| PLUK Home Page | What's New??? | PLUK Facts | Newsletters | Publications | Links |

PLUK News April/May 2000 Volume 14 Number 9/10
	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

Kelker Resigns Special Education Monitoring Report The Voice of PLUK Parents was Heard Smaller Schools Stem Poverty's Power Administrators & Teacher Recognized Parents Invited to Present State Improvement Grants Ticket to Work/Incentives Act Congress Considers Insurance Buy-In Full Funding for IDEA by 2010 Miorities & Students w/Disabilities Ashcroft Tries Discipline Amendment ASK PLUK??? Parent Corner

More Summer Activities Travelers with Disabilities Information Communication Game for Families Early Diagnosis of Autism Top Corporations Tackle Employment Reading Pathfinder Web Site Switch-Adapted JamCam Digital Camera Honor Roll What's New in the TRIC/PLUK Library?? 10 Ways to Help PLUK Unlimited Internet Access at $10 per Month What is PLUK? PLUK Publications PLUK Facts

Executive Director Position Announcement

Pioneering non-profit seeks creative leader. Parents, Let's Unite for Kids, a statewide self-help organization of families reaching out to other families, has a range of services for families, adults and children with disabilities, educators, and professionals. The organization advocates for best practises in the fields of education, human services, technology, rehabilitation, medicine, and the law. The Executive Director's responsibility is to secure funding, manage a $350-$500K budget, ten to fifteen person staff, contracts, reporting, and a variety of projects. Salary negotiable. Equal Opportunity Employer. Date: ASAP

Family Support Information Specialist Position Announcement

PLUK is seeking a full-time skilled individual to coordinate information and advocacy services in Billings. Date: ASAP

Details on these position announcements may be viewed on the PLUK website at http://www.pluk.org or you may request copies from the PLUK office at 255-0540.

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

Kelker Resigns

It is hard for most of us to imagine the PLUK organization without the friendly helpful voice and caring style of "Kathy"on the other end of the phone or at meetings. We are all appreciative of sooo..... very much service and dedication from our friend with such boundless creativity and energy which has offered inspiration to all who cross paths. Kathy will still be sharing her talents and wisdom with us as the first member of PLUK's newly created Advisory Committee.

Beginning July 1, Kathy will be retiring as the executive director of PLUK and taking some much deserved time to spend with her family. She requests that there be no fanfare, but we would like to offer a tribute to Kathy Kelker, our special friend, in the form of remembrances, written tributes, pictures, or whatever you would like to contribute to be assembled into a huge memory book for Kathy. There is no particular deadline, but please give your contribution some thought over the summer vacation and staff will assemble your special remembrance gifts as they arrive and give to Kathy in installments. Please understand that this is not a monetary gift, but a gift that can only come from within your own heart and soul based on reflections of her service and dedication that you have experienced as she touched your lives.

Thankyou! And thankyou Kathy!

Send to: PLUK , 516 N 32nd, Billings, Mt. 59101

or email: plukinfo@pluk.org.

(You may view Kathy's resignation letter on the PLUK website at http://www.pluk.org.)

Special Education Monitoring Reports Bring Good News

The U.S. Department of Education's Office of Special Education Programs (OSEP) conducted a review of Montana's special education programs during the weeks of March 8 and April 12, 1999, for the purpose of assessing compliance with the Individuals with Disabilities Education Act (IDEA).

Under the federal special education law, the State is responsible for monitoring local public school districts to determine whether or not those districts are implementing IDEA correctly. In turn, the U.S. Department of Education monitors the State to see if Montana is providing proper oversight for local school districts.

The IDEA law is divided into two parts, Part B which covers special education programs for children ages 3 through 18 (or 21), and Part C which is responsible for early intervention services for children birth to three. In Montana services for infants and toddlers with disabilities (Part C) are provided through the Department of Public Health and Human Services, Developmental Disabilities Program. Part B programs are delivered by local public schools.

When the federal monitors came to Montana, they explained that the emphasis of their program has shifted from legal compliance to considering outcomes for students. As part of their visit, the monitors held focus groups with parents and educators to discuss how effective Montana's special education programs are. The good news is that the federal monitors found much to commend.

Part C Is Outstanding

Overall, Montana's Part C programs received no corrective actions; that is, the federal monitors did not cite the state for any areas of serious noncompliance with IDEA. In fact, the Part C programs were commended for having the following strengths:

• Effective interagency collaboration between agencies in Part C system
• Strong State administrative leadership (Jan Spiegle-Stinger and more recently Vicki LaFond Smith)
• Incorporation of monitoring process into State's Comprehensive Evaluation Process
• Family Support specialist certification system
• A system that is family-centered and respectful of families
• Coordinated transition training with Part B.

The federal monitors suggested that the following areas should receive special emphasis in the future:

• Collaborative State training across services/systems
• Increased awareness of medical personnel
• Development of culturally appropriate materials and activities for Native Americans
• Sharing of innovative strategies for increasing accessibility of early intervention services
• Better preparing children and families for successful transitions to Part B.

Federal Monitoring of Part B Also Positive

The federal monitors also investigated compliance by the public schools to the requirements of IDEA for children ages 3 through 18 or older. OSEP observed the following strengths:

• OPI's positive working relationship with parents
• Elimination of excessive paper work for collecting suspension/expulsion data
• A comprehensive staff development project (Montana Behavioral Initiative) to meet the behavioral and social needs of students
• Training for Inclusive Education (TIE) Project that provides training opportunities to assist school districts in inclusive education practices
• Educational Interpreter Certificate Project that provides the necessary skills for educational interpretation
• Resolving conflicts with parents through Early Assistance Program
• Responsiveness of Montana's regionalized comprehensive personnel development system (CSPD).

OSEP provided the following ideas for improved results for children with disabilities:

• Additional training for general education teachers to support the education of children with disabilities in general classrooms
• Culturally sensitive, coordinated transition plans should be individually developed to better meet the needs of the Native American population within the State.

In Part B, there were areas of noncompliance noted. For these areas, OPI will have to provide a report in which OPI outlines how the State will correct these violations of law. The areas of noncompliance include:

• Inadequate number of related service personnel to ensure a free appropriate public education to children with disabilities
• Inadequate statements of needed transition services beginning at age 16
• Not ensuring correction of deficiencies as identified by OPI through its monitoring of public agencies
• Not completing due process hearings within 45 days.

The State Special Education Panel is already working on revisions to the State's own internal monitoring of IDEA compliance. One of the suggestions that is receiving strong consideration is the idea of including parents as members of the monitoring teams that visit school districts and make recommendations for improvements in compliance with IDEA.

The State Special Education Advisory Panel meets quarterly in Helena. The current Chair of that panel is a parent from Helena, Jude Oberst.

The Voice of PLUK Parents Was Heard!

In 1997 there were shifts in the IDEA, Individuals with Disabilities Education Act. "The thrust of IDEA '97 has changed from one that merely provides disabled children access to an education to one that improves quality for all children in our schools." (Secretary of Education, Richard Riley) Thus each state is now required to establish performance goals and indicators of special education.

