by Daniel T.S. Heffernan, Esq.

In October 1994, Halina Suitum was removedfrom her classroom after an instructional assis-tant produced a diary describing the physicaland emotional abuse to which she subjectedher students. Ms. Suitum had been a teacherfor several years in the Follow Me Program ofthe Worcester public schools, teaching a classof children with significant special needs. TheDepartment of Social Services, and criminalinvestigation that ensued, revealed that Ms.Suitum had, for years, abused the pre-adoles-cents in her care by: hitting the children to the

Laramee versusCity of Worcester

On Saturday, March 17, the Federation for Children withSpecial Needs hosted its annual conference. A crowd of600 parents, professionals, presenters and exhibitors gath-ered at the World Trade Center in Boston to demonstratetheir commitment to students with special needs. Severalstate officials attended as well, including Debbie Klein-Walker, the Deputy Commissioner of the MassachusettsDepartment of Public Health, and Gerry Morrisey,Commisioner of the Department of Mental Retardation.The keynote speaker, Tom Hehir, special education teacherand visiting Professor of Education at Harvard UniversityÕsGraduate School of Education, captivated the audience withhis address, ÒSeizing the Opportunities under IDEA.Ó Thepresentation was full of inspiration, information, and cheer,and the audience was impressed with Dr. Hehir's passionand enthusiasm. One participant commented that, ÒHeunderstands that children who are disabled are also able.Ó

Enthusiastic participants—Haley Manduca and E.J. Spellman

Repealing MaximumFeasible Benefit – pg.2

The Problem ofGraduation – pg.3

Ask Eileen:Empowerment through

Information – pg. 4

Making SSI Work Tipsfor SSI Recipients whoWant to Work – pg. 5

Mass EI System tobe Studied – pg. 9

Health News fromFamily Voices – pg. 14

Help Wanted – pg. 16

Checkit outinside!

Parents Learning About Children’s EducationBulletin

First Federation Conference of the Millennium

Inside this Issue

Conference keynote speakerDr.Tom Hehir

Actors featured in the play“The Funny Old Man and the Dumpling”

continued on page 10 ☛

continued on page 5 ☛

One year ago, MassachusettsÕs lawmakersvoted to make dramatic changes to Chapter766, our stateÕs special education law. Thisvote resulted in a major overhaul of the statutethat protects the rights of students with disabil-ities. These changes affect virtually every stepof the special education process, including eli-gibility, timelines, services, and student place-ment.

One of the most controversial changes was therepeal of the Òmaximum feasible benefitÓ(MFB) service standard. Despite the protestsof thousands of parents, state legislators votedto adopt the less protective federal servicestandard, Òfree appropriate public educationÓor FAPE. The new law allows school districtsto implement the federal FAPE standard begin-ning in January 2002.

Parents, advocates, and educators remain fear-ful that repeal of MFB will harm thousands ofchildren with disabilities for the reasons sum-marized below:

¥ Some school districts will use the repealof MFB as an excuse to cut services.

¥ The state Department of Education doesnot have the capacity to monitor localschool districts to protect children withdisabilities from loss of essential ser-vices, and in fact, the federal Office forSpecial Education Programs found thestate in serious noncompliance for itsfailure to enforce the federal law at thelocal level.

¥ The repeal of MFB couldnÕt come at amore inopportune time. Starting withthe class of 2003, the state will requirethat all students pass the MCAS test inorder to receive a high school diploma,yet is removing important legal protec-tions that help ensure that children withdisabilities receive the services neces-sary to learn to their potential.

Since the repeal of the CommonwealthÕs MFBservice standard, many new bills have beenfiled at the State House to protect childrenwith disabilities. These bills respond to seriousconcerns that implementation of the federalstandard alone, without the added protection ofMFB will harm MassachusettsÕs most vulnera-ble youth.

If passed, these bills, filed in both the House(H.B.) and Senate (S.B.) would require theCommonwealth to:

¥ Maintain ÒMFBÓ (H.B. 2481, S.B. 310,S.B. 332)

¥ Delay repeal of ÒMFBÓ until the statehas systems and procedures in place toensure school districts comply with fed-eral law (S.B. 229)

¥ Delay repeal of ÒMFBÓ until MCASpassage rates of students with disabili-ties significantly improve (H.B. 988,S.B. 333)

¥ Provide legal assistance to parents ofchildren with disabilities who are low-income (S.B. 230)

¥ Provide funding to local special educa-tion Parent Advisory Councils (PACs)for parent outreach programs to helpmonitor provision of services during thetransition (S.B.228)

The Joint Education Committee was scheduledto hold a public hearing on May 31 regardingthese special education bills. (This hearingwas postponed due to the funeral for U.S.Representative Joe Moakley). At this time ithas not been rescheduled. It is very importantthat you call or write your state senator andrepresentative and let him/her know you sup-port this legislation. You can call the StateHouse at 617-722-2000. If you are not surewho your legislators are, check the web atwww.state.ma.us/sec/cis, or call your city ortown hall. It is critical that legislators hearfrom concerned parents and educators. Forupdates and more detailed information aboutthese bills, visit the FederationÕs website atwww.fcsn.org.

REPEALING Maximum Feasible Benefit:Legislators Respond

Legislative &Policy Update

The Massachusetts Department of Education (DOE) has created anew technical assistance document about special education eligibilityentitled, ÒIs Special Education the Right Service?Ó Although still indraft form, the document has been posted on the DOE web site(www.doe.mass.edu/sped) and is also available on the FederationÕsweb site at www.fcsn.org. Special education directors throughout thestate have received training about eligibility for special educationservices. The DOE expects that this document, coupled with thestate requirements and regulations, will provide guidance onÒhow to ensure a responsive general education environment andguidelines to assist practitioners and parents in identifying studentswith disabilities in the following ways:

¥ Establish an understanding of what is a disability and thedistinctions between and similarities among different typesof disabilities,

¥ Explain the role of the assessment process in determiningwhether a student has a disability and is eligible for specialeducation services,

¥ Provide direction to Team members in establishing the relation-ship between a studentÕs disability and the studentÕs inability toprogress effectively in general education in order to determinewhether a student is eligible for special education services.Ó

For more information about determining eligibility for specialeducation services, contact Program Quality Assurance at the DOE(781-338-3700) or speak with an information specialist at theParent Training and Information Center (PTI) at the Federation.

Determining Eligibility for SpecialEducation Services

ÒI donÕt know what to do!Ó These words werespoken by a parent who called the Federationfor help in understanding the implications ofthe new graduation requirement inMassachusetts; beginning with the class of2003, every student must pass the MCAS(Massachusetts Comprehensive AssessmentSystem) test in order toreceive a standard highschool diploma. In thisparticular situation, thestudent has beenreceiving specialeducation services hisentire school career.The school told thisparent that her soncould graduate thisyear and receive aÒregular diplomaÓsince the MCASrequirement is not yetfully in place, or he canremain in school andface the MCAS standard.

