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PLUK News October/November 1999 Volume 14 Number 3/4
	PLUK News is published by Parents, Let's Unite for Kids, a private nonprofit organization founded in 1984 by a group of parents of children with disabilities and chronic health problems. Subscriptions are free, however, we ask that subscribers contribute $15/year toward PLUK activities. PLUK News is available in alternative formats. Editor: Katharin A. Kelker, Ed.D. Production: Roger Holt, ATP PLUK Office 516 N 32nd St Billings MT 59101-6003 800.222.7585 in MT; 406.255.0540 (voice/TT); 406.255.0523 (fax) E-mail: plukinfo@pluk.org
The contents of this newsletter were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government. Products and services described herein are not endorsed by PLUK, the U.S. Department of Education, or by the Federal Government.

Article Index
OSEP Preliminary Monitoring Report Early Assistance Program Children's Health Insurance Begins New Mental Health System Montana Education Savings Plan Parent-to-Parent Conference New Video from PLUK New York Guidelines for Autism Checklist for Autism in Toddlers LD and Physical Difference Youth Suicide on the Rise New Drug for JRA New Epilepsy Medication Medication for Behavior Disorders	Does ADHD Lead to Drug Abuse? Medication for Social Anxiety ASK PLUK??? Parent Corner Gun-Free Schools Data Teenagers Need More Sleep Violent Behavior Declines Link Between Strep and Tic Disorders HONOR ROLL What's New in the Library? Good Deal on a PC in Montana Looking for an iMac? Internet Access for $10 per Month

Parent Training Grants

Parents, Let's Unite for Kids is distributing training money to individual parents who wish to take advantage of training opportunities that may help them understand their child's disability better.

Parents, foster parents, or caregivers who wish to receive financial support to attend conferences must fill out an application and return it to the PLUK office. To receive a training grant application, contact the PLUK office at 1-800-222-7585 or 255-0540.

Applicants are selected on the basis of fair distribution by region\ disability, age of child, and parental need. No applicant will receive reimbursement for more than $1,200. PLUK staff are happy to assist parents in filling out applications.

• Volunteer for the Parent Support Network, experienced parents who assist PLUK's regional representatives in providing information and support to other parents.
• Volunteer in the main office in Billings (Receptionist, Library, Disability Awareness, Fundraising, Technology Lab).
• Designate tax-deductible charitable contributions to PLUK (United Way and other qualifying planned gifts such as: charitable remainder unitrust; charitable remainder annuity trust; charitable lead trust; charitable gift annuity; charitable life estate; & life insurance policies).
• Donate used compter equipment (Mac or PC). PLUK staff and volunteers refurbish used computers and give them away to children and adults with disabilities who need them. You can claim a charitable donation for the value of your gift and feel good about helping someone who otherwise could not afford to have a computer.

DeLand, Virginia - vdeland@pluk.org
Duffy, Jan - jduffy@pluk.org
Galasso, Anne - agalasso@pluk.org
Hayworth, Emmy - ehayworth@pluk.org
Holt, Roger - rholt@pluk.org
Johns, Rebecca - rjohns@pluk.org
Kelker, Kathy - kkelker@pluk.org
Lerner, Mary - mlerner@pluk.org
Macdonald, Angus - amacdonald@pluk.org
Mauritzson, Audrey - amauritzson@pluk.org
Mills, Molly - mmills@pluk.org
Sand, Janice - jsand@pluk.org
Staigmiller, Nancy - nstaigmiller@pluk.org
Tomlinson, Deb - dtomlinson@pluk.org

PLUK Information - plukinfo@pluk.org
TRIC Library - triclibrary@pluk.org

OSEP Provides Preliminary Monitoring Report

At an informal exit meeting held on April 16, 1999, the federal monitors from the Office of Special Education Programs (OSEP) reported on their findings concerning compliance of the State of Montana with the requirements of the Individuals with Disabilities Education Act (IDEA).

The Office of Public Instruction was commended for the following:

• Having a "personal touch" with parents, students, and educators;
• Working out a collaborative system for collecting data on suspensions and expulsions;
• Offering an Early Assistance Program to reduce the number of complaints and due process hearings;
• Sponsoring the Montana Behavioral Initiative, an effort to train educators in the use of best practices in behavior management and crisis interventions;
• Providing regional councils to develop local inservice training activities for the Comprehensive System of Personnel Development (CSPD);
• Developing simple, clear IEP forms which contain the required elements for compliance with IDEA '97; and
• Offering training for deaf interpreters working in the school setting.

Areas needing attention or correction included the following:

• Training for regular educators;
• Increased state funding for special education so that local dollars don't have to be used so heavily;
• Programs geared to Native American children;
• Shortages of related service personnel (e.g., speech, OT, PT, and counseling services);
• More training for implementing of behavior plans;
• Fostering outcome-based transition planning;
• Better transfer of records so children do not experience a break in services;
• Smoother transitions between Part C (Infant and Toddler Programs) and Part B (School Special Education Services);
• State monitoring activities that focus more on corrective actions and follow up than on compliance with rules; and
• Closer adherence to timelines when cases are in due process.

The state will receive a formal written report from OSEP with suggestions for how to improve Montana's special education system. This document is public information so parents and others can request copies of it from OPI at 1300 11th Ave., Helena MT 59620.

Early Assistance Program Is Working

A year ago, the Office of Public Instruction, Special Education Division, created the Early Assistance program (EAP) to provide technical assistance to parents, school districts, and advocacy organizations in regard to the delivery of a free appropriate public education (FAPE) for students with disabilities. Under the Individuals with Disabilities Education Act (IDEA), parents can pursue due process if they feel their child has been denied FAPE, or they may file a complaint with OPI if they feel a school district is not complying with special education law and regulations.

The intent of the EAP program is to intervene prior to the due process hearing stage or at the time of filing a complaint with OPI. At this intervention point, the EAP will gather information pertinent to the situation from parents, schools staff, and others who are involved with the issue and attempt to resolve the problem within fifteen school days; thus eliminating the need for due process to go further.

The philosophy of EAP is to prevent costly legal entanglements wherever possible as well as resolve issues amicably. Thus far, EAP seems to be effective in helping parents and school districts to reach agreement without undermining the relationships necessary to ensure the smooth delivery of special education service. To contact EAP, call Tim Harris at 444-5664 or 444-4402. OPI Legal Services can be contacted at P.O. Box 202501, Helena MT 59620-2501.