Improvements in education for all children cannot happen without cooperation among schools, parents,and communities. New focus on teaching, learning, and results will guarantee that children with disabilities have the same opportunities as their non-disabled peers. The expectation is that children will achieve more, stay in school, and graduate into the world of work and higher education with much higher rates of success.

Customer satisfaction, more specifically parental satisfaction, plays a role in outcomes for students. Parent satisfaction with the education of their children is an important indicator of student progress.

The good news for Montana parents is that your voice has been heard. Early in 1999, 310 parents receiving the PLUK newsletter were asked to respond to a written survey questionnaire and 140 parents responded.

The OSEP executive summary of the Montana Monitoring of 1999 was released early this spring. The monitoring results which regard compliance of Montana schools for students receiving special educational services were positive. The results of the PLUK parent survey/questionnaire were shared with OPI in Helena as well as with OSEP in Washington DC. Montana parents were heard via several formats, including focus groups with parents and educators as well as an OPI survey and the PLUK parent survey/questionnaire. The official monitoring report sited the survey results quite a few times and parent input was considered to be of value. The survey closely coincided with monitoring observations.

The PLUK survey represented an excellent distribution of disabilities, child ages, and regions of the state. Parental involvement received the highest marks of all areas, but parents reported less than satisfaction with the provision of related services for their children. Secondary transition services were clearly the weakest broad category. PLUK parents gave their lowest rating of general dissatisfaction in the area of teacher training for regular and special education teachers, especially regarding how a child's disability affects educational performance. Written parent comments in the survey seem very sincere, constructive, and thought provoking. Parents requested respect and enhanced communication with professionals. They requested attitudes of acceptance and understanding which will facilitate more inclusive and effective education for their children. The survey is worth taking the time to read because parent concerns show forth in very straight forward ways. To obtain a copy please leave a message for Nancy at PLUK 1-800-222-7585 or email nstaigmiller@pluk.org.

Yes, the parents of Montana responded with great enthusiasm to the challenge of offering personal perspectives and insights so that parent satisfaction could be considered in assessing overall education results and outcomes for students. The responding parents were willing participants and had much to offer, if only called upon. Their voice has been heard, it should not be left out of the process of reflection and evaluation in education reform and improvement. There are indeed many styles of active participation and PLUK offers a big THANK YOU!

Smaller Schools Stem Poverty's Power

New research shows that Montana's smaller schools and school districts reduce the harmful effects of poverty on student achievement. The research results, released by the Rural School and Community Trust, reflect data from nearly all of Montana's urban, suburban, and rural public schools.

Poverty is generally understood to have a negative effect on student achievement. Researchers Craig Howley of Ohio University and Robert Bickel of Marshall University sought to discover whether smaller schools can weaken this relationship. The clear conclusion is that they can.

The researchers analyzed the test scores for grades 4, 8, and 11 in 889 schools in 457 districts, nearly all the schools in the state. The poverty level in the schools was measured by the percentage of students in the school district who receive free or reduced-price lunches.

The school size was measured as the average number of students per school grade to control for differences in the number of grades in a school. The study uses no absolute definition of smallness, but analyzes how relatively smaller schools perform compared to relatively larger schools.

Montana is a state composed mostly of schools that are small by national standards. About 75% of Montana's elementary and secondary schools enroll fewer than 300 students; 56% of elementary students attend schools with under 350 students; 57% of secondary students attend schools with under 900 students. On average there are fewer than 2 schools per district, and just 51 districts offer instruction in all grades K-12.

Howley and Bickel also calculated the proportion of the variance in test scores that can be explained by the level of the poverty in the communities served by schools. This statistic called "poverty's power rating" was calculated for larger and for smaller schools (those above and below the median size). They found that:

• Smaller schools significantly reduce poverty's power to dampen student achievement in two of the three grades in which tests are given.
• Overall, academic achievement scores in Montana's smaller schools were as high or higher than in larger schools for all grades, despite the fact that the poverty level in the smaller schools averaged between 15 and 52 percent higher.

The researchers found even more powerful results in an analysis of Montana's school districts. There, in 9 out of 11 comparisons of larger and smaller districts, poverty's power rating was lower in the smaller districts. Despite having a poverty rate about 16 percent higher, smaller districts outperformed larger districts on standardized tests.

Conclusions that can be drawn from this study include:

• Small schools and districts in Montana do an excellent job of cutting poverty's power over student achievement. Poverty has three-to-four times as much power to weaken student achievement in larger schools and districts than in smaller schools and districts.
• At the critical eighth-grade level, when children are at or approaching an age when they are most at risk of dropping out of school, Montana's small schools and districts cut poverty's power over student achievement the most. In fact, small school districts have higher test scores than larger school districts at this critical age, despite serving communities with higher levels of poverty.
• Many of Montana's smaller schools serve lower income rural communities. While not all these are "good" schools, and while all schools can surely be improved, the smallness of these schools is an asset to student achievement, and consolidating them into larger schools would likely produce lower achievement scores.

Overall, Montana appears to have derived substantial benefits from its historic decision to maintain small schools and districts. Evidence for the equity effect of small schools and districts is very strong. High test scores reveals the excellent results of Montana's schools overall, but this study reveals that Montana's commitment to small schools has worked well to cultivate academic excellence in its least affluent communities. Perhaps Montana's traditionally high level of performance on tests given for the National Assessment of Educational Progress (NAEP) is in part attributable to the small scale of the state's educational system, both schools and districts.

Administrators and Teacher Receive CEC Recognition

Dr. Gail Cleveland, Director of Special Education for Great Falls Public Schools, was selected as the 2000 Outstanding Special Education Director by the Council of Administrators of Special Education (CASE) of Montana.

The award was presented at the 2000 CASE/CEC Conference in Billings.

The CASE Distinguished Service Award program recognizes and rewards an outstanding special education administrator who has demonstrated leadership and innovation in programming for the special needs of students with disabilities.

Dr. Cleveland has headed up the second largest special education program in the state. Her influence in the state as well as her local leadership has been strong in the areas of day treatment, vocational education, transition services, and other special education programs.

Dr. Cleveland has been involved for many years in the School Administrators of Montana (SAM), Montana Council of Administrators of Special Education (MCASE), and the Council of Exceptional Children (CEC).

Sally Richter, Principal of Whittier Elementary School in Bozeman was selected as the 2000 Outstanding Regular Education Administrator by the Council of Administrators of Special Education (CASE).

This CASE Distinguished Service Award recognizes and rewards the leadership of a school administrator who seeks to be innovative and creative in supporting special education students within the regular education environment.

Ms. Richter was one of the first participants in the Montana Behavior Initiative (MBI), and she has spoken in state and out of state regarding the value of MBI. She has successfully implemented an Elementary Day Treatment Program at Whittier Elementary. She has also introduced Reading Recovery to the Bozeman Schools.

