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PLUK News February/March 2000 Volume 14 Number 7/8
	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 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
Weak Enforcement of IDEA Cited by NCD Is Montana Compliant with IDEA? Budget falls Short of 40% Telephone Tools for Montanans More Students with Disabilities go to College TV Allowance Children's Disability Awareness Video ASK PLUK??? Missing Persons Parent Corner How Much Homework is Too Much? Parent Training Grants Available Accessible Nintendo Web Site for Women and Girls with ADD	Parent Conference Report Summer Activities Guide Hygienic Odorless Toilet Public Comment on Accessibility Guidelines Conference - Communication Strategies Institute for Applied Behavior Analysis HONOR ROLL What's New in the TRIC/PLUK Library? Ways to Help PLUK Looking for an iMac? Unlimited Internet Access at $10 per Month What is PLUK? PLUK Publications PLUK Facts

PLUK Launches Online Fundraising Initiative

Everyone can now benefit PLUK every time they buy online, at no extra cost. At PLUK's new "online shopping village," http://www.pluk.greatergood.com, 5-15% of each purchase price will automatically benefit Parents, Let's Unite for Kids.

Through a collaboration with GreaterGood.com and nearly 100 of the most popular online shopping sites, PLUK has created an easy way for you to give painlessly while shopping on the internet.

At http://www.pluk.greatergood.com, supporters of PLUK can choose from high-quality goods from brand-name retailers and 5-15% of every purchase comes back to PLUK at no extra cost to either the consumer or PLUK. Prices are the same as if shoppers went directly to the merchants' own sites to buy. Shopping is convenient, secure, and available around the clock, 365 days a year.

"GreaterGood.com has come up with an exciting, no-risk way for us to raise new and sustainable sources of revenue to help PLUK activities," said Kathy Kelker, Executive Director. "In order to keep providing personal services to families, we have to raise over half our budget every year. This new opportunity with online shopping will allow our supporters to help us out while they are doing the shopping they would normally do."

The shopping village is divided into the main categories: Apparel & Accessories, Books & Music, Computers, Flowers & Gifts, Gourmet & Grocery, Health & Beauty, Home & Garden, Kids & Toys, Pets, School & Office, Services, Software & Electronics, Sports & Leisure, Travel & More. It includes some of the internet's most popular shopping sites, such as: Amazon.com, eToys, 1-800-FLOWERS.com, Avon, JC Penney, gap.com, LL Bean, Land's End, Fogdog Sports, Autoaccessory.com, OfficeMax.com, Pets.com, etc.

Register on the site to receive coupons and information about specials and PLUK will receive an additional $3. Happy shopping!!!

For those of you who utilize the internet, update your address books. All PLUK staff are now available by e-mail. The complete address list is as follows:

Emmy Hayworth, Colstrip - ehayworth@pluk.org
Deb Tomlinson, Great Falls - dtomlinson@pluk.org
Kathy Kelker, Billings - kkelker@pluk.org
LeeAnn Logan, Billings - llogan@pluk.org
Molly Mills, Early Intervention - mmills@pluk.org
Anne Galasso, Butte - agalasso@pluk.org
Nancy Staigmiller, Absarokee - nstaigmiller@pluk.org
Virginia DeLand, Missoula - vdeland@pluk.org
Mary Lerner, Kalispell - mlerner@pluk.org

Jan Duffy, Finances - jduffy@pluk.org
Roger Holt, Technology Support - rholt@pluk.org
Rebecca Johns, Head Start - rjohns@pluk.org
Angus Macdonald - amacdonald@pluk.orgJanice Sand, Librarian - jsand@pluk.org

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

Weak Enforcement of IDEA Cited by NCD

On January 25, 2000, the National Council on Disability (NCD) released a report entitled Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind. This report analyzes enforcement and compliance with the Individuals with Disabilities Education Act, Part B (IDEA). Overall, NCD finds that efforts to enforce the law over several federal Administrations have been "inconsistent, ineffective, and lacking any real teeth."

NCD based its review upon the Department of Education's reports of states between 1994 and 1998 and found the following:

• Every State was out of compliance with IDEA requirements to some degree; in the sampling of states studied, noncompliance persisted over many years.
• Federal data document widespread noncompliance. Enforcement of the law is the burden of parents who too often must invoke formal complaint procedures and due process hearings, including expensive and time-consuming litigation to obtain the appropriate services and supports that their children are entitled under the law. Many parents with limited resources are unable to challenge violations successfully when they occur. Even parents with significant resources are hard-pressed to prevail over state education agencies (SEA) and local education agencies (LEA) when they, or their publicly financed attorneys, choose to be resistant.
• The Department of Education has made very limited use of its authority to impose enforcement sanctions such as withholding of funds or making referrals to the Department of Justice, despite persistent failures to ensure compliance in many states.
• Department of Education has not made known to the states and the public any objective criteria for using enforcement sanctions, so that the relationship between a finding of noncompliance by federal monitors and a decision to apply sanctions is not clear.

Since its enactment, IDEA implementation has produced important improvements in the quality and effectiveness of the public education received by millions of American children with disabilities. Today almost 6 million children and young people with disabilities ages 3 through 21 qualify for educational interventions under Part B of IDEA. Many of these students with disabilities are being educated in their neighborhood schools in regular classrooms.

As significant as the gains have been, they tell only part of the story. In the past 25 years states have not met their general supervisory obligations to ensure compliance with the core civil rights requirements of IDEA at the local level. According to the NCD report, children with disabilities and their families are required far too often to file complaints to ensure that the law is followed. The Federal Government has frequently failed to take effective action to enforce the civil rights protections of IDEA when federal officials determine that states have failed to ensure compliance with the law. Although Department of Education Secretary Richard W. Riley has been more aggressive in his efforts to monitor compliance and take formal enforcement action involving sanctions than all his predecessors combined, formal enforcement of IDEA has been very limited.

In its report, NCD found that the most recent federal monitoring demonstrated that every state failed to ensure compliance with the requirements of IDEA to some extent during the period covered by this review. More than half of the states failed to ensure compliance in five of the seven main compliance areas. For example, in OSEP's most recent monitoring reports, 90 percent of the states had failed to ensure compliance in the category of general supervision; 88 percent of the states had failed to ensure compliance with the law's secondary transition services provisions; 80 percent of the states failed to ensure compliance with the law's free appropriate public education requirements; 78 percent of the states failed to ensure compliance with the procedural safeguards provisions of the law; and 72 percent of the states filed to ensure compliance with the placement in the least restrictive environment requirements of IDEA. In the two remaining major compliance areas, IEPs and protection in evaluation, 44 percent of the states failed to ensure compliance with IEP requirements and 38 percent failed to ensure compliance with evaluation rules.

Despite the high rate of failure to ensure compliance wit Part B requirements, only one enforcement action involving a sanction (withholding funds) and five others involving imposition of "high risk" status and corrective action as a prerequisite to receiving further funds, have been taken. The only withholding action occurred once for a temporary period and was overruled by a federal court. Overall, the Department of Education tends to emphasize collaboration with the states through technical assistance and developing corrective action plans or compliance agreements for addressing compliance problems. There appear to be no clear-cut, objective criteria for determining which enforcement options ought to be applied and when to enforce through sanctions in situations of substantial and persistent noncompliance.

After pointing out the flaws in the compliance system, the NCD reports does make recommendations for strengthening the enforcement of IDEA. These recommendations include:

• Congress should amend IDEA to create a complaint-handling process at the federal level to address systemic violations at the state or local levels.
• Congress should amend IDEA to provide the Department of Justice with independent authority to investigate and litigate cases brought under IDEA.
• The Department of Education and the Department of Justice should work together to establish objective criteria for defining "substantial noncompliance" with IDEA requirements.
• The General Accounting Office should conduct a study to determine if states are spending federal dollars appropriately to meet the requirements of IDEA.
• The Department of Education should use national compliance standards to assess the progress of states toward better performance outcomes for children with disabilities.
• The Department of Education should establish a range of enforcement sanctions that will be triggered by specific indicators of a state's failure to ensure compliance with IDEA.
• When Congress appropriates additional funding for Part B, 10 percent of the total increase should be set aside to build the infrastructure necessary at the Department of Education and the Department of Justice to enforce the requirements of IDEA.
• When Congress approves an increase in Part B funding, Congress should appropriate at the same time an amount equal to 10 percent of the total Part B increase to fund free or low-cost legal advocacy services for students with disabilities and their parents through public and private legal service providers.
• The Department of Education should give priority support to the formation of a comprehensive and coordinated advocacy and technical assistance system in each state to include
  1. The availability of a lawyer at every state Parent Training and Information Center
  2. Self-advocacy training for students with disabilities
  3. National legal information center for use by attorneys working on IDEA cases
  4. Expansion of involvement by private bar and legal services organizations
  5. Training in culturally sensitive dispute resolution.

