August Newsletter

August 2012 E-News 

 Vol. 2, No. 8

Table of Contents

I. Calendar Events

II. Website Roll-Out!

III. Must Read Article on Special Education

IV. Back to School Articles

V. A Visit to DRI

VI. A Thank you from Kerry Steiner

VII. Did You Know?

VIII. Newsletter Business

I. Calendar Events


A. REACH for a Difference --monthly family support group for families impacted by autism spectrum conditions and other neurodevelopmental delays; meets on the first Tuesday of every month in the United Way facility located at 240 Cypress Street, Abilene, Texas, at 6:00 P.M.

B. Workshop presented by Keri Steiner of the PEN Project sponsored by REACH for a Difference at Aug 7 meeting of Reach.
                   Autism Supplement Workshop
                    Presented by the PEN Project, Region 14 & 15 Coordinator Kerry Steiner
                   
"Texas is the only state in the U.S. that offers additional services for school-aged children on the Spectrum. This happened SOLEY because Texas parents and families approached and pushed their legislators to get these services provided to them by the Texas Education Agency. The end result is there are now 11 additional strategies that can be included in an Autistic child's IEP! No other disability has resources available to this extent. This workshop will outline each of these 11 Supplements, all of which are designed to help your child be as independent and successful as possible, and to ensure they receive FAPE (Free Appropriate Public Education)."


The PEN Project on Facebook, www.PartnersTX.org, ksteinerpen@sbcglobal.net

Kerry Steiner at 877 762-1435 or Cell at 317 370-6781

C. Beat the Back to School Jitters Event –August 9, 6:00-8:00pm, Cisco College, 717 E Industrial Blvd, Rm 152. For families with students who are “jittery” about the new school year, educators, service providers, and administrators. Free pizza and drinks will be served, activities for children, and opportunities to visit and get tips on making the back to school transition a smooth and easy one. For more information, contact Kim Wombles at kwombles@gmail.com. Website with articles and links at
http://beatthebacktoschooljitters.blogspot.com.

D. REHAB (West Texas Rehabilitation Center) Family Support Group- This group meets every 3rd Tuesday at 6:30 to 7:30 p.m. in the WTRC Boardroom, 4601 Hartford, and Abilene, Texas. Parking is provided in back.

E. King David’s Kids – This a parents support group that meets at Highland Church of Christ the 1st and 3rd Tuesdays every month from 6:00 p.m. until 7:30 p.m. You may leave a message at 325 672 8837. This telephone in manned from 4:00 p. m. until 6:00 p.m.

F. The Legacy Complex – is a new all-inclusive therapy center in Abilene, Texas specializing in equine-assisted therapy. Along with specialized and licensed counselors, the special horses are empathetic to the people they help in the individual healing process. Equine-assisted therapy is multi-faceted in its reach and can be used on all-ages and disabilities, and especially those with autism. Equine-therapy assists autistic patients in their social skills, balance and control issues. Great success has been seen with autistic children working with horses in therapy sessions, and we look forward to partnering with REACH to assist autistic children in the Big Country. The Legacy Complex is located at 4301 North Danville Drive across from KTXS News on HWY 83; for more information visit our website www.legacycomplex.org or find us on Facebook as The Legacy Complex or twitter @legacycomplex.
    

G. Adaptive Recreation Center - General Purpose of Adaptive Recreation Services: to provide specialized leisure and adaptive recreational activities for persons with disabilities. PROGRAM HOURS: Monday-Friday 9 a.m-3 p.m. PROGRAM FEE: $32 per month http://www.abilenetx.com/recreation/adaptive.htm

II. Website Roll-out -by Kim Wombles

Reach for a Difference is pleased to roll out its new website, courtesy of webmaster Bob Gates. It can be found at http://www.reachforadifference.org. Please make sure to look at it; it’s chock-full of information, from Sara’s Book Club to an Interactive Autism Quiz in Jeopardy format, the website is one of the ways Reach will be creating the roadmaps to resources.

