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:: INSOURCE Reports - Spring 2009
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Inside This Issue
Sharing Pride in Mason
 It is difficult to determine who expresses more pride in Mason’s accomplishments. . . . Mason, his parents, his fourth grade teacher, his special education teacher or the special education director. In fourth grade this year, Mason has experienced the satisfaction of accomplishment thanks, in part, to the use of technology. It is evident that much of this success has been the result of the parents and school personnel working in collaboration with one another to find the clues to help Mason grow and learn and to feel good about going to school.
Because Mason Metzger had been experiencing a great deal of frustration in school, his mom, Carissa, contacted Tom Ray, the principal of Washington Elementary in Warsaw, Indiana, before this school year began. She wanted to express her concerns and to advocate on Mason’s behalf. Mr. Ray gathered a team of people to meet with Mason’s mom and, together, they began to discuss what might work for Mason to help him achieve in school and to feel good about his school experience. “The school people were great on listening!” said Mason’s mom. One of the ideas they decided to try . . . and one that has been a turning point for Mason . . . has been the use of technology.
Mason has cerebral palsy and uses a wheelchair. Until working with Mason, his fourth grade teacher, Todd Winter, had never had a student with physical disabilities in his classroom and admits to having been somewhat apprehensive. One wouldn’t know that now! Mr. Winter states, “Mason inspires me; he inspires everyone. We continue to treat Mason as if there is nothing wrong while, at the same time, trying to level the playing field. Struggling is not bad; it’s o.k. We have attempted to create a safe environment for him. It is possible to overcome challenges. There’s an answer; we just have to find it.” “Mr. Winter,” says Mason’s mom, “is awesome!”
Mason, with the help of his resource room teacher, Melanie Slone, has learned how to create PowerPoint presentations which he develops in question and answer format much like the game of Jeopardy. Sometimes known now as Alex Trebek because of his skills in running the game of Jeopardy, Mason prepares these games for his fourth grade classmates as they review the material they’ve studied before a test. In fact, at a recent school board meeting, he demonstrated this technique and had the school board members take the role of the students. From all reports, his presentation was most impressive.
Mason’s story is helping us to “realize our mission to serve all kids,” states Tammy Ummel, Director of Special Education for the North Central Special Education Cooperative. “Celebrations are those daily accomplishments that take place in the general education classroom and we’re here to support what happens there.” She credits strong building level leadership for Mason’s success. It was an extraordinary example of teamwork and working to remove barriers while creating more opportunities for Mason.
In sharing Mason’s story, we, too, celebrate his accomplishments and the accomplishments of his “awesome” team. May Mason (aka Alex Trebek) and his peers continue to experience cause for celebration.
It’s Spring and Time to Think Green
 Many people prefer their newsletters electronically. With that it mind, and to be conscious of the need to preserve our environment, we have been offering our readers that option. Surprisingly, with a mailing list of well over 10,000, so far only 146 individuals have requested the newsletter in electronic format. We are certain that there are many more who would prefer the electronic version and we urge you to consider this option. We have no immediate plans to discontinue publishing the print version of the newsletter, but we do plan to continue to offer to send it electronically and it will continue to be posted to our website. Please contact us at insource@insource.org so that we can add you to our electronic mailing list. Thank you for helping us think green.
From the Desk of the Executive Director...
A major concern for parents as well as teachers is how to help children who experience difficulty in school. All parents want to see their child excel, and it can be very frustrating when a child falls behind in either learning to read, achieving in math and other subjects, or getting along socially with peers and teachers. Response to Intervention (RTI) is a multi-step approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI allows for early intervention by providing academic and behavioral supports rather than waiting for a child to fail before offering help. (Klotz & Canter, 2007)
Indiana’s vision of Response to Intervention is a framework for prevention, advancement and early intervention, which involves determining whether all students are learning and progressing optimally academically, socially, emotionally and behaviorally when provided with high quality instruction that addresses all aspects of the students. Indiana RTI offers the opportunity to integrate, collaborate and cooperate across various educational initiatives to set in place a systemic process that ensures all students learn.
As a comprehensive, systemwide, all inclusive approach, RTI is fairly new. Some states are further along than Indiana, others are behind us. Although they may be at different places, most all states are working to develop and implement what are generally accepted as the following essential components of RTI:
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High quality, “scientific research-based instruction” and behavioral support in general education.
