ED 228 789 AUTHOR TITLE Alliances in Advocacy for Disabled Children and INSTITUTION ...

399 Pages·2007·7.46 MB·English

DOCUMENT RESUME
EC 151 643
ED 228 789
Del Polito, Carolyn M.; And Others
AUTHOR
Alliances in Advocacy for Disabled Children and
TITLE
Youth.
American Society of Allied Health Professions,
INSTITUTION
Washington, D.C.
Office of Special Education and Rehabilitative
SPONS AGENCY
Services (ED), Washington, DC.
PUB DATE
82
G008001409
GRANT
NOTE
399p.; Some pages may reproduce poorly.
Guides - Non-Classroom Use (055) -- Reports -
PUB TYPE
Descriptive (141)
MF01 Plus Postage. PC Not Available from EDRS.
EDRS PRICE
*Advocacy; *Allied Health Personnel; Ancillary School
DESCRIPTORS
Services; *CoMmunication Skills; Coordination;
*Disabilities; Federal Legislation; *Handicap
Identification; Listening Skills; *Referral; Staff
Role
*Education for All Handicapped Children Act
IDENTIFIERS
ABSTRACT
A resource manual for the allied health professional
who works with disabled children and youth is presented. Each of the
manual's six units states objectives for the allied health student
and provides resource materials and publications, and a bibliography.
Unit 1 on Public Law 94-142 (the Education for All Handicapped
Children %t), also provides information on provisions of Section 504
of the Reh bilitaXion Act of 1973 and parents' rights. Unit 2,
concerningroles and responsibilities of allied health professionals
considers the family's response to chronic childhood disability, the
media's portrayal of the handicapped, mainstreaming, and the
functions of various professionals. Unit 3, on identifying of
children and youth with handicapping conditions, covers: the
characteristics, classification, and remediation of various
disabilities; normal early childhood development; diagnostic criteria
for Head Start referrals; observational checklists; and developmental
screening and child assessment. Unit 4, which covers communication
strategies for effective delivery of service, includes 10 case
studies and information on listening skills and communicating with
disabled persons (e.g., the hearing impaired). Unit 5, on networking
strategies for information exchange and referral, provides lists of
national, regional, and state organizations conc6rned with the
handicapped, as well as a discussion of the referral process. Unit 6,
concerning advocacy, addresses the role of professionals and parents,
change strategies, and advocacy and the federal budget process.
(SEW)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original docutent.
***********************************************************************
VS. DEPARTMENT OF EDUCATION
.
NATIONAL INSTITUTE OF EOUCATION
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating IL
Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this docu-
ment do not necessarily represent Off icial NIE
position or policy.
ALLIANCES
IN
ADVOCACY
FOR
DISABLED CHILDREN
AND
YOUTH
Project Director
Carolyn M. Del Polito, Ph.D.
"PERMISSION TO REPRODUCE THIS
MICROFICHE ONLY
MATERIAL IN
American Society of Allied Health Professions
HAS BEEN GfIANTED BY
One Dupont Circle, Suite 300
ttc._-67--
Washington, D.C. 20036
EfiedATItIsl-AL
RESOURCES
INFORMATION CENTER (ERIC)."
This resource manual was developed for the Allied Health Child-Find and Advocacy Project through a grant awarded to the
American Society of Allied Health Professions from the U.S. Department of Education, Office of Special Education and Reha-
bilitative Services. Grant Number G008001409.
ACKNOWLEDGEMENTS
Resource Manual
Alliances in Advocacy for Disabled Children and Youth:
was developed for the Allied Health Child-Find and Advocacy Project
through a grant awarded to the American Society of Allied Health
Professions from the U. S. Department of Education, Office of Special
Education and Rehabilitative Services.
The materials contained in the Resource Manual are the result of
the expertise and dedication of a number of people, including the
Project's Advisory Council, Staff, Faculty, and Resource Consultants.
The Allied Health Child-Find and Advocacy Project's Advisory Council
'provided the conceptualization for the workshop's content and instruc-
tional strategier, while the Project Staff and Faculty identified,
obtained, and assembled the materials you find inside.