Overall, the NCD report validates the concerns of parents and makes suggestions for how the system could work better. If these suggestions are taken seriously and become part of the federal commitment to students with disabilities, the individualized educational services outlined in the law can become a reality for all eligible students. Further, IDEA can lead the way in reshaping the public education system toward a focus on accommodating individual differences and ensuring high performance outcomes for all students.

A copy of the NCD report can be obtained on NCD's web page, http://www.ncd.gov/newsroom/publications/backtoschool_1.html, or contact NCD directly at:

National Council on Disability

1331 F St., NW, Suite 1050

Washington, DC 20004-1107

Voice: (202) 272-2004 ; FAX: (202) 272-2022

TTY: (202) 272-2074; Email: mquigley@ncd.gov

Is Montana Compliant with IDEA?

The National Council on Disability's report, Back to School on Civil Rights reports that Montana is significantly out of compliance with IDEA requirements measured (please note that the most recent monitoring report for Montana is from 1994).

FREE APPROPRIATE PUBLIC EDUCATION	Noncompliant
ESY	Noncompliant
Related Services	Noncompliant
Length of School Day	No information
Provision of Special Education	No information

FREE APPROPRIATE PUBLIC EDUCATION	Noncompliant
ESY	Noncompliant
Related Services	Noncompliant
Length of School Day	No information
Provision of Special Education	No information

IEPs	Noncompliant
Content	Noncompliant
Meetings	No information

TRANSITION SERVICES	Noncompliant
Notice	Noncompliant
Statement of services	No information
Meeting participants	Noncompliant

GENERAL SUPERVISION	Noncompliant
Incarcerated students	No information
Review of LEA applications	Noncompliant
Complaint management	Noncompliant
Resolved within 60 days	Noncompliant
Resolve Any Complaint	No information
State monitoring	Compliant

PROCEDURAL SAFEGUARDS	Noncompliant
Decisions within 45 days	Compliant
Content of Notice	Noncompliant

EVALUATION

Compliant

To read the Montana Report for yourself, go to:

http://specialednews.com/states/montana/mt-NCDreport.html

Budget Again Falls Short of Law's 40%

When Congress passed the original federal special education law, the intent was for the federal government to supply 40% of the dollars needed to fund the program. Over the years since 1975, the federal government has not come close to a 40% funding level. But in recent years there has been more serious talk in Congress about raising the federal contribution to bring it closer to 40%.

The Clinton Administration proposed budget for FY2001 shows an increase in special education funding of 4 percent. Some Congressional Republicans have complained that this modest increase is woefully inadequate.

One California Democrat, Rep. Matthew Martinez, believes states can get the additional special education funds they need from the federal government within 10 years. He has introduced legislation to fully fund IDEA with gradual increases in funding over the next decade.

Telephone Tools for Montanans who have Hearing or Speech Impairments

The Montana Telecommunications Access Program provides specialized telephone equipment on loan to qualified individuals with speech or hearing impairments. For more information, call 800-833-8503 or 406/444-1335, or write PO Box 202923, Helena MT 59620.

More Students with Disabilities Go to College

The percentage of college freshmen with disabilities has grown significantly, tripling from nearly 3 percent in 1978 to 9 percent in 1990. This means that one out of 11 freshmen have reported at least one disability, according to a HEATH Resource Center report, 1999 College Freshmen with Disabilities: A Biennial Statistical Profile. The HEATH Report also highlighted the following trends:

• Freshmen with disabilities are more likely than nondisabled students to enroll in two-year colleges.
• More students with disabilities are enrolling in four-year institutions than in 1991.
• More freshmen with LD are enrolling at four-year institutions (growing from 40 percent in 1991 to 46 percent in 1998), and fewer are enrolling at two-year colleges (decreasing from 59 percent to 52 percent).
• Compared to other freshmen with disabilities, students with LD are the least likely to have completed two years of a foreign language, and the most likely to have earned C or D averages in high school.
• When choosing a college, specific disability-support programs and the advice and support of teachers and guidance counselors are more important to freshmen with disabilities than to their nondisabled peers.
• Special programs offered by colleges were particularly important to freshmen with learning disabilities, even more so than freshmen with other disabilities (36 percent vs. 28 percent).
• Among students with disabilities, those with LD are the least likely to have been offered financial assistance as an incentive to enroll (24 percent vs. 30 percent).
• The number of freshmen with sight impairments has decreased significantly. Only 13 percent of freshmen with disabilities report being partially sighted or blind, as compared 32 percent in 1991.
• Freshmen with orthopedic disabilities are decreasing in numbers (9 percent in 1998; 14 percent in 1991).

A copy of the HEATH report can be ordered from HEATH at 800-544-3284 or downloaded in PDF (requires Acrobat Reader) at http://www.acenet.edu/bookstore/#sd.

TV Allowance

Do you want to limit your children's TV watching, but you don't know how to do it? Why not try this suggestion. At the beginning of each week, give your children an "allowance" of time that they can spend watching TV. Put the amount of time on a ticket in half hour increments. Use a hole punch to indicate when time on the ticket has been used. Once the children have spent their allowance of time, then there can be no more television watching until the children receive their next week's allowance. In special situations, like the World Series or the Olympics, children could earn additional time equal to the amount of time they spend in doing household chores or aerobic exercise. Setting limits this way keeps children from spending an unhealthy amount of time glued to the tube and teaches them to make choices that promote a healthy life-style. Having an actual ticket with holes punched in it provides a visual representation of just how much time is spent on TV. With this visual, there is no need to argue about how much television the child can watch.

Children's Disability Awareness Video

KidAbility, a newly released video, was created to provide for school-age children and youth with a glimpse into the lives of young people with disabilities.

Produced by Edit Point of Central New York, Inc., KidAbility is designed to introduce children to other children with disabilities and equip the viewers to be more sensitive and accepting toward people with disabilities.

Children host this video and educate the viewers, as well as themselves, about the 54 million Americans with disabilities. The hosts learn that people with disabilities do have limitations but that people are more alike than different. Profiles throughout the video include adults and children who talk candidly about their disabilities including cerebral palsy, blindness, spinal cord injury and deafness. Viewers see how they deal with obstacles in everyday life--from using a telephone to participating in sporting activities. Various assistive technology devices are highlighted as well as specific and helpful ways to communicate with individuals with disabilities.

This upbeat, fast-paced disability sensitivity and awareness is available for $89 plus $6.75 for shipping and handling. For more information, contact Program Development Associates, P.O. Box 2038, Syracuse NY 13220; phone 800-543-2119; web site http://www.pdassoc.com.

ASK PLUK???

The following questions are recent inquiries received by PLUK staff.

Q: We have had our eight year-old son tested privately by a neuropsychologist. The psychologist says that our son has a nonverbal learning disability. What does that mean? Will our son be eligible for special education?

A: There are many different kinds of learning disabilities that cause students with average to above average intellectual ability to underachieve in school. One of the less well known learning disabilities is sometimes called a "nonverbal learning disability." With this condition, the child may have a good vocabulary and be able to participate in class very well orally, but this child will show deficits in motor development, visual-spatial organization, and social behavior. Characteristics of children with nonverbal learning disabilities include: performance IQ significantly lower than verbal IQ; early speech and vocabulary development; remarkable rote memory skills; attention to detail; early reading skills development and excellent spelling skills; eloquent self expression; lack of coordination; severe balance problems; difficulties with fine motor skills (handwriting), faulty spatial perceptions; difficulties with spatial relations; lack of ability to comprehend nonverbal communication (body language), difficulties adjusting to transitions and new situations; and significant deficits in social judgment and interaction.