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“Universal (school-wide or district-wide) screening” of academics and behavior in order to determine which students need closer monitoring or additional interventions.
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Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need.
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Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.
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“Continuous monitoring of student progress” during the interventions, using objective information to determine if students are meeting goals.
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Follow-up measures providing information that the intervention was implemented as intended and with appropriate consistency.
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Documentation of parent involvement throughout the process.
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Documentation that any special education evaluation timelines specified in state regulations are followed unless both the parents and the school team agree to an extension. (Klotz & Canter, 2007)
“Universal Screening” is a step taken by school personnel early in the school year to determine which students are “at risk” for not meeting grade level standards or those who have behavioral or emotional issues that may interfere with their learning. Universal screening can be accomplished by reviewing recent results of state tests or by administering an academic or behavioral screening assessment to all students in a given grade level. Those students whose test scores or screening results fall below a certain cut-off are identified as needing more specialized academic or behavioral interventions.
“Student Progress Monitoring” is a scientifically based practice that is used to frequently assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.
“Scientific, Research-Based Instruction” refers to specific curricula and educational interventions that have been proven to be effective–that is, the research has been reported in scientific, peer-reviewed journals.
How can we, as parents, be involved in the RTI process? Effective home-school collaboration includes open communication and involvement of parents in all stages of the learning process. It is important to be informed about your school’s RTI process. It is important to be a partner in that process. What follows is a list of questions you might want to ask.
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Does our school use an RTI process? If not, are there plans to adopt one? Please be aware that your school may call their procedures “a problem solving process” or may have some other name for their procedures, e.g., Student Assistance Team or Instructional Support Team, and may not use the specific RTI terminology.
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Are there written materials for parents explaining the RTI process? How can parents be involved in the various phases of the RTI process?
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What interventions are being used, and are these scientifically based as supported by research?
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What length of time is recommended for an intervention before determining if the student is making adequate progress?
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How do school personnel check to be sure that the interventions are carried out as planned?
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What techniques are being used to monitor student progress and the effectiveness of the interventions? Does the school provide parents with regular progress monitoring reports?
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At what point in the process are parents informed of their right to request an evaluation for special education eligibility?
Remember, RTI is new. And, at this point, it is not required. Local school districts across the state may be at very different places from just learning about the concept and process to having many of the essential components in place.
Also, please understand that RTI is not a special education program or initiative. It is a systemic process that ensures all students learn.
Over the next few months, you should expect to hear more about Response to Intervention. I will talk more about it in my column. I am excited about the RTI process. I believe it will find students where they are and, through sound interventions and support, help them get to where they want and need to be. In the meantime, if you want to learn more about RTI, go to www.doe.in.gov/indiana-rti/ . You will find a wealth of information at our state site.
 As Always, Best Wishes!
Richard Burden
CEL Reports...
by Paul Ash, Assistant Director
Center for Exceptional Learners, Indiana Department of Education
A Few Life-Lessons
In the fall of 1970, after stints as a graduate teaching assistant at Ball State and teaching the first special education class at Blue River Valley Schools, I had an opportunity to join the staff of the Indiana Department of Education, Division of Special Education. That was before mandatory special education (there was a Form X…for exclusion…that legally allowed students “who would not benefit from an education” to be excluded from school), before IEPs, before a lot of things. Much has changed in 39 years.
I share this because I will be retiring from the Department of Education later this Spring and this will likely be my last contribution to the IN*SOURCE Newsletter in this capacity. It has been a wonderful career, full of challenges and opportunities, and many satisfactions in working with caring parents, professionals and peers on behalf of deserving students. Thank you for being part of that experience and thanks for providing this forum to periodically share updates, information, and advice from the Department of Education.
This is an ideal time to share advice…which is always cheap…and hopefully serve as a guide and advisor by sharing a few life-lessons learned over four decades.
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Good manners are always in style. We can’t all be beautiful, handsome or brilliant, but we can always be polite. Good manners go a long way and will help you get your way.
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Respect others…show respect by paying attention, letting others talk, respectfully disagreeing. After all, it is good manners.
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Take someone with you to important meetings. Take a spouse, friend, neighbor or advocate with you to case conferences. They will pick up on things you will miss. I always want my wife to go with me to doctor appointments because she picks up on things I miss. It must be her superhuman hearing.
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Pick battles carefully, don’t quibble over every little thing. Decide what is most important and work from there. If “all of our conferences last 6 hours” or “we’ve had eight conferences already this year” then something is likely very wrong. Make sure it is not you.
