Making a difference [Vol. 4, no. 1 (Spring 2003)]

Making A DIFFERENCE

Volume 4

Issue 1

Spring

2003

The

Education

Issue

A quarterly magazine of the Governor's Council on Developmental Disabilities.

The Governor's Council on Developmental Disabilities collaborates with Georgia's citizens, public and private advocacy organizations and policy makers to positively influence public policies that enhance the quality of life for people with disabilities and their families.The Council provides this through education and advocacy activities, program implementation and funding, and public policy analysis and research.

Lynnette Bragg Chairperson
lynnettebragg@aol.com

Eric E. Jacobson Executive Director eejacobson@dhr.state.ga.us

2 Peachtree Street NW, Suite 8-210 Atlanta, GA 30303-3142 Voice (404) 657-2126 Fax (404) 657-2132 Toll free (888) 275-4233 TDD (404) 657-2133 www.gcdd.org

Yao Seidu Editor-in-Chief yaseidu@dhr.state.ga.us

Janice Nodvin Project Director May South, Inc. jnodvin@mayinstitute.org

Lisa Lilienthal Editor
lisalilienthal@earthlink.net

Nick Harris Kent Logan Zoila Martinez Leslie Rubin, M.D. Jody Steinberg Contributing Writers

Daemon Baizan Alex Jones Photography

Design & Layout: DIGITEK Fatina Coleman
Production Coordinator Ashley Milligan / Victor Flavius
Designers

2 Making A DIFFERENCE

Education The Experience of a Lifetime
Education is more than reading and writing; a child's school years prepare him for life as an active, involved and contributing adult. The years from birth through the early 20s are particularly important for children with developmental disabilities who must learn to negotiate the world in ways that can potentially isolate or frustrate them.
The mission of the GCDD is to arm parents, educators, business and community leaders and legislators with the tools and resources that we need to ensure every Georgian with a disability has the best opportunity to live a fulfilling life. It's not always easy. And it's doesn't always work the way it should.
In this issue, we'll update you on the reauthorization of IDEA, the equal opportunity education act that is updated and renewed by Congress every five years. We'll introduce you to our new State School Superintendent Kathy Cox, who is excited about what the No Child Left Behind Act means for Georgia's children, particularly those with special needs. Whether negotiating your child's annual Individualized Education Plan (IEP) is old hat or a new endeavor, we'll provide you with some insight on how to make things work and what to do if they don't.
The politics of the playground are often described as a metaphor for adult life. In this issue we have highlighted an abundance of opportunities for children with disabilities to explore in sports and recreation throughout the state. From BLAZE Sports and Special Olympics to the Miracle League and your local YMCA or parks and recreation department, we explore the best programs and what make them great.
Always looking to spark lively dialogue, we've asked two of our state's most learned experts to sound off on inclusion versus self-contained classrooms in Point/Counterpoint. What it always comes down to, of course, are the needs of each individual child. But understanding the issues expands our knowledge, and that's always a good thing.
Lisa, Janice and Seidu

How To Reach Us

Letters To The Editor Letters should include the writer's full name, address, phone number,
and may be edited for purpose of clarity and space.
Email us at:
makingadifference@gcdd.org

GOVERNOR'S COUNCIL ON DEVELOPMENTAL DISABILITIES

Making A DIFFERENCE

Winter 2003

www.gcdd.org

OLMSTEAD PLAINTIFFS MAKING CHOICES
Thousands with disabilities want out of state institutions

Call us at: (404) 657-2127

fax us at: (404) 657-2132
Or you can visit us at: 2 Peachtree Street, N.W., Suite 8-210,
Atlanta, GA 30303-3142
Sponsorship: For sponsorship opportunities contact
Janice Nodvin at May South, Inc., (770) 956 8711, ext. 207 or jnodvin@mayinstitute.org

Assisted suicide:
Is it choice or murder?

Lois Curtis and Elaine Wilson, the Olmstead plaintiffs

Governor Perdue Shares
Views on Georgians with Disabilities
A quarterly magazine that focuses on developmental disability issues in Georgia
Subscriptions / Back Issues
Visit us at our web site www.gcdd.org or
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Making A DIFFERENCE

CONTENTS

Features

Kathy Cox, GA State School Superintendent, a former classroom teacher, had an early morning get-to-know-you-
4 meeting recently with Fayette
County students (L-R) Ingrid Christiansen, Kelly Chambers and Tony Beal, all students in Cox's former school district.

4 Leaving No Child Behind
State School Superintendent Kathy Cox talks about her classroom experiences involving students with disabilities and President Bush's ambitious legislation, of accountable schools, and what it means to Georgia students with special need.
7 Habla Espaol?
Regardless of your native language, a free appropriate public education is your right in the United States. Georgia advocate Zoila Martinez has a few tips for Spanish-speaking parents. (In Spanish/En Espaol).

10 Disability Day 2003
1,300 Georgians rally at the Capitol.
12 A Level Playing Field
From BLAZE Sports and Special Olympics to the Miracle League and your local parks and recreation department, Georgia has an abundance of sports and recreation options for children with disabilities.
17 Salute to a Pioneer: Joyce Ringer Retires
One of our state's first early intervention teachers, Joyce Ringer made a career of putting families and children first.

Volume 4, Issue 1 Spring 2003

The

Departments
8 Opinions: Point/Counterpoint

Education
Issue

Inclusion vs. Self-Contained Classrooms

For some children, true inclusion is the answer. For

others, it's simply not the right option. What it all boils

down to is what is right for each child at each age and

stage of development. Two Georgia advocates, Kent

Logan and Nicholas Harris, sound off.

11 Letters to the Editors

15 Straight Talk: A First Person Perspective on Disability
Our editor, Lisa Lilienthal, shares experiences.

16 From the Executive Director
What is meant by "best practices"

19 Quick Takes
News you can use.

20 Medical Update
Is Autism Rising in Georgia?

22 Resources and Calendar

18 Updating IDEA
The goal of reauthorizating IDEA is to align the act with the principle that all children deserve a high quality education. Learn more about the act here.
19 Summer Planning Tips
If a ten-week break from school doesn't sound like a vacation to you, read this.

12
The North Metro Miracle League provides sports and recreation opportunities for children with disabilities.
Making A DIFFERENCE 3

New School Superintendent Kathy Cox Commits to
Classroom inclusion and
Leaving

no

child

behind
Fayette's Huddleston Elementary School student Kelly Chambers shares her favorite By Lisa Lilienthal book with State School Superintendent Kathy Cox.

Kathy Cox, Georgia's new school superintendent, gets tears in her eyes when she reminisces about her pioneer work in inclusive classroom teaching in the Fayette County school system.
It was 1999, the fall semester at Sandy Creek High School. Then, Cox a 10th grade world history teacher had her first direct experience in inclusive education. With the aid of a special-needs educator, Cox was teaching a young girl with numerous disabilities.
"The student's name was Kelly," says former public school teacher and state legislator, recalling the girl who was small for her age and behind academically due to frequent absenteeism from illness. "Middle school had been difficult for Kelly. She had multiple cognitive and physical disabilities coupled with health issues that interfered with her learning. Kelly was teased by classmates for being different. She reacted angrily."
In time, Kelly became more pleasant and less withdrawn in class as students

got to know her. Behavior problems exhibited in middle school disappeared.
As Georgia's new school superintendent, Cox does not believe Kelly would have "grown, developed and blossomed" had she remained in a segregated self-contained classroom throughout
Kathy Cox, 38
Ex. Dir., Ga Dept. of Education CEO, Georgia Board of Education Phi Beta Kappa, Emory University Former Fayette teacher - 16 years Former member, GA House - 4 years (former Deputy Minority Whip) Married to John Hamilton Cox, Jr. Two school-age sons: John and Alex
her high school career. "It was the interaction -- in an aca-
demic setting -- where students saw the perseverance factors" such as overcoming health concerns, working extra hard in the classroom and at home, dealing

with mobility challenges and her determination to graduate, that created a sense of compassion, understanding and
"As a society,
we need to learn that
the world is not
homogenous, neither
is the classroom."
acceptance, the superintendent says. When Kelly graduated "there was not
a dried eye in the building as everyone applauded her achievement," Cox remembers. Kelly, 20, died about eight months later.
Among parents and educators, the question today is how far has Georgia come in its effort to make inclusion (the method of co-teaching students of all learning abilities in the same classroom) the norm? The debate between inclusive

4 Making A DIFFERENCE

vs. self-contained classrooms rages today ies of standardized test scores of Georgia

in many circles.

schools with inclusive programs.

