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PLUK News April/May 1999 Volume 13 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, ATP PLUK Office 516 N 32nd St Billings MT 59101-6003 800.222.7585 in MT; 406.255.0540 (voice/TT); 406.255.0523 (fax) E-mail: plukinfo@pluk.org
The contents of this newsletter were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government. Products and services described herein are not endorsed by PLUK, the U.S. Department of Education, or by the Federal Government.

Article Index
Goals for Success: Writing IEPs That Work! New Video for Parents and Educators available from PLUK IDEA Regulaltions Garret F. Case Clarifies IDEA Harris Poll Shows ADA Support OPI Tracks Suspensions OPI Monitoring for 1999-2000 Summer's Fun for Everyone ASK PLUK??? Parent Corner Secretin To Be Studied Zoloft Safe for OCD Psychotropic Meds & Children Safe Schools	Summer Activities Guide Parent Volunteers Recruited Empathy Training Activities Positive Behavior Conference FOR SALE Volunteer Opportunities at PLUK What is PLUK? HONOR ROLL PLUK Publications The Angels Around Us PLUK Facts PLUK Training Workshops

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Goals for Success: Writing IEPs That Work! New Video for Parents and Educators available from PLUK

PLUK has put together a video for parents and educators on how the IEP process works. Writing the Individualized Education Program (IEP) is the core of special education so this video focuses on the specifics of how to write this vital document.

The dynamics of an IEP meeting are complex because each of the participants brings his or her perspective to the table. Parents need to understand what is at stake for their children and how best to work with professionals to develop an IEP that really is a blueprint for everyone involved in their children's education.

The PLUK video--Goals for Success: Writing IEPs That Work!--is a 17 minute, close-captioned film showing parents, educators and students of various ages and with a variety of disabilities collaborating on IEPs. The video includes information about the changes in special education law that have an effect on the IEP.

Parents express their hopes and dreams for their children and how those can be incorporated into individual plans. Goals for Success would be a great video to show at a parent support meeting or for members of an IEP Team to view together and discuss. The information is not particular to Montana so parents from other states might also find it to be helpful.

Goals for Success is one of a series of videos that PLUK is filming. Other videos will deal with postive behavior plans and transition planning. Funding for this IDEA Public Awareness Project has been provided, in part, by the Developmental Disabilities Planning and Advisory Council (DDPAC).

Goals for Success is available from PLUK for purchase at $15 or on loan from the TRIC/PLUK Library. Call 1-800-222-7585 for information.

IDEA Regulations Not So Different

Parents reading through the regulations for implementing the IDEA '97 Amendments will find very little that is different from the long-standing requirements and practices in Montana. Final regulations for Part B were released by the U.S. Department of Education in March, nearly two years after IDEA '97 was signed into law. The regulations interpret the federal law that affects special education for preschoolers and school-age children.

Overall, IDEA '97 seeks to improve the results of education for all children with disabilities. It goes beyond simply assuring access to public education for children with disabilities and establishes high academic expectations for them. The following are the areas of regulations that will most affect students and their families in Montana:

General Curriculum

IDEA '97 establishes the Individualized Education Program (IEP) as the major tool for a student's involvement in the general education curriculum. The IEP for each child with a disability must include:

• A statement of the child's present levels of educational performance including how the child's disability affects the child's involvement and progress in the general curriculum.
• A statement of measurable annual goals related to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum.
• A statement of the special education and related services and supplementary aids and services; and
• A statement of the program modifications or supports for school personnel that will be provided for the child to advance appropriately toward attaining the annual goals, be involved and progress in the general curriculum, and participate in extra curricular and other nonacademic activities and to be educated and participate with other children with and without disabilities.

Student Assessment

IDEA '97 says that with few exceptions children with disabilities must be included in general State and district-wide assessment programs. The regulations require school districts to:

• Provide for the participation of children with disabilities in general State and district-wide assessments with appropriate accommodations and modifications in administration, if the children need them;
• Provide for the conduct of alternate assessments not later than July 1, 2000, for children who cannot participate in the general assessment programs; and
• Make available, and report, to the public on the assessment results of children with disabilities, with the same frequency and in the same detail as reported on the assessment results of nondisabled children.

Teacher Involvement

IDEA '97 requires that regular education teachers be members of IEP Teams. The final regulations clarify that:

• If a child has more than one regular education teacher, the school district may designate which teacher (or teachers) will be on the IEP team;
• Depending upon the student's needs and the purpose of the specific IEP team meeting, the regular education teacher need not be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting;
• The extent to which it would be appropriate for the regular education teacher member of the IEP Team to participate in IEP meetings must be decided on a case-by-case basis; and
• Each of the child's teachers, including the regular education teacher(s) and provider(s) must be informed of his or her responsibilities related to implementing the student's IEP and the specific accommodations, modifications, and supports that must be provided for the student.

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder

IDEA '97 does not include ADD or ADHD as separate disability categories. However, the regulations clarify that:

• ADD and ADHD are listed as conditions that could render a child eligible under the other health impaired (OHI) category; and,
• The term "limited strength, vitality, or alertness" in the definition of "OHI," when applied to students with ADD and ADHD, includes a student's heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.

Graduation with a Diploma

The new regulations say that:

• Graduation from high school with a regular diploma is considered a change in placement requiring written prior notice;
• A student's right to a free, appropriate public education (FAPE) is terminated upon graduation with a regular high school diploma;
• Even though graduation is considered a change in placement, it does trigger the requirement for a reevaluation; and
• A student's right to FAPE is not terminated by any other kind of graduation certificate or diploma (e.g., a certificate of attendance or completion).

Student Discipline

Under IDEA '97, school districts may remove a student from school (suspension) for up to ten school days at a time for any violation of school rules as long as there is not a pattern of such suspensions. A student with disabilities may be suspended for more than 10 days in any school year, but after the first 10 days school districts must arrange to provide a suspended special education student with educational services outlined in his or her IEP. Students with disabilities cannot be long-term suspended or expelled from school for behavior that is a manifestation of the student's disability and services must continue for children with disabilities who are long-term suspended or expelled from school.

IDEA '97 also expanded the authority of school personnel to remove to an interim alternative educational placement for up to 45 days to apply to incidents involving dangerous weapons and to knowing possession of illegal drugs and sale or solicitation of the sale of controlled substances. IDEA '97 added a new ability of schools to request a hearing officer to remove a child for up to 45 days if keeping the student in his or her current placement is substantially likely to result in injury to the student or others.

The amendments added provisions requiring schools to assess children's troubling behavior and develop positive behavioral interventions to address that behavior.