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Be aware of the stress of parenting a child with a disability. The statistics and anecdotal information are powerful. It is stressful to parent a child with a disability and many families cannot withstand the stress. Get help!
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There is a logical continuum of dispute resolution. If there is a dispute in a case conference, the fastest, friendliest resolution is another case conference. If that doesn’t work, think about a facilitated case conference. Special Education Mediation is relatively fast, free, friendly and effective. A due process hearing should be the last resort. It is not necessarily fast or free…and is not friendly…but you always get a decision!
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Don’t worry about buyers’ remorse…go back to CCC. What if you agree (or don’t agree) to something in a case conference or IEP and later regret it. Don’t worry, reconvene the case conference. Mistakes can be undone. Changes can be made. If truly in doubt, try something for 2-3 months and then reconvene. An IEP can’t be for more than 12 months, but it can be for less than 12 months.
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The CCC is the “sacred” decision-making body in special education. All important issues should be considered by the case conference committee.
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Parents and schools have equal decision-making authority in the case conference process. Ideally, all case conference decisions would be consensus agreements of all participants. In reality, case conference agreement is achieved when the parent(s) and the school representative are in agreement. Neither party can “railroad” a decision or the other party. Both parties have equal decision-making power…and the decision-making should be on behalf of the child.
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Agree on what you can agree on. If there are sticking points or issues of dispute, hold these for another meeting or mediation or a hearing. In the meantime, agree to those things on which there is agreement so you and the school and your child can get on with life and education.
And finally, I want to thank all of those who tolerated me in my early career when I knew everything…and all who have been tolerant in later years as I wondered if I knew anything.
. . . and we would all do well to heed Paul’s sage advice. We thank you, Paul, for your collaboration and friendship for a good part of those 39 years. We wish you good fortune as you begin the next chapter of what we hope will continue to be a wonderful journey as you encounter new challenges, opportunities and satisfactions |
All the Best to Kathy and Paula
 After a decade of dedicated service to families of children with special needs as IN*SOURCE Regional Program Specialists, Kathy Vermeulen and Paula Guzzo have resigned their positions. 
Kathy served families in the East Central Indiana area and Paula served families in Southwest Indiana. Not only did they both demonstrate unswerving commitment to families as they assisted them to help their sons and daughters access appropriate programs and services, they established collaborative working relationships with many of the schools and agencies in their areas with a view toward positive outcomes for students with disabilities.
We thank them for their ten years of help to IN*SOURCE as we strive to support Indiana’s families of children with disabilities and we wish them both all the best and some quality time to enjoy with their families.
Phone Followup
 Students who had IEPs and who completed school 1, 3 or 5 years ago might be receiving a call asking if he/she is employed and/or is enrolled in postsecondary education. The data gathered from these students or their family members as the result of these calls are compiled and prepared in a report that is submitted to the U.S. Department of Education. From this information, Indiana’s schools can learn how well they are preparing students for postsecondary education and employment; therefore, it is important to provide thoughtful responses to these calls. Should you wish to learn more about the post school follow up system, contact Adam Bauserman at Ball State University, adbauserman@bs.edu (765) 285-7661
Family Support Center on Disabilities
 The new Family Support Center on Disabilities: Knowledge and Involvement Network (KIN) operates a toll-free family support telephone hotline in English and Spanish to connect individuals with disabilities and their families to resources on family support. KIN  is funded by the Administration on Developmental Disabilities, Administration for Children and Families, U.S. Department of Health and Human Services. For more information go to their website at www.familysupportclearinghouse.org or call (phone/TTY) 1-877-535-7575.
Rule Changes
The State Board of Education has set in motion the rule change or promulgation process that will revise our state special education rule (Article 7) to incorporate two amendments to the federal Individuals with Disabilities Education Act (IDEA) that became effective at the end of 2008.
The first of these amendments would codify or put into Article 7 the parent’s right to revoke consent for special education and related services at any point after the parent has given consent for the initiation of special education and related services.
The second revision would codify that any party to a due process hearing would have the right to be represented by an individual who is not an attorney.
Again, these changes are required to come into compliance with the federal law. The specific language has not yet been finalized. Once that happens, the promulgation process will begin and that will include the opportunity for public comment.
