Ohio Coalition for the Education
of Children with Disabilities

Resource List

Agencies

NISONGER NEWS

Welcome to the current issue of NisongerNews!
Follow this link: http://nisonger.osu.edu/nisongernews/6-34
Each story is on a separate page of our website and links to other pages.  The Table of Contents is consistently visible on the right side of each page, and you can proceed to the next page using links at the bottom.  A printer-friendly version of each page is available.  If you prefer to read the entire issue as a continuous page, click on the "Printer-friendly version" link on the Table of Contents page: http://nisonger.osu.edu/book/export/html/647

Archives of previous issues in PDF and text-only versions are available on this page: http://nisonger.osu.edu/nisongernews.

Vicki L. W. Graff, Program Manager
The OSU Nisonger Center, 357B McCampbell Hall
1581 Dodd Dr, Columbus, OH 43210
614-685-3195 phone; 614-366-6373 fax (M-W)
614-291-9388 phone; 614-291-9389 fax (T-Th-F off)
graff.42@osu.edu; vicki.graff@osumc.edu

Ohio Center for Autism and Low Incidence (OCALI)
OCALI is charged with providing information, technical assistance, training and support to Ohio educators and to parents of children with autism spectrum disorders and traumatic brain injury. They have an assistive technology lending library.

New Assistive Technology Internet Module

Assistive Technology Internet Modules (ATIM) - http://www.atinternetmodules.org 
OCALI in partnership with the Ohio Department of Education Office for Exceptional Children (ODE-OEC) is pleased to announce availability of a new on-line learning module titled “AT Assessment in the School Environment”. The ATIM modules are designed with adult learners in mind including an advanced organizer, pre- and post-tests, videos, case studies, discussion questions and activities for further learning. These modules can be used as professional development for your staff. The newest module joins two others, titled “AT Consideration in the IEP Process” and “Automatic Speech Recognition”. Brief descriptions of each are shown below. The modules can be viewed at: www.atinternetmodules.org
 
AT Assessment in the School Environment : After the individualized education program (IEP) team has completed the process of assistive technology (AT) consideration and determined that AT may be a good option for a student, the team then faces the task of assessing the student's needs and abilities to find the most effective AT solution. This module introduces the process of AT assessment including the composition of different types of AT teams, guiding documents and frameworks, feature matching, equipment trials and recommendations, implementation and transition planning.
 
AT Consideration in the IEP Process: Based on the mandates of the IDEA 2004, AT devices and services must be considered for all students with disabilities in the development of the IEP. This module will assist educational professionals and IEP team members in considering and determining student need for assistive technology.
 
Automatic Speech Recognition: Automatic Speech Recognition (ASR) is the process of turni ng spoken words into written text. This module will define ASR, discuss why it is used, who can benefit and list many resources for ASR products.  

HEART(Help Every Child with Autism Reach Tomorrow)
Mom's Club, Friendship Club, Support Group meetings monthly, Sibshops, Newsletters
HEART August 2011 newsletter

United Cerebral Palsy of Central Ohio
United Cerebral Palsy of Central Ohio is a private, non-profit agency whose mission is to provide an environment where people with disabilities and aging conditions receive individualized programs and support services.

Ohio Department of Mental Health Calendar of Events
Listing of Ohio Department of Mental Health Events

TASH - Equity, Diversity, Social Justice and Inclusion
Formerly the Association for Persons with Severe Disabilities. TASH's focus is equal opportunity and inclusion for people with disabilities.


The ARC
Advocates for the rights and full participation of all children and adults with intellectual and developmental disabilities by improving systems of supports and services; connecting families; inspiring communities and influencing public policy. The site provides Family Resource Guides specific to each state.


Ohio Department of Education
The Office for Exceptional Children can provide information to families on the law as it relates to school district implementation.

Disability Rights Ohio (formerly Ohio Legal Rights Service)
Provides information, training and consultation to families and consumers regarding the requirements of disability laws, including IDEA. In some instances, the agency will represent parents and consumers in negotiating with service agencies, including schools, and represent them in court if necessary.


Ohio Rehabilitation Services Commission
Promotes employment for all persons with disabilities. Counselors work in conjunction with consumers with disabilities to identify training and resources, including assistive technology, to promote their employment.


North Central Regional Resource Center (NCRRC)
The RRCs are funded by the United States Department of Education's Office of Special Education Programs (OSEP) to assist state education agencies in the systemic improvement of education programs, practices, and policies that impact children and youth with disabilities. NCRRC offers a biweekly email newsletter. Interested parties can sign up for the newsletter on the Web site.

