EDUCATIONAL OPPORTUNITIES
Advocacy Center Workshop:  Creating Your Advocacy Notebook
Tuesday, October 11, 10:00 am - noon or 6:00 pm - 8:00 pm, The Advocacy Center, 590 South Avenue, Rochester
Learn to prepare and plan for meetings, organize records, and communicate effectively at either one of the workshop sessions.  For more information and to register, call 546-1700, ext. 230.
 
MCC Workshop:  "College for Parents 101"
Thursday, October 13, 6 - 8 pm, Monroe Community College
The MCC Admissions Office is hosting a free workshop series for parents to help answer critical questions as students prepare for college.  College admissions representatives, school counselors, and guest speakers from area public and private colleges will be speaking on choosing a college, choosing a major, financial aid and scholarships.  In addition there will be a session on Students with Disabilities and the Transition from High School to College.  For reservations and information, call 292-2231 or email mmcneil@monroecc.edu.
 
Presentation:  Education Laws
Tuesday, October 18, 7:00 pm, United Church, Canandaigua
 
Speaker Karen Donahue, Western Regional Associate for VESID and Quality Assurance for Special Education, will answer questions about general education and special education laws.  For more information, call 394-8871 or 396-7298.
 
PASS Evening Presentation:  Reauthorization of IDEA
Wednesday, October 19, 7:00 pm, Rooms 122 and 124, Pittsford Mendon High School
Patricia Brogan, Director of Special Education in Pittsford, will present information regarding the reauthorization of the Individuals with Disabilities Education Act (IDEA).  In 2004 Congress approved many changes to IDEA.  Ms. Brogan will preview how New York State has responded to the reauthorization and highlight how it can affect the planning for, and delivery of, special education services in Pittsford.  For more information, please email PASS co-chairs Lisa Visca (lisavisca@frontiernet.net) or Amy Galbraith (amygal@rochester.rr.com).
 
LDA Conference:  When Kids Hear Through the "Grapevine"
Friday, October 21, 8:00 am - 3:30 pm, Burgundy Basin Inn, 1361 Marsh Road, Pittsford
LDA Life and Learning Services presents this conference for educators and parents to enhance their understanding of the issues and successful strategies for students with Central Auditory Processing Disorders.  Presenters are Dr. Larry Medwetsky and Dr. Laura Riddle of the Rochester Hearing and Speech Center.  A conference fee of $75 includes lunch and materials.  A limited number of scholarships are available for parents of children with disabilities.  Registration deadline is October 11.  For more information, call 263-3323, ext. 213. 
 
Pittsford PTSA Parent Education Workshop:  Helping Children Cope with Anxiety
Tuesday, October 25, 7:00 pm, Barker Road Middle School Auditorium
Dr. Aureen Wagner, a clinical child psychologist, author, and director of the OCD and Anxiety Consultancy of Rochester, will discuss various forms of anxiety, including worry, school refusal, separation anxiety, social anxiety, panic, obsessions, and compulsions.  She will address how to distinguish normal from problem anxiety, how to recognize red flags for anxiety, and how anxiety manifests in school.  Practical guidance and specific how-to steps to help children overcome worry will be offered.  Questions and discussion will be an integral part of this workshop.  No pre-registration is needed.
 
Parent to Parent Bagel Get together
Friday, October 21, 2005
12 Corners Bagel Bin   Brighton
2600 Elmwood Ave    14618
9 - 11 am  
Look for the table with the vase of artifical lilacs.   Children are welcome.
 
Join us for some laughter and information sharing.   Let me know if you plan to attend.
 
Susan L. Nettleton
Finger Lakes Regional Coordinator
Parent to Parent of NYS
585 546-1700 X242
www.parenttoparentnys.org
 
The Children’s Mental Health Coalition of WNY, Inc., a chapter of Families Together in New York State, is hosting:
October 8: a Regional Conference that will provide the care-givers with essential forthcoming information and practical strategies necessary to support our families in need of services, featuring Best-Selling Author/Transformational Speaker/Success Coach, Debrena Jackson Gandy and local Exceptional Education Professor Dr. R. Bruce Baum, Ed.D. For more information, call 716-871-8997.
Other Coalition Trainings (from 9:30am-3:30pm at the Livingston County Government Center,6 Court Street, Geneseo, NY):
October 21: “FAMILY ENGAGEMENT” Presented by Mary McKay and
October 28: “SPOKESPERSON TRAINING” Presented by Barbara Pericozzi

 
 
 
 
Supreme Court Hears IDEA Case

The U.S. Supreme Court heard arguments Tuesday in a case that will determine whether parents or school boards have the burden of proving whether an individualized education plan (IEP) is adequate. The case of Schaffer v. Jerry Weast, Superintendent of Montgomery County Public Schools began when the Schaffers learned their child had a learning disability and were dissatisfied with the IEP proposed by the school system. Because of their dissatisfaction, the Schaffers enrolled their child in a private school and sought tuition reimbursement from the public school system in an administrative hearing.