Though we didn't hear much about

Research shows that teachers who

special education from Cox during her

work in inclusive teaching programs say

campaign for the state's top education the benefits are worth the extra effort.

post, it is clear her views on inclusive edu- Georgians will soon learn more about

cation and equal opportunity for all stu- the success of education overall, and spe-

dents have been shaped by personal expe- cial education in particular, when the new

rience.

data required by the No Child Left Behind

"Collaborative teaching between the

(NCLB) Act is evaluated.

general classroom teacher and the special "We are one Georgia," Cox declares.

education teacher is good for everyone," "Children are a part of Georgia, and it is

Cox says. "Teachers need help integrating our job as educators to prepare all of

special needs students into the classroom. them to become good citizens of our

Depending on the needs of the child, the state. With increased accountability in

teacher may need help with the physical our schools, more of our attention is

demands of teaching, or with changing going to be focused on the [NCLB]

the teaching plan to adapt to individual data," which will be used to measure the

learning styles." Cox is quick to point out effectiveness of the new statewide educa-

that a successful co-teaching model

tion program.

depends on the classroom teacher and

The superintendent says NCLB will dis-

aggregate the

data and give

educators, par-

ents and the

public a better

idea of what's

happening in our

schools.

"The data will

help us develop

more successful

work plans for

schools and

school systems,"

Cox says. "We

all will under-

stand what we

Children with disabilities are taught in inclusive classrooms at Huddleston Elementary will have to do

School in Fayette County.

and where we will

need to go."

the special needs instructor sharing a

Department of Education (DOE) policy

common planning period.

decisions and spending plans will emerge

"At one time, I had the school valedic- as the NCLB results are evaluated and

torian and Kelly in the same class," says successful educational programs are more

Cox. "Learning how to teach both of

widely implemented, Cox adds.

them effectively was a benefit to me as a

Even though the DOE is decisively

educator. But it took a lot of work and pushing for more inclusive classes, the

resulted in changing our traditional class- self-contained classroom still dominates

room."

Georgia's special education landscape.

What will it take to make special edu-

"I think self-contained classrooms are

cation a success in Georgia? Cox recog- an option. For at least part of the day,

nizes that new pressure to deliver higher some students can greatly benefit from

test scores may intimidate schools that being in a small classroom where the

have not yet fully integrated their class- teacher knows them like the back of their

rooms. She insists that the two goals are own hand. That teacher would know

not opposed, a theory supported by stud- how to check up on that student, ask the

. . .Continued on page 6

Is private school education ever an option for children with special needs?
This issue is particularly interesting to parents who desire religious education for their children. The Foundation for Inclusive Religious Education (FIRE) has a great model for successful inclusion of children with special needs at parish schools in Catholic churches in and around Kansas City. Through successful fundraising and partnership with the local diocese, a grass roots parent support group has organized and funded the staffing needed to include special needs children in the general classroom at several private Catholic schools. It's best practices at work. www.fire-program.org
Making A DIFFERENCE 5

. . .Continued from page 5

Leaving no child behind

right questions for the student to respond to assignments, conditions, needs and wants."
"However, unless a student with special needs is behaviorally disruptive and may endanger others, I favor having all students with disabilities in the regular classroom," Cox avows.
"It's my hope for Georgia that we serve both the educational and the socialization needs of students with disabilities in our schools," reveals Cox. "Doing so is a big lesson in humanity and compassion, and eases the fears of all about people with differences."
Cox is aware of the persistent shortfall in federal funding of schools in cashstrapped state and local education systems, forcing legal mandate to be compromised. Currently, the Individuals with Disabilities Education Act (IDEA) is funding about 17 percent of the state's need. That amount may increase or drastically decrease when the act is reauthorized later this year. "The Federal government needs to recognize that funding IDEA is an investment in the future success of students with special needs," insists Cox.

Regardless of IDEA funding, Cox plans to empower local school systems with more autonomy and flexibility, so they can model their own programs to meet the particular needs of their student populations.
According to the state leader, parents and schools often develop adversarial relationships over decisions affecting
"It's my hope for Georgia that we serve both the education needs and the socialization needs of
Students with disabilities in our schools."
individual students. "Parents have a fear that their child's
needs will not be met," Cox says. "The fear on the part of the school system is how to accommodate for the unknown." Supporting educators and parents to understand the challenges faced by both groups -- more teacher training and better

parent-school partnerships -- can help remove barriers and improve educational outcomes for the students.
"It all comes back to the biggest driver in education - inclusion," says Cox, who brings a mix of politics, education and life experiences to her post. "As a society, we need to learn that the world is not homogenous. Neither is the classroom."
"Socialization is important for people to advance," says Cox, who is a Phi Beta Kappa with an advanced science degree from Emory University. "When students, parents and others in our community see a child with cerebral palsy or a student who doesn't have the use of his hands, and that child has to communicate through Assistive Technology, that helps everybody. We become more compassionate and not afraid of people who may be a little different from ourselves."
"When we learn of human needs and values, we clearly understand that we have more things in common than peculiarities that make us different. We become a better, richer, and stronger community, when we have diversity, interaction and accept everyone as a person of value and worth".

Helpful Hints for your school
planning.
Your child's Individiualized Education Plan (IEP) will contain the following statements:
Present levels of educational performance. This statement describes how your child is currently doing in school.
Annual goals. The IEP must state annual goals for your child, meaning what you and the school team think he or she can reasonably accomplish in a year.
Special education and related services are to be provided.
Participation with typical children. How much of the school day Will your child be educated separately from typical children or not participate in extracuricular or other nonacademic activities such as Lunch or clubs? The IEPmust include an

explanation that answers this question.
Participation in state and district-wide assessments. The IEP team must decide what modifications your child needs and list them in the IEP. If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child and how your child will be tested instead.The IEP must state (a) when services and modifications will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.
Transition service needs. The IEP must include a statement of his or her transition service needs. Transition planning will help your child move through school from grade to grade.
Transition services. If your child is age 16, the IEP must include a statement of needed transition services and, if appropriate, a statement of the interagency responsibilities or any needed linkages.
Measuring progress. The IEP must state how school personnel will measure your child's

progress toward the annual goals.
*Related Services, as listed in IDEA Transportation Speech-language pathology Audiology services Psychological services Physical therapy Occupational therapy Recreation
(including therapeutic recreation) Early identification and assessment
of disabilities in children Counseling services
(including rehabilitation counseling) Orientation & mobility services Medical services for diagnostic or
evaluation purposes School health services Social work services in schools Parent counseling & training
*This list does not include every related service a child might need or that a school system may offer. To learn more about these related services and how IDEA defines them, contact NICHCY.

6 Making A DIFFERENCE

Your child has rights;
you as a parent have
responsibilities. How do
you get the most from
the education system?
F ortify yourself with information and support. Getting what you need for your child is a two-part process. First, you have to understand what rights your child has under law. Next, you have to determine how well equipped your community is to assure these rights. When IDEA was originally enacted, Congress promised to pay 40 percent of the average per pupil expenditure to help cover the added expenses of accommodating special needs children in the general classroom. Unfortunately, the funding has never come close to meeting the need, and in FY 2002, federal funds were contributing only 17 percent of this cost. This year, Congress will begin the process to reauthorize IDEA, and the issue of mandatory full funding will be debated.
Get a clear picture of what you want for your child. Be realistic. Get the input of people who know not only your child's disability but also your child. Be specific in your expectations. What will it take to get your child from here to there? Don't make assumptions that short-change your child, but don't spend too much time looking through rose-colored glasses. Your child is best served by a plan for his future that is based in what's real today, with very specific developmental goals.
Get to know the players and what they stand for. What is the policy of the administrators of your local school? How does your school board appropriate funds for special education? When you walk through the halls of the school, who do you see? Know that the National PTA supports mandatory full funding for IDEA and has a platform supporting inclusion, parent involvement, teacher education and training, and make sure the parent group supporting your school knows it, too. (find more at www.pta.org).
Understand the process. It all starts with your child's Individualized Education Plan, or IEP. If you've been

involved in early intervention through Babies Can't Wait, you are familiar with the process of setting developmental goals for your child with input of therapists and other developmental experts. When your child reaches school age, this process becomes more critical because it determines how and where your child will be educated. It takes into account your child's current developmental status and also the input of those around your child, including therapists and teachers. There are a lot of great resources that will prepare you for an IEP meeting, including the Spring 2001 and Spring 2002 issues of Making A Difference, and suggested websites like www.glrs.org or www.pta.org.
Be part of the solution. Georgia has a wealth of resources for parents, educators and administrators, but it's often up to you to connect the dots. Project WINS/Bridges is a program of the Governor's Council on Developmental Disabilities and Kennesaw State College that is dedicated, financially and through support to build the capacity of schools to educate children with disabilities (www.projectwins.org). Georgia's Department of Education, Division of Exceptional Students, has a Parent Mentor Program headed by an advocate and mother of three, Patti Solomon (www.doe.k12.ga.us/sla/exceptional/exceptional.html). Nickajack Elementary School in Cobb County is widely recognized as a successful school of inclusion; see the Spring 2002 issue of Making a Difference or visit www.greatschools.net for useful data on Georgia schools.
Monitor the progress and act quickly if you need change. Your child's IEP can be changed at any point during the school year. Don't wait until the problem gets out of hand, and give praise at least as often as you give criticism. There are procedural guidelines for dealing with problems, but if all else fails, you may want to contact the Georgia Office of Advocacy (www.thegao.org).
Celebrate the small victories and acknowledge the contributions of the people who make them happen. It is times like these that we realize it really does take a village to raise our children.
Start all over again for next year. Pat yourself on the back for making it through, take stock of what's working and get a plan in place to change what needs to change.