Ms. Richter's professional involvements include the Montana Association of Elementary and Middle School Principals (MAEMSP) and the National Association of Elementary School Principals (NAESP). She has also been involved in the Bozeman School District Safety Committee.

Jennifer Lynn Williams, Special Education Teacher at Corvallis Primary School, was chosen as the Year 2000 Outstanding Special Educator. Ms. Williams has been instrumental in developing programs at Corvallis Primary which focus on improving students' self esteem. For example, she has developed "lunch bunch" meetings with groups of students to work on social skills and positive interpersonal interactions. Through this program, children learn how to communicate with each other and resolve conflicts. Jennifer also began the Meaningful Work Program which acknowledges contributions that students make to the school and community.

Recently Ms. Williams was accepted into the Educational Leadership graduate program at the University of Montana. She plans to work toward a degree in elementary administration.

Parents Invited to Present!!!

The First Annual Family Balance Children and Adolescent Conference is inviting parents and family members to speak their experiences. The conference is focusing on children, adolescents and their families. It will be held in Butte at the Ramada Inn on September 23rd, 2000. Some of the topic areas are:

Stress and Coping Skills, Family Support, Behavior Modifications, Treatments/Drugs, Education and Mental Illness, ADD,ODD, SED, Depressive Disorders and Learning Disorders

If your are interested in speaking, presenting and/or attending, please contact:

Ginger LeBret
400 N Idaho #15
Dillon MT 59725
406-683-3447 or lebret@mt.net.

$7.5 Million Awarded to Nine States to Improve State Services for Children with Disabilities

The U.S. Department of Education announced the award of nine state grants, totaling $7.5 million annually for five years, to help improve special and general education services for students with disabilities. The $7.5 million supplements $18 million granted to 18 other states last year. The nine states receiving the funds are Alaska, Connecticut, Illinois, Montana, Minnesota, Nebraska, North Carolina, North Dakota and Oklahoma. For more information, visit the OSERS website at http://www.ed.gov/offices/OSERS/.

Ticket to Work/ Work Incentives Improvement Act Makes Working Possible

In a bipartisan effort, members of Congress passed and the President signed into law the Ticket to Work and Work Incentives Improvement Act.

Approximately 8 million Americans with disabilities are working age and receive more than $50 billion a year in Social Security Disability (SSDI) and Supplemental Security Income (SSI). Currently, less than 1% of these recipients are working, although some 72% want to work, according to a recent Harris Poll.

Congress found that if only an additional 1/2 of 1% of SSDI/SSI recipients were to gain employment and no longer relied on Social Security benefits, the Social Security Trust Fund and U.S. Treasury would save $3.5 billion in benefit payments over the work life of these beneficiaries.

Prior to passage of this legislation, eligibility for Medicare an Medicaid was linked to eligibility for SSDI and SSI payments. The Catch-22 has been that if beneficiaries obtain work, they run the risk of losing eligibility for these Social Security benefits and, in turn, their medical coverage. Most beneficiaries are unaware of existing work incentive options that allow them to work and keep health coverage, while many other Americans with significant disabilities become victims of an archaic set of rules that literally forced them to choose between working and keeping health benefits.

The Act squarely addresses the threat of losing health benefits by extending medicare coverage, and establishes a state option to offer a Medicaid buy-in program for workers with disabilities. The Act:

• provides grants to encourage the state to participate in a Medicaid buy-in option for workers with significant disabilities ; and
• creates a new Medicaid buy-in demonstration program to help people whose disability is not yet so severe that they cannot work.

The Medicaid buy-in option will be particularly powerful incentive for beneficiaries who currently require services that may not be covered by most employer's health benefit plans. This option is also intended to address employer fears that their health insurance costs will increase if they hire people with disabilities.

Congress Considers Insurance Buy-In

The Family Opportunity Act of 2000 is a bill being proposed in Congress which would allow for:

• Health insurance coverage to be more widely available to the 8 percent of the nation's children with disabilities. This would be achieved by enabling parents to buy in to Medicaid at an affordable, sliding-scale rate.
• States to provide a Medicaid buy-in for children with disabilities that could later become so severe they would be unemployable and need additional federal assistance.
• States would have the option of also including children receiving hospital psychiatric services in the Medicaid buy-in program.
• Establishment of Family to Family Information Center in each state to help families with special health care needs children.

Under current law, a family's income level determines whether or not the family will be eligible for Medicaid. If the family's income is too high, the family will not be eligible, even though their medical bills may be extraordinarily high. Having Medicaid is so precious to families of children with disabilities that parents often report that they refuse raises and overtime pay so that they don't go over the income eligibility for Medicaid.

In a recent survey of 20 states, 64 percent of families with special needs children reported avoiding extra pay to remain eligible for Medicaid. In addition, more than 25 states reported increasing rates of parents opting to institutionalize their children in order to get needed health care services and supports.

There is a need for co-sponsors of this legislation in the Senate. Parents wishing to contact Montana's Senators can reach them at:

Sen. Max Baucus-D

SH-511

Washington DC 20510-2602

202 224-2651

max@baucus.senate.gov

Sen. Conrad Burns-R

Dirksen Office Bldg., Rm 187

Washington DC 20510-2603

202 224-2644

conrad_burns@burns.senate.gov.

Bill Introduced to Achieve Full Funding of IDEA by 2010

California Congressman Matthew Martinez, D-Monterey Park, has introduced H.R. 3545, a bill that amends the Individuals with Disabilities Education Act (IDEA) to authorize funding to reach the federal government's goal of providing 40 percent of the national average per pupil expenditure for the education of all children with disabilities by 2010. The bill was introduced in the House of Representatives on January 27 and was referred to the House Committee on Education and Workforce.

On February 8, 2000, Martinez said his measure would required the federal government to fulfill a pledge made 25 years ago to pay its share of the cost for special education. Currently, the federal government is covering only 13 percent of the cost. Martinez also said he thinks it's about time the federal government made good on its commitment to help offset the costs of fulfilling the mandate of educating children with disabilities.

H.R. 3545 would require Congress to increase special education funding by $2 billion a year until it reaches the 40 percent goal by 2010. According to Martinez, the extra money needed to fund the program would come from the federal budget surplus. A House committee staff member said it would take about $15.8 billion to raise the federal investment to the full 40 percent authorized level.

Minorities and Students with Disabilities May Be Scapegoats

Tougher stances on juvenile crime in school have a disproportionate impact on minorities and students with disabilities, according to a recent study by Washington DC's Justice Policy Institute and the Children's Law Center, a nonprofit legal services firm in Kentucky. Even as statistics show a drop in violent crime in recent years, growing fear among parents and educators is generating public support for more frequent suspensions and expulsions. With minorities and students with disabilities already overrepresented in the population of suspended and expelled youth, the policy groups argue, those students will be the first to feel the impact of stricter disciplinary plans with shorter review and referral cycles.

