Building a Future: Self-Determination for People with Developmental Disabilities - Full Day Conference

Building a Future: Self-Determination for People with Developmental Disabilities

Friday, May 8, 2009, from 8:30am to 3:00pm.
Molloy College, Suffolk Center
7180 Republic Airport
East Farmingdale, NY (off of Route 110)
Fee is $5 (will be collected at the door)

Are you worried about what your child with developmental disabilities will be doing after high school?

Learn about self-determination, an alternative to traditional agency-based programs. Self-determination allows participants, family, friends, and chosen staff to design and implement a completely individualized plan, based on the person’s interests, abilities, and support needs.

Come to a full day conference featuring self-advocates, parents, and professionals who are currently involved with self-determination. Register by sending an email to liselfd@gmail.com, or call 631-418-7991 for more information or to register. Please bring a bag lunch; we will supply drinks and a mid-morning snack.

Charting a Course After High School

The Individuals With Disabilities Education Act calls for schools to help students develop a plan that will carry them to college or the workplace, but the requirement remains a challenge for families and educators alike.
By Christina A. Samuels


Kathy Eckert-Mason doesn’t think she's an unrealistic mom.
Yet as she worked with school officials on a plan that would provide a smooth path from high school to college for her son, Rick, she wondered if teachers saw her that way.
Rick Mason, now 20, has autism. He had always been included in regular classes, but with an aide providing support to him and other classmates with special needs. His mother wanted his high school to help him attain the self-sufficiency to handle classes at an out-of-state university.
His teachers, she believes, saw his prospects as less expansive. They suggested he could attend community college in their hometown of Corvallis, Ore., while living at home.