Whether or not your son will qualify for special education will depend on how well he is achieving in school and how well he is doing behaviorally. Share the information you have about your son's diagnosis with the school principal and ask that your son be evaluated for special education. If there is a severe discrepancy between your son's potential and his achievement, he may be eligible for special education as an LD student. Also, ask that he be evaluated by the occupational and physical therapists to determine if his physical clumsiness is interfering with tasks that he needs to perform at school. Be sure, too, that your son's social behavior is observed during the evaluation. A comprehensive evaluation that looks at social behavior, motor abilities as well as academics may well show that your son is in need of special education support.

Q: Our seven year-old son has been diagnosed by a neurologist as having ADHD. My husband has refused to put our son on stimulant medication. The boy is having a miserable time in school. He is not getting his work done and is constantly in trouble for misbehaving. His teacher keeps nagging me about the medication, but my husband is adamant about saying "no" to meds. It there any help for our son?

A: There are certainly other ways that your son can be helped in school besides giving him medication. You should ask to have him evaluated to see if he is eligible for special education under the category of Other Health Impaired. If your son is eligible, he can receive more one-on-one or small group instruction and the special educator can design a positive behavior plan to manage the behaviors that keep getting your son in trouble.

The decision about whether or not to consider medication is strictly up to you as parents. Let the school principal know your feelings about medication and ask that the topic not be brought up again. Keep the focus on academic and behavioral interventions that will help your child.

Q: Our twelve year-old daughter, who has learning disabilities and auditory processing problems, has had a very difficult time making the transition from sixth to seventh grade. Her grades have slipped and she has become very anxious about school. Her resource teacher does not communicate with me. What can I do to help my daughter?

A: It is not unusual for young people with learning disabilities to experience more problems when they enter middle school. At the middle school level, there are much greater demands for silent reading, writing longer essays, working independently without much feedback, and dealing with more abstract concepts in math, science, social studies, and literature. Also, middle school students usually interact with five or six different teachers each day. This means that the student has to adjust to several different sets of expectations and ways of organizing the classroom.

All of these changes in middle school may be overwhelming for your daughter. It is important that you ask for an IEP meeting immediately. Clearly, your daughter is going to need more support in order to be successful. Her academic load may need to be lightened. She may need to have the special education teacher help her with organizational tasks. She may benefit from learning to use word processing or a screen reader so that she can do her work more efficiently.

It may take a while to determine which supports are needed and most effective. Reassure your daughter that she and the IEP Team can experiment until the accommodations she needs are in place and working. Be sure that when you have a good plan for your daughter that the plan includes a mechanism for regular communication between home and school.

Q: What is discrete trial training.

A: Discrete Trial Training (DTT) is a teaching methodology that uses a highly structured series of lessons with clear beginnings and endings. The tasks are broken down into small steps (via task analysis) and repeated in multiple trials until the student achieves mastery. Positive reinforcement is used, beginning with tangible reinforcers and pairing that with social reinforcers. Eventually, the reinforcement schedule is decreased and the reinforcers become more social and age appropriate. Multiple levels of prompts are used, from assisted to verbal prompts, with fading back to the least prompts, until the child responds to a verbal directive.

This teaching technique works especially well in getting attention and gaining compliance. DTT is very effective with students who have uneven learning profiles; that is they have learned some higher level skills but have holes in their basic skills or have missed lower level skills. The step-by-step design of the curriculum in DTT ensures that students master all of the cognitive skills that are the basis for further learning.

Q: Our son who has autism has been in a highly successful home program using discrete trial training (Lovaas Method). Now that our son is old enough for school, we want the school district to continue the Lovaas program in the school setting. School officials have told us that we as parents have no say in the methodology that the school uses with our son. Is this true?

A: Generally speaking, school districts do have the right to choose the teaching methodology to be used with a specific child. The school district must prove, however, that the program it is offering will provide the student with a free appropriate public education (FAPE). Courts have determined that a school district provided or offered FAPE when the following four elements were present:

• The student has been properly evaluated using professionals with expertise and experience in the disability,
• The IEP has been individualized to meet the child's unique needs,
• The methodology or methodologies chosen have a research basis and have proved to be effective, and
• The district is offering a highly structured and supportive learning environment.

The parents, of course, must be involved in the evaluation process, the development of the IEP, and the determination of the student's placement. So the parents have the right to participate in all of the decisions affecting their child's education. You can certainly ask that the IEP include those elements of teaching which seem to be uniquely effective with your child--breaking down skills into small steps, providing many trials until mastery is reached, making sure that your child has mastered prerequisite skills before moving on to more complex skills. Be sure that the district keeps good data on how your child is responding to their program. If the data do not show progress within a reasonable amount of time, then you can certainly ask for a revision of the IEP and perhaps a change in methodology to one that is more likely to show progress.

Missing Persons

Over two years ago, we included Stan Klein's request for parents' essays for a book he is editing with Kim Schive. Now, Stan wants to publish two essays but is unable to find the address for either one. Can you help?

1. Margret Hageman. She describes herself as "public information coordinator for a statewide early childhood program at a university in the Northern Rockies. Margret has twin daughters who are now 14 or 15. One of the twins has a disability.
2. Donna L. Roberts. Donna is the parent of child with a rare disability, born 1965 or 1966. She worked as an advocate with other parents, started a school for their children, lobbied federal and state legislators, etc. Donna has worked in the field over 30 years.

If you have any ideas on how to find these individuals, please call or Email Stan at: 617-264-8989; stankbrkli@aol.com.

Parent Corner
Items of interest to parents

CHIP Information

Know someone who has no health insurance for their children? They may be eligible for a program run by DPHHS, the Children's Health Insurance Plan or CHIP.

To learn more about CHIP, contact your local medical professional, check the Internet at http://www.dphhs.state.mt.us/hpsd/medicaid/Chip.htm or call 1-800-421-6667.

Website for Kids with Disabilities

The Children with Disabilities Web site, part of a joint effort by several Federal agencies, provides information of itnerest to children with disaiblities, their families, and service providers. Topics include learning disabilities, physical disaiblities and information on advocacy, education, employment, health, recreation, training, and housing. The Web site can be accessed at: http://www.childrenwithdisabilities.ncjrs.org.

Highlighter Tape

Many children with learning disabilities benefit from being able to underline material in their textbooks. Highlighter tape is great for doing underlining in books that you do not own. It is removalbe and transparent so it can be used instead of a HiLiter pen. Plus, it has the added benefit of allowing people who don't know what to highlight to make mistakes and correct them easily. Highlighter tape can be ordered directly from Crystal Springs Books, 800-321-0401, or you may order online at their website: http://www.crystalsprings.com/shopsite_sc/store/html/teachingtools.html.

New Advocacy Publication

Reed Martin has just released a new publication, Advocating for Your Child with ADHD and LD. This 88 page manual has over 100 specific steps to be use used in getting your child the program he or she needs. Phone your order to: (304) 598-3406. The cost is $39.95 plus $3 for shipping and handling.

For more information and to order, visit: http://www.reedmartin.com/addmanual.html.

Behavioral Interventions Guide

The National Association of School Psychologists recently released the second edition of Behavioral Interventions: Creating a Safe Environment in Schools and has posted it on the web for download. The publication, created by NASP's National Mental Health and Education Center, offers tips and insight into how to handle the Individuals with Disabilities Education Act's new discipline provisions.

To download, go to http://www.naspweb.org/center/pubs.htm.

Prevent Teen Suicide

A statewide task force addressing suicide has recently been initated and linked to a national program. A major area of interest is teen suicide. Unfortunately, Montana has one of the highest teen suicide rates in the nation. To get involved, call Pat Brown at DPHHS, 444-4233.

Behavior Management for Teachers

The web site PROTEACHER has resources on behavior management which might be of interst to you: http://www.proteacher.com/030001.shtml.

LD Online Has New Features

LD Online has announced a new collaboration with leading learning disabilities expert, Richard Lavoie. Mr. Lavoie hosts a monthly feature called Ask Rick in which he answers three questions submitted by parents. To visit this new feature, go to: http://www.ldonline.org/askrick/.

Self-Service Gas Stations

The Department of Justice has published a one-page fact sheet on the requirements of self-serve gas stations to provide equal access to its customers with disabilities. Available at no charge from the ADA Center at 800-949-4232. The fact sheet is also available from the DOJ website at http://www.usdoj.gov/crt/ada/publicat.htm#anchor812598.