Children's Health Insurance Begins

Montana has been operating a small Children's Health Insurance Program (CHIP) since January 1999. In October this program expanded. To be eligible for the expanded CHIP program, children must meet the following criteria:

• Not be eligible for Medicaid,
• Be 18 years or younger,
• Be a member of a family with a total family income at or below 150% of the federal poverty level,
• Be a resident of Montana,
• Be a U.S. citizen or qualified alien,
• Not have creditable health insurance coverage during the 3 months prior to application for CHIP. The waiting period does not apply if the guardian providing the insurance dies, is fired or laid off, can no longer work, or has a lapse of coverage due to new employment.

For the purposes of determining the total family income, family debts, medical expenses or other financial circumstances are not considered.

For a child to become enrolled in the program, the parent or guardian must submit a completed and signed application form, including an income statement and the necessary documentation to verify the income reported. Documentation can include: pay stubs or other pay statements; employee's W-2 forms; state or federal income tax returns; union records; check copies; and other similar items.

Children eligible to receive services from Indian Health Services may be eligible for CHIP if they meet the criteria.

CHIP coverage does not actually start until the child is enrolled with a specific insurer in the program, even though the child may have been found eligible for CHIP prior to the date of enrollment.

CHIP eligibility and services are not an entitlement. If funding is insufficient, the Department of Public Health and Human Services may reduce eligibility to a lower percentage of the federal poverty level to reduce the number of children who are eligible to participate.

Children who have a parent or guardian who is a state employee are not eligible for CHIP.

Eligibility for CHIP ends at the end of the month in which the child attains age 19.

Benefits covered by the CHIP program include:

• Well baby and well child services and immunizations;
• Routine physicals;
• Outpatient diagnosis and treatment of a medical condition, accident or illness;
• Emergency services;
• Hospitalization for necessary medical treatment;
• Treatment for mental and chemical dependency disorders;
• Prenatal care;
• Chemotherapy; and
• Abortion services necessary to save the life of the mother or to terminate a pregnancy which is the result of an act of rape or incest.

The CHIP program covers prescription drugs, chemotherapy drugs, and diabetic supplies. Food supplements and vitamins are not covered except for prenatal vitamins.

The CHIP benefits do not cover:

• Experimental services;
• Custodial care;
• Personal comfort, hygiene, and convenience items;
• Whirlpools;
• Organ and tissue transplants;
• TMJ treatment;
• Treatment for obesity;
• Acupuncture;
• Biofeedback;
• Chiropractic services;
• Cosmetic surgery;
• Private duty nursing;
• Routine foot care; and
• Ambulance or other medical transportation.

There is an annual enrollment fee and copayments for services and prescriptions.

For more complete information about the CHIP program, contact Mary Dalton at the Medicaid Services bureau, P.O. Box 202951, Helena MT 59620-2951; (406) 444-4189; (406) 444-1861 (fax) or email to wolson@state.mt.us. A CHIP fact sheet and income chart is available at http://www.dphhs.state.mt.us/hpsd/medicaid/Chip.htm.

New Mental Health System in Place

The Department of Public Health and Human Services, Addictive and Mental Disorders Division, has put together a new model of service delivery for low income Montanans in need of mental health treatment. Services are provided by community mental health centers, the Montana State Hospital, community hospitals, and private practitioners. The same services are available for qualifying Medicaid and non-Medicaid (earning less than 150% of the federal poverty guidelines) members, except for inpatient hospital care which is available only to those receiving Medicaid. There is a pharmacy benefit for non-Medicaid consumers.

Program administration resides with the Mental Health Services Bureau (444-3964 or 1-888-866-0328); utilization and review is managed by a private company--Mountain Pacific Foundation (1-800-875-1770); another private firm--Consultec (1-800-624-3958)--, manages claims payment. For eligibility determination, call 1-800-730-3903. For help in navigating the system or to make consumer complaints, contact the Mental Health Ombudsman, Bonnie Adee, at 1-888-444-9669.

Montana Education Savings Program

The Montana Education Savings Program is open to all families regardless of income. Any family in the U.S. may take advantage of the substantial benefits this program offers, and there are no in-state use restrictions. Proceeds may be used at any eligible college, university, proprietary or vocational school in the U.S.

Parents make financial contributions to CollegeSure CDs, certificates of deposit, which are indexed to college costs and guaranteed to meet future tuition, fees, room and board no matter how high costs climbed. CollegeSure CDs are issued by College Savings Bank, an affiliate of College Savings Trust of Helena, Montana.

Principal and interest are insured by the Federal Deposit Insurance Corporation up to $100,000 per depositor. CollegeSure CDs have been awarded the highest credit rating from Standard and Poor's Corporation.

An account can be opened for as little as $250. Participants can sign up for direct deposit from payroll of as little as $50 per pay period or automatic monthly deposits of $100 can be made from a bank account. For more information, contact Jason Thielman at jthielman@collegesavings.com or http://www.collegesavings.com.

Parent-to-Parent Conference

Nevada will host the 10th biennial parent to parent conference on May 5-7, 2000. The International Parent to Parent Conference will bring together parents and professionals from around the world to share and learn from each other about how best to support families and develop best practices for people with disabilities.

Information about the conference can be found at http://www.unr.edu/repc/npn/p2p2000/index.html or by contacting:

Cheryl Dinnell -- Nevada University Affiliated Programs

UNR-REPC/285

Reno NV 89557

775-784-4921

cdinnell@scs.unr.edu.

New Video from PLUK

PLUK staff have just completed a new video which explains functional behavioral assessments and positive behavior plans and includes a 10 minute segment showing a teacher implementing simple behavioral strategies to control the behavior of a young child with autism. The new video is available for loan from the TRIC/PLUK Library, or it may be purchased for $15.00 by calling 800-222-7585.

PLUK is currently in the process of filming another video on transition planning and self-determination skills for teenagers with disabilities. This video will feature a student and family from the Billings area and another student and special education teacher from Great Falls. This video will be available for distribution in November.

New York Guidelines Endorse Early Autism Treatment

New York state health officials have released a set of evidence-based guidelines on the diagnosis and treatment of autism that endorse a rigorous program of early behavioral and educational interventions. The panel of 17 physicians, psychologists, speech therapists, social workers, and parents spent 2 years reviewing hundreds of studies before drafting the guidelines. More than 60 autism experts from across the country reviewed the guidelines in draft form.

