March / April 2005
Page 1

Inside This Issue:

From the Editor................................................................2
Mark YourCalendars.......................................................3
NCLB Terms To Know…................................................4
“I CAN” a Definitive Hit....................................................4
Birthdays.........................................................................4
Study on Post-Natal Support of Mothers of Children with
Down Syndrome .............................................................5
Congress Appropriates $1 Million for
Down Syndrome Research .............................................5
No Child Left Behind....?...................................................6
Guidelines for Inclusion in the Support Planning Process..7
Increasing Personal and Economic
Independence Report ......................................................7
IEP 101............................................................................8
Through the Grapevine...................................................,8
Profile: Yvonne Cerniglia.................................................,9
Tax Benefits for Parents of Children with Disabilities........10
New DD Council Initiative Promoting School Inclusion.....11
On-Line Advocacy Course..............................................12
“Life Goes On” DVD Release Possible............................12
Legal Definition of Reading..............................................12
Federal Employment Opportunities..................................13
Guidebook with Employer Perspectives...........................13
Web Sites.........................................................................14
Coming Soon...................................................................14

Participants are asked to bring a dish.
Please call Karen Gaddis at 504-467-7009 to let her know what you’d like to bring

March 18. Craig Blackburn "I CAN.” Craig Blackburn, a dynamic motovational speaker/self-advocate gives his perspective on having Down syndrome and his school and life successes that continue. 11 am. Murphy's Seafood, 1700 N. Morrison Blvd., Hammond. Limited Seating. Lunch is $9.00. For more info and to register: (985) 875-0511
www.craigblackburn.org

March 19. Westbank Self-Advocates. 11am - 1pm. Westwego Library, 635 4th Street, Westwego. For more info: (504) 888-9111.

March 21. Positive Behavior Support: What Families Need to Know. Tired of struggling with your child’s behavior? Do you find that punishment isn’t working? Learn about Positive Behavioral Support - an effective intervention for teaching and reinforcing the behaviors you want to see! This workshop will provide opportunities for lively discussion and interactive learning. 6pm - 8pm. West Bank Regional Library, 2751 Manhattan Blvd., Harvey. For more info: (504) 888-9111.

March 22. Roles & Responsibilities of the Consumer & the Circle of Support. 10am - 12noon. North Kenner Library, 630 W. Esplanade Ave. Kenner. For more info: (504) 888-9111.

March 24. How Difficult Can This Be? Children with learning disabilities learn differently than their typical peers. Better understand how your child or student with a learning disability functions on a daily basis. PBS Video “How Difficult Can This Be?” will be shown with discussion to follow. 1pm - 3pm. St. Bernard Library, 1125 E. St. Bernard Hwy., Chalmette. For more info and to register: (504) 888-9111.

April 5. Accommodating People with Disabilities in the Workplace. How to accommodate applicants and employees with disabilities in the workplace, legal update on reasonable accommodations, and accommodations at business events, such as seminars, meetings and parties. 8:30am-4:00pm, Best Western Richmond Suites, 5668 Hilton Av., Baton Rouge. For more info: www.acharlesstewart.com or call 225 766-3305 or 800-332-2582. Full day w/ lunch: $175. Half-day rates available. Register online at:
www.acharlesstewart.com/registration/index.php. Credit cards accepted via PayPal. Make checks payable to the Disability and Aging Resource Institute and mailed to P. O. Box 82637, Baton Rouge, LA 70884.

April 22. Kathie Snow. Disability is Natural. 8:30am - 4:30pm. Benedict's Restaurant , 1144 Lover's Lane, Mandeville. Space is limited. Please register early. For more info: Visit our website or call (985) 875-0511 or toll free 800-383-8700).

May 23. Pie Day. Annual event at the State Capital. Join LaCAN members and other advocates in giving pies and a messages to legislators and other state officials.. The Louisiana Aging and Disability Consortium LADC) of which LaCAN is a amember sponsors Pie day.

July 7-10. National Down Syndrome Society conference. “IMAGINE” Fairmont Hotel, Chicago, Illinois. 4 days of education, networking and celebration in the cultural hub of the Midwest. Learn the latest info on education, research and advocacy. Unique opportunities to “Imagine” the possibilities for individuals with Down syndrome and their families. Program includes a Pre-Conference Affiliate Partnership Day on July 7. For more info: visit www.ndss.org.