The final regulations provide additional specificity about how the discipline provisions of IDEA '97 must be implemented:

• Services During Periods of Disciplinary Removal. Schools do not need to provide services during the first ten schools days in a school year that a child is removed. During any subsequent removal that is for less than ten school days, schools provide services to the extent determined necessary to enable the child to make appropriate progress in the general curriculum and advance toward achieving the goals on the IEP. In cases involving removals for ten school days or less, school personnel, in consultation with the child's special education teacher, make the service determination.
  During any long-term removal for behavior that is not a manifestation of disability, schools must provide services to the extent determined necessary to enable the student to make appropriate progress in the general curriculum and advance appropriately toward achieving the goals in the IEP. In cases involving removals for behavior that is not a manifestation of the student's disability, the student's IEP Team makes the service determination.
• Conducting Behavioral Assessments and Developing Behavioral Interventions. Meetings of the IEP team to develop behavioral assessment plans or if the student has one, review the behavioral intervention plan, are only required when the student has first been removed from his or her current placement for more than ten school days in a school year (e.g., on the eleventh day) or when commencing a removal constitutes a change in placement. If other subsequent removals occur, the IEP team members review the student's behavioral intervention plan and its implementation to determine if modifications are necessary and only meet if one or more team members believe that modifications are necessary.
• Manifestation Determinations. Manifestation determinations are only required if a school is implementing a removal that constitutes a change of placement.
• Change of Placement. The final regulations clarify that a change of placement occurs if a student is removed for more than ten consecutive school days or is subjected to a series of removals that constitute a pattern because they cumulate to more than ten school days in a school year, and because of factors such as the length of each removal, the total amount of time the student is removed, and the proximity of the removals to one another.
• Removals of Up to Ten School Days at a Time. The final regulations say that school personnel may remove a student with a disability for up to ten school days and for additional removals of up to ten school days for separate acts of misconduct as long as the removals do not constitute a pattern.

SUMMARY OF IDEA REGULATIONS: REMOVALS FOR DISCIPLINARY REASON

	Manifestation Determination	FBA/BIP	FAPE
Removal of less than 10 days	No	No	No
Removal of more than 10 days cumulatively	No	Yes	Yes
Removal of more than 10 consecutive days; change in placement	Yes	Yes	Yes
Removal resulting in 45-day placement	Yes	Yes	Yes
Removal amounting to change in placement when not a manifestation of disability	Yes	Yes	Yes

Garret F. Case Clarifies IDEA

According to the U.S. Supreme Court, federal law requires public school districts to pay for one-on-one nursing services for some students with disabilities who may need them throughout the school day.

The court, by a 7-2 vote in the case of an Iowa teenager, said such continuous care is not medical treatment, and therefore must be publicly funded under the federal Individuals with Disabilities Education Act (IDEA).

The case, closely watched by school administrators and special education advocates nationwide, means the Cedar Rapids Community School District must pay to provide nursing care for Garret Frey, a ventilator-dependent quadriplegic who is now a high school sophomore.

The justices had been told by the National School Boards Association that "school district budgets cannot shoulder the additional financial strain. In light of congressional failure to provide the state and local education agencies with adequate financial assistance to pay for the costs of special education, any judicial interpretations of the IDEA which inflict additional obligations...fall inordinately on already overburdened local public education budgets."

Supreme Court Justice John Paul Stevens acknowledged that school districts "may have legitimate financial concerns" in providing continuous, one-on-one nursing care, but the court's only role, according to Stevens, was to interpret what the federal law requires. Stevens went on to say, "Congress intended to open the door of public education to all qualified children and required participating states to educate handicapped children with non-handicapped children whenever possible."

The student in this Iowa case, who was described by Justice Stevens as a "friendly, creative and intelligent young man, " was paralyzed from the neck down in a motorcycle accident when he was 4 years old.

Garret's daily health care includes urinary catheterization, suctioning of his tracheotomy, providing food and drink, repositioning him in his wheelchair, monitoring his blood pressure, and responding when necessary to ventilator alarms.

School officials in Cedar Rapids said the special help Garret requires so he can attend his local high school is so involved and so expensive that it should be considered medical treatment. Both the federal appeals court and the U.S. Supreme Court disagreed.

The following are the main findings in the Garret F. case:

• Affirmation of Rights. The U.S. Supreme Court reaffirmed the rights of children with disabilities to attend the public schools in Cedar Rapids Community School District vs. Garret F.
• Not About Health, But Access. The Court declared the Garret F. case is not about health services or medication services; instead it is about access to the public schools. Under IDEA, schools are required to ensure that eligible students receive special education and related services so that such children can benefit from education. Garret needs a responsible individual nearby to attend to certain physical needs during the school day. Without this assistance, Garret could not attend school.
• No New Rights Established. This case establishes no new rights for children with disabilities. The decision does not change judicial interpretation of IDEA. Rather, the case simply reaffirms long-standing policy established in IDEA by the Supreme Court in 1984 in Independent School District vs. Tatro. That case clarified that related services can include school health services that are delivered by personnel other than physicians.
• Schools Have Resources. Schools have access to significant resources to assist them meet the costs associated with educating students with disabilities. Because the Garret F. case creates no new requirements, schools should not expect any increases in special education funding. Congress currently allocates more than $4 billion to the states to educate students with disabilities. In addition, the federal government directs 20% of IDEA funding to be retained at the state level for discretionary purposes or passed through immediately to local school districts. These funds can assist school districts to educated students appropriately who have complex special education and related services needs.
• Not Educating Students Has a Cost. There are significant costs in not educating students with disabilities. If Garret was denied access to the public schools, he could expect a life of dependence, not independence. Research demonstrates that individuals who did not participate in IDEA are almost two times more likely not to complete high school, not attend college, and not get a job.
• Public Education Saves Dollars. Educating Garret F. in the public schools saves government hundreds of thousands of dollars. If Garret was not able to attend the public school, he and his family would have two choices. Garret could live at home and receive no education, or he could live in an institution and receive an education. The average cost of institutionalization is $80,000 annually. A lifetime of Social Security benefits would also cost taxpayers hundreds of thousands of dollars.
• Cedar Rapids Had a Losing Argument. The Cedar Rapids School District lost this case at every level. No administrative or judicial body ruled in favor of the school district. Moreover, the amount of resources the school district dedicated to excluding Garret exceeds the costs of his special education and related services for a minimum of five years.
• Garret F. Case Does Not Open Flood Gates. The majority of children in special education do not need the same level of service as Garret F. There are six million children in special education. The majority of these children have learning disabilities. The congressional Office of Technology Assessment estimates that there are between 680 and 2,000 children who rely on ventilators for breathing. Between 1,000 and 6,000 children breathe with the assistance of tracheotomy tubes. These figures include children under the age of 3 years and approximately 570 children receiving services in hospitals that are paid for by medical insurance and other sources. Thus, the number of such children in school is likely to fall at the lower end of the estimate.

Meeting Garret's special needs is estimated to cost about $18,000 per school year for the services of a registered nurse.

Harris Poll Shows ADA Support

A new Louis Harris survey released on April 15 reveals strong and sustained public endorsement of national civil rights protections for Americans with disabilities.

Highlights of this survey include:

• Nearly nine out of ten (87%) of those who are aware of the ADA support and approve of the Americans with Disabilities Act.
• A full two-thirds, or 67%, of all adult Americans have read or heard about the Americans with Disabilities Act.
• Three-quarters (75%) of all adults think that the benefits to people with disabilities are worth the additional costs to governments and businesses.
• More than eight out of ten (83%) of all adults felt that creating opportunities for those with disabilities will decrease welfare rolls and increase employment opportunities while only one in eight (12%) feel it will be very expensive and not worth the extra cost for employers to hire more people with disabilities.

During March of 1999, a sampling of 1,008 U.S. adults, 18 years of age and over, were surveyed by Louis Harris and Associates about their attitudes and perceptions of the landmark Americans with Disabilities Act. The complete survey and results are available at the National Organization on Disability website at http://www.nod.org.