With sincere appreciation to each of our contributors, I wish to
acknowledge particularly the countless hours contributed by my
dedicated Project Staff:
Karen Constine
Student Intern
University of California, Santa Barbara
Mirdza Kains
Project Assistant, Education Policy Fellow
Barbara Kohl
Administrative Assistant
In addition, I wish to acknowledge the invaluable consultation
provided by our D.C. Resource Council, and particularly, Ms. Mary
Ann Mc Dermott, Project Officer, Division of Personnel Preparation,
Mark
Office of Special Education, U. S. Department of Education; Dr.
N. Ozer, Associate Professor, Child Health and Development, George
Washington School of Medicine; and Dr. Marilyn Semmes, Coordinator
for Handicapped Services, Head Start Project.
Carolyn M. Del Polito
Project Director
THE ALMOND TREE*
by
John Stallworthy
All the way to the hospital
the lights were green as peppermints.
Trees of black iron broke into leaf
ahead of me, as if
I were the lucky prince
in an enchanted wood
summoning summer with my whistle,
banishing winter with a nod.
Swung by the road from bend to bend,
I was aware that blood was running
down through the delta of my wrist
and under arches
of bright bone.
Centuries,
continents it had crossed;
from an undisclosed beginning
spiralling to an unmapped end.
II
Crossing (at sixty) Magdalen Bridge
Let it be a son
a son
said
0
the man in the driving mirror,
Let it be a son.
The fower
held up its hand: the college
bells shook their blessing on his head.
IH
I parked in an almond's
shadow blossom, for the tree
was waving, waving me
upstairs with a child's hands.
IV
Up
the spinal stir
and at the top
along
a bone-white corridor
the blood tide swung
me swung me to a room
whose walls shuddered
with the shuddering womb.
Under the sheet
wave after wave, wave
after wave beat
on the bone coast, bringing
ashore -- whom?
4
Chatto and Windus,
From Root and Branch by Jon Stallworthy, London:
1968.
-2-
New
minted, my bright farthing!
Coined by our love, stamped with
our images, how you
Both
enrich us!
Welcome
you make one.
to your white sheet,
my best poem!
V
At seven-thirty
the visitors' bell
scissored the calm
of the corridors,
The doctor walked with me
to the slicing doors.
His hand upon my arm,
his voice -- I have to tell
you -- set another bell
beating in my head:
your son is a mongol
the doctor said.
VI
How easily the word went in --
clean as a bullet
leaving no mark on the skin,
stopping the heart within it.
This was my first death.
The "I" ascending on a slow
last thermal breath
studied the man below
as a pilot treading air might
the buckled shell of his plane --
boot, glove, and helmet
feeling no pain
from the snapped wires' radiant ends.
Looking down from a thousand feet
I held four walls in the lens
of an eye; wall, window, the street
a torrent of windscreens, my own
car under its almond tree,
and the almond waving me down.
I wrestled against gravity,
but the light was melting and the gulf
Unfamiliar
cracked open.
the body of my late self
I carried to the car.
VII
The hospital - its heavy freight
lashed down ship-shape ward over ward -
steamed into night with some on board
soon to be lost if the desperate
Others would come
charts were known.
altered to land or find the land
At their voyage's end
altered.
some would be added to, some
In a numbered cot
diminished.
my son sailed from me; never to come
ashore into my kingdom
Better not
speaking my language.
The almond tree
look that way.
Blood-
was beautiful in labour.
dark, quickening, bud after bud
split, flower after flower shook free.
On the darkening wind a pale
Only when
Out of reach.
face floated.
the buds, all the buds, were broken
would the tree be in full sail.
In labour the tree was becoming
I, too, rooted in earth
itself.
and ringed by darkness, from the death
of myself saw myself blossoming,
wrenched from the caul of my thirty
years' growing, fathered by my son,
unkindly in a kind season
by love shattered and set free.
VIII
You turn to the window for the first time.
I am called to the cot
to see your focus shift,
take tendril-hold on a shaft
of sun, explore its dusty surface, climb
to an eye you cannot
meet.
You have a sickness they cannot heal,
Ehe doctors say; locked in
your body you will remain.
Well, I have been locked in mine.
We will tunnel each other out.
You seal
the covenant with a grin.