The guidelines, which are the first evidence-based set to be sanctioned by a state health agency, specifically recommend intervention programs that use principles of applied behavioral analysis (A.B.A.), a systematic approach that can cost as much $40,000 per child. For example, one ABA program called "intensive behavioral intervention" involves up to 40 hours per week of one-on-one instruction with a trained therapist in the child's home. The cost involves paying for the therapist's or therapists' time. The focus of ABA therapy, originally developed by O. Ivar Lovaas, Ph.D., of the University of California, Los Angeles, is to reward desired behavior and reduce aggressive and self-stimulatory actions.

The original Lovaas programs developed in the 1960's received widespread criticism because of some of the aversive tactics used (e.g., shouting at the child, squirting lemon juice). These tactics, however, are not longer recommended by Lovaas and are not typical of current ABA programs used to treat autism.

ABA programs have also been criticized because they emphasize working with the child in his or her home setting for a considerable period of time before having the child included in typical nursery school or school settings. However, the current ABA programs all recommend that after a period of intensive home treatment, the toddlers be slowly weaned from the isolated environment and introduced gradually into regular preschools and inclusive settings.

Another criticism of ABA programs is the fact that they are time consuming and expensive. But, even though the Lovaas method and other ABA interventions are often viewed as a drain on government special education funds, several studies reviewed by the New York panel have shown that these early treatment ABA programs for autism do save money in the long run.

One study, for example, showed that those who respond to the ABA program contribute an average of $1.5 million to society over their lifetime. In contrast, caring for an individual with untreated autism can cost society an average of $4.4 million over the individual's lifetime.

Some Treatment Programs Rejected

The New York panel of experts that formulated the guidelines concluded that there is not enough scientific evidence to recommend many popular treatments for autistic children under age 3, including touch therapy, music therapy, and sensory integration therapy. The panel also strongly rejected facilitated communication, auditory integration training, and intravenous immune globulin, citing evidence that they may actually cause harm. Experimental therapies, like infusions of the hormone secretin, high doses of vitamin B6 or removal of milk from the diet, also were not recommended.

To obtain a free copy of the New York state guidelines, send a written request to: Publications, New York State Department of Health, P.O. Box 2000, Albany NY 12220. Request publication number 4215.

Checklist for Autism in Toddlers

The following are normal milestones for toddlers. Failure to achieve these milestone, may indicate a need for further assessment to consider autism as a diagnosis.

15 Months

• Makes eye contact when spoken to
• Reaches to anticipate being picked up
• Shows shared interest in objects or activities
• Displays social imitation, such as a reciprocal smile
• Waves bye-bye
• Responds to spoken name consistently
• Responds to simple verbal requests
• Says "Mama" and "Dada".

18 Months

• Points to body parts
• Speaks some words
• Has pretend play
• Points out objects
• Responds when adult points out objects.

24 Months

• Uses two-word phrases
• Imitates household work
• Shows interest in other children.

LD Not Caused By Discrete Physical Difference

Attempts to discover the "cause" of learning disabilities by searching for a consistent biological or neurological difference have been disappointing. Despite the use of new technologies such as CAT scans, magnetic resonance imaging, and brain electrical activity mapping, the scientific findings have not been consistent. Even the implications of finding a dyslexia gene on chromosome 15 have been limited.

As a result, medical researchers are beginning to redefine learning disabilities, slowly discarding the idea that they are manifestations of a discrete disease or physical anomaly and adopting instead the concept that they occur along a continuum and vary in severity.

For example, the ongoing, landmark Connecticut Longitudinal Study, which began assessing 414 children entering kindergarten in 1983, showed that reading ability occurs along a continuum, that dyslexia is not an "all-or none" phenomenon and occurs in degrees.

That study noted a lack of longitudinal stability of dyslexia. Of the 25 children classified as dyslexic in grade 1 and 31 classified as dyslexic in grade 3, only 7 were determined to be dyslexic in both grades. Moreover, only 17% of children classified as dyslexic in first grade retained that classification in grade 6.

Learning disabilities appear to encompass a range of deficits, including a history of delayed or disordered language acquisition and expression of general linguistic disability. In addition, a significant number of learning disabled children also have isolated or coexisting problems with nonlanguage-based academic subjects, such as arithmetic and handwriting.

Learning-disabled children also often have weaknesses in higher-order cognitive functions--the so-called metacognitive skills--including inability to retrieve and use acquired knowledge and apply learned skills, and specific deficits in thinking and reasoning skills, working memory, and problem-solving strategies. These children are often called "passive learners" because they do not naturally acquire their own strategies for learning new material and tend to persist in using trial and error methods, despite their lack of success.

Because of their complexity and the variety of symptoms involved in learning disabilities, treatment must involve a number of methods--academic, behavioral, social, and emotional. It is essential to monitor the child's emotional well-being in addition to working on academic progress.

Source: Donohue, M. (July 1999). Learning disabilities remain a challenge. Pediatric News, p. 27.

Youth Suicide on the Rise

Suicide is the ninth leading cause of death nationwide but the third leading cause of death among 15 to 24 year-olds, after accidental injury and homicide. In 1996, the latest year for which data are available, there were 1.6 suicides per 100,000 children aged 10-14 years, twice as many as in 1980, and 9.7/100,000 in children aged 15-19 years, 14% more than in 1980. Suicides or suicide attempts were higher among males, racial minorities, and gay or lesbian youth. The Ronald McDonald House Charities are funding the nationwide distribution to high school counselors of a video that explains how to detect and destigmatize teen depression and to prevent suicide.

New Drug for JRA

The federal Food and Drug Administration (FDA) has recently approved a genetically engineered protein etanercept as treatment for juvenile rheumatoid arthritis, Etanercept, marketed as Enbrel, inactivates tumor necrosis factor (TNF), a substance that is secreted during rheumatoid arthritis attacks and which is thought to be responsible for rheumatoid arthritis symptoms and joint damage. Enbrel is administered by injection twice a week to prevent flare-ups of symptoms.

New Epilepsy Medication

Topamax (Topiramate) is now approved to be an add-on drug to control partial epileptic seizures in children aged 2-16. The drug, which has been available for use in adults since 1996, is the first "new generation" antiepileptic drug to be approved for treating partial-onset seizures in young children.