Cmo
Obtener una
Buena Educacin
por su Hijo
By Zoila Martinez
Algunos consejos tiles para obtener los mejores servicios que satisfagan las necesidades de su hijo son los siguientes:
Infrmese y entienda como funciona el sistema escolar en los Estados Unidos. Pregunte todo lo que no entienda. No se intimide por no hablar ingls. Pida un intrprete trigalo con usted. Si su nio no habla ingls, esto no debe impedir el desarrollo de su educacin. La mayora de las escuelas ofrecen un programa para ensear el ingls como segundo idioma llamado ESOL. Entienda el diagnstico de su hijo, esforzndose por aprender cul es el rea afectada y como puede ayudarlo. Todo nio con necesidades especiales debe tener un IEP (Plan Individual de Educacin), el cul es elaborado por los padres junto con los maestros y terapistas. En el IEP se incluyen las actividades a realizar para que su hijo alcance una meta como por ejemplo: comer solo, ir al bao, sostener el lpiz correctamente, aprender a contar y a leer. No deje todo el trabajo y las decisiones a los maestros. Involcrese en la educacin de su hijo y todo lo que a l le afecta. Si no est satisfecho con los servicios que esta recibiendo o con el progreso de su hijo, dgalo! No tema ir a la escuela o exigir cambio de maestra. Participe como voluntario ayudando en las diferentes actividades escolares.
En conclusin la educacin y desarrollo de sus hijos es su responsabilidad! De nadie mas!
Zoila has a daughter with Down syndrome. She is on the executive board of Down Syndrome Association of Atlanta and is active with the DS Hispanic support group.
Making A DIFFERENCE 7

Point
Point

Opinions
Long Past Time for a Change Inclusion, not Self-Contained Classrooms for Students With Disabilities
By Kent R. Logan Ph.D.
Ph.D., M.Ed., M.Div. Dr. Logan is an Associate Professor in the Special Education Department at Kennesaw State University. His fields of interest include students with disabilities, instructional strategies, positive behavior support, the inclusion of students with disabilities in general education classrooms, and school wide change to support inclusive education.
"In inclusive classrooms, students without disabilities learn to respect individual differences...."
Dr. Logan is the Co-Director, with Dr. Toni Strieker, of Project WINS (Winning Ideas in Network Schools) and Project Winning Team. Project WINS is funded by the Governor's Council on Developmental Disabilities and provides consultation and training to schools throughout the state in the development of effective inclusive educational practices. Project Winning Team is funded by the State Department of Education and provides ongoing consultation and training to those schools in inclusive educational practices.
8 Making A DIFFERENCE

Twenty years of research on self-contained special education classrooms show they typically have an adverse impact on the achievement of students with mild disabilities, especially those with mental retardation, and don't provide adequate preparation for a successful transition to work and life in the community. No Child Left Behind mandates that we use only validated interventions. Therefore we must disband self-contained classrooms that don't work and implement validated alternatives that do work.
The validated alternative is well-implemented models of inclusion (education of students with disabilities within the context of the general education classroom) supported by quality co-teaching between the general and special education teachers. Research and model programs (Projects WINS and Winning Team here in Georgia) strongly support well-developed inclusive classrooms. In these inclusive classrooms, students with disabilities have role models for appropriate social and academic skill development and built-in access to Georgia's Quality Core Curriculum. Well-trained co-teachers in inclusive classrooms provide the same level of small group instruction and individualized instruction to students with disabilities as in self-contained classrooms with smaller class sizes, and provide better support to all learners.
In inclusive classrooms, students without disabilities learn to respect individual differences in learning, behavior and appearance, and how to work cooperatively with diverse classmates. At Project WINS and Winning Team schools, CRCT scores for all students have increased as the schools have become more inclusive.
In inclusive schools, students with disabilities are typically as successful or more successful than they were in self-contained classrooms. At a Project WINS school, Sally is a young woman who moved from a self-contained classroom for students with mild disabilities in fifth grade to inclusive, co-taught classes in middle school. She is currently passing all her subjects, mastering her IEP objectives at a faster rate than in elementary school, has made new friends, and cried when she took an IEP meeting notice home to her mother because she thought that meant she was going back to a self-contained class. Sally gets it. It's time we all did.
Self-contained classrooms for students with disabilities don't work. It's time to move on and implement and improve models of inclusion that do work for all students.

COUNTER Point
COUNTER Point

As the parent of a child with Down syndrome, I have negotiated the special education system for 12 years, and I believe the bottom line is this: IDEA 97 doesn't just provide children with disabilities access to
education, it provides the BEST POSSIBLE education for each child. That's because of the provision for a continuum of services, which allows the IEP team to choose the best possible placement for each child, whether it be full inclusion, self-contained, or somewhere in between. The placement of a child with a disability is a team decision in which parents play an equal role. Fundamentally, we have protected the basic rights of children with disabilities to a Free Appropriate Public Education, ensuring that schools and parents have the flexibility and tools necessary to offer each child a quality education. However, the strong movement for total inclusion of all special education students threatens the emotional bank account of parents who choose the self-contained classroom. Too many espouse Full Inclusion as the only placement. They would like the continuum of services to be eliminated. Full inclusion does not work for everyone. Activists today want to make least restrictrive environment read as a recipe for all children to be served in the regular education classroom. If the IEP team chose the self-contained class as a placement for my son, why should I be made to feel that I have failed him? There is no-one-size-fits-all solution, and when inclusion activists make the emotional argument, it takes the focus away from where it should be: on the individual student and his IEP team. The team needs to make the most informed decision they can, based on present levels of performance, the unique learning style of each student, and parental input. IDEA 97 is awesome. It is a great law. However, it should not dictate a particular placement for children with disabilities. Focusing on progress and achievement, versus placement, has worked for my family: My son's achievements have been outstanding, and I am certain he would never be where he is today had he been in a regular classroom. The one-on-one instruction he has received would be hard to match in another setting, and I am grateful that our team, working in the best interests of my child, have chosen the self-contained classroom. Inclusion should always be the long-term goal, particularly as children transition from school into the real world. But making the best choices along the way will better serve our children.

Demystifying Placement Self Contained Classrooms Are Needed
By Major Nicholas R. Harris
Harris, a native of Rochester, New York is an Investigator for the FORSCOM Inspector General at Fort McPherson. Major Harris resides in Peachtree City with his wife Karen. They have a daughter, Logan and two sons, Ethan and Adam.
"Full inclusion does not work for everyone."
Harris is currently the Commissioner for the Challenger Division of the Peachtree City Little League, Co-Chair for the State Special Education Advisory Panel, founder of the Fayette Field of Hope, Inc., and the Parent Mentor for Fayette County Exceptional Children's Services. Nick recently completed a Masters Program in Special Education Administration Leadership and is a graduate of Partners in Policymaking (2000).
Making A DIFFERENCE 9

Tours, exhibits, march & rally

mark disability day's success

More than 1,300 Georgians with disabilities, their family

obligation to comply with the Americans with Disabilities Act by

members and those who provide services to them, rallied,

providing "the most integrated setting appropriate to the needs

marched and shared a barbecue lunch with legislators at the

of qualified individuals with disabilities." Advocates want

annual Disability Day at the Capitol in March.

Georgia to take the lead on Olmstead and not wait to follow

This year's program is believed to be more

other states.

important than previous years' due to continued

Governor Sonny Perdue, who was out of

belt-tightening and budget cuts by lawmakers.

the city during Disability Day, vows to

Georgia ranks 50th in the nation in per capita

continue to work toward full implementa-

spending on people with disabilities.

tion of the Olmstead decision. He recom-

The day's events began at the state

mends: $11.2 million to facilitate those

capitol with tours, visits to legislators, exhibits on

moving from institutions to community-

"Best Practices in Disability Services" in the state

based settings; $2.3 million to accommo-

and a mass rally.

date those waiting for community-based

"We had every available space in the north

services; $3.2 million to provide communi-

wing and rotunda filled with our advocates

ty-based residential care for those citizens

hoping to send a message," says Lynnette Bragg,

currently in nursing homes who are

chairperson, Governor's Council on

medically able and wish to live in the

Developmental Disabilities. "Through these tough

community, and $5.6 million to identify,

economic times, we are attempting to help our

assess, and transition persons from state

legislators clearly understand that cuts in the

institutions to the community.

state budget results in people with disabilities los-

For many Disability Day participants the

ing essential services that they depend on."

rally at the capitol followed by the march

"Disability Day" is a day of advocacy for a

and luncheon were highlights.

statewide coalition of disability and aging interest

The Georgia Freight Depot was

groups who come to Atlanta en masse to meet with legislators. "Community First: Implement

Hunter Estep making a bold, but meaningful bursting with an overflow of the more than statement as his mother, Susan looks on. 1,300 advocates interacting with state

Don't Reinvent" was the coalition's message this year. It empha- legislators and executives, as they shared a meal and discussed

sizes the need to fund programs that are essential for improving their common interests. Sponsors this year highlighted their serv-

the quality of life for Georgians with disabilities.

ices at an exhibition as well as hosted interactive seminars.

