NewsSTAND
Volume 3 Issue 1
Important Address Change:
Please note Statewide Advocacy Network on Disabilities, Inc. has changed its address to:
P.O. Box 1845, Brandon, Florida 33509
Our phone number will remain the same, although it has been recently switched to a more
reliable voice mail system. New fax number: 813-661-4114
These changes will allow us to serve our parents more efficiently.
Statewide Advocacy Network on Disabilities
Presents
Level I and Level II, Advanced Advocacy Training
April 20 6:00pm – 10:00pm; April 21 and 22, 2001 9:00am – 6:00pm
University of South Florida, Tampa Campus
Room 413, Education Building
STAND is pleased to announce another Level II Advanced Advocacy Training in the area of
educational planning for students with disabilities. In order to attend Level II, you must have
completed a STAND Level I training, or an equivalent training program (such as the complete
series offered by Family Network on Disabilities, FND) regarding the educational rights provided
under IDEA and Section 504 of the Rehabilitation Act. If you have not completed Level I, and
wish to attend advanced training, you must also register and attend the Level I training offered
Friday, April 20, 2001 before Level II begins.
The following topics will be covered: IDEA, Section 504 and other applicable laws, ethics,
mediation techniques, the Art of Advocacy, how to write formal complaints, and collaborative
communication. The training is intended to prepare STAND volunteers to assist families in the
IEP process and accessing appropriate educational services for students with disabilities. Upon
completion of the courses offered in Level II, passing a written examination, meeting the minimum
volunteer hours in IEPs, or other educational planning sessions, the volunteer will be considered
for STAND certification. This will be the first certification program for advocates in exceptional
education in the nation.
Advanced registration for Level II is required and a donation of $75.00 is requested to cover
materials and overhead for the training. You must be a member of STAND. Please bring a sack
lunch to the training. If you have any questions, please call 813-258-5700.
Level I will take place Friday, April 20, 2001 from 6:00pm – 10:00pm, and Level II will take place
over two days
April 21 and 22 from 9:00am – 6:00pm.
If you have previously attended Level II, you may attend again at no charge. Be sure to bring your
Advocacy Man-ual provided at the last training. New materials will not be reissued w/o payment.
Registration form on last page.
Michael Phillips Becomes AppleMaster!
STAND Advisory Board Member Reaches National Prominence in Computer World
In the world of computers, there is no greater accomplishment than that of AppleMaster. In the
world of physical disabilities, there is no greater source of inspiration than Michael Phillips. Nobel
Prize recipients, Dr. Donald Glaser and Dr. Murray GellMann, writers Tom Clancy and Michael
Crichton, actor Harrison Ford and musician Peter Gabriel are among the prestigious ranks of
individuals named AppleMaster. Apple computers annually recognizes 100 people as
AppleMasters worldwide who make a difference in their worlds. Participation is by invitation only,
and it is a non-endorsement program. No one is paid. The criteria for nomination in The
AppleMasters program includes three primary goals:
Celebrating the achievements of people who are changing the world through their passion and
vision.
Introducing the creative minds of today to the generations of tomorrow.
Inspiring new approaches to creative thinking and problem solving among leaders in their fields.
Now Apple Computers has named Michael Phillips an AppleMaster!
Michael, who resides in Hillsborough County, graduated as a straight A student and is now
attending the International Academy of Design in Tampa. His physical disability is a
neuromuscular disease that does not permit the use of his arms or legs. Through the use of
assistive technology, Michael utilizes a device called a string switch that loops around his thumb.
With quick-fire tugs at the string switch, Michael is able to access word processing programs
which allow him to "write" just as we would hand-write or type information.
Michael used this technology to complete homework in high school that included typing papers
for third-year Latin, Honors English, mathematics, and writing a computer column for the school
newspaper. With his talent and determination — and the help of technology — Michael graduated
with honors from Tampa’s Plant High School in 1999. His accomplishments also earned him a full
four-year scholarship to any public college or university in Florida. But it was not as easy as it
seems. Karen Clay, Michael’s mother was a strong advocate for Michael who fought for years to
receive access to appropriate technology services for her son.
On the more creative side, Michael has used technology to create beautiful digital artwork. "My
digital artwork and photography," Michael explains, "demonstrate the creative freedom that can
be realized through the use of Apple computers and Adobe System’s powerful software. "People
underestimate themselves," he adds. "One’s only true limit is the imagination."
Michael is also a photographer whose portraits have included David Letterman, Dan Rather, Tom
Brokaw, Al and Tipper Gore, President Clinton, and our own Governor Jeb Bush (who was
seated in front of an Apple Powerbook).
As an AppleMaster, Michael wants to promote awareness of assistive technology and its
"countless uses on the Mac. The Mac is the most intuitive and powerful computing platform out
there, and I want everyone to know that."