Patient Travel

Call the National Patient Air Transport Helpline (NPATH) at 800-296-1217 for information about coordination of transportation or free transportation to research studies and treatment sites. NPATH coordinates the Air Care System, a national network of charitable air transportation resources, combining the resources of the corporate aviation sector, commerical airlines, and private aviation. The mission of this alliance is to ensure that no financially needy patient is denied access to distant specialized medical evauation, diagnosis, treatment, and on-going care. The helpline provides access to information about all kinds of transportation assistance from individual flights to large-scale programs.

Cancer Web Page

Lifeatrix has launched a new web site, cancerpage.com, which provides cancer patients and their families with information about the disease. The site provides guidelines for various treatments, access to online communities, and personalized information tools to aid in both the treatment and recovery process. The treatment guidelines allows users to access information specific to their type and stage of cancer. In addition to the treatment guidelines, cancerpage.com offers online support groups with chat rooms, message boards, and a "Ask a Nurse" section that allows users to ask questions of a registered oncology nurse. http://www.cancerpage.com.

How Much Homework Is Too Much?

Many American schools assign their students more homework these days than they did in the past. Increases in the amount of homework were spurred by the belief that American school children needed to work harder if the United States was to maintain its leading place in the world economy. A second reason for more homework is legislative pressure to make schools accountable for results of mandatory standardized achievement tests now required in many states. Although additional homework may be associated with better performance by junior and senior high school students on standard achievement tests, a similar direct relationship has not been established for elementary students. Parents concerned about strong competition for acceptance in prestigious colleges and universities also have contributed to the push for more homework.

Investing a reasonable amount of time in homework contributes to a child's cognitive development and promotes what Erickson called "a sense of industry." The child who reaches this developmental landmark acknowledges responsibility for personal behavior and receives the special gratification that comes from doing a task well. Ideally, homework, which includes reading, writing, organizational skills and computer competency, adds to a child's knowledge base and organizational skills, while complementing and reinforcing classroom learning. A reasonable amount of homework, it has been suggested, is 10 minutes in the first grade, with increases of 10 minutes a year through seventh grade.

Hints for Homework

An important part of school success is doing homework assignments competently, completely, and on time. Here are some common sense guidelines for helping your child with getting homework done.

• Respect your child's need to "recharge" after school before starting homework. Some children want to have a snack, while others prefer to draw, do something physically active, play with a friend, read, listen to music, or watch a videotape.
• Establish a regular time and place to do homework.
• Make family activities that precede or follow homework, such as playing a game, cooking, or crafts, a regular part of the homework routine. Shared activities assure the children that they will have time with parents, making it less likely that they will seek parental attention while doing homework.
• While the child works, make sure siblings are not engaged in activities that may be distracting.
• Recognize that an occasional break from steady concentration on homework helps children stay on task.
• Be available to interpret assignments and answer questions. Though you should always be open to questions, your child should be responsible for doing his or her own homework by the age of 8 or 9. Think of yourself as a coach or consultant and not as a "doer" of homework.
• Some children benefit from having a parent nearby who is working quietly, too. By reading, writing letters, paying bills while the child is doing homework, you let the child enjoy your presence and turn to you with questions when necessary.
• If you feel that your child is spending too much time on homework or is needing too much help from you, contact the child's teacher and ask for guidance about how to handle this problem.
• Make sure the child establishes the habit of placing completed homework in a book bag ready to be taken to school.

Homework on Line

The following are websites that provide assistance with homework:

Homework Central: http://www.homeworkcentral.com

Ask Jeeves for Kids: http://www.ajkids.com

ABOUT.COM: http://homeworkhelp.about.com/teens/homeworkhelp/

SCHOLASTIC: http://teacher.scholastic.com/researchtools/index.htm

TEKMOM:RESOURCES FOR STUDENTS: http://www.tekmom.com/students/index.html

CYBERSLEUTH KIDS: http://www.cybersleuth-kids.com/

INFOPLEASE HOMEWORK CENTER: http://kids.infoplease.com/homework/index.html

B.J. PINCHBECK'S HOMEWORKHELPER: http://school.discovery.com/students/homeworkhelp/bjpinchbeck/

Parent Training Grants Available

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 by May 15, 2000. To receive a training grant application, contact the PLUK office at plukinfo@pluk.org, 1-800-222-7585 or (406) 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 $1200.00. PLUK staff are happy to assist parents in filling out applications.

Training must take place before July 1, 2000.

Support Group Grants Available

Parents, Let's Unite for Kids is also distributing money to support groups who would like to sponsor conferences or workshops that will bring training opportunities for parents of children with disabilities to their communities.

Support groups who would like to receive financial support for hosting training opportunities must fill out an application and return it to the PLUK office by May 15, 2000. To receive a training grant application, contact the PLUK office at plukinfo@pluk.org, 1-800-222-7585 or (406) 255-0540.

Applicants are selected on the basis of fair distribution by region/disability. Reimbursement is available for expenditures up to $1500.00.

Training must take place before July 1, 2000.

Accessible Nintendo

TeamXtreme makes it possible for people with disabilities to play any Nintendo, NES, Super NES or N64 video game, full speed, with anyone. For more information, visit: http://www.pathwaysdg.com. PDG has also provided a video on TeamXtreme for the TRIC/PLUK Library. Contact the library at triclibrary@pluk.org, 800-222-7585.

Web Site for Women and Girls with ADD

The ADDvance Magazine Resource Site for Women and Girls with Attention Deficit Disorder, is the only site on the web dedicated to providing information and resources for females with ADD. Visit the site at: http://www.addvance.com/.

Parent Conference Report
by Pam Stoddard

My name is Pam Stoddard from Dillon, MT. My husband, Seth, and I have a 5 1/2-year-old boy named Brock who was born with Spina Bifida. He is a very motivated child who is athletically minded. His first word was ball, he loves to "race," he enjoys competition and thrives on being challenged. We have been blessed to have Sheri Simkins, a wonderful pediatric physical therapist, working with Brock consistently over the past year. Everything she has done for him so far has had very positive results. She is highly recommending that we start Brock on an electrical stimulation program. So, Seth and I went with her to a workshop in Orlando, Florida the end of February to learn more about it. We are excited about the information presented at this workshop. We believe what we learned will make a profound difference in Brock's life. We want to share this information with parents of children with neurologic disability and the health care professionals who care for them in hopes that their lives will be healthier and more hopeful.

The workshop was put on by Karen Pape, M.D. and the TASC (technology assisted self care) Network. Karen Pape has worked with children for over 25 years who were born with or have developed early brain, or spinal cord injury. The TASC Network is a group of health professionals who have chosen to explore and integrate new treatments and technologies into the care of their patients. Many of the TASC practitioners have years of clinical experience and a vast expertise in a wide range of therapeutic and rehabilitation techniques. This conference was the first one offered for parents. There were 130 people who attended which consisted of children with neurologic injury, parents, and professional therapists. One mother traveled all the way from Ireland.

The main reason we attended the workshop was to learn about Threshold Electrical Stimulation (TES). Some children have muscles that are gradually distorted or pulled because of the unequal pull of a stronger muscle against a weak muscle. TES is an intervention aimed at balancing muscle function by treating the weak muscle. Children like Brock with low tone have muscle atrophy or muscles that are small and weak because of lack of movement and use. TES tends to grow muscle. TES is delivered through surface applied electrodes at low intensity. It is done overnight during sleep at home. TES can improve sensation also. We were told children with Spina Bifida who used TES had improvement in bowel and bladder continence. Eighty percent of them have reported improved bowel sensation. We are excited to get Brock started. We also learned that although TES can improve sensation and grow muscle we need to start Brock on a strengthening and exercise program in order to get the best results.