Medication to Treat Behavior Problems

In a pilot study, the antipsychotic drug risperidone proved to be effective in curbing the most troublesome behavioral problems in children and adolescents with mental retardation.

In this study, thirteen children with mental retardation aged 6-18 years participated. Six received risperidone and seven received a placebo for 4 weeks.

Risperidone dramatically reduced the frequency and intensity of disruptive behavioral symptoms such as irritability, hyperactivity, hostility, and aggressiveness. Participants receiving the medication also showed improvements in social relationships and attitudes toward work.

The medication caused no changes in heart rate, blood pressure, weight, or blood chemistry results and was well tolerated by participants.

The success of this pilot study indicates that a large clinical trial of the drug is warranted.

Does Having ADHD Lead to Drug Abuse?

The results of two studies are at odds over whether children with ADHD are more likely to abuse drugs as adults.

The two studies include a report from the University of California at Berkeley, which says that children with severe ADHD symptoms tend to smoke early and abuse stimulants as adults, against a study by researchers at Massachusetts General Hospital, the Harvard School of Public Health and Harvard Medical School, who determined that children with ADHD who receive treatment, including stimulant medication, are less likely to abuse drugs as adults.

Both studies were funded, in part, by the National Institute on Drug Abuse.

The Berkeley study, released last year, was conducted by Nadine Lambert, director of the school psychology program at the university's college of education. Her research is based on an ongoing 26-year study of 492 children, half of whom have varying degrees of ADHD. The other half was a control group. She found that more severe the ADHD, the more likely the children would abuse cocaine and be regular smokers. In Lambert's study, she does not distinguish between children who have been treated with Ritalin and those who have not. Instead, she is concerned with analyzing drug usage in relation to the severity of ADHD symptoms.

Lambert suggests two explanations for the higher rate of dependence on stimulants and tobacco among individuals with severe ADHD symptoms, some of whom have been treated with stimulant medications:

1. Self-medicating theory: Those suffering from severe ADHD symptoms are more likely to abuse tobacco, cocaine and other stimulants, as opposed to depressants such as alcohol or marijuana. Lambert says the difference suggest that they may use the drugs to control their ADHD symptoms, but the disorder itself may compromise their ability to control or self-regulate to the point where they become dependent on the drugs.

2. Sensitization hypotheses: Based on animal studies, the theory is that exposure to Ritalin may predispose children to the stimulating effects of cocaine, tobacco and amphetamines.

The Harvard study compared the incidence of substance use disorders in 56 boys with ADHD who had been treated with stimulants for an average of four years, 19 boys with ADHD who had not been treated with stimulants, and 137 boys without ADHD. All boys were evaluated for substance use disorders involving alcohol, marijuana, or cocaine.

Results indicated that 75 percent of nonmedicated ADHD boys had at least one substance use disorder, compared to 25 percent of the medicated ADHD boys and 18 percent of those without ADHD.

In previous studies, these same Harvard researchers found that almost twice as many adults with ADHD developed a least one substance use disorder in their lives, compared to those without ADHD. They suggested that the adults with ADHD who developed the disorder in childhood were, in most cases, never diagnosed or treated until much later and therefore did not have a history of treatment with stimulant medications.

The Harvard researchers' current theory is that if the underlying disorder is treated early, even with stimulants it will decrease the probability that individuals with ADHD will use drugs as adults.

For more information on Lambert's research, contact the University of California at Berkeley at (510-642-3734). To read the Massachusetts study, consult the August 2, 1999, issue of the journal Pediatrics.

Source: The Special Educator, Vol. 15, Iss. 3.

Medication for Social Anxiety

Social anxiety has been identified as an actual mental disorder affecting as much as 5% of children. Children with this disorder exprience intolerable physical and mental symptoms (e.g., school phobia, selective mutism) when faced with the demands of new social situations. The medication paroxetine, a selective serotonin reuptake inhibitor with the brand name Paxil, is currently being studied for its potential positive effects on social anxiety in children. Paxil has already been approved to treat social anxiety in adults.

ASK PLUK???

The following questions are recent inquiries received by PLUK staff.

Q: Is it true that smaller school districts receive less money for special education than larger districts so smaller districts can't provide all the services that might be needed?

A: All school districts in Montana--whether large or small--, receive their special education funding from the state based on the total number of students served by their district. Each district receives a block grant which assumes that the district will be serving 10% of its overall population in special education. So on a per pupil basis, each school district receives the same amount.

The problem for smaller school districts is that sometimes their numbers of students are so low that they do not generate enough money to fund a teaching position and curricular materials. It costs the same amount to the district to hire a teacher to work with four students as it would for that same teacher to educate 12 students.

Larger districts, because of their larger numbers of students, have "critical mass." They receive enough funding so that they can use teachers and materials more efficiently and have less cost per individual student. These options are not available to smaller districts unless they pool their resources with nearby districts and serve students in cross-district programs.

Q: Are parents responsible for loss or damage of an assistive technology device that is used at home and at school? Our school district wants us to sign a statement acknowledging our liability if our son damages the school district owned laptop computer he uses. We are reluctant to agree to this because we have no control over the computer when it is at school or being transported back and forth. What should we do?

A: If your son's use of a laptop computer is written into his IEP, you are not responsible for the cost of the computer or for the cost of its repair and maintenance. The liability agreement you are being asked to sign is not legal and you should not sign it. Your school district is legally responsible for providing your son with a free, appropriate public education, including whatever assistive technology devices he made need in order to participate in his education. If your school district is not clear on this issue, you can call the Early Assistance Program at OPI and ask them to provide information to your district about their responsibilities in regard to assistive technology. Call Tim Harris at 444-4402.

Q: We are really torn about how to make a decision about our son's special education placement. Our four year-old son is eligible for preschool special education services because he has multiple disabilities (e.g., cerebral palsy, mental retardation, vision and hearing problems). He is currently placed in a Head Start program with typical children and he loves this integrated placement. The problem is that he receives no special education in this environment. The only service he receives from the school district is speech therapy at our elementary school. We think our son needs some individualized instruction, but we have been told that this instruction would only be available at the school in the resource program where there are no "normal" children of his age. We are reluctant to take our son out of Head Start, but we do want him to receive the instruction he needs. What can we do?