Kathy Eckert-Mason and her son Rick, who has autism, worked with his high school to help him go to college. Federal special education law requires that students with disabilities have transition plans, a challenge for schools and families.
—Chris Landsberger for Education Week
For students with disabilities, planning for life after high school is regulated by the Individuals with Disabilities Education Act, just like other aspects of special education. But despite tweaks to the federal law over its 34-year history—including a relatively recent change that requires schools to give students a summary of their strengths, skills, and needs when they graduate—developing a solid transition plan remains one of the most challenging parts of the IDEA to carry out.
Ms. Eckert-Mason said that in her situation, "I walked away kind of disillusioned by it all."
Through her own professional contacts as a vocational-rehabilitation counselor for the state of Oregon, Ms. Eckert-Mason arranged job-shadowing opportunities for her son, assisted him during college visits, and now offers support as he attends the University of Utah, in Salt Lake City, where he is a sophomore majoring in health education.
Ms. Eckert-Mason said she thinks high school administrators "have this one mold, and this is what you do. Sometimes, the special education staff gets stuck in that."
Moving Into Adulthood
The U.S. Department of Education is funding an extensive study of students who were ages 13 to 16 in 2000, as they moved into adult roles. In 2004, researchers released a report that focused specifically on students with disabilities. Among the findings:
• School staff members reported that about 70 percent of students with transition plans participated actively by providing input into the plans. Twelve percent of those students took a “leadership role.”
• About 6 percent of secondary school students with disabilities reportedly did not attend their individualized-education-program meetings that dealt with transition planning, and about 15 percent had parents who did not attend.
• Overall, about half of students with disabilities planned to go to college, but that intention varied from 10 percent of students with mental retardation to more than 70 percent of students with visual impairments.
• Students from upper-income households were more likely than those from lower-income families to plan on attending a college or university, and to have schools make contacts with colleges and universities on their behalf.
• Low-income and African-American students were more likely to have vocational training, placement, or support identified as post-school needs.
SOURCE: “Transition Planning for Students with Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2”
As the IDEA has moved from mainly ensuring compliance by school officials to promoting positive outcomes for students with disabilities, lawmakers have added rules that require schools and students to look to the future.
For example, the law says postsecondary goals should be a part of students' individualized education programs, by at least the time they turn 16, along with measurable steps to achieve those goals. Students are to be involved in creating their own IEPs as much as possible, and community organizations should be part of the planning if a student will need continuing help after leaving school. The IDEA allows students to remain in school until at least age 21.
There is evidence that the changes have created better postsecondary outcomes for students with disabilities. A federally financed long-term study of such students, released in 2004, showed that almost 90 percent had started transition planning as outlined by the IDEA. School personnel reported that about three-quarters of students with disabilities were following a course of study that would help them achieve their goals.
But the very nature of the IDEA requires students, parents, and teachers to make a significant mental shift as students near the end of their time in high school. When students are covered by the IDEA, they can be relatively passive recipients of federally mandated services. Students will not lose out on services for not showing up to an IEP meeting, for example, even if they’re invited to come.
But all that changes when high school ends. Students have to actively pursue the accommodations they need for success at work and in higher education, and without the ability to advocate for themselves, pushing for those accommodations could be a struggle. Teachers and parents, who have spent years supporting a student, also have to learn to take a hands-off role, particularly if a student plans to go to college.
"Colleges and universities don’t want to hear from Mommy," said Stan Shaw, a professor at the University of Connecticut, in Storrs, and the co-director of the university’s Center on Postsecondary Education and Disability.
What the Law Requires
For precollegiate students with disabilities, transition planning is governed by the federal Individuals With Disabilities Education Act. Among the provisions:
• Individualized education programs are to include “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.”
• Transition planning is to begin no later than the first individualized education program in effect when the student turns 16.
• The school must invite the student to participate in any IEP meeting that includes discussion of postsecondary goals.
• Districts must complete a “summary of performance” for a student leaving school that “includes recommendations on how to assist the child in meeting the child’s postsecondary goals.” The summary should include “academic achievement and functional performance,” but otherwise the law does not make requirements on the states.
NOTES: The IDEA does not apply to students who are attending college or other postsecondary institutions. Those institutions are governed by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Generally, those laws do not require institutions to modify their curricula, though they are required to offer accommodations, which could include extended testing time, sign-language interpreters, or a reduced course load.
Students are also not required to inform their postsecondary schools of their disabilities, and colleges are not required to assess students for their special needs. SOURCE: U.S. Department of Education
Another complication is that the IEP—which is the key documentation of a disability for a precollegiate student—has no sway over postsecondary institutions. Instead, colleges and universities often require an independent evaluation of a disability, and the IDEA has made clear that local school districts are not required to provide testing for that purpose, said Larry J. Kortering, a co-principal investigator with the National Secondary Transition Technical Assistance Center and a professor of special education at Appalachian State University in Boone, N.C.
A 2004 addition to the IDEA requires that students receive a "summary of performance" from their school that outlines the students’ strengths, weaknesses, and need for accommodations. Those who backed the creation of such a document said the information would help students be active advocates on their own behalf. At its most useful, the document could also serve as the proof of a student’s need to receive accommodations from a college or university, if the postsecondary institution chose to accept it.
But districts have not used the potentially powerful document to its fullest, said Mr. Shaw, the University of Connecticut professor.
Because the IDEA and its accompanying regulations do not clearly define what has to be in a summary of performance, Mr. Shaw organized a task force of representatives of national professional organizations and disability advocacy groups to develop a model template. The template includes a clear identification of a student’s disability, a list of postsecondary goals, a description of the student’s current performance along with any accommodations or modifications to the curriculum used by the school, and a set of recommendations for how to achieve success after leaving high school. Depending on the student, the recommendations could be for adaptive devices, assistive services, or compensatory strategies.
"The attempt was to make something useful and practical and not difficult to fill out," Mr. Shaw said. However, some states have responded to the requirement "with something that can be filled out on a postcard."
Mr. Shaw and his colleagues at the university’s center on postsecondary education and disability tracked the adoption of the model template in states. Of 43 states surveyed, 90 percent had created state forms that included all the elements required by the federal special education law. Nine states had adopted the model template directly.
Seventeen states required attaching test scores to the document, which is not recommended under the federal law, but is included in the model template because colleges typically want such information. But only 12 states require students to complete any part of the document, which Mr. Shaw said is an important element.
"The law, unfortunately, was not very prescriptive. But everything we know says that self-determination is critical for these students," he said.
________________________________________
Even without a summary of performance, some problems could be improved by better communication between school districts and colleges, experts say. Unfortunately, the two aren’t always used to talking to each other, said Mr. Kortering, with the national transition center.

