Search results for: “i-d-e-a-related-services”

This chart shows some of the 1997 amendments to the Act. Please note: this is only a partial overview and is not meant to substitute reading of the legislative language.

  Update: Anticipating Final Regulations for IDEA 1997 On June 23, 1998, the Labor, Health and Human Services, and Education Subcommittee of the House Appropriations Committee developed a draft of (marked up) the fiscal year 1999 bill and included several provisions that, if passed, would bring changes to IDEA 97.  The Appropriations Committee was scheduled to vote on the fiscal year 1999 spending bill on July 14, 1998, and send it on to the House on July 22. However, the bill has been pulled and is being held over until after Congress returns from its August recess. BEFORE  1997 IDEA AMENDMENTS Part A . Sec.602(1)(B).Definitions:”Child with a Disability” – allows use of “developmental delay” for ages 3-5. Sec. 602(3)(B). Definitions: “Child with a Disability” – allows use of “developmental delay” for ages 3 through 9 Sec. 612(2)(C). “Child Find”: States are required to identify, locate, and evaluate children with disabilities in need of special education & related services.  Sec. 612(a)(3). “Child Find”: Same, with following additions:a. “Child find” includes children with disabilities in private schools. b. Nothing in the Act requires classification by disability, as long as child meets federal eligibility definition.  Sec. 612(5)(B). “LRE”: States must have procedures to ensure that, to the maximum extent appropriate, children with disabilities, including those in public/private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting, with supplementary aids and services, cannot be achieved satisfactorily. Sec. 612(a)(5). “LRE”: Same, with following additions:a. If intrastate funding mechanism is based on type of setting, results cannot be placements that violate LRE. b. If State does not have policies/ procedures that comply with a. (see above), State must provide assurance that it will revise funding mechanism as soon as feasible to conform to a. Sec. 613(a)(4), (d). Children Enrolled in Private Schools:a. Special education & related service will be provided to children in private schools, if those children are placed there by SEA/LEA. b. Federal payment may not exceed “per child” amount for those children in public schools. Sec. 612(a)(10). Children in Private Schools:a. Children enrolled by parents in private schools are eligible for special education & related services under following requirements: (1) Amounts spent for those services shall be equal to a proportionate amount of federal funds available under Part B; (2) Services may be provided on premises of private, including parochial, schools, as consistent with law; (3) “Child find” shall apply to children in private, including parochial, schools. b. LEA is not required to reimburse costs of special education if parent unilaterally placed child in private school. (1) Reimbursement may be available if court/hearing officer determines that LEA had not made FAPE available in timely manner prior to enrollment in private school. (2) Reimbursement may be reduced or denied if: (a) at IEP meeting prior to removal, parents did not inform team that placement was rejected and that they intended to place child in private school at public expense; or, 10 business days prior to removal, parents did not give written notice to LEA of rejection of placement and intent to remove; (b) prior to removal, LEA informed parents of intent to evaluate child, but parents did not make child available; or(c) judicial finding of unreasonableness on parents’ part. (3) Reimbursement may not be reduced or denied for failure to provide notice [see (2)(a) above] if: (a) parents are illiterate and cannot write English; (b) compliance would result in physical/emotional harm to child; (c) school prevented parent from providing notice; or (d) parents had not receive notice of requirement. d. If public agencies (see c.) fail to provide or pay for services, LEA or SEA shall provide or pay for such services, and may then claim reimbursement for these services, and the responsible agencies shall pay in accord with agreements.e. Requirements of a. may be met through. (1) State statute or regulation; (2) signed agreements between agency officials; (3) other appropriate methods as determined by Governor or designee.  Sec. 613(a)(14). Personnel Standards: State shall establish and maintain standards to ensure that personnel are appropriately and adequately prepared and trained, including:a. standards consistent with any State-approved or recognized certification/ licenser or other comparable requirements; and, b. to the extent those standards are not based on highest requirements in the State applicable to a specific profession or discipline, steps State is taking to retrain or hire personnel that meet those highest requirements.  Sec. 612(a)(15). Personnel Standards: Same, with the following additions:a. State standards shall allow paraprofessionals and assistants who are appropriately trained and supervised to assist in provision of special education and related services. b. State may require LEAs to make ongoing good faith effort to recruit and hire appropriately and adequately trained personnel, including, in a geographic area of the State where there are shortages, the most qualified individuals available who are making satisfactory progress toward completing applicable course work necessary to meet the highest standard within three years.                 N/A  Sec. 612(a)(17). Participation in State Assessments: Children with disabilities will be included in general State and District wide assessments, with appropriate accommodations.a. SEA or LEA shall develop guidelines for participation; and, develop, and, no later than July 1, 2000, conduct alternate assessments. b. SEA must report, with the same frequency it does for non disabled students; (1) the number of children participating in regular assessments, and the number of children participating in alternate assessments; (2) performance on regular assessments, beginning not later than July 1, 1998, and on alternate assessments, not later than July 1, 2000. c. Performance data will be desegregated for assessments conducted after July 1, 1998; and, for assessments conducted prior to that date, if the State is required to desegregate data.  School-Based Improvement Plan: N/A  Sec. 613(g). School-Based Improvement Plan:a. SEA may grant authority to LEA to use Part B funds for a period not to exceed 3 years to permit a public school within its jurisdiction to design/implement school-based improvement plan  to improve educational/ transitional results for children with disabilities and non disabled children, as consistent with sec. 613(a)(4). b. LEA shall have sole responsibility for oversight of activities relating to design and implementation of plan. c. Plan shall: (1) be consistent with State Improvement Plan [sec. 651(b)]; (2) be designed, implemented, & evaluated by a school-based standing panel (see below); (3) include goals and measurable indicators to assess the progress of the school in meeting these goals; (4) ensure that all provisions of IEPs are met.  Sec. 614(d)(1). Direct Provision of Special Education & Related Services by the SEA: SEA will provide direct services to children with disabilities whenever SEA determines that LEAa. is unable or unwilling to establish/maintain FAPE; b. is unable or unwilling to be consolidated with other LEAs; c. has one or more children who can best be served by a regional or State center.  Sec. 613(h). Direct Services by the SEA: Current law with the following changes-SEA will provide direct services if LEA: a. has not provided information needed to establish eligibility; b. is unable [Delete “unwilling”] to establish/maintain FAPE.  Disciplinary Information: N/A  Sec. 613(j). Disciplinary Information:a. State may require LEAs to include, in the records of a child with a disability, statement of current or previous disciplinary action. b. Statement will be included in and transmitted with other student records to same extent that such information would be included in/transmitted with records for non disabled students. c. Statement may include description of any behavior that required disciplinary action, description of action taken, and other information relevant to child’s safety or safety of those involved with that child.  Sec. 612(20(C); 612(5)(C); 614(a)(1)(A). Evaluation:a. Both SEA and LEA must identify, locate, and evaluate children with disabilities to determine their eligibility for special education and related services. b. SEA must establish procedures to assure that testing and evaluation materials and placement procedures will be selected and administered so as not to be culturally or racially discriminatory.  Sec. 614(a)-(c). Evaluations and Reevaluations:a. SEA or LEA shall conduct initial evaluation to determine whether child is a child with a disability and to determine educational needs. (1) Agency must obtain informed consent from parents before conducting evaluation, and consent shall not be construed as consent for placement.   (2) If parents refuse consent for evaluation, agency may pursue evaluation through mediation and due process procedures.b. Reevaluation: (1) LEA shall ensure reevaluation if conditions warrant or if parents or child’s teacher requests reevaluation, at least once every 3 years. (2) Parents’ informed consent should be secured prior to reevaluation; however, not necessary if LEA can demonstrate that reasonable measures taken to obtain consent and parent didn’t respond. c. Evaluation Procedure: (1) LEA shall provide notice to parents describing any evaluation procedures to be conducted. (2) LEA shall use variety of assessment tools, including information provided by parents; shall not use any single procedure to make determination of eligibility; and, use technically sound instruments to assess cognitive, behavioral, physical and developmental factors. (3) Other requirements: (a) Evaluation materials must be selected and administered so as not to be culturally or racially discriminatory; (b) Tests must be administered in native language or other mode of communication, unless not feasible to do so; (c) Child must be assessed in all areas of suspected disability; (d) Assessments must provide information to determine the child’s educational needs. (4) Team of qualified professionals and child’s parent will determine if child meets eligibility requirements. (5) Child will not be determined to be “child with a disability” based on lack of instruction in reading or math or limited English proficiency. (6) If IEP team determines that no additional data are needed to determine continued eligibility, LEA: (a) shall notify parents of determination and reasons and parents’ right to request assessment; and, (b) shall not be required to conduct assessment unless parents so request.  