July 29-31. National Down Syndrome Congress National Convention. Hyatt Regency Orange County, Anaheim, California. Attend the nation's largest convention for person's with Down syndrome, their families, friends and the professionals who work with them! Enjoy Disneyland's 50th Anniversary Celebration?! For advance purchase of specially-priced Disney PARKHOPPER(R) Meeting/Convention Theme Park tickets visit
www.conventionplus.com/DisneylandResortTickets. For hotel reservations call: 1-800-233-1234. Ask for NDSC group rates. For more convention info: Denise Dreyer, NDSC National Center, 1-800-232-6372.

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The following terms and information are derived and
reprinted from the NCLB and NCLB guidance materials.

NCLB Terms to Know

School In Need of Improvement-an elmentary or secondary school that has not made "adequate yearly progress (AYP) for 2 consecutive years.

Supplemental Educational Services-are tutoring and other supplemental academic enrichment services not provided during the school day that are designed to increase academic achievement measured by the assessment system;

Highly Qualified Teachers-To be deemed highly qualified, teachers must have: 1) a bachelor's degree, 2) full state certification or licensure, and 3) prove that they know each subject they teach.

State Requirements-NCLB requires states to 1) measure the extent to which all students have highly qualified teachers, particularly minority and disadvantaged students, 2) adopt goals and plans to ensure all teachers are highly qualified and, 3) publicly report plans and progress in meeting teacher quality goals.

High, Objective, Uniform State Standard of Evaluation (HOUSSE)- NCLB allows states to develop an additional way for current teachers to demonstrate subject-matter competency and meet highly qualified teacher requirements. Proof may consist of a combination of teaching experience, professional development, and knowledge in the subject garnered over time in the profession.

Demonstration of Competency-Teachers (in middle and high school) must prove that they know the subject they teach with: 1) a major in the subject they teach, 2) credits equivalent to a major in the subject, 3) passage of a state-developed test, 4) HOUSSE (for current teachers only, see below), 5) an advanced certification from the state, or 6) a graduate degree.

Special Education Teachers and
“Highly Qualified” Requirements under NCLB

The highly qualified teacher requirements apply only to teachers providing direct instruction in core academic subjects. Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers in adapting curricula, using behavioral supports and interventions or selecting appropriate accommodations, do not need to demonstrate subject-matter competency in those subjects.

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Congress appropriated $1 million in its 2005 Omnibus Appropriations bill for the initiation of two important Down syndrome research studies at the Centers for Disease Control (CDC). The first study will obtain an accurate estimate of the number of people in the United States living with Down syndrome and identify them by age and ethnic group. The second study will document the onset and course of secondary and related developmental and mental disorders in individuals with Down syndrome. The studies will be administered through the National Center on Birth Defects and Developmental Disabilities at the CDC. For two years, NDSS and the Down Syndrome Research and Treatment Foundation (link: www.dsrtf.org) have advocated for federal funding for these studies, which will help inform future basic research on cognition, aging and secondary conditions associated with Down syndrome.
Population data by age and ethnic group will help scientists understand why in certain ethnic groups those with Down syndrome have a higher mortality rate early in childhood. The data will also help researchers understand how premature aging affects mortality rates. The information will also help state and federal agencies, as well as non-profit groups, plan for housing, education and other services that will be needed by persons with Down syndrome in the years ahead.
Documentation of the onset and course of secondary and related developmental and mental disorders in persons with Down syndrome is also critical. A large amount of anecdotal evidence from Down syndrome clinicians suggests that the number of persons with Down syndrome who have autism or other mental disorders, such as obsessive compulsive disorder, is increasing. Reliable data on this observation would be useful in indicating certain risk factors that may require assessment. The data would also be useful in helping to understand possible associations between the incidence of Down syndrome and other disorders.

NDSS will continue to provide updates in the future as these studies progress

Page 6
No Child Left Behind ...?
By Karen Scallan

“To meet the No Child Left Behind standard, all subgroups must make sufficient academic progress to ensure that all students are proficient by 2014.”