Ashcroft Tries Discipline Amendment Again

Sen. Ashcroft (R-Missouri) intends to amend the Senate's ESEA bill (.2) to change the discipline provisions of IDEA. Ashcroft's proposed amendment contains the following provisions:

• Requires schools to develop policies allowing for the expulsion and cessation of services to students with disabilities who bring or threaten to bring an illegal item to schools or school functions.
• Requires schools to develop policies allowing for the expulsion and cessation of services to students with disabilities who bring or threaten to bring a weapon or illegal drugs to schools or a school function, or who assault or threaten to assault another person.
• Eliminates the role of parents and special educators in determining what are appropriate alternative placements for students.
• Eliminates the 45-day limitation on alternative placements.
• Eliminates expedited due process hearings when parents request one in discipline situations.

Ashcroft's amendment, in effect, eliminates all due process for students with disabilities accused of bringing weapons, drugs or other illegal items to school. It also opens the door wide for students with disabilities to be accused of assault and expelled from school.

IDEA already allows schools to suspend or expel children with disabilities who engage in behaviors that pose a danger to themselves or others. IDEA also allows dangerous special education students to be removed to a supervised alternative setting. What IDEA does not allow is the complete cessation of services for students with disabilities. The question must be raised: What good does it do to expel a student with special needs and terminate that student's education? How does society benefit from having a "dangerous" student with disabilities out of school and loose on the community?

Parents and educators who are concerned about the Ashcroft amendment can contact their Senators at http://www.senate.gov or the U.S. Capitol Switchboard: 202-224-3121.

ASK PLUK???
The following questions are recent inquiries received by PLUK staff.

Q: How do schools assess students for dyslexia?

A: Most schools don't use the term dyslexia. Instead schools are more likely to refer to a learning disability in reading. The reality is that both of these terms are fairly broad and refer to problems in learning to read despite the child having normal intelligence and adequate reading instruction.

When children are tested for reading problems the following areas are important to cover:

Intelligence. The information from an intelligence tests indicates whether or not the student's conceptual skills are adequate for comprehending the written word. Scores on the IQ test are a good predictor of whether or not the student will be successful in school, though the IQ test does not provide much specific information about why a child is not learning to read.

Phonological Awareness. Tests of phonological awareness are key to understanding why young children do not learn to read in the primary grades. Early in the reading process, it is very important for children to be able to distinguish among sounds and attach particular sounds to their written equivalents (e.g., letter/sound connection). Children who do not have phonological awareness skills in kindergarten and first grade are the most likely to have difficulty learning to read.

Rapid Naming Tests. Rapid naming tests are useful for discovering how quickly students can process language. In the reading process, the linguistic information represented by words must be processed very quickly in order for the passages being read to make sense. Children with slow processing rates tend not to be able to make sense of what they read, even though they may be able to sound out the words.

Attention Skills. The lack of ability to pay attention, process and organize information can interfere with being able to read. Reading involves an integration of numerous functions such as the abilities to initiate, shift, organize, focus and self-monitor while engaged in a reading task. It is estimated that between 10 and 20 percent of children with dyslexia also have an attention-deficit disorder, so it is important to analyze a child's attending abilities during a complete assessment. For ADD/ADHD, school districts generally use checklists of characteristics. The checklists are filled out by teachers and parents and sometimes the student.

Family History. Knowing the family is sometimes important, too. If there are genetically related family members who have dyslexia then it is more likely that a child may have dyslexia as well.

When doing an assessment for dyslexia, it is necessary to do more specific tests than a simple reading achievement test. Testing in a more thorough manner gives clues as to what factors are interfering with the child's ability to read.

Q: What is the Lindamood-Bell method?

A: Lindamood-Bell is the name of a series of learning programs that develop sensory-cognitive processes that underlie reading, spelling, math, visual-motor skills, language comprehension, and critical thinking. Programs in math, reading and language teach students how to apply concept imagery to reading or language comprehension, following directions, mathematical relationships, word problems, higher order thinking skills, expressive language, and writing. Students are taught to visualize words as a whole and then verbalize what they see. Lindamood-Bell materials are purported to be good for students who have dyslexia, Asperger's syndrome or autism. For more information, visit the Lindamood-Bell website at http://www.LindamoodBell.com, or call 1-800-233-1819.

Q: My son is a seventh grader with ADHD and learning disabilities. This school year has been a nightmare for him because of the amount of homework. Typically, he has homework in 3 or 4 subjects every week night and he also needs to practice his trumpet. He has had to drop out of track because he cannot manage his school work and the track practices. On the weekends, he sleeps for hours and seems listless and unhappy. We are both counting the days until school is out. How can we avoid this problem next year?

A: Your son is obviously operating on overload and school is wearing him out. Even under the best of circumstances, the demands of school are tedious and tiring for students with ADHD. For your son, the load sounds overwhelming.

In order to make things better for next year, you need answers to the following questions:

• Is your son making reasonable academic progress? Is he learning?
• Are any accommodations currently being made for him in the regular classroom?
• Are his learning disabilities being adequately addressed?
• Does he need to use some bypass strategies like doing his written assignments on computer?

Adjustments can certainly be made to reduce the amount of homework your son is required to do. But is also important to determine if the homework assignments are appropriate for him. Is he learning anything as a result of having done the homework?

In order to resolve these issues, your son may need to be evaluated in terms of achievement in the regular curriculum. Ask for a meeting of the IEP Team to plan the evaluation. Once assessment data is available, the team will need to meet again to write an IEP that includes the accommodations and supports your son requires in order to keep learning and not be overloaded.

Q: I am having some disagreements with my sixth grade son's teachers and principal about how to handle his behavior. Apparently, he frequently refuses to do his school work and gets very stubborn about it. The school district's response has been to put him in detention after school or in in-school suspension. Neither of these punishments seem to have any effect on my son's refusal to do work. My son, who has learning disabilities in reading and written language, hates school and I can see why. From his point-of-view, school is so negative. He has nothing to look forward to. How can I help my son get out of this dilemma?

A: When a child consistently refuses to do school work, it is important to determine why. With learning disabled children, work refusal often occurs because the children have experienced an overdose of failure. Children with LD sometimes adopt a kind of fatalistic view, or a sense that they simply do not have the ability to succeed and that no amount of effort will make any difference. This particular response pattern is termed learned helpless, the perceived inability to surmount failure.

If children are frequently told that they are doing poorly because of low motivation, laziness or lack of effort, they may give up and refuse to try at all. This may be what is happening with your son. Being unmotivated to learn or even try is usually the result of a complex set of factors. For example, is the subject matter your son is learning somehow not meaningful to him? Is the effort required so great that it exceeds his ability to pay attention and persist? Is the likelihood of failure or disappointment so high that he cannot summon the necessary effort? If your son has a pessimistic view of the outcome of his academic efforts, if he feels that considerable painful effort is likely to produce mediocre or poor results, then he will choose not to do any work at all rather than risk failure again. For most children, it is better to be punished for naughty behavior then to be considered stupid or incompetent.