Sec. 602(a)(20); 614(a)(5). Individualized Education Program:a. Definition: (1) IEP is a written statement developed by representative of LEA or IEU who is qualified to provide or supervise specialized instruction to meet the unique needs of children with disabilities, teacher, parents, and when appropriate the child; (2) IEP shall include statements of: (a) present levels of educational performance; (b) annual goals, including short-term objectives; (c) specific educational services to be provided and extent to which child will participate in regular educational programs; (d) needed transition services for students, beginning no later than age 16, including as appropriate interagency responsibilities or linkages; (e) projected “start” date and duration of services; and, (f) objective criteria and evaluation procedures, and schedule for determining at least annually whether objectives are being met. b. LEA or IEU must provide assurance that will establish or revise an IEP for each eligible child at the beginning of each school year, and will review and revise, if necessary, at least annually.  Sec. 614(d). Individualized Education Programs:a. Contents of the IEP – current law with the following additional statements: (1) Present level of educational performance, including (a) how the child’s disability affects involvement and progress in general curriculum; (b) for preschoolers, how disability affects participation in appropriate activities; (2) Special education & related services and supplementary aids & services to be provided and program modifications or supports provided for personnel: (a) to advance appropriately toward attaining annual goals; (b) to be involved and progress in general curriculum and to participate in extracurricular and other nonacademic activities; (3) explanation of extent to which child will not participate in regular class; (4) Any individual modifications needed for student to participate in State and district wide assessments; and if child will not participate in general assessments, why assessment is not appropriate and how child will be assessed; (5) Frequency and location of services and modifications; (6) Beginning at age 14, transition service needs focusing on child’s course of study; (7) Beginning at least one year before child reaches age of majority, information regarding rights transferred on reaching age of majority; (8) Child’s progress toward annual goals will be measured, and parents will be regularly informed of progress. b. IEP Team – current law with following additions: (1) at least one regular education teacher if child is or might be participating in regular education environment; (2) at least one special education teacher;  (3) LEA representative knowledgeable about general curriculum and about availability of LEA resources;(4) individual who can interpret evaluation results; (5) at parents’ or LEA’s discretion, other individuals with knowledge/expertise about the child, including related services personnel. c. Development of IEP – IEP Team shall: (1) consider for child whose behavior impedes learning, interventions, strategies, and supports, including behavior management plans, to address behavior; (2) consider for limited-English proficient child, language needs; (3) for child who is blind or visually impaired, provide Braille instruction, unless Team determines that use of  Braille is not appropriate; (4) consider for all children, communication needs; (5) consider for deaf or hard of hearing children, language and communication needs, opportunities for communication in child’s language and communication mode, including direct instruction in that mode; (6) consider whether child needs assistive technology devices and services. d. For children with disabilities convicted under State law as adults and incarcerated in adult prisons: (1) following requirements do not apply: (a) participation in State and district wide assessments; (b) statements of transition planing and services. (2) IEP team may modify IEP or placement if State has demonstrated security or “compelling penological interest” that can’t be otherwise accommodated. e. LEA or SEA shall ensure that parents of each child with disability are members of any group making placement decisions.  Sec. 615(b)(1). Procedural Safeguards (Required Procedures):Procedures required by this section include: a. opportunity for parents to examine all relevant records with respect to identification, evaluation, and placement, and provision of FAPE, and to obtain an independent educational evaluation; b. protection of child’s rights when parents are not known, unavailable, or child is ward of the State; c. written prior notice to parents when agency proposes to initiate or change or refuses to initiate or change identification, evaluation, or placement, or provision of FAPE; d. assurance that written prior notice fully informs parents, in native language unless not feasible, of all safeguards; and, e. opportunity to present complaints.  Sec. 615(b). Procedural Safeguards (Types of Procedures): same, with the following additions:a. opportunity for parents to examine all [Delete “relevant”] records and to participate in meetings with respect to identification, evaluation, and placement, and provision of FAPE; b. protection of child’s rights when agency, after reasonable efforts, cannot locate parents; c. opportunity for mediation; d. provision of notice to SEA/LEA by parents or their attorney which includes… (1) child’s name, address, and school; (2) description of problem, including facts relating to problem; and, (3) proposed resolution of problem; e. requirement that SEA develop model form to assist parents in filing complaints.   Sec. 615(c). Content of Prior Written Notice: The notice contents are contained in 34 C.F.R.§300.505 of the IDEA regulations. Notice contents are  also included in the statute.   Sec. 615(d). Procedural Safeguards Notice: States that parents must be fully informed of all available procedures. Reauthorized law provides following details: a. Parents shall be given copy of procedural safeguards at a minimum upon initial referral for evaluation, upon each notification of IEP meeting and reevaluation, and upon registration of complaint. b. Notice shall be written in easily understandable manner and provide full explanation of safeguards relating to: (1) independent educational evaluation; (2) prior written notice; (3) parental consent; (4) access to educational records; (5) opportunity to present complaints;(6) placement during pendency of due process proceedings; (7) procedures for interim alternative education settings; (8) requirements for unilateral placement by parents of children in private schools at public expense; (9) mediation; (10) due process hearings; (11) State-level appeals, if applicable; (12) civil actions; and (13) attorneys’ fees.  Sec. 615(b)(2). Impartial Due Process Hearings:Whenever complaint has been received, parents shall have opportunity for an impartial due process hearing. Employees of SEA/LEA involved in child’s education shall not conduct such hearings.  Sec. 615(f)(2). Impartial Due Process Hearings: Same,  with the following addition:a. At least 5 business days prior to hearing, each party shall disclose all evaluations and recommendations that the party intends to use at the hearing; b. Failure to disclose may result in bar to introduction of this information at the hearing without other party’s consent.  Chapter 2. Improving Early Intervention, Educational, and Transitional Services and Results for Children with Disabilities through Coordinated Technical Assistance, Support, and Dissemination of Information:  Sec. 682. Parent Training and Information Centers: a. Secretary makes grants with parent organizations to support parent information and training centers. b. Each center shall: (1) provide training/information that meets needs of parents in area served, particularly under served parents and parents of children inappropriately identified; (2) assist parents in understanding and using procedural safeguards; (3) serve parents of children with full range of disabilities; (4) explain mediation process to parents. c. Secretary shall make at least 1 award in each State.   Sec. 683. Community Parent Resource Centers: Grants shall be made to local parent organizations to support parent training and information centers targeted at under served parents, including low-income, limited-English proficient, and parents with disabilities.   Sec. 684. Technical Assistance for Parent Training and Information Centers: Secretary may directly or through grant awards provide technical assistance for developing and coordinating parent training and information programs.   Sec. 685. Coordinated Technical Assistance and Dissemination: a. Secretary shall provide, through grants/contracts, technical assistance and information through mechanisms such as institutes, Regional Resource Centers, clearinghouses, and programs that support State/local capacity building. b. Authorized activities include… (1) assisting SEAs/LEAs and other “partners” in development of SIP with planning systemic changes; (2) promoting change through multistate/ regional framework; and,(3) promoting communication and information exchange among SEAs, LEAs, and other “partners,” based on needs identified by partnerships. c. Other areas of authorized activities include “Specialized Technical Assistance” and “National Information Dissemination.”   Sec. 687. Technology Development, Demonstration, and Utilization, and Media Services: Authorized activities under this section include… a. conducting research and development on emerging technologies; b. promoting demonstration and use of those technologies; c. providing technical assistance on development of accessible and usable products; d. supporting implementation of research programs on captioning or video description; e. demonstrating use of publicly-funded distance learning systems; f. providing video description and open/closed captioning; g. providing free educational materials, including textbooks, in accessible media for visually impaired and print-disabled students; h. providing cultural experiences for deaf and hard-of-hearing individuals.    