That brings us to the No Child Left Behind Act (NCLB). Wrightslaw, an information resource for all things special education states, “In 2001, Congress amended the Elementary and Secondary Education Act (ESEA) as the No Child Left Behind Act. The centerpiece of the No Child Left Behind Act is the requirement that public schools bring all students to a proficiency in reading and math by the 2013-2014 school year. The law includes sanctions for schools that fail to make acceptable progress.

Each school’s progress will be measured with reading and math proficiency tests of all students. The school will report on students by subgroup (i.e., ethnicity, disability, English language learners and low-income). To meet the No Child Left Behind standard, all subgroups must make sufficient academic progress to ensure that all students are proficient by 2014. If the school does not educate any subgroup, the school will fail to meet this standard.” (Wrightslaw, No Child Left Behind, Peter Wright, Esq., Pamela Darr Wright, Suzanne Whitney Heath, Hgarbor House Law Press, Inc., 2004).”

Myths and Misconceptions

Anyone would admit that’s quite a lot to accomplish and with the signing of NCLB there has been more and more confusion surrounding it. Questions abound and myths and emotions run high in discussions on NCLB.
The National Association of Protection and Advocacy Systems, Inc. (NAPAS) attempts to bring clarity to the questions and misconceptions about NCLB as it relates to children with disabilities in “Children with Disabilities under No Child Left Behind: Myths and Realities.”
One myth tackled by NAPAs is the fear that testing children with disabilities with the same tests as other children, will damage their self-esteem. NAPAs says the reality is that it’s impossible and certainly not fair to generalize how any group of children will do on an assessment test. Most children with disabilities, in fact, are able to keep up with peers and successfully test with accommodations if needed. NAPAS states that, “If students with disabilities are excluded from the accountability system, they will become completely

“If students with disabilities are excluded
from the accountability system, they will become
completely invisible, forgotten in the rush to meet the needs of students whose scores count.”

Another misconception is that schools will be adversely affected by testing outcomes if children with disabilities are included in testing. But in their book also entitled No Child Left Behind, Wrightslaw states that adequate yearly progress “calculations permit a school and school district to incorporate a percentage adjustment for children with severe cognitive disabilities so the school will not be adversely affected ...”

Parent Involvement

In order to work, NCLB is going to require some attention from parents too. There are options and conditions in NCLB under which you, as a parent, may transfer your child within the district if your child’s Title 1 school doesn’t meet it’s “Adequate Yearly Progress” goals for 2 consecutive years. Since the district doesn’t automatically do this, parents will have to stay on top of their child’s school’s performance. If you are able to transfer your child, NCLB has a transportation provision that will allow the child free transportation to the new school until the under performing school brings up it’s Adequate Yearly progress to an acceptable level. And, under NCLB, if your child’s Title 1 school fails to make adequate yearly progress 3 years in a row, the school must provide supplemental educational services to students from low-income families who remain in the school.

Performance ratings for all Louisiana schools are available on line at www.doe.state.la.us. Click on Student and School Performance on the bottom of the home page, then click on Division of Special Populations on the left hand side of the page. Next click on Program Effectiveness on the left hand side of the page and then Data and Research at the bottom on the page.
NCLB also requires parent involvement in the development of a parent involvement policy for schools receiving Title 1 funds. Schools must hold yearly meetings to inform parents about the policy and their rights which include receiving reports about your child’s progress, your right to participate, volunteer and observe your child in school and access to your child’s teacher to discuss your child’s unique needs and progress.

“Teachers who have strong academic backgrounds boost the academic performance of students.”

(Wrightslaw, No Child Left Behind, Peter Wright, Esq.,
Pamela Darr Wright, Suzanne Whitney Heath,
Harbor House Law Press, Inc., 2004).

Continued on p.11.