A: Meeting your son's needs for special education should not be an either/or situation. If your son needs individualized instruction, that instruction can certainly be provided by the school district in the Head Start setting (as well as in the school setting). The key is what is written into your son's IEP. The IEP should include goals and objectives related to your son's needs for typical role models, language development, and academic readiness skills. If the IEP does not include this information now, then you need to ask for an IEP Team meeting and make additions to the IEP.

You also need to know that nothing in law requires that school districts create integrated settings for preschool special education because typical children do not receive public education at ages 3 and 4.

However, you may be able to negotiate a compromise with your school district that has your son attending Head Start for socialization purposes for part of the day and a school-based program for part of the day to receive individualized instruction.

Q: Are parents supposed to get a copy of the IEP when it's finished? We never seem to get a copy unless we "badger" the teacher until we get one.

A: IDEA '97 clearly states that school districts must give parents a copy of the child's IEP at no cost, whether the parents request a copy or not. You might want to bring this specific requirement to the attention of your school principal--34 CFR--300.345(f).

Q: We were told that our 19-year old son who is mentally retarded had to "graduate" with his class last June, even though he was not ready to make the transition into adult living. Yet we know of other students who are 19 who are still in school. Is there anything we can do to have our son continue his education until he is 21?

A: Students between the ages of 19 and 21 who have graduated but not been awarded a regular high school diploma may continue to be entitled to receive a free appropriate public education through age 21. Under the federal IDEA regulations, a student who has graduated without a regular diploma is entitled to continue to receive educational services through the age of entitlement established by state law. State law in Montana requires educational services for the school year for students who reach the age of 19 after September 10th and allows individual school districts to establish their own policies with regard to serving students over that age (who reach age 20 or 21 before September 10th).

Therefore, each school district's policy and practice will determine whether a student who has graduated without a regular diploma and who is between the ages of 19 and 21, is entitled to continue to receive services. See 34 CFR 300.122(a).

In your specific case, check with the clerk for your school district to see if your district has a written policy about serving students past the age of 19. Also, try to find out what the practice of your district has been. Have students in the past, either regular or special education students, been served past the age of 19? If your district has no written policy prohibiting services past age 19, or has a history of serving students past 19, then you certainly can ask to have services for your son. The IEP Team should meet and write a transition plan for your son showing the skills he needs to learn in order to make a successful transition and the date when he is likely to be ready to graduate.

Q: May a special education student be suspended for more than 10 days during a school year?

A: Since the publication of IDEA '97 regulations in March 1999, it has been legal for school districts to suspend special education students for more than 10 days. A school may impose subsequent removals for 10 days or less for violations of school rules, to the same extent that children without disabilities may be removed. However, appropriate educational services must be provided to a student who is removed from his or her educational placement for more than 10 cumulative schools days in the same school year. The educational services to be provided must enable the child to progress appropriately in the general curriculum and advance toward achieving the goals in his or her IEP.

Subsequent removals of up to 10 days must be for separate incidents of misconduct. A district may not impose a series of short term removals (10 days or less) for the same incident of misconduct.

A series of short term removals which exceed 10 cumulative school days in a school year may constitute a change in educational placement (triggering procedural requirements for notice, an IEP team decision and due process). Whether or not a series of short term suspensions constitutes a change in placement depends upon such factors as the length of each removal, the total amount of time the child is removed, and the proximity of the removals to one another.

Manifestation hearings do not have to be conducted with regard to subsequent removals, even if the total exceeds 10 days in a school year, so long as the pattern of subsequent removals does not amount to a change in placement.

Q: Our 15 year-old daughter was diagnosed by a clinical psychologist as having a major depressive illness. Until this school year, our daughter has always been an excellent student. Since the illness set in, her grades have dropped, and she is listless and disinterested in school. We are afraid she will fail all of her core subjects unless we do something. Her school counselor has advised us not to pursue a special education label because it might ruin her chances to get into college some day. What should we do?

A: Your daughter obviously is not doing well in school, and she needs some help. Put in writing your request to have her tested for special education. She may well be eligible as an emotionally disturbed student because her illness has affected her ability to think and perform adequately. If the assessment shows that your daughter is eligible for special education, then she can receive individualized instruction and classroom supports that may help her perform better academically. If she is not eligible for special education, the assessment may still show that her illness is affecting a major life function--learning--, and she would be eligible for classroom accommodations under Section 504.

It is not true that having a special education label or a Section 504 designation will adversely affect your daughter's ability to get into college. If your daughter meets the criteria for college entrance, she can certainly enroll in college. She cannot be discriminated against because of her disability. Colleges and other postsecondary educational programs have to provide educational supports to assist students with disabilities to succeed in college. Having a disability label will entitle your daughter to student support services that she may need at the postsecondary level.

Parent Corner
Items of interest to parents

Incontinence Resources
Incontinence is not a topic that many people enjoy discussing, but when the problem exists in your family, it is important to get help. Here are some resources that parents may find useful:

Help for Incontinent People
Department RBC, P.O. Box 544
Union, South Carolina 29379
http://www.continenceworldwide.org
http://www.nafc.org

Asthma Newsletter
A new bimonthly newsletter, the Breeze, features the latest methods for controlling asthma, tips on identifying common allergens and profile of celebrities with asthma. The newsletter is free to members of the American Asthma Association (212- 779-8011).

Insulin Pump
Using an insulin pump only at night is a viable option for young children with type 1 diabetes who need to improve their glucose control but are not yet ready to manage the device full-time without adult supervision.

In a study reported at the annual meeting of the American Diabetes Association, diabetic children aged 7-10 years, using an insulin pump only at night for 4 weeks resulted in significantly lower morning blood glucose values and more values within the target range, compared with a multiple-injection regimen. Most of the children who were in the study subsequently were able to begin using the pump full-time.

Assistive Technology Services
The new IDEA Amendments require that assistive technology devices and services be considered for each special education student when developing his or her Individualized Education Program (IEP), but sometimes parents and school professionals don't know enough about AT services to be able to know what assistive technology might be needed. United Cerebral Palsy Association's Assistive Technology Project has developed new publication entitled "Assistive Technology Services: What Are These?" This publication is a comprehensive series of questions to be addressed when considering AT services for each student. Copies of this document are available by contacting Pat Brown at 202-776-0406 or Pbrown@ucpa.org.