ALISON THOMAS, with sons Christopher, 16, Andrew, 14, and Zackary, 17, whose disabilities include Asperger’s syndrome and 'mood disorders': "Here’s what I’ve learned: It’s all about networking. You have to tap every avenue you can possibly identify."
—Jessica Rinaldi for Education Week
"Higher ed has got to quit being this ivory tower where we say we have all the answers. We've got to say, 'What do we need to do to help these kids be successful?'" he said. By the same token, he added, "public school folks have got to do a better job of talking."
Transition planning doesn’t pose a challenge just for the college-bound. For students who will rely on community support after they end school, the depth of transition planning can end up being dependent on where they live.
Elsie May Gladding, a retired minister with the United Methodist Church, ran into the issue when looking for services for her daughter, Emily Thompson, 20, who has autism.
Ms. Gladding said she was happy with the services available to Emily when the family lived in Frederick, Md., located about 50 miles from Washington and Baltimore. The program she was enrolled in spent half of a school day training students in "life skills," and Emily, then 18, worked as a volunteer assistant in a medical center for the rest of the day. The transition coordinator for the program was plugged in to the community, and could direct students to the different vocational options available.
The students involved in the program were thriving, Ms. Gladding said. "We didn’t know anybody who was sitting on the couch."
A move two years ago to rural Alton, Va., just north of the North Carolina border, was a shock for her. The community “had nothing of substance for these kids,” she said.
"The high school worked really hard at trying to put together something that would work, just trying to give her things to keep busy," Ms. Gladding added. Eventually, the high school modified Emily’s IEP to include a private school placement that provides job and life-skills training similar to the program Emily attended in Maryland.
"We've been able to receive services, but we had to work very hard for it," Ms. Gladding said. “It’s totally inconsistent across the state. The local school districts just do what they can.”
While the IDEA offered parents of college-bound students a helpful document through the summary of performance, the 2004 re-authorization of the law took away a requirement that schools follow up multiple times with outside community-support agencies.
The U.S. Department of Education, in explaining the change, said dropping that requirement would ease the paperwork burden on schools and allow them to focus on "active strategic partnerships" with agencies that provide support to people with disabilities. The change also saves districts money, the department said.
Transition planning for students with disabilities continues to be the focus of several initiatives. For example, the National Association of State Directors of Special Education, in Alexandria Va., heads a "community of practice" around the issue that links several states that are working to improve their planning for students with disabilities. Ten states, more than a dozen national organizations, students, and federal agencies like the U.S. Departments of Labor and Justice are involved in that effort.
The federal Education Department also funds technical-assistance centers nationwide to help districts on the topic. One of the newest, the Transition Education Network, will provide professional development to districts in Florida. The network, with headquarters at the University of South Florida’s campus in St. Petersburg, will also work with preservice and current teachers, said Lyman Dukes III, the principal investigator and an associate professor of special education at the university.
Transition "is a challenge and it remains a challenge. There are so many pieces of the puzzle that it is very easy to drop one," Mr. Dukes said.
Parents are also seeking out their own sources of information. Alison Thomas has six sons, two of whom—Zackary, a 17-year-old junior and Christopher, a 16-year-old sophomore—are in the beginning process of planning for life after high school. Their disabilities include Asperger's syndrome.
Ms. Thomas, who lives in Allen, Texas, and is the director of communications for a church, worries that the academic bar has been set too low for her children. She recently attended a transition conference in Austin and came back armed with ideas, including pushing for a student-led IEP process. Through that process, she hopes the school will learn more about her sons’ hopes for their lives after they leave high school.
"Here's what I've learned: It's all about networking," Ms. Thomas said. "You have to tap every avenue you can possibly identify."
Coverage of pathways to colleges and careers is underwritten in part by a grant from the Carnegie Corporation of New York.© 2009 Editorial Projects in Education

UJA-Federation Autism Symposium Monday, May 11, 2009

UJA-Federation Autism Symposium
Promoting Inclusion: Best Practices for Education, Vocation,
and Socialization Across the Age Continuum
A symposium for agency executives, program directors, school administrators, and parents.
Organized in Collaboration With The Hilibrand Foundation
Monday, May 11, 2009
8:30 a.m. – 4:00 p.m.
UJA-Federation of New York
Seventh-Floor Conference Center
130 East 59th Street
New York City
Through a keynote presentation, panel discussion, afternoon lecture, and breakout sessions, this symposium will explore best practices to promote inclusion for children and young adults with autism. In the morning, we will discuss models for vocation and independent living for young adults; and in the afternoon, we will focus on social-skills development across the age continuum.
Keynote, Peter F. Gerhardt, Ed.D., President and Chair of
Scientific Council at the Organization for Autism Research (9:15 –10:15 a.m.)
Today, families and learners with an autism spectrum disorder (ASD) are beginning to redefine the outcomes of the transition process beyond employment to include such measures of quality of life as personal satisfaction, choice, control, and happiness. This presentation will provide an overview and practical suggestions for supporting adults with an ASD label to lives of competence and quality. Particular attention will be paid to understanding social challenges that can limit individual opportunities, positive behavior support, and personal independence across multiple environments.
Q&A With Keynote (10:15 – 10:45 a.m.)