III. Must read article taken from Special Education Advisor at https://www.specialeducationadvisor.com/the-most-important-article-you-never-saw-unless-you-teach-in-california/

IV. Back to School Articles

 We’ve asked several individuals to offer their insights on the back to school process, in preparation for the Beat the Back to School Jitters event on August 9. Articles from last year’s event can be found at http://beatthebacktoschooljitters.blogspot.com.

A. First up is John Mark McDonald - Mark McDonald is an advocate for people with autism who specializes in increasing understanding between those on the spectrum and those who are not. He is both a person with Asperger's type autism and the father of two children on the spectrum. He is currently in the process of setting up a website to help those on the spectrum as well as those affected by it. He is also trying to set up an effective advocacy group for college students on the spectrum in the Abilene area. If you have any questions or comments on the above article or any other topic relating to autism, you may contact him at Scintor@aol.com or (951) 850-7284.

Back to School Jitters: A Word of Caution.

            Sometimes our expectations can fool us. Those of us on the autism spectrum often have problems with starting a new school year, but they are not always what you would think.

            A big issue can be new clothes. Lots of mommies love to buy their kids new school clothes, trying to pass on fond memories of their childhood to their own children. Unfortunately, new clothing can be a hotbed of sensory triggers for the autistic child. Most people know about tags, but other triggers can include the texture of the fabric, the stiffness of the fabric, restrictions on the range of motion, how tight/lose the garment is, how long/short the garment is (e.g. sleeves, pants, socks etc.), the color of the fabric, and even the smell of the garment. In my experience, the more expensive and fancy the clothing, the greater the likelihood of triggering problems. All of these things can be a problem that makes the day that much harder and makes a meltdown that much closer.

      My advice is to introduce new clothing and clothing gradually. Everything all at once can be overwhelming, but a little at a time is more manageable. If nothing else, introducing things one at a time will let you know exactly which item is intolerable rather than the whole outfit being associated with sensory issues and rejected from then on. Allowing the familiar rather than the socially impressive is pretty much always a winner with autism.

            On the other hand, do not assume that going back to school will be traumatic. While, changing routines, new teachers, new peers and such are hard, school has a lot of things that are attractive to the child on the spectrum. First, school days have a very set routine with clear reminders that do not vary much barring a major disaster. Second, there are lots of playmates. Contrary to some opinions, every child on the spectrum I’ve met does like playing with other kids, even if we don’t always understand what is going on with them. Last (and increasingly important as the child gets older,) there is knowledge! Information about their favorite subjects is readily available and learning is rewarded.

            The last advice I can give is to listen to your child, especially if you are not on the spectrum yourself. Their experiences may be very different from anything you went through because they see the world differently.

B. Next up is Sommer Slosson. Sommer Slosson has been an autism parent for 6 years since her son was diagnosed at 2. She is also the creator of the Special Needs Directory which offers help and hope via products, services and other information for special needs children/adults, caregivers, educators and anyone wanting to learn about autism or help someone affected by it: http://SpecialNeedsDirectory.weebly.com.

Back to School

Back to school. Help! This event creates many emotions, especially for parents of special needs kids because we generally have a larger load in the Concerns Department when it comes to our kids’ schooling. What can help prepare, propel and sustain us for a new school year?

Health- You can’t argue against good health benefitting all aspects of life, and this is especially important as we send our sponges to class to soak up as much as possible every day, each day building on the one before. Ever try to read with a headache? Pretty tough. Dehydration is a big cause of not feeling well and isn’t always obvious, so pump your kids with fluids every day, water being the best source! All cells in the body communicate with each other in order for systems to function correctly, and water is an imperative ingredient for cell energy. Another basic part of good health are vitamins. It’s unfortunate that lots of food these days lack much nutritional value. But which vitamins to take and what brand? Lots of choices out there! So make it easy- go with a multivitamin. And it’s becoming more and more well-known that most vitamin brands sold at grocery/drug store chains are actually made in test tubes, so they’re a waste of money. Abilene has a new store with many quality multivitamin brands- even gummy ones! Natural Grocer at 3350 S. Clack Street, off the access road close to Zookini’s, has super friendly and knowledgeable staff who can help you find what you need, and the store has a great return policy so you don’t have to waste money trying something you realize your child won’t even look at, much less eat. And here’s a handy trick: grind a multi into a super-fine powder and mix part of it into food. Multi in disguise. :) Do keep in mind that if your child will take the multi without it being disguised, it’s best to take with food to avoid nausea.