 

Visit these sites for more information

Early Origins of AutismAsk an Expert on AutismHealth FinderTalk to Autism ExpertNational Institutes of Mental HealthCombined Health Information DatabaseAbstracts on Autism

The purpose of this site is to guide you to the key issues associated with  spectrum disorders. There is a growing awareness of the nature of autism and the kinds of approaches to diagnosis, treatment and care that are likely to be effective in meeting the needs of autistic individuals and their families. The diagnosis of autism is made when specified number of characteristics listed in the DSM-IV are present, in ranges inappropriate for the child’s age. Autism diagnosis usually occurs between the ages three and five. Theautism prognosis is startlingly grim  and consistent across a broad range of  studies – about 2% will attain normal functioning, with perhaps 40% labeled  high functioning autistic. These high functioning autistic generally show some oddities of behavior, and have few or no personal friends. Yet, with appropriate intervention,   many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained  person, to no longer have autism. Like any other family faced with this diagnosis, as you explore the options and resources available in your community, you will find on the one hand the unlimited potential your child has, and, on the other, the many limits others try to place on their future. This is where a parent, facing a system with many flaws and pitfalls, must not compromise their vision of their child’s future.     Estate Planning/Special Needs Trust   Parents of disabled children face unique challenges in planning for their children’s social, medical and financial needs. Planning for the unthinkable allows you to take control of your child’s emotional and financial security…	S I T E  I N D E X Introduction -Your baby and Autism Diagnosis & Testing States Search Treatments IEP Parents Guide Estate Planning Special Education TEACCH  Related Services 1997 Amendments Respite Care Booklets Online K-12 LD Schools  Autism By Country & Language Working with    professionals Working with    Computers Special Educators Health Insurance Forums The #Autism channel  Medical Experts Online – Volunteer    experts answer your questions! Find the Expert. Legal advocacy and  news Legal Consulting NIMH Specialized Housing LII-Education law: an overview Guide To SSI Eligibility Americans with Disabilities Act Advocacy Agencies Medline Search Healthfinder Library of Congress Internet Library  Internet Law Library  Social Security Online Toll-Free Numbers Special Ed.Programs Medical Research  A D A MedScape  Federal Agencies Pediatric services Online Research about Autism On-Line Reading: The Early Origins of Autism Avoiding Unfortunate Situations Face Blind! by Bill Choisser Articles about Autism By Thomas A. McKean  Excerpts from ‘Now All I’ve Got Left Is Myself’ by David Miedzianik, an autistic poet.   Helpful Articles

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Effective Communication Parents play a vital role in their child’s education. They are equal partners in the team that develops their child’s IEP and they care deeply how their sons or daughters learn and grow. In the course of their child’s education, parents may interact with a large number of professionals (e.g., their child’s special education teacher, general education teacher, occupational therapist, speech therapist, physical therapist, and many different consultants).  Being able to work effectively with different professionals, exchanging ideas, concerns and openly communicating about what’s working and what’s not, are all important elements in your child’s educational success…

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state earch web search forums diagnosis help  books webmaster  links: Toll-Free Numbers – Advocacy Agencies – US Legal Assistance – Doctor’s Guide – MEDLINE –CHID – Untangling the Web – – Americans with Disabilities Act – Free resources for educators – search the web: Type a specific question, phrase or name.                    Select a Country ———  Australia Austria  Belgium Brazil Canada Denmark Finland France Germany Israel Italy Japan Netherlands New Zealand Norway South Africa Spain  Sweden Switzerland United Kingdom This site under new managementFacts sheets may be  reproduced for personal use without written permission, but cannot be included in  material presented for sale or profit. Autism-PDD Resources Network information and support online and all the links andformatting from the main page ( https://www.autism-pdd.net/) are © by Autism-PDD Resources Network.

This is comprehensive guide to local state agencies that can help you with autism. In addition there is help

Resources by State

Public Agencies

State Education Department

State Developmental Disabilities Council

University Affiliated Programs (UAPs)

Protection and Advocacy Agency and Client Assistance Program

Resources for finding Employment

Other Resources for Autism

Autism Resources by State
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois	Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana	Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon	Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Washington DC

Public Agencies 

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One of the best resources for finding help for your child with a disability is your local school district  (sometimes called Local Education Agency).  If  your child has already begun school and you think your child needs special services, we suggest that you begin by discussing your concerns with your child’s teacher or school principal. If your child is an infant, we suggest that you refer to your  State Resource Guide and contact the office listed for Programs for Children with Disabilities: Ages birth through 2 years, or  programs for ages 3 through 5 years. Ask for the Child Find Coordinator in your community.

 State Education Department 

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The State Department staff can answer questions about special education and related services in your state. Many states have special manuals explaining the steps to take. Check to see if one is available. State Department officials are responsible for special education and related services programs in their state for preschool, elementary, and secondary age children. Each state sets eligibility ages for services to children and youth with disabilities. For current information concerning this, please contact the office listed under STATE DEPARTMENT OF EDUCATION: SPECIAL EDUCATION.

 State Developmental Disabilities Council 

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Assisted by the U.S. Department of Health and Human Services Administration on Developmental Disabilities, state councils plan and advocate for improvement in services for people with developmental disabilities.