OMNIE Web Recruiting System Reminder

Do you have a job opening for a speech and language pathologist or educational audiologist? Contact Nada Allender, OMNIE project coordinator, to post the position on the OMNIE Web Recruiting System. This system aides in the tracking needs and unfilled positions for the year. To post or remove an opening, contact Nada Allender nada@ameritech.net OMNIE Project Coordinator. View the OMNIE Web Recruiting System at www.omnie.org and select "Employment Opportunities".

Back to Top

Early Childhood

Disabilities

Family Resources

Article linking use of Police, Restraint and Increasing Budget Constraints with Particular Focus on Students with Autism.

Click Here http://www.salon.com/2012/05/23/
disabled_and_handcuffed_at_school/singleton/leton

What is the International Dyslexia Association?

The International Dyslexia Association (IDA) is a 501(c)(3) non-profit, scientific, and educational organization dedicated to the study and treatment of the learning disability, dyslexia.  With over 13,000 members, IDA is the oldest organization of its kind in the United States serving individuals with dyslexia, their families, and professionals in the field. IDA does not receive government funding, our annual budget is funded by private
donations, membership dues, foundation grants, sale of publications, conferences, and other developmental efforts. IDA has an all volunteer Board of Directors.
IDA focuses its resources in four major areas: information and referral services, research, advocacy and direct services (conferences and training) for professionals working with individuals with dyslexia.
IDA provides information:
• To approximately 30,000 people annually via phone, mail and e-mail.
• Through their website to more than 250,000 visitors yearly.
• Through 40+ branches (like COBIDA) that conduct local conferences, seminars and support groups.
• By hosting an annual international conference that brings over 200 experts in the field together with approximately 3,000
individuals who are concerned with the issue of dyslexia and other learning disabilities.
• Through publications and newsletters.

DYSLEXIA BEGINNING TO BE RECOGNIZED

Work supported by Ohio IDA, a coalition of the three Ohio Branches of IDA.  In December, 2011 two bills pertaining to dyslexia, HB96 and HB157, were passed by
the Ohio legislature. Both bills include the definition of dyslexia accepted by the National
Institute of Child Health and Human Development (NICHD) and the International
Dyslexia Association (IDA) in the Ohio statute. HB96 targets the early identification of
children at-risk for dyslexia. It directs the establishment of three 3-year pilot programs
to investigate the effectiveness of multisensory structured language instruction in a
cross section of diverse population areas (urban, suburban, rural) throughout the
state. The pilot programs are to begin in kindergarten and continue through 2nd grade.
After the bill was passed, it went to the Ohio Department of Education (ODE) to be implemented.  The ODE Office of Exceptional Children allocated funds for three additional pilot programs. A statewide committee was appointed to work with ODE and construct a
plan to solicit proposals from districts across Ohio. Cincinnati Public Schools will be the
site of one of the pilot programs.  HB 157 encourages Educational Service Centers (ESCs) to provide dyslexia awareness workshops for administrators, teachers , tutors and others who work with students.  Trainings will provide participants with an overview of the fundamentals of dyslexia and the appropriate multisensory structured language (MSL) teaching strategies that enable dyslexics and other struggling readers to successfully read, write and spell.  Trainings will be conducted by dyslexia specialists.  Information concerning these introductory workshops has been sent to all ESCs in the Ohio. If a local ESC does not choose to provide this overview training, schools are encouraged to seek the help of a dyslexia specialist/ qualified MSL instructor in the area to do the training for them.  The Ohio Board of Regents (OBR) Dyslexia Task Force on Pre-service Teacher Education: Under the auspices of the Chancellor of the Ohio Board of Regents, a fifteen member task force was convened from across Ohio to address the lack of information and training of pre-service teachers in the area of dyslexia. The Task Force consisted of representatives from K – 12 institutions and Institutions of Higher Education (IHEs) including members of Ohio IDA. The Task Force was convened to insure that colleges
and universities in Ohio: 1) train teachers to meet the needs of students with dyslexia
and other at-risk indicators in reading, writing and spelling; and 2) teach preservice
teachers how to recognize a student with dyslexic and other at-risk students. The
Task Force met in Columbus, once a month, from September, 2011 – May, 2012 to discuss ways to incorporate the IDA Knowledge and Practice Standards into pre-service teacher education programs. The recommendations of the Task Force were presented to the Chancellor and the Ohio Board of Regents (OBR) at the end of May and approved in
June. The work of the Task Force supports but is not specifically connected to any dyslexia legislation. This work is undergoing final revisions and should be posted on the
OBR website later this fall.  What does all this mean to parents? Unfortunately
it doesn’t guarantee that all students with dyslexia in the State of Ohio will receive
reserached based reading instruction in the multisensory structured language (MSL) strategies that will enable them to be independent readers. Teaching teachers this intense systematic, explicit way of teaching reading will take time and well trained instructors.
Although Ohio legislators including members of both the House and Senate Education Committees have heard a great deal of testimony about struggling readers including students with dyslexia, the lack of proper instruction and the lack of appropriate teacher training at our colleges and universities in explicit, systematic teaching for children at-risk for reading failure, we need to continue to advocate for our children to insure that they receive appropriate instruction in these scientifically based reading strategies.
Reading is a right! We need to hold districts accountable for making sure that their teachers are trained so that our children receive the instruction that they are entitled to under the law. Students receive appropriate intense systematic, explicit instruction for a minimum of two years BEFORE they are held back in 3rd grade. The 3rd grade guarantee is about ensuring that every child receives the appropriate instruction that s/he needs to be able to read by the end of 3rd grade; it is NOT about failing children that haven’t been taught! If your child is not making progress in school and is not receiving instruction in MSL strategies, ask why your school is unable to provide the proper reading instruction for your child. If you do not get results, we encourage you to contact your legislators and tell them your story. Now is a great time to contact them, as they hold town meetings across the state, seeking input from their constituents and support for election or re-election!! Remember, your legislators represent YOU. The best way to insure that more will be done is if legislators continue to hear from you, their constituents. We need the “stream” of communication from communities across our state to Columbus to continue and become stronger! 