Encouragement- Our kids tend to easily reach high levels of frustration, so make it a habit to use reassuring words with them every day. Acknowledge and validate their feelings, even if negative (we all have the right to have bad days and feel how we feel),and when negative, try to redirect to positive subjects or things they like. Affirmation and encouragement go a long way, even if your child won’t/can’t acknowledge your efforts.

Laughter- The concept of humor is abstract to some of our kids, but there’s much evidence in recent research showing they understand, though simply aren’t able to respond. Laughter is proven to create chemical changes in the brain, producing stress-relieving chemicals which give happy and positive feelings. So along with encouragement, try to find humor in the day and laugh with your child even if they can’t participate, smiling often to encourage them that things are OK.

Purpose- Purposing to communicate with teachers, aides and therapists in our kids’ schooling is so important, so set out this year with that plan and do your best, as we all understand many of us have varying degrees of ability with our other responsibilities. Explain your circumstances to your teachers and facilitate an open and willing line of communication to create the best possible scenario of success for the year ahead.

And ALWAYS remember- one day at a time. :)

C. Up next is Tamara Wood and her essay on her son Alex and the changes ahead for them as he starts a new school.

BACK TO SCHOOL

For the past two years our 5-year-old son, Alex, has been at the same school, in the same classroom, with the same teacher. It has been heavenly…his teacher and aids have all been beyond wonderful and we have all become friends. It has gotten to the point where sending Alex to school is like sending him to a friend’s house.

Well, this coming August he will be going to a brand new school, with a brand new teacher, and a brand new classroom. Being the mother of two children and the oldest being special needs, I have never had the experience of taking a neurotypical child to their first day of Kindergarten. I have however put my son with autism who is non-verbal, has pica, and is also a very high flight risk on a bus and sent him to school….following right behind in my car and then spying on him as he got off the bus. The willpower it took to put him on that bus and then NOT get out of the car when I saw him crying as he walked up to the school was monumental, but it has all been worth it. His school experience started out pretty rough and we wanted badly to just say forget it! But, patience and work paid off. Alex truly loves school now. Even though he is nonverbal, there are some things that you just don’t need words for. The joy on his face and his excitement when he sees the school building is more than enough reason for us to go through it all again.

And even with that knowledge and experience to go by, I am still anxious about his first day at his new school. Do they truly know how to take care of my son the way I know how? Will they be able to keep him safe? Will they be able to get through to him? How will they know what he needs? Will he learn? How will he handle the transition!? The fears and anxieties of any parent sending their children to school for the first time can be overwhelming, but sending a child with special needs to school is especially staggering for some. To surrender the care of your child to a complete stranger and leave it all in their hands takes trust and courage.

My hopes and dreams are simply to help Alex to bloom into the person he is meant to be. He has already shown us that going to school is part of that path and that going to school truly makes him happy. So, I am going to trust Alex’s new teacher to take care of him the best she can and to be aware of his special needs. I’m going to trust her to try to get through to him and teach him new skills and help him manage the best he can. I am going to take courage in the fact that she has his best interests at heart and that while Alex is unique and completely different from everyone else, so is every other child at that school and the teachers know how to do their jobs. And most importantly, I am going to take courage in the fact that I am his advocate and I can and will follow him every step of the way in his education and that is the one thing that will never change.

D. Shelby Weatherford provides a professional therapist’s perspective on ways to approach our children, teachers, and the return to school.

A Different Viewpoint

As parents, when we consider all the aspects of introducing our children to a new school year, we tend to reach inside ourselves and activate all that knowledge that is imbedded in our unique world view of “going to school.” For the safety and well-being of our children, what we know and understand about the school experience is an important attribute for every parent and caretaker with school age children. It would be best that, we as parents, learn everything that we are able, so as to teach our student children at home the very best strategies for a fruitful and rewarding educational experience. This is us, the parent, teaching, instructing, and encouraging from our view point.

