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**EDX 8123-Blog 1** **June 9, 2011**

[] Campuses Struggle to design programs for autistic students By: Jodi Weigan Posted on May 31,2011

This article is about a boy named, Nicholas Hofbauer, who has never let his autism slow him down. Many autisitic students stay in school until the state-allowed age of 21, but Nicholas graduated at the age of 18. Most people with neurological disabilities do not work; Nicholas has a part-time job as a busboy. Nicholas's dream is to become a sports broadcaster, and he is doing everything he can to make sure that dream is achieved. He is currently working as a DJ on Carnegie Mellon University's radio station. The Computing Workshop, which is a Squirrel Hill nonprofit that offers computer and career training for the autistic, helped Nicholas get this job. "I started making broadcasts myself and posting them on YouTube," Hofbauer said. "I decided I needed to get some experience." The biggest obstacle has been finding the right support system to help him transition to college and succeed. Individuals with autism have varying levels of abilities, social skills, and interests. Mary Hart, program director at the Computing Workshop,stated that it is impossible to design one-size-fits-all training and support model to help (referring to the varying levels of abilities, social, skills, and interests individuals with autism have). Out of all the federal- and state-mandated supports for children with autism, only few exist for adults with autism. "People have only recently realized that individuals with autism grow up," said Shaun Eack. There are a trio of bills under consideration in Congress that would amend the Disabilities Act to require that transition services, including customized employment strategies, begin at age 14; and that autism be added to disabilities for which services are coordinated among service agencies. Individuals with autism are usually skillful in one area. For example, Hofbauer can remember football stats all the way back to 1919! But he is weak in areas, such as reading. The University does offer free help such as tutoring and note taking and accommodations such as getting lectures in writing to students with disabilities. The problem is, unless someone takes the initiative to spend extra hours with autistic students, these supports may not be enough. "Until they learn how to ride the bike in higher education, you're with them," stated Larry Doperak, who started studying autism 10 years ago in anticipation of more autistic adults enrolling in college. Doperak monitors 400 students, and the 19 with Asperger's (form of autism), take up about 20 percent his time. Schools that have programs specifically designed for students with Asperger's are costly. Marshall University in Huntington, W.Va, an Mercyhurst College in Erie have programs for students with Aspergers, but both institutions charge $3,200 beyond the cost of tuition and books for their programs. Another difficulty is obtaining financial aid for part-time course load, which is what Hofbauer is trying to do. "It breaks your heart because they want to do things," Arlene (Hofbauer's mother) said. "I'm not sure what I'm going to do." Nick Hofbauer is currently content visiting the Computing Workshop three days a week to work on his script writing and his video making skills. He is also working on his social skills. "I'm hoping that I'll catch the attention of a school," he stated.

**EDX 8123- Blog 2** **June 15, 2011**
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Rider program sends student teachers to Spain to simulate what it’s like having a learning Disability By: Anne Levin

A college in New Jersey, called Rider University, takes a different approach in student teaching for those majoring in Special Education. Diane Casale-Giannola, the associate professor of education, is making an extraordinary effort to place who students, who are studying Special Education, in locations that are foreign to them, like Spain. Why is she doing this? Because she feels that if you live in another country as a minority, which you are if you do not know the language, you will get to understand the experience of a limited learner, firsthand. The students from Rider University are teaching in Spain as part of a comparative study of students with special needs. They traveled to Madrid and Barcelona on May 30, and are coming home this upcoming Saturday. They got to spend three weeks in Spain learning/teaching special needs children. What an amazing experience! Teaching has always been Casale-Giannola’s passion. “I thought growing up that everyone wanted to be a teacher,” she stated. “I always had empathy as a child. I knew I wanted I wanted to work with people. I love to work with people. And I love teaching. I always have.” Her second passion is traveling. During her college years at Brooklyn College, the State University of New York at Albany, and New York University, she spent summers visiting as many countries as she could. She put both of her passions together to help students really learn about Special Education. In this program, not only do they get to study in the traditional college classroom, they get to venture out to observe special needs pupils in social and residential settings. The program started five years ago with only fifteen students; it has now expanded to 56 Rider University students who get to learn “experientially, in a natural setting”, says Casale-Giannola. At locations in Spain, such as ARC/Mercer and Eden Institute, students from Rider observe and interact with students ranging from preschoolers to young adults. Some have autism and some are behaviorally disabled or have multiple disabilities. “This started out with (Casale-Giannola) saying, ‘Can I place five sophomores to observe?’ and it has just grown over the years,” says Carl Kreger, director of Mercer County Special Services. Casale-Giannola is very enthusiastic about her programming for the students. She encourages them to ask questions. “They get to get the experience before they move along, so they can make informed decisions as to whether they want to go forward,” she states. The students who graduate from Rider’s special education program are dual-certified in Special and Elementary education. “Putting special education back into the regular classroom, is where the pendulum is,” Casale-Giannola states. “The special education teacher has to be prepared for both inclusive and noninclusive classrooms.” I believe this is a great idea. It gets you out of your comfort zone, and you get to learn and experience what it is like to be limited learner. And I also believe that it would help you better understand students who have special needs.