The American Association on Mental Retardation (AAMR) is offering a free publication, Guidelines for Interviewing People with Disabilities: Supports Intensity Scale. AAMR says this publication “helps professionals understand how to best conduct interviews with people with disabilities and self-advocates in order to make the supports planning process inclusive and comprehensive. The Supports Intensity Scale (SIS) is a planning tool that assesses support needs of people with intellectual disabilities in key life activities and behavioral and medical areas.” Download a copy for your child’s support professional by visiting:
http://www.aamr.org/Reading_Room/pdf/SISGuidelines.pdf

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Report Offers Recommendations to President Bush on Increasing Personal and Economic Independence for People with Intellectual Disabilities

.The AAMR newsletter recently reported that a new report from President Bush’s Committee for People with Intellectual Disabilities which outlines steps updating policies for people with intellectual disabilities was issued. Recommendations were made in the areas of public awareness; performance management; education and transition from school to work and adult life; employment and asset development; family services and supports; and assistive technology. You can download the report, A Road Map to Personal and Economic Freedom for Persons with Intellectual Disabilities in the 21st Century-2004, online at:
http://www.acf.hhs.gov/programs/pcpid/2004_rpt_pres
/2004_rpt_toc.html

Membership forms are available on line (CLICK HERE) or in this newsletter. Make checks payable to The Down Syndrome Assn. Of Greater New Orleans. If you have any questions, please call
Mike Rapier, Jr.,
Executive Director at (504) 846-6903.
Mail membership renewals to:
DSAGNO
P.O. 55204, Metairie, LA 70055-5204

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DSAGNO’s Own Nathan Leathers Participates in Folsom, Louisiana
Horse Show

Nathan Leathers participated in a Schooling Dressage Horse Show recently in Folsom, Louisiana and was the only child to ride a full-sized horse in the show. The horse show was open to all children ages 10 and under. Nathan waived to all the visitors as he rode and received a ribbon for his participation.

Children need stability in the upper body for fine motor tasks. Children with low muscle tone are too flexible at the joints because the muscle is relaxed. This makes controlling movement and maintaining joint stability difficult. Try these activities to develop strength and stability: incorporate wheelbarrow walks, crab walks, and the crawling position into games and obstacle courses; wall push-ups; chair push-ups; have the child lie on stomach with weight supported on forearms and elbows with the arms aligned under the shoulders during coloring, drawing, and fine motor activities; tug of war games; monkey bars; side-sitting position while bearing weight on one arm during fine motor activities; and vertical surfaces help to develop shoulder stability as well as wrist extension for a mature pencil grasp so drawing, writing, coloring, or painting activities on a chalkboard, dry erase board, or easel help. Use a 2-3 inch 3-ring binder and turn it sideways (rings pointing away from center of body) to create a vertical surface; and play magnet games on the refrigerator.

Once your child learns to walk balance skills are needed to refine his or her walking pattern. The goal is walking with a narrow base of support with feet pointing straight ahead. Suggestions for challenging your child’s balance: walk on uneven terrain-grass, carpet, and soft mats will all challenge balance; stand on an unstable surface–balance while standing on a pillow or swing; walk up and down a ramp; walk across a balance beam or any narrow surface so both feet have to stay close together while walking across; stand on one foot–you can do this during dressing (putting on pants), kicking a ball, or stepping up on a curb or small step; walk with a narrow base of support–wrap an ACE bandage around his or her hips (do not wrap so tightly that the child is unable to move legs or falls); and check out community resources such as gymnastics, dance, and adapted physical education classes for programs that might assist your child’s balance.

Occupational Therapist, Heather Harris, OTD, LOTR and Physical Therapist, Holly Neeson, MPT are therapists for Crane Rehab, 101 River road, Jefferson, Louisiana. Heather and Holly can be reached at (504) 828-7696.

Yvonne’s Story
By R.T. Cerniglia

Before Yvonne was born, the doctors suspected she may have Down syndrome. They wanted to know if we wanted an amniocentesis which would come with some risk to Yvonne. We declined knowing that she was God sent and that we would take her any way she came.

After she was diagnosed with Down syndrome, we found resources and were accepted in LSU’s early intervention program. We bought books, found a Down syndrome online chat room, and signed up with DSAGNO. A fellow DSAGNO member called us and came over with their child. I think for a new parent seeing how another child with Down syndrome functions almost as other children cleared many of our fears. It’s hard going into uncharted territory until you’ve been there and realize it’s not as bad as it first appears.