OPI Tracks Suspensions

The Office of Public Instruction (OPI) requires school districts to record suspensions or expulsions in two areas: for each incident that involves weapons, drugs or violence regardless of the number of days of suspension or expulsion that resulted because of the incident; and for each suspension or expulsion incident that was more than 10 consecutive days even if weapons, drugs or violence were not involved. School districts only have to report out-of-school suspensions and expulsions and do not have to report at all if they have no incidents.

OPI has created the Suspension/Expulsion Log to enable schools to report required data for three separate program reports on a single report form. In October 1998, OPI distributed the Suspension/Expulsion Log to all public schools. The log allows schools to meet the reporting requirements of the Gun-Free Schools Act, a portion of the Safe and Drug-Free Schools Act, and a portion of the Individuals with Disabilities Education Act. The data reported on the log eliminates duplicative data collection and reporting that exists under the three federal programs. A copy of each schools' Suspension/Expulsion Log with personally identifiable information removed (or blackened out) is to be sent to OPI by June 19, 1999.

OPI Monitoring for 1999-2000

Each school year, the Division of Special Education in the Office of Public Instruction monitors a portion of the public schools to see if school districts are complying with the requirements of state and federal special education law. A METNET workshop to prepare districts for the monitoring process will be held some time the week of September 13-17.

School districts and cooperatives to be monitored include: Alberton, Belgrade, Dutton, East Glacier, Ennis, Kalispell, Great Falls, Helena, Paradise, Plains, Polson, Choteau, Heart Butte, Stevensville, Denton, Community Elementary, Custer, Eastern Yellowstone Cooperative, Squirrel Creek, Fairmont-Egan, Fortine, Swan River, Lima, Arlee, Bonner, Charlo, DesMet, Dixon, Lolo, Seeley Lake, Woodman, Vaughn, Circle, Lambert, Prairie View Cooperative, Richey, Savage, White Sulphur Springs, Frontier, Roosevelt-Valley Cooperatives, Sanders County Cooperative, Columbus, Belfry, Blue Creek, Canyon Creek, Roberts, and Yellowstone West/Carbon County Cooperative.

Summer's Fun for Everyone

Making the most out of summer vacation is a challenge for all parents. The cry of "What shall I do now?" is frequently heard, especially in families with a special needs child. Keeping easily bored children occupied and amused when school is not in session can tax even the most inventive parent. Ideally, summertime is a relaxed and beneficial period when children have more time to explore, experiment and grow mentally and physically. The following are some suggestions for keeping cool and having a happy summer with all of your children.

Summer Play

There are so many more opportunities to explore and experiment with toys and different substances--water and sand in the backyard, outdoor recreational equipment, yard toys. Since most children with special needs require constant reinforcement of what they have learned all year long, play is the perfect way to "work" over the summer, not only to maintain skills but also to learn new concepts in a subtle, fun way. Here are some hints to consider.

• Talk to your child's teacher before school is out and ask for two or three skills that the teacher feels your child should practice over the summer. If you don't understand what the teacher means, ask for a demonstration of the skills and the ways that the teacher would teach them. Also ask the teacher for suggestions of "fun" ways to practice the skills.
• Inspect your yard or the park areas which may be available to your child. Determine what opportunities there might be for playing with water, sand, soap bubbles, natural materials like pine cones, pebbles, feathers. Plan specific times for play with these special materials. The fun thing about summer is that a child can get dirty and be hosed off quickly.
• Arrange for a local teenager to baby-sit your child with special needs two or three times per week. Plan for these times to include special activities like walks to the park, trips to the library, finger painting sessions.
• Invite a small group of children your child's age to join you in the backyard to do a specific activity like making a combined mural, mixing up a batch of no-bake cookies, listening to a story and having a snack. Be sure to keep the group small and manageable. Hint strongly to the other parents that your child would appreciate a similar invitation to their homes.

Computer Fun

Computers provide wonderful opportunities for children to play and learn at the same time. If you do not have a computer at home, investigate to see if your school system, YMCA or YWCA, local college or vocational school has opportunities for children to use computers in the summer. Here are some ways that computers can be helpful to children with special learning needs:

• Children who have difficulty paying attention to school work are often highly motivated by using the computer. It seems to hold the attention of even the most distractible child.
• Children who have difficulty relating to others find quiet work at the computer to be a less stressful way to learn. Figuring out how a program works can be a good way for a parent and child or a group of several children to interact.
• The stimulating visuals, interesting sounds and opportunity to touch the computer keyboard or joystick keep the child alert and interested.
• Many children have poor handwriting skills or struggle to use a pencil or crayon. Learning to type and illustrate their thoughts and feelings on the computer helps them to succeed in an area that has always been a source of frustration for them.

Reading Together

For many children, reading is a difficult school task. In the summer, however, reading can be part of the fun rather than a dreaded chore. The trick is to eliminate the pressure for performance and allow the child a great deal of choice in what he or she is reading. Incorporating books of all kinds into activities which the child enjoys will make reading more interesting and more enticing to the child.

• Choose a read aloud story that is appropriate for your child's age. Ask your children's librarian for suggestions. Set aside a time each day for reading a portion of the book together. Keep the reading aloud sessions short. Always quit when the child is ready to be finished.
• Encourage your child to read anything he or she is interested in, including comic books, magazines, picture books. Don't worry too much about whether the reading materials is educational or appropriately challenging. Just encourage the reading itself.
• Set aside a time when everyone in the family reads silently. It is great for your child to see you reading, too.
• Help your child to fill out a subscription for a children's magazine that will come to him or her during the summer months.
• If your child has a special teacher, favorite relative, or adult friend, see if that person would be willing to be a summer pen pal. Help your child write letters and draw pictures for that person. Read aloud the letters that come from the adult pen pal.
• Many books are on tape cassettes. Buy a few taped books or borrow some from the library. The ability to follow the story on tape while looking at the book sharpens listening skills--a very important factor in academic success.
• Help your child to make a book. Write down a story as the child dictates it. Encourage him or her to illustrate the story. Make a special cover for the book. Have your child read the book to someone else.

Schedule or No Schedule

The trick to making summer fun for a child with special needs is to provide just enough structure so that there is something to look forward to each day. There should be a balance between active and quiet activities and plenty of flexibility to change plans. If your child is spending summer days in a daycare situation, talk to the daycare providers about the summer schedule. See if there are things that you could be doing at home that would complement the daycare routine and be special family activities as well. Some children become very tired after a hot day with lots of other children. The evenings are, then, better spent in quiet, soothing activities without the stimulation of other children. The real key to a happy summer for a child with special needs is to plan ahead a bit and think through how the vacation days will be spent. With some advance planning, summer days can be truly fun for all of the family.

ASK PLUK???

The following questions are recent inquiries received by PLUK staff.

Q: Our son is taking an herbal medication to help him with ADHD symptoms. He needs to take one dose of this medicine at noon, but he often forgets to do so. We have asked the school to administer the medications and they have refused because it has not been prescribed by a doctor. Isn't this discrimination since the district does administer other types of medications to students during the school day?