EDX 8123-Blog 3 June 20, 2011 **__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Camp for Blind offers more than Academics __** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;">Posted June 16, 2011 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">By Wendy Burton <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">This article is about a school that offers a summer camp for the visually impaired. Oklahoma School for the Blind offers a three week-long sessions for students with visual impairments from all over the state. At the camp, the campers got to participate in fun activities as well as researching their visual impairments and learning how guide dogs are used. This year was the first year for the camp not to completely gear toward academics. “We hoped to increase student interest and outcomes with this new format,” said Superintendent Jim Adams. “We’re still providing educational information, just making it more fun.” And it definitely did increase student interest and outcome. The camp enrollment went up 81% from last year! <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The camp has a different theme each week. The first week was a camp for younger students. The second week, “Higher Destinations” for high school students, and the third week will be “Techno-Savvy Traveler”, which will also be for high school students. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">One of the special projects some girls got to participate in was designing a bedroom for one another. They got to complete each bedroom with fabric and carpet samples. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Another special thing the camp provided was working with a guide-dog trainer and learning how to walk with assistance from a dog. Only the campers who were qualified for a guide dog got to go to this demonstration. They got to go outside and walk around with the dog <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Academics were also part of the camp. The campers got to learn about other cultures and holidays. Two girls that went to the camp took a class on Chinese New Year. During this class, they got to read fortune cookies and try some Chinese dishes. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Some other things that campers will be learning in the upcoming camps is how to use a GPS system, audio or one attached to a Braille note taker, and also how to use an audio graphing calculator, along with many other high-tech gadgets related to visual impairment. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">In my opinion, this camp is a perfect idea. When I was in high school, I worked at a camp for special needs children and adults, called Touched by an Angel. At this camp, the campers were given an option of things to do such as: horseback riding, fishing, playing basketball, painting, plus many more. The campers also had Bible study, share time, and different activities each night (e.g. prom dance, plays put on by campers.) I think Touched by an Angel is very similar to the camp Oklahoma School for the Blind offers for the visually impaired. The camp Oklahoma School for the Blind for the visually impaired has a variety of activities to choose from, such as race car making and bedroom designing. It provides campers with a choice of activity. The campers at this camp are also able to do research on their eye disease, study academics (e.g. other cultures), and take a dog-training class (if they are qualified.) I think both of these camps have the same mind set, which is every child and adult should have the right to experience life to its fullest.

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Website Assignment** <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**EDX 8123-June 27, 2011** **__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Section 504 of the Rehabilitation Act of 1973 __** <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">The first website I used was from a government agency: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">[] **__<span style="font-family: 'Times New Roman','serif';">What is section 504? __** <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">In this website, section 504 is defined as a national law that protects qualified individuals from <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">discrimination based on their disability. Section 504 forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services.

**__<span style="font-family: 'Times New Roman','serif';">Who is protected from Discrimination? __** <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">Section 504 protects qualified individuals with disabilities. Under this law, individuals with disabilities are defined as persons with a physical or mental impairment which substantially limits one or more major life activities. People who have a history of, or who are regarded as having a physical or mental impairment that substantially limits one or more major life activities, are also covered.

**__<span style="font-family: 'Times New Roman','serif';">Prohibited Discriminatory Acts in Health Care and Human Services Settings __** <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">Section 504 prohibitions against discrimination apply to service availability, accessibility, delivery, employment, and the administrative activities and responsibilities of organizations receiving Federal financial assistance.

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">The second website comes from a professional organization: <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">[]

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt;">1. Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. **The Law as described from the US Department of Labor** - The remedies, procedures, and rights set forth in section 717 of the Civil Rights Act of 1964 (42 U.S.C. 2000e-16), including the application of sections 706(f) through 706 (k) [42 U.S.C. 2000e-5(f) through k)] shall be available, with respect to any complaint under section 791 of this title, to any employee or applicant for employment aggrieved by the final disposition of such complaint, or by the failure to take final action on such complaint.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. ** Explanation of the law ** - Section 504 (of the Rehabilitation Act of 1973, as amended) is a civil-rights provision. It does not provide funding for any programs or activities; rather, it is a requirement that accompanies federal financial assistance to not-for-profit organizations such as schools and universities. <span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"> 4. **Wrightslaw summary** - Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require the school to provide an individualized educational program (IEP) that is designed to meet the child's unique needs and provides the child with educational benefit. Fewer procedural safeguards are available for disabled children and their parents under Section 504 than under IDEA.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. ** Section 504 and IDEA: Basic Similarities and Differences ** - Knowledge of both statutes, and particularly their implementing regulations, often is necessary to be sure of securing an appropriate education for children with disabilities. Indeed, for some children with disabilities, Section 504 may be more important -- the only legal mandate requiring education agencies to provide special education or related services to a child with a disability.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. **From the U.S. Department of Justice** - Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. ** Who is protected under the law? ** - A "qualified handicapped person" is defined as one who meets the requisite academic and technical standards required for admission or participation in the post-secondary institution's programs and activities.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">8. ** The impact of the law on postsecondary education ** - Colleges and universities receiving federal financial assistance must not discriminate in the recruitment, admission, or treatment of students.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">9. ** Overview of 504 **- This law can have positive effects on your child if he/she should need accommodations to succeed in school.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">10. **An Overview of ADA, IDEA, and Section 504**- A civil rights law to prohibit discrimination on the basis of disability in programs and activities, public and private, that receive federal financial assistance