Break (10:45 – 11:00 a.m.)

Panel: Promoting Independence: Best Practices to Achieve Success in the Workforce, Institutions of higher education, and Independent Living (11:00 a.m. – 12:00 noon)
This panel will address multiple strategies to promote a successful transition toward vocation, higher education, and independent living for young adults spanning the autism spectrum. The panelists will discuss the range of skills necessary to obtain employment, higher education, and live independently, as well as the additional roles of job coaches, professional advocates, and parents in assisting with the transition process and offering ongoing support. Panelists will further provide insight as to best supporting host agencies to ensure a mutually successful experience for both the employee and employer.
Panel will feature:
• Michael Storz, M.B.A., Director of Asperger’s Syndrome Adult Transition Program and Executive Vice President of Chapel Haven, Inc.
• James Rein, President of B&R Resources, Inc
• New York State Vocational and Educational Services for Individuals With Disabilities (VESID)
 Debbie Gross, Senior Vocational Rehabilitation Counselor at VESID
 Paola Nappo, Senior Vocational Rehabilitation Counselor at VESID

Q&A With Panelists (12:00 noon – 12:30 p.m.)

Lunch (12:30 – 1:15 p.m.)

Afternoon Lecture: No More Meltdowns: Positive behavioral supports to manage and prevent challenging behaviors.: Jed Baker (1:15 – 2:00 p.m.)
Students on the autism spectrum often present with difficulty regulating their feelings and interacting socially. This presentation will describe how to handle meltdowns and design effective behavior plans to prevent these moments and reduce frustration and anxiety.
Q&A With Jed Baker (2:00 – 2:30 p.m.)

Break (2:30 – 2:45 p.m.)

Afternoon Breakout Session (2:45 p.m. – 3:45 p.m.)
Title: Social Skills across the age continuum
Presenter: Jed Baker, Ph.D., Director of the Social Skills Training Project
Description: This breakout session will address social skills and positive behavioral supports for students with Autism, Aspergers and other Social-Communication Problems. We will review strategies to motivate students to learn, ways to teach social skills, how to generalize skills into the natural setting and increase acceptance and tolerance from peers.
Title: Social Groups with LST – Language/Sensory/Technology
Presenter: Phoebe Tucker, Speech/Language Pathologist, Augmentative/Alternative Communication Specialist, and Director of the Montano Assistive Technology Center — A Division of United Cerebral Palsy Association of Southern Connecticut
Description: Learn the role of the three senses and how they effect communication outcomes. Preview software and voice-output devices that solidify concepts. Discover a pioneer intervention — virtual reality — as it relates to social interaction. Learn strategies for intervention that include the nuances of communication, critical for an older person’s success with peers and prospective employers. Win Point for Technology prizes based on your interaction during presentation
Title: Best Practices for Inclusion in the School Environment: A Case Study of an Elementary School
Presenters: Julie Cohen, Ph.D., Private Practice With Children and Families in Stamford, Connecticut, and Former School Psychologist at Parkway School Greenwich, Connecticut; and Sandra Mond, Ph.D., Educational Consultant
Description: This presentation will offer the discussion of an effective inclusion model in a school community, including techniques to support classroom and special-education teachers, paraprofessionals, parents, special needs and typical students, as well as other members of the school community, such as cafeteria workers, custodians, and bus drivers. Some of these practices are modifications in programming and curriculum, parent support groups and workshops, sibling groups, a "circle of friends," and inclusive social-skills groups. Both positive and negative experiences will be explored, and presenters will welcome input and questions.
Title: Social-Skills Instruction for Transition-Age Youth With ASDs
Presenter: Daniel Baker, Assistant Professor of Pediatrics at the Elizabeth M. Boggs Center on Developmental Disabilities, UMDNJ-Robert Wood Johnson Medical School, Department of Pediatrics in New Brunswick, New Jersey
Description: Social-skills problems are a significant barrier for many people with ASDs. This interactive breakout session will lead attendees through a process for understanding why social-skills problems are likely and then provide a “menu” of common-sense, easy ways to improve social skills. This presentation will focus on transition-age youth.
Conclusion and Evaluations (3:45 – 4:00 p.m.)