Written by:
Martha Chiodi, M.Ed.
Certified Orton-Gillingham Master Teacher/Instructor
Executive Member of Ohio IDA
Member of the OBR Dyslexia Task Force on Pre-service Teacher Education

Charlotte G. Andrist, Ph.D., NCSP
President of the Central Ohio Branch of IDA
Executive Member of Ohio IDA
Ohio IDA Liaison to the OBR Dyslexia Task Force on Pre-service Teacher Education

Look for updates on the COBIDA website: www.cobida.org


Ohio Connections Academy (OCA) is a tuition-free online public school for K-12 students throughout Ohio.  Although OCA does not provide specific education or assistance regarding children with disabilities, the online school provides a quality alternative to public school for students whose disabilities may prevent them from attending a traditional 'brick and mortar' school.  Information about OCA can be found here:
http://www.connectionsacademy.com/ohio-eschool/home.aspx

HEART (Help Every Child with Autism Reach Tomorrow)
Mom's Club, Friendship Club, Support Group meetings monthly, Sibshops, Newsletters
HEART August 2011 newsletter

OSEP HAS DOCUMENT TO EXPLAIN STATE PERFORMANCE PLAN/ANNUAL PERFORMANCE REPORT

OSEP has developed a document for the general public, including parents, to explain the SPP/APR process.  Here is a link to the website where you can download the document:  http://therightidea.tadnet.org/assets/708. 

VSA Ohio: The State Organization on Arts & Disability
As an affiliate of VSA, the international organization on arts and disability, VSA Ohio's (VSAO) mission is to empower people with disabilities, creatively and inclusively through the arts. Since 1986, VSAO has provided an inclusive environment in which people with disabilities are given the opportunity to celebrate life through the arts, education and creative expression. For more information about each of these areas in Ohio, please visit our website at www.vsao.org

VSAO maintains the Arts & Disability in Ohio Calendar to connect Ohioans with accessible arts and culture opportunities across the state and nation.
http://www.vsao.org/connect/events.html

Click below and add your email address in the box on the left to sign up for VSA Ohio's newsletter http://www.vsao.org/programs/newsletter.html

VSA arts of Ohio Young Soloists
Annually, VSA arts of Ohio selects three musical artists from Ohio under the age of 25, as the Young Soloists of the year. The Young Soloists demonstrate outstanding talent in vocal or instrumental music and are selected through an adjudicated process. Winners receive cash prizes and perform at an annual awards celebration in May. All applicants are forwarded to the National Young Soloists Contest sponsored by VSA art, the International Organization on Arts and Disability, in Washington D.C. and may be invited to perform at other statewide events throughout the year.

Transportation Q & A from OSEP
The US Department of Education, Office of Special Education Programs (OSEP) released  Questions and Answers on Serving Children with Disabilities Eligible for Transportation in November 2009.