Participants are also calling for the urgent release of Georgians "This day has become an important gathering of disability

with disabilities from state institutions as dictated in the

rights advocates," says Mark Johnson, a nationally recognized

Olmstead ruling. The Olmstead Decision (named after the

Self-Determination expert who directs advocacy at the Shepherd

case's defendant, Tommy Olmstead, former Commissioner of

Center. "It allows us to send a unified message to our legislators

Georgia's Department of Human Resources) reaffirms states'

and decision-makers." People with disabilites vote.

IN HIS OWN WORDS
Gov. Sonny Perdue Updates Ga's
Olmstead Implementation Plan
Our state is facing an unprecedented budget shortfall of $620 million. At the same time, we are struggling to recover from a recession. This combination of factors means that we must make some very hard choices.
Revenues have declined in 16 of the last 20 months, and we are anticipating that Georgia will experience negative growth for two consecutive years -- the first time since

1939. The impact of declining revenues is accentuated further by soaring health care costs. Our state's bill for Medicaid has increased almost 15 percent in just one fiscal year.
My budget recommendations reflect my Governor Sonny Perdue strong commitment to the people of Georgia with emphasis on quality education and making basic human needs a priority in strengthening the state's economy.

Despite financial difficulties, I did not recommend overall funding reductions in services for people with disabilities. In fact, I have recommended increases in several program areas, with particular emphasis on moving people with disabilities out of institutions and into community settings. It is my goal to have Georgians with disabilities, under the age of 21, out of institutions by Fiscal Year 2004.
I pledge we will work throughout the year to ensure that taxpayers' resources are used in the most efficient and effective manner possible.

10 Making A DIFFERENCE

Letters to the Editor

In School Beating
Advocate Shows Empathy for principal and student
Yesterday, a ruling came out where a school principal was found guilty slapping a student with autism. I have very mixed emotions about the ruling. I pray that this boy can return to school and learn to trust teachers again. First an most important, this child should be given every opportunity to enjoy a positive and safe experience at school just like any other child. I am also very sad for the principal. She may have been a very good principal. The principal set a situation up to be a power struggle right from the start. What I am most thankful for is that the child was not exploited and dragged thru the mud.
Heidi Fernandez Fernandez is in the 2003 Class of Partners in Policy Making.
EDUCATOR FOUND GUILTY
LaGrange Daily News Wednesday, April 09
A former principal of Hogansville Elementary School found guilty of simple battery for slapping a 5-year-old autistic boy at the school was sentenced on April 14, 2003. Peggy Smith admitted she slapped the child after he head-butted her chin and hit her in the ear. Smith, 50, has been reassigned as a technical support specialist.
MAKING A DIFFERENCE MAGAZINE
CONTINUES TO DRAW PRAISE
I wanted to take a minute to congratulate you on the Making A Difference magazine.
I just read your publication from cover-to-cover. It is an excellent publication: great stories, perfect mix, excellent pictures and good color. I can't say enough good things.
It warms my heart to see advocacy for people with disabilities so well represented in a publication of their own. Congratulations to everyone who makes it all happen.
Alan Morris Assistant Director Vocational Rehabilitation Program Georgia Department of Labor

Not Much "Hope"
for College Students
with Disabilities
By Christina Brown
Nationally, all students are guaranteed an education until they either graduate from high school or reach adulthood.
When students with special needs, or with developmental disabilities, require additional help in the classroom, extra personnel and resources are often put in place to teach "By any means necessary." However, once students leave high school for post-secondary education educational opportunities, assistance dwindles to nearly nothing.
High school students who earn a 3.0 or better grade point average are granted Hope scholarships. For most students with a developmental disability, it's extremely difficult to maintain a 3.0 average in all the core subjects including English and mathematics.The reality is most students with cognitive disabilities are almost automatically disqualified from Hope scholarship consideration. That ought to change.
At the federal level, Pell grants are routinely denied to disabled students because either their parents or spouse do not meet income guidelines. Officials do not take into account non-routine expenses like medicine, special equipment, or a personal assistant. These expenses are not calculated or offset in income calculations. These are expenses that non-disabled students almost never have to consider. Income requirements for Pell grants ought to be adjusted for students with disabilities.
At the post-secondary level there needs to be real change that will make education friendlier for students with disabilities because each student with a disability has different needs. I would like to instructors show greater sensitivity and awareness towards students with special needs. They could start by asking students the simple question, "How can I be more effective in teaching you?" Or, they can ask "Are there any accommodations that I can offer you as an instructor that would make it easier for you to learn?"
Additionally, I suspect that most instructors at the college level are ill prepared to handle a student with a panic attack.
At Georgia Perimeter College, where I am a student, they offer students the use of a mini tape-recorder in order to tape the lecture. Unfortunately, the recorder has to be returned immediately following the lecture. When questioned about how a student could possibly benefit from limited use of a recorder, a shrug was the response. When pressed for a better answer, the school official indicated, "Rules are rules."
Students with disabilities not only deserve post-secondary education opportunities but their livelihood and future depends on it. A good college education for students with disabilities can be equated to living a more normal life with more meaningful opportunities and options.
Christine Brown, 33, lives in Covington with her husband Cedric.They have three children, 2, 5 and 13. A second generation Georgian with a disability, she attends Georgia Perimeter College.
Making A DIFFERENCE 11

A LEVEL
PLAYING FIELD
By Jody Steinberg

Sports and recreation can be a great equalizer, teaming children with and without disabilities together in the pursuit of fun and friendly competition.

C

aitlin O'Connell is not different from any other sixyear-old who likes to hit a baseball and run the bases. She also enjoys being with the friends she has made through the North Metro Miracle League (NMML) of Marietta, one of eight in Georgia. "We

have needed something like this so badly," says

Caitlin's mother, Ellen, a special

education paraprofessional at Alpharetta Elementary School.

"It really builds her confidence and self-esteem."

The parent-founded Miracle League Association (MLA),

which began with the Field of Dreams in Conyers in 1997, has

mushroomed to a national movement with 55 leagues in oper-

ation or development says Diane Alford, MLA executive direc-

tor. The MLA encourages affiliates to align with existing sports

programs and convert one field in a ballpark or

complex for ML play.

"We don't talk about building a program for kids with

disabilities, we want one that embraces ALL children because

it's the right thing to do," explains John McLaughlin,

NMML director.

The new NMML facility will have one specially level-graded, synthetic turf field for ML sports, as well as fields that can be used by local softball and little leagues whose players are already volunteering with ML. It will be universally accessible and designed to enable natural interactions between athletes of all abilities, which McLaughlin believes will lead to friendships and attitudinal shifts.
Is a community sports experience like Miracle League in your family's future, or are athletics just another place where your child doesn't quite fit in? The good news for kids in Georgia is that some of the nation's leading adapted sports programs are based here, and many are working their way into local parks and recreation and community groups, giving young athletes with disabilities the chance to be included in the same community league as their neighbor or sibling.