One of the most difficult exercises we as adults participate in, in our daily activities, is the task of interacting with others in ways that we are able to know and understand their perspectives or world view. I believe that, for most of us, it is most challenging to put ourselves in the place of others so that we “know where they are coming from.” Being able to accomplish this mission is to be empathetic or understanding of vantage point. Knowing another’s “knowing” often teaches new and useful insights into the world around us. I think that learning valuable concepts and constructs happens most often when we put ourselves in the place of authors, instructors, teachers, professors and other individuals in general and listen to their truths and meanings. We may not agree with or believe every think another has to offer, but we will more likely understand the other person more completely. By the way, if we understand another and want to teach them something new, then we are able to start at their understanding and teach them from there. Otherwise, we start at our level of understanding, usually ending up creating a lot of anxiety full of frustration for the both of us.

There are two other major viewpoints that are musts when starting a new school year with your student children. The most obvious is to take stock of the thinking and the feeling of your children. Because of the closeness and everyday interactions with them we think that we know them well. However, because the complex nature of interaction of family members, we tend to fall into very ridgid interactional patterns and rarely venture outside those patterns, limiting what we really know about them. I encourage to give yourself a grand gift and have unique conversations with your children outside of those limiting everyday conversations. When we are able to truly speak and interact with our children in new and expanding ways we will be amazed at the vast array of understanding and views they possess. Good luck with this exercise, because it is most challenging.

The third world view is possessed by the classroom teacher and their staff. Often when we go to the school, we are there to show and tell the teacher all about our student so as procure the most advantageous position for the child in the class room setting. While this is an important component of the education of our children, other goals are at least equally important. That is knowing how to participate accurately with the teacher’s agenda and teaching our children to learn and respect the teacher’s view of life and how it will be played out under his or her tutelage. Acquiring an understanding of the teacher’s belief system may be difficult due to a number of reasons. Most of these limitations are often overcome by building a pleasant working relationship together with the teacher. Remember, first comes the relationship, then the problem solving. It may be helpful to remember that, more than likely, the teacher is doing the best that they are able and that is unlikely to change easily. If you truly understand your teachers’ perspective, then you will be in a better place to teach and encourage change in the classroom. When problem solving, a non-anxious presence is a must. If you the parent arrives anxious and fearful, is difficult to listen and think critically while problem solving and it most often signals the teacher to be on guard. Did you ever leave a parent-teacher conference wondering what went wrong? If so, look to those non-verbal signals, from both parties, which communicated fear and anxiety. Parents, if you determine that your teacher is fearful, it would be in your child’s best interest to find ways to make your interactions safe for your teacher. Good luck with your new insight and enjoy the world of education. I think it is here to stay and it is what we make it.

E. Next up is Karla Corpus-Vela, mother to Alex.

"Llama Llama, warm in bed. Wakey, wakey, sleepyhead! Llama school begins today! Time to learn and time to play... Meet new faces. Hear new names. See new places. Watch new games."
(from Llama Llama Misses Mama by Anna Dewdney)

     For the past couple of weeks, this has been one of Alex’s favorite books. He insists I read it to him at least twice before he goes to bed. Could this be any more prophetic? Does Alex know that his summer days are quickly flying by? Does he know that August 27, 2012, is looming just around the corner? Does he know that we are 36 days, 864 hours, and 51,840 minutes away from the first day of school? But really, who’s counting? Clearly this mama is! I know his first day of “big boy” school will be here before we know it and I am a jumble of emotions. My fears and anxieties are coupled with hope and excitement. Please let me explain....
     

