Category Archives: > LD and the Law

+ How Much of Your Expenses Can Be Deducted?

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Thanks to Alyssa Roberts Boscarelli, who posted some links to this information on the Ohio Dyslexia Group Facebook page. 

 [I want to note that it's always wise to double check any advice found here or on other sites.]

IRS Publication says

How much of the Expenses can you deduct?  You  can deduct on Schedule A (Form 1040) only the amount of your medical and dental expenses that is more than 7.5% of your AGE (Form 1040, line 38.) 

For example, if :  the AGI is $40,000, 7.5% of that amount is  $3,000.  Any expense less than that would be non-deductible.

  1. Dependent:” You can include medical expenses you paid for your dependent.  The person must have been your dependent either at the time the medical services were provided, or at the time you paid the expenses.  A person generally qualifies as your dependent for this purpose if  A)the person was a “qualifying child” or a “qualifying relative” [check for the exact meaning of these terms] and  B) the person was a US citizen or national or a resident of the US, Canada, or Mexico.  (Adopted child: you may need to do further checking to locate ”Exception for adopted child.”)
  2. Special Education: You can include – in medical expenses - fees you pay on a doctor’s recommendation for a child’s tutoring by a teacher who is specially trained and qualified to work with children who have learning disabilities caused by mental or physical impairments (including nervous system disorders).  You can also include the cost (tuition, meals and lodging) of attending a school that furnishes special education to help a child to overcome learning disabilities.  A doctor must recommend that the child attend the school.  Overcoming learning disabilities must be a principal reason for attending the school, and any ordinary education received must be incidental to the special education provided.   For a look at the link,  http://files.e2ma.net/14242/assets/docs/irs_publication_502.pdf

Information from the Journal of Accountancy

The Journal of Accountancy had headlines  that read “Dyslexia program tuition is a valid deduction;” and  “Special education is a medical expense.”

They give further details, saying that the IRS (in letter ruling 200521003) has held that tuition paid to a school program to help dyslexic children deal with their condition can be an IRC section 213(a) deductible medical expense.

The article notes that the  IRS first explained that “normal education” is not medical care. 

For education to be considered medical care, a physician or other qualified professional must diagnose a medical condidtion that requires special education to correct it.  The school need not hire doctors, but it must have professional staff competent to design and supervise a curriculum providing such care.  Overcoming the disability must be the primary reason for the child attending the school. For more analysis, visit http://files.e2ma.net/14242/assets/docs/dyslexia_tuitionisavaliddeduction.pdf

Special Schools

From the Tax Research Consultant, we learn that a “special school” is distinguished by the substantive content of its curriculum. 

Although ordinary education may be provided by the school, it must be incidental to enabling the student to compensate for or overcome a handicap so that the student will be prepared for future normal education or normal living.

The IRS privately ruled that the tuition, summer school, tutoring and transportation costs for a dyslexic child in a school that accepts only handicapped children with specific learning disabilities and has a curriculum tailored for learning disabled children are deductible.

Whether a school is a special school, however, is determined by the nature of the services received by the handicapped student — not with respect to the institution as a whole.

Examples of special schools:

  • Schools for training the mentally retarded.
  • Schools for average and above average students who have learning disabilities, with the purpose of providing an environment in which they can adjust to a normal competitive classroom situation.
  • A regular school’s curriculum that is specially designed to meet the needs of handicapped children whose IQ scores ranged between 50 and 75.  A class must be structured to educate students who were not able to profit from the education that was being offered through ordinary classroom instruction, but whose intellectual ability indicates the possibility of a degree of scholastic attainment with the help of specially trained teachers and special methods and materials.
  • A special school for a child with severe learning disabilities.

For a closer look, and all the footnotes, visit http://files.e2ma.net/14242/assets/docs/taxresearch_tuitionasmedicalexpense.pdf

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com

+ Central Ohio: Upper Arlington Dyslexia Talk

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A Columbus group called UA-KID (Upper Arlington – Kids Identified with Dyslexia) announces its September Speaker Series.
 
On Thursday September 15th, Dr. Stephen Guy will address “Why They Don’t Show What They Know: Understanding and Helping the Student with Executive/Regulatory difficulties.”
 
  • Thursday, September 15
  • 7:00 pm
  • Upper Arlington Main Library – Friend’s Theater.

posted by Debbie Segor on Cobida/Facebook

tutoring in Columbus OH:  Adrienne Edwards  614-579-5021  or email  aedwardstutor@columbus.rr.com

+ Council for Learning Disabilities Conference in October

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The 33rd International Conference on Learning Disabilities will be held in Austin Texas on October 27-28, 2011.

Presented by The Council for Learning Disabilities, the theme is:

 Evidence-based Practices: How researchers develop evidence-based interventions, and how practitioners implement evidence-based interventions.

The conference will provide attendees with an excellent opportunity to learn and network in one of the nation’s most exciting cities.

Those in higher education want information about the latest research in this field, as well as methods and statistics used in that research – this is the place.

Practitioners will find in-depth sessions on how to teach students with learning disabilities how to read, write, and compute.

Administrators interested in policy or how to implement RTI in their schools and districts will be able to see the latest developments.

For more information visit http://cldinternational.org/Conference/Conference2011.asp  

  • Location: Austin Convention Center
  • Dates: October 27-28, 2011
  • Hotel: Special rates available at the Hilton Austin

More info visit website at http://www.cldinternational.org  or email Monica Lambert at lambertma@appstate.com or 828-262-7173.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com

+ International Dyslexia Association (IDA) Conference Nov 9-12 2011

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On November 9-12, 2011, The International Dyslexia Association (IDA) will hold its 62nd annual conference at the Hilton Chicago.

The International Dyslexia Association promotes literacy through research, education and advocacy.  The purpose of the organization is to provide the most comprehensive range of information and services that address the full scope of dyslexia and related difficulties in learning to read and write.

The aim is to do so in a way that “creates hope, possibility and partnership.  The goal is that every individual has the opportunity to lead a productive and fulfilling life.”

The annual conference attracts thousands of outstanding researchers, clinicians, parents, teachers, psychologists, educational therapists and people with dyslexia.

Sessions By Theme

  • Accommodations
  • Adults with dyslexia
  • Alphabetic principle
  • At-risk students
  • Attention and executve control/ADHD
  • Critical reading skills
  • Definition
  • Developing self-advocacy
  • English language learner
  • Families and informed parenting
  • Federal legislation (IDEA/RTI/NCLB/Reading First)
  • Fluency
  • Handwriting/dysgraphia
  • Identification for school support services
  • Identification/diagnosis/screening/assessment
  • Language disorders
  • Mathematics/dyscalculia
  • Morphology
  • Oral language
  • Phonemic/phonological awareness
  • Psychological and neuropsychological assessments and treatments
  • Research behavior (psychophysics/psycho-educational)
  • Research/neurobiology (anatomical/physiological)
  • Response to intervention/inclusion
  • School administration
  • Social-emotional
  • Speech and language assessments and treatments
  • Spelling
  • Technology
  • Text comprehension
  • The college student and dyslexia
  • The gifted dyslexic student
  • Training the trainers, teachers and professors
  • Vocabulary
  • Written expression

You can register online at http://www.interdys.orgRegistration fees are cheaper for members.

Why be a member? The membership is comprised of people with dyslexia, their families, educators, diagnosticians, physicians and other professionals in the field. 

IDA is a clearinghouse for valuable information and provides information and referral services to thousands of people every year.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com

+ IDEA National Survey Project: Take the Survey

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From LDA (Learning Disabilities Association of America), an action alert:

There are almost 7 million children with disabilities who receive special education under the Individuals with Disabilities Education Act (IDEA), from preschool through high school and other programs.

Under the IDEA, parents and schools collaborate together as equal partners to design the educational services the child needs to succeed.

Children with good special education services achieve maximum independence.  Many children receive good special education services that help them become independent.

But there are also anecdotal reports that some children receive weak or inferior services, and their parents do not feel they are treated as equal partners in the process.

The IDEA National Survey Project examines whether the playing field is level for children with disabilities and their parents.  The project looks at whether parents are equal partners in their children’s education.  One explicit purpose of the IDEA is “to ensure that the rights of children with disabilities and parents of such children are protected,” 20 U.S.C. par 1400.  The survey is designed around this premise.

Please visit http://www.ideasurvey.org.

The survey is open to people with all disabilities and special needs.

The survey asks whether the rights of parents and students with disabilities are protected throughout the special education process, including IEP meetings and evaluation, eligibility, and other decisions about special education.

There are also questions about parents’ rights in Due Process and Impartial Hearings, and the Complaint Process.  There are questions about inclusion and whether children receive the education they need, or whether they are deprived of important services; IDEA success stories; and children with special needs who are denied IDEA and special education services.  

After the survey is complete, a report will be written containing the results. 

The report will discuss the experiences that parents, students with disabilities, and attorneys, advocates and others have under the IDEA.  The survey form will give you the option to be emailed when the report is ready.

my source: email alert from LDA, the Learning Disabilities Association of America.  Visit  http://www.ldanatl.org/

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com

+ Ohio HB 96 Final Hearing April 13

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The 4th and final hearing of HB 96 is scheduled for this Wednesday, April 13, at the Statehouse in Columbus Ohio. 
 The bill targets the definition and early identification of dyslexia.

 

All testimony will be heard, including Proponent and Opponent.
 
Although the committee meeting begins at 5 PM, HB 96 is the 3rd item on the agenda.
 The 1st hearing of HB 157 (ONLY sponsor testimony this week).  Teacher training at the Educational Service Centers by Dyslexia Specialists.
 
Proponent testimony, tentative date:  May 4th. 
 
Hope to see you there! 
 
 Charlotte G. Andrist, Ph.D., NCSP
Ohio Dyslexia Group Representative and  President,  Central Ohio Branch of the International Dyslexia Association

Primary:  614.767.0438 ; Mobile:  614.288.8784; Email:  charlotteandrist@gmail.com

 
tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Central Ohio: Your Testimony is Needed Wednesday MAR 2

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A hearing on HB 96, about the need for early identification of dyslexia in our schools, is scheduled for Wednesday, March 2 at 5:00 pm. 

We need you to help show the members of the Education Committee (and our opponents) that we are a formidable force.  And we have truth on our side.

We are asking YOU to share your story about why early detection of dyslexia is critical; why waiting for a child to FAIL is ultimately more costly both in financial and in human terms.

It is dismaying to discover that opposition to this bill comes from those in charge of our schools.

  • COMMITTEE: House Education
  • CHAIRMAN: Representative Stebelton (614-466-8100)
  • DATE: Wednesday March 2, 2011
  • TIME: 5:00 pm
  • ROOM: 17

Please contact Charlotte Andrist at charlotteandrist@gmail.com, or phone her at 614-767-0438 (cell