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Count Me In; Resource Manual on Disabilities. INSTITUTION PACER Center, Inc., Minneapolis, KN

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Count Me In; Resource Manual on Disabilities. INSTITUTION PACER Center, Inc., Minneapolis, KN ED 341 218 EC 300 893 AUTHOR Milota, Cathy; And Others TITLE Count Me In; Resource Manual on Disabilities. INSTITUTION PACER Center, Inc., Minneapolis, KN. PUB DATE 91 NOTE 121p. AVAILABLE FROMPACER Center, 4826 Chicago Ave. S., Minneapolis, MN 55417-1055 ($15.00). PUB TYPE Guides - Non-Classrcom Use (055) EDRS PRICE ,MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Assisive Devices (for Disabled); Autism; *Disabilities; *Educational Legislation; Educational Resources; Elementary Secondary Education; EMotional Disturbances; *Federal Legislation; Hearing Impairments; *Intervention; Learning Disabilities; Mental Retardation; Multiple Disabilities; Physical Disabilities; Preschool Education; Simulation; Special Health Problems; Speech Handicaps; *Symptoms (Individual Disorders); Visual Impairments IDENTIFIERS Americans with Disabilities Act 1990; Education for All Handicapped Children Act; Education of the Handicapped Act Amendments 1986; Impairment Severity; Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504) ABSTRACT This resource guide presents general information about disabilities and summaries of relevant federal laws. A question-and-answer format is used to highlight key features of the Education for All Handicapped Children Act (Public Law 94-142, reauthorized in 1990 as the Individuals with Disabilities Education Act); Section 504 of the Rehabilitation Act of 1973; Public Law 99-457; and the Americans with Disabilities Act. Then individual sections provide information on vision impairments, hearing impairments, speech impairments, physical disabilities, mental retardation, learning disabilities, multiple disabilities, emotional disorders, autism, and other health impairments. Information provided typically includes the nature of the impairment, severity factors, associated problems, aids and appliances, therapeutic or remediation approaches, simulation activities, and resources (books for both children and adults as well as organizations). Specifically discussed under physical disabilities and other health impairments are the following conditions: cerebral palsy, spina bifida, spinal cord injury, muscular dystrophy (Duchene type), juvenile rheumatoid arthritis, multiple sclerosis, brittle bone disease, and amputation. The guide also presents lists of general print and organizational resources, guidelines for use of less stigmatizing terminology, and suggestions for interacting with individuals with disabilities. (DB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * iM111,111.11,ftitti-W U.L ORPARTIMINT Of EDUCATION Mot al Educattorel INeserce end Imprommome EDUCATIONAL RESOURCES INFOMAATION CENTER 4ERICI 04* document No Omen leVAIALIAA AS toconed Isom too Demon or monneetton Ottrnittrie O Mow citettplre NM WW1 made to nitotowe reotoductron tem* Pomo ot mow or °pinyon. NNW mmedocu- mom do not numesoenty tfaprogitnt attic* OEM woman cot pones+ On Ehsabiiities "PERMISSION TO REPFODDUCE THIS MATERIAL IN MICROFICHE ONLY HAS SEEN GRANTED BY C TO THE EDUCATIONAL RESOURCES INFORMATION CENTER 4ERIC)." ; CO IN Is a proj of PAC Cen Inc. BEST COPY AVAILABLE Resource Manual On Disabilities TheIllarivalwas Prepared by: Cathy Mi lota, COUNT ME IN Cocadinator Marge Go ldbeig, PACER Co-Director Paula Goldberg, PACER Co-Director Jon Skaalen, PACER Communications Manager Le Anne Dahl Dixie Jordan Betty Binktud Polly Edmunds Rianne Leaf Becky Steeber Special Thanks to Guest Contributors: Pat Adams Joyce Lindgren Maria Anderson Janet Mims Christy Bateman Judith Normandin Dr. Ron Bateman Christine Painter Jeanette Behr Dinah Patrykus Linda Berman Joan Schoepke Joan E. Brintnall Celia Shapland Wendy Bmwer Barbara B. Sonim Barbara Flanigan Eleanor Swanson Karen Grykiewicz Starkey Labs, Ire. Sandra Greenberg Sister Ann Vivia Walton Harvey Hoffinan William Sound Corp. Bonnie Japs Peg Williams Special Thanks to PACER Production Staff: Karla Scott Georgine Linafelter Marcella Bergdahl © PACER Center, Inc., 1979, 1980, 1982, 1984, 1985, 1987, 1991. No portion of this material may be reproduced without written permission. PACER Center, Inc., 4826 Chicago Ave. S., Minneapolis, MN 55417-1055, (612) 827-2966 (Voice & TDD), (612) 827-3065 FAX, Toll-free 1-800-53PACER. Contents Introduction 1 Laws That Affect Children with Disabilities 2 The Education for All Handicapped Children Act 2 Public Law 94-142 (also known as The Individuals with Disabilities Education Act [IDEA] when reauthorized in 1990) 2 Section 504 of the Rehabilitation Act of 1973 6 Amendznents of 1986 (Public Law 99-457) 8 The Americans with Disabilities Act 9 Vision