MORTGAGE LOANS - HELPING PEOPLE WITH DISABILITIES TO GET A LOAN

http://www.mortgageloan.com/disabilities/

• Project MORE
  Project MORE, Mentoring in Ohio for Reading Excellence, is a scientifically based reading research volunteer reading mentoring project for students with disabilities, that has demonstrated statistically significant reading results since 1999. Independent research findings consistently report students with specific learning disabilities make month for month reading level gains when they are 1:1 reading mentored four times/week for 30 minutes.
• Ohio Special Education Scorecard
  The National Center for Learning Disabilities has issued special education scorecards for every state in the nation, with enrollment statistics, including students with learning disabilities who are enrolled in special ed, student performance on key indicators, federal funding to states to support special ed, and the state's latest rating by the U.S. Department of Education on its State Performance Plan (data as of September 1, 2009).
• Help in Talking to Teens
  
  

  For Information on Accredited Online Colleges Click Below
  

  
  http://www.accreditedonlinecolleges.org/
  resources/accredited-online-colleges-and-disability-education/
• 
  
• Disability Friendly Colleges
  Not one college guidebook specifically addresses these needs of students with physical disabilities however, so we created this website as one place where all types of useful links and college information are gathered and kept current. We are especially proud of our interactive charts of more than 75 disability friendly colleges and their services. We hope you'll read our blog, tell us about your college experience and help us build the first interactive college guide for students with physical disabilities!

• Bullying
  Below is the link for a new web site Launched in August 2009, for teens that is a relevant, edgy, and unique educational resource for bullying prevention designed to engage, empower and educate all teens.
  
  http://www.pacerteensagainstbullying.org/

  "When bullying is addressed, communities will see more students with higher self-esteem, better school attendance, less physical and mental stress, and better school performance."
  Paula Goldberg, PACER'S Executive Directer

• Bullying - HB 116
  Below are aspects of the above bill that would assist with the problem of Bullying:
  
• Cyberbullying language is added that would include social media sites and cell phone
  texting
• School buses are now identified as places where harassment can be disciplined
• Requires schools to send parents notification at home of school bullying policies once each school year
• Allows for anonymous reporting
• Prohibits students from making false reports

• My Child Without Limits
  Are you worried that your child isn't developing like other children? Has your child been diagnosed with a developmental delay or disability? You are not alone. We are here to help you find answers to your questions. Other parents and therapists are here with you.
• Easy Access to Digital Books Online
  The website Bookshare.org has announced exciting news! Book scans can now be shared through a special exemption in the U.S. copyright law that permits the reproduction of publications into specialized formats for persons with print disabilities. The website provides access to books that are stored online as well as add books to the collection. Free memberships for qualified students with disabilities are currently being funded by the U.S. Dept. of Education Office of Special Education Programs. Bookshare also offers more than 45,000 digital books, textbooks, teacher-recommended reading, periodicals and assistive technology tools. For additional information, visit: http://www.bookshare.org
• Alliance Newsline - Technical Assistance for Parent Centers
• Minnesota's Pathways to Employment Listserv
  This "Pathways to Employment Listserv" was to allow access to information provided by a project sponsored by three Minnesota agencies that support people with disabilities. Look at the "Full Description" for directions to subscribe to this listserv.
• Free Early Literacy Activites in Spanish and English
  This site offers free parent education materials and activities to promote early literacy. Go to the site and click on Free Parent Education Handouts button.
• Cincinnati Children's Resource Directory
  Cincinnati Children's Hospital has created a resource directory of resources in Southwest Ohio. Resources unique to Kentucky and Indiana are also featured, as well as national and international web site links. It can help users quickly find resources on specific disabilities,Advocacy, strategies, and Community connections.
• National Organization for Rare Diseases (NORD)
  The NORD Web site contains information about rare diseases as well as medication assistance services, networking program, resource guide, links as well as research and news.
• 
  ASSISTIVE TECHNOLOGY
  
  

• New Assistive Technology Internet Module

  Assistive Technology Internet Modules (ATIM) - http://www.atinternetmodules.org
   
  OCALI in partnership with the Ohio Department of Education Office for Exceptional Children (ODE-OEC) is pleased to announce availability of a new on-line learning module titled “AT Assessment in the School Environment”. The ATIM modules are designed with adult learners in mind including an advanced organizer, pre- and post-tests, videos, case studies, discussion questions and activities for further learning. These modules can be used as professional development for your staff. The newest module joins two others, titled “AT Consideration in the IEP Process” and “Automatic Speech Recognition”. Brief descriptions of each are shown below. The modules can be viewed at: www.atinternetmodules.org
   
  AT Assessment in the School Environment : After the individualized education program (IEP) team has completed the process of assistive technology (AT) consideration and determined that AT may be a good option for a student, the team then faces the task of assessing the student's needs and abilities to find the most effective AT solution. This module introduces the process of AT assessment including the composition of different types of AT teams, guiding documents and frameworks, feature matching, equipment trials and recommendations, implementation and transition planning.
   