 University Affiliated Programs (UAPs) 

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A national network of programs affiliated with universities and teaching hospitals, UAPs provide interdisciplinary training for professionals and paraprofessionals and offer programs and services for children with disabilities and their families. Individual UAPs have staff with expertise in a variety of areas and can provide information, technical assistance, and in service training to agencies, service providers, parent groups, and others. You can obtain information about University Affiliated Programs, as well as a listing of all UAPs, by contacting: 

American Association of University Affiliated Programs for 
Persons with Developmental Disabilities (AAUAP) 
8630 Fenton Street 
Suite 410 
Silver Spring, MD 20910 
(301) 588-8252       27.73 

Protection and Advocacy Agency and Client Assistance Program 

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Protection and Advocacy systems are responsible for pursuing legal, administrative, and other remedies to protect the rights of people who have developmentally disabilities or mental illness, regardless of their age. Protection and Advocacy agencies may provide information about health, residential, and social services in your area. Legal assistance is also available. The Client Assistance Program provides assistance to individuals seeking and receiving vocational rehabilitation services. These services, provided under the Rehabilitation Act of 1973, include assisting in the pursuit of legal, administrative, and other appropriate remedies to insure the protection of the rights of individuals with developmental disabilities. 

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RESOURCES FOR FINDING EMPLOYMENT 

Some agencies/ organizations in your state which may be helpful in your search are:  Your state’s Department of Vocational Rehabilitation or “VR Department”  is a public agency which assists individuals with disabilities in obtaining employment. You can find your state Vocational Rehabilitation agency in our state search, or in the government pages of your local phone book. 

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If your child is still in school and you want to investigate vocational education, you may contact your state’s Office of Vocational Education for Students with Disabilities. This office is within the Department of Education and can give you information on current vocational programs. Many universities operate a federally funded program call UAPs or University Affiliated Programs that provide information and services to persons with disabilities and their families. Each program is different. If you can’t find your area UAP in our search , contact 
 American Association of University Affiliated Programs, 
 8630 Fenton Street, Suite 410 Silver Spring, MD 20910-3803 (301) 588-8252 (Voice) 

 Developmental Disability Planning Councils can provide you with details on existing disability related organizations in your state. Available information offered by the DD Council will vary state-to-state. 

Advocacy  Resources

Toll Free Resources

Legal Assistance

Advocacy for Autism

Brief Medical News

Gene for ManicDepression Manic Drpression and Autism Mental Disorders and  Genetics GeneticReseearch on Mental Illness Gene  Linked to Bipolar Disorder Discovery of a Phosphate Molecule Autism-Susceptibility Gene Phenomenal talent-the autistic kind

Medical Info and Resources

Autism, Puberty and Seizures Autism and the Corpus Callosum Serotonin Studies Doctor’s Guide Diseases with Similar Symptoms Autism Info “Autistic Syndrome” and treatments Candida Albicans Questionnaire Yeast Syndrome Allergy induced Autism ARI

Medical Searches

MEDLINE Drug Database Healthfinder Apothecary Pharmacy Virtual Hospital EurekAlert CHID

Education Info

Related Services for school –aged children Project Enable File Libraries Access to multimedia by people with sensory disabilities

Publicity

Secretin News Recent CNN articles about autism The Seattle Times-Plumbing the depths of autism ZD’s Interview with autor C. Johnson

Law

Internet Law Library LawCrawler Legislative Info. Library GPO Federal Regulation Database NCD Publications CSADP – proposed IDEA regulation

Employment

Job Accommodation Network Job Accommodation Handbook List of companies who may employ people with disabilities Job Search Guide  Project HIRED Careers On-Line The Monster Board

Assistance

Americans with Disabilities Act Federal Agencies Institute on Independent Living Family Assistance (OFA) Social Security Online Guide To SSI Eligibility Medicaid Sibling Programs

Autism: A First-person Account

AutiRing Temple Grandin; M.H. Letter Temple Grandin  Don’t Mourn for Us by Jim Sinclair Asperger’s Syndrome  Thoughts on Finding Myself-by Jane Meyerding Martijn Dekker  Matthew Belmonte

While there are many other organizations available that provide information or referral, they primarily do so to parents, schools, or service providers; we have chosen the organizations listed here because they can respond to the questions, concerns, and needs of individuals with disabilities themselves.

A brief description of each organization’s activities is included to help you choose those organizations that seem appropriate to your needs.We have prepared  this listing of resources for adults to help you get started. Look over this list, and you will find organizations that provide information, referral, and/or direct services.

On this site: Related Services for those with disabilities

Other Helpful Disability Resources

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• Select a document:
  Employment
• Difficulty on the job
• Adult education and literacy-related activities
• Recreation activities
• Resources on independent living
• Assistive technology
• Other organization on disability
• Resource booklets and written info.

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EMPLOYMENT
Department of Vocational Rehabilitation (VR)
Consult your local telephone directory for the office in your vicinity.

Vocational Rehabilitation is a nationwide federal-state program for assisting eligible people with disabilities to define a suitable employment goal and become employed. Each state capital has a central VR agency, and there are local offices in most states. VR provides medical, therapeutic, counseling, education, training, and other services needed to prepare people with disabilities for work. VR is an excellent place for a youth or adult with a disability to begin exploring available training and support service options.

Americans with Disabilities Act Disability and Business Technical Assistance Centers (DBTACs)

For information on legislation, rights, and resources, call: (800) 949-4232 (Voice/TTY). Callers are automatically routed to the DBTAC in their region. The DBTACs provide information, referral, technical assistance, and training on the Americans with Disabilities Act (ADA) to businesses, state and local governments, and persons with disabilities to facilitate employment for individuals with disabilities and accessibility in public accommodations and government services. The DBTACs also conduct training and promote public awareness on the ADA.

Accessible Community Transportation in Our
Nation (Project ACTION)
700 Thirteenth, St., N.W.
Washington, DC 20005
(800) 659-6428 (Voice/TTY)
E-mail: projaction@aol.com
URL: http://www.projectaction.org

Project ACTION is a national program that supports innovation and cooperation in solving transit accessibility problems. Project ACTION provides various direct forms of technical assistance and training, and maintains a library of information and materials addressing accessible transportation for people with disabilities. Project ACTION disseminates its newsletter Project ACTION Update, training curricula, surveys, technical materials, and reports.

NISH
2235 Cedar Lane
Vienna, VA 22182-5200
(703) 560-6800 (Voice)
(703) 560-6512 (TTY)
URL: http://www.nish.org

NISH (formerly the National Industries for the Severely Handicapped) is the national nonprofit agency that assists community rehabilitation programs (CRPs) nationwide in expanding job opportunities for people with severe disabilities. NISH provides technical assistance to CRPs and helps them obtain federal funding contracts through the Javits-Wagner-O’Day (JWOD) Program. Information is available to the public.

Davis Memorial Goodwill Industries, Inc.
2200 South Dakota Avenue, N.E.
Washington, DC 20018
(202) 636-4225 (Voice)

Davis Memorial Goodwill Industries provides voca-tional evaluation, training, employment, and job placement services for persons with disabilities. An information packet describing Goodwill’s services is available upon request.

President’s Committee on Employment of People with Disabilities (PCEPD)
1331 F Street N.W., Suite 300
Washington, D.C. 20004-1107
(202) 376-6200 (Voice)
(202) 376-6205 (TTY)
E-mail: info@pcepd.gov
URL: http://www.pcepd.gov

PCEPD provides information, training, and technical assistance to America’s business leaders, organized labor, rehabilitation and other service providers, advocacy organizations, families, and individuals with disabilities. The Committee’s mission is to facilitate the communication, coordination, and promotion of public and private efforts to empower Americans with disabilities through employment. The President’s Committee also serves as an advisor to the President of the United States on public policy issues affecting employment of people with disabilities.