Register online
http://www.ujafedny.org/site/c.ggLUI0OzGpF/b.5030589/k.FA0A/Autism_51109_Landing.htm
For more information, please contact Alex Roth-Kahn at 1.212.836.1762 or
roth-kahna@ujafedny.org.

$25* registration fee.
For more information or to request an assisted listening device, please contact Alex Roth-Kahn at 1.212.836.1762 or roth-kahna@ujafedny.org.
This symposium is intended as an educational tool for participants. UJA-Federation neither warrants nor represents that the symposium will provide all relevant information concerning autism, or that the information provided will apply to or be appropriate for all participants. UJA-Federation assumes no liability for the information, which is being provided to you solely for your personal evaluation and general information. UJA-Federation urges each participant to consult with appropriate professionals to determine the applicability of the information to your personal and medical needs.

*The cost represents the value of the event and is not tax deductible.


130 East 59th Street, New York, NY 10022 | 1-866-UJA-FED1

Make a Difference! Come to First Ever Autism Advocacy and Lobbying Day in Albany, Tuesday, 3/24

New Yorkers, come to the first ever autism advocacy and lobbying day in Albany on Tuesday, March 24th. If we don't speak up we can't be heard. Albany needs to hear your voice.

The threat to our children posed by the Governor's budget is real, but the opportunities created by our advocacy are real too.

Stop the sweeping budget cuts proposed for early invention, special education pre-school, and special education

Pass real health insurance reform for people with autism. We pay our premiums and it is long overdue for our children to receive the healthcare they need.

Pass vaccine rights legislation. Three bills are pending that would assure informed consent rights and give vaccine choice to the people of New York, including a philosophical exemption to vaccine mandates.

Make a difference and come to the first autism advocacy day in Albany!

Bus leaving from Roosevelt Field 6:30 am and returning at approximately 6:30 pm. Click Here to register, only $30.

Make appointments with your State Senator and Assemblymember before hand. If you need help contact John Gilmore at jgilmore@autismunited.org or call (516) 933-4050.

RSVP to Lisa Rudley at lisarudley@yahoo.com

Schedule:

10:30 Gather at the East Steps of the Capitol for a rally, information, speeches from friends in the legislator, including Assemblymembers Harvey Weisenberg and Mark Schroeder.

12:00 Meet with legislators

This event has been endorsed by the following organizations, Autism Action Network, Autism One, Autism Society of America-Albany Chapter, Autism Society of America-Bronx Chapter, Autism Society of America-Nassau/Suffolk Chapter, Autism Speaks, Autism United, Autism United-Westchester, Foundation for Autism Research and Media, Generation Rescue, National Autism Association NYC Chapter, SAFEMINDS, Schafer Autism Report, Talk About Curing Autism, Unlocking Autism.

Kitchen Keepsakes: A Treasury Of Recipes By Kulanu

Kitchen Keepsakes:
A Treasury Of Recipes By Kulanu

By Rochelle Maruch Miller
Published on Thursday, March 12, 2009


Whoever coined the adage “You can’t judge a book by its cover” certainly did not have Kitchen Keepsakes in mind. A collection of delicious culinary creations, the book’s charming cover beckons you to peruse its pages, and features recipes shared by some of the most creative cooks in the Kulanu family... as well as by outstanding cooks of different communities. Kitchen Keepsakes represents the collaborative efforts of a team of dedicated individuals, every one of whom volunteered their talents, time, and efforts.

Working in tandem with her Kulanu Cookbook Committee and volunteers, and with the help of Mark Honigsfeld and Allysa Sterba, Chairperson Ellyn Weinstein has brought this fundraising endeavor to beautiful—and delicious—fruition. Although three of the four committee members are not parents of children in the Kulanu program, they are committed to Kulanu’s vision of blending families with children of varying abilities. That its first printing is almost sold out, by word-of-mouth alone, is not surprising.

Compact enough to be an integral and valued part of every kitchen, Kitchen Keepsakes features over 450 treasured recipes, every one tested and approved by volunteers. Because no one was paid in the creation of this book, all of the proceeds go directly to benefit Kulanu’s precious children. Designed to be durable, Kitchen Keepsakes will afford every cook years of culinary ar tistry. It is a three-ring binder “go-to” book, packed with valuable information on the inside covers. As well, it features 16 pages of food facts, helpful hints on the back of every tabbed category divider, and a recipe pocket on the back in which to store your papers, with a reminder on how to properly set a table.