In the days we have known one another,
my little mongol love,
I have learnt more from your lips
than you will from mine perhaps;
I have learnt that to live is to suffer,
to suffer is to live.
ABOUT OUR FACULTY MEMBERS
TONY BASHIR
Dr. Anthony Bashir is a Senior in speech and language pathology,
Division of Hearing & Speech, The Childrens Hospital Medical Center,
He is also a lecturer on pediatric medicine at Harvard
Boston.
Dr. Bashir also serves as Legislative Counselor
Medical School.
from the Commonwealth of Massachusetts to the American Speech-
Language-Hearing Association, as well as being a member of several
national task forces that deal with language and hearing disabilities,
especially the Joint National Committee for Hearing Disabilities.
CAROLYN M. DEL POLITO
Carolyn M. Del Polito, Ph.D. (Purdue University), as Director of the
American Society of Allied Health Professions' Allied Health Child-
Find and Advocacy Prrdect, has been responsible for the implementation
of the Project's Workshops and Conferences for Allied Health Professionals
to recognize and accept their roles and responsibilities for disabled
With degrees in Speech-Language-Pathology,
youngsters and their families.
Human Communication Theory, and Educational Psychology, Dr. Del Polito
has had a wide range of experiences in education and administration,
including university teaching, conference presentations and publications,
and professional organization leadership (national and regional).
Her research interests lie in the area of .self-concept enhancement and
communication systems in organizations--particularly health-care
organizations.
ETHAN B. ELLIS, M.A.
Trained as a vocational rehabilitation counselor, Ethan,B. Ellis
.
directed vocational services and managed a sheltered workshop at
In the
Bird S. Coler Hospital in New York City for five years.
early sixties, he developed vocational ,and social studies curricula
for high school dropouts at a prototymhantipoverity program on the
Lower East Side and later directed the State of New Jersey's techni-
In
cal assistance unit for 0E0 funded community organizations.
1976, he joined the staff of the Office of Advocacy for the Develop-
mentally Disabled at the New Jersey Department of the Public Advo-
He also serves
He is new Deputy Director of that program.
cate.
Advocacy
as President of the National Association of Protection and
Systems.
ABOUT OUR FACULTY MEMBERS (CONT.)
SALLY PISARCHICK
Dr. Sally Pisarchick, currently Project Manager for the Instruc-
tional Resource Center serving Ohio's Cuyahoga County and Adjunct
Professor at Kent State University, has taught special education
and methods courses at the college level for the past fiften years.
Dr. Pisarchick's background also includes eight years as a
high school teacher and two years as a County Supervisor for
Special Education.
JAYN WITTENMYER
A former teacher, Jayn Wittenmyer is par6nt to three daughters, one
of whom is handicapped.
It is because of her interest in securing
meaningful services for her daughter that Jayn became involved in
the volunteer work of the Association for Retarded Citizens.
She has
had local, state and national involvement in the volunteer movement.
Currently, Jayn serves as Executive Director for the Wisconsin Depart-
mental Disabilities Council.
She states as her primary interest that
of obtaining services for handicapped persons through the political'
and administrative arena.
ABOUT3OUR ADJUNCT FACULTY
4111
PETER ANDERSEN
Dr. Peter Andersen, currently Associate Professor of Speech Communication
at West Virginia University, has been involved in teaching and researching
Along with numerous presentations
communication for the past nine years.
and workshops in communication for teachers, lawyers, medical professionals,
and law enforcement agencies, Dr. Andersen also has written widely, on the
As of September, 1981, Dr. Andersen will be Associate Professor
subject.
at San Diego State University.
SHIRLEY M. ATKINS
Atkins graduated from West
A native of West Virginia, Shirley M.
She
and Art.
Virginia Wesleyan College, majoring in Sociology
children with emotional dis-
spent a total of ten years teaching
Her graduate
turbances and children with learning disabilities.
Education.
studies were in Special Edgcation and Higher
Assistant Dean in the
Dr. Atkins is an Associate Professor and an
Univers!ty of Pittsburgh.
School of Health Related Professions at the
workshops and training
She has participated in and led a variety of
Affirmative Action
sessions at the local level and also functions as
Officer in the School of Health Related Professions.