Children like your son benefit from non accusatory, positive approaches as they search for motivation. A three-pronged attack may be most effective. First, the subject matter must somehow be made more attractive so that learning goals (motivation to increase competence) can become as important as performance goals (those designed to acquire good grades). Second, your son must somehow acquire a sense that he can indeed attain goals, that there is a possibility for success. Usually success can be assured by the teacher providing the student with short easy assignments that are well within the student's grasp and then gradually increasing the expectations and length of assignments. Third, efforts must be made to simplify the means when the struggle is too time consuming, too difficult, or too self-defeating. This requires recognizing a students learning style and being willing to accommodate it through the use of bypass strategies.

Suggest that a planning meeting be held for your son. Use the three-pronged approach as the basis for brain storming ways to get your son more engaged in the curriculum and to ensure success. Also, get the team to consider bypass strategies like using word processing which may eliminate some of the drudgery of responding to academic assignments.

Obviously punishing your son for not performing has not succeeded in motivating him to do school work. See if you can get the school team to use more positive approaches to help your son get back on track and responding to learning.

Q: Is autism becoming more common or are we just getting better at finding children with autism. It seems as though the autism population in our school district has grown rapidly.

A: The increase in cases of autism that you are noticing is a nationwide phenomenon. Government records show a recent and rapid growth in autism cases in public schools. The U.S. Department of Education's National Center for Education Statistics (NCES) reports an increase of nearly 120 percent in the number of students with autism ages 6 to 21 over a four-year period. Beginning with the 1992-93 school year--the first year the Education Department required states to supply such data--NCES counted 15,980 autism cases. In 1996-97, NCES reported more than 34,000 cases. About 12 percent of these students were assigned to regular classrooms, about 10 percent were placed part time in resource rooms; 54 percent went to separate classes; and 24 percent attended separate facilities.

There are probably two basic reasons why autism appears to be more common. One reason for the surge is public awareness and an increased number of outreach programs which are finding the children. Another reason may be the newly developed criteria for diagnosing autism included in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV). The DSM-IV published in 1994 broadened Pervasive Developmental Disorders (PDD)--the category that covers autism-to include three autism-related disorders: Asperger's Disorder; Rett's Disorder, and Childhood Disintegrative Disorder. Also DSM-IV shifted PDD and autism from Axis II, a label reserved for long-term, stable disorders with relatively poor prognosis for improvement to Axis I, a label used to diagnose episodic and more transient clinical disorders. This new classification recognizes that autism comes in many forms from mild to severe. Broadening the definitions has of course also increased the numbers of persons being identified.

Parent Corner
Items of interest to parents

SSA Online Newsletter
The Social Security Administration publishes a free online newsletter with information of interest to people with disabilities and their families. Subscribe at http://www.ssa.gov/enews/.

Assistive Technology Workshop
Terry Lankutis and Kelly Fonner will be presenting "Dinosaurs and Technology: Discovering Inclusion Opportunities Through the Use of Technology", September 17-19, 2000, Museum of the Rockies, Bozeman, Montana. The cost is $250 for a pair of educators (SPED and regular) and $25 for each additional team member. For more information, contact:

Terry Lankutis

P.O. Box 951

Belgrade MT 59714

406-388-7831

388-6157 (fax)

e-mail: LankutisT@aol.com.

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 used in getting your child the program he or she needs. For more information, call (304) 598-3406 or visit http://www.reedmartin.com/addmanual.html. The cost is $39.95 plus $3 for shipping & handling. This new manual is also available for checkout from the TRIC/PLUK Library.

New Web Site for Children with Disabilities
A joint effort by several Federal agencies to promote a national agenda for children and foster positive youth development. The site includes information on advocacy, education, employment, health, recreation, training, and housing. The Web address is http://www.childrenwithdisabilities.ncjrs.org.

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.

Toll-Free Call to Congress
A toll-free number is now available to call when trying to reach U.S. Senators or Representatives and the White House. Dial 888-456-1414.

U.S. Disability Rights Movement on CD
TASH, an international disability rights and advocacy organization and Music from the Heart, an independent publisher of advocacy-oriented music, announce the release of their new CD, "See How Far We've Come," a retrospective on the last quarter century of progress in the disability rights movement. This debut collection of spoken word and music selections incorporates the oratory of Justin Dart, with the songs and poetry of Jeff Moyer, a leading songwriter, musician an disability rights activist. CDs and cassettes are available through TASH: 410-828-8274, x 108 or e-mail Jamie Cherry at jcherry@tash.org.

Parent Training Grants Available
PLUK is distributing training stipends to individual parents who wish to attend conferences, etc. and to support groups who would like to receive financial support to sponsor conferences or workshops for parents. Contact the PLUK office to receive an application at 800-22-7585, 255-0540 or plukinfo@pluk.org.

More Summer Activities...

Free National Camps for Blind Children/Adults
If you are legally blind, aged 9-99 and able to handle stairs, come and have the time of your lives. The closest camp is in Hayden Lake Idaho. Transportation is available from Billings and back along I-90. Activities include: water skiing, canoes, paddleboats, sailing, swimming, windsurfing, snorkling, horsemanship, repelling, rope courses, ceramics, puppetry, drama, and more.

Ed Horan

Rt 1 Box 1626

Lewistown MT 59457

(406) 538-3803 (Sundays).

Missouri River Expeditions
If you are looking for a unique opportunity Missouri River Expeditions offers guided float trips, fishing trips and overnight campouts for individuals with disabilities. They can provide accomodations for persons needing individual supports and have modified boats for wheelchair access. Transportation in wheelchair accessible vans and trained PCAs or nurses are available.

Tim Plaska - Outfitter

Missouri River Expeditions

3 Lava Mountain Court North

Clancy MT 59634

(406) 449-6446

tim@MissouriRiverExp.com

Billings Trout Pond
Go trout fishing at the Trout Pond in Billings. Kids, adults, groups, access for individuals with special needs. Call Ron Reitz at 373-5410 for more information

Virginia Travel Guide
Planning a Vacation? Call the Virginia Tourism Corporation for a free copy of their newly undated Virginia Travel Guide for Persons with Disabilities, 4th Edition. One of just three publications of this sort in the U.S., this guide includes listings for more than 500 attractions, hotels, restaurants and special services available to travelers with disabilities. To order your copy or for more information, call 804-786-2051 or visit http://www.virginia.org.

New York City
If planning a trip to New York City, you can request a copy of Programs and Services for People with Disabilities: Accessibility Guide. The guide is available at no charge.

Services for People with Disabilities

Lincoln Center for the Performing Arts

70 Lincoln Center Plaza- 9th Floor

New York, NY 10023

Phone: 212-875-5375

Disneyland
Disneyland visitors be sure to get the Disneyland Guidebook for Guests with Disabilities. For a free copy contact:

Disneyland Guest Accommodations

P.O. Box 3232

Anaheim, CA 92803

voice: 714-781-4560; tty: 714-781-4569

http://www.Disneyland.com

Download guidebooks for all Disney theme parks at:

http://asp.disney.go.com/disneyworld/db/SeeTheWorld/themeparks/guests_disabilities.asp.