"Expectations [for physically challenged people] are simply too low," Michael says. "I want to
change that."
Michael, you are changing that! Congratulations from STAND, and all those who have benefited
from your advocacy for persons with disabilities. Congratulations Michael Phillips!
For more information on AppleMasters go to: http://www.apple.com/applemasters/overview.html
Did you know?
Schools cannot require parents to sign a hold harmless agreement in order to receive assistive
technology in the home environment, if that technology is described on the IEP as required for the
student’s educational use. For example, if your child with disabilities requires a laptop computer in
the school environment in order to "write" assignments and classwork, and as a result needs the
computer to complete homework, the district cannot require parents to sign any hold harmless
agreement. The district must allow the technology to travel home or provide a second unit for
home use. See 34 C.F.R. Section 300.308 and 20 U.S.C. Section 1401(1) and (2).
OSERS Clarifies that the List of Related Services in IDEA (Section 300.24) is Not Exhaustive
In a letter dated June 9, 2000 to the American Music Therapy Association, The Office of Special
Education
and Rehabilitative Services (OSERS) clarified that the list of related services in IDEA (Section
300.24) is
not exhaustive. If a child's IEP team determines that an unlisted service is needed in order for a
child with a
disability to benefit from special education, it must be included in the IEP and provided at no cost
to the family. The OSERS letter emphasized that related service decisions for any particular child
must be made based on that child's individual needs.
The Individuals with Disabilities Education Act (IDEA) is now 25 years old. For more information
on the history of the law governing the education of children with disabilities, go to:
http://www.ed.gov/offices/OSERS/IDEA25th/
Attention Pinellas Parents – General Information Meeting of STAND
STAND will be holding a General Information Meeting on Monday, April 23 , 2001 at The Watson
Clinic, located at 6925 112th Circle N, Largo, Florida. The meeting time is from 7:00 pm to 9:00
pm.
STAND is organizing a Pinellas Chapter and this will be our first meeting in Pinellas County.
Come and hear about STAND, our goals, our accomplishments, share information and meet
other Pinellas County Families who share similar situations. We need your support to help get
this endeavor off the ground, so mark your calendars!
If you need further information you may contact STAND at 813-258-5700 or Melissa Tremblay at
727-531-8443 (JMTREMBLAY@aol.com) or Jo Rondinelli at 727-343-7241.
From North County: US 19 to 66th Street, Continue on 66th Street (South) to Bryan Dairy Road,
Turn right (west), ½ mi- turn right (north) on 69th Street, turn left (west) on 112th Circle. Entrance
near the flagpole.
South County: 66th Street to Bryan Diary Rd (1 mi south of Ulmerton), Turn left (west), ½ mi- turn
right (north) on 69th Street, turn left (west) on 112th Circle. Entrance near the flagpole.
Tampa: Howard Franklin, 2nd exit (Ulmerton Rd-Rt 688), head west to light at 66th Street (light
west of US 19), turn left (South), follow until Bryan Dairy Rd, turn right on Bryan Diary (west), ½
mi- turn right (north) on 69th Street, turn left (west) on 112th Circle. Entrance near the flagpole.
Least Restrictive Environment (LRE) Survey
Contact person: Joan Scott, Board of Directors STAND
As stated in 20 U.S.C.1412 (5) (B) "To the maximum extent appropriate, children with disabilities,
including children in public or private institutions or other care facilities, are educated with children
who are not disabled, and special classes, separate schooling, or other removal of children with
disabilities from the regular educational environment occurs only when the nature or severity of
the disability of a child is such that education in regular classes with the use of supplementary
aids and services cannot be achieved satisfactorily."
Keeping that statement in mind, think back to your child’s last IEP meeting. Did your child’s team
skip over the regular education placement option and automatically circle "continue in" (EMH,
TMH), whatever placement was current? Did the team discuss your child’s involvement in regular
education to any degree?
While in school, has your child been given the opportunity to be involved in the general
curriculum? Has your child been given the opportunity to socialize and learn with or alongside
non disabled children? As a standard practice, have your child’s interactions with children without
disabilities been confined to PE, Art, Music, and/or lunch?
Traditionally, students with special needs have been pulled out of regular classes, and have been
given "special" instruction in special, separate classes. "Mainstreaming" has been limited to the
practice of allowing children to attend PE, Art, Music and lunch with their non disabled peers
provided the regular education teacher felt magnanimous regarding such a decision. Students
pulled out had to "earn" their way back into the general population by demonstrating mastery of
some unwritten criteria the school district felt important. Historically, these students have not
"earned" their way out of special, separate programs. Children who had been designated EMH,
TMH, SPMH, PI, HI, VI, VE, SED, and with other labels were found eligible for "special" programs
and continued in these programs until they left school without school districts ever ensuring
access, however limited, to the general curriculum.