Thanks to Bill and Kyle
 At a recent meeting, the IN*SOURCE Board recognized two long-time Board members for their dedicated service to IN*SOURCE and to Hoosier students with disabilities and their families. Bill Przybysz and Kyle Payne resigned from the IN*SOURCE Board of Directors after having volunteered their time for many years to provide their thoughtful and valued insight as Board members. We thank them and wish them both well.
Information Available on Video
 The Arc of Indiana has released three videos that provide information on priority Medicaid Waivers. In certain situations, home and community-based services through a Medicaid Waiver can provide services without an eligible person having to be on a waiting list. Priority for services includes people with developmental disabilities who are graduates of special education programs; those who live with an aging caregiver; and those who want to move out of a nursing home. The videos also explain why it is important to apply for Waivers and get on a waiting list if you are not in one of the priority categories. Watch the videos and share this information with others who might benefit. All of The Arc of Indiana’s videos are available on their video gallery at http://www.arcind.org/The_Arc_of_Indiana’s Video_Gallery.htm.
(from The Arc of Indiana Good News Friday, March 6, 2009)
NOTE THE ARTICLE ON MEDICAID WAIVERS ON PAGE 6 OF THIS NEWSLETTER
Welcome New Staff
Anita Lewis
(812) 385-5805
alewis@insource.org
 Anita lives in Princeton, Indiana, in Gibson County, with her husband, David, and twin sons—Zachary and Brandon (age 16). Brandon has a learning disability and attention deficit hyperactivity disorder. Anita attended Oakland City University where she studied elementary education and special education, earning her BA in Education. Anita is frequently called to substitute for teachers and for aides for the schools in her area. She is also the coordinator for the local CHADD support group, Gibson-County CHADD (Children and Adults with Attention/Deficit Hyperactivity Disorder). She became interested in advocating for families after advocating for her own son. She is pleased to be a part of the IN*SOURCE staff and looks forward to working with parents and assisting them to be effective advocates for their sons and daughters.
Anita is assisting families in DuBois, Gibson, Pike, Posey, Spencer, Vanderburgh, and Warrick counties.
Maggie Mattingly
(765) 649-9166
mmattingly@insource.org
 Maggie lives in Anderson, Indiana and has three children, two of whom have special needs. Her children are Brandi (age 15), Meaghan (age 12) and Ryan (age 7). Maggie began Sibshops in Madison County and is helping others get started in Anderson and Grant County. She began a support group, “Through the Eyes of Special Kids” and held resource breakfasts in order to connect families with other families and with available resources in their area. She is looking forward to supporting families in Region 9 as a Regional Program Specialist.
Maggie is assisting families in Blackford, Delaware, Fayette, Grant, Henry, Madison, Randolph, Rush, Union, and Wayne counties.
"Some people strengthen the society just by
being
the kind of people they are."
John W. Gardner
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Congratulations, Ruth
Veteran Regional Parent Resource (RPR), Ruth Kimberley, was the recipient of the 2008 Distinguished Leadership Award (given each year, to the parent of a child with a disability) at the 2008 Indiana Governor’s Council Conference for People with Disabilities. Ruth, of Vincennes, Indiana, is the co-founder and assistant director of the ATTIC Independent Living Center in Vincennes. Many local, state and national organizations have benefitted from her expertise and her dedicated service, and we are pleased that IN*SOURCE has had the good fortune to have worked with her and to have enjoyed her friendship for so many years. Congratulations, Ruth!
Regional Staff Receives Award
 Gloria Wall, IN*SOURCE Regional Program Specialist serving several counties in Northeast Indiana, was recently awarded the Steven L. Bailey Memorial Award by the Youth Services Bureau of Huntington County. This award is presented annually to an individual who “demonstrates a strong compassion for the youth and families of Huntington County” and who has empowered, encouraged and supported them. Gloria was taken completely by surprise when presented with the award in the presence of her family. We share her family’s pride in this well deserved recognition as a valued asset to her community. We congratulate you, Gloria!
rRPRs Elected to the Arc US Board of Directors
Congratulations to two long-time IN*SOURCE Regional Parent Resources (RPRs), from LaGrange County, who are currently representing Indiana on The Arc US Board of Directors. Susan Bassett, a member of the Arc of Indiana Board of Directors and a member of Arc Opportunities, local chapter of The Arc in LaGrange County, has been elected to serve on the Board of The Arc US. Deb Seman, a longtime local Arc executive director, was elected to the Board to represent the National Conference of Executives of The Arc (NCE). We are pleased to share the news of this well deserved tribute to the remarkable commitment demonstrated by Susan and Deb, and we wish them the best as they pursue their new responsibilities.