The federal law, IDEA-97, states thatstudents with disabilities are entitled to a freeappropriate public education (FAPE) until theygraduate with a standard diploma or until theyturn 22 years old. Historically, many schooldistricts have allowed (and even encouraged)students to ÒgraduateÓ with their class upon thecompletion of their IEP (Individual EducationalProgram) goals. However, if they ÒgraduateÓbefore turning 22, these students are no longereligible to receive special education services.Once implemented, the new MCAS require-ment means that a student must be able todemonstrate basic competency requirementsbefore educational services can be terminated.This means all students who receive specialeducation services must demonstrate theirability to read, write and do basic math inorder to graduate. Until this occurs, the studentmust, under federal law, continue to receiveeducational services until the age of 22.

As a parent, I want my child to ÒgraduateÓwith his/her class. The social and emotionalaspect of his/her participation in the graduationexperience is important to my family and me.Following graduation, it is equally importantthat there are services and supports in placethat will provide for continuing education andemployment supports. The development of a

transition plan, again specified by federal law,is the place to detail these post-graduation ser-vices. However, the agencies that serve adultscannot guarantee that they will be able to pro-vide these services. Until age 22 it remains theresponsibility of the educational system.

The parent told me herson loves going toschool and is doingwell. He is reading at a4th grade level, whichfar exceeds her wildestdreams for him.His math skills areelementary but he islearning to use money.He is 19. The schooldepartment feels it istime for him to gradu-ate. She is his guardianand by law, she mustconsent. What is thismother to do?

There is no easy answer to her problem. Mysuggestion was for her to request that her sonparticipate in the graduation ceremony with hisclass, accept a Òcertificate of completionÓ

(which is not a diploma), and work with theschool and adult service agencies to build atransition plan for the next 3 years. Building atransition plan will require hard work, cooper-ation, and creativity on the part of the school,the parent, the student, and the human serviceagencies. But at least this student will be ableto ÒgraduateÓ with his classmates, knowingthere is a team of people working together onhis behalf to provide the supports and serviceshe will need for the next three years. If youhave had an experience with a graduationdecision, we would be interested inknowing about it. Please contact me atrrobison@fcsn.org or call 617-236-7210.

Richard Robison

From the Executive DirectorThe Problem of Graduation

As a parent, I want mychild to “graduate” withhis/her class. The socialand emotional aspect

of his/her participationin the graduation

experience is importantto my family and me.

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and to do this in the least restrictive envi-ronment. However, for many parents, mak-ing this happen for their child is a struggle,and it is easy to become overwhelmed. Thistask becomes more manageable when yourchildÕs IEP team workson it together.

As part of yourpreparation forTeam meetings,ask about thecurriculum for theupcoming year.Your districtshould havea well-definedcurriculum foreach grade that isaligned to theMassachusettsCurriculumFrameworks(www.doe.mass.edu/frameworks/). Reviewthe areas where your child has experiencedsuccesses and struggles during the previousyear. Since all students differ in the waythey learn most effectively and in how theydemonstrate their knowledge, it is impor-tant to let the Team know your childÕsstrengths as well as his/her areas of need.

The regular education teacher will play anintegral role on the team, providinghands-on knowledge of the expectationsfor all students. The regular educationteacher should describe these expectationsto the Team so that the other members canuse their knowledge and expertise toadapt the upcoming activities to thestudentÕs unique needs.

The Team will determine your childÕspresent level of educational performancein each curriculum area based onevaluation data, results from districtand statewide testing, progress towardmeeting current goals, information fromyou and observations from teachers andservice providers. Other areas of educa-tional need, such as occupational therapy,physical therapy, social/emotional needs,or functional skills will also be taken into

account. There is no one set of accommo-dations, modifications, services or supportsthat is appropriate for all children becauseeach child is unique and will access thegeneral curriculum in a different way. For

some students, accessto standard textbookson audiotape mightbe helpful, for othersworking on projectswith other classmatesor taking quizzes ortests orally may givethem greater access tothe curriculum. Somestudents may needpre-teaching in smallgroups or co-teaching,where a general educa-tion teacher and a spe-cial education teacherwork as a team in theclassroom. For many

students, assistive technology devices andservices such as alpha smarts, voice-recog-nition software, and even calculators canhelp in increasing access. The trick is tobuild on the studentÕs strengths to helpthem overcome areas of weakness.

The Team will develop annual measurablegoals and objectives so that you and theschool will know whether or not your childis making meaningful progress. Thesegoals should address your childÕs progressin the general curriculum as well as inother areas of need. These goals should bemeaningful and understandable for everyone on the Team.

The goals should be reviewed throughoutthe year and this information should beshared with you through progress reports.Regular contact with both special educa-tion and regular education staff throughoutthe year will be necessary to keep thingsrunning smoothly.

Eileen Souza has decided to retireas of August 2001. Eileen has beenan information specialist at theFederation for 23 years.We miss you already!

This column highlights questions that Eileen andthe other Federation Information Specialists aremost frequently asked.

Dear Eileen,I know the law states that my child is entitled to haveaccess to the general curriculum and I would like to makethis happen in a meaningful way, but I donÕt know whereto begin. Can you help?

At the Federation, we receive many calls from parentswho are concerned with how their child with a disabilitycan meaningfully participate in learning what their peersare learning in the classroom. A number of federal andstate laws such as IDEAÕ97, Section 504 of theRehabilitation Act, and Chapter 766, the Massachusettsspecial education law, assure that children with disabili-ties have opportunities to participate in and benefit fromthe general curriculum. These laws mandate that schoolsprovide accommodations, modifications, supports andservices that children with disabilities need in order to beinvolved in and make progress in the general curriculum,

Ask EileenEmpowerment Through Information

by Eileen Souza,Federation Information Specialist

Leader in Lift and Transfer Systems1-800-987-6219

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There is no one set ofaccommodations,

modifications, servicesor supports that isappropriate for all

children because eachchild is unique and will

access the generalcurriculum in adifferent way.

point of fracturing one girlÕs wrist; spankingthe students and striking them with rulersand hairbrushes; brushing the childrenÕsteeth so hard their gums bled; swearing atthe children; belittling them; and, teachingone boy from Puerto Rico to recite aperverse Òpledge of allegianceÓ of ÒGodBless America for food stamps.Ó

Perhaps even more disturbing than theactions of Halina Suitum was the discoverythat aides and a teacher had reported onnumerous occasions, and as early as threeyears prior to her removal from the class-room, that they had witnessed Ms. Suitumhitting students. These school personneltestified that they had made these reportsto the principal and head teacher, and therewas evidence that those higher up in theschool administration were aware of theallegations against Ms. Suitum. Despitethese reports, Ms. Suitum was neverremoved from the classroom, a 51A wasnever filed with the Department of SocialServices, and the parents of the childrenwere never informed about the accusations.