A: School districts have to comply with state law regarding how medications are administered. They may only administer medications prescribed by a doctor and must comply with the Nursing Practice Act and have medications administered by properly licensed medical personnel (e.g., school nurse) or self-administered by the student. Since herbal remedies are not regulated as to dosage or contents, school districts would be on very shaky legal ground if they administered such drugs.

If you want your son to take this remedy during the school day, you will probably have to come to school and administer the dosage yourself.

Q: Don't the discipline provisions of IDEA '97 create a dual discipline system, affording special rights to students with disabilities that are not given to other students? As a guidance counselor who cares about all students, I am offended by this unequal treatment?

A: The Office of Special Education Programs (OSEP) has said that IDEA '97 does not create a dual system of discipline with different standards for students with disabilities and regular education students. Instead, OSEP claims, the statute attempts to strike a balance between the obligation to provide FAPE to students with disabilities and the need for a safe learning environment for all students.

Special education students who bring weapons to school or sell drugs are subject to suspension or expulsion just like other students. Special education students who are menacing or physically aggressive can be removed from the regular school environment to ensure the safety of students and faculty.

What can't happen is that a student with disabilities cannot be long-term suspended or expelled and not receive educational services. This maintenance of services is to prevent students with disabilities from being excluded from receiving an education because of conduct related to their disabilities or permanently excluded from school and unable to cope in society because of disabilities and a lack of training.

IDEA '97 emphasizes the need to address misconduct promptly by using appropriate interventions and strategies. Also, students with disabilities can be expelled for misconduct that is unrelated to their disability, as long as FAPE is provided during the period of expulsion.

Q: My son was identified as having ADHD when he was in third grade. During the rest of elementary school he did very well using medication and some supports outlined in a 504 Plan. This year he was a seventh grader and in middle school for the first time. Nothing went well; he got into lots of trouble in the classroom and his grades went way down. I asked to have him tested for special education and the Child Study Team found my son eligible for special education as an OHI student. I am torn between wanting the special education services which may help him and keeping him under a 504 Plan which seems less intrusive and stigmatizing. Any suggestions?

A: There are pro's and con's to identifying an ADHD student under IDEA or Section 504. Here are some points to consider:

• Teachers are more likely to follow the mandates of an IEP over a less specific and less legally binding 504 Plan;
• Section 504 students are only entitled to FAPE until the age of 18, not 21 like IDEA-eligible students can be, unless the student receives a regular diploma;
• Transition services are mandated for IDEA students, not for Section 504 students;
• Parents have the right to individual independent evaluations under IDEA;
• States do not monitor school districts' compliance with Section 504, but do monitor IDEA compliance;
• Compared to Section 504, IDEA provides significant legal rights to students; for example, IDEA students may be expelled from school, but school districts cannot stop providing educational services;
• Formal membership of the IEP Team is mandated under the IDEA; school districts can set up 504 Teams in any way they desire;
• The documentation required for IDEA's procedural safeguards is significant--Child Find, notice, parent consent, notification of rights; Section 504 is less specific about documentation and parent involvement.

In the end, whether or not you decide to place your son in special education may depend on just how much academic and behavioral help he needs. If he appears to need a lot of assistance, special education services would definitely be the better option for him.

Also, you might want to have your son's medication reviewed by his doctor. It could be that some of the behavioral and academic problems occurring this year are the result of his medication becoming less effective as he is growing.

Q: My six year-old daughter has grand mal seizures in her sleep once or twice per week. Sometimes these seizures last more than five minutes. The next day after a severe seizure, my daughter is often lethargic and unwell. She may throw up and act disoriented. When she has these symptoms, I keep her home from school. The principal keeps sending me nasty letters about my daughter's attendance. I have explained my daughter's seizure condition and have provided the school with a letter from my daughter's neurologist describing the nature of her seizure disorder and its effects. I wish my daughter didn't have this health problem, but she does. Medication does not fully control her seizures and the consequences of them. Why can't school personnel be more sympathetic and helpful?

A: School personnel are no doubt frustrated because when your daughter is absent, she is missing out on instruction that she needs. Unfortunately, your daughter's health condition does not allow her to be in school as much as you and she might like.

In order to encourage greater cooperation on the part of school staff, suggest that the principal call a meeting involving everyone who works with your daughter. Bring with you to the meeting a short summary of the information you have about your daughter's seizure disorder. Be sure to include information about the medications she takes and their side effects, if any. Your daughter's physician may also want to contribute to this summary. After some general discussion of your child's health condition, have the group brainstorm solutions to such issues as:

• How should academic work be made up when your daughter is absent?
• Is there a need for homebound services?
• Could the school accommodate your daughter, even when she is feeling "rocky" after a severe seizure?

Once the group has agreed upon some solutions, draw up an Individualized School Health Plan. Sample forms are available from the Office of Public Instruction or from PLUK. Be sure that the plan includes any emergency procedures that may be needed.

When a plan has been developed, then you and the school staff will have clearer expectations of each other, and you can all be involved in working out the difficulties when your daughter has to miss school.

Q: I am the parent of a 10 year-old hearing impaired child. She is a good student and appears to be coping well with her disability. My problem is that I was recently divorced and my daughter's father now lives in another state and sees her rarely. At every school meeting since the divorce, some one on the IEP Team brings up the divorce as a cause for everything from a poor test score to a behavior problem my daughter is displaying. Members of the school staff make psychological observations about my child and keep referring to the divorce as a large factor in my child's school behavior. I find these kinds of comments offensive and inappropriate. Do educators have the right to pry into our family life and draw conclusions about the effects of divorce on my child? Are educators qualified to make psychological observations?

A: Generally speaking, an IEP meeting is not a forum for discussing a child's family life or for drawing conclusions concerning psychological factors. Instead the IEP meeting should be a time to discuss your child's progress toward the goals and objectives on her IEP.

If your daughter is not making the progress that was expected or she is displaying behavior problems that were not contemplated when the IEP was written, then the team may need to revise the IEP to meet your daughter's current needs.

Educators, typically, are good observers of children's behavior. If your daughter's teachers are concerned about her behavior, ask them to describe what they see: when do inappropriate behaviors occur? how often? what strategies work or don't work to curb the inappropriate behavior? There is no need to speculate about causes for the behavior unless the teachers have observed specific causes in the school setting. Take seriously the teachers' observations. If you think that your daughter's school behavior is being affected by events at home, consider seeking counseling for her outside of the school setting.

Parent Corner

Items of interest to parents

Employment Information

The following internet address is a good employment/school resource from Boston University's Center for Psychiatric Rehabilitation: http://www.bu.edu/sarpsych/jobschool/. This interactive and informative web site addresses issues and reasonable accommodations related to work and school for people with a psychiatric condition. This is the only site designed exclusively to provide information about the Americans with Disabilities Act (ADA) and other employment and education issues for people with psychiatric disabilities.

Conference on Mental Health

Tipper Gore, wife of Vice President Al Gore and mental health advisor to the President, will chair a televised White House Conference on Mental Health on June 7, 1999, at Howard University in Washington, DC. Participants, who will include mental health professionals, service providers, educators, advocacy groups, consumers, family members, and government, business, and community leaders, will have the opportunity to develop strategies for improving conditions for people and their families struggling with mental illnesses.

For more information, visit the conference Web site at http://www.mentalhealth.gov.