  AT Consideration in the IEP Process: Based on the mandates of the IDEA 2004, AT devices and services must be considered for all students with disabilities in the development of the IEP. This module will assist educational professionals and IEP team members in considering and determining student need for assistive technology.
   
  Automatic Speech Recognition: Automatic Speech Recognition (ASR) is the process of turni ng spoken words into written text. This module will define ASR, discuss why it is used, who can benefit and list many resources for ASR products.  

  This is an announcement that the latest module on assistive technology interventions is now available from CONNECT.  Please share the following information about this CONNECT resource with your colleagues!

  http://community.fpg.unc.edu/connect-modules?sc=
  
  

  AT Ohio
  A federally funded program that seeks to ensure that everyone with a disability who needs technology or related services in order to live, learn or work will receive the required equipment or services in a timely manner.
• Family Information Network
  A statewide network of parents of children with disabilities that provides information and support to other parents of young children with disabilities within identified regions in Ohio.
• Parent Guidebook to Assistive Technology
  The Guidebook is a thorough review of assistive technology information from advocating for it to finding appropriate assistive technology. The site offers information on assistive technology funding, Universal Design, and available training opportunities on assistive technology.
• Your Legal Rights to Assistive Technology
  A comprehensive and understandable review of a child.s legal rights to assistive technology under IDEA, Section 504 and the ADA. It also covers the provision of assistive technology through private insurance and the Medicaid program.
• Fact Sheet #4 - Assistive Technology & the IEP
  This particular fact sheet discusses assistive technology grounded in student rights specifically as assistive technology is related to the IEP.
• Family Place in Cyberspace
  Hosted by The Alliance for Technology Access (ATA), this is a network of community-based resource centers, developers, vendors and associates dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies.
• Family Guide to Assistive Technology
  Description of assistive technology requirements under IDEA, how to request an assistive technology evaluation for your child and a review of the range of and assistive technologies available to support individuals with disabilities. Illustrates the requirements of the law, evaluation services and the impact of appropriate assistive technology on student performance.
• Funding Assistive Technology
  The following information was provided for posting on the Ohio Coalition for the Education of Children with Disabilities by Dr. Unice Teasley, program consultant at e-Tech Ohio (Formerly Ohio SchoolNet), faculty at the Ohio State University and teacher in Columbus Public Schools. OCECD thanks Dr. Teasley for her commitment to Ohio's children and for her support of OCECD.
  
  Students in free lunch program may qualify for internet/computer/training
  eTech Ohio is pleased to announce a new initiative to help Ohio’s low-income families access broadband services. Qualifying households with students enrolled in the free lunch program can receive high-speed Internet services for $9.99/month, as well as vouchers for deeply discounted computers and technology training. This initiative, Internet Essentials, is being offered by Comcast for all qualifying families in their service area. Internet Essentials is the first initiative of its kind, and is a remarkable opportunity for Ohio students. Visitwww.internetessentials.com for further information.
  
  What Works Clearinghouse (WWC)
  The WWC releases study, intervention, and topic reports. A study report rates individual studies and designs to give you a sense of how much you can rely on research findings for that individual study. An intervention report provides all findings that meet WWC Evidence Standards for a particular intervention. Each topic report briefly describes the topic and each intervention that the WWC reviewed.