The Individuals with Disabilities Education Act (IDEA) requires public school systems to provide an IEP for all disabled children in their jurisdictions. Under IDEA, when parents of a disabled child and a local school district reach an impasse over a child’s IEP, either side has a right to bring the dispute to an administrative hearing officer for resolution.

“National PTA believes that school districts should be responsible for proving the suitableness of an individual education program because they have greater expertise and resources than the average parent, not withstanding the fact that school districts were responsible for preparing the IEP in question to begin with,” stated National PTA President Anna Weselak. “National PTA urges the U.S. Supreme Court to require the burden of proof be placed on school districts. School districts are more likely to have access to the information that explains their actions in order to arrive at a result that is fundamentally fair.” To read additional statements from Weselak about the case, go to http://www.pta.org/ne_press_release_detail_1128460622078.html.

   ***************

 
ARTICLES
1.Since one of National PTA's initiatives is Parental Involvement I found this article to be most interesting.
Advocacy Center for Children's Educational Success with Standards (2002) Parent Involvement under the No Child Left Behind Act
 In December 2001, Congress passed with broad bipartisan support the No Child Left Behind Act, a sweeping reauthorization of the Elementary and  Secondary Education Act. This legislation expands the federal role in the substance and standards of K-12
education. The Act recognizes that parents have a unique stake in their children's education. New provisions offer parents an opportunity to help set education policy,
make educational choices for their children, and work with schools to help their children succeed in school.
These provisions apply to schools that receive federal "Title I" grants. Title I funding helps schools establish and maintain programs that will improve the educational
opportunities of low-income and disadvantaged children. You can ask your child's school whether it receives Title I funding. Get involved in planning education policy
Under the Act, parents will be involved at the national, state, district, and school level in developing educational policy. The federal Department of Education must include parents on the team that is developing rules regarding implementation of the Act. States must seek input from parents as they develop standards and 
assessments. Schools must involve parents "in an organized, ongoing, and timely way" in planning and
reviewing school-based programs. Each school must work with parents to develop a parent involvement policy, which parents will help review annually. 
The parent involvement policy can offer parents a chance to help make decisions regarding curriculum, assessments, and other aspects of education policy in
the schools. It can also describe how parents will be involved in helping with their children's education. If
you would like to be involved in planning the policy, you should  contact your school.
Learn about your child's educational experience
The school district must provide information to you about your child's achievement on state assessments and other measures of student achievement. These reports should
be easy to understand and, to the extent possible, in your native language if you are not comfortable speaking English. The report will let you see how your child's school compares to the district as whole and the state as a whole.  Remember, these tests are used to diagnose what students have learned and where they need to 
make further progress. Students prepare for these tests over a whole year, and in some cases over their entire time in school. You can help your children do well  simply by making sure that they attend school every day and that they do all assigned work.Your child's school must let you know promptly if your child has been 
assigned to a teacher who is not certified or is otherwise unqualified to teach the subjects he or she is teaching.
Advocacy Center for Children's Educational Success with Standards (2002) Schools in need of improvement
The assessments are designed to help pinpoint areas where an individual student or a group of students need help so that programs can be developed to meet their needs. The Act states that all students should be scoring at or above the "proficient" level by the 2013-14 school year. The school district must notify you if your  child's school is not making enough progress towards this goal. The school may be designated "in need of  improvement" or subject to corrective action. It will then receive 
additional resources and technical assistance; the district may also restructure the school or change its principal.
You will have a chance to comment on proposed changes or help develop a reform plan. Transfer schools or obtain free supplemental educational services If your child is attending a school designated in need of  improvement or subject to corrective action, the district must offer your child the opportunity to transfer to another public school within the district (unless such transfers are not permitted under state law). If your child is attending a school subject to corrective action, the 
district must offer you the opportunity to use federal money to purchase supplemental educational services, such as tutoring, for your child.
Help your child succeed As a parent, you play a key role in your child's education. Under the Act, schools must
work with parents to develop a "school-parent" agreement that outlines how parents, the entire school staff, and students will share responsibility for  raising test scores. Under such agreements, parents might be responsible for helping in a variety of ways, such as
committing to communicate regularly with teachers; monitoring attendance, television watching, or homework completion; volunteering in your child's classroom; or
participating in decisions related to your child's education.
Are the school, district, and state living up to their 
responsibilities?
Are you being offered an opportunity to get involved in setting education policy for your school?
Are you receiving regular report cards detailing your
child's performance and the school's performance? If your child is attending a school identified for corrective action, do you have access to supplemental educational services? If you feel that you are not receiving the information or access outlined here, you may be able
to challenge educational policies or procedures in your district or state.
Do you want to know more about the No Child Left Behind Act?
No Child Left Behind is a broad-ranging federal law that has implications for many aspects of federal education policy. For more information on No Child Left  Behind, visit the "federal legislation" section of our website at
www.accessednetwork.org.