A Request from the Indiana Family to Family Initiative
The Indiana Family to Family (F2F) Initiative is a project linking Indiana families to people, information, and resources within their own communities. They bring together parents of children with disabilities, developmental delays or special health care needs so that they can share their knowledge, concerns, and experiences with one another.
F2F is currently looking for families to serve as Parent Mentors. A Parent Mentor is a trained volunteer parent of a child with special needs who has gone through the First Steps system and who is willing to give peer support to another parent whose child is currently in the system.
If you are interested in being considered as a Parent Mentor, go to www.aboutspecialkids.org and click on Parent Mentor to access the on-line training. If your family is currently receiving First Steps services and you would like to be matched with a Parent Mentor, go to www.inf2f.org and click on Services to find the contact information for your area.
If you have questions, contact Jane Scott at About Special Kids (ASK) at (317) 257-8683 or 1-800-964-4746 or e-mail familynetw@aboutspecialkids.org.
Important Information for High School Students
with Disabilities Leaving School
from
advocating for people with developmental disabilities and their families since 1956
If your son, daughter, or loved one is leaving high school and was enrolled in special education services, he or she may immediately be eligible for services funded by a program called the Support Services Medicaid Waiver. Following is important information about the Support Services Medicaid Waiver and how you can apply.
What is the Support Services Medicaid waiver?
What services are covered?
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Services that may be provided include: respite care, therapies, pre-vocational services, employment supports, adult day services, behavior supports, supports to participate in the community, supports to families for an individual to live at home, family and caregiver training, and transportation.
How do you qualify?
Where do you apply?
Why is it important to apply now?
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In most cases, there is a long waiting list to obtain the Support Services Medicaid Waiver. However, to assure that graduates of special education programs receive ongoing services, the State of Indiana will provide this waiver to graduates of special education programs without having to be on a waiting list. Do not miss this opportunity to apply - now.
Where can you get more information?
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Contact The Arc of Indiana and ask for information about the Support Services Medicaid Waiver.
Call: 800-382-9100 or 317-977-2375. Website: www.arcin.org
 New College List and Camp List Available
The list of Colleges and Postsecondary Services for Persons with Disabilities is updated annually by IN*SOURCE for the Center for Exceptional Learners. The 2009-2010 list is now available and can be found on the IN*SOURCE website (www.insource.org) and on the Center for Exceptional Learners website (www.doe.in.gov/exceptional). The Summer Camp List, containing brief descriptions of summer camps serving students with disabilities, is also available on both websites.
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Individual
Kent Alderton
Larry & Martha Bass
William & Dawn Buckley
Rich Burden
Wendy Colich
Kenneth & Margaret DeBoer
David & Cathy Emmel
Eugene & Carolyn Faulstich
Ruth Furman
Larry & Helen Gambaiani
Nancy Gring
Phillip & Holly Hamburg
Sally Hamburg
Bruce & Pamela Hanaway
Stephen & Cynthia Helmich
Ron & Nancy Karch
John Kelly
Susan Klein
Thomas & Sharon Kroll
Dory Lawrence
Willard & Wanda Leonard |
Thomas & Margaret Magnan
Linda Mautz
Theda Nixon
Bernard & Donna Olsen
William & Sharon Przybysz
Robert & Shelia Robertson
Daniel Ryan
Bill & Julia Simpson
Russ Van Overberghe
George & Patti Van Til
David & Julie Voor
Danny & Mildred Wales
Becky & Robert Zoerner
Corporate
AWS
Advanced Imaging Solutions
Apollo Printing & Graphics Center
Chick-Fil-A
Centier Bank
Commercial Office Products
Cullar & Associates, PC
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East Bank Emporium
Edward Jones/Tyler Glynn
First City Bank
Hacienda Mexican Restaurants
Holland Insurance Group, LLC
Indiana Behavioral Services, LLC
Indiana University
J.R. Fox Jewelers
Juday Creek Golf Course
Martin’s Super Markets
McCormick Creek Golf Course
Ohio National Financial Services/Sander
Roseland Fruit & Garden Center
Saint Joseph Regional Medical Center
Sanders Agency, Inc.
Slatile Roofing & Sheet Metal Co., Inc.
Smith Chiropratic Center
South Bend Chocolate Company
South Bend Silver Hawks
TGI Fridays
Wade Eye Care, Inc.