Project with Industry (PWI)
Electronics Industries Foundation (EIF)
2500 Wilson Blvd., Suite 210
Arlington, VA 22201-3834
(703) 907-7400 (Voice)
(703) 907-7422 (TTY)
URL: http://www.eia.org/eif

The Electronics Industries Foundation’s Project With Industry brings together representatives from businesses, industry, and agencies to help qualified individuals with disabilities succeed in the competitive job market. EIF’s PWI continually updates a centralized registry of local employers with specific job openings to match their needs with job seekers with appropriate skills. It provides job-seeking skills training, life skills training, and related services for job candidates with disabilities. It also provides support services to employers and job seekers before, during, and after placement to help ensure a successful match. EIF’s PWI also provides awareness training and ADA workshops to employers and supervisors and recommends resources on assistive technologies for the workplace.

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If you are employed and are experiencing difficulty on the job due to your disability, you might consider contacting the following organizations.

Architectural and Transportation Barriers
Compliance Board (Access Board)
1331 F Street, N.W., Suite 1000
Washington, D.C. 20004-1111
(202) 272-5434 (Voice); (202) 272-5449 (TTY)
(800) 872-2253 (Voice); (800) 993-2822 (TTY)
E-mail: info@access-board.gov
URL: http://www.access-board.gov

The Access Board enforces the Architectual Barriers Act (ABA), ensuring accessibility in facilities built, altered, or leased using certain Federal funds. It develops the Americans with Disabilities Act (ADA) Accessibility Guidelines (ADAAG), which are minimum accessibility guidelines for places of public accommodation, commercial facilities, state and local government facilities, and transporation vehicles and facilities. The Access Board is also charged with developing accessibility guidelines for telecommunications equipment and customer premises equipment. The Access Board offers training, technical assistance, and publications to individuals and organizations throughout the country on removing architectual, transportation, and communication barriers.

Equal Employment Opportunity Commission (EEOC)
1400 L Street, N.W., 2nd Floor
Washington, D.C. 20005
(800) 669-4000 (Voice, outside Washington, DC)
(202) 275-7377 (Voice, in the DC area)
(800) 800-3302 (TTY)
URL: http://www.access.gpo.gov/su_docs/gils/gils.html

The EEOC is a government agency that handles discrimination complaints about employment based on age, sex, race, ethnicity, and disability. The 800 number will connect callers with their local EEOC office, which can discuss complaints.

Job Accommodation Network (JAN)
West Virginia University
P.O. Box 6080
Morgantown, WV 26506-6080
(304) 293-7186 (Voice/TTY)
(800) 526-7234 (Voice/TTY)
E-mail: jan@jan.icdi.wvu.edu
URL: http://janweb.icdi.wvu.edu

The Job Accommodation Network, a service of the President’s Committee on Employment of People with Disabilities, brings together information from many sources about practical steps employers can take to make accommodations for the functional limitations of employees and applicants with disabilities. JAN consultants provide technical details and assistance with accommodations and the implementation of products and procedures in the workplace. Callers should be prepared to explain the specific problem and job circumstances. Brochures, printed materials, and a newsletter are available free of charge.
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POST SECONDARY EDUCATION

Clearinghouse on Adult Education and Literacy
U.S. Department of Education
Office of Vocational and Adult Education
600 Independence Avenue, S.W.
Washington, DC 20202-7240
(202) 205-9996 (Voice)
E-mail: Tammy_Fortune@ed.gov
URL: http://www.ed.gov/offices/OVAE

The Clearinghouse on Adult Learning and Literacy provides referral services and disseminates publications of state and national significance and other reference materials on adult education and literacy-related activities. Resource publications include information on English as a second language, adult basic education, family literacy, workplace literacy, adults with disabilities, technology, volunteers, and the homeless.

Foundation for Science and Disability
236 Grand Street
Morgantown, WV 26505-7509
(304) 293-5201, ext. 2513
E-mail: U0072@wvnvm.evnet.edu
URL: http://www.as.wvu.edu/~scidis/org

The Foundation seeks to improve the quality and accessibility of the educational system for individuals with disabilities, specifically in the various areas of science. The Foundation acts as a clearinghouse for information on science, education, technology, and science careers for persons with disabilities. The Foundation also makes several awards a year to graduate students who have disabilities and are studying in the science field.

HEATH Resource Center
American Council on Education
One Dupont Circle, Suite 800
Washington, D.C. 20036-1193
(202) 939-9320 (Voice/TTY)
E-mail: heath@ace.nche.edu
URL: http://ace-info-server.nche.edu/Programs/HEATH/home.html

The HEATH Resource Center, the national clearinghouse on postsecondary education for individuals with disabilities, collects and disseminates information nationally about disability issues in postsecondary education. The clearinghouse provides information on educational support services, policies, procedures, adaptations, transition, and oppourtunities at American campuses, vocational-training schools, adult education programs, independent living centers, and other training entities after high school for individuals with disabilities. Numerous publications are available upon request.
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RECREATION
Department of the Interior
Office on Accessibility
National Park Service
P.O. Box 37127 (MS 7253)
Washington, DC 20013
(202) 565-1240 (Voice)

There are 370 parks and 7 regional offices under the National Park Service. The National Park Service accepts inquiries on all of its national park activities and facilities. Information on accessibility of park programs, facilities, and services is best acquired directly from the park or area you plan to visit. For general information on park areas and activities and a listing of park phone numbers, call the number listed above.

Disabled Sports USA
451 Hungerford Drive, #100
Rockville, MD 20850
(301) 217-0960 (Voice)
(301) 217-0963 (TTY)
E-mail: dsusa@dsusa.org
URL: http://www.dsusa.org/~dsusa/dsusa.html

Disabled Sports USA is the nation’s largest organization providing year-round sports and recreation activities to children and adults with physical disabilities. In conjunction with its nationwide network of chapters serving people in all 50 states and Puerto Rico, Disabled Sports USA offers such activities as snow skiing, water skiing, bicycling, white water rafting, horseback riding, mountain climbing, sailing, camping, and track and field. Contact Disabled Sports USA for the telephone number of a local chapter near you.

Mobility International USA (MIUSA)
P.O. Box 10767
Eugene, OR 97440
(541) 343-1284 (Voice/TTY)
E-mail: miusa@igc.apc.org

MIUSA is a nonprofit membership organization for persons with disabilities and other interested people. It works to expand opportunities for persons with disabilities to be involved in international educational exchange programs and travel. MIUSA members receive information and referral services in the areas of travel and placement in international work camps and educational exchange programs. MISUA also conducts international leadership training for persons with disabilities. Many publications are also available.

National Institute of Art and Disabilities (NIAD)
551 23rd Street
Richmond, CA 94804
(510) 620-0290 (Voice/TTY)
E-mail: niadektz@thecity.sfsu.edu
URL: http://thecity.sfsu.edu/~niadektz or
http://thecity.sfsu.edu/~artdis

NIAD operates a creative visual arts center for adults with disabilities and serves as a model for other centers who wish to provide individuals with disabilities with enriching experiences in the visual arts. NIAD has published The Freedom to Create, which is widely used to help teachers teach art to students of all ages. It has also published The Creative Spirit, a collection of works by NIAD artists, and Art & Disabilities, a directory of art centers for people with disabilities. NIAD can respond to requests for information about and referral to local programs. NIAD’s Research and Training Center in Art and Disabilities is a national and international resource in art and disabilities.