The damage done to the children from theyears of witnessing and experiencing thisabuse was extensive. Developmentally, theyregressed or progressed very slowly duringthe years in SuitumÕs classroom; profoundbehavior problems surfaced and intensified in

the children. The effects of the trauma werestill being experienced by the children yearsafter Ms. Suitum was sent to prison. Theparents also suffered tremendously afterrealizing not only that their children hadbeen continually abused by the trusted

teacher into whose care they had deliveredtheir children for years, but that others hadknown of the abuse and failed to stop it.

On behalf of three students and their families,my colleagues and I filed a civil rights suitagainst the city of Worcester, the WorcesterSchools and various school personnel. Afteryears of depositions, expert examinations,

exchanging documents and other pretrial mat-ters, the case went to trial in federal court inWorcester in March 2000. After two weeks oftrial, the city agreed to pay the families $1.5million in settlement of their claims.

What is sad and tragic about the case is obvi-ousÑ the damage done to the students andtheir families and the failure of some schoolpersonnel to properly respond to allegations ofabuse against particularly vulnerable students.What is instructive about the case is that chil-dren with special needs should not be, as theywere in the Follow Me Program, isolated in aclassroom away from the watchful eye ofother teachers and school administrators. Allschool personnel need to be educated andreinforced about their obligation to report andpursue allegations of child abuse, and parentsmust be made aware of any such allegations.

What is uplifting about the case is the abilityof the legal system to bring compensation tovictims as well as impetus for reform. Thecommitment of some school committeemembers and school administrators to seekto implement institutional changes to ensurethat such tragedies do not reoccur; thecourage of some school personnel to comeforward to try to stop the abuse; and thestrength, grace, courage, love and commitmentof the Rinaldi, Laramee and Baez families, forwhom it was my great honor to represent.

Dan Heffernan is a partner in the law firm ofWeisman & Associates. He is also the parentof a child with special needs and President ofthe Federation Board of Directors.

Laramee versus City of Worcestercontinued from page 1

What is sad and tragicabout the case is

obvious — the damagedone to the studentsand their families and

the failure of some schoolpersonnel to properly

respond to allegations ofabuse against particularly

vulnerable students.

For many people who receive SupplementalSecurity Income (SSI), the fear of losing theaccompanying health insuranceÑMedicaidÑmay keep them from getting a job. Medicalinsurance often plays a critical role in thelives of people with disabilities due to com-plex medical needs. This issue will reviewone of the SSI work incentives referred toas status 1619(b): Continued MedicaidCoverage, as well as other health insuranceoptions for people who work.

Once determined eligible for SSI, one alsoreceives benefits under the Medicaid pro-gram. This happens automatically, and no

additional application needs to be filled out.In Massachusetts, the Medicaid program isreferred to as MassHealth.

Will I automatically lose myMassHealth when I begin to work?No. SSI checks are gradually reduced asearnings increase. When you earn enoughmoney by working that you no longerreceive a SSI monthly cash payment, you aresaid to have reached your Òbreak-even pointÓ(BEP). BEPÕs vary for each person, depend-ing upon the amount of SSI they receive.Mass Health eligibility will continue evenafter you reach your break-even point, aslong as you would otherwise remain eligiblefor SSI (i.e. your disability still exists, andyou continue to meet the resource limit).Although you would not be receivingSSI payments, you would be eligible forContinued Medicaid Coverage understatus 1619(b).

Do I have to apply for ContinuedMedicaid Coverage?1. No. The Social Security Administration(SSA) will automatically determine eligibilityfor 1619(b), and confirm this at the next deter-mination period. When SSA contacts you, theywill ask you three questions to confirm youreligibility for continued Medicaid. They wantto verify that you need your Medicaid in orderto work. The SSA may ask:

¥ Have you used your Medicaid withinthe last 12 months?

¥ Do you expect to use it within the next12 months?; and

¥ Will you need Medicaid if you becomeill or injured within the next 12 months?

If the answer to these questions is ÒyesÓ,then the Medicaid ÒNeedsÓ tests have been

Making SSI Work:Tips for SSI RecipientsWho Want to Work

continued on page 12 ☛

Por Daniel T.S. Heffernan, Esq.

En octubre de 1994 a Halina Suitum no se lepermiti� ense�ar m�s despu�s de que unaasistente de ense�anza escribi� un diario enel que describ�a los abusos f�sicos y emo-cionales a los que esta profesora somet�a asus estudiantes. La se�orita Suitum hab�asido profesora en el programa ÒFollow MeÓde las escuelas p�blicas de Worcester porvarios a�os, ense�ando a una clase de ni�oscon necesidades especiales significativas. ElDepartamento de Servicios Sociales, y lainvestigaci�n criminal que se desat�, revel�que la se�orita Suitum hab�a abusado porvarios a�os de los pre-adolescentes que cuidabapeg�ndoles hasta el punto de romperle lamu�eca a una ni�a; d�ndole palmadas a losni�os y peg�ndoles con reglas y cepillos depeinarse; cepillando los dientes de los ni�ostan duro hasta que sangraban, insult�ndoles;y ense�ando a un ni�o de Puerto Rico arecitar un juramento perverso de Òpromesade lealtadÓ de ÒDios bendiga a Am�rica porlas estampillas para comprar comidaÓ.

Quiz�s m�s preocupante que las acciones deHalina Suitum fue el descubrimiento de quemaestras ayudantes y una profesora hab�anreportado varias veces, a�n tres a�os antes dela destituci�n del sal�n de clase, que hab�anvisto a la se�orita Suitum golpeando a losni�os. Estas personas que trabajan en laescuela dieron testimonio de que hab�anreportado los abusos con el principal y lamaestra principal, y habia evidencia que lasautoridades en la administraci�n escolarsab�an de las acusaciones en contra de lase�orita Suitum. A pesar de los reportes, lase�orita Suitum nunca fue destituida delsal�n de clase, nunca fue hecha una queja51A al Departamento de Servicios Sociales,y a los padres de los ni�os nunca se lesinform� de las acusaciones.

El da�o ocasionado a estos ni�os que recibierony experimentaron este abuso por varios a�oses muy grande. A nivel de su desarrollo, ellosregresaron o progresaron muy lentamentemientras estuvieron en la clase de la se�oritaSuitum; problemas de disciplina profundos eintensos se notaron en los ni�os. Los efectosdel trauma en los ni�os todav�a se notabanalgunos a�os despu�s de que la se�orita

Suitum fue enviada a prisi�n. Los padrestambi�n sufrieron bastante al comprender nos�lo que sus ni�os estaban siendo abusadoscontinuamente por la maestra en quien confiabana sus hijos sino que otros sab�an de lasituaci�n y no hicieron nada para detenerla.