We were then introduced to a summer fitness 12-week strengthening and fitness program that can raise a child's performance 20-25%. This program involves getting the child into a swimming pool 6 days a week through the summer. We learned that water has many benefits for exercise. The first benefit is buoyancy or the tendency to float. Water decreases the body weight up to 90% and you automatically have an increased range of motion. It supports your joints and provides a resistive environment with little risk of injury. It is really hard to fall down in the water. So everybody who has a balance or coordination problem can learn to relax while moving. The water is a natural medium in which to practice a new motor skill. The half-hour of cardiovascular work that was recommended in the water can be a benefit to the whole family, especially if you are like the majority of people and could stand to lose a few pounds. In water, being heavier means you will lose faster. Another benefit of water is that you can stretch better in the water than you can on land. The last and most important thing about water is that it challenges the whole brain. Water walking or jogging is not a habitual motion. It is not a learned motion. It is something that the child has to concentrate on in order to master. This allows us to get a peek at what the neurology is actually like underneath all of the abnormal habitual movements. By training the more normal movements in the water, we can expect to transfer the new skills out into the real world. The major reason children walk with difficulty is weakness, not neurolology. For one of the conference sessions we all met at a swimming pool. Children and teens with neurologic disability and their parent or therapist got into the pool with a special vest on called the WetVest that kept them upright in the water. We saw children who cannot walk on land walk in the water. It was a very rewarding experience for all of us.

Stretching and increasing flexibility is the start of any exercise program. We learned that all of us need to make time for stretching and exercise. There are good studies in the rehabilitation of adults who have suffered a stroke that indicate if the person has ever been in shape, their rehabilitation, even twenty or thirty years later, is up to twice as fast as those who have been continuous couch potatoes.

Children with neurologic disability need to be stretched and moved through a full range of motion twice a day. Our responsibility is to make this a habit, just like brushing our teeth every day is habit. It is easier on the child and the parent if you work out a family routine that involves either soaking in a hot tub for five to ten minutes and stretching or using a heating blanket to warm up the muscles prior to the stretch. No intelligent athlete stretches cold and yet we nearly always attempt to stretch our children's muscles in a cold state. Since we have returned from the conference, our therapist has done some flexibility tests on Brock. Brock has tight knees and hips. That tightness is there when he is standing trying to walk with his walker. I believe if I continue his stretching program, he will be able to stand straighter which will make it easier for him to walk.

We saw three teens with neurologic disorders who were attending the conference go to the front of the room at different times, and they would walk back and forth in front of us. They were good sports as we discussed their habitual walk. They limped, walked slow, and took small steps. Karen would then start walking with them and would encourage them to walk faster. Then she would have some special music started. The music didn't have any words and was layered in a way so they used other parts of the brain to listen. We actually saw their walk improve. The limp was not as obvious, the stride was longer. They walked better. As soon as she would stop the music, thank them, and let them return to their seats, they went back to their habitual walk.

Probably one of the most impressive things we saw was of a 37-year-old doctor who was born with cerebral palsy who decided she wanted to learn how to defend herself at age 35. She and her coach were at the conference. They demonstrated some of the things she has learned to do in martial arts. She is getting ready to test out for her black belt without any special accommodations for her disabilities. Now this doctor and her coach are teaching martial arts classes to children with cerebral palsy. They have 50 children currently enrolled. We were able to watch on video some of the children in those classes. They also taught a few children that were there at the conference some basic moves. They were thrilled with what they learned, and we learned by watching, when and where to add specific sports and not to let the disability limit the choice.

We learned about the importance of nutrition. Underweight children need to put weight on so they have energy. Overweight children need to slim down so they can move more freely. It was said that for every excess unit of 10 pounds they carry, the child or teen loses at least ten percent of functional ability. Regular physical activity combined with healthy eating habits is the most efficient and healthful way to control your family's weight. It is also an important part of a healthy lifestyle. Make physical activity part of your family's everyday routine. Twenty minutes a day of movement can be very beneficial for people who are used to doing nothing. Your child's future is in your hands. Why not make that future as easy for them as possible. The point is not to make physical activity an unwelcome chore, but to make the most of the opportunities you and your family must be active.

We learned how important rest is. Most children with a physical disability spend the majority of their lives exhausted. They have an increased workload involved in every movement they make. The additional time commitments for extracurricular activities also take time from their busy days and the result is far too little rest. Children need a minimum of 10 hours of sleep a night. Adolescents need 9 hours and 15 minutes of sleep a night. During puberty they have an even greater rest/sleep need because of their rapid growth rate. One study found that poor conduct and aggressive behaviors were highly associated with shorter sleep and later sleep start times. These results signal important relationships between sleep quantity and behavioral difficulties in adolescents.

If you ever get a chance to attend one of these workshops put on by Karen Pape and the TASC Network, I highly recommend going. It was interesting, motivating, inspiring, and very worthwhile.

If you have any questions or want more information and want to be put on the TASC Network mailing list you can call 1-877-827-2242 or find them on the Internet at http://www.tascnetwork.net or Karen Pape at kep@mayatek.com.

Summer Activities Guide

Camp Huff'N Puff
Sponsored by the American Lung Association of the Northern Rockies, Camp Huff'N Puff is preparing for its 24rd season. The camp is for children with breathing problems, including cystic fibrosis and asthma. Sponsors of the camp say that Camp Huff'N Puff is more than a place; it is an enthusiastic, confidence-building experience for children with breathing problems. The camp provides youngsters from 7 to 13 with the opportunity to explore the back country and enjoy normal camp activities like trail hikes, target shooting, games like volleyball and softball, naturalist-led walks, arts and crafts and special programs.

In addition, Camp Huff'N Puff provides 24-hour attention from a physician and nurse. Campers requiring medication receive careful attention to their medical routines and all prescribed medicines are dispensed by the nurse. Educational films and discussions about breathing problems are part of the schedule.

Camp Huff'N Puff will be located at Luccock Park in Livingston, July 16-22, 2000.

To register or volunteer for camp, contact:

American Lung Association of Montana

825 Helena Ave.

Helena, MT 59601-3459

1-800-LUNG-USA or 406/442-6556.

EASTER SEAL CAMPS
Easter Seals Washington operates camping sessions beginning in June through August for children and adults with developmental and physical disabilities. These programs are structured to allow participants to enjoy a normal camping experience despite their disabilities. Camp Easter Seal West is located on the south side of Vaughn Bay about 11 miles west of Purdy, Washington. Camp Easter Seal at the Loup is a new camp in development in the North Cascade Mountains in the Methow Valley. Accommodations for campers include cabin and longhouse dormitories with separate dining rooms, activity and recreation rooms and craft shops. A swimming pool and hydrotherapy pool were installed on the grounds of Camp Easter Seal West.

Activities at both camps are structured around the campers' maximum enjoyment of the facilities' natural settings. Activities include fishing, swimming, arts and crafts, nature study, cookouts, evening campfires and outpost camping.

Cost for each camping session is $750. Transportation arrangements are the responsibility of the camper.

Easter Seal Camps fill up quickly. Latecomers will be placed on a waiting list. For more specific information or to obtain an application form, contact:

Easter Seals

Camping & Respite

P.O. Box J

Vaughn, WA 98394-0313

253.884.2722

253.884.0200 (fax)

http://www.seals.org

camp@seals.org.

Christikon Camp for the Developmentally Disabled
Christikon Camp season will be held this year from June through August. The session offers opportunities for growth in caring relationships and for enjoyment of the mountain setting. Christikon lies along the Boulder River in the mountains just north of Yellowstone National Park, about 50 miles south of Big Timber, Montana. The camp facility includes cabins with bunks for sleeping, central bath houses, and a central dining/meeting building.

The camping session is designed for adults only. Because its facilities have many steps and are not barrier-free, individuals using wheelchairs or who have limited mobility would have a great deal of difficulty participating in the program.

Christikon Camp is an outdoor ministry of Lutheran congregations in southern Montana, and it is affiliated with the Evangelical Lutheran Church in America. However, the goal of the camp for persons with developmental disabilities is personal growth and enrichment, rather than religious instruction.

The camp fee is $76-$200 per week. Call 406/656-1969 for information or to receive an application. You may also send e-mail to christikon@aol.com or visit their website at http://members.aol.com/christikon.

Talking with Technology
Talking With Technology Camp is a week long program developed by The Children's Hospital of Denver for children, ages 6-18, who use augmentative and alternative communication (AAC) systems. The camp is held at Rocky Mountain Village in Empire, Colorado. The deadline each year is April 1st. Applications and information are available on the Children's Hospital website or by telephone.

Tracy Kovach, Speech Pathology

Children's Hospital

1056 E 19th Avenue #B030

Denver CO 80218

303/861-6024

Kovach.Tracy@TCHden.org

http://www.ChildrensHospitalDen.org.