“Our objective was to make a book of recipes from some of the best cooks and help create new family favorites.” Ellyn Weinstein told the 5TJT. “We tried to make the recipes family-friendly, so that even a beginner cook could follow the recipe directions, or parents and children could cook together. Kitchen Keepsakes has something for everyone: vegan, sugar-free, lactose-free, and nut-free.”

We found the recipes absolutely delicious, and the directions to be beginner-friendly, child-friendly, and allergen-avoiding. Of special interest is the book’s “This and That” section, which tells the readers how to make their own herb blends, flavored oils, and vinegars and is a treasure trove of valuable information.

From appetizers and beverages and soups to salads and entrees, vegetables and side dishes to breads and desserts, Kitchen Keepsakes has the perfect recipe for every occasion. Elegantly presented, yet unpretentious, the directions are clear-cut and easy to follow. Even a novice cook will be able to prepare Herbed Rack of Lamb, Stuffed Veal with Meat, Duck in Orange Sauce, and any of the 450 other fabulous menu choices to=2 0perfection.

Kitchen Keepsakes is dedicated by Ellyn and Jay Weinstein and their daughters, Beth and Dana, in loving memory of their father and grandfather, Sidney Feld, z’l. By dedicating the book to her father, Ellyn wanted to share his love of having his family around, especially at the kitchen- and dining-room tables. “What better way to honor his memory than by doing a chesed project where Kulanu families and their children benefit and all families can make their own great memories with favorite recipes? You can give tzedakah, support Kulanu, and get a Kulanu kitchen keepsake, just by purchasing the book.”

Kulanu (“All of Us”) works together to make a difference in the lives of children with special needs. The trials and tribulations in parenting a child with special needs are stressful on the family unit. These parents are inundated with social, emotional, medical, and religious worries. Kulanu’s state-of-the-art programs and services respond to these needs and are a testament to the organization’s vision, determination, and triumph.

In 2000, a group of mothers of children with special needs helped to found Kulanu. Two years later, Kulanu took a giant step forward by launching its educational program, a unique “school within a school.” Today, Kulanu’s educational programs provide individualized education in both general and Judaic studies, along with valuable therapies and vocational and life-skills training.. Kulanu students benefit from interaction with school peers through participation in various classes and activities at the organization’s host school, HAFTR.

Presently, over 300 children with special needs participate—in Shabbat groups, Sunday-morning social activities such as art, music movement, and cooking with mainstream peers, Talmud Torah classes, social-skills groups, parent-support groups, community classes, and more. The entire community benefits, by recognizing the lessons all our children have to offer: patience, love, acceptance, and a celebration of each and every individual’s place in our vibrant community.

Whether you are purchasing a copy of Kitchen Keepsakes for yourself or as a gift, this cookbook will be appreciated by everyone, including children who are spending the year in Israel or are away at college. Kulanu’s Cookbook Committee is seeking sponsorships for the second printing of Kitchen Keepsakes, which will be published and available for purchase at the Kulanu Carnival in May. Sponsorships are available for $36, $54, and $100, the latter including a complimentary copy of the book. To learn more, please visit the website at www.kulanukids.org.

Sunday Program Bat Mitzvah Carnival

This past Sunday Shoshi Gross, a long-time volunteer at the Kulanu Sunday Program, choose to celebrate her Bat Mitzvah by sponsoring a Purim Carnival for all the Sunday Program children. The Carnival was held in the HAFTR school building and included a catered breakfast, music, booths, activities, prizes and much more. All the Kulanu children got into the Purim spirit, coming in costume and dashing from game to game. It is especially noteworthy that a volunteer who already gives so much of her personal time to helping others chose to celebrate her Bat Mitzvah this way. The relationships Kulanu children make with her and the other volunteers are priceless.

For information about how your child can do a Bar/Bat Mitzvah project with Kulanu call 516-569-3083 and ask to speak with Leiby.