     First of all, being Alex’s mama is a complete joy (well, 99.9% of the time; sometimes we have those “moments”). As his mother, I have spent my days and nights doing everything I can to instill and ensure that Alex possesses those qualities that make him a JOY to OTHERS. So one of my greatest hopes is that he is a joy to his new teacher, paraprofessionals and classmates. I hope that when he walks through the door every morning with his sweet smile, people are happy to see him and excited to begin their school day with him. I hope that with his joyful disposition, he makes friends and establishes some meaningful relationships (or as meaningful as 5 year old relationships can be). On the flip side of this hope, lies one of my greatest fears: bullying! It breaks my heart to think this might one day happen to Alex. Our children on the spectrum can be so vulnerable to this prevalent occurrence. Will Alex be verbally taunted and made fun of? Will he realize it’s even happening? Will another child get physical with him? Will he be able to find a way to tell his teachers or me? Sadly, I think this is a fear that many of us have in common.

    Before Alex’s ARD meeting in January 2012, I was given the name of the teacher who Alex was probably going to be assigned to for the 2012-2013 school year at Bassetti Elementary. I had the opportunity and great pleasure of getting to meet her during the ARD and I was invited to visit her classroom at Bassetti during the Spring semester. I went on two separate occasions and was extremely impressed and excited about what I saw, knowing Alex was going to be experiencing it in a few short months. It was a very structured environment with clearly set high expectations. The children were challenged and positive reinforcement and praise for a job well done came quickly. I know this is exactly the kind of environment that Alex needs to thrive and progress. I know this because he was immersed in this kind of environment during his preschool years at Locust Elementary. He was in the PPCD/KLT classroom from February 2011 through May 2012 (including two summer school sessions). Alex and his preschool teacher immediately established a STRONG rapport and connection and I hope he enjoys the same kind of relationship with his new teacher. I hope he’s able to make a smooth transition. My biggest fear is that he won’t be able to “connect” and the relationship and transition will be “bumpy.” I really don’t foresee this happening but it is a fear that I carry nonetheless.

    My husband always teases me and says that I am the “Queen of Questions” and Parent/Teacher conferences. He is a man of few words and doesn’t quite understand where all my questions come from, but he loves me and has come to understand and accept it (for the most part). While I can say this with confidence about my husband, I certainly can’t make that statement or generalization about anyone else. I am definitely fearful that my numerous questions and/or requests for Parent/Teacher meetings might become trying, bothersome or annoying. I REALLY hope not. Alex is a little boy with limited functional and conversational speech. I am his “voice” and biggest advocate. And yes, for now, I am a “helicopter parent.” At this starting point of his “educational career,” I believe Alex’s special needs warrant and justify it. It is my life’s mission to ensure that Alex gets everything he not only needs BUT deserves. It is imperative to me that I stay “on top” of everything that is going on in his educational environment, so I can ensure consistency in our home. The line of communication between Alex’s preschool teacher at Locust Elementary and me was ALWAYS open. From day one, I expressed to his teacher that I wanted to know exactly what was happening with Alex. I needed to know the truth without any sugarcoating and I wanted to know as soon as possible if there was any kind of problem or concern. We were in complete agreement and I got exactly what I asked for. His teacher did not mince words and any issues with Alex were immediately addressed. I hope to have the same pleasant, open and honest relationship with Alex’s new teachers. My questions and requests for information come from a good place and I have nothing but respect for teachers and paraprofessionals for all of their hard work and dedication. Educating children must be very rewarding, but I know it is also stressful, strenuous and exhausting!

    About a year ago I read, Ten Things Every Child With Autism Wishes You Knew. This book made a huge impact on my way of thinking and so much of what was written resonated deep within me. Especially this paragraph: “As a child, I am still unfolding. Neither you nor I yet know what I may be capable of. Defining me by one characteristic runs the danger of setting up an expectation that may be too low. And if I get a sense that you don’t think I “can do it,” my natural response will be: Why try?” I really take those words to heart. I know we walk a very fine line with Alex. He NEEDS to be challenged. I want to keep expectations high, but realistic. I want him pushed “right to that edge” where he is compelled to flourish and accomplish his goals before “falling over” or “flailing” about in sheer frustration. This was always my biggest concern when developing his IEP goals with our team for the 2012-2013 school year. Overall, I feel comfortable and confident with the goals we developed and my hope is that he masters every last one; especially all of his speech goals. I hope to see “Completed” checked off for each Annual Goal and 70% mastery or higher for each objective. I hope Alex “plows” right through and we find ourselves developing new, even more challenging goals and objectives. I believe in the power of positive thinking and I know he can do it. My confidence about Alex’s abilities does not waiver and I make sure that he knows and feels that. I do everything I can to quash any frustrations or impatience he or I may be having about an especially difficult task. My hope is that his teachers feel the same way.