Mis colegas y yo hemos entablado ennombre de tres estudiantes y sus familiasuna demanda de derechos civiles en contrade la ciudad de Worcester, las escuelas deWorcester y varias personas de la escuela.Despu�s de varios a�os de testimonios,ex�menes con expertos, intercambio dedocumentos y otros oficios antes del juicio,el caso fue a la corte federal en Worcester enmarzo del 2000. Despu�s de 2 semanas dejuicio la ciudad acept� pagar a las familiasun mill�n y medio de d�lares como arregloa sus demandas.

Lo que es triste y tr�gico sobre el caso esobvio Ðel da�o hecho a los estudiantes y susfamilias y la ineficacia del personal escolarpara responder adecuadamente a las acusa-ciones de abuso en contra de estudiantesparticularmente vulnerables. Lo que sepuede aprender del caso es que los ni�oscon necesidades especiales no deben estaraislados, lejos de la vista de otros profesoresy administradores escolares tal como losni�os que estaban en el programa ÒFollow

MeÓ. Todo el personal escolar necesita sereducado y preparado sobre la obligaci�n dereportar y hacer las acusaciones de abuso deni�os, y los padres tienen que saber que talesacusaciones se han hecho.

Lo que es positivo en este caso es la habilidaddel sistema legal para compensar las v�ctimaslo mismo que el incentivo hacia una reforma.El compromiso de algunos de los miembrosdel comit� escolar y administradores escolarespara buscar la implementaci�n de cambiosinstitucionales para asegurar que tragediascomo estas no vuelvan a ocurrir; el corajede miembros del personal escolar paradenunciar y tratar de parar el abuso; y lafuerza, la gracia, el valor, el amor y el com-promiso de las familias Rinaldi, Laramee yBaez a quienes fue un honor representar.

(Dan Heffernan es un socio en la firma deabogados Weisman & Associates. Tambi�nes el padre de un ni�o con necesidadesespeciales y el Presidente de la JuntaDirectiva de la Federaci�n)

LARAMEE vs.LA CIUDAD DE WORCESTER

Lo que es triste y trágicosobre el caso es obvio—

el daño hecho a losestudiantes y sus

familias y la ineficaciadel personal escolar

para responderadecuadamente a lasacusaciones de abuso

en contra de estudiantesparticularmente

vulnerables.

SAVE THE DATEHonorary Chairperson

Kitty Dukakis Invites You To:

A Groundbreaking Conference

BEYOND THE

RAMP 2001:CREATING MENTAL HEALTH

LINKS IN THE JEWISH

COMMUNITY

Keynote Speaker:

Robert Brooks, PhD

Sunday, November 18, 2001Leventhal-Sidman Jewish

Community Center12:30 p.m. Ð 5:30 p.m.

FOR INFORMATION:

Judy Pearl, Director ofSpecial Needs ServicesJCCs of Greater Boston

tel (617) 558-6508email jpearl@jccgb.org

TTY (617) 965-5175

Beyond the Ramp is an initiviativeof the Jewish Community Centers of

Greater Boston and the Special NeedsProfessional Committee of the

Greater Boston Jewish Community

Por: Daniel T.S. Heffernan, Esq.

Em outubro de 1994 a professora HalinaSuitum foi retirada de sua sala de aula depoisque uma assistente de aprendizagem haviadescrito, em seu di�rio, os abusos f�sicos eemocionais aos quais ela sujeitava seusalunos. A Srta. Suitum era professora h�v�rios anos no Follow Me Program(Programa Sigam-me) das escolas p�blicasde Worcester, lecionando para uma classe decrian�as com necessidades especiais signifi-cantes. O Departamento de Servi�os Sociais,bem como a investiga��o criminal que seseguiu, revelaram que a Srta. Suitam havia,por v�rios anos, abusado dos pr�-adolescentesaos seus ciuidados da seguinte maneira:batendo nas crian�as, ao ponto de ter fraturadoo pulso de uma menina; dando tapasnos alunos e acertando-os com r�guas eescovas de cabelo; escovando os dentes dascrian�as t�o asperamente que as gengivassangravam; falando palavr�es para as crian�as;rebaixando-as moralmente; e, tamb�m,ensinando um menino de Porto Rico a recitarum Òjuramento de devo��oÓ do God BlessAmerica para os t�quetes de alimentoÓ.

Talvez ainda mais perturbador do que asa��es de Halina Suitum foi a descoberta deque uma professora e outros assistenteshaviam denunciado que, em in�merasocasi�es e tr�s anos antes de sua demiss�o,haviam testemunhado a Srta. Suitum batendonos alunos. Estes funcion�rios da escolatestificaram que tinham feito essa den�nciapara a dire��o e para o professor coordenador,e de que havia, portanto, evid�ncia de que osmaiorais da administra��o da escola sabiamdas alega��es contra a Srta. Suitum. Apesardessas den�ncias, a Srta Suitum nunca foraremovida da sala de aula, nunca fora registradoum 51 A (uma peti��o formal) junto aoDepartamentto de Servi�os Sociais, e nem ospais das crian�as jamais foram informados arespeito das acusa��es.

O dano feito a essas crian�as, que testemunharame sofreram esses abusos por anos, � enorme.Em termos de desenvolvimento, os alunosregrediam ou progrediam muito lentamentedurante os anos em que estiveram na sala daprofessora Suitum; problemas profundos decomportamento emergiram e se intensificaram

nas crian�as. Os efeitos do trauma eram sentidospor elas mesmo anos ap�s a Srta. Suitum tersido enviada para a pris�o. Os pais tamb�msofreram tremendamente quando se deramconta de que n�o s� os seus filhos haviam sidoabusados pela professora que tanto confiavam,� qual haviam entregue os seus filhos paratomar conta por anos, mas que outros sabiamda situa��o e falharam em cess�-la.

No interesse dos tr�s alunos e suas fam�lias,eu e meus companheiros de profiss�omovemos uma a��o judicial contra a cidadede Worcester, o sistema escolar deWorcester e,tamb�m, v�rios profissionais do quadro depessoal da escola. Ap�s anos de depoimentos,exames t�cnicos, troca de documentos eoutros assuntos antes do processo, o caso foia julgamento na corte federal de Worcester,em mar�o de 2000. Duas semanas depois deiniciado o processo, a cidade concordou empagar $1.5 milh�es de d�lares �s fam�lias paraliquidar a a��o.

O que � triste e tr�gico sobre este caso ��bvioÑo dano feito aos alunos e suasfam�lias, bem como a falha de algunsprofissionais do quadro da escola em respondercom propriedade �s alega��es de abuso contraalunos particularmente vulner�veis. O que �instrutivo neste caso � que crian�as comnecessidades especiais n�o deveriam ser

deixados, como aconteceu no programaFollow Me, isolados numa classe, longedos olhos atentos de outros professores eadministradores escolar. Todo o quadro depessoal da escola precisa ser instru�do ereiterado sobre as suas obriga��es emdenuciar e averiguar quaisquer alega��es deabuso infantil, sendo que os pais devem serprontamente alertados de tais alega��es.