SNAP Purim Carnival

This past Sunday Kulanu’s SNAP program for teens was hosted by the Atlantic Beach Jewish Center for a fun filled Purim Carnival. This carnival was another amazing event where over thirty Kulanu participants gathered together for a day of excitement and hijinks. The carnival included laser tag, Guitar Revolution, T-Shirt making and much more. The highlight of the day was the opportunity the teens had to socialize with the many wonderful volunteers from the Jewish Center's youth program. Kulanu would like to thank everyone involved who helped make the event such a success.

New Site Uses Comics to Teach

New Site Uses Comics to Teach


MakeBeliefsComix.com

At MakeBeliefsComix.com, parents and children can create their own comic strips online and practice writing, reading and storytelling. Parents and teachers of autistic children are using the site to communicate more effectively with their children by creating comic strips to teach and convey information to them. The comic strips created provide a finite world with images and text that can be easier for youngsters with autism to grasp.

This free educational resource allows users to select from 15 different characters, each showing four different emotions, fill-in blank talk and thought balloons with text, and assistance from story prompts. Google and UNESCO selected MakeBeliefsComix.com as one of the world's most innovative sites to encourage literacy and reading.

Learn more at http://www.makebeliefscomix.com/

March 18 Special Needs Resource Fair

2nd Annual Special Needs Resource Fair

An event for parents to learn about camps, schools, agencies and services for their child, teen or adult with special needs.

Wednesday, March 18 6:00–10:00pm

At Sid Jacobson JCC
300 Forest Drive
East Hills, NY 11548

Some vendors include:

AHEADD
Autism Speaks
AHA Association
Camp HorseAbility, Inc.
Custom Education Foundation, Inc.
East Meadow Little League Challenger Division
Elaine Lerner, MSW, CSW-ADHD Parent Trainer
F.E.G.S.
Gymboree Play and Music
Jewish Childcare Association Compass Project
MetDesk
North Shore Vocational Rehabilitation Center
Northwestern Mutual
Opti Healthcare Diagnostic and Treatment Center/DDI
Parent-to-Parent of NYS
Sharon Kovacs Gruer, P.C.
Special Olympics New York, Long Island Region
Suffolk Y JCC
Sulam-Li School
The Brittany Maier & Friends
Music Foundation
The K.I.S.S. Center— Mid Island
The Rebecca Center
Vincent Smith School
Sponsored by UJA Federation of NY
For more information, please contact
Sharon Denison, MSW, Director of Weekday Special Needs Programs & Camp Kehilla
516-484-1545, ext. 148
sdenison@sjjcc.org

March 23, 2009 Video Conference Guide for Families to Understanding Supports & Services Administered by OMRDD

Video Conference Presented by Parent to Parent of NYS
V/C A Guide for Families to Understanding Supports & Services
Administered by OMRDD (G1024V)

March 23, 2009
10 AM – 12 Noon

A video conference on Understanding Supports and Services
Administered by OMRDD is being offered at a number of Developmental
Disabilities Services Office (DDSO) locations across New York State
on 3/23/09. (See below for course description and video conference
locations.)

You may register by using the Online Registration Form link below or
calling OMRDD's Talent Development and Training Office at: 518-473-1190.

For questions regarding course content, please call Mary Jo Hebert at
the Capital District Office of Parent to Parent of NYS at: 1-800-305-8 817.

Hope to see you on March 23!
The purpose of this training is to introduce families to the language
of service delivery systems and to define and clarify information
about services and supports. Participants will gain an increased
awareness and understanding of eligibility criteria and the
eligibility determination process. The training includes an overview
of Medicaid Service Coordination (MSC), Home and Community Based
Services Waiver, and Family Support Services.

VC A Guide For Families to Understanding Supports & Services
Administered by OMRDD (G1024V)
Online Registration Form

SESSION
DATE
TIME
NOTES
LOCATION

11757
03/23/2009
10:00 am to 12:00 pm

Metro NY - New York

11758
03/23/2009
10:00 am to 12:00 pm

Staten Island - Staten Island

11752
03/23/2009
10:00 am to 12:00 pm

Bernard Fineson - Queens Village

11765
06/01/2009
10:00 am to 12:00 pm

Long Island - Hauppauge

11766
06/01/2009
10:00 am to 12:00 pm

Metro NY - New York

11761
06/01/2009
10:00 am to 12:00 pm

Brooklyn - Brooklyn

Mary Jo Hebert

Regional Coordinator

Capital District Office

Parent to Parent of NYS

500 Balltown Rd.

Schenectady, NY 12304

518-381-4350

800-305-8817

cdp2p@verizon.net

www.parenttoparentnys.org