Can We Find Hope for Childhood Mental Illness?
Editorial written by a parent..."Our children shouldn't have to be anonymous. We cannot let mental illness in either children or adults continue in its anonymity. Our humanity should not allow it."
http://www.citizen-times.com/apps/pbcs.dll/article?AID=/20051009/OPINION03/510090321/1006

Wider Use Favored for Family Therapy
Last year, 10-year-old John Stagliano was so anxious that he no longer wanted to play baseball, speak up in class or sleep alone. But after 16 weeks of treatment that included his parents, John is back on his own at night, looking forward to school and building a batting average that's better than ever.
http://www.bergen.com/page.php?qstr=eXJpcnk3ZjczN2Y3dnFlZUVFeXkyMzQmZmdiZWw3Zjd2cWVlRUV5eTY3ODgwMTImeXJpcnk3ZjcxN2Y3dnFlZUVFeXk0

Parents of Bipolar Teenager Reach Out to Others
Parents of teen who completed suicide want to help others.
http://www.stltoday.com/stltoday/news/stories.nsf/stlouiscitycounty/story/43E4727581D16413862570930018A17E?OpenDocument

Study: Charter Schools Teaching Fewer Disabled Kids
Charter schools serve a smaller percentage of special education students and may be handling less severe cases of students with disabilities than the traditional public schools with which they compete, a new state analysis shows.
http://www.newsday.com/news/local/wire/newyork/ny-bc-ny--charterschools1010oct10,0,7481659.story?coll=ny-region-apnewyork

Global Survey Released on the World Mental Health Day 2005 Emphasizes Treatment Needs in Bipolar Disorder 
Most people with bipolar disorder believe that successful treatment would significantly improve their quality of life and that treatment satisfaction is achieved by efficacy and tolerability, according to final results from the large scale Thinking Ahead survey.
http://www.prnewswire.com/cgi-bin/stories.pl?ACCT=104&STORY=/www/story/10-10-2005/0004164353&EDATE=

Two articles on emergency rooms failing to diagnose teens with mental health disorders:

Emergency Department Physicians Often Don't Diagnose Mental Disorder in Teens

Young people who have intentionally injured themselves often don't receive a diagnosis of mental illness after receiving treatment in an emergency department (ED), new study findings suggest.
http://www.medscape.com/viewarticle/513916
and Mental Illness Behind Self-Harm Often Undiagnosed
U.S. hospital emergency departments often under-diagnose mental disorders in children and young adults being treated for deliberate self-harm, researchers report.
http://abcnews.go.com/Health/Healthology/story?id=1189593

Evidence-Based Therapies in Child and Adolescent Psychiatry

Consumer, professional, legislative and regulatory organizations are increasingly calling for the development and adoption of evidence-based therapies, based on demands for quality services and expectations that outpouring of dollars and time are rewarded by beneficial outcomes.
http://www.psychiatrictimes.com/showArticle.jhtml?articleId=171201534

World Mental Health Day 2005 Focuses on Life Span
Several world leaders in the prevention and treatment of mental illnesses and behavioral disorders will take part in a symposium at the Pan American Health Organization (PAHO) in Washington, D.C., October 11th, in observance of World Mental Health Day 2005.
http://www.paho.org/English/DD/PIN/pr051006.htm

Class Battles Teens' Body Agony
This fall, a group of girls from Sheldon High School will take part in a program meant to steer them clear of those dangerous consequences. "The Body Project," developed by Dr. Eric Stice of the Eugene-based Oregon Research Institute, consists of four weekly one-hour classes, and will be taught by trained school nurses and mental health specialists.
http://www.registerguard.com/news/2005/10/05/a1.bodyimage.1005.p1.php?section=cityregion

At Colleges, Depression is Prevalent, Often Goes Untreated
The American Medical Association has agreed to study the problem.
http://www.orlandosentinel.com/features/lifestyle/orl-depression0405oct04,0,7788814.story?coll=orl-home-lifestyle