• Center for Improvement of Child Caring (CICC)
  Parenting and Parenting Education Organization, 1-800-325-2422.
• Q & A with Ann Guinan, Asst. Director, Procedural Safeguards, OEC, ODE
  Q & A with Ann Guinan, Assistant Director, Procedural Safeguards/Support Services, Office for Exceptional Children, Ohio Dept of Education at Parent Mentors of Ohio Fall Conference October 8, 2009.
• Cincinnati Children's Resource Directory
  Cincinnati Children's Hospital has created a resource directory of resources in Southwest Ohio. Resources unique to Kentucky and Indiana are also featured, as well as national and international web site links. It can help users quickly find resources on specific disabilities,Advocacy, strategies, and Community connections.
• Ensuring Meaningful Parent Involvement on OISM Building-Level Leadership Teams
  Research indicates that when parents are involved in school decisions and activities, student achievement increases, behavior problems are reduced and better school outcomes are noted. Amy Freeman, OCECD Ohio Integrated Systems Model (OISM) Statewide Parent Lead, shares strategies for ensuring meaningful parental involvement in the OISM and other school activities.
• Mother/Sociologist Undertakes Study on Social Experience of Adolescents with Physical Disabilities
  Amy Sorensen, sociologist, graduate student at East Tennessee State University, and the parent of a child with a disability invites parents of children with physical disabilities to partner with her on her upcoming thesis research on the social experiences of adolescents with physical disabilities.
• Native American Families Together Parent Center
  This is aoutreach project targeting all native american families of children with disabilities. Its purpose is to increase partnerships between Native American families with a child with a disability and the professionals serving their children.
• Corporal Punishement Verbal Behavior
  This article reviews the research on the effects of corporal punishment and identifies alternatives.
• IEP Goals and Objectives:
  This question and answer session with Pam and Pete Wright provides information on writing IEPs according to IDEIA 2004. It provides guidance to parents in what they should expect for their child's IEP.
• Students with Diabilities in Postsecondary Education: Accommodations received and needed
  This article offers guidance to parents and students moving into college programs. The most common accommodations provided for students with disabilities at the postsecondary level are reported.
• Tool Kit on Teaching and Assessing Students with Disabilities
  This publication provides up-to-date guidance on assessing the achievement and progress of students with disabilities. It also includes a set of technical assistance products that offer practical, research-based approaches in the areas of assessment, instruction, behavioral interventions, and use of accommodations for students with disabilities.

  Patrick Tibadeau from Greeley High school, Portland, Maine

  Check out this video of Patrick Tibadeau from Greeley High school, Portland, Maine.  He plays basketball for Sr. night at his High School. He has Down Syndrome and his teammate gave up his spot so Patrick could play this important game. It is from the Today Show on 2/5/09. Share this with your schools and friends and kids.

• Looking for Wheelchair Accessible Vans?
• Click above for several sites that might be of help. Also Goodwill Industries and churches may get them as donations. Fraternal groups like Eagles or Elks, March of Dimes, and Gates Foundation may donate. www.craigslist.com may have them listed at a much lower than retail price.
  
  
  Bling My Wheelchair Wheels - Custom Power Wheel Covers
  My daughter has used a wheelchair for many years now and we have always found ways to make it look interesting based on what we are doing. We received so many positive responses that we wanted to share them with others who are looking to add some bling to their chair. We can make covers customized for your activity or event. Examples would be weddings, school colors and letters, Race for the Cure, or holidays like Valentines Day. Please call me or email for details. Vicki Lezon
  tlezon@roadrunner.com 440-967-1016
  

• U.S. Department of Education (2007). History: Twenty-Five Years of Progress in Educating Children with Disabilities Through IDEA. Retrieved July 6, 2010 from http://www2.ed.gov/policy/speced/leg/idea/history.html

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Public Policy/Funding

Article linking use of Police, Restraint and Increasing Budget Constraints with Particular Focus on Students with Autism.

Click Here http://www.salon.com/2012/05/23/
disabled_and_handcuffed_at_school/singleton/leton

US DEPT OF EDUCATION OSEP HAS DOCUMENT TO EXPLAIN STATE PERFORMANCE PLAN/ANNUAL PERFORMANCE REPORT

OSEP has developed a document for the general public, including parents, to explain the SPP/APR process.  Here is a link to the website where you can download the document:  http://therightidea.tadnet.org/assets/708.  Please note that there is space on the back for you to add information about your parent center, LEAs and SEA.  The information has been vetted by OSEP so we encourage you to use it to explain the SPP/APR process.

• US Dept of Educ Reversed Guidance on Maintenance of Effort

  On April 4, 2012, the U.S. Department of Education (ED) reversed their June 16, 2011 guidance on maintenance of effort (MOE). You may recall that in a June letter, ED had issued guidance that school districts could permanently reduce spending on special education in the year following an MOE violation (background below). Many wrote letters expressing concern, and Kathy Boundy from the Center for Law and Education (CLE) wrote a letter, requesting that ED reverse this guidance. We were notified yesterday that ED is responding to CLE’s August 2011 letter and reversing the position they had taken [in June letter to Bill East of NASDSE].  This is important news.
  Click Here for the Letter
  OSERS_OSEP_MOEApril2012.pdf
  

• Special Education Funding in Ohio: A Policy White Paper. Consistent with the charge of the Ohio School Funding Advisory Council to review specific components of the Ohio Evidence Based Model (OEBM), including special education, OCECD, composed these special education funding white papers. The above link pertains to school age and the one below is for preschool.
  