O que � animador neste caso � a habilidade dosistema judicial em trazer uma compensa��opara as v�timas e, ao mesmo tempo, impulsionarreformas. O compromisso de certos membrosdo comit� e dos administradores escolar embuscar emplementar mudan�as institucionaispara garantir que trag�dias como essas n�ovoltem a ocorrer; a coragem de algunsprofissionais da escola em ir adiante e tentarparar com o abuso; e a for�a, a gra�a, acoragem, o amor e o devotamento da fam�liasRinaldi, Laramee e Baez, �s quais foi, paramim, uma grande honra poder representar.

(Dan Heffernan � socio do escrit�rio deadvocacia Weisman & Associates. Ele tamb�m� pai de uma crian�a com necessidadesespeciais e Presidente da Federation Boardof Directors).

LARAMEE v.CIDADE DE WORCESTER

O que é triste e trágicosobre este caso é óbvio—

o dano feito aos alunose suas famílias, bem

como a falha de algunsprofissionais do quadroda escola em responder

com propriedade àsalegações de abuso

contra alunosparticularmente

vulneráveis.

Marca a data!A confer�ncia anual daFedera��o acontecer�

Dia 9 de fevereiro, 2002World Trade Center

Boston, MA

ÁGuarde esta fecha!La Conferencia anual de laFederaci�n tendr� lugar el

9 de febrero del 2002World Trade Center

Boston, MA

Upcoming Federation Workshops

Lawrence Kotin, Esq., Robert K. Crabtree, Esq., Richard F. Howard, Esq.

Providing representation to children and adults withdisabilities, their families, and non-profit service providers.

Kotin, Crabtree & Strong, LLPKotin, Crabtree & Strong is a general practice law firm, one of whose specialties is in law relating

to children, including education and child care issues. Other areas of practice include disability issues,civil and criminal litigation, administrative proceedings, personal injury law, estate planning,intellectual property, corporations, including representation of private schools and programs,

child care and other organizations, health care administration, real estate, and taxation.

One Bowdoin Square, Boston, MA 02114(617) 227-7031 ¥ Fax: (617) 367-2988

kcslegal.com

Discover IDEA:Supporting Achievement forChildren with Disabilities

Discover IDEA:Supporting Achievement forChildren with Disabilities

A video produced bythe IDEA Partnership Project andthe Council for Exceptional Children

This 15-minute video lets you hear from educators,administrators, family members, and childrenthemselves across the nation who attest to theimpact of IDEA in ensuring that children withdisabilities learn and achieve to their potential.

Discover IDEA: Supporting Achievement forChildren with Disabilitiesreceived an HonorableMention in the 2000Communicator Awards.

Available Now!To order, call the ASPIRE and ILIAD Partnerships at theCouncil for Exceptional Children, 888-CEC-SPED (toll-free),866-915-5000 (TDD), or e-mail service@cec.sped.org

www.ideapractices.org

For more information about any workshops, please call theFederation at 800-331-0688. Call to find out about Basic Rightsworkshops in Portuguese. Ligue para informa��o sobre aulasiniciando em Portugu�s.

SEPTEMBER 20019/11, Lowell 7:00-9:00pm, Basic Rights9/17, Amherst 6:30-8:30pm, Basic Rights9/24, Hadley 6:30-8:30pm, Basic Rights9/25, Foxboro 7:00-9:00pm, IEP 2000

WORKSHOP DESCRIPTIONSBasic Rights: covers basic information about state and federal special edu-cation laws to assist parents in the planning, decision-making and monitor-ing of their childÕs IEP. (Materials available in Spanish and Portuguese.)

Effective Communication: offers communication skill building and conflictresolution for parents as members of the IEP Team.

IEP 2000: includes a walk through of the new IEP with emphasis on IDEAÕ97 and the latest Massachusetts special education regulations, access to thegeneral curriculum, and writing curriculum-based measurable annual goals.

Transition: provides basic information on the state and federal laws thatrequire the IEP to address goals such as competitive employment and inde-pendent living to assist students 14 and older with planning transition toadult living.

Access to the General Curriculum: offers parent-friendly information ondiverse learning styles and access to the general curriculum for all students.The workshop includes discussion and examples of modifications to con-tent, delivery of instruction and performance that will allow students withdisabilities fuller participation in the general curriculum.

Effective Inclusion of Students with Disabilities in the MCAS TestingSystem: includes information on the IEP Team determination of the appro-priate method for an individual student to participate in the MCAS testingsystem. The workshop covers accommodations available to students withdisabilities taking the standard paper and pencil version of MCAS as wellas information on the MCAS Alternate Assessment.

New Laws? New Regs? New IEP? Got questions? Call the Federation at 800-331-0688

or visit www.fcsn.org

The Massachusetts Early Intervention Systemhas been chosen to participate in a nationalproject about service coordination. Servicecoordination is an essential component of earlyintervention services; it constitutes the activi-ties that assist and enable an eligible child (andthe childÕs family) to receive the rights, proce-dural safeguards and services that families areentitled to receive through each stateÕs earlyintervention system. These services mayinclude helping families obtain services andassistance from other agencies in addition tothe early intervention services families receivefrom their local program. A service coordina-tor, who is assigned to the family, facilitatesthese activities.

This national project was created in response toa need for improvement in how services arecoordinated for children and families in earlyintervention. The Research and Training Centeron Service Coordination, housed at theUniversity of Connecticut, is conducting thisfive-year study. Other partners include theUniversity of North Carolina at Chapel Hill,Indiana University, and the Federation forChildren with Special Needs. The goalsinclude:

1. Describing the current models of servicecoordination used across the nation,

2. Identifying the outcomes of effectiveservice coordination,

3. Describing recommended practices,4. Validating effective components, and5. Disseminating the information.

During year one, the Center focused on deter-mining the outcomes of effective service coor-dination. They gathered information in a vari-ety of ways. Part C (early intervention) coordi-nators and families who receive early interven-tion services in all 50 states were surveyed.More information was collected during focusgroups held in the four partner states. Focusgroup participants included early interventionproviders, program directors and families aswell as childcare providers and physicians. InMassachusetts, eleven focus groups were heldthroughout the state, with participants from

urban, suburban, and rural communities. Afterall the information was compiled, the Centercreated a list of the 10 outcomes that were mostvalued by all the participants. This list is thebasis for the second yearÕs series of focus groups.

In Massachusetts, family members, earlyintervention program directors, and otherearly intervention providers are being asked toparticipate in another round of focus groups toidentify the practices we need to implement inorder to reach the 10 outcomes that were iden-tified in year one. In the remaining three years,this information will be used to implementchange in current practices regarding servicecoordination.