Northwest Airlines KidCares
Northwest KidCares is a program available to children aged 18 and younger who need to travel for medical treatment that is not available in their home area. Northwest encourages its staff and the members of its WorldPerks frequent flyer program to donate miles to the program. To donate mileage: Call toll-free 800-327-2881 and follow the instructions for donating miles to Northwest AirCares charity partners. Members will receive 500 WorldPerks Bonus Miles for their contribution.

To request air travel, an application must be completed on behalf of the child by a qualified nonprofit organization or medical facility. To request an application: Contact Jennifer Geiger at 612-726-0811 and leave your name and fax number or your mailing address, or access http://www.nwa.com/corpinfo/aircares/about/kidcares.shtml.

Fitness Sites
The Internet is quickly becoming a leading source for "instant" fitness and activity information for people with disabilities and their families. Here are some sites worth visiting:

disABILITY Information and Resources: http://www.eskimo.com/~jlubin/disabled/

Tools for Play: http://guide.stanford.edu/toolsforplay/tfp.html

Buckmasters (hunting): http://www.buckmasters.com/american_deer_foundation/dis_hunt/sport.html

WebABLE! (Internet resources): http://www.webable.com/

IDEA Information
If you want to see some good information about the implementation of IDEA, the federal special education law, go to IDEA Practices Web Site at http://www.ideapractices.org//. This Web Site is intended to help professionals learn about best practices in delivering special education services that meet both the spirit and the requirements of the law.

Reed Martin Has Answers
If you have never visited Reed Martin's web site, you should. Reed is a parent of a child with a disability and experienced attorney representing children's interests in special education law. His web site contains lots of information about IDEA and Section 504, and it provides great strategies for parents to use in advocating for their children in the special education process. Go to: http://www.reedmartin.com. For more information about Reed's publications, contact connie@westco.net or P.O. Box 487, Morgantown WV 26507-0487 ; 304-598-3406 or 304-598-3512 (fax).

Positive Behavior Plan Information
For information about positive behavioral interventions and supports and functional behavioral assessments go to the Office of Special Education Programs, Technical Assistance Center's web site at http://www.pbis.org. At this site, you will find answers to frequently asked questions about positive behavior intervention strategies and functional behavior assessments, as well as references to relevant literature on the topics.

Software for Life Skills
Sometimes navigating real life is more challenging than tackling academics for middle school students.

Basement Bums, a new multimedia program developed by Little Planet Publishing for use in grades 6-9, gives middle school teachers a powerful tool to help their students develop the life skills necessary to solve problems of daily living.

While learning life skills, students also develop their reading comprehension and writing capabilities through the guidance of the literacy components that are central to the program.

The program centers around the experiences of four friends of diverse, multicultural backgrounds, who get together to confront daily challenges and dilemmas. The power of their friendship transforms the characters into capable young people who successfully tackle problems with peer pressure, family demands and other stresses and who learn to resist the lures of smoking, alcohol and drugs, and premarital sex.

Basement Bums is designed for use with individual students, small groups or the entire class. Each episode is built around three components of an anchor story presenting the situation, review of key concepts, and reflective writing skills.

The program offers closed captions for bilingual or hearing impaired students and includes aids for students who need additional reading assistance.

For more information contact:

Little Planet Publishing

PO Box 158427

Nashville TN 37215-8427

615/292-0328

mailbox@littleplanet.com

http://www.littleplanet.com

Talking E-Mail
For print impaired people or individuals who are blind, Talking E-Mail, a Windows program, can make e-mail accessible. Using nothing more than an e-mail account and sound card, Talking E-mail's easy-to-understand voice will read aloud incoming e-mails, whether they are in plain text, HTML or RTF formats.

When an e-mail message arrives, an animated cartoon character pops upon the screen and starts reading the message. The program can be customized to allow the user to specify whether any of the following information is provided: who sent the message, its subject, how many lines in the message. The user can stop the cartoon character at any time, or keep listening while working on something else. The user can even launch a default e-mail program and reply to the message.

The user can schedule Talking E-mail to check the inbox at any time interval and have the program read messages aloud, ensuring that critical e-mails are brought to the user's attention immediately. For more information and to download a demo, go to: http://www.4developers.com/talkmail/index.htm

Gun-Free Schools Data Reported

The federal Gun-Free Schools Act requires that students found guilty of bringing a firearm to public school must be expelled for one year. Under this law, states must submit data on the number of expulsions in public schools due to students bringing firearms to school. The data from 1997-98 school year show the following:

• Nationally, a total of 3,930 students were expelled for bringing firearms to school;
• Fifty-seven percent of the expulsions were students in high school, 33 percent were in junior high, and 10 percent were in elementary school;
• Sixty-two percent of the expulsions reported by type of firearm were for bringing a handgun to school. Seven percent of these expulsions were for bringing a rifle or shotgun to school and 31 percent for some other type of firearm (e.g., bombs, grenades, or starter pistols).
• Forty-nine states reported on expulsions that were shortened to less than one year. In these states, 44 percent of expulsions were shortened to less than one year; and
• In 48 states reporting on alternative placements, 43 percent of the expelled students in these states were referred to an alternative school or placement and thus could continue their education despite expulsion.

When viewed as the number of expulsions per 1,000 enrolled students, Delaware, Oregon, and South Dakota had the highest number of expulsions per 1,000 students. The number of students expelled in Montana was 17 (3 elementary, 5 junior high, and 22 senior high) out of a total public school population of 175,227 (.097 per 1000). Twelve of the Montana incidents involved handguns, one a rifle and four other types of weapons. The number of cases in which the expulsion was shortened to less than a year was nine or 53%.

Teenagers Need More Sleep

Medical evidence indicates that normal teenagers typically need more sleep than they are actually getting. In a report to the annual meeting of the American Society for Adolescent Medicine, Dr. Stephen Sheldon emphasized that adolescents require more sleep than younger children: an average of 9.5 hours of sleep a night. But the average teenager gets much less than that, falling asleep around 10:30 or 11:00 p.m. on school nights and tumbling out of bed before 6:00 a.m. to get to school. In most cases of adolescents' needs for sleep compete with societal pressures that interfere with natural sleep patterns of adolescents, especially in light of evidence that the biologic need for sleep increases throughout puberty.

The circadian rhythm of adolescents pushes their "natural" sleep onset later in the 24-hour day, making them feel most comfortable when they go to bed late and awaken late. They adjust somewhat to their natural rhythms on weekends by staying up late and sleeping late, but then run into problems on Sunday night getting to sleep and Monday morning waking up.