Camps for Kids with LD
The Directory of Summer Camps for Children with Learning Disabilities is available for $5.00 from:

Learning Disabilities Association

4156 Library Road

Pittsburgh PA 15234

412-341-1515.

Intellitools Summer Conference
Take a trip to sunny Marin county July 27-29 to develop your skills with IntelliTools' products and software. For information, call 800-899-6687 or visit http://www.intellitools.com.

KidsCamp: Learning Disabled and ADD Camps

http://www.kidscamps.com/special_needs/learning_disab_add.html

There are over 150 camps in the KidsCamp database, which is searchable by geographic location, state, gender, religion, session length, and keyword.

The database includes Canada, and provides detailed information about each program, including price, as well as links to camp websites where available.

Camp Channel's Camp Search

http://www.campchannel.com/docs/campsearch.html

Another large summer camp database, with information on camps located around the world. Camp Channel focuses primarily on non-specialized camps, but also lists camps which accommodate for people with special needs, including: ADD, AIDS, Asthma, Behavioral Disorder, Cancer, Cystic Fibrosis, Diabetes, Learning Disability, MS, and Physically Disabled.

Articles on Camp Selection
"Tips for Choosing a Summer Camp Program for Your LD Child" by Ann Cathcart:

http://www.ldonline.org/whats_new/camp_tips.html

This is a well-written, informative article from the LD Online website. Ann Cathcart is the mother of an LD child who runs her own summer camp program in Vail, Colorado. She provides insightful, easy-to-understand advice.

Brent's Index of Cool Disability Summer Camps

http://www.geocities.com/Pipeline/Halfpipe/6009/campindex.html

For something a little bit different, visit Brent's Disabled Corner on the web. There is information about camps and sports and a good article on "What to look for in summer camps"

http://www.geocities.com/Pipeline/Halfpipe/6009/summercampfaq.html

More thorough in scope than the Cathcart article, this pamphlet covers questions about staff, facilities, health emergencies, meals and more.

Travel Information for People with Disabilities

For air travel, persons with disabilities should contact the airlines in advance and describe their disability, explaining what assistance or equipment will be needed (e.g., assistance in getting to/from terminal parking area or boarding the airplane, special meals, wheelchair). If a wheelchair is needed, the airline will have one available at the terminal requested. For persons who have a hearing impairment, flight attendants should be notified concerning communication needs. Air carriers must ensure that persons with hearing or visual impairments have timely access to flight information as well as delays, changes, and emergency procedures. The carriers must also allow guide dogs on all flights except those to foreign countries where they are prohibited by health laws.

In terms of train travel, Amtrak can be a good choice. Amtrak has cars equipped with special facilities for persons with disabilities. There is no charge to take wheelchairs or guide dogs aboard, but advance reservations are required. Travelers with permanent impairments can also get a 15% discount when traveling on Amtrak. Amtrack toll-free numbers are 800-USA-RAIL (800-872-7245). The Chicago number is 312-558-1075.

Traveling by bus can also be convenient for people with disabilities. Grey/Trailways "Helping Hand" Program encourages persons with disabilities to take a bus with a companion. Greyhound/Trailways and most connecting lines allow persons with disabilities and an aide to travel together for the price of one ticket. To qualify, the traveler and his or her companion must purchase their tickets in person. Station personnel will determine if the traveler meets the requirements for the special tickets. Most buses ship wheelchairs free. Intercity carriers are not required to provide assistance in boarding, and drivers generally try to put persons with disabilities close to the front of the bus. For general information, call 800-231-2222. The Chicago number for Greyhound/Trailways is 312-3048-5971.

Communication Game for Families with Teenagers

Here's a game the entire family can play and when it's over, everyone's a winner! Parents are always asked how much they know about their teenagers, but what exactly does a teen know about his or her parents? Exploring a teen's knowledge about his/her parents is the first step in learning to communicate with them.

Questions for the Teen to Answer

• What color hair do your parents have?
• Where were they born?
• What exactly is the work your parents do?
• What was the happiest day in their lives?
• What are their favorite foods?
• What are their favorite television programs (or movies)?
• What are their biggest health fears?
• If they had three wishes, what would they be?
• Did they vote in the last election?
• What would they want for you, above all else?

Some ways teens can let their parents know their needs and feelings might be:

1. Watch a movie with your mom and dad and discuss how it made you all feel.
2. Let your parents know you are feeling blue, even if you don't know why.
3. Talk about how disappointed you were by a friend.
4. Admit that you are confused about some things and don't know what you feel.
5. Try to tell your parents about a story in the newspaper that meant something to you.

Adapted from: FrontLine, the Newsletter of the National Runaway Switchboard, 3080 North Lincoln Avenue, Chicago ILL 60657; 773-880-9860; e-mail: info@nrscrisisline.org.

Early Diagnosis of Autism

The discovery that children with autism appear to have subtle abnormalities in body movements that can be diagnosed as early as 3 months old is leading researchers to hope for earlier diagnosis and treatment.

Most autism is not diagnosed in children until they are at least 2 or 3 years old. But if there were a reliable way to diagnose autism earlier, Philip Teitelbaum, a psychologist at the University of Florida in Gainesville, predicts that doctors might be able to devise therapies to alleviate or eliminate the condition when the brain is at its most malleable.

Teitelbaum made the discovery of the body movement differences by examining videotapes of babies who were later found to be autistic. These infants showed a specific cluster of movement abnormalities when rolling over, sitting up, crawling, and walking.

Teitelbaum got the idea of looking at autism as a movement disorder partly because of his work with brain-damaged animals. Teitelbaum noted that, as animals recover from injury, they go through predictable stages, for example recovery of movement, that reflect fundamental aspects of brain organization. Because human babies also pass through predictable stages of development, Teitelbaum theorizes that defects in the brain might be reflected in early movements.

Top Corporations Unite to Tackle Employment Problems

More than 20 national companies have come together to form a new consortium called Able to Work, to help expand employment opportunities for people with disabilities. The mission of Able to Work is to address the 70 percent unemployment rate of people with disabilities. These leading corporations have agreed to lead an advocacy effort among other corporate peers. The members of the Able to Work consortium represent a wide range of industries, all whom have previously recruited and hired individuals with disabilities. The goal of the consortium is to increase employment opportunities by providing mentoring and direction throughout the country. Their Web site, http://www.Abletowork.org, provides member companies with an on-line venue for posting job openings, as well as serving as a resume- posting service, where companies can review the resumes of qualified applicants. Job seekers who do not have access to the Internet can send their resumes to NBDC, 201 I.U. Willets Road, Albertson, NY 11501.

Reading Pathfinder Web Site

The reading Pathfinder, a new Internet resource, organizes Web and print resources related to the literacy development of children from birth through age 8 for use by parents, educators, caregivers, policy makers, program planners, and community members.

This new resource provides an innovative interface to Web-based resources on the topic of learning to read. The project combines the flexibility of accessing information via the Internet with an easily navigable structure formed around common questions about reading posed by potential users.