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">** 11. What criteria are used to determine 504 eligibility? ** - Like other students, those students with a 504 eligible disability are entitled to a free appropriate public education. An appropriate education for a Section 504 disabled student may require the provision of specific accommodations and related services in order to meet the needs of the student.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">12. **Situations when it is inappropriate to offer a Section 504 accommodation plan**<span style="font-family: 'Times New Roman',Times,serif;"> - Eligibility for 504 is always decided by evaluating and determining that all three criteria are present. The student must have a mental or physical impairment. That mental or physical impairment must be substantially limiting. The impairment must substantially limit one or more major life activities. If any of the three criteria is missing or if there is no impact on the student’s access to school programs or services because of the disability do not create a 504 Plan for the student.

<span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt;">The third website comes from an advocacy agency: <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 10pt;">[|www.cpacinc.org/.../**section**-**504-of-the-rehabilitation**-**act**-of-1973-“civil-rights-**act**-for-persons-with-disabilities] <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 45pt; text-indent: -0.25in;">1. Section 504 of the Rehabilitation Act of 1973 guarantees equal opportunities in education and employment for all people with disabilities. The Office of Civil Rights (OCR) under guidelines of the Department of Education enforces Section 504, which prohibits organizations which receive federal funds from discriminating against otherwise qualified individuals on the sole basis of a disability. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 45pt; text-indent: -0.25in;">2. Section 504 protects all persons with a disability who: <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">· Have a physical or mental impairment which substantially limits (permanently or temporarily) one or more major life activities. <span style="font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">· Have a record of such impairment. <span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">· Are regarded as having such impairment. <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 1in; text-indent: -0.25in;">· In addition to school-age children who are eligible for special education services under IDEA, Section 504 also provides for students with communicable diseases, attention deficit disorders (ADD/ADHD), behavior disorders, chronic asthma, severe allergies, physical disabilities, and diabetes. <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 45pt; text-indent: -0.25in;">3. Basic educational requirements of this law are: <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 1in; text-indent: -0.25in;">· No child with a disability can be excluded from a public education because of his or her disability <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 1in; text-indent: -0.25in;">· Every child with a disability is entitled to a //free appropriate public education// (FAPE) regardless of the nature of his or her disability <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 1in; text-indent: -0.25in;">· Children with disabilities must be educated with non-disabled students to the maximum extent appropriate to their needs <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 0pt 1in; text-indent: -0.25in;">· Procedural safeguards must be established so that parents and guardians can object to evaluation and placement decisions regarding their children <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">· State or local educational agencies must identify and locate unserved children with disabilities. <span style="background: white; color: black; font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 5.1pt 0in 10.2pt 45pt; text-indent: -0.25in;">4. A student or parent has the right to file a complaint if he or she believes discrimination has occurred. Initially, the complaint should be filed with the school or school district’s Section 504 compliance officer. It can also be filed it with the Office for Civil Rights (OCR). The OCR will conduct an investigation of the complaint and issue a Letter of Finding, either with a “no violation” conclusion or identifying violations and specifying corrective actions. <span style="font-family: 'Times New Roman',Times,serif; line-height: normal; margin: 0in 0in 0pt;"> Each website defines Section 504 as a national law that protects qualified individuals from discrimination based on their disability.

<span style="font-family: 'Times New Roman',Times,serif;">Each website also states who is protected under this law; which are individuals with a physical or mental impairment which substantially limits one or more major life activities. The __government website__ was to the point stating what Section 504 is, who is protected under 504, and the prohibited discriminatory acts in health care and human service settings. The __professional website__ provided viewers with quite more information about what Section 504 is and who it protects, information on the impact this law has on postsecondary education, and everything in between. This website went more in dept, and provided more details about what Section 504 is. The __advocacy website__ states what Section 504 is, a detailed list of the disabilities it covers, a list of basic educational requirements of the law, and how a student or parent should file a complaint if he/she feels discrimination has occurred. All three websites were very helpful in finding information on Section 504 Rehabilitation Act of 1973.