Positive Behavioral Support

On June 11, 1999, a live interactive teleconference training session on Positive Behavioral Supports will be broadcast from 9:00 a.m. to 2:00 p.m. This program will be broadcast to nine Montana communities on METNET: Billings, Boulder, Bozeman, Butte, Great Falls, and Havre. Presenters will be Joe Schiappacases, a behavioral consultant with the Colorado Department of Human Services, Developmental Disabilities Services, and Ruth Ryan, MD, a psychiatrist with the Community Circle in Glendale, Colorado. To register, contact Nancy Maxson at 877-243-2476 or e-mail: maxson@selway.umt.edu.

Reading Comprehension Training

The Montana Center on Disabilities at MSU-Billings is offering a training workshop on reading comprehension on June 8 and 10 from 5:30 to 7:30 p.m. Topics to be covered include techniques for paraphrasing, main idea identification, vocabulary strategies, and devices to increase comprehension recall. The presenter will be Gail White, an experienced special education teacher with training in strategy instruction from the University of Kansas Institute for Research in Learning. Registration is limited to 10 participants per session. Cost is $20.00 per two-day sessions. For more information, contact Jolene Burdge at 657-2312.

Mark Your Calendar

The annual conference for the Federation of Families for Children's Mental Health will be held in Washington DC at the Hyatt Regency Washington on Capitol Hill on November 19-21. The theme this year is Families and Schools Take a Stand: Making a Difference in the Lives of Children and Adolescents with Emotional, Behavioral, or Mental Disorders. Featured speaker will be LouAnne Johnson, author of My Posse Don't Do Homework. For more information, contact B-C Family Productions at http://www.mindspring.com/~bcfamily/.

International Parent-to-Parent Conference 2000

The International Parent-to-Parent Conference will be held May 5-7, 2000, at the Reno Hilton Casino and Resort in Reno, Nevada. For more information, contact Marilyn K. Walter at 775-747-1771 or e-mail: ccincreno@aol.com.

504 Regulations

If you would like a copy of the Section 504 Regulations as they apply to schools, go to Reed Martin's Web Site at http://www.reedmartin.com/section504.htm.

Epilepsy Therapies Outlined

"Medicine for Epilepsy" is a new brochure from the Epilepsy Foundation that addresses the effects of 21 epilepsy drugs, including 7 drugs that have entered the market since 1993. The drugs' effects on pregnant women, children, and elderly people receive special attention in the brochure. Single copies are available free by calling the foundation at 800-332-1000.

Teens Helping Teens

Teenagers have been lending an ear to their troubled peers in a nationwide help line at Cedars-Sinai Medical Center in Los Angles, California. While most help lines are staffed by adult volunteers, Teen Line's phones are answered by high school students, who are trained to lend an ear, not give advice. Teen Line, which has been operational since 1981, can be reached at 800-TLC-TEEN from 6:00 p.m. to 10:00 p.m. Pacific time.

Cutting Insurance Red Tape

"The Appeal Letter" is a Web-based newsletter featuring articles that explain how to appeal denied or incorrectly paid insurance claims. The free newsletter focuses on the regulatory information patients and physicians can cite to support their requests for claim payment. Information is available at http://www.integsoft.com/appeals/tal or by phone at 972-219-7666.

Final IDEA Regulations

If you need a copy of the IDEA '97 Regulations, go to the Web at http://www.wrightslaw.com/law/code_regs/Index_IDEA_Regs_990313.htm.

By mail, call EDPUBS at 877-433-7827 and request a copy. Or order from the Government Printing Office ($8.00) at 202-512-1800.

Free Electronic Magazine

Special Child is a free bi-weekly publication for parents and caregivers of children with special needs. Access it at http://www.specialchild.com.

Blind Students Aided in Science

Blind students throughout the country can take advantage of a new online service from Purdue University that helps them read scientific graphs, charts, and diagrams normally geared toward a sighted world.

For the past two years, Purdue's Tactile Access to Education for Visually Impaired Students (TAEVIS) program has generated thousands of scientific diagrams to aid blind students. The drawings have puffy, raised lines and Braille Labels, bringing visual information to those who cannot see.

A special Braille code has been developed that eases the translation of mathematical and scientific information. Textbooks can be translated and the illustrations that filled the pages of these books can be provided separately with special enhancements to make them readable by touch. For more information, go to http://www.eschoolnews.org/stories/story2.html.

Magellan Departure

The Department of Public Health and Human Services (DPHHS) and Magellan Health Services have reached agreement for Magellan to cease its Mental Health Access Plan (MHAP) operations on June 30, 1999. DPHHS has assumed financial risk for MHAP services starting on May 1st. Magellan will provide claims payment and utilization management through June 30. Magellan has held the managed mental health care contract with the State. It is this contract which is being terminated and the services returned to the state.

The following is a summary of anticipated eligibility changes for July 1, 1999, when the state takes over the Mental Health Services Plan:

• Medicaid beneficiaries will automatically continue to be eligible for mental health services through the Montana Medicaid Program. Information on Medicaid eligibility can be obtained through your local county public assistance office or directly from the Department of Public Health an human Services (DPHHS) Medicaid Recipient Hotline, 1-800-362-8312.
• Non-Medicaid MHAP members who have recently been included in the MCP/Magellan program will remain eligible for services after June 30, 1999. Current non-Medicaid members will not be required to reenroll until their annual renewal date. They are, however, responsible to notify DPHHS of changes in family size or income. It is planned that the current array of services for non-Medicaid members will be available, with the exception of inpatient psychiatric care. For questions regarding non-Medicaid eligibility, call 1-800-730-3903.

New Mental Health Services

Earlier this year, Montana Community Partners and DPHHS issued a request for proposals for new services. At that time, DPHHS expected to make available up to $1 million to assist in implementing community-based services to address the needs of individuals who would otherwise be served in high levels of care. Twelve bidders submitted proposals. However, because DPHHS and Magellan have agreed to terminate their contract, funding for this project has been withdrawn. The 12 proposals are being reviewed and summarized, and the concepts will be considered for inclusion in the new mental health system run by the state.

Information about Montana's mental health services can be found on the DPHHS website at http://www.dphhs.mt.gov under the "Hot Issue" selection, or call 444-9772 for a copy.

Psychology Courses

Dawson Community College in Glendive is offering an interesting series of psychology courses, including General Psychology, Stress Management, Psychology of Self, Teaching/Counseling Whole Person, The Immune Power Personality, and the Hidden Power of the Heart. For more information about these courses, contact the college at 1-800-821-8320 or visit http://www.dawson.cc.mt.us.

Poverty Guidelines

The U.S. Department of Health and Human Services has announced the 1999 poverty guidelines which relate to eligibility for Medicaid and CHIP, Food Stamps, the National School Lunch Program, and the Low-Income Home Energy Assistance Program. These guidelines can be found on the Health and Human Service web site at http://aspe.hhs.gov/poverty/99poverty.htm (not a "www" address).

Stand for Children

Stand for Children Day is June 1, 1999. The theme of the 4th Annual Stand for Children Day is "Ready to Learn, Ready to Succeed." For Stand for Children Day events in your community, contact Stand for Children, 1834 Connecticut Ave., NW, Washington DC 20009; 1-800-663-4032; fax 202-234-0391 or e-mail: tellstand@stand.org; or visit their web site at http://www.stand.org/stand99/.