During Yvonne’s early intervention, we discovered a whole new way of life. We developed new friends with children with disabilities, not necessarily Down syndrome. We helped each other with tips and ideas on how to help our children reach milestones, and even the smallest of achievements became huge milestones. Parents with older kids helped us through many stages as we talked about how long it was before their child crawled, walked, became potty trained, talked, etc. It became apparent: Yvonne would achieve all of these goals, later than some of her peers, earlier than others.

Yvonne went to public school for several years and we met many more parents. Through the years, we’ve made new friends with families we would never have known had Yvonne not been born with Down syndrome. As public school special educational money was continually being cut year after year, we felt a private school would be best for Yvonne.

Yvonne is now ten years old, goes to St. Michael’s Special school, and just enjoys life tremendously. She loves to swim, swing, jump on the trampoline, ride bikes, color, and play with all of her toys, including everyone’s personal items in the family. She loves to play hide and seek with these items. Only on rare occasions will she get something she hid from you, especially cell phones and TV buttons. We are always calling our cell phones to see where she hid them.

Yvonne is extremely smart, understands everything we say and what’s going on around her. When we are driving near someone’s house she knows; she will come out and say that person’s name. It amazes me how she can relate an area of the city with an event or a person. She can get a key and open the back door, because if she wants to go out and play, she’s going

Internal Revenue Service (IRS) “Publications” represent the most accessible form of guidance to the tax rules for the general public, and relevant IRS publications are cited for each of the tax benefits listed below. The IRS also issues interpretations of the code and regulations called “Revenue Rulings.” These interpretations are formal, binding policy statements. Tax professionals rely on revenue rulings in advising clients about tax liabilities and tax benefits. For example, Revenue Ruling 78-340, discussed later, authorizes a medical expense deduction for tuition or tutoring fees paid for a child with a severe learning disability who is attending a special school at the recommendation of the child’s doctor. Tip: Relative caretakers, such as grandparents or aunts, and non-relative caretakers, such as foster parents, also may qualify for tax benefits. See a related tax guide of the Casey National Center for Resource Family Support.

Deduction for Disability Related Conferences

In May 2000 the IRS issued Revenue Ruling 2000-24, which offers guidance — and good news — for parents of children with disabilities. Parents who attend conferences to obtain medical information concerning treatment for and care of their child may deduct some of the costs of attending a medical conference relating to a dependent’s chronic health condition. The important points to remember are:
• Medical expenses are deductible only to the extent that they exceed 7.5 percent of an individual’s adjusted gross income, and that limitation applies to this deduction as well;
• Costs for admission and transportation to a medical conference relating to your dependent’s chronic health condition are now deductible, if the costs are primarily for and essential to the care of the dependent.
• Costs of meals and lodging related to a conference, however, are not deductible. (Note, however, lodging, up to $50 per night, is deductible if you must travel and stay at a hotel while your dependent is receiving medical treatment from a licensed physician in a hospital or a related or equivalent setting.)
• Costs are “primarily for and essential to the care of the dependent” (and therefore deductible) if:
• The parent attends the conference upon the recommendation of a medical provider treating the child;
• The conference disseminates medical information concerning the child’s condition that may be useful in making decisions about the treatment of or caring for the child;
• The primary purpose of the visit is to attend the conference. While at the conference, the parent’s social and recreational activities in the city he or she is visiting are secondary to attendance at the conference;
• The conference deals with specific issues related to a medical condition and does not just relate to general health and well-being.

Medical Expense Deductions

The IRS has ruled that tuition costs for a special school that has a program designed to educate children with learning disabilities and amounts paid for a child’s tutoring by a teacher specially trained and qualified to deal with severe learning disabilities may also be deducted. (Revenue Ruling 78-340, 1978-2 C.B. 124.) Special instruction or training or therapy, such as sign language instruction, speech therapy, and remedial reading instruction also would be deductible. Related books and materials can qualify for the medical expense deduction.

Generally, to qualify for the deduction, the child’s doctor must recommend the special school, therapy, or tutoring, and there must be a medical diagnosis of a neurological disorder, such as severe learning disability, made by a medical professional. Transportation expenses to the special school or to the tutor also qualify for a medical expense deduction. If transportation is by car, the allowable expense in 2004 is fourteen cents per mile plus parking and tolls, or the actual cost of operating the vehicle.