National Library Service for the Blind and Physically Handicapped (NLS)
Library of Congress
1291 Taylor Street, N.W.
Washington, DC 20542
(202) 707-5100 (Voice)
(202) 707-0744 (TTY)
E-mail: NLS@loc.gov
URL: http://www.loc.gov/nls

A free national library program of braille and recorded materials for persons with visual and physical disabilities is administered by the National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress. With the cooperation of authors and publishers who grant permission to use copyrighted works, NLS selects and produces full-length books and magazines in braille and on recorded disc and cassette. Reading materials are distributed to a cooperating network of regional and local libraries where they are circulated to eligible borrowers. Reading materials and playback machines are sent to borrowers and returned to libraries by postage-free mail.

Recording for the Blind & Dyslexic (RFB&D)
The Anne T. Macdonald Center
20 Roszel Road
Princeton, NJ 08540
(609) 452-0606 (Voice)
(800) 221-4792 (Customer Service)
URL: http://www.rfbd.org

RFB&D is a national nonprofit service organization that provides educational and professional books in accessible format to people with visual impairments, learning disabilities, and other physical disabilities that prevent them from reading printed material. This includes individuals who are no longer in school but who are using educational books to pursue careers or personal interests. RFB&D also accepts requests to record books that are not already contained in its 75,000-title Master Tape Library. To become an individual member of RFB&D, you must complete an application form (which contains “disability verification” and “certification” sections) and include a $50 registration fee and a $25 annual membership fee. Application forms are available from RFB&D’s Customer Services Department at 1-800-221-4792.
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INDEPENDENT LIVING
Accent on Information (AOI)
Gillum Road and High Drive
P.O. Box 700
Bloomington, IL 61702
(800) 787-8444; (309) 378-2961 (Voice)
E-mail: acntlvng@aol.com
URL: http://www.blvd.com/accent

ACCENT on Information is a computerized retrieval system containing information on products and devices which assist persons with physical disabilities. Also available is other how-to information on such topics as: eating, bathing, grooming, clothing, furniture, home management, toilet care, sexuality, mobility, and communication. For a nominal charge, a search of AOI’s database is made on the caller’s topic of interest. Callers will then receive up to 50 of the most recent citations for each search. AOI has two sister services: (1) ACCENT on Living Magazine, and (2) ACCENT Books and Products, which publishes and distributes a variety of books of interest to persons with disabilities, along with a buyer’s guide that lists equipment devices to assist persons with disabilities in daily living activities.

Access/Abilities
P.O. Box 458
Mill Valley, CA 94942
(415) 388-3250 (Voice)

Access/Abilities is a consulting, problem-solving firm dedicated to finding resources for a better life beyond functionality and independence. Local, national, as well as international resources are available. This organization can provide information about accessible travel opportunities, aids and appliances, sports and recreation programs, clothing that really fits, shopping, and other customized services. It also offers consulting services concerning architectural barriers and accessibility.

National Council on Independent Living (NCIL)
2111 Wilson Boulevard, Suite 405
Arlington, VA 22201
(703) 525-3406
(703) 525-3407 (TTY)
E-mail: ncil@tsbbs02.tnet.com

National Council on Independent Living is a national membership association of local nonprofit corporations known as Centers for Independent Living (CIL). NCIL is the only cross-disability grassroots national organization run by and for people with disabilities. NCIL provides technical assistance, training, and leadership to independent living (IL) centers in many areas of concern to the disability community, including IL philosophy, center operations, and the Americans with Disabilities Act (ADA) through the NCIL/ILRU IL Network Project and ADA Training Project. NCIL also provides information and referral services.

Research and Training Center on Independent Living
University of Kansas
4089 Dole Building
Lawrence, KS 66045-2930
(913) 864-4095 (Voice/TTY)
E-mail: rtcil@kuhub.cc.ukans.edu
URL: http://www.lsi.ukans.edu/rtcil/catalog.htm

The Center’s goal is to develop and disseminate practical techniques that enable people with severe disabilities to live more independently. This includes service delivery systems, skill training methods, and effective techniques to improve human services and community support for people with disabilities. The Center provides training and technical assistance to individuals and organizations throughout the U.S.

Social Security Administration (SSA)
Department of Health and Human Services
Baltimore, MD 21235
(800) 772-1213 (Voice)
(800) 325-0778 (TTY)
URL: http://www.ssa.gov

The Social Security Administration provides cash benefits (SSI and/or SSDI) to persons with a physical or mental disability which prevents them from working and which is expected to last at least a year or be terminal. Eligibility for SSI or SSDI may mean eligibility for other services, such as Medicaid, food stamps, or other social services. The amount of money and services received varies in each state. The program also includes work incentives that make it possible for individuals to work without an immediate loss of benefits. For details, contact either the above 800 number or your local SSA office.
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ASSISTIVE TECHNOLOGY
Alliance for Technology Access (ATA)
2175 East Francisco Boulevard, Suite L
San Rafael, CA 94901
(415) 455-4575
E-mail: atainfo@ataccess.org
URL: http://www.ataccess.org

The Alliance for Technology Access (ATA) is a growing coalition of technology resource centers across the country that provide information, awareness, and training in the use of technology to aid children and adults with disabilities. Services range from hands-on workshops to training for professionals, from guided problem-solving to technical assistance to families, individuals with disabilities, employers, and agencies seeking access to technology. Also offered are lending libraries of computer software, assistive devices, print resources, training films, and adapted toys. Callers are referred to the technology resource center nearest them.

Apple Computer, Inc. Worldwide Disability Solutions Group
Mail Stop 38DS
1 Infinite Loop
Cupertino, CA 95014
(408) 974-7910 (Voice)
(800) 600-7808 (Voice)
(800) 755-0601 (TTY)
URL: http://www2.apple.com/disability/disability_home.html

Apple’s Worldwide Disability Solutions Group has developed a wide variety of materials in print, video, and electronic form to describe how personal computers can constructively influence the experience of having a disability. Energies are directed toward ensuring that the power and promise of the microcomputer are available to individuals with a disability. The database Macintosh Disability Resources lists adaptive devices and specialized software available to individuals with disabilities affecting physical mobility, cognition, speech, hearing, vision, and learning. The publication Independence Day describes strategies and solutions for tailoring personal computers to individual needs and objectives.

IBM Corps. Special Needs Systems
11400 Burnet Road
Internal Zip 9448
Austin, TX 78758
(800) 426-4832 (Voice)
(800) 426-4833 (TTY)
URL: http://austin.ibm.com/pspinfo/snshome.html

IBM’s Special Needs Systems serves to help health care leaders, agency directors, employers, educators, and individuals learn how computers can enhance the quality of life for individuals with disabilities in the home, school, and workplace. While the Center is unable to prescribe an assistive device or software, it does provide information on what technology is available. Information for persons with disabilities affecting learning, hearing, speech and language, mobility, and vision is provided, including vendor and support group names, addresses, and descriptions.

RESNA
1700 N. Moore Street, Suite 1540
Arlington, VA 22209-1903
(703) 524-6686 (Voice); (703) 524-6639 (TTY)
(703)-524-6686, ext. 313 (TAP)
E-mail: natloffice@resna.org
E-mail for TAP: resnata@resna.org
URL: http://www.resna.org/resna/reshome.htm

An interdisciplinary association for the advancement of rehabilitation and assistive technologies, RESNA is an organization for rehabilitation professionals. It is concerned with transferring science, engineering, and technology to the needs of persons with disabilities. RESNA is currently operating a Technical Assistance Project, which can help callers identify the program in their state that is responsible for providing information, training, and technical assistance on assistive technology to individuals with disabilities.