     At this time, Alex is still primarily nonverbal. He has definitely added more words to his vocabulary this summer (Mommy is my new favorite), but he is still far from any kind of functional/conversational speech. He is making steady progress, but it’s not as quick as we hope and pray for. As much as I HATE to admit this (especially because it is the polar opposite of everything I just expressed in my previous paragraph); one of my greatest, deepest fears is that Alex may not talk. I know we will find a way for him to effectively communicate, but I would so love to hear his sweet voice. A couple of months ago, a pediatric neurologist told me that if his clients were not talking by the age of seven, he found that it never really happened for them. Needless to say, that bit of information “brought me down to my knees” (Alex just turned five in March). He was quick to say that it wasn’t absolute, that it may not apply to Alex and that every child progresses at their own pace. I shared this information with our REACH group and a very concerned, supportive REACH mother was quick to tell me not to give up hope. She shared with me that her daughter had also been nonverbal but that during her self-contained/”transitional kinder” class at Bassetti, the “floodgates opened” and she began to talk. She had the same teacher that Alex will have this coming school year. So obviously, my greatest hope for this year is that Alex will start talking. I hope the new classroom environment “triggers” something in him and with his growing confidence, he will become verbal too. That being said, I would also like Alex’s teachers to know that I am realistic and pragmatic. I know the responsibility and goal for Alex to talk DOES NOT fall squarely or entirely on their shoulders. Getting Alex to verbally communicate is a collaborative effort. I am fully aware of MY PLACE in this equation. I play an integral part in this effort to ensure I follow through and work with Alex in our home and provide consistency. I know we have to be on the “same page.” We are a team, which also includes his speech pathologists (at school and West Texas Rehab) and his new BCBA. I am hopeful and confident that our team approach will produce some amazing results this school year.

   Thank you for allowing me to express myself and share some of my deepest fears and hopes for this coming school year. Actually, my list could continue for days... minimize stimming and “quirks”, strengthen fine motor skills, foster a more independent spirit, etc.; but I must stop this “runaway train.” This is just the first step on a very long journey for Alex... he will not walk alone. WE will be there every step of the way.

     Here’s to a successful school year for our children and their teachers!

F. To close out this section of the newsletter, Kim Wombles offers some suggestions. Kim has three children on the spectrum ranging in age from 8 to 22 and hosted the first Beat the Back to School Jitters Event last year.

Routines

When you are a parent, you know the importance of routines. When you’ve got a child or two or three on the spectrum, routines aren’t just lifesavers for your children, they are vital for keeping parents afloat, too. No one wants to be rushed out of the house in the morning, everyone yelling and flustered, so the sooner you can get your children back to their regular sleep routine, the better. Practicing in the weeks ahead of school on getting up, getting dressed and getting breakfast can make the first day of school a lot easier. Making trial trips is also a wonderful way to get back into the routines of trying to get a family out of the door with everyone still smiling.

As you begin to implement the regular school routine ahead of time, work with your children to see where they are at—what do they like most about the morning routine, where would they like to change it up? Providing your children with opportunities for decision making and responsibility is incredibly important for their self-esteem, and most importantly, for their self-efficacy—the belief that they are capable of handling things on their own.

I would encourage you to actively listen and involve your children, even if they are nonverbal, in the routines we establish to make life flow smoothly. It’s amazing how much easier things go when everyone is vested in the routines we follow.

V. A Visit to DRI

Recently, Shelby and Sara visited the DRI facilities and were impressed with how a grass-roots effort over time has resulted in a thriving community where individuals with disabilities can live, work, and play.