The North Metro Miracle League is a place where everyone can play.
Whether your child plays in an adapted league dedicated to people with disabilities, or on a local community league, it is a personal decision each family must make. For some, the way we define inclusion drives that decision: does inclusion mean all players, regardless of ability,

12 Making A DIFFERENCE

Sports and recreation are good for the mind, body and spirit
being equal on the same team, or does it mean creating opportunities for athletes with like experiences (and similar disabilities) to interact and connect through sports?
S PECIAL OLYMPICS For some programs, the goal is interaction. Local athletes with disabilities partner with able-bodied athletes to practice together, coach, mentor and be friends. this builds community between leagues, and offers opportunities for siblings and parents to be involved.
Special Olympics (SO), a program with a rich history in providing recreation and competition for athletes with developmental disabilities, has always emphasized participation over competition. Participants move into competition that includes every player, regardless of ability. For participants who spent years on the sidelines watching, that is enough.
"The first time I stepped on the ice, that's when I loved it," says Casey Brennan, 26, of Stone Mountain. The SO gold medal ice skater and global messenger who has competed

throughout Georgia and the East Coast, at World Summer Games in Alaska and Switzerland, and plans to compete this summer in Ireland.
With more than 15 years of SO participation in numerous sports, the Publix employee, whose brother Ray, 35, also competes in SO, loves team practice, the health benefits of staying active, and the social life.
"Special Olympics is great fun, especially when you travel," Casey says. "You meet new friends and old friends. We have dances and parties, we stay out late every night, trade pins, get autographs from celebrities. It's really fun."
"The benefits of Special Olympics have been amazing for my kids," says mother Kelly Brennan. She credits the positive impact of the SO's emphasis on teamwork, getting along with others and modeling appropriate behavior as being key to her children's successful, long-term employment. "They are very well rounded, have friends all over the world, and experiences of going out and doing things with their friends." For parents, the joy of seeing children thrive is rivaled only by bench time together, when parents who hunger for networking and parent support enjoy a stimulat-
. . .Continued on page 14
Making A DIFFERENCE 13

. . .Continued from page 13
ing respite from caregiving. The casual interaction and friendships taken for granted by most weekend sports families offers a spring of hope for parents used to being isolated with their children.
D ISABILITY SPORTS LEAGUES For others, particularly older teens and young adults with physical disabilities or who are blind, full-scale competition is the goal. Sports leagues such as wheelchair basketball and hockey, tennis, rugby, track and swimming, provide an opportunity for competition.
The United States Disabled Athletes Fund (USDAF), a legacy of the 1996 Atlanta Paralympic Games, has developed a model for Georgia Parks and Recreation to establish Blaze Sports competitions, camps and recreation programs for children and adults with physical disabilities. The 6,000-member National Parks and Recreation Association is gradually implementing the model around the country, explains Kay McKenzie, vice president of communications for the USDAF. They also train recreational professionals to implement them. Athletes might practice with a local league, then swim with their team at competitions.
Maggie Fredericks, 12, a seventh-grader at Mt. Paran Christian School, uses a wheelchair. She was born with spina bifida. Maggie participates in Blaze Sports basketball, track and field and swimming. She and her friends look forward to

A LEVEL PLAYING FIELD

Team sports provide a great opportunity for socialization and camaraderie
14 Making A DIFFERENCE

Casey Brennan, of Stone Mountain, GA, radiates victory as she accepts a medal for ice skating at Special Olympics International
sports weekends and summer camp in Warm Springs, as well as other regional and national athletic gatherings.
"I like meeting all the people involved with the program. Everyone is fun to be around, and they have helped me have a better attitude towards life. I enjoy hanging out with the
Many people look forward to the day when barriers to participating in any aspect
of community sport no longer exist.
coaches and athletes," says Maggie. "I think it's also helped me become faster and stronger, and the coaches help me get better at sports."
Another national program based in Georgia is the AAASP (American Association of AdaptedSportTM Programs), which has partnered with the Georgia High School Association to

R ecreation Good for Mind, Body and Soul
Special Olympics offers a wide range of competitive options provide competitive interscholastic adapted athletics to high school students with physical disabilities and visual impairments.
Many people look forward to a day when barriers to participating in any aspect of community simply do not exist. But until that day becomes a reality, adapted sports programs are working hard to level the playing field for athletes of all abilities.
"Bring your child to baseball," Caitlin advises parents. "She can watch me, then she can be on my team. It's fun!"
In addition to the obvious health benefits, participating in community sports for children with disabilities increases socialization, teaches lifelong skills and provides a chance to accomplish personal goals.
A recent study done by Georgia researchers, sponsored by the American Association of AdaptedSportsTM Programs, found that athletes with disabilities increased their strength, coordination, flexibility and endurance after just 10 weeks in a sports program.
Other benefits include a decrease in behavioral problems, depression, and secondary health complications; an increase in academic performance; and enhanced social interaction at school and at home.

Straight Talk

A first person perspective on disability in Georgia
By Lisa Lilienthal

Up until my eighth birthday, I was what we about what to expect and how we could best

now call a "typically developing child."

prepare Cooper for a rich and fulfilling life.

Thereafter, I began having pain in my knees

What struck me was how much things

and experiencing sporadic weakness in

have changed since I was a child in '72. I

my legs.

think of how different circumstances could

Exploratory surgery discovered a benign

have been for me if not for an open-

tumor had erupted at the base of my spine, minded, kind-hearted principal who was

short-circuiting my nervous system. Successful committed to inclusive classrooms before

removal of the tumor damaged

the term and concept

nerves in my spinal column

became politically accepted.

that left me paraplegic. I have

I am so thankful for a

used a wheelchair for mobility

number of reasons. Cooper is

ever since.

now a thriving 18-month-old

After that life-altering experi-

more similar to others than

ence in 1972, my parents used

he is different.

the summer break to make the

I am thankful to the

necessary adjustments at home

parents and children who

and to prepare for my return to

have walked this road before

school.

Cooper, paving the way for

My principal in the Gwinnett

Lisa and son Cooper

him and our family.

County school system was a kind man, who

We are thankful to those who gave us the

saw no problem with accommodating a

gift of hope and the security of knowing we

child using a wheelchair besides architectural live in a place where many people

barriers. I was the first child with a disability passionately believe that everyone has the

to attend inclusive classrooms at school

right to reach their full potential. It's impor-

where arrangements at best were sketchy.

tant that we are judged on our own ability

There was no plan, no particular protocol, and without regard to a disability.

there were no guarantees.

I am thankful to be editor of this publica-

As I recall today, everything went off

tion. I now have the opportunity to play an

without a hitch. I continued attending classes even more important role in advancing dis-

within the system until I graduated. I went ability issues and truly "Making A Difference"

on to earn an undergraduate degree in

in the lives of others in our state.

journalism and a Masters degree in Business

Administration from Georgia State University.

Four years ago, I married Gene, a wonderful

Lisa Lilienthal, a former Miss Wheelchair

man. Annabelle, our feisty daughter was born Georgia, has been a nationally recognized writer and

In 1999. Two years later we welcomed her

public relations professional for more than 15 years.

brother, Cooper into our family with a great She is a nine-time winner of the Public Relations

deal of joy mixed with a certain amount of

Society's Phoenix Award for public affairs, hospitali-

trepidation. Cooper has Down syndrome.

ty and public relations. Lilienthal is a graduate of the

We learned about Cooper's disability

Buckhead Business Association Leadership

during my fourth month of pregnancy.

Development Class of 1995 and served on the bid

After the initial disbelief gave way to panic, I committee and staff of the 1996 Atlanta

started reading everything I could to learn

Paralympic Games.

We encourage readers to submit a profile for "Straight Talk". Please send articles of 300-500 words to Janice Nodvin, jnodvin@mayinstitute.org
Making A DIFFERENCE 15

From The Executive Director
Best practice is evolving in the disability community

Someone recently asked me "what is best practices and how do you know when you see it?" This was a great question. I am not sure if I can successfully define "best practices" but I know them when I see them.
We often talk about state government and providers needing to engage in best practices. In previous years, the Division of Mental Health, Developmental Disability and Addictive Diseases hosted an annual conference on best practicedoes not happen anymore. At Disability Day at the Capitol this year, we hosted exhibits in the South Wing of the Capitol to provide information about best practices. Real Jobs, Real Homes, Real Learning and Real Choice were broad categories highlighting inclusive education, competitive employment, Easy Living Homes, self-determination, family support, assistive technology and school-based recreation activities. So what are best practices? At www.best-practice.com, best practice is defined as: a high-performance way of achieving business objectives, which solves problems, creates opportunities, and improves business results." Another definition included best practices as those strategies, activities, or approaches that have been shown through research and evaluation to achieve desired outcomes. It seems to me that best practices are those services and supports guided by principles that result in people with developmental disabilities and their families being recognized as important participants in their neighborhoods, towns, and communities. I suggest that accepted "best practice" is guided by four principles to support people with developmental disabilities.
"Best practice" services and supports
Treat people with respect and dignity
Allow individuals to be interdependent and make choices
Assist people to be participants in their community
Support people to live life to their fullest potential
Over the last couple of decades, there have been activities accepted as best practice for people with developmental disabilities. These activities include person centered planning, community supported living, and supported employment. Some supports were once considered best practice, but are no longer. For instance, in the 1970's and 1980's group homes were best practice as a way to support individuals receiving the first home and community-based services and to support individuals moving out of institutions. Many of these group homes were owned and operated by the providers who supported the individual. However, today it is best practice for providers to support individuals who live in houses and apartments that the individual owns or rents, not the provider.
To take this one step further, providers who support best practice do not feel the need to control but instead partner with people with developmental disabilities.
16 Making A DIFFERENCE

These are providers who have a vision that recognizes that people with developmental disabilities are full participants in communities and their role is to be a bridge to the community and all it offers. These providers are not afraid of concepts such as self-directed supports or family support. Self-directed supports give the control to individuals as opposed to providers or the system. In order to have control you must have choices. Best practices would mean that you have the choice to hire a personal care attendant from a provider or a friend or family member who already supports you. You might decide to take fewer hours of supports in order to pay your attendant more.
Schools that engage in best practices have found ways to support students with disabilities, teachers, and administrators in a way that allows all students in the classroom to succeed in learning. In the 1980's, mainstreaming was considered best practice. But mainstreaming was really "dumping" kids in the classroom without supports. Today, we know that inclusive environments means that children have the necessary supports to succeed in schools. It means that classrooms for just kids with disabilities at the other end of the building don't exist. It means that kids with disabilities are a part of all school activities, not just during recess, lunch, or art. It also means that all children (those with and without disabilities) receive the extra attention and help needed to learn.
Best practice is often defined in the perspective of what's best for an individual within their individual set of circumstances. Best practice is evolving in the disability community; it's a work in progress that is accepting of contributions from everyone.
Eric E. Jacobson, Executive Director, GCDD
Who's Who?
WOMEN MAKING A DIFFERENCE IN GEORGIA

A

B

C

Match the vintage photographs to the present-day one.