Accessible Churches

Ginny Thornberg, a leading parent advocate, has created programs and materials to help churches, synagogues and mosques to provide access to people with disabilities so they can be full participants in the religion of their choice. Joining the ACC costs nothing. The brochure, information packet and commitment certificate are free. Contact the National Organization on Disability (NOD) at 202-293-5960 or e-mail: religion@nod.org or access the NOD website at http://www.nod.org.

Secretin To Be Studied

Secretin, a pig-related hormone sometimes given during endoscopy to assess digestive function, has become a source of hope for thousands of parents of children with autism.

Interest in secretin began in 1996 when Dr. Karoly S. Horvath, director of the pediatric gastrointestinal and nutrition laboratory at the University of Maryland, Baltimore, administered intravenous secretin while examining an autistic child with chronic diarrhea. Several weeks later, the child's mother, Victoria Beck, called with surprising news: her 3-year-old son Parker had started to talk and had good eye contact. Subsequent infusions, obtained by the parents against medical advice, led to further gains.

Dr. Horvath gave secretin while assessing gastrointestinal complaints in two other children with autism and reported dramatic improvement in their behavior, manifested by improved eye contact, alertness, and expansion of expressive language in the next several weeks along with relief of gastrointestinal symptoms.

Secretin may influence blood flow in the brain and this may be the reason it has effects on the condition of autism. Dr. Horvath reports that brain imaging studies in one of his cases showed a marked postinfusion increase in cerebral blood flow in areas of the brain affecting language and social behavior. Secretin may also activate receptors for a related hormone, vasoactive intestinal polypeptide, which is more widely distributed in the brain. Dr. Horvath speculates that a single dose of secretin is unlikely to change the brain of a child with autism, but it could possible trigger a cascade of other neuropeptides in some children and in this way have more lasting effects.

Over the next year, the word on secretin spread rapidly among parents of children with autism via the Internet; TV's Good Morning America and Dateline aired film of the transformed Beck child. Supplies of the hormone dwindled rapidly and parents began seeking it desperately and at any price.

If secretin actually produces the results described, it will be the first drug to address the core symptoms of autism--lack of language and social development. Many leaders in the field of autism, including Bernard Rimland, the founder of the Autism Society of America, are calling secretin a promising treatment. However, so far there has been more enthusiasm than actual scientific data. Also, the hormone's safety is uncertain: it is only approved for one-time use with endoscopy, and there is no information about what might happen with repeated use. There have been anecdotal reports of some children taking secretin whose autism and gastrointestinal symptoms got worse.

Fortunately, controlled trials of secretin are underway. Dr. Horvath will shortly finish data collection on a study of secretin use in 30 children. Dr. Pauline Filipek, a pediatric neurologist at the University of California, Irvine, is involved in an 8-week crossover trial of 60 children with autism in three sites--California, Utah, and Illinois. If Dr. Filipek is able to acquire enough secretin to complete the study, results should be available in the fall of 1999.

Another study funded by NICHHD will compare secretin two synthetic preparations, and a placebo. If the small studies are positive, broader clinical trials will follow.

Source: Sherman, C. (April 1999). NIH sees need for trials of secretin in autism. Pediatric News, p. 32.

Zoloft Safe for OCD

Sertraline (Zoloft) appears to be a safe and effective treatment for pediatric obsessive-compulsive disorder, according to the results of the largest study of medications for children and adolescents with OCD.

In this multicenter, double-blind 3-month study of 107 children ages 6-12 years and 80 adolescents ages 13-17, those treated with sertraline (Zoloft) for 12 weeks had significantly greater improvements in three of four scales measuring the symptoms and functional impact of OCD, compared with those on placebo.

The significant improvements were seen by the third week of treatment and continued throughout the study.

On the fourth scale--the National Institute of Mental Health Clinical Global Impressions of Severity of Illness scale--there was a statistically insignificant trend favoring sertraline over placebo.

This study is the first published study on the effects of sertraline in pediatric OCD and, as far as the investigators know, is the largest placebo-controlled trial of medications for pediatric OCD conducted to date.

Of the 92 children and youth treated with sertraline, 13% stopped taking the drug prematurely because of the side effects which included insomnia, nausea, agitation, and tremor. These side effects are similar to the ones experienced by adults on the drug and could be attributed at least in part to rapidly increasing the dose upward.

Despite clinical improvements in individuals, the average sertraline-treated participant was still in the mildly affected range at the end of the study.

Source: March, J., et al. (1998). Short-term sertraline safe, effective for OCD. JAMA 280(2):1751-56, 1998).

Few Psychotropic Medications Have Data to Support Use in Children

Just because the Food and Drug Administration has approved a psychotropic drug for use in children does not mean that sufficient scientific data exist to prove effectiveness for pediatric use. Also, some drugs that have not been approved by the FDA for pediatric use actually do have substantial scientific support.

The first comprehensive review of effectiveness of psychotropic medications in children was recently published by Dr. Mark A. Riddle in the Psychiatric Clinics of North America: Annual of Drug Therapy (Philadelphia: W.B. Saunders Co, 1998, pp. 269-85).

The following is a summary of this list:

FDA-Approved Pediatric Psychotropic Medications with Sufficient Scientific Support

• Methylphenidate (Ritalin) for Attention Deficit Disorder in children aged 6 years and older.
• Dextroamphetamine (Dexedrine) for ADHD in children aged 6 years and older.
• Pemoline (Cylert) for ADHD in children aged 6 years and older.
• Clomipramine (Anafranil) for obsessive-compulsive disorder in children aged 10 years and older.
• Fluvoxamine (Luvox) for obsessive-compulsive disorder in children aged 8 years and older.
• Sertraline (Zoloft) for obsessive-compulsive disorder in children aged 6 years and older.
• Pimozide (Orap) for Tourette's syndrome in children who are aged 12 years and older.

FDA-Approved Pediatric Medications without Scientific Support

• Amphetamine salts (Adderall) for ADHD in children aged 3 years or older.
• Dextroamphetamine (Dexedrine) for ADHD in children 3-5 years old.
• Amitriptyline (Elavil) for depression in children 12 years and older.
• Chlorpromzaine (Thorazine) for pervasive developmental disorder, bipolar disorder, or hyperactivity in children aged 6 months or older.
• Thioridzaine (Mellaril) for pervasive developmental disorder, bipolar disorder, or hyperactivity in children who are aged 2 years or older.
• Haloperidol (Haldol) for pervasive developmental disorder, bipolar disorder, or hyperactivity in children who are aged 3 years or older.
• Lithium carbonate (Eskalith) for mania or Lithium carbonate (Lithobid) for bipolar disorder in children who are 12 years old or older.
• Diazepam (Valium) for anxiety in children aged 6 months or older.

Drugs with No FDA-Approved Pediatric Uses but with Sufficient Scientific Support

• Bupropion (Wellbutrin) for ADHD in children 6-12 years old.
• Imipramine (Tofranil) for ADHD in children 6-12 years old.
• Desipramine (Norpramin) for ADHD in children 7-13 years old.
• Fluoxetine (Prozac) for depression in children 8-17 years old.
• Lithium (Lithobid, Eskalith, Lithonate, Llithotabs) for "aggression" in hospitalized children aged 5-12 years.
• Haloperidol (Haldol) for behavior problems in children with autism between the ages of 2 and 7 years.
• Naltrexone (ReVia) for hyperactivity in autistic children 3-7 years old.