  Ohio Preschool Special Education and Special Education Enhancement Funding: A Policy & Funding Overview.

• Office for Civil Rights
  Federal civil rights laws and the Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule, together protect your fundamental rights of nondiscrimination and privacy. Civil Rights help to protect you from unfair treatment or discrimination, because of your race, color, national origin, disability, age, sex (gender), or religion. The Privacy Rule protects the privacy of your health information; it says who can look at and receive your health information, and also gives you specific rights over that information.
• Civil Rights Law
  Title VI, 42 U.S.C. § 2000d et seq., was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance.
• Cradle to Prison Pipeline Campaign
  Nationally, 1 in 3 Black and 1 in 6 Latino boys born in 2001 are at risk of imprisonment during their lifetime. While boys are five times as likely to be incarcerated as girls, there also is a significant number of girls in the juvenile justice system. This rate of incarceration is endangering children at younger and younger ages.
• SpankOut Day USA April 30th 2010
  SpankOut Day USA was initiated in 1998 to give widespread attention to the need to end corporal punishment of children and to promote non-violent ways of teaching children appropriate behavior. Mini-grants are now available for non-profit organizations, churches, and schools.
• ODE Policy on Seclusion and Restraint and continued work update
  On August 3, 2009, Governor Strickland signed Executive Order 2009-13S into law. The Executive Order ordered various state agencies, including the Department of Education, to immediately adopt a policy on the use of restraints, including a ban on the use of prone restraints.
• DOE CASE RECEIVES PARTIAL SETTLEMENT TODAY
  Ohio's long standing lawsuit regarding the free, appropriate, public education (FAPE) of children with disabilities ages three through twenty-one has received a partial settlement agreement today, October 20, 2009.
• State Special Education Budget
  State Special Education budget
• Restraint and Seclusion Legislation Introduced in the Senate
  CEC and CCBD recommendations are key elements of proposed legislation: Arlington, Va., Dec. 10, 2009. Sen. Chris Dodd (D-Conn.) introduced legislation yesterday to protect children from misuse of restraint and seclusion practices. The Preventing Harmful Restraint and Seclusion in Schools Act, which includes recommendations from the Council for Exceptional Children (CEC) and its division, the Council for Children with Behavior Disorders (CCBD), was introduced simultaneously in the House of Representatives by Rep. George Miller (D-Calif.) and Rep. Cathy McMorris Rodgers (R-Wash.).
• Chapin Hall Rolls Out New Website with Improved Access to Research
  Chapin Hall's new website provides new content and features and an updated navigation to browse through more than 200 publications and abstracts of ongoing research projects.
• Classroom Sound-Field Systems
  Those professionals who use and/or evaluate classroom sound-field system view them as one of the most significant technical developments that have taken place in schools in recent years. In actuality, however, they do not represent a technical breakthrough as much as a special application of a commonly used device.

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Rights/IDEA

Article linking use of Police, Restraint and Increasing Budget Constraints with Particular Focus on Students with Autism.

Click Here http://www.salon.com/2012/05/23/
disabled_and_handcuffed_at_school/singleton/leton

OSEP HAS DOCUMENT TO EXPLAIN STATE PERFORMANCE PLAN/ANNUAL PERFORMANCE REPORT

OSEP has developed a document for the general public, including parents, to explain the SPP/APR process.  Here is a link to the website where you can download the document:  http://therightidea.tadnet.org/assets/708.  Please note that there is space on the back for you to add information about your parent center, LEAs and SEA.  The information has been vetted by OSEP so we encourage you to use it to explain the SPP/APR process.

Deluxe Webinar Collection DVD 

Consortium for Appropriate Dispute Resolution in Special Education (CADRE)
(CADRE) periodically updates you on new features and resources in the world of special education conflict resolution. CADRE encourages you to inform us of resources that may be helpful to those interested in mediation and special education conflict resolution.