As a parent of a child who qualifies for exceptional educational services, I have been asked by
other parents to describe school district practices regarding least restrictive environment (LRE)
and inclusion. In an attempt to find answers to these questions, I have asked administrators,
supervisors, principals, and teachers to describe current practices and procedures. Their answers
have been at best confusing, inaccurate, evasive and/or misleading.
The survey below was in part developed by the National Down Syndrome Society (NDSS) and
with their permission, I have used part of their survey to help me determine the present level of
inclusion efforts and LRE procedures in Florida school districts.
Now is your opportunity as a STAND member to participate in providing information and
expressing your concerns. STAND will not release any personally identifiable information, but will
use the results of this survey to inform local decision makers in the field of education regarding
the current status of LRE in your district. Please help me. Take the time to fill out this important
survey. Without survey responses, there will continue to be very little data available for parents to
examine and bring to their districts and local school board. Without data, school districts may
continue to separate students based on disability, IQ tests, availability of programs, or strictly at
the whim of a principal. Without data, school districts may continue to state that inclusion and
LRE are not issues.
Least Restrictive Environment (LRE) Survey
Please circle the number that matches how much you agree the following issues are a concern
for parents of students with developmental disabilities.
12345
strongly disagree neither agree agree strongly
disagree nor disagree agree
Children with developmental disabilities, moderate,
or severe handicapping conditions are included in general classrooms.
12345
Eligibility for services is not determined on the need of the individual child, but on other factors.
For example, denying speech therapy services because the service is called a program.
12345
Budget constraints, unavailability of personnel or lack of supports are used as reasons to deny
services or placement.
12345
IEPs are written to match pre-structured programs, based on a category of disability not on the
individual need of the child.
12345
Regular education teachers are inadequately trained to include children with developmental
disabilities in their classrooms
12345
During the last IEP meeting, did team members ask if goals and objectives could be met in the
regular classroom?
To what degree was regular education discussed during the last IEP team meeting?
Has the regular classroom setting ever been discussed in terms of an educational placement
option?
You are a: Parent Relative Guardian Other_______
Are you a member of STAND?
Name:
(All personally identifiable information will not be released, and will be kept in confidence.)
Address
Phone Number
Child’s Age
Child’s School
School District
Classroom Placement
Child qualifies for what program/s?
Date of completed survey:
Please complete both pages and return this survey to:
J M Scott
P.O. Box 954
Lutz, FL 33548-0954
Or you may electronically submit the survey to: jmdeeny@tampabay.rr.com
Please feel free to copy and distribute this survey among other parents of children with
disabilities.
Please submit your survey as quickly as possible so that we may be able to establish a baseline
of information. STAND will, however, continue to receive this information on an ongoing basis in
order to provide up-to-date information regarding LRE in your area.
Thank you for your participation.
Joan Scott
STAND LEVEL I and Level II Advanced Advocacy Training
Registration Form
April 20, 21, and 22, 2001
USF at Tampa, Room 415, Education Building
Name__________________________________________________________________
_______
Address________________________________________________________________
_______
City, State
_____________________________________________________________________
Phone number Home ________________________ Work
____________________________
Please check: Parent of child with a disability ___ Professional ___ Other
_________________
Will attend Level I, but not Level II
________________________________________________
Completed STAND Level I on
(date)________________________________________________
OR
Attended alternate program, please provide dates along with description of
presentation, location (state), and organization that provided the training. This
must meet STAND Level II committee approval to allow participation in Level II.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
I agree to attend the Level II training provided by Statewide Advocacy Network
on Disabilities. My training will include a comprehensive course in advocacy in
order to assist families of children with disabilities access an appropriate
education. Upon completion of Level II, I agree to volunteer a minimum number
of hours for STAND. I understand that my training is not complete until I complete
my service hours and receive certification by the STAND Board of Directors.
Signature_______________________________________________________________
_______
_____I will also need to attend the Level I offered Friday, April 20, 2001.
_____Do you have access to a computer and the internet?
There is no cost for Level I training. There is a fee for Level II, however, due to
the amount of materials, textbooks and overhead costs, a donation of $75.00 to
offset costs will be requested. You must also be a member of STAND. Any
questions should be directed to (813)-258-5700.
If you have previously attended Level II, you may attend again at no charge. Be sure to bring your
Advocacy Manual provided at the last training. New materials will not be reissued w/o payment.
MAIL REGISTRATION FORM AND CHECK TO:
STAND, P.O. BOX 1845, Brandon, FL 33509
MUST PREREGISTER BY April 10, 2001 TO ATTEND LEVEL II