From Becky Moody: A NOTE ABOUT DISABILITY RESOURCES, INC. (DRI)--

Disability Resources, Inc. (DRI) provides residential care, vocational training, and day programming. We currently have openings and would like to call DRI home to families in need of a loving, caring environment for a loved one who has intellectual disabilities or other related conditions. Our assisted living facilities are operated by a house manager who oversees each individual by providing outstanding care, and by helping each one to achieve his or her full potential in a Christian environment.

As a bit of background, DRI began as an idea in 1983 and became a reality in 1987. The highly skilled and dedicated staff members at DRI recognize the dignity, worth, and future of every person we serve. Our “folks” work and contribute to society with meaningful jobs.


Vocational training is considered highly important at DRI. Each individual is provided vocational training either through learning techniques or by “hands-on” operation. The folks at DRI produce many products that can be found on the shelves at HEB and various other locations. Some of our products include salsa, barbeque sauce, spice rub, chocolate, and many others.

Our recently-built activity center provides numerous activities throughout the day between work assignments. Some of these include history and geography lessons, pool, ping pong, Wii machine, arts & crafts, library, games, gym activities (basketball, volleyball, exercise, etc.), and many others. This beautiful building also houses a cafeteria where we provide hot lunches every Monday through Friday. Along with our residential program, we also offer a day program (Monday – Friday) through our vocational and activity centers. This program provides the same great quality and activities as those listed above.

Our programming costs continue to remain well below those of other organizations who provide similar services.


We welcome tours and would be happy to schedule a group or single family to visit our wonderful facilities. Contact numbers are as follows: Office—325-677-6815, Ext. 2007; Cell— 325-829-5200; E-mail—bmoody@driabilene.org. Also, ask about our summer camps!

VI. A Thank You Note from Kerry

Subject: Nice meeting you at Reach for a Difference!
Greetings everyone!
Just a quick note to say how much I enjoyed the oppportunity to present the workshop at Reach for a Difference last night, and to those of you whom I'd not met before, it was great to meet you!
Please know I'm here if anyone needs assistance regarding their family member's challenges in the classroom. As Ms. Clemmer pointed out so well, working with the school is a collaborative effort, and one that usually lasts a good number of years, so learning your rights and how to effectively work with the school staff (rather than against them), makes for a more positive experience for your child.


I look forward to seeing you all at future gatherings!
Warm regards,
Kerry

~ ~ ~ ~

Kerry Steiner

Coordinator, Region 14 & 15
PEN Project
1000 Main Street, Suite 701
Lubbock, TX 79401
Cell: (317) 370-6781
Toll free: (877) 762-1435

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www.PartnersTX.org

A 501(c)3 Organization

We empower parents ~ Parents empower each other!

VII. Did You Know? News You can Use!

        A. “Is Your District Breaking Special Education Law?”

http://www.cta.org/en/Professional-Development/Publications/2012/05/May-Educator-2012/Spec-main.aspx

       B. “1 in 3 autistic young adults lack jobs, education”

http://news.yahoo.com/1-3-autistic-young-adults-lack-jobs-education-042246312.html

     C. PASSENGERS WITH DISABILITIES

Megabus is committed to providing accessible transportation service to disabled individuals and does not discriminate on the basis of disability. We welcome all customers on Megabus and can provide assistance to those with walking difficulties, those who normally use wheelchairs or scooters, and passengers with service animals and breathing aids, among others. http://us.megabus.com/ 877-GO2-MEGA (877) 462-6342
     

   D. Handicap Placards

From Kerry Steiner:

“[P]arents of children with Autism can sometimes get a handicap parking placard to hang from their rear view mirror, since their children generally do not have a concept of traffic and safety.

I've heard parents express different views about this: one, it means less distance they have to walk to their destination, which reduces the time the child is outside the car and the opportunity to dart, and it also alerts people who see you park there to be more cautious. On the other hand, some parents prefer not to park in the designated spots because they not only have to watch for traffic coming up the aisle, but also for cross-traffic in front of the store or whatever.

If parents want to pursue getting one, request the parking placard form from DMV and have child's physician fill out the medical portion, stating that the child has no concept of traffic or personal safety. Most parents I know who have applied for it have received it.”

VII. Newsletter Information

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