Diagnostic evaluations also qualify for a medical expense deduction. This can include testing by a speech-language pathologist, psychologist, neurologist, or other person with professional qualifications.
Note: Expenses claimed as a medical expense deduction and later reimbursed by a school district or insurance company must be reported as taxable income for the year in which the reimbursements are received.

Not everyone who has medical expenses can use them on their tax return. Medical expenses must be claimed on Schedule A, Itemized Deductions, and are subject to certain limitations. First, the family must have itemized deductions that exceed their standard deduction in order to use Schedule A (about 65 percent of taxpayers do not itemize for this reason). Second, medical expenses are allowed as a deduction only to the extent that they exceed 7.5 percent of adjusted gross income, a significant threshold for many families. (See IRS Publication 502, Medical and Dental Expenses.)

Where to Get More Information

The IRS provides free booklets that cover each of the topics listed above. The titles listed below may be ordered by calling the IRS toll-free number: (800) 829-3676. Generally, taxpayers may order up to three copies of any publication or form. The following booklets may be helpful:
• IRS Publication 17: Your Federal Income Tax (a comprehensive 300+ page guide)
• IRS Publication 502: Medical and Dental Expenses
• IRS Publication 503: Child and Dependent Care Expenses
• IRS Publication 501: Exemptions, Standard Deduction and Filing Information
Continued, p. 13...

Teacher Qualifications and Reading

“Teachers who have strong academic backgrounds boost the academic performance of students.” (Wrightslaw, No Child Left Behind, Peter Wright, Esq., Pamela Darr Wright, Suzanne Whitney Heath, Harbor House Law Press, Inc., 2004).
NCLB places significant importance on the need for highly qualified teachers and for all children to read proficiently. NCLB requires teachers to be “highly qualified” by 2005-2006 and establishes a legal definition of reading. (See Legal Definition of Reading, inside this issue.)

This specific emphasis on the importance of reading comes from statistics that show that so many children in our country are unable to read. Schools receiving Title 1 funds may receive Reading First grants under NCLB designed to help promote proficient readers from grades k-3.

Additional Resources and Information on NCLB

Of course this is merely an overview of what’s already proven to be a controversial law. Whether or not NCLB will be effective depends on many factors, not the least of which is funding or the lack thereof. But no doubt the provisions in NCLB will effect all of our children in one way or another. So knowledge is power....

For more information on NCLB, you may want to:

READ:

Wrightslaw, No Child Left Behind, Peter Wright, Esq., Pamela Darr Wright, Suzanne Whitney Heath, Harbor House Law Press, Inc., 2004).
No Child Left Behind?: The Politics and Practice of School Accountability
by Paul E. Peterson, Martin R. West
Many Children Left Behind : How the No Child Left Behind Act Is Damaging Our Children and Our Schools -- by Deborah Meier, George Wood;
No Child Left Behind: No Parent Left in the Dark
by Kenneth Leo Rakoczy, Richard Edwin Bowman (Paperback - January 1, 2003)

VISIT:

Wrightslaw:
www.wrightslaw.com
The U.S. Department of Education:
http://www.ed.gov/nclb/landing.jhtml?src=pb
The National Center for Learning Disabilities:
http://www.ld.org/ (Free downloadable guide to Making NCLB Work).
Schwab Learning.org
http://www.schwablearning.org/articles.asp?r=853&f=2
Louisiana Department of Education
http://www.doe.state.la.us/lde/index.html

Louisiana Together Educating All Children--LaTEACH is a new statewide grassroots advocacy organization being developed with funding from the Louisiana Developmental Disabilities Council. Modeled after another DD Council initiative, Louisiana Citizens for Action Now or LaCAN, LaTEACH is an opportunity for parents, educators, administrators and community members to work together to effect systems change at the state, district and local school levels.

It’s mission is to “promote appropriate, inclusive education for all students. We work to make parents, educators, the general public and state leadership informed and supportive of research-based and effective practices used appropriately for each student."

Just as with LaCAN, LaTEACH area coordinators will recruit parents, educators and other interested persons in our area. They will inform members on laws, proposed legislation, administrative rules, etc. that impact students; coordinate member advocacy locally through phone trees, listserves, etc. and educate teachers, administrators, higher education professionals and policymakers on issues that impact students.