Report: Screen Young Offenders
Tests for mental illnesses urged--indiana--juveniles accused of crimes need to be screened for mental-health problems and should be provided treatment when necessary, the Indiana State Bar Association plans to tell state lawmakers today.
http://www.courier-journal.com/apps/pbcs.dll/article?AID=/20051004/NEWS02/510040364

Brain music therapy tunes into trouble
In one brief session, Dr. Galina Mindlin, a New York psychiatrist, recorded Depaws' brain waves and converted them to mood-altering musical notes, which were later transferred to a CD.
http://www.northjersey.com/page.php?qstr=eXJpcnk3ZjczN2Y3dnFlZUVFeXk4NSZmZ2JlbDdmN3ZxZWVFRXl5Njc4MjQyNCZ5cmlyeTdmNzE3Zjd2cWVlRUV5eTU=

NYS Regents Seek $1.3 Billion More for Schools
Aid will go to those most in need
The state Board of Regents on Thursday proposed a $1.3 billion increase in state school aid for 2006-07 as part of a $6.3 billion increase over four years. Most would go to schools in low-income, mostly urban schools. The Regents would provide 84 percent of the increase to "high-needs" schools, mostly in poor urban districts; with 23 percent to the remaining average- and low-needs schools. Every school, however, would get an increase in basic aid of at least 2 percent over current funding.
http://www.poughkeepsiejournal.com/apps/pbcs.dll/article?AID=/20051007/NEWS02/510070306/1007/NEWS
 
Children's Mental Health Advocates Praise New School Disciplinary Practices 

October 10, 2005

Children's Mental Health Advocates Praise New School Disciplinary Practices

Part one in a three-part series on schools and children with special needs
in New York state.

New York, NY - Families of children with emotional, behavioral, and social
challenges are collaborating with the state Department of Education and the
Office of Mental Health on an initiative that's changing disciplinary
practices in New York's schools.  Comments from Jill Gannon with Families
Together in New York State and Sharon Huff, principal of Pioneer High School
in Yorkshire.

Children's mental health advocates are praising an initiative that's
changing disciplinary practices at schools across the state.  More than 200
New York schools have implemented the Positive Behavioral Interventions and
Supports - or P-B-I-S - initiative.  It calls for setting clear behavior
guidelines for all students before disciplinary problems arise, and it
involves teachers, administrators, and parents in the process. 

Jill Gannon with Families Together in New York State says the program is
what parents of children with special needs have long been calling for. She
adds that the schools are creating partnerships in Positive Behavioral
Interventions and Supports for our kids with complex needs, and most of us
who are parents with kids with complex needs know that it really does take a
village to raise a child.

In partnership with Families Together in New York State, the state contracts
with seven regional centers to help schools implement P-B-I-S. Sharon Huff
is the principal of Pioneer High School, which has been using the P-B-I-S
approach for three years and says, "Our discipline referrals have dropped
dramatically, and I think it's because we reinforce expected behaviors, and
we consider those to be being responsible, being respectful, and being
ready."

In partnership with the nonprofit group Families Together in New York State,
the state contracts with seven regional centers to help schools implement
the Positive Behavioral Interventions and Supports initiative.

Note to Editors: Jill Gannon is available at 716 523 6399 and can also
arrange interviews with Sharon Huff. 

 
The Office of Special Education Programs (OSEP) for the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education, has
a series of topic briefs regarding the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) at their web page.

http://www.ed.gov/policy/speced/guid/idea/idea2004.html

*   Alignment with the No Child Left Behind Act
 Word (56K) | PDF (28K)

*   Changes in Initial Evaluation and Reevaluation
 Word (56K) | PDF (34K)

*   Children Enrolled by Their Parents in Private Schools
 Word (52K) | PDF (34K)

*   Discipline
 Word (55K) | PDF (32K)

*   Disproportionality and Overidentification
 Word (48K) | PDF (28K)

*   Early Intervening Services
 Word (41K) | PDF (31K)

*   Highly Qualified Teachers
 Word (59K) | PDF (43K)

*   Individualized Education Program (IEP), Team Meetings and Changes to the
IEP
 Word (49K) | PDF (30K)

*   Individualized Education Program (IEP)
 Word (55K) | PDF (32K)

*   Local Funding
 Word (70K) | PDF (40K)

*   National Instructional Materials Accessibility Standard (NIMAS)
 Word (58K) | PDF (32K)

*   Part C Amendments in IDEA 2004
 Word (68K) | PDF (39K)

*   Part C Option: Age 3 to Kindergarten Age
 Word (57K) | PDF (36K)

*   Procedural Safeguards: Surrogates, Notice and Consent
 Word (80K) | PDF (32K)