Technical Aids and Assistance for the Disabled Center (TAAD)
1950 West Roosevelt Road
Chicago, IL 60608
(312) 421-3373 (Voice)
(800) 346-2939 (Voice/Il. only)
E-mail: taad@interaccess.com
URL: http://homepage.interaccess.com/~taad

TAAD is an organization created by the Committee on Personal Computers and the Handicapped (COPH-2) to provide options in using personal computer technology to persons wtih disabilities. The TAAD Center provides advocacy and services with an emphasis on selection and application of microcomputers and assistive technologies. The center’s approach allows users to make informed decisions as to which system or devices best meet their needs. Other services include equipment loans, workshops and product demonstrations, and advocacy before manufacturers. TAAD can also refer callers to their local resource center of the Alliance for Technology Access.

Trace Research and Development Center
S-151 Waisman Center
1500 Highland Avenue
Madison, WI 53705
(608) 262-6966 (Voice)
(608) 263-5408 (TTY)
E-mail: info@trace.wisc.edu
URL: http://trace.wisc.edu

The Trace Center was formed in 1971 to address the communication problems faced by nonvocal children and adults with severe disabilities. The Center is primarily concerned with research and development in the areas of universal design of electronic and next generation technologies, in order to make accessible computers at the manufacturers’ level. The Center does not manufacture or distribute equipment, but will make referrals to specific sources of information regarding equipment, software, service centers, related professionals, and other information networks. Publications include the Trace Resource Book, a reference volume listing and describing currently available products for communication, control, and computer access for persons with disabilities. All information is available in alternative formats for individuals unable to read or handle print materials.
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OTHER ORGANIZATIONS

National Organization on Disability (NOD)
910 16th Street, N.W., Suite 600
Washington, D.C. 20006
(202) 293-5960 (Voice)
(202) 293-5968 (TTY)
URL: http://www.nod.org

NOD promotes the full participation of Americans with disabilities in all aspects of community life. Its primary program is the Community Partnership Program, a network of 4500 towns, cities, and counties nationwide. NOD’s Community Partnerships undertake many different activities to improve attitudes toward people with disabilities; to expand educational and employment opportunities; to eliminate physical barriers; and to expand participation in religious, cultural, and recreational activities. The quarterly newsletter, Report, is available upon request.

National Rehabilitation Information Center (NARIC)
8455 Colesville Road, Suite 935
Silver Spring, MD 20910
(301) 588-9284 (Voice); (301) 495-5626 (TTY)
(800) 346-2742 (Voice)
URL: http://www.naric.com/naric

NARIC is a library and information center on disabilities and rehabilitation. NARIC collects and disseminates the results of federally funded research projects. NARIC’s collection includes commercially published books, journal articles, and audiovisual materials. Information specialists provide quick reference and referral services, searches of NARIC’s database, REHABDATA, and photocopies of documents for a small fee.

World Institute on Disability (WID)
510 Sixteenth Street, Suite 100
Oakland, CA 94612-1500
(510) 763-4100 (Voice); (510) 208-9493 (TTY)
E-mail: wid@wid.org
URL: http://www.igc.org/wid

The World Institute on Disability (WID) is a public policy, research, and training center dedicated to independence for all people with disabilities. WID’s projects include: informing and training public officials, community leaders, and corporations, among others, about the empowerment of people with disabilities; working to design more effective personal assistance services for people with disabilities; and operating the Research and Training Center on Public Policy in Independent Living. Information about WID, its publications, and its projects is available upon request.
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PRINT RESOURCES

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General
Assistive Technology
Employment
Postsecondary education
Recreation
Independent living
Magazines and Newsletters
Sample logsheet
GENERAL

Communications and Information Services. (1993). Pocket guide to federal help for individuals with disabilities. Washington, DC: Author. [Available from the Clearinghouse on Disability Information, Department of Education, Rm 3132, Switzer Building, Washington, DC 20202-2524. Telephone: (202) 205-8241; (202) 205-8723.]

MacKenzie, L. (Ed.). (1996-97). The complete directory for people with disabilities: Products, resources, books, and services. Lakeville, CT: Grey House. (Available from Grey House Publishing, Pocket Knife Square, Lakeville, CT 06039. Telephone: 1-800-562-2139; (860) 435-0868.)

National Institute on Disability and Rehabilitation Research. (1995). Directory of national information sources on disabilities: 1994-95 (6th ed.). Washington, DC: Author. [Available from NARIC, 8455 Colesville Road, Suite 935, Silver Spring, MD 20910. Telephone: 1-800-346-2742 (V/TTY).]

Nisbet, J. (Ed.). (1992). Natural supports in school, at work, and in the community for people with severe disabilities. Baltimore, MD: Paul H. Brookes. (Available from Paul H. Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624. Telephone: 1-800-638-3775.)

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ASSISTIVE TECHNOLOGY

Alliance for Technology Access. (1996). Computer resources for people with disabilities:
A guide to exploring today’s assistive technology (2nd ed.). Alameda, CA: Hunter House. [Available from Alliance for Technology Access, 2175 East Francisco Boulevard, Suite L, San Rafael, CA 94901. Telephone: (415) 455-4575; (415) 455-0491 (TTY).]

Assistive Technology–RESNA Press, 1700 N. Moore Street, Suite 1540, Arlington, VA 22209. Telephone: (703) 524-6686; (703) 524-6639 (TTY). This is an applied, scientific publication in the field of technology. The journal’s purpose is to foster communication among individuals working in
all aspects of the assistive technology arena, including researchers, developers, clinicians, educators, and consumers.

Hecker, H. (1996). Computer resource for the disabled. Vancouver, WA: Twin Peaks Press. (Available from Twin Peaks Press, P.O. Box 129, Vancouver, WA 98666-0129. Telephone: (360) 694-2462.)

Scherer, M.J. (1996). Living in a state of stuck: How technology impacts the lives of people with disabilities (2nd ed.). Cambridge, MA: Brookline. (Available from Brookline
Books, P.O. Box 1047, Cambridge, MA 02238. Telephone: 1-800-666-2665.)

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EMPLOYMENT

Bolles, R.N. (1992). Job-hunting tips for the so-called handicapped or people with disabilities: A Supplement to What color is your parachute? Berkeley, CA: Ten Speed Press.ISBN: 0-89815-471-5. (Available from Ten Speed Press, P.O. Box 7123, Berkeley,
CA 94707. Telephone: 1-800-841-2665.)

Bolles, R.N. (1997). What color is your parachute?: A practical manual for job-hunters
and career-changers (26th ed.). Berkeley, CA: Ten Speed Press. (Available from Ten Speed Press, see above for address.)

Goldberg, D., & Goldberg, M. (1994). Americans with Disabilities Act: A guide for people with disabilities, their families, and advocates. Minneapolis, MN: PACER Center. (Available from PACER Center, 4826 Chicago Avenue South, Minneapolis, MN 55417. Telephone: (612) 827-2966.)

Lobb, N. (1994). 150 ways to keep your job. Portland, ME: J. Weston Walch Publisher. (Available from J. Weston Walch Publisher, P.O. Box 658, 321 Valley Street, Portland, ME 04104. Telephone: (207) 772-2846.)

