Minneapolis, MN Inside Address Service Requested Ed rights endangered 1 Benefit registration 2 Bullying prevention site 3 Schaffer v. Weast 4 Alliance conference 5 Preventing maltreatment 6 The ring of success 8 Disaster preparedness 10 Being a good parent 12 Dispute resolution 12 Postsecondary options 14 Resources 16 Workshops 18

20 PACESETTER – WINTER 2006 Call (952) 838-9000