It is exciting for Massachusetts to be participat-ing in this study. Our state has the opportunityto contribute to this current and very timelyresearch on an essential component of earlyintervention. Participants have the opportunityto speak out about their own experiences, hearfrom others in the same role, and eventuallywork together to improve service coordinationin Massachusetts. Ultimately, this will mean asystem that continues to grow in its ability tosuccessfully provide meaningful, coordinated,and family-centered services and supports forchildren and families being served by the earlyintervention system nationwide.

For more information about this project or toparticipate in a focus group, please call JanetPrice at the Federation at 1-800-331-0688, ext.157 or e-mail her at jprice@fcsn.org.

Learning About Service Coordination:Mass EI System to be Studied

JULY 2001Tuesday, July 24:Building a Community: An Orientationto MA EI, Part 2,Ramada Inn, Andover

AUGUST 2001Wednesday, Aug 15:Building a Community: An Orientationto MA EI, Part 2,Holiday Inn, Worcester

SEPTEMBER 2001Thursday, Sept 13:Building a Community: An Orientationto MA EI, Part 2,Home Suites Inn, Waltham

Early InterventionTraining Center

Workshop Schedule:July 2001 – September 2001

The Early Intervention Training Center atthe Federation is funded by theMassachusetts Department of PublicHealth.

Early Intervention staff, families and otherearly childhood personnel are invited toattend. Trainings are from 9 am Ð 3:30 pm.Snacks and lunch are provided.For more information, call 1-800-331-0688ext. 159 or register on-line atwww.eitrainingcenter.org

Early Childhood Corner Highlighting information of interest to parents of children under five andtheir professional partners, particularly Early Intervention serviceproviders. Sponsored by the Federation’s Early Intervention Training Center.

Save the Date!The Federation’sAnnual Conference

will be held on

February 9th, 2002at the World Trade Center, Boston, MA

Parent participants discuss the day’s events.

Following the keynote, elementary school students from theA.L.L. School in Worcester, and secondary school students fromthe Cambridge School in Weston, performed a spirited playcalled, ÒThe Funny Old Man and the Dumpling,Ó usingAmerican Sign Language. The collaboration of the two schoolswas an inspiring example of communities working togetherto include all children and the energy and enthusiasm of thestudents set the tone for the day.

The Federation was pleased to be able to offer 30 workshops,including information for parents of younger children, in eitherSpanish or Portuguese, plus simultaneous translations forworkshops offered in English.

This year's conference was a great success and helped confirmour important role in helping families of children with specialneeds maximize their childrenÕs futures! The conference was awonderful collaboration by Family TIES (Together In EnhancingSupport) and PAL (Parent Advocacy League), who are part ofthe Federation, as well as MassachusettsÕ Families Organizingfor Change. We extend our thanks to Polly Sherman, the chairof the conference planning committee, the committee members,the volunteers, exhibitors, and the presenters, and of course, themany family members who took the time to attend. We lookforward to seeing you all again next year!

First Federation Conference of the Millenniumcontinued from page 1

Actor in the play “The Funny Old Man and the Dumpling”

Susan Nadworthy (left), planning committee member, and Brooke Heraty ofthe Federation at the registration table

Conference volunteers

NewsLineEditors:Beth DworetzkyLayout & Design:Nummi NummerdorAdvertising:Brooke HeratyContributors:Betsy Anderson, Sandy Blanes, Kathy Cruz,Peggy Curran, Cara Donahue, BethDworetzky, Daniel T.S. Heffernan, BrookeHeraty, Julia Landau, Gisel Pimentel, BarbaraPopper, Richard Robison, Diana Rocha,Carolyn Romano, Polly Sherman, MargaretSmith, Phyllis Sneirson, Joanne Spencer,Eileen Souza, Donna Welles, Nora Wells

NewsLine is a quarterly publication of theFederation for Children with SpecialNeeds, 1135 Tremont St., Ste. 420 Boston,MA 02120.

NewsLine is supported in part by a grantfrom the U.S. Department of Education,Office of Special Education and RehabilitativeServices.The views and opinions herein donot necessarily reflect views or policies ofthe U.S. Department of Education, or of theFederation for Children with Special Needs.Ads herein do not constitute endorsementby the Federation for products, services, ororganizations.

NewsLine contents are copyrighted by theFederation for Children with SpecialNeeds; some material may carry othercopyrights as well (noted whereappropriate). Permission is granted toquote from us at length, while givingcredit to NewsLine, a publication of TheFederation for Children with SpecialNeeds (and original author, if appropriate).

NewsLine’s mailing list is occasionally madeavailable to organizations in which webelieve our readers may have interest.If you wish your name to be withheld,please call or write the Federation’sBoston office to inform us.

The Federation for Children withSpecial Needs, Inc.Our Mission:To provide information, support, andassistance to parents of children withdisabilities, their professional partners,and their communities.We arecommitted to listening to and learningfrom families, and encouraging fullparticipation in community life by allpeople, especially those with disabilities.

Board of Directors:Dan Heffernan, President;Peter Brennan,Treasurer;Miryam Wiley, ClerkEd DeNoble, Linda Downer, Jack Foley,Robin Foley,William Henderson,Anne Howard, Sara Miranda,Deborah Smith-Pressley, Kim YoshidaExecutive Director:Richard J. Robison

DPH Associate Commissioner Debbie Klein-Walkerspeaks with Richard Taylor of the Massachusetts

Department of EducationProfessor Gunnar Dybwad

Richard Taylor of the MassachusettsDepartment of Education

Cast from the play “The Funny Old Man and the Dumpling”

DMR Commissioner Gerry Morrisey

* * * PLEASE MAKE A CONTRIBUTION TODAY * * *

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Please include this form with your check made payable to:Federation for Children with Special Needs, 1135 Tremont Street, Suite 420, Boston, MA 02120The Federation for Children with Special Needs, Inc. is a 50l(c)3 organization.

Now you can donate online! Visit us on the web at www.fcsn.org.

YES! I will help the Federation continue its Mission! I want to support the Federation for Children with Special Needs.Enclosed is my gift.

met. Family members should monitor earningsmonthly and contact the SSA as soon as SSIcash payments stop to insure that the 1619(b)determination is made.

Will there be a point when myMedicaid will end?Yes. Your gross earnings must fall below athreshold amount in order to remain eligible forMedicaid. In 2001, the threshold amount for aperson with disability in Massachusetts is$25,486.36. Earnings at or above this amountare considered to be enough to replace the costof Medicaid coverage. You may later qualify,however, if your earnings fall below this amountwithin 12 months and all other eligibility criteriacontinue to be met. Individualized thresholdamounts can be computed if there are unusuallyhigh medical costs, work expenses or a Plan toAchieve Self Support (PASS).