Building Bridges Camp
Building Bridges Camp is a unique overnight camp opportunity for children and young adults who use Augmenative and Alternative Communication (AAC) devices. The program is designed to give these individuals an opportunity to develop their communication skills in a fun, motivating, no-pressure environment. Building Bridges Camp is also a training program for teachers, speech pathologists, classroom assistants, and others who support AAC using students.

The Building Bridges Camp program is specially designed to promote learning about Augmentative and Alternative Communication systems by both children and adults. Like any camp, Building Bridges is a good opportunity for kids to develop increased independence, so parents do not attend. The program reinforces the idea that communication is powerful, fun and that there is always a way to let your thoughts be known.

Building Bridges Camp and Training Institute takes place at Camp Harmon, owned and operated by the Easter Seals Society and located in the Santa Cruz Mountains of central California.

Building Bridges Camp and Institute serves three distinct sets of individuals:

• Children and young adults who use Augmentative/Alternative Communication devices
• Siblings or close friends of AAC users
• Teachers, Speech-language pathologists, instructional assistants or other school/home support person.
  545 Eucalyptus Avenue
  Hillsborough, California 94010-6404 USA
  Telephone: (650) 696-7295
  Fax: (650) 342-7598
  http://www.bridgeschool.org

National Easter Seals Camping & Leisure Services
Easter Seals camping and leisure programs provide a unique experience for adults and children with disabilities. The opportunity to participate in these activities provides exercise and social interaction - not to mention lots of fun! - as well as a welcomed respite for campers' families and caregivers. Camp programs are available through many Easter Seals nationwide. For a list of camps call 1-800-221-6827 or check their web site at http://www.easter-seals.org.

American Camping Association
American Camping Association is a community of camp professionals and is dedicated to enriching the lives of children and adults through the camp experience. Use the Interactive Camp Database to find one of over 2,000 ACA-accredited camps. Only one in four camps meet these high standards. Accreditation pre-sorts your camp options. It identifies those programs which offer a solid foundation of health, safety, & program quality. Call 1-800-428-428-2267 or visit their web site at http://www.ACAcamps.org.

Muscular Dystrophy Camps
Each year MDA supports nearly 90 summer camps across the country. Whether in Alaska or Hawaii, in California or New York, at MDA camp barriers simply do not exist. Skills are developed and taught for year-round use and a child with a disability can just be a child among friends. Any child from 6-18 with one of the 40 neuromuscular diseases recognized by the Muscular Dystrophy Association may attend camps. There is no cost to parents for these camps. For more information on camps in Montana, contact the Muscular Dystrophy Association at 406/655-9000. For information on other summer camps around the country, call 1-800-572-1717 or visit their web site at http://www.mdausa.org.

Camp Diamont & Teen Retreat
Camp Diamont was organized in 1970 by the American Diabetes Association, Montana Affiliate. It is held at Hyalite Junior Youth Camp south of Bozeman in Gallatin County.

The Teen Retreat was established in 1985 as an alternative camping program for young adults. It will take place at the Circle Bar Guest Ranch in Utica, Montana.

The American Diabetes Association, Montana Affiliate is responsible for the organizaiton and operation of the only camping programs for youth with diabetes in Montana.

For more information, and to request an application form, contact:

ADA Montana

PO Box 2411

Great Falls, MT 59403

(406) 761-0908

Diabetes Camping Association
For information on camps for children with diabetes, call 510-937-3393 or visit their web site at http://www.childrenwithdiabetes.com.

Therapeutic Riding = Fun
Therapeutic Riding is a special form of therapy that makes use of horses to aid children and adults with disabilities in their physical, psychological and social well being.

The North American Riding for the Handicapped Association (NARHA) is a network of more than 450 centers across the country that may offer therapeutic riding and any number of equine activities for individuals with just about any kind of disability. The association may be contacted at:

NARHA

PO Box 33150

Denver CO 80233

(800) 369-RIDE (7433), (303) 452-1212

FAX: (303) 252-4610

Fax-on-Demand: (303) 457-8496

narha@narha.org

http://www.narha.org.

Butte Special Riders*

102 Country Club Lane

Butte, MT 59701

Phone: (406)494-5954

Eagle Mount - Bozeman

6901 Goldenstein Lane

Bozeman, ID 59715

Phone: (406) 586-1781

Eagle Mount Great Falls

9 3rd St., Suite 1

Great Falls, MT 59401

Phone: (406)454-1449

Helena Riding Academy

P.O. Box 5173

Helena, MT 59604-5173

Phone: (406)447-6101

Midland Empire Riding Academy for Handicapped*

1439 Barrett Rd.

Billings, MT 59105

Phone: (406)259-2958

Miller Creek Therapeutic Riding Program

4845 Lower Miller Creek Rd.

Missoula, MT 59803

Phone: (406) 251-3836

S.A.M.S. Riders, Inc.

330 Lore Lake Rd.

Kalispell, MT 59901

Phone: (406) 752-6716

Special Adventures
TRIPS, Inc. is a travel company based in Eugene, Oregon, which provides travel opportunities to people of varying abilities. The special adventures organized by this company are intended to create an environment that promotes personal and emotional growth, friendship, and learning.

The trips are designed for people with developmental disabilities and other disabilities which require staff/chaperone assistance for a safe and enjoyable vacation.

TRIPS, Inc. can accommodate individuals who use wheelchairs or those who require their own chaperone for safety. If a traveler requires a "two person transfer" or regularly requires one-on-one assistance for their safety, TRIPS, Inc. can arrange for a one-on-one trained chaperone to address a particular need at approximately 100% of the trip cost or the traveler can bring a friend or support person at a reduced cost.

For more information or a brochure listing upcoming trips, contact:

TRIPS, Inc.

960 E. 19th Street

Eugene OR 97403; 1-800-686-1013

trips@tripsinc.com

http://www.tripsinc.com

Eagle Mount
Eagle Mount is a private, nonprofit corporation that provides recreational opportunities year-round for children and adults with disabilities in the Bozeman, Billings, and Great Falls areas. Programs for summer include swimming, field trips, golf, and much more for children, teens and adults. For specific information on programs in each location or if you are interested in volunteering, contact the following:

Bozeman -- 406/586-1781
Billings -- 406/245-5422
Great Falls -- 406/454-1449.

Hygienic Odorless Toilet

Pat Schildt of Browning has designed and patented a new toilet design for people with disabilities using feedback from people with disabilities around the state. If you are interested in more information on it's features and accessibility, he has prepared a video that is available in the TRIC/PLUK library. You may contact Pat directly at patschildt@hotmail.com, PO Box 1777, Browning MT 59417, or telephone 406-450-8180.

Public Comment on ADA and ABA Accessibility Guidelines

On November 16, 1999, the Access Board proposed updated guidelines for facilities in the private and public sectors under the Americans with Disabilities Act (ADA) and the Architectural Barriers Act (ABA). These guidelines are available for public comment until May 15, 2000. Comments can be submitted by mail, e-mail, or fax as instructed in the proposed rule, which is available on the Board's website: http://www.access-board.gov.

The proposal would update the ADA Accessibility Guidelines (ADAAG), which cover the construction and alterations of facilities in the private and public sectors covered by the ADA. It also would revise guidelines under the ABA, which applies to facilities in the Federal sector arid others designed, built, altered, or leased with Federal funds. This comprehensive proposal, which was published on November 16, 1999, would update both the substance and format of the existing guidelines and provide new figures and advisory material.

The proposed rule includes information on submitting comments electronically or by mail. E-mailed comments on the rule should be sent to docket@Access-board.gov and must include the full name and address of the sender in the text to receive consideration.

FOR FURTHER INFORMATION CONTACT: Marsha Mazz (on the ADA Accessibility Guidelines) and Jim Pecht (on the ABA Accessibility Guidelines) Office of Technical and Information Services, Architectural and Transportation Barriers Compliance Board, 1331 F Street, NW., suite 1000, Washington, DC 20004-1111. Telephone numbers (202) 272-5434 extension 121 or extension 128 (voice); (202) 272-5449 (TTY). E-mail address: TA@access-board.gov.

Institute for Applied Behavior Analysis Workshop

The Developmental Disabilities Program (DDP) of the Department of Public Health and Human Services (DPHHS), in concert with Spring Meadow Resources, Inc., is sponsoring a three day Institute for Applied Behavior Analysis (IABA) workshop on 5/16/00 through 5/18/00 at the Cavanaugh's Colonial Hotel Best Western in Helena.