Safe Schools

Since the shootings at Columbine High School in Littleton, Colorado, many parents have been wondering about how to ensure that their children attend safe schools. The federal government has published the following Tips for Parents which may be a good place to start:

• Discuss the school's discipline policy with your child. Show your support for the rules, and help your child understand the reasons for them.
• Involve your child in setting rules for appropriate behavior at home.
• Talk with your child about the violence he or she sees--on television, in video games, and possibly in the neighborhood. Help your child understand the consequences of violence.
• Teach your child how to solve problems. Praise your child when he or she follows through.
• Help your child find ways to show anger that do not involve verbally or physically hurting others. When you get angry, use it as an opportunity to model these appropriate responses for your child and talk about it.
• Help your child understand the value of accepting individual differences.
• Note any disturbing behaviors in your child. For example, frequent angry outbursts, excessive fighting and bullying of other children, cruelty to animals, fire setting, frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol or drug use can be signs of serious problems. Get help for your child. Talk with a trusted professional in your child's school or in the community.
• Keep lines of communication open with your child--even when it is tough. Encourage your child always to let you know where and with whom he or she will be. Get to know your child's friends.
• Listen to your child if he or she shares concerns about friends who may be exhibiting troubling behaviors. Share this information with a trusted professional, such as the school psychologist, principal, or teacher.
• Be involved in your child's school life by supporting and reviewing homework, talking with his or her teacher(s), and attending school functions such as parent conferences, class programs, open houses, and PTA meetings.
• Work with your child's school to make it more responsive to all students and to all families. Share your ideas about how the school can encourage family involvement, welcome all families, and include them in meaningful ways in their children's education.
• Encourage your school to offer before-and after-school programs.
• Volunteer to work with school-based groups concerned with violence prevention. If none exist, offer to form one.
• Find out if there is a violence prevention group in your community. Offer to participate in the group's activities.
• Talk with the parents of your child's friends. Discuss how you can form a team to ensure your children's safety.
• Find out if your employer offers provisions for parents to participate in school activities.

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 23rd 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 18-24, 1999.

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 2nd 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 for the residential camp and $600 for the outpost camp. Partial camperships are available. 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 will be held this year from June 17-20, 1999 (Thursday supper through Sunday breakfast). 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 $84 per person. A Billings church operates its bus on the first and last days of the session, between Billings and the camps. There are stops also in Laurel, Columbus, and Big Timber. For those using the bus, the bus fee is $16 for round trip from Billings, $14 for Laurel, $12 from Columbus, and $10 from Big Timber. Scholarships of $35 are available for those in need.

Call 406/656-1969 or 406/932-6300 for information or to receive an application. You may also send e-mail to christikon@aol.com.

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. This years camp is scheduled for July 17-23rd. 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.

Camp Taloali

Camp Taloali is a nonprofit camp for youth with hearing impairments that is located east of Salem, Oregon, on Highway 22 just beyond Stayton, Oregon.

The camp, which is in the foothills of the Cascade Mountains near Mount Jefferson primitive Area, offers a spacious dinning hall with a modern kitchen, eight cabins for campers and their counselors, a craft hall, a health office complex, fully outfitted restrooms with showers and an Olympic size swimming pool.

Camp Taloali has a basketball court, sand volleyball court, horse shoe court, archery range, hiking trails, meadows and the North Santiam River for fishing. Camp activities include softball, frisbee, volleyball, a horse program, field trip program, and archery. Also included in the program are arts and crafts, theater and communications, camping and outdoor skills, fishing, nature study, and swimming.

Camp Taloali has primarily served hearing impaired children from Oregon, Washington, Idaho, California, Nevada, Alaska and Canada, but children from other areas are welcome, providing they have the financial means to cover transportation.

The camp accepts children who are hearing impaired, aged 9 -17 years. Camp sessions this year are:

Session 1: July 25-31-(age 13-17) (field trip program)

Session 2: August 1-7-(age 13-17) (horse program)

Session 3: August 8-14-(age 9-12) (horse program)

Session 4: August 15-21-(age 9-12) (field trip program)

Sessions 1 & 4 are $215 a week; Sessions 2 & 3 are $230 a week. If registered and paid before June 18 there is a $25.00 discount. Camperships are also available, ask for a form.

For more information, contact:

Dave Sipp, Camp Director

15934 N Santiam Hwy

Stayton, Or. 97383

503/769-6415 (TDD only)

Voice: 1-800-735-1232 (Oregon Relay Service)

sippd@aol.com.

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

July 18-24, 1999 & June 13-16, 1999

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.

What Will My Child Receive?

1. An active and safe camping experience with sound management.
2. An opportunity to live among his or her peers, establish close relationships with others who have diabetes, and thereby better understand their own problems.
3. A unique setting and opportunity for education in and management of medication aspects of youth with diabetes.
4. A period during which the camper can, often for the first time, learn how to manage his or her life and medical problems away from home.

Who May Attend?

Campers of any faith, race, color, nationality, and religion are welcome at Camp Diamont & Teen Retreat.

When May I Register?

Registration for Camp Diamont opens March 1, 1999 and closes June 21, 1999.

Registration for Teen Retreat opens March 1, 1999 and closes May 14, 1999.

Applications will be accepted on a first-come basis, as space is limited.

All registrations must have a US$35.00 non-refundable registration fee included.

Fees

The fee for Camp Diamont is US$175.00. Out-of-State tuition is set at US$275.00. The fee for Teen Retreat is US$240.00. Out-of-State tuition is US$340.00. These fees represent approximately half of the actual cost of maintaining each camper. The additional expense will be paid by contributions and the fund-raising activities of the Montanta Affiliate.

Scholarship Opportunities

No Montana child will be denied the priviledge of attending camp because of inability to pay. Partial camperships are provided by concerned sponsors. Contact the Montana Affiliate (address below) for more information.

Age Requirements

Camp Diamont: Campers will be entering the 2nd grade through 8th grade in the fall of 1999.

Teen Retreat: Retreaters will be entering the 9th grade through the 12th grade in the fall of 1999.

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

ADA Montana

P.O. Box 2411

Great Falls, MT 59403

(406) 761-0908 or 1-800-232-6668

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.

Centers in Montana include:

Butte Special Riders*

102 Country Club Lane

Butte, MT 59701

Phone: (406)494-5954

Midland Empire Riding Academy for Handicapped*

MSC 266

PO Box 35500

Billings, MT 59107-3550

Phone: (406)259-2958

Joshua Center Summer Camp for Children with Tourette Syndrome

Each summer, the Joshua Center hosts a 5 day camp for children with Tourette Syndrome. We boat, fish, swim, do sporting activities and expose the children to other social activities that they so desperately need for their development. We provide adult supervision during all hours to assure the safety of the children. The dates for this years camp is August 9-13th. Cost is $350. For more information contact:

Joshua Center

10920 Elm Ave

Kansas City MO 64134

816-763-7605

816-763-1802 (fax).

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.