Answers: 1-B, 2-C, 3-A

1. BETH TUMLIN
She is known as Natalie's mom. Both mother and daughter have been active in the disability rights movement. This Unlock the Waiting Lists! Campaign chair fights for Medicaid waivers that fund home - and community-based services.

2. PAT PUCKETT Active as one of the state's most visible and forceful advocates, the director of the Statewide Independent Living Councils (SILC) has been instrumental in getting hundreds of Georgians with disabilities released from institutions and successfully settled in residential community settings with meaningful employment.

3. ANNETTE BOWLING
Known as the "advocate's advocate" with prized connections across the state, this Albany ARC director is a pioneer in the disability rights movement trumpeting "choice" in every conversation involving Georgians with disabilities

A PIONEER RETIRES

Joyce Ringer helped shape what early intervention looks like in Georgia today
By Lisa Lilienthal

A lifelong teacher and mentor, Joyce Ringer started her career in advocacy when she taught early childhood special education classes in DeKalb County.
Working with parents and infants with special needs, the disability focus got in her blood, and she went on to pursue her doctorate degree. It also served as her first source of advocating for Georgia's families, and led to her work with Governor's Council on Developmental Disabilities.
Today, she is gratified by the changes she's seen in the choices and services available to families in need.
"Education services have come a long way since 1976 when I was working on my master's in special education," says Ringer. "But attitudes of welcome and appreciation for all students still have a long way to go."
It was that fine understanding of what needs to be done and a belief that she could play a part in change that led Ringer to her current role as GAO Executive Director.
"I learned early on that `smarts' and `knowledge' are not necessarily what is important in living a good life," says Ringer. "Seeing children from my Parent/Infant Program making adult choices later in their lives ... Evan's Bar Mitzvah and graduation and first apartment, Cynthia's perseverance in taking a math test for the seventh time and at the last minute finishing her degree and graduating, T.J. graduating from Georgia Tech." It's clear as Ringer reminisces about the families whose lives she has touched that they touched her as well.

Joyce Ringer looks forward to spending more
time with her husband Ken and her two grand-
daughters, Gabrielle and Alexandra.
"Parents who had the dream, held on to the hope and kept teaching the really `slow' ones like me what was possible. I'm very grateful for having known and learned from them," says Ringer.
As she leaves the GAO in retirement, what will Ringer look back on as her biggest accomplishments?
"I've kept the doors open and continue to advocate for people. Hopefully, some things that I've done will have an impact on Georgia in the future," says Ringer. "I'll miss the day to day contact with Georgia's citizens with disabilities, people who live with courage and some hope in spite of really crummy situations. I'll also miss colleagues who are willing to go the extra mile."
What's her best advice? "Love is the answer," says Ringer. "Just seek a loving way to respond and the rest will take care of itself. Maybe not immediately, but in the long run."

"Love is the answer," says Ringer. "Just seek a loving way to respond and the rest will take care
of itself. Maybe not immediately, but in
the long run."
JOYCE RINGER
Ringer, the retiring executive director of the Georgia Advocacy Office is a native Atlantan. Prior to joining the GAO in July 1996, she served as public policy director and family support coordinator for the Governor's Council on Developmental Disabilities.
With degrees in early childhood special education, elementary education and education administration from Georgia State and Auburn Universities, this mother with three grown sons and two granddaughters loves the art of teaching students of all ages.
Many of her close friends know that early retirement for Ringer was an attractive option for her to spend more time with family and loved ones.

Making A DIFFERENCE 17

Updating
I D E A with No Child Left Behind in Mind

IDEA (Individuals with Disabilities Education Act) was first enacted in 1975 to assure that students with disabilities receive free appropriate public education. IDEA is reviewed and updated every five years and should have been reauthorized in 2002, but was not. The reauthorization process began anew in 2003 and you can let your voice be heard about what's working and not working for you at http://edworkforce.house.gov/issues/107th/education/idea /ideacomments/ideaform.htm.
At the end of February, Rod Paige, U.S. Secretary of Education, unveiled a set of principles that will guide the education department in reauthorizing IDEA.
"Every child in America deserves the highest quality education, including our children with disabilities," Secretary Paige said. "Our goal is to align IDEA with the principles of No Child Left Behind by ensuring accountability, more flexibility, more options for parents and an emphasis on doing what works to improve student achievement."
According to the Department of Education, the principles that have been developed to guide the reauthorization effort are the result of work done by the President's Commission on Excellence in Special Education in 2001. The principles developed by the President and the Department of Education are:
1. Stronger accountability for results IDEA must incorporate the NCLB principles of assessment for children receiving special education and align with NCLB accordingly.
2. Simplify paperwork for states and communities and increase flexibility for all this principle recognizes the mountain of paperwork that is required by IDEA and instead puts the focus on results, which should be achieved because school systems will have more flexibility to use federal special education money to provide direct services to the students who need them. This principle also takes into account some level of reform in dispute resolution, as well as a simplification of IDEA's discipline requirements.
3. Doing what works The DOE says that IDEA should target federal dollars to implement research-based practices that have been proven to help students with disabilities learn, which is an acknowledgement of the many students who have been misidentified as having disabilities because they did not learn to read when they should have.
4. Increase choices and meaningful involvement for parents this principle says that IDEA should expand opportunities to help parents, schools and teachers choose appropriate servic-

IDEA promises a better opportunity for children with disabilities.
es and programs for children with disabilities, including charter and private schools of their choice. States would then measure and report academic achievement results for all students benefiting from IDEA funds, regardless of what schools they attend.
For more information on this announcement and the work to reauthorize IDEA in line with No Child Left Behind, visit www.ed.gov/offices/osers/osep.

18 Making A DIFFERENCE

QUICK TAKES

Moore new GAO head

Ruby Kathleen Moore, a uniquely experi-

enced disability advocate -- having worked in

47 states and several countries -- has been

appointed executive

director of the Georgia

Advocacy Office. On the

job since April, Moore

has previously offered

expert testimony before

the U.S. Congress, U.S.

Civil Rights Commission

and the United Nations.

Ruby Moore

The GAO provides protection and advocacy

for Georgians with disabilities.

Moore, with a Masters Degree in Human

Services Administration, is a recognized

expert in supported employment, rehabilita-

tion, augmentative communications as well

as in design and implementation of the sup-

ports necessary for moving people with dis-

abilities out of institutions and into commu-

nities. She has 28 years experience as a dis-

ability advocate.

"We are really lucky and blessed to have

someone with Ruby's expertise to join the

GAO," says GAO Board Chairman Ray

Hornbuckle. "Ruby will make an immediate

impact at GAO with her considerable

national reputation and skills. Our state and

Georgians with disabilities will be the benefi-

ciary of the dynamic team-building leader-

ship that is characteristic of her style and

past experiences."

Moore is credited with developing sup-

ported employment services for people with

disabilities throughout the nation. She was

one of the architects of the federal support-

ed employment initiatives.

The new GAO executive founded and

directed a private non-profit in Western

Massachusetts; initiated statewide technical

assistance organizations in Connecticut and

New Hampshire; and trained thousands of

direct service personnel in person-centered

planning and developing support services.

Internationally, Moore was responsible for

resettling more than 50 Tibetan families liv-

ing in exile in India, Nepal and the United

States.

Moore is listed in both the national and

international registry of Who's Who of

Professionals. She is married and has three

teenage daughters.