This three day event would be useful for a wide range of staff. Direct service workers, Field Service Specialists, case managers, program managers and others involved in the client planning process are potential attenders. Family Support Specialists, parents, special education teachers and aides would also benefit from the skills imparted.

WORKSHOP REGISTRATION
Registration fee covers the IABA workshop fee, rental of meeting space, workshop hand outs and coffee, tea and decaf. All attenders of this training will be required to pre register. Registrations will be accepted on a first come, first served basis. Registration forms and remittance must be received by 5/1/00.

Registration fee is $120 for the 5/16, 5/17 two day session, $60 for the 5/18 one day session and $180 for all three days.

For registration forms and information, please contact:

DDP/DPHHS

ATTN: Heather Lambert

PO BOX 4210

HELENA, MT 59604

406-444-2995

406-444-0230 (fax)

hlambert@state.mt.us (e-mail)

Payment must be received by the DDP office on or before 5/1/00. Enrollment will be first come, first served until the meeting space is filled (200 attenders per day). Persons registering after all available meeting space has been taken will be asked if they want to remain on a waiting list, in the event of cancellations. Written notice of a request for a cancellation must received in the DDP Central Office on or before 5/1/00 to be eligible for a full refund of the tuition fee. After 5/1/00, staff substitutions are welcome, but refunds of the tuition fee will not be available. Please call Heather Lambert in the DDP Central Office at 444-2995 (phone) or 444-0230 (fax) or hlambert@state.mt.us (e-mail) if you choose to send a substitute in the event of a cancellation.

Please do not hesitate to call Perry Jones at 444-5662 if you have questions or concerns.

CANCELLATION POLICY
Written cancellations received by Heather Lambert at the DDP central office prior to 5/1/00 will be fully refunded. Staff substitutions are welcome. Registrants canceling after 5/1/00 will not be eligible for a refund; the agency is encouraged to send substitutes. In the event you elect to send one or more substitutes, please call Heather Lambert, IABA Registrar in DDP central office. She can be reached at: phone-(444-2664), fax-(444-0230) or e-mail <hlambert@state.mt.us>. Please indicate the name of the person(s) who cannot attend, and the name(s) of the substitute(s), including work mailing address and work phone number.

You should make your room reservations as soon as possible. There will be other events taking place in Helena in mid May, and it will be difficult or impossible to obtain rooms at state rates if you do not act quickly. The low room rates are guaranteed only until 4/15/00. After that, room rates may increase. A list of the establishments offering state rates for this function is enclosed. When making your room reservations, let the reservation desk know that you are part of the IABA training group, and verify that you will be charged $36.40 per night for single occupancy or confirm the posted rates per person for double occupancy, bed tax inclusive.

Want to know more about the IABA? Check out their website at http://www.iaba.com. Information regarding the upcoming training event in Helena can be reviewed under "Training and Seminars"; the three day Helena session is identical to those cities with matching seminar titles (e.g., Iowa City, Iowa)

Feel free to give me a call at 444-5662 if you have any training related questions. My e-mail address is pjones@state.mt.us.

I hope to see you in Helena!

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.

Larry Hanson, Fourth Grade Teacher, Bryant School, Helena
"Mr. Hanson included Ethan Oberst in his fourth grade class for eight years in two different schools. Larry made every effort to involve Ethan in the class, and he also helped the fourth graders to get to know Ethan and value his contributions. When Ethan died, Mr. Hanson helped to organize Ethan's Memorial Service--a celebration of Ethan's life and the impact this one child with disabilities had on a generation of Helena children who came to know Ethan in Mr. Hanson's fourth grade. Larry exemplifies the deepest values of good teaching--caring, challenging and encouraging the young to be the best that they can be."

Elly Driggers, Resource Teacher, Central School, Helena
"Elly Driggers is one unique woman. Her positive attitude, enthusiasm and fun-loving ways are appreciated by all of those who work with her. Her professional techniques are continually changing, being unpdated to meet the needs of her students, their families and her staff. My being able to actually watch her interact with her students and staff, gave me a better understanding of why this program is successful. Elly gives of herself from her heart, believes in the kids, and is unselfish about giving her time to those she serves."

Terri Beede, Resource Teacher, Irle School, Glasgow
"Terri is a very warm, responsive person. She has gone the extra mile making parents of students with disabilities feel part of the team. She shows interest in their ideas and listens carefully to their concerns and wishes for their child."

Matt Genger, Elementary Principal, Fairfield
"Mr. Genger has a wonderful attitude toward students with disabilities. He spends individual time with each student, observing them and enjoying each one. He accepts kids for who they are. He makes a special effort to go to the special education room once and sometimes twice a day to see the children and acknowledge their accomplishments. He speaks to the students at their level. When the special education staff needs to attend a meeting or training, Mr. Genger will substitute as the teacher. He not only has respect for all the students, but the students and staff have respect for him."

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 by email at jsand@pluk.org. Materials will be mailed out anywhere in the state of Montana at no charge.