What if I canÕt afford health insurancebut I am earning too much to receiveMedicaid?If you lose your medical coverage due toincreased earnings, you may buy in to theMedicaid program. In Massachusetts, this is

called the CommonHealth program. It allowspeople with disabilities who are working to pur-chase Medicaid. There are no resource limits forpurchasing CommonHealth, as there are forSSI/MassHealth eligibility. Members pay amonthly premium according to a sliding scalefee based on income and family size. For moreinformation about CommonHealth, call theDisability Law Center at the number below orcall Health Care For All at: (800) 272-4232TTY: (800) 954-5258.

This is a product of Opening Doors, a collabo-rative project of the Institute for CommunityInclusion, Federation for Children with SpecialNeeds, and the Disability Law Center onincreasing utilization of SSI work incentives.For more information about MassHealth, call:

The Disability Law Center(617) 723-8455

Suggested topics for future newsletters are wel-comed. If you have questions related to SSI andSSI work incentives, contact:

Elena VarneyInstitute for Community Inclusion/UAPChildrenÕs Hospital300 Longwood AvenueBoston, MA 02115(617) 355-8022

Making SSI Workcontinued from page 5 ABILITIES

EXPOSeptember 21Ð23, 2001Bayside Expo Center

Boston

Get ready to break down more barriersand expand your capabilities. ThatÕswhat you can look forward to at the

ABILITIES EXPO in Boston.

ABILITIES EXPO is the perfect placefor people with disabilities, family

members, caregivers, senior citizens,and health care and education profes-

sionals to find out about the latestadvances in assisten and independent

living products and services.

For more information oneducational workshopsand events, log on to:

www.abilitiesexpo.com

Teaching Students withDisabilities to ReadThis PEER Resource Booklet introducesparents and teachers to aspects of effectivereading instruction that should be consideredwhen teaching reading to students with dis-abilities. The booklet is organized into sevenchapters. Each chapter describes essentialskill building and teaching activities.Chapters include: phonological awareness,systematic phonics instruction, word identifi-cation, supported passage reading, fluentreading, reading comprehension, and earlyintervention in reading.

42 pages. 2000. $8.00

Item Quantity Price Total

Totalsname

address

city, state, zip

enclosed is my check for $

please charge $ ❑ mastercard ❑ visa

card # exp. date

Signature

Prices include shipping. Checks to:Federation for Children with SpecialNeeds, 1135 Tremont Street, Ste. 420

Boston, MA 02120Orders must be pre-paid. Thank you!

Federation Publications Order Form order by phone (800) 331-0688

please attach another sheet if you need more room

Federation Publications CatalogEvery Single StudentEvery Single Student: A PEER ResourceManual on Standards-Based Education andStudents with Disabilities covers a broadrange of topics relevant to the education ofstudents with disabilities in todayÕs schools.With national attention now focusedon improvingeducation for allstudents, thismanual providespractical informa-tion to help parents,teachers, and advo-

cates understand standards-based education reformand ensure that students with disabilities benefitfrom education reform efforts.

97 pages. 1999. $35.00Available in English or Spanish (Todo Alumno). Preventing Reading

Difficulties Throughthe Early Identificationof Children withSpecial Literacy NeedsLearning to read is a gradual process thatstarts long before children begin formalschooling. This resource brief helps parentsand professionals to identify factors that mayinterfere with literacy development in youngchildren. The purpose of early identificationis not to attach labels to children, but toprovide intervention as early as possible,thereby preventing later reading difficulties.

10 pages. 2000. $3.00

2001 Summer CampDirectory:A Listing of Day andResidential SummerCamp ProgramsPublished annually by the Federation,the Summer Camp Directory bookletprovides information on 80 day andresidential summer camps, plus a listing oflocal community resources. It providesguidelines for selecting a camp, andsuggestions for including children withdisabilities in regular camps.

44 pages. 2001. $6.25

Teams of family leaders have completedinterviews with seven managed health careplans in Massachusetts; three more areplanned. Similar interviews are underwayin 10 other states as part of this nationalproject, funded by the Packard Foundation,with the assistance of New England Serveand the Department of Public Health inMassachusetts.

We extend special thanks to the excellentteams of parents in Massachusetts who con-ducted these interviews. Additionally, wethank the staffs of the managed care organi-zations that generously donated their timeto participate in these important discussionsabout the issues faced by children with spe-cial health care needs within the managedhealth care system.

The interviews have sparked concrete ideasof how families might learn more abouthealth plans and how plans might learnmore about the needs and concerns of fami-lies of children with special health care

needs. The information from the interviews,when completed, will be summarized andshared with participants and interested oth-ers as a tool for further discussions.

One of the goals of the project is toestablish relationships between familygroups and health insurers to ensure thatchildren with special health care needs arewell served by their managed care plans.Our next step is the Massachusetts Forumfor Children with Special Needs inManaged Care, to be held on Friday,October 26, 2001. Family leaders, staff ofmanaged care plans, health providers, andstate and local program and policy staffwill be invited to this day of discussionand planning around the issues of childrenwith special health needs in managed carein Massachusetts.

SAVE THE DATE!Massachusetts Forum for Children withSpecial Needs in Managed CareFriday, October 26, 2001

Update on Interviews with Managed CarePlans in Massachusetts

Health Newsfrom

at the Federation for Children with Special Needs

Visit the site to learnabout the Bright Futuresproject and how you andhealth care providers canbe partners in caring foryour child.

Share your ideas or getsuggestions from others.Visit the Bright FuturesFamily Talkcardinteractive web pages toexchange ideas and tipsabout specific parentingissues.

Download Your OwnCopy of:

¥ Bright Futures FamilyPocket Guide

¥ Bright Futures FamilyTalkcard Sets

¥ Bright Futures HealthCare Visit Checklists

Bright Futures for Familiesis a Family Voices projectat the Federation forChildren with SpecialNeeds.

New Website for Families!www.brightfuturesforfamilies.org

Introducing www.massfamilyvoices.org,your online connection to MassachusettsFamily Voices, the state chapter for FamilyVoices, a national grassroots organizationspeaking out for families with children withspecial health care needs.

Visit the website and find:

Insurance Corner and otherprograms of interest:

¥ Frequently Asked Questions aboutMassHealth (formerly known asMedicaid)

¥ Information about the Medical HomeInitiative

¥ Information about public benefitsprograms

¥ Hotline numbers

Legislative News:¥ Updates on pending Massachusetts bills

and budget items ¥ Updates on federal bills and budget

items

A Family Voice:¥ Personal stories of families here in

Massachusetts

Activities:¥ Mass Family Advisor Initiative project

Benefits of adding your voice toMass Family Voices:

¥ Belong to a network of families¥ Receive quarterly informational

mailings¥ Make a difference in Massachusetts

How to connect with us: If you want to join, have information toshare or comments about the web site,please contact: Polly Sherman atpolly.sherman@state.ma.us or1-508-947-1231; Peggy Curran atpcurran@fcsn.org or 1-800-331-0688, ext. 155

In collaboration with the Federationfor Children with Special Needs

Introducingmassfamilyvoices.org

Raising healthy children isimportant and hard workÑ24 hours a day. Accessinginformation at any time ishelpful for families.