impairments 10 Hearing Impairment 22 Speech Impairments 42 Physical Disabilities 46 Cerebral Palsy 46 Spina Bifida 49 Spinal Cord Injury 52 9 Muscular Dystrophy (Duchene Type) 52 Juverile Rheumatoid Arthritis (JRA) 55 to Multiple Sclerosis 59 Brittle Bone Disease 60 Amputation 60 Educational Programs for Children Who Have Physical Disabilities 61 Aids and Appliances 62 Mental Retardation 69 Learning Disabilities 77 Multiple-disabilities 84 Emotional Disorders 85 Autism 88 Other Health Impairments 92 Cystic nbrosis 92 Juvenile Diabetes 92 Epilepsy 96 Additional Resources About All Disabilities 102 Person First - Then the Disability 107 Points to Remember When You Meet a Person Who Has a Disability 108 Resource List of Disability Organizations 109 Introduction Public Law 94-142, the Education for All Hand- whose classes view COUNT ME IN puppet shows, icapped Children Act, now known as the In- and by others who are intaested in helping children dividuals with Disabilities Educaticm Act (IDEA), leant about disabilities. It is our hope that COUNT has paved the way for many children with disabling ME IN presentations will awaken a curiosity in conditions to be educated in a setting with children children and adults to learn mow about people with who do not have disabilities. For some students disabilities. this means all day in the regular classroom; for others it means a few hours a day or some classes The COUNT ME IN Resource Manual on Dis- with children without disabilities. abillaes provides some very basic information about many disabilities. Included are many books Moving children with disabilities into the and organizations which provide funher informa- mainstream require.s some preparation for the child tion about particular disabilities and .about equip- with disabilities, the classroom teachers, and ment used by individuals who have disabilities. children without disabilities. While the child with The danger of any kid summary is that some disabilities and the teazhers may be given a great information is unintentionally minimized or deal of preparation, often very little is done to assist omitted. Therefore, the reader is encouraged to the other pupils in learning about disabilities and keep in mind that this resource manual is intended relating to their classmates, or people in general, to be used as a guide, not as a detailed authority,for who have disabilities in general. Frequently, there general information about disabilities, for ideas on are fears about the disability,questions and com- classroom activities, and as a reference for further ments about aids and appliances, and apprehen- study. sions about a child who is somewhat different The summaries of P.L. 94-142 and several other Through training programs for adults and puppet important laws are included to give a brief over- show presentations for children, COUNT ME 1N view of the rights affottled to children with dis- works to dispel the fears and myths that surround abilities and their families under the law.The disabling conditions and to increase the under- process of identifying children with disabilities, standing and realization that children with dis- conducting proper assessments to define each abilities are very much like all other children. child's needs, and prividing appmpriate programs to meet those needs is extremely important. We PACER Center, Inc. has developed this manual to hope that the inclusion of this information will be used as a resource guide by volunteers who assist provide encouragement to all individuals who are with COUNT ME IN presentations, by teachers interested in children. 7 Laws That Affect Children with Disabilities The Education for All Handicapped Children Act learning disabilities (EHA) was passed by Congress and signed into law health impairments (epilepsy, diabetes, etc.) by President Ford in November of 1975. When reauthorized in 1990, it was renamed the In- dividuals with Disabilities Education Act (IDEA). How are special education services provided "free of charge"? In summary, it states: The public school district in which the child's "All children regardless of disabling condition, parents or guardians reside is financially and legal- are entitled to afree, appropriate public educa- ly responsible for that child's special education tion in the least restrictive alternative." program and related savices. Children with dis- abilities who attend non-public schools are also eligible to receive special education services What is meant by "all children through the public school system. with disabilities"? Any child (in Minnesota), from birth to 21 or upon How does the school district completion of high school, who has a disability, determine an "appropriate" regardless of severity, is entitled to a free, ap- propriate educational program. education? Pi. 94-142
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