TIPS ON SUMMER PLANNING
By Janice Nodvin

If your family is like ours, summer is rarely anything close to being lazy and hazy. Usually, the weeks between school are a time of disruption, with kids off schedule. But while routines and schedules change for our children, ours do not. Do we give our children with disabilities time off to unwind, or do we add in other activities to take the place of school, therapy and other programming? Is summer a time of progress, or do we see regression of skills? Here are some options:
Stay on course. Your child may qualify for yearlong programming, continuing to receive services written in his Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP). Summer programs may take place at a different school or even at your home. TIP: Make sure that this programming is clearly identified in the IEP or IFSP.
Offer alternative activities. Preschools or therapy programs often offer additional summer programming, and this can be a wonderful way for your child to work on specific goals or increase role modeling and socialization. It may take the form of additional traditional therapy time, therapeutic horseback riding, swimming or music, or perhaps it takes the form of a wonderful family vacation. The advantage is doing something different. The disadvantage is additional cost and is one more thing for the parents to do. TIP: If you are considering additional therapy time, find out if you are using up your child's therapy units with

Summer camp is a wonderful place for individuals to grow and make new friends
your insurance provider. Take the summer off. One option is to
provide time to "take an activity vacation." Advantage: This may be a less stressful time where progress will occur in its most natural and unassuming environment. Disadvantage: In fact, this may turn out to be a time where more regression occurs because routine is eliminated. TIP: Get the input of others who know your child well teachers, therapists and make the best choice.
Invest in a Summer Camp. Summer camp can mean a day program (day camp) or a residential program (overnight camping). Both promote independence, increase socialization with peers, improve self-esteem and self-confidence, and infuse kids with joy. At the same time, summer camp can be a much-needed respite to primary caregivers. Two great online resources for camping: American Camping Association (www.acacamps.org) and Georgia Learning Resources System (www.glrs.org).

SEEKING JUSTICE

We're closely watching two lawsuits that challenge the "business as usual" in several Georgia agencies.
Earlier this year, a family of a child with Bipolar Disorder filed suit in U.S. District Court against defendants including the State of Georgia, the State Department of Education, and a collection of state and local agencies who have been involved in negotiating the child's Individual Education Plan (IEP). The family alleges repeated violations of the rights of children with disabilities under the Americans with Disabilities

Act, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act and for civil rights violations under Section 1983.
In the second lawsuit, Sutherland, Asbill and Brennan, working on a pro bono basis, filed suit against the State of Georgia on behalf of seven people with disabilities seeking class action status for as many as 50,000 Georgians with disabilities who are housed in nursing homes instead of receiving care in their homes and communities.

Making A DIFFERENCE 19

Is Autism on the Medical Rise in Georgia? Update By Leslie Rubin, M.D.

Early this year, the Centers for Disease Control released a study indicating a dramatic rise in the prevalence of autism. What does this mean?

T

he term `autism' came into clinical use in the late 1940s to describe what had previously been called `childhood schizophrenia.' In the nearly 60 years since that time, we

Though we have learned a great deal about autism and how to diagnosis and treat children with autism, there is still much we do not know.
It is not really clear why there is an increase in prevalence of the diagnosis of

have come to know much more autism, largely because we still do not know

about diagnosing and treating what factors are responsible for the cause

autism, and have even begun to identify

of autism.

different diagnosis, such as `pervasive

The two big questions relate to

developmental disorder' (PDD) to describe environmental concerns and genetic factors.

children who don't quite fit into the

It has been noted that autism may have both

diagnosis of autism, as well as Asperger's

genetic and environmental factors, as is seen

syndrome, which describes children who

in the natural experiment of multiple births,

have some behaviors we typically attribute to where a set of triplets have a range of fea-

autism but demonstrate high intelligence.

tures along the autism spectrum. In fact, it is

Our thinking about children with develop- probably very likely that there is more than

mental and behavioral problems has evolved one cause of autism, and that each of these

and we have developed

causes may have

screening tools that provide increasingly detailed criteria

"The good news more than one facet. None if this indicates

for the diagnosis of what we now call `autism spectrum

is that as more that there is necessarily an increase in the

conditions.' While identifying a broad-
er spectrum of autism, we

children have

incidence of autism, only in the diagnosis of the condition.

been diagnosed..." have also seen the diagnosis

It may be that we

associated with an increasing

are recognizing the

number of other diagnostic

features more easily,

conditions, including Fragile

that we are appreci-

X syndrome, Down syndrome and tuberous ating a spectrum of expression of the condi-

sclerosis. While we had previously thought tion, that we are more accepting of the diag-

these conditions specifically were associated nosis as a society, that we have programs to

only with mental retardation, we are now

recommend once we have made the diagno-

beginning to understand that many of the

sis, and that making the diagnosis of autism

children have features of autism as well.

today carries with it the hope that with

Ultimately, the importance of making the appropriate intervention, therapy and educa-

diagnosis of autism, PDD or Asperger's

tion, the children will make good progress.

syndrome is not merely an academic exercise,

it helps to guide the approach to interven-

tion, therapy and education that we hope

Dr. Leslie Rubin is director of the Division of

will result in teaching social skills that are

Developmental Pediatrics & Associate Professor of

important for success in life.

Pediatrics at Emory University School of Medicine;

The good news is that as more children

Medical Director, May South; Co-Director of the

have been diagnosed, there has been a

Southeast Pediatric Environmental Health Specialty

corresponding increase and improvement in Unit at Emory University; Director of Training, Marcus

the quality and availability of services for

Institute and Medical Director of TEAM Evalution

children and their families.

Center in Chattanooga.

20 Making A DIFFERENCE

The core features of autism spectrum conditions are:
Delays and/or unusual patterns of speech development
Unusual patterns of communication, interaction and socialization
Some unusual patterns of behavior that can be repetitive or ritualistic
News
from the
CDC
The CDC reported an increase in diagnoses of autism. In metro Atlanta 987 children with autism, Asperger syndrome or pervasive developmental disorder were found in a group of 289,456 children investigated in five counties in 1996. That was a rate of 34 cases per 10,000 up from numbers in the 1980s that showed an autism rate of 4 or 5 per 10,000.
While the numbers are indeed startling, experts caution that many factors need to be taken into consideration: heightened awareness of autism, changing diagnostic criteria, and better educational services. According to the study, conducted by Marshalyn YearginAllsopp, et al. of the U.S. Centers for Disease Control and Prevention, "it remains unclear whether specific environmental, immunologic, genetic or unidentified factors also have contributed to these higher prevalence rates."
You can request a copy of the study by writing: Marshalyn Yeargin-Allsopp, Centers for Disease Control and Prevention (F-15), 4770 Buford Highway, NE, Atlanta, GA 30341.

O S - UR PONSORS Help us to improve our editorial content as well as print additional copies of this magazine. We appreciate their support and yours.

Building on a tradition of
quality and caring"
LD Made Easy Specializing in organization and
handwriting problems and "homework wars"
Author of "Learning Re-enabled" Susan N. Schriber Orloff, OTR/L Occupational Therapist, Registered and Licensed CEO/Executive Director
Over 30 years experience Former resource teacher
770-394-9791 www.childrens-services.com

Beth English, Director 1906 Palmyra Road Albany, Ga 31701
(229) 439-7061
Albany Advocacy Resource Center (Albany ARC), serving our community
since 1963, promotes the general welfare of people with disabilities and fosters the development of programs
on their behalf. (229) 888-6852 (24-hour on-call) www.albanyarc.org

GOVERNOR'S COUNCIL ON
DEVELOPMENTAL
DISABILITIES
Over 117,000 Georgians With Developmental Disabilities Want...
s Real Jobs s Real Homes s Real Learning
Experiences
s Real Choices
Quality Life
Our job is to build a powerful coalition of advocates, organizations and state agencies
that will work together to make it happen. (404) 657-2126 www.gcdd.org
DeKalb Developmental Disabilities Council
440 Winn Way Decatur, Georgia 30031 (404) 508-7061

Making A DIFFERENCE 21

Resources

The Resources listed here are relevant to the articles in this issue. For a more comprehensive Resource Listing, visit the Governor's Council website: www.gcdd.org

Always begin first by contacting the local agencies in your community or county when you need help. For a comprehensive list of resources in Georgia for all areas, please visit:
www.disabilityresources.org/GEORGIA.html
STATEWIDE RESOURCES
The state agencies listed below are recognized as those who provide "best practice" services and information to people in Georgia.
Babies Can't Wait Children with Special Needs Div. of Public Health, Dept. of Human Resources (404) 657-2726, (888) 651-8224 www.ph.dhr.state.ga.us/programs/bcw
Georgia Advocacy Office (404) 885-1234, (800) 537-2329 www.thegao.org
Georgia ARC Network (404) 634-5512 www.arcga.org
Governor's Council on Developmental Disabilities (404) 657-2126 or (888) 275-4233 www.ga-ddcouncil.org
Parent to Parent of Georgia Inc. (770) 451-5484 or (800) 229-2038 www.parenttoparentofga.org
Statewide Independent Living Councils of GA (SILC) (770) 270-6860 or(888) 288-9780 www.silcga.org
University Centers for Excellence in Developmental Disabilities Institute on Human Development and Disability (706) 542-3457 www.uap.uga.edu
For a more comprehensive resource listing, visit the Governor's Council we b s i t e www.gcdd.org.
For more information about the Division of Mental Health, Developmental Disabilities and Addictive Diseases, contact your Regional Office a t : (404) 657-2272
AUTISM
Autism PDD Resources Network http://www.autism-pdd.net/
Autism Society of America Greater Georgia Chapter (770) 451-0954 http://www.asaga.com/