“We work to make parents, educators, the general public and state leadership informed and supportive of research-based and effective practices used appropriately for each student."

Since LaTEACH is still in its formative period a plan that will best serve the needs of the students of the State of Louisiana is still in development. To that end, LaTEACH asks parents and professionals alike interested in this initiative to fill out a Needs Assessment form. This form is confidential and your answers to this and other Needs Assessments in the future will help LaTEACH determine its direction. LaTEACH is also currently signing up members to receive either email or snailmail updates and action alerts.

It costs nothing to join LaTeach and is a great way to stay connected on the issues surrounding the education of all children. If you are interested in joining LaTEACH or if you would like more information, contact: Karen Scallan, LaTEACH Area Coordinator, at (985) 764-3543 or the LaTEACH office at Families helping Families of Southwest Louisiana, 2927 Hodges Street, Lake Charles, LA 70601, 337-436-2570 Fax 337-436-2578.

At LaTEACH, we look forward to great things to come as we all work together to promote appropriate inclusive education options for all Louisiana's students.

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Help Get “Life Goes On” Released on DVD!

NDSS receives many inquiries each year regarding whether the long-running ABC show “Life Goes On” will ever be available on DVD. “Life Goes On” was a groundbreaking TV series featuring Chris Burke, NDSS goodwill ambassador, as Corky, the first character with Down syndrome on a network series. We are excited to tell you that Gail Williamson, executive director of our Los Angeles affiliate, has secured a meeting through her entertainment industry contacts with Warner Brothers Home Video to discuss the possibility of releasing the first season of “Life Goes On” on DVD. To increase the chances of this pitch being successful, we need your help! Letters from self-advocates, parents, families and friends will help convince the Warner Brothers executives that there is a huge demand for this DVD in the market. If you want to help make “Life Goes On” available to a new generation of viewers, please write a letter to Warner Brothers Home Video explaining why you would buy “Life Goes On” on DVD, and what the show means to you. Send the letter(s) in care of Gail Williamson via e-mail, mail or fax:
Gail Williamson, Executive Director, Down Syndrome Association of Los Angeles, 315 Arden Avenue, Suite 25
Glendale, CA 91203, gail@dsala.org, 818-242-7819 – fax.

“Reading is a complex system of deriving meaning from print that requires all of the following:

(A) The skills and knowledge to understand how phonemes or speech sounds, are connected to print,
(B) The ability to decode unfamiliar words,
(C) The ability to read fluently,
(D) Sufficient background information and vocabulary to foster reading comprehension,
(E) The development of appropriate active strategies to construct meaning from print
(F) The development and maintenance of a motivation to read.”
20 U.S.C. Section 6368(5)).

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DSAGNO Stipend Available

The DSAGNO Board of Directors recently voted to grant a stipend to a parent of a child with Down syndrome to attend a national Down syndrome conference of their choice.
The stipend is for up to $500 of reimbursable expenses that are not otherwise covered. Persons applying must be a paid 2005 DSAGNO member, parent of a child with Down syndrome and not a member of the Board of Directors. They must also agree to make a presentation at a membership meeting highlighting the information they received from the conference within 6 months of the completion of the conference.
Applications will be available on line and through the DSAGNO office by calling Executive Director, Mike Rapier, Jr. at (504) 846-6903. Applications must be submitted by May 31st. The Board of Directors will choose the applicant to receive the stipend and announce the recipient no later than June 15th. For additional details call (504) 846-6903.

The US government’s Office of Personnel Management has a web site explaining details on how individuals with disabilities can obtain federal jobs. Resources for potential employees include information on finding jobs; jobs for students; placement coordinators,; interviews; telework, questions and answers for applicants and employees; information on working with people with different disabilities; and an employment guide with a full section on accommodations.

There are also sections for human resources personnel and managers. For more information, visit
http://www.opm.gov/disability/sitemap.asp

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In Their Own Words – Employer Perspectives on Youth with Disabilities in the Workplace (Guidebook)

It is essential for educators, transition specialists, workforce development professionals, family members, and youth to understand employers’ needs, circumstances and perspectives as they establish work-based learning experiences. Eleven employers from various fields write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. The resource is available at :
http://www.ncset.org/publications/essentialtools
/ownwords/default.asp.