This pattern repeated week after week mimics the jet lag that would accompany coast-to-coast travel every few days. Many teenagers may spend a significant part of their days in an "automatic" form of sleep, in which they appear to be functioning but they actually are not awake. The phenomenon is similar to what happens to people who read late at night-- their eyes travel to the bottom of a page but they can't recall a word of what they "read."

Edina Schools Take Sleepiness Seriously

Officials in the Edina, Minnesota, public schools have decided to have the school day in their district be more aligned with the physical needs of adolescents. Some school districts in Kentucky and Maryland have followed suit by beginning the school day about 90 minutes later than traditional start times, which often were as early as 7:00 a.m.

Beginning school later in the day is an attempt to honor the findings in adolescent sleep research: Teens don't sleep enough, and their circadian rhythm is phase delayed, making early morning a time when teenagers' bodies naturally crave sleep.

School district officials face significant pressure when they try to push the school day forward, starting closer to 9:00 a.m. and dismissing students between 3:00 and 4:00 p.m. Transportation issues are a problem and more bus routes sometimes have to be added. Coaches object that athletes will get less playing time, and adolescents with jobs after school have to adjust their schedules.

Still, school districts that have tried later start times report that tardiness and absenteeism are reduced. A Johns Hopkins study has also found that adolescents who start school 2 hours later perform better on academic tasks.

Source: Bates, B. (July 199). Chronic fatigue may really be sleep deprivation. Pediatric News, p. 32.

Violent Behavior Declines

From 1991 to 1997, fighting and weapon-carrying declined 14% and 30%, respectively, among U.S. high school students, according to the Youth Risk Behavior Survey. The decrease in fighting resulted from a decrease in fighting among whites--41% to 34%--and blacks--51% to 43%--but not among other ethnic groups. Students also engaged in these aggressive behaviors less often on school property than in general. Though recent events have focused national attention on school violence, violence among adolescents is apparently not one confined to the school environment where aggessive behavior is actually on the decline.

Source: JAMA (1999). 282(5): 440-46.

Possible Link Between Strep and Tic Disorders

The National Institute of Mental Health (NIMH) in Bethesda, Maryland, is currently studying a possible link between strep infections and the onset of obsessive-compulsive disorder (OCD) or a tic disorder like Tourette syndrome (TS). It has long been known that some children develop neurological disorders after bouts of rheumatic fever, and now there appears to be mounting evidence that children may also develop OCD or tic disorders following a strep infection. The resulting disorders have come to be called Pediatric Autoimmune Neuropsychiatric Disorders or PANDAS.

In the NIMH study, researchers are studying cases of children with OCD or TS that seem to have developed after repeated strep infections. Such children are reported to have exacerbations of their OCD or TS symptoms when they have subsequent strep infections. Doctors are experimenting with treating the strep with high doses of antibiotics and have found that some children experience dramatic decreases in their neurological symptoms after antibiotic treatment.

HONOR ROLL

The following educators have earned a place on the PLUK Honor Roll for their exemplary service to children with special needs. These individuals have been nominated for honor roll status because they have gone the extra mile for a student or students who needed special help to do well in school. Below each name is a quote from the letters of nomination.

Margie Poffenberger, Resource Teacher, Custer Public Schools

"Even though our school district is very small, Margie tries to provide high quality services to the children in her program. She goes out of her way to make sure that kids are making progress and feeling good about themselves."

"Margie tries to find out what the best ways are to teach a child with special needs. Even though she has never seen the problem before, she will try to find information to help her serve the child in the best way possible."

"We are lucky to have Margie because she really cares."

If you know of an educator who deserves to be on the Honor Roll, send your nomination to PLUK, 516 N 32nd St, Billings MT 59101. Those recognized on the Honor Roll have their names published in PLUK News and receive an Honor Roll certificate and a personal thank you note from PLUK.

What's New in the TRIC/PLUK Library??

The following are recent additions to the TRIC/PLUK Library. If you are interested in checking out any materials, please contact the librarian, Janice Sand at 1-800-222-7585 or e-mail at jsand@pluk.org. Materials will be mailed out anywhere in the state of Montana at no charge.