The Reading Pathfinder links readers to information on the process of learning to read, as well as to community, regional, and national resources that can help preschool programs, schools, and communities support children's literacy. Visit the Web site at: http://readingpath.org.

JamCam Digital Camera Adapted for Switch Use

The JamCam 2.0 digital camera has been adapted so that a single switch plugged into the 1/8" switch jack can be used to take pictures. The normal operation of the camera is not affected by the adaptation.

Snap pictures at home, at school, on vacation or on the job and then transfer photos to the computer.  The pictures are perfect for computer presentation and projects, email, Web sites and color printers. The camera stores up to 24 pictures at the lowest resolution; 8 pictures at 640x480 resolution. USB and serial connectors are included along with a standard camera mounting bracket. Works with both Mac and PC computers

Price: Adapted JamCam Digital Camera - $175. For more detailed information, visit Orcca's website at http://www.orcca.com/.

Take a look at their other unique products:

• Switch adaptedPolaroid camers - $100
• Camera mount for switch use - $80
• Keyguard for AlphaSmart - $60
• Keyboards w/keyguards for Mac & PC
• Switch adapted mice for Mac & PC.

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.

Lillian Hertoghe, Resource Teacher, West Elementary School, Laurel MT

Lillian is the best resource teacher we've ever had. Our son loves her to pieces. She works so hard to help him. She understands our son's learning disability and truly individualizes her approach to meet his needs. Our son looks forward to his time with Lillian. She motivates him and makes him feel as though he can do well. As far as we are concerned, Lillian does an exemplary job in every way. We are most grateful to her and feel that she deserves special recognition.

I can't say enough about how wonderful Lillian has been for both my children. She is well organized and uses the children's time well. Each child does receive the individual attention that is so desperately needed. Having Lillian as a teacher has made school less stressful for my children. They always know that Lillian will help them deal with academic challenges as they come along.

Lillian is an experienced resource teacher. She knows her craft and does it well. Her students gain in confidence because she believes in them. She makes them work hard, but always ensures that they are experiencing success. It is amazing to me that Lillian continues to bring enthusiasm and energy to her job--year after year.

Lillian seems to enjoy her work. She likes the kids and lets them know that. She goes to great lengths to find ways to motivate children who are discouraged because they have failed so much. Lillian represents the best in special education.

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. Alandra's lilacs,the story of a mother and her deaf daughter/Bowers, Tressa/Gallaudet University press,Washington, D.C. 20002/HEARING IMPAIRMENT/HI163
2. BROWN attention-deficit disorder scales/Brown, Thomas E./The Psychological Corp., Harcourt Brace & Co.,San Antonio, TX/ASSESSMENT/ASS233
3. Computer and Web resources for people with disabilities,a guide to exploring today's assistive technology 3rd EDITION/Alliance for Technology Access/Hunter House Publishers,PO Box 2914, Alameda CA 94501/TECHNOLOGY/TEC63
4. Creative career development strategies/Hammis, David,Harrington, Tim, Narrator/Irene M. Ward & Associates distributed by Program Development Associates,PO Box 2038, Syracuse, NY 13220/VIDEO/V-VOC120
5. Equal treatment for people with mental retardation,having and raising children/Field, Martha,Sachez, Valerie A./Harvard University Press,Cambridge, MA /MENTAL RETARDATION/MEN236
6. Facing Autism,giving parents reasons for hope and guidance for help/Hamilton, Lynn/Waterbrook Press,5446 N Academy Blvd, Ste 200, Colorado Springs, CO 80918/AUTISM/AUT257
7. Goosebumps: stay out of the basement,Braille Special Collection/Stine, R.L./Braille Institute,741 North Vermont Ave., Los Angeles, CA 90029/VISUAL IMPAIRMENT/VIS201
8. Guide to toys for children who are blind or visually handicapped,1999-2000//American Toy Institute and American Foundation for the Blind,1115 Broadway, Ste 400, NY, NY 10010/VISUAL IMPAIRMENT/VIS209
9. Handbook of infant mental health 2nd EDITION/Zeanah, Charles/Guilford Press,72 Spring St., NY, NY 10012/INFANT/TODDLER/PRESCHOOL/INF307
10. Harry Potter and the chamber of secrets vol 1-4, Braille Special Collection/Rowling, J.K./Braille Institute,741 N Vermont Ave., Los Angeles, CA 90029/VISUAL IMPAIRMENT/VIS205
11. Harry Potter and the Sorcerer's stone vol 1-3,Braille Special Collection/Rowling, J.K./Braille Institute,741 N Vermont Ave., Los Angeles, CA 90029/VISUAL IMPAIRMENT/VIS202
12. Holding time,how to eliminate conflict, temper tantrums, and sibling rivalry and raise happy, loving, successful children/Welch, Martha G., M.D./Simon & Schuster,1230 Ave. of the Americas, NY,NY 10020/PARENTING/PAR280
13. How to talk to your baby,a guide to maximizing your child's language and learning skills/Dougherty, Dorothy P./Avery Publishing Group,120 Old Broadway, Garden City Park, New York 11040/INFANT/TODDLER/PRESCHOOL/INF306
14. Hygienic oderless toilet,for the blind and physically challenged/Schildt, Pat W.//VIDEO/V-SKI12
15. Keys to developing your child's self-esteem/Pickhardt, Carl, Ph.D./Barron's Educational Series, Inc.,250 Wireless Blvd., Hauppauge, NY 11788/PARENTING/PAR281
16. Keys to parenting the child with autism/Marlene Targ Brill, M. Ed/Barron's Educational Series, Inc.,250 Wireless blvd., Hauppauge, NY 11788/AUTISM/AUT256
17. Kids just want to have fun//Mercury Productions, Inc. in conjunction with the Shriners Hospital for Children in Portland, OR.,PO Box 1966, Lake Oswego, OR 97035/VIDEO/V-PHY14
18. Living with your loved one's OCD/Penzel, Fred, Ph.D./OCD Foundation,337 Notch Hill Rd., N. Brandford, CT 06471/VIDEO/V-EMO26
19. My brother Sammy/Edwards, Becky,Armitage, David/Millbrook Press, Inc.,2 Old New Milford Rd., Brookfield, Conn. 06804/CHILDREN'S BOOKS/CHB204
20. My sense of silence,memoirs of a childhood with deafness/Davis, Lennard J./University of Illinois,Urbana and Chicago/HEARING IMPAIRMENT/HI161
21. Natural supports/Callahan, Michael, M.Ed.,Tim Harrington, Narrator/Irene M. Ward & Associates distributed by Program Development Associates,PO Box 2038, Syracuse, NY 13220/VIDEO/V-VOC118
22. Parent's homework dictionary 2nd EDITION/McLaughlin, Dan J./DAMAND Promotions,PO Box 911, Poway, CA 92074/EDUCATION/EDU293
23. Rural supported employment/Griffin, Cary M., M.A.,Tim Harrington, Narrator/Irene M. Ward & Associates distributed by Program Development Associates,PO Box 2038, Syracuse, NY 13220/VIDEO/V-VOC119
24. Sexuality,your sons and daughters with intellectual disabilities/Schwier, Karin Melberg,Hingsburger, Dave/Paul H. Brookes Publishing Co.,PO Box 10624, Baltimore, MD 21285/SEXUALITY/SEX159
25. Shall I say a kiss?,the courtship letters of a deaf couple 1936-1938/Davis, Lennard J., Editor/Gallaudet University Press,Washington, D.C./HEARING IMPAIRMENT/HI162
26. Spinal cord injury,a guide for living/Palmer, Sara, Ph.D.,Kriegsman, Kay Harris, Ph.D.,Palmer, Jeffrey, M.d./Johns Hopkins University Press,2715 North Charles St., Baltimore, MD 21218/PHYSICAL DISABILITIES/PHY77
27. Starting small,teaching children tolerance/McGovern, Margie/Teaching Tolerance,400 Washington Ave., Montgomery,AL 36104/VIDEO/V-SOC24
28. Starting small,teaching tolerance in preschool and the early grades//Teaching Tolerance A Project of the Southern Poverty Law Center,400 Washington Ave., Montgomery, AL 36104/SOCIAL BEHAVIOR/EDU294
29. Sticks and stones,7 ways your child can deal with teasing, conflict, and other hard times/Cooper, Scott/Times Books/Random House,201 East 50th St, New York, NY 10022/PARENTING/PAR279
30. What's the difference//Mercury Productions, Inc. in conjunction with the Shriners Hospital for Children in Portland, OR.,PO Box 1966, Lake Oswego, OR 97035/VIDEO/V-PHY15
31. Words fail me,how language works and what happens when it doesn't/Vail, Priscilla/Modern Learning Press,PO Box 167,Rosemont, NJ 08556/EDUCATION/EDU295