*   Procedural Safeguards: Mediation and Resolution Sessions
 Word (80K) | PDF (34K)

*   Procedural Safeguards: Due Process Hearings
 Word (84K) | PDF (41K)

*   Secondary Transition
 Word (68K) | PDF (30K)

*   State Funding
 Word (58K) | PDF (40K)

*   Statewide and Districtwide Assessments
 Word (54K) | PDF (31K)


 
Resources
http://www.ldsuccess.org/parent_guide.html

This guide is based on over 20 years of research conducted by the
Frostig Center in Pasadena, California. The research traced the lives of
individuals with learning disabilities in an attempt to identify factors
that predicted successful life outcomes. The guide has been developed by
Dr. Marshall H. Raskind, Dr. Roberta J. Goldberg, along with research
associates Dr. Eleanor L. Higgins and Dr. Kenneth L. Herman.

The authors express their deepest gratitude to the Lund Foundation for
its generous support in the development and production of this guide.
Sincere appreciation also goes to the participants in the Frostig
longitudinal research on success attributes, who openly shared their
stories - both their struggles and their triumphs. Additionally, the
authors would like to thank the Albert and Elaine Borchard Foundation
for funding the research that led to the identification of the success
attributes.

We hope that this guide will help parents as they work with their
children to reach their full potential and become competent, content,
and independent adults who live satisfying lives.

 

Autism/Asperger's

Researchers Launch Biggest Study of U.S. Children

Thu Sep 29, 2005 01:13 PM ET
By Maggie Fox, Health and Science Correspondent

WASHINGTON (Reuters) - Researchers hoping to determine the causes of many common diseases like autism and diabetes will follow 100,000 U.S. children from birth through adulthood in the largest ever study of its kind.

"We're looking to find the root causes of many common diseases and disorders. When we do, we'll be in a position to prevent them from ever occurring," said U.S. Surgeon-General Dr. Richard Carmona.

In particular, scientists will try to find out whether there is a link between environment and diseases.

Most studies used now to link environment and disease are retrospective, meaning they rely on a patient's or a parent's recall of events, food eaten, and behaviors. Scientists place much greater faith in studies that look at actual behaviors in real time to more accurately link them to consequences.

"The National Children's Study would follow more than 100,000 children, from before birth -- and, in some cases, even before pregnancy," said Dr. Duane Alexander, director of the National Institute of Child Health and Human Development, one of the National Institutes of Health.

"It would meticulously measure their environmental exposures while tracking their health and development, from infancy through childhood, until age 21," he added.

Researchers will also take samples from the children and their parents to see what chemicals they have actually absorbed into their bodies.

"In the search for environmental influences on human health, and their relationship to genetic constitution, National Children's Study researchers plan to examine such factors as the food children eat, the air they breathe, their schools and neighborhoods, their frequency of visits to a health care provider, and even the composition of the house dust in their homes," the NICHD said in a statement.

Six centers were named on Thursday where the research will begin -- the University of California in Irvine, the University of North Carolina in Chapel Hill, the Mount Sinai School of Medicine in New York, Children's Hospital of Philadelphia, the University of Utah in Salt Lake City and the University of Wisconsin-Madison.

The NIH hopes to eventually get 105 communities involved.

Each team will enroll at least 250 newborns each year for five years beginning in 2007, with initial results available around 2010.

The researchers will look for women who may become pregnant, even those who are not planning to, to see if accidental or unintended exposures or behaviors affect any children they may later have.

"The study might eventually lead to prevention or treatments for many common conditions," Carmona said.

"We now know that one in five schools in America has indoor air quality problems, which affect millions of children who don't even realize it," he added. "The study could help us map how our environments, habits, and activities affect our children's health."  

The Year 2006 Coined International Asperger's Year
Autism Community to Honor Hans Asperger During Year of 100th Birthday

February 18, 2006 will mark the 100th anniversary of the birth of Hans Asperger, MD, discoverer of Asperger's Syndrome.  The Committee for International Asperger’s Year (IAY), made up of autism organizations around the world, encourages the observation of International Asperger’s Year in 2006.

IAY seeks to honor Asperger and other researchers, encourage people who might have AS to seek diagnosis; correct misconceptions about AS; improve and expand AS public services; develop AS mentoring programs; and recognize the special needs of AS adults.

IAY is the first worldwide celebration dedicated solely to Asperger’s Syndrome, and organizations and individuals may observe it as they wish. The initiative was
conceived by the Asperger Adults of Greater Washington, has been sanctioned by the World Autism Organization.  ASA Board Member Stephen Shore has endorsed the initiative.