1. A child's needs, workbook Mediating permanency outcomers: parent empowerment workbooks/Etter, Jeanne/Child Welfare League of America, Inc.440 First Street, NW, Third Floor, Washington, DC 2001-2085/Parenting/PAR275
2. A regular kid, that's me//Tourette Syndrome Association42-40 Bell Blvd, Bayside, NY 11361/Attention Deficit Disorder/Hyperactivity/V-ADD42
3. ADHD what can we do/Barkley, Russell A./Guilford Publications, Inc.72 Spring Street, New York, NY 10012/Attention Deficit Disorder/Hyperactivity/V-ADD44
4. ADHD what do we know/Barkley, Russell A./Guilford Publications, Inc.72 Spring Street, New York, NY 10012/Attention Deficit Disorder/Hyperactivity/V-ADD43
5. Adventures in peacemaking, 2nd Edition conflict resolution activity guide for early childhood educators/Kreidler, WilliamWhittall, Sandy TsubokawaDoty, NanJohns, Rebecca/Educators for Social Responsibility and Work/Family Directions930 Commonwealth Ave. West, Boston, MA 02215/Social Skills/SOC89
6. Advocating for your child with AD/HD and LD/Martin, Reed, J.D./Reed Martin Conferences and PublicationsPO Box 487, Morgantown, WV 26507/Advocacy/ADV214
7. All about me!/DePompel, RobertCluett, Bob/L & A Publishing/Training708 Young Forest Dr, Wake Forest, NC 27587/Head Injury/HEA146
8. Americans with Disabilities Act questions and answers//National Institute on Disability and Rehabilitation Research/ADA/ADA31
9. Attention deficit disorders, learning disabilities, and how schools misuse 'severe discrepancy' formulas to deny our children the services they need/Martin, Reed, J.D./Reed Martin PublicationsPO Box 487, Morgantown, WV 26507/Advocacy/ADD242
10. Autism and play/Beyer, JannikGammeltoft, Lone/Jessica Kingsley Publishers325 Chestnut St, Philadelphia PA 19106/Autism/AUT252
11. Babies with down syndrome 2nd EDITION a new parent's guide/Stray-Gundersen, Karen/Woodbine House, Inc.6510 Bells Mill Road, Bethesda, MD 20817/Down Syndrome/DOW78
12. Back to school on civil rights - advancing the federal commitment to leave no child behind//National Council on Disability1331 F St., NW, Suite 1050, Washington DC 10004-1107/Advocacy/ADV218
13. Bipolar child the definitive and reassuring guide to childhoods's most misunderstood disorder/Papoloa, Demitri, M.D.Papoloa, Janice/Broadway Books / Random House1540 Broadway, New York, NY/Bipolar Disorders/EMOmoo18
14. Bipolar disorders a guide to helping children and adolescents/Waltz, Mitzi/O'Reilly101 Morris St, Sebastopol, Ca 95472/Bipolar Disorders/EMOMOO17
15. Bridges to reading 2nd EDITION what to do when you suspect your child has a reading problem//Schwab Foundation for Learning1650 S Amphlett Blvd #300, San Mateo, CA 94402/Learning Disability/LEA295
16. Building the bonds of attachment awakening love in deeply troubled children/Hughes, Daniel A., Ph.D./Jason Aronson Inc230 Livingston St., Northvale, NJ 07647/Foster Homes/FOS24
17. Captain Tommy/Messner, Abby Ward/Potential Unlimited PublishingPO Box 218, Stratham, NH 03885/Autism/CHB203
18. Changes in self awareness among students with brain injuries/Sohlberg, McKay Moore, Ph.D.Todis, Bonnie, Ph.D.Glang, Ann, Ph.D./L & A Publishing/Training708 Young Forest Dr, Wake Forest, NC 27587/Head Injury/HEA147
19. Classroom interventions for ADHD/DuPaul, George J.Stoner, Gary/Guilford Publications, Inc.72 Spring Street, New York, NY 10012/Attention Deficit Disorder/Hyperactivity/V-ADD45
20. Clinical practice guideline report of the recommendations Autism/Pervasive Developmental Disorders assessment and intervention for young children (age 0-3 years)//New York State Dept. of HealthPO Box 7126, Albany, NY 12220/Autism/AUT250
21. Discover your child's learning style children learn in unique ways-here's the key to every child's learning success/Willis, MariaemmaKindle Hodson, Victoria/Prima PublishingPO Box 1260BK, Rocklin, CA 95677/Learning Disability/LEA298
22. Essential guide to prescription drugs 1997 Edition everything you need to know for safe drug use/Rybacki, James J., Pharm.D.Long, James W., M.D./Harper Collins10 East 53rd St., New York, NY 10022/Drug Information/MED37
23. Essential guide to prescription drugs 2000 Edition everything you need to know for safe drug use/Rybacki, James J., Pharm.D.Long, James W., M.D./Harper Collins10 East 53rd St., New York, NY 10022/Drug Information/REFERENCE
24. Every single student - a peer resource manual on standards-based education and students with disabilities/Landau, Julia K.Romano, Carolyn A.Vohs, Janet R./Federation for Children with Special Needs1135 Tremont St., Ste 420; Boston, MA /Education/EDU290
25. Feed all my sheep - a guide and curriculum for adults with developmental disabilities/Clark, Doris C./Geneva PressLouisville, Kentucky/Christian education/EDU291
26. First years last forever - I Am Your Child/Reiner, Rob/Reiner Foundation/Parenting/V-PAR46
27. Funding of assistive technology work incentives for persons with disabilities under the social security and SSI programs/Sheldon, James R., Esq./Assistive Technology Funding ^ Systems Change ProjectUnited Cerebral Palsy Ass., Suite 700, 1660 L Street, N.W., Washington, DC 20036/Technology/TEC62
28. How it feels when parents divorce/Krementz, Jill/Alfred A. KnopfNew York, NY/Parenting/PAR274
29. Ian's walk - a story about autism/Lears, Laurie/Albert Whitman & Co.6340 Oakton St, Morton Grove, ILL 60053/Autism/CHB202
30. Inclusive programming for elementary students with autism/Wagner, Sheila, M.Ed./Future Horizons, Inc.720 N Fielder Rd., Arlington, TX 767012/Autism/AUT254
31. Keys to access encouraging the use of mediation by families from diverse backgrounds/Engiles, AnitaFromme, CathyLeResche, DianeMoses, Phipip/CADRE (Consortium for Appropriate Dispute Resolution in Special Education)PO Box 51360, Eugene, OR 97405/Mediatiion/ADV219
32. Learning disabilities and ADHD a family guide to living and learning together/Osman, Betty B., Ph.D./John Wiley & Sons, Inc.New York, NY/Learning Disability/LEA297
33. Looking at options, workbook Mediating permanency outcomers: parent empowerment workbooks/Etter, Jeanne/Child Welfare League of America, Inc.440 First Street, NW, Third Floor, Washington, DC 2001-2085/Parenting/PAR276
34. Medicare, managed care and AAC devices Funding augmentative and alternative communication devices through medicare/Golinker, Lewis, Esq.Sheldon, James, Esq./National Assistive Technology Advocacy ProjectBuffalo, NY/Technology/CER62
35. No body's perfect everybody's special //Video Architects, Attainment Co.PO Box 930160, Verona, WI 53593/Inclusion/V-PHY13
36. Obsessive compulsive disorder the facts 2nd EDITION/de Silva, PadmalRachman, Stanley/Oxford University PressNew York, NY/Obsessive Compulsive Disorder/EMOANX19
37. Obsessive compulsive disorder new help for the family/Gravitz, Herbert L., Ph.D./Healing Visions PressSanta Barbara, CA/Obsessive Compulsive Disorder/EMOanx18
38. Out of the junglea survival guide with compass/Foster, Constance/Dilligaf Publishing64 Court St., Ellsworth, Maine 04605/Obsessive Compulsive Disorder/EMOANX17
39. Pathways to employment resource directory Promoting job placement and training for people with disabilities//College of Education & Human ServicesMSU-Billings1500 North 30th St, Billings MT 59101/Vocational Training/RES39
40. Person centered planning and outcome management maximizing organizational effectiveness in supporting quality lifestyles among people with disabilities/Everson, Jane M.Reid, Dennis H./Habilitative Management Consultants, Inc.PO Box 2295, Morganton, NC 28680/Staff Training/STA149
41. Pervasive developmental disorders finding a diagnosis and getting help/Waltz, Mitzi/O'Reilly & Ass., Inc.101 Morris St, Sebastopol, CA 95472/Pervasive Developmental Disorders/AUT251
42. Raising a handicapped child Revised and Expanded Edition a helpful guide for parents of the physically disabled/Thompson, Charlotte E., M.D./Oxford University Press198 Madison Ave., NY,NY 10016/Physical Disabilities/PHY76
43. Reclaiming youth at risk our hope for the future/Brendtro, Larry K.Brokenleg, MartinVan Bockern, Steve/National Educational Service1252 Loesch Rd., Bloomington, Indiana 47404//EDU292
44. Special educator's complete guide to 109 diagnostic tests How to select and interpret tests, use results in IEPs and remediate specific difficulties/Pierangelo, Roger, Ph.D.Giuliani, George, Psy.D./The Center for Applied Research in Education (Prentice Hall Publisher)West Nyack, NY 10994/Assertiveness/ASS232
45. Straight talk about autism with parents and kids Childhood issues//Attainment Co., Inc.PO Box 930160, Verona, WI 53593/Autism/V-AUT70
46. Straight talk about reading how parents can make a difference during the early years/Hall, Susan L.Moats, Louisa C., Ed.D/Contemporary Books4255 West Touhy Ave., Lincolnwood, IL 60712/Reading/LEA299
47. Supplemental security income and the family law attorney using creative alimony, child support and property settlements to maximize SSSI, Medicaid and create funding for assistive technology/Sheldon, James R., Esq.Straube, Diana, Esq./Nat. Assistive Technology Advocacy Project295 Main Street, Room 495, buffalo, NY 14203/SSI/TEC59
48. Tactics and strategy manual Wrightslaw Advocacy Series/Wright, Peter W.D., Esq.Wright, Pamela Darr, MA, MSW/Harbor House Law PressPO Box 480, Hartfield, VA 23071/Advocacy/ADV217
49. Toilet teaching with your special child/Gilpin, MichelleHarris, Dorothy/Thames Valley Children's Centre, Carter's Printing of London, Ltd.London, Ontario, Canada (see Comments section; next screen)/Life Skills/SKI133
50. Toilet training for individuals with Autism and related disorders a comprehensive guide for parents and teachers/Wheeler, Maria, M.Ed./Future Horizons Inc.721 W Abram St., Arlington, TX 76013/Skills/SKI135
51. Unlocking the potential of secret ininformation and questions for parents and physicians who want to learn more about Secretin as its use is explored in Autism and other disorders/Beck, Gary & VictoriaRimland, Bernard, Ph.D./Autism Research Institute4182 Adams Ave., San Diego, CA 92116/Drug Information/AUT255
52. Wrightslaw: special education law/Wright, Peter W.D.Wright, Pamela Darr/Harbor House Law PressHartfield, VI 23071/Legal/ADV215

Ways to Help PLUK

• 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.
• Shop online and register at PLUK's online shopping village: http://www.pluk.greatergood.com. 5-15% of the purchase price goes directly to PLUK at no cost to the purchaser.

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 = imac
password = graphite

You may purchase items such as a refurbished iMac for $646. 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.

What is PLUK?

PLUK is a statewide, self-help organization of p