Mueller, J. (1990). The workspace workbook: An illustrated guide to job accommodation and assistive technology. Chicago, IL: National Easter Seal Society. [Available from Publications Department, National Easter Seal Society, 230 West Monroe Street, Chicago, IL 60603. Telephone: (312) 726-6200 (Voice); (312) 726-4258 (TTY).]

Witt, M.A. (1992). Job stategies for people with disabilities: Enable yourself for today’s job market. Princeton, NJ: Peterson’s Guides. (Available from Peterson’s Guides, Department 5710, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 08543. Telephone: (800) EDU-DATA.)

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POST SECONDARY EDUCATION

Barr, V.M. (Ed.). (1996). The HEATH national resource directory on postsecondary education and disability. Washington, DC: HEATH Resource Center. (Available from HEATH, One Dupont Circle, Suite 800, Washington, DC 20036-1193. Telephone: (202) 939-9320.)

Leider, R., & Leider, A. (1997-98). Don’t miss out: The ambitious student’s guide to financial aid (21st ed.). Alexandria, VA: Octameron. (Available from Octameron Associates,
P.O. Box 2748, Alexandria, VA 22301. Telephone: (703) 836-5480.)

Gardner D., & Hartman, R. (Eds.). (1997). Financial aid for students with disabilities. Washington, DC: HEATH Resource Center. (Available from HEATH Resource Center, at
address and telephone number above.)

Schlachter, G.A., & Weber, R.D. (1996). Financial aid for the disabled and their families: 1996-98. Redwood City, CA: Reference Service. (Available from Reference Service Press, 5000 Windplay Dr., Suite 4, El Dorado Hills, CA 95762. Telephone: (916) 939-9620.)

Spiers, E. (compiler), & Samberg, L. (Ed.). (1992). Transition resource guide. Washington, DC: HEATH Resource Center. (Available from HEATH at the address and telephone number
listed above.)

Unger, H.G. (1992). But what if I don’t go to college? A guide to success through alternative education. New York, NY: Facts on File, Inc. (Available from Facts on File,
Inc., 11 Penn Plaza, New York, NY 10001-2006. Telephone: (212) 967-8800.)

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RECREATION

Adil, J. (1994). Accessible gardening for people with disabilities: A guide to methods, tools, and plants. Bethesda, MD: Woodbine House. (Available from Woodbine House, 6510 Bells Mill Road, Bethesda, MD 20817. Telephone: 1-800-843-7323.)

Crowder, R. (1993, February). The travelin’ talk directory. Clarksville, TN: Travelin’ Talk. (Available from Travelin’ Talk, P.O. Box 3534, Clarksville, TN 37043-3534. Telephone: (615) 552-6670.)

Roth, W., & Tompane, M. (1992). Easy access to national parks: The Sierra Club guide
for persons with disabilities. San Francisco: Sierra Club Books. (Available from Sierra Club Books, 85 Second St., 2nd Floor, San Francisco, CA 94105. Telephone: 1-800-935-1056.)

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INDEPENDENT LIVING

Richards, L. (Ed.). (1995). ILRU directory of independent living programs. Houston, TX: Independent Living Research Utilization Project. [Available from ILRU, Institute for Rehabilitation and Research, 2323 S. Shepard, Suite 1000, Houston, TX 77019. Telephone: (713) 520-0232 (V); (713) 520-5136 (TTY).]

Haseltin, F.P., Cole, S.S., & Gray, D.B. (Eds.). (1993). Reproductive issues for persons with physical disabilities. Baltimore, MD: Paul H. Brookes. (Available from Paul H. Brookes, P.O. Box 10624, Baltimore, MD 21285-0624. Telephone: 1-800-638-3775.)

Kroll, K., & Klein, E.L. (1995). Enabling romance: A guide to love, sex and relationships for the disabled (and the people who care about them). Bethesda, MD: Woodbine House. (Available at Woodbine House at the address and telephone number above.)

Mendelsohn, S.B. (1996). Tax options and strategies for people with disabilities. New York, NY: Demos Publishing. (Available from Demos Publications, 386 Park Ave., South, Suite 201, New York, NY 10016. Telephone: 1-800-532-8663.)

Racino, J.A., Walker, P., O’Connor, S., & Taylor, S.J. (1993). Housing, support, and community: Choices and strategies for adults with disabilities. Baltimore, MD: Paul H. Brookes. (Available from Paul H. Brookes Publishing Company at the address and telephone number above.)

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MAGAZINES AND NEWSLETTERS

Ability–P.O. Box 370788, Miami, FL 33137. Telephone: (305) 751-2525. This quarterly publication includes articles on living, working, playing, new products, travel, sports, and entertainment.

Able–P.O. Box 395, Old Bethpage, NY 11804. Telephone: (516) 939-2253. This monthly magazine is subtitled “The Newspaper For, By, and About the Disabled.” It focuses on resources, independent living, and daily life.

Accent on Living–Cheever Publishing, Inc., P.O. Box 700, Bloomington, IL 61702. Telephone: (309) 378-2961. This quarterly magazine serves as a guide to services and information on daily living and equipment for persons with disabilities. Articles focus on personal experiences of persons with disabilities, ideas for making the activities of daily living easier, and new products and services.

Careers & the Disabled–Equal Opportunity Publications, 1160 E. Jericho Turnpike, Suite 200, Huntington, NY 11743. Telephone: (516) 421-9421. This magazine, published three times a year, provides employment and career-oriented information for college graduates and young professionals, with a primary focus on those with physical disabilities.

Kaleidoscope: International Magazine of Literature, Fine Arts, and Disability–United Disability Services, 326 Locust Street, Akron, OH 44302. Telephone: (330) 762-9755. This bi-annual magazine examines the experience of disability through fine arts. This publication expresses the experience of disability from the perspective of individuals, families, health care professionals, and society as a whole.

Mainstream–2973 Beech Street, San Diego, CA 92102. Telephone: (619) 234-3138. Published 10 times a year, this national magazine for people with disabilities features new products, technology, education, employment, housing, transportation, stories about people living independently, politics and advocacy, and travel and recreation.

The Ragged Edge–Box 145, Louisville, KY 40201. Telephone: (502) 894-9492. Published six times a year, this magazine of politics, news, and opinion (formerly called The Disability Rag & Resources) features articles on disability issues and reader correspondence. Also available on cassette tape.

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SAMPLE TELEPHONE AND CONTACT LOG

This telephone logsheet can help you keep track of the organizations and agencies you contact for information or assistance and the results of those interactions. In the beginning of a search for information, it’s fairly easy to remember who you’ve called and what they said, but as time goes by and you contact more organizations, remembering the “who” and “what” can become much more difficult! Use this logsheet to make the remembering easy.
Name of agency you contacted:

_____________________________________________________________

Person to whom you spoke:

_____________________________________________________

Telephone #: _________________________________

Date you called: ___________________________
Topic/Problem/Concern:

____________________________________________________

____________________________________________________
Results of Discussion:

_____________________________________________________

_____________________________________________________

_____________________________________________________

______________________________________________________

______________________________________________________
Actions taken (if any):

_______________________________________________________

_______________________________________________________

_______________________________________________________

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Person not helpful on this topic, but may be helpful regarding (list topics/areas/issues):

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Autism-PDD Resources Network

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