Parent Volunteers Recruited

By Elizabeth A. Popp

PLUK's Parent Support Volunteer Network currently has 11 experienced parent volunteers representing seven cities and towns in Montana to provide support and encouragement to other parents of children with disabilities. The Parent Support Network began in early October when PLUK joined forces with Volunteer Montana!, a statewide service organization to set up the parent to parent program. Elizabeth Popp, the Volunteer Montana! Volunteer Coordinator, has spent the past 7 months at the PLUK office in Billings developing procedures and operating tools such as job descriptions and manuals, recruiting state-wide, screening potential volunteers and orientating new volunteers for the Parent Support Network. Making initial matches between parents has been slow due a very busy "IEP season" for our family support and regional staff; however, PLUK hopes that the Parent Support Program will help to reach more parents in Montana and allow for follow-up calls to parents after they have received PLUK's services.

Until the end of her term in July, Elizabeth will continue recruitment efforts and evaluate the success and satisfaction of the volunteers. PLUK is currently looking for an individual living in or near Billings to volunteer as the volunteer coordinator for the Parent Support Network.

PLUK is still looking to recruit volunteers for the Parent Support Network especially in Eastern Montana and the Great Falls Area. For an application for the volunteer coordinator and parent contact positions, please contact Elizabeth Popp at 255.0540 or 800.222.7585 (toll free).

EMPATHY TRAINING AT BILLING'S MIDDLE SCHOOLS

by Elizabeth A. Popp

In Billings, ten volunteers representing five community agencies gave Castle Rock, Riverside and Lewis and Clark Middle School students an opportunity to experience what it is like to have a disability. Volunteers spent one day at each school rotating the students through several stations. Students maneuvered through an obstacle course in wheelchairs, buttoned a shirt with socks on their hands, wrote their name on a blackboard wearing goggles that simulate visual impairments and conveyed simple needs through a game of charades. In a final discussion, volunteers stressed that we are more the same than different, an idea illustrated on this years Disability Awareness poster from DDPAC. Students also shared their feelings about participating in empathy training. They found the activities fun but also very frustrating.

Volunteers Mary Beth Sanderson, Parent Consultant Coordinator for STEP, and Audrey Mauritzson, Publications Manager for PLUK and a 1996 Partner in Policy Making felt that it was important to target middle school students since so many changes take place during these school years. "We need to teach tolerance and show middle school students that attitudes are the real disability," says Mauritzson.

Other volunteers included Susan Ogden, PLUK board members, Jan Duffy, PLUK Financial Manager, Beth Popp, Volunteer Montana! /AmeriCorps volunteer coordinator(VMC) at PLUK, Karen Kenney, PLUK Board Member and STEP parent volunteer, Karen Thomas, STEP parent volunteer, Campbell Miller, VMC at United Way, Jill Boyd, VMC at RSVP, and Allen Keebler, VMC at Eagle Mount.

Positive Approach to Challenging Behaviors Conference in June

The Office of Professional Practices at MSU-Billings is sponsoring a two-day conference focusing on supporting educators and families to include students with challenging behaviors in general education settings. The date for the conference is set for June 10-11. To receive further information on the conference, please contact Linda Rumble at 406-657-2122 or Lrumble@msubillings.edu.

FOR SALE

Holly.Com augmentative communication device. Less than one year old, just like new. Easy to use and program. Asking $900 (cost is $1,900 new). For information contact:

Dorothy See

110 Shelter View Crt

Kalispell MT 59901

406-257-7433

VOLUNTEER OPPORTUNITIES AT PLUK

PARENT SUPPORT VOLUNTEERS

PLUK is looking for experienced parents of children with disabilities to provide information and support to other parents. Parent Support Volunteers will receive training from the PLUK staff in how to work with parents and share the ways in which they have learned to cope and advocate for their child in the service system.

Parent Support Volunteers will give 1 to 2 hours per week of support via the telephone to aid other parents in brainstorming and problem solving techniques, share a variety of information on disabilities, and actively listen to refer parents to the appropriate people when situations need specific attention. If able, parents may also decide to provide support to parents at IEPs and other school meetings.

VOLUNTEER COORDINATOR

PLUK is looking for an individual to volunteer in the Billings office to recruit, interview and evaluate volunteers for the Parent Support Network Volunteer Program.

A Volunteer Coordinator will volunteer 3-5 hours per week in the Billings Office to assist the PLUK staff in recruiting, training and coordinating volunteers for the Parent Support Network Volunteer Program that allows experienced parents of children with disabilities of Montana to provide support and encouragement to other parents throughout the state of Montana.

SELF-SUFFICIENCY TRUST VOLUNTEER

PLUK is looking for a retired attorney or trust officer in the state of Montana to assist individuals setting up a self-sufficiency trust for themselves or a family member.

A Self-Sufficiency Trust Volunteer will volunteer 5 hours a month to answer questions over the phone for individuals who are setting up a Self-Sufficiency Trust (SST). A SST is a fund which generates income to purchase supplemental services for individuals with disabilities without jeopardizing the individual's eligibility for government benefits like Supplemental Security Income or Medicaid.

If you are interested in volunteering or would like more information , please contact Elizabeth Popp at the PLUK office in Billings at 406.255.0540 or 800.222.7585 (toll free).

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 bi-monthly 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 plukmt@wtp.net. Or, visit our web site at http://www.pluk.org.

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.

Joanne Gresens and Miki Jo Clauson, Jefferson Elementary School (Miles City)

Joanne is a special education teacher and Miki Jo is her classroom aide in the pre-school special education room. In my book, these two women are "saints." They have assisted us not only in the classroom, but in our home as well. They have taken our children and given us a break, assisted us with transportation, and even spelled us when one of our children was hospitalized. They have been like a second set of parents to our little ones.

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.

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),

plukmt@wtp.net (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 - Closed Captioned
• Goals for Success: Writing IEPs That Work! - Length: 17 minutes - Closed Captioned

From the angels around us...

Kathy Moore

Denise Rowe

Betty Emilsson

If you would like to purchase an angel for a special teacher, teaching assistant, administrator, psychologist, respite worker, therapist, physician, friend, or yourself, contact the PLUK office in Billings by phone, fax, e-mail, letter or drop by in person. The cost is $10 plus $3 shipping for each angel.

PLUK Angels

516 N 32nd St; Billings MT 59101-6003

Phone: 406/255-0540; 800-222-7585

My name is:

My address is:

CitySTzip:

My "Angel" is:

My "Angel's" address is:

CitySTzip:

__Send to my address__Send to "Angel's" address

__Please recognize my "Angel" in the newsletter

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.

PLUK Training Workshops

Parents who receive training are better able to make their case with the school and are more likely to achieve results which are helpful for their child. If you are interested in receiving training contact PLUK and ask for a training session at 1-800-222-7585.

• Conflict Resolution--In All Things Generosity: An Advanced Conflict Resolution Workshop for Parents-- to assist parents and school staff to avoid conflict or settle conflicts when they arise.
• Individuals with Disabilities Education Act: What a Great IDEA! Parents' rights and responsibilities under the special education law and Section 504.
• How to Be Heard and Understood. Communication skills for parents advocating for their children.
• Parent/Professional Partnership. A team building workshop designed to help parents and professionals work together to develop high quality individualized education programs.
• Pilot Parents. Advanced training in listening skills and individual assistance for experienced parents who wish to volunteer to help new parents.
• First Steps