Ten Ways to Help PLUK

1. Volunteer for the Parent Support Network, experienced parents who assist PLUK's regional representatives in providing information and support to other parents.
2. Volunteer in the main office in Billings (Receptionist, Library, Disability Awareness, Fundraising, Technology Lab).
3. 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).
4. Name PLUK as a beneficiary in your will.
5. Donate used computer 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.
6. Donate any item of value and claim a charitable donation for the market value.
7. Shop on-line and register at PLUK's on-line shopping village: http://www.pluk.greatergood.com. 5-15% of the purchase price goes directly to PLUK at no cost to the purchaser.
8. Become an annual/monthly donor to support PLUK activities.
9. Purchase PLUK publications and videos.
10. Coordinate a fundraising activity in your community.

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 parents reaching out to other parents.

The philosophy of PLUK is that there is no one right way to be a good parent -- but through self-help services that increase knowledge, parent-to-parent contacts that model and share skills, and mutual problem solving, parents can discover, use, and appreciate their own personal coping skills.

Who Should Call?

• Parents of children with special needs, chronic illnesses, or disabilities.
• Parents of children with emotional or behavioral problems.
• Parents needing encouragement and moral support from other parents.
• Family members and friends of persons with special needs.
• Individuals with disabilities or chronic illnesses.
• Professionals in medical, educational or human service fields.

What Services Does PLUK Offer?

Information

• State-of-the-art special needs library
• A bimonthly newsletter
• Referral to medical, educational or human services
• Training in parenting, communication and advocacy skills
• Computer lab with adaptations for people with special needs
• Assistance in seeking financial resources

Support

• Individual assistance and emotional support
• Trained advocates
• Mediation and conflict resolution
• Referrals to parent support groups
• Parent-to-parent contacts

Where Is PLUK?

PLUK's services are available to individuals and families throughout Montana. The main office, library and computer lab are located at 516 N 32nd St in Billings and satellite offices are located around the state.

When Is PLUK Open?

The PLUK central office is open 8:00 a.m. to 5:00 p.m., Monday through Friday. After hours, incoming calls are recorded on voice mail and responded to the next business day.

Is There a Cost For PLUK Services?

All PLUK's services are free to individuals with disabilities and their families.

How can I get in Touch?

Stop in at the main office in downtown Billings. Call us at 406/255-0540, 800-222-7585 (tollfree), or 406/255-0523 (fax). E-mail at plukinfo@pluk.org. Or, visit our web site at http://www.pluk.org.

PLUK Publications

The following publications have been produced by PLUK and are available through the main office in Billings.

Call 406/255-0540,

800-222-7585 (tollfree in MT),

406/255-0523 (fax),

plukinfo@pluk.org (email), or many of the publications may be viewed in text format on our web site at http://www.pluk.org.

Booklets

• First Steps A Parent Information Handbook: Infant and Toddler Programs/ Preschool Special Education Programs
• Parents' Guide to the Special Education Process
• Achieving Integration for Children with Disabilities
• Self Sufficiency Trust of Montana Donor and Attorney Handbooks
• Family Guide to Assistive Technology
• Parents Guide to Transition: What Happens After High School?

Videos

• Transition: Pathways to a Bright Future, Length: 22 minutes - Close Captioned
• Goals for Success: Writing IEPs That Work!, Length: 17 minutes - Close Captioned
• On the Way to Success: Positive Approaches for Improving Behavior, Length: 30 minutes - Close Captioned
• Chart Your Own Course: A Guide to Transition Planning, Length: 12 minutes - Close Captioned

PLUK Facts

• Parents, Let's Unite for Kids (PLUK) has been in existence since 1984.
• PLUK was founded by parents who felt strongly that parents of children with disabilities need to band together to give each other information and support. It seemed foolish for each new parent to try to learn all over again what other parents already know and would willingly share. It also seemed important for parents to lend each other support because of the healing that takes place when people who share a common problem can work together to find solutions.

Who We Are

• We are people with disabilities, parents, professionals, relatives, and friends who want to assure that persons with disabilities participate in the community and have access to high quality educational, medical and rehabilitation services.
• We are members of a statewide group that supports families in their desire to help people with disabilities lead productive lives.

What We Do

• We become as well informed as possible about best practices in the fields of education, medicine, the law, human services, rehabilitation and technology so that we can insure that our family members and friends with disabilities have access to high quality services.
• We willingly share information and emotional support with each other so that together we are stronger in our efforts to meet the challenges of disabilities and illnesses.

Values We Share

• Full integration and participation of children and adults with disabilities at school, work, and in the community.
• Support for families so that they can nurture their children in the home.
• Empowerment of families and individuals with disabilities to make decisions about their lives.
• Individualization of services to meet the unique needs of individuals with disabilities.
• Access for persons with disabilities to education and technology needed to participate fully in community life.
• Age appropriate activities for children and adults with disabilities.
• High expectations for individuals who are challenged by disability or illness.
• Collaborative efforts among parents, professionals and people with disabilities.
• Use of language about people with disabilities which is respectful and recognizes their dignity and rights as full citizens.

End of the PLUK NEWS April/May 2000

Copyright © 2000 Parents, Let's Unite for Kids, all rights reserved.