• Department of Education Releases IDEA Regulations
  The U.S. Department of Education has released the final regulations for the Individuals with Disabilities Education Act of 2004.
• How States determine whether districts are meeting IDEA Act requirements
  Article from LRP regarding how States determine whether districts are meeting Individuals with Disabilities Education Act (IDEA) requirements and the impact on American Recovery and Reinvestment Act (ARRA) funds.
• School Restraint Report
  Investigative Report on Abusive Restraint and Seclusion in Schools
• February 2009 version of the Ohio Statewide Testing Program Rules Book
  Pages 27-35 address topics related to Students with Disabilities (Participation, Exemptions, Accommodations and Alternate Assessments) Appendix I, pages 83-86 provides guidance for scribes and transcribers.
• Center for Appropriate Dispute Resolution in Special Education
  CADRE, the National Center on Dispute Resolution, encourages the use of mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs.
• Building the Legacy: A Training Curriculum on IDEA 2004
  The Building the Legacy training curriculum was produced by NICHCY at the request of the Office of Special Education Programs (OSEP) at the U.S. Department of Education. The curriculum is intended to assist in understanding and implementation of the IDEA 2004 Part B regulations. The training curriculum has five overarching themes with multiple training modules beneath each theme.
• Assessments for Studying Quality or Life for persons with DD
  "Center for Outcome Analysis' Personal Life Quality Protocol" is a battery of instruments for studying quality of life issues for people with developmental disabilities.
• Supreme Court Decision on Parent's Private Placement
  Wrightslaw review the oral arguments in the Tom F. case involving reimbursement for a parent initiated placement of a student with learning disabilities.
• Department of Education Releases IDEA Regulations
  The U.S. Department of Education has released the final regulations for the Individuals with Disabilities Education Act of 2004.
• Americans with Disabilities Act Resource
  ADA-OHIO is a state wide non-profit organization that provides information, technical assistance and training about the Americans with Disabilities Act (ADA) to individuals, businesses, state and local government agencies or municipalities. Anyone who has a question about the ADA is encouraged to call our office.
• Special Education Outcomes Steps Forward in a Decade of Change
  The report offers a snapshot of the new initiatives, trends,accomplishments, and emerging issues as states document the academic achievement of students with disabilities during standards-based reform.
• Wrightslaw Special Ed Advocate Newsletter
  This newsletter provides information to parents on legal and educational issues. It provides guidance to parents on many special education issues
• Operating Standards for Ohio's Schools Serving Students with Disabilities
  These standards provide a framework for Ohio's schools to provide children with disabilities with the best conditions for learning.
• AT in Schools: Students' Rights to Assistive Technology Under IDEA and Section 504
  Provides a description of student.s rights to assistive technology both through IDEA and Section 504. It has citations of specific court rulings that required the provision of specific assistive technology devices for students, including tutorial software and a laptop for a student with narcolepsy, a classroom hearing assistive device, and a text-to-speech scanner for a learning disabled student

IDEA - Reauthorized Statute

• Early Intervening Services
• Changes in Initial Evaluation - Reevaluation
• Highly Qualified Teachers
• IEP Content
• IEPs Team
• Procedural Safeguards - 1
• Procedural Safeguards-2
• Procedural Safeguards-3
• LEA Funding
• Part C Option - Age 3 to Kindergarten
• Private School
• State Funding
• Statewide and District Assessments

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Transition-School to Community

How well are we preparing students for the journey to adulthood?: Everyone wants to see students with disabilities become successful adults. Research indicates that when parents, teachers, and students work together to map out a realistic plan for the future, the transition to adulthood goes more smoothly. The more we know about the journey former students are on today, the better we can help other youth with disabilities make their travel plans for tomorrow. Read this article to learn more about how Ohio conducts and uses the results of a voluntary survey for students with disabilities after they leave school-based services.

Governor’s Council on People with Disabilities: Donna Foster/YLF Coordinator, 1-800-282-4536 ext. 1394, Donna.Foster@rsc.state.oh.us

Introduction to Health and Transition: Video slide show provided by Disability.gov.

Accredited Online Colleges and Disability Education

National Center on Secondary Education and Transition: Discover topical information, e-news, publications, events and more. Information on more than 25 diverse topics in secondary education and transition including an overview, answers to commonly asked questions, research abstract, emerging practices, and more. NCSET's online newsletter is loaded with information and links to publications, events, funding opportunities, Web sites, and other useful national resources-all searchable and at your fingertips.

Technical Assistance on Transition and the Rehabilitation Act: The TATRA (Technical Assistance on Transition and the Rehabilitation Act) Events Calendar features national and regional conferences focusing on topics related to secondary transition and career development.

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