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• IRS Publication 596: Earned Income Tax Credit
• IRS Publication 969: Health Savings Accounts and Other Tax-Favored Health Plans
Extensive information can also be obtained from the IRS. The American Bar Association Section on Taxation contains links to scores of tax related sites.

Tax Counseling and Tax Preparation Assistance
Certified Public Accountants (CPAs) represent one source of tax advisors, although not all CPAs have expertise in this area. Enrolled Agents are individuals licensed by the IRS to represent taxpayers, and this group generally has a high degree of expertise.

Some parents may not be able to afford fees charged by professional tax preparers, who generally seek payment in advance. An option for lower income clients is the Volunteer Income Tax Assistance (VITA) program. However, because of broad range in skills and expertise of volunteers, caution is recommended. Some large cities have one or more VITA programs that offer professional level services. A university accounting department or the local legal services program may be able to help you identify a high quality VITA program.

Disputes with the IRS

Disputes with the IRS are relatively rare; less than 1.5 percent of all individual income tax returns are subject to an IRS audit. However, if the IRS questions your return, and you feel an IRS agent is not responding properly, contact the Taxpayer Advocate for assistance toll-free at (877) 777-4778. Low Income Taxpayer Clinics are another source of help. The IRS funds more than 100 such clinics to represent lower income taxpayers in disputes with the IRS or state revenue departments. Clinics assist taxpayers with income under 250 percent of the poverty level — about $48,000 for a family of four. Some clinics, especially those attached to law schools, will represent higher income families. Information on the nearest clinic can be obtained from the general IRS toll-free inquiry number at (800) 829-1040. Families above this income level should call their county or state bar association.

Final Thoughts

This guide offers a brief summary of some, but not all, of the potential tax benefits that may be available to you. You should obtain copies of the IRS publications cited above and discuss with your tax advisor whether these benefits apply to you. Again, you should not rely on this guide alone to determine whether you should claim any of the tax benefits reviewed here.

Copyright 2005 Charles and Helen Schwab Fondation. Reprinted with permission of Schwab Learning. For more infomration, please visit SchwabLearning.org.

Reading Rockets
Information about teaching kids to read and helping those who struggle. Also has a PBS Television special for kids 7-12. Set to a hip-hop soundtrack, uses wacky humor and stories of hope to encourage struggling readers to keep trying. Also helps parents and teachers understand the emotional impact of reading troubles and offers ways to motivate struggling readers at home and school. Watch the show on line, order it on DVD or find out when it will be broadcast in your area. www.readingrockets.org

EducationPress.Org
Make Your Own Flash Cards and More at EducationPress.Org
Make your own flash cards, Bingo boards, study sheets, quizzes, tracing sheets, word scrambles and word searches. www.educationalpress.org.

2,969 Free Activities, Color Pages and Projects
2,969 pages of FREE activities, coloring pages and projects. Make a rainforest coloring mural, print your own cards and envelopes, download math, alphabet and shape flash cards, including 3D shape cards, incentive charts, math games, puzzles and alphabet tracing sheets to name a few. www.janbrett.com.

Fat Wheels
Larger than normal training wheels that have an extra stability bar. Make riding experience more stable. Use on rough terrain bike riding or for children with disabilities who need training wheels. Won’t bend or break. www.fatwheels.com

Buckle Boss
Keep your little Houdini from unbuckling the seatbelt while in the car. Buckle Boss costs about $15 with shipping and handling.
www.buckleboss.com

Virtual Children’s Hospital
Includes quesitons and answers related to a variety of concerns including antibiotics and kids and obesity.
www.vh.org,

Form for Documenting Medications and Symptoms
Document your child’s medications and symptoms for docotr visits and for recording family medical histories.
www.bridges4kids.org/pdf/physicianinfoform.pdf

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Coming Soon..

The theme of the May/June issue of DSAGNO News will be IEPs and Summer Fun. Look for a return of Craig Blackburn’s “From My Side” and Kirby LaCour’s “Our House.”