National Alliance for Autism Research http://www.naar.org/
National Center on Birth Defects and Developmental Disabilities Autism Information Center http://www.cdc.gov/ncbddd/dd/ddautism.htm
National Institute of Child Health and Human Development http://www.nichd.nih.gov/autism/
Talk Autism (888) 355-7161 http://www.talkautism.org/
SUMMER CAMP RESOURCES
(List serves only. The Council website has more comprehensive camping options.)
American Camping Association Finding a Camp with Special Needs http://find.acacamps.org/finding_a_camp.cgi
Georgia Learning Resources Systems (GLRS) Summer Camp Directory 2002 www.glrs.org/Camp02/Body.htm
EDUCATION SERVICES & ADVOCACY
Additional educational resources are:
Georgia Learning Resources Systems (GLRS) These information and resource centers are located throughout Georgia. Their website will direct you to the location nearest to your community. www.glrs.org
National Information Center for Children and Youth with Disabilities (NICHCY) (800) 695-0285 www.nichcy.org
National Parent Information Network (800) 601-4868 http://www.npin.org/
State Department of Education: Special Education Division for Exceptional Students - GA DOE (404) 656-3963 http:doe.k12.ga.us
State Vocational Rehabilitation Agency Sp. Projects Voc.Rehab. Program Ga. Dept. of Labor (404) 638-0383 (800) 497-8665 www.vocrehabga.org
ESPAOL
Centro Nacional de Informacin para Nios y Jvenes con Discapacidades (800) 695-0285 http://www.nichcy.org/spanish.htm
Informacion Sobre el Sistema Escolar Local Sus Derechos Como Padres Con Respecto a la Education Especial (404) 656-3963 http://www.doe.k12.ga.us/sla/exceptional/forms/sp ecial_ed_spanish.pdf
Georgia Learning Resources System Parents Rights and Due Process Forms available in Foreign Languages http://www.glrs.org/Languages/Spainish/selectspainish.htm
Su Familia National Hispanic Family Health Helpline (866) 783-2645 / (866) SU-FAMILIA

RECREATION
ALTA (Tennis) Sp. Populations Schools Program - Atlanta (770) 913-9545 www.altafoundation.org
American Association of Adapted Sports Programs (404) 294-0070 www.aaasp.org
Atlanta Alliance on Developmental Disabilities (404) 881-9777 www.aadd.org
Atlanta Parks & Recreation Sp. Recreation (404) 658-6381 www.cityofatlanta.com
BlazeSports (770) 850-8199 www.blazesports.com/
Boy Scouts of America (770) 989-8820 x 2003 www.atlantabsa.org
Calvin Center Recreational and Therapeutic Riding Hampton (770) 946-4276 ext.37 www.calvincenter.org
Challenger Little League Marietta (678) 236-7634
Compeer Atlanta, Inc. Decatur (404) 378-8312 www.compeeratlanta.org
Girl Scouts of America (404) 527-7500 or (800) 771-4046 http://www.girlscouts.org/
Georgia Handicapped Sportsmen, Inc. Norcross (770) 246-9810
HAPPY Clubs of YMCA (404) 687-2521 http://communitylink.accessatlanta.com/ groups/happyclub
Kool Kidz, Inc. Marietta (770) 984-0958 www.koolkidzpt.com
Marcus Jewish Community Center of Atlanta (770) 395-2601 www.atlantajcc.org/services.htm
Marietta Enrichment Center Marietta (678) 354-9144 www.gacommunity.com
North Fulton Therapeutic Recreation Atlanta (404) 303-6181
Positive Motion Dance Class Program Full Radius Dance Atlanta (404) 724-9663 www.fullradiusdance.org
Visual Arts VSA arts of Georgia (404) 221-1270, ext. 207 www.vsaartsga.org
YMCA Listed are all YMCA locations http://www.ymcaatl.org

22 Making A DIFFERENCE

Calendar

SEE HOW GEORGIA STACKS UP
How successful is our state in educating children? Children with disabilities? What percentage of 4th graders are proficient readers? What percentage of children are proficient in math and science? Check out Georgia's Title 1 profile at: www.ed.gov/offices/OUS/PES/esed/2002_ indicators/georgia/georgia.html
MAY
24 Dixie Games Dixie Wheelchair Athletic Association Roosevelt Warm Springs Training Center. Contact Susan Oglesby, (770) 850-1516 or www.blazesports.com
10 15 Real People, Real Voices, Real CHOICES! ADAPT's spring conference Washington, DC Contact Tisha (303) 733-9324 www.adapt.org/bulletin.htm
14 16 Regional Nutritional Conference featuring Dr. Sarah Winter, Dr. Leslie Rubin and nutritionist, Joan Medlen Pre-Conference on Cerebral Palsy Renaiisance Waverly, Atlanta Contact: Janice Nodvin (770) 956-8511, x 207 www.maysouth.org
14 - 16 A Quality Workforce = Quality Services Special Guests Include David Pitonyak, Partnership for Excellence, The Council on Quality and Leadership Savannah, Georgia
15 16 Aging Coalition Conference Clairmont Presbyterian Church Contact Sonia Kuniansky (404) 508-7796
19 June 30 Law Enforcement Torch Run (LETR) Contact (770) 414-9390 www.specialolympicsga.org
21 23 National Association of State Directors

of Developmental Disability Services (NASDDDS) Buildina a Comprehensive, Data-Driven Quality Managment System: Practical Approaches to Improving Quality Savannah Contact Karol Snyder (703) 683-4202
30 June 1 Summer Games Special Olympics Georgia Contact (770) 414-9390 www.specialolympicsga.org
JUNE
37 National Sports Education Camp - A BlazeSports Camp for youth ages 10-16 with a visual impairment State University of West Georgia. Contact: Corinne Ingram at (770) 850-1156 www.blazesports.com
14 21 Bike Ride Across Georgia (B.R.A.G.) Special Olympics Georgia SOGA. Riders begin in Bainbridge and finish in St. Marys. Contact (770) 414-9390 www.specialolympicsga.org
21 23 14th Annual Leadership Institute Georgia Council of Administrators for Special Education Holiday Inn-Chamblee-Dunwoody/I-285 www.g-case.org
23 4th Anniversary of the Olmstead decision

26 29 SHHH 18th International Convention Self Help for Hard of Hearing People, Inc. Atlanta Hilton Hotel (404) 659-2000 (voice) www.shhh.org/Convention/convention.cfm

CELEBRATING FAMILIES WITH DISABILITIES PHOTOGRAPHY CONTEST

Sponsored by The Governor's Council on Developmental Disabilities

Submit family photographs postmarked by June 30, 2003. Photographs may not be returned. Please put your contact information (Name, address, phone number, and e-mail) on

the back of the picture. Photos should be mailed to
Dottie Adams GCDD Family Support 2 Peachtree St. NW Suite 8-210 Atlanta, Georgia 30303

JULY
4 22nd Annual Wheel chair Division of the Peachtree Road Race www.shephard.org
26 Torch Walk and Celebration Sponsored by Walton Options Augusta contact Gerald Powell at (706) 724-6262 www.waltonoptions.org
26 13th Anniversary of Americans with Disability Act "ADA"

IN MEMORIUM WILL TAYLOR 1991-2002

It is with great sadness that this past winter we marked the passing of Will Taylor, son of GiGi and Doug Taylor.
Will's short, but amazing life was an inspiration to his family and friends, and according to his mother, GiGi, was full of miracles, right up until the day before he died.
"The day before Will died we had such a happy day. A serious trip to the orthopedic surgeon's office turned into a cause for celebration as we learned that, through hard work and the mercy of the Lord, Will did not have any spots on his spine that

needed to be fused. There was much to celebrate," remembers GiGi.
The next morning, GiGi found Will perfectly at peace in his bed. He will be missed terribly by family and friends and remembered as a special and gifted child.
Gigi Taylor is co-founder of Links, the Georgia Computer Language School.
She is a past member of our Making A Difference advisory board and a parent educator for Project DOCC (Delivery of Chronic Care). Gigi first told us her story of her son, Will, in the Spring 2001 issue of Making A Difference.

Making A DIFFERENCE 23