• 1-2-3 magic; Effective discipline for children 2-12 2nd EDITION, Phelan, Thomas W.
• A job: your ticket to success; employment options for people with disabilities
• Accessible gardening for people with physical disabilities; A guide to methods, tools and plants, Adil, Janeen R.
• ADD nutrition solution; A drug free thirty day plan, Zimmerman, Marcia, C.N.
• Barbara and Fred grownups now; Living fully with developmental disabilities, Moise, Lotte
• Choose to make it
• Cleft lip and cleft palate; The first four years
• Coping with your child's chronic illness, Singer, Alesia T. Barrett, M.a.
• Dangerous schools; What we can do about the physical and emotional abuse of our children, Hyman, Irwin A., Ed.D.; Snook, Pamela A., RN, MSN
• David's story; A book about surgery, Brink, Benjamin
• Educating students who have visual impairments with other disabilities, Sacks, Sharon Z.; Siberman, Rosanne K.
• Education of dual sensory impaired children; Recognizing and developing ability, Etheridge, David, Editor
• Educator's guide to feeding children with disabilities, Lowman, Dianne Koontz, Ed.D.; Murphy, Suzanne McKeever , M.Ed.
• Epilepsy; The facts SECOND EDITION, Hopkins, Anthony; Appleton, Richard
• Facing learning disabilities in the adult years; Understanding dyslexia, ADHS, assessment, intervention, and research, Shapiro, Joan; Rich, Rebecca
• Fast ForWord: a demonstration
• Fast ForWord: an introduction
• Feeding an infant with a cleft, Brazilai, Joan, B.S.N.; Breen, Mary, M.S.
• Firehouse and Rap Session
• Funding of assistive technology; State vocational rehabilitation agencies and their obligation to maximize employment., Hager, Ronald M.
• Growing up with Joey; A mother's story of her son's disability and her family's triumph, Papazian, Sandy
• Guide to consent, Dinerstein, Robert D., JD; Herr, Stanley S., JD, DPhil; O'Sulllivan, Joan L., JD
• Helping children overcome learning difficulties THIRD EDITION, Rosner, Jerome
• Helping your depressed teenager; A guide for parents and caregivers, Oster, Gerald D., Ph.D.; Montgomery, Sarah S., M.S.W.
• How to improve thinking strategies for people with developmental disabilities 10 techniques for staff
• Hydrocephalus; A guide for patients, families, and friends, Toporek, Chuck; Robinson, Kellie
• Including preschool-age children with disabilities in community settings; A resource packet, DeFosset, Shelley, Editor
• Kids like me; Children's stories about obsessive compulsive disorder, Foster, Constance H.
• Learning technologies; Students with disabilities in postsecondary education, Fichten, Catherine S., Ph.D; Barile, Maria, M.S.W.; Asuncion, Jennison V., B.A.
• Lending Resources Catalog; Head Start Region VIII DSQIC
• Life management skills II; reproducible activity handouts created for facilitators, Korb-Khalsa, Kathy L.; Leutenberg, Estelle A; Azok, Stacey D.
• Living with a learning disability REVISED EDITION, Cordoni Barbara
• Making friends; The influences of culture and development, Meyer, Luanna H., Ph.D.; Park, Syun-Sook, Ph.D.; Grenot-Scheyer, Marquita, Ph.D.; Schwartz, Ilene S., Ph.d.
• Meeting the needs of youth with disabilities; Examples of students with disabilities accessing SSI work incentives
• Missing words; The family handbook on adult hearing loss, Thomsett, Kay; Nickerson, Eve
• NECTAS resource collection on autism spectrum disorders, Whaley, Kathy T.; Shaw, Evelyn
• No easy answers; The learning disabled child at home and at school REVISED EDITION, Smith, Sally
• On the way to success: Positive approaches for improving behavior
• One TV blasting and a pig outdoors, Abbott, Deborah; Kisor, Henry
• Our labeled children; What every parent and teacher needs to know about learning disabilities, Sternberg, Robert J.; Grigorenko, Elena L.
• People with disabilities who challenge the system, Lehr, Donna H., Ph.D.; Brown, Fredda, Ph.D.
• Positive behavioral interventions; Parents need to know, Jordan, Dixie
• Reaching out to children with FAS/FAE; A handbook for teachers, counselors, and parents who work with children affected by FAS and FAE, Davis, Diane
• Remarkable conversations; A guide to developing meaningful communication with children and young adults who are deafblind, Miles, Barbara; Riggio, Marianne
• Rolling along with Goldilocks and the three bears, Meyers, Cindy
• Somebody called me a retard today and my heart felt sad, O'Shaughnessy, Ellen
• Special camp guide; A directory of camps and summer programs for children with special needs 1999
• SPIES; A video assisted program for educators and families
• SPIES curriculum: Strategies for preschool intervention in everyday settings; A video assisted program for educators and families
• Strategies for preschool intervention in everyday settings; A video-assisted program for educators and families
• Succeeding against the odds; How the learning disabled can realize their promise, Smith, Sally L.
• Surviving schizophrenia THIRD EDITION; A manual for families, consumers and providers, Torrey, E. Fuller, M.D.
• Team Xtreme,
• The sound of a miracle; A child's triumph over Autism, Stehli, Annabel
• Uncommon voyage; Parenting a special needs child in the world of alternative medicine, Kramer, Laura Shapiro
• Upside down kids; Helping dyslexic children understand themselves and their disorder, Levinson, Harold N., M.D.
• What about me?; Growing up with a developmentally disabled sibling, Siegel, Bryna, Ph.D.; Silverstein, Stuart, M.D.
• What's going on in there? How the brain and mind develop in the first five years of life, Eliot, Lise, Ph.D.
• When madness comes home; Help and hope for the children, siblings, and partner of the mentally ill, Secunda, Victoria
• Worth the trip; Raising and teaching children with fetal alcohol syndrome

Looking for a Good Deal on a Computer System in Montana?

Western Office in Billings is offering our readers of PLUK News a special on a Windows '98 computer system. The specifications of the systems are as follows:

• Micro PC AMD K6-2 350 Mhz
• 4.3 Gbyte Hard Drive
• 100 Mhz ATX Motherboard w/ISA & PCI expansion
• 64 Mbyte PC100 RAM
• 8 Mbyte shared Video RAM
• 3D Sound
• 56K V.90 Modem
• 45X CD-ROM Drive
• 3.5" 1.44 Floppy Drive
• Speakers
• Keyboard
• Mouse
• Windows 98
• 14 inch color monitor

The price on this system is $843 or $685 without a monitor. The computer has a one-year warranty and the monitor is three years. These systems do not include any extra software except for Windows 98.

Western Office

PO Box 1822

Billings MT 59102-1822

406/245-3029

406/245-3020 (fax)

Looking for an iMac?

PLUK is a Macintosh User Group and any one of our readers may purchase items on the internet in the Macintosh User Group Store at: http://www.applemugstore.com/

login = eukanuba
password = yummy

You may purchase items such as a refurbished iMac for $747. When ordering, just mention you are a member of Parent's Let's Unite for Kids (PLUK).

Unlimited Internet Access at $10 per Month

If you live within the local calling areas of Billings, Bozeman, Butte, Great Falls, Helena, Kalispell, Missoula or out-of-state in Bismark ND or Casper WY, and cannot afford Internet access at commercial rates, Touch America is providing unlimited internet access accounts to families at $10 per month. Requests for accounts must be made through PLUK, Touch America representatives will not know about the special rate.

To apply for a PLUK Special Rate Unlimited Internet Access Account, please write, fax or e-mail our office. Please, DO NOT CALL PLUK or Touch America about this offer.

Write to:

PLUK Special Rate Internet Accounts

516 N 32nd St

Billings MT 59101

Fax to: 406/255-0523

E-mail to: plukinfo@pluk.org

Please include the following information in your letter, fax or e-mail:

1. Name
2. Billing Address, City, State, Zipcode
3. Telephone number
4. Account Logon (up to 8 letters/numbers)
5. Account Password (up to 8 letters/numbers)
6. Type of computer you will be using (Mac or Windows)
7. Computer Operating System Version (Windows 3.1, Windows 95, Windows 98, Mac OS 7.5, Mac OS 8.6, etc.)
8. Write an explanation of why you need a special rate internet access account.

You will be notified within two weeks whether you will be receiving a special rate account. Touch America will send out a package containing software and instructions for setting up your computer. Billing for the service will come directly to you from Touch America.

End of the PLUK NEWS October/November 1999

Copyright © 1999 Parents, Let's Unite for Kids, all rights reserved.