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IU School of Continuing Studies Partners with Adaptive Technology Centers to offer Educational Accessibility for Students Learning at a Distance
The IU School of Continuing Studies (SCS) and Adaptive Technology Centers (ATC) have adopted a formal agreement to provide adaptive technologies to special needs students learning at a distance. The agreement provides these technologies to IU SCS students at no cost to the student.
IU Adaptive Technology Centers are well versed in providing cutting-edge technologies to students on each of IU’s campuses. ATC is pleased to have the opportunity to expand services to IU students with many kinds of disabilities who are learning at a distance through SCS. The Center provides services for students who need assistance due to visual (blindness and low vision), mobility, hearing, and learning (dyslexia, ADHD, and others) disabilities.
“Advances in information and adaptive technology make it possible to support distance students with disabilities in the same way their peers are supported on any of the IU campuses,” said Margaret Londergan, manager of Adaptive Technology Centers. “We strive to provide all students with barrier-free access to all Indiana University academic offerings.”
“We are so pleased that the Adaptive Technology Centers are willing to work with our distance education students who happen to have disabilities,” said Eileen Balliet, disabilities coordinator for the IU School of Continuing Studies. “This allows us to provide our students with the same cutting-edge tools students on campus currently receive to equalize their access to education.”
The School of Continuing Studies offers a wide variety of educational options to students with special needs, including self-paced online and correspondence courses, semester-based online courses, and an associate and bachelor’s degree in general studies. The extent to which these services are supplied is based on individual needs as supported by documentation and on the academic requirements of the courses.
For more information, visit www.scs.indiana.edu/special_needs.html or www.indiana.edu/~iuadapts, or call 800.334.1011. TTY users may contact 866.270.2901.
SSI Available on a Debit Card
 Social Security Income (SSI) recipients can now have their payments put on a debit card which can be used to make purchases, pay bills and get cash at many locations. The new program, called Direct Express, provides an alternative for people without checking accounts to receive their SSI payments. Direct deposit is still considered the best option for SSI recipients who have checking accounts. However, individuals who still receive paper checks are encouraged to enroll in the Direct Express program. To learn more and sign up for Direct Express, visit www.fms.treas.gov/directexpresscard/.
(from ontarget, December, 2008, a publication of the Indiana Governor’s Council for People with Disabilities.)
New rules are in place that affect the planning for students as they make the transition from school to adult life. Parent participation is key. Sessions are being held to assist families to understand how to participate in the process. If your son or daughter is age 13 or older or if he or she will be entering high school or perhaps is already in high school, you are invited to attend one of these sessions.
 Thursday, April 9th in Evansville- Tuesday, April 14th in Columbus
- Wednesday, April 15th in Indianapolis
- Wednesday, April 29th in Merrillville
- Thursday, April 30th in Fort Wayne
All sessions are from 6 p.m. to 8:30 p.m. with registration beginning at 5:30 p.m. and times are local for the site. To register or for more information on specific locations, contact IN*SOURCE at (800) 332-4433 or insource@insource.org.
These trainings, supported by the Indiana Department of Education, are a collaborative effort between Indiana University, The Arc of Indiana and IN*SOURCE.
Partnering to Build Better IEPs: A Workshop
for Parents and Educators
 This all day workshop examines the critical components of building a strong IEP and will engage participants in practice during breakout sessions. Dr.  Dawn McGrath is the presenter at these sessions. She directs the ICAN Project and is the mother of two sons, the oldest of whom is a teenager with an IEP.
 Two of these sessions have already been held, one in Columbus and the other in Indianapolis. Another one is scheduled for Fort Wayne on the April 18th. To register for that session, contact dsani4u@aol.com or call (260) 471-9964. The workshops are  being co-sponsored by The Down Syndrome Association of Northeast Indiana (DSANI), Down Syndrome Indiana, the Columbus Area Down Syndrome Support Group, The Arc of Bartholomew County, IN*SOURCE and the Indiana Department of Education.
Watch the IN*SOURCE website for the announcement of additional workshops to be scheduled for this fall.
INSOURCE REPORTS is published three times a year by the Indiana Resource Center for Families with Special Needs, 1703 South Ironwood Drive, South Bend, Indiana 46613. INSOURCE REPORTS is funded, in part, through grants from the U.S. Department of Edcuation and the Indiana Department of Education. Views expressed here do not necessarily reflect those of the funding sources.
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