At a time when the rising cost ofmedication is on everyoneÕs mind,Massachusetts has created a newoption for affordable prescriptiondrug coverage. On April 1, 2001, thePrescription Advantage plan went intoeffect. It provides elderly citizens andpersons with qualified disabilitiesaffordable, comprehensive prescriptiondrug coverage.

The MassachusettsExecutive Officeof Elder Affairsadministers this plan,which replaces theCommonwealthÕsPHARMACYProgram andPHARMACYProgram Plus.PrescriptionAdvantage coversthe same individuals who had beenenrolled in those plans, but provides ahigher level of coverage to more people.

Prescription Advantage is open to mostMassachusetts elders. Basically, any elderwho is a resident of Massachusetts andis not a member of any MassHealthprogram (MassachusettsÕs Medicaidprograms), is eligible for PrescriptionAdvantage. Enrollees must be:

1. 65 years old or older; or

2. Less than 65, have a qualifieddisability, have a gross annualhousehold income of less than$15,708 for individuals or$21,156 for married couples, andeither do not work, or work 40hours or less per month; or

3. Enrolled in the PHARMACYProgram or PHARMACY ProgramPlus as of March 31, 2001.

Prescription Advantage pays for mostprescription drugs, including insulin anddisposable insulin syringes with needles.

Monthly premiums and annualdeductibles are determined on a slidingscale based on household income.In cases of very low income,Massachusetts will pay the premiumsand deductibles, with the insured only

paying the prescrip-tion co-payment.Higher incomeenrollees pay amaximum monthlypremium of $82 anda maximum annualdeductible of $500.

Unlike mostprescription drugplans, PrescriptionAdvantage has no

limit on benefits. No enrollee will paymore than $2,000 or 10% of theirincome (whichever is less) in annualout-of-pocket expenses.

At a time when elders and persons withqualified disabilities are worried abouttheir quality of life and how prescriptiondrug costs will affect them, PrescriptionAdvantage is worth investigating. First-of-its-kind in the nation, PrescriptionAdvantage will enable elders andpersons with qualified disabilities tohave the prescription drug coverage theyneed at a reasonable cost.

Enrollment Forms for PrescriptionAdvantage are available by callingtoll-free, 1-800-AGE-INFO(1-800-243-4636), by logging ontowww.800AgeInfo.com, or toll-free byteletypewriter (TTY) at 1-877-610-0241.Forms can also be obtained by mail at:Prescription Advantage, PO Box 15153,Worcester, MA 01615-0153.

is a national grassroots organization offamilies and friends speaking on behalfof children with special health care needs.

The Federation is one of the founding members of Family Voices and conductsFamily Voices projects from the Federation office in Boston.

Affordable Drug Coverage forMassachusetts Elders and Peoplewith Qualified Disabilities Do you or anyone you know have a child or ado-

lescent whose life is affected by an emotional,behavioral, or mental health disorder? If so, youwill want to participate in a series of workshopscalled Visions for Tomorrow.

In March 2000, the Parent/ProfessionalAdvocacy League (PAL), in collaboration withNAMI-MASS, sponsored an intensive trainingfor 30 people who will soon be teaching Visionsfor Tomorrow. Visions for Tomorrow is aneducational course for parents and other care-givers of children who have been diagnosedwith brain disorders as well as those who exhibitbehavior that strongly suggests such a diagnosis.The Visions curriculum balances educationalmaterials and skills training with self-care, emo-tional support and empowerment. ADD/ADHD,PDD/Autism, Tourette Syndrome, ConductDisorder, Bipolar Disorder, Depression, EatingDisorders, Obsessive-Compulsive Disorder,Schizophrenia, Panic Disorder, and AnxietyDisorders are a few of the diagnoses addressedin the curriculum.

There is no charge for the course. A binder withmaterials will be given to each person whoattends the classes. The course has been designedand written by experienced caregivers, familymembers, and professionals in Texas and is beingoffered for the first time in Massachusetts.Visions classes will be offered at many locationsthroughout the state. For more information, or toregister, call Anne Khudari at 800-370-9085 orLisa Lambert at 800-537-0046.

(PAL is the Massachusetts Chapter of theFederation of Families for ChildrenÕs MentalHealth and works in collaboration with theFederation for Children with Special Needs).

News

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Non-ProfitU.S. Postage

PAIDBOSTON, MAPERMIT NO.

50539

Federation for Children with Special Needs1135 Tremont Street, Ste. 420Boston, MA 02120617-236-7210 Voice/TDDMA Toll Free 800-331-0688email: kidinfo@fcsn.orgweb: www.fcsn.org

Central Massachusetts (508) 798-0531 ¥ Western Massachusetts (877) 388-8180 ¥ Cape Cod (508) 778-0442

PARENT COORDINATORFamily TIES, Western Region

Family TIES, the statewide information andsupport network for families of children withspecial needs, is hiring a Parent Coordinatorin the Western Region of the state. This is a20-hour per week position, with benefits.

Applicants must:¥ Have strong communication,

interpersonal and presentation skills,

¥ Be knowledgeable of the laws andservices for children with disabilities,

¥ Have experience working with otherparents,

¥ Must be able to travel within the state.

¥ Computer skills (Microsoft Access)and bilingual a plus.

Send resume and /or letter of interest to:Polly Sherman, Family TIES NetworkDirector, Department of Public HealthÑSoutheast Regional Office, 109 RhodeIsland Road, Lakeville, MA 02347Phone: 617-727-1440, FAX: 617-727-9296

ADMINISTRATIVEASSISTANTFederation for Children withSpecial Needs

Family Voices at the Federation forChildren with Special Needs is lookingfor part-time administrative help,15 Ð 20 hours per week.

For more information, call Nora Wells orPeggy Curran at 1-800-331-0688 or e-mail:nwells@fcsn.org or pcurran@fcsn.org.

INFORMATIONSPECIALISTFederation for Childrenwith Special Needs,Hyannis Office Parent Training andInformation (PRI) Center

Summary: Information Specialists provideinformation, technical assistance, and follow-upsupport to parents of children with specialneeds, and their professional partners, with thegoal of providing quality educational servicesto all. Information is shared via telephonecontact, at Federation workshops, and throughcommunity outreach.

This 20-hour per week position is primarilybased at the C.O.R.D. Office in Hyannis,MA and requires a motivated self-starter whois able to work independently. Support andguidance is provided from the FederationÕsBoston office.

To apply, send resume and cover letter to:Margaret Marotta Smith, Associate DirectorSpecial Education Projects, Federation forChildren with Special Needs, 1135 Tremont St.,Boston MA 01220. (email: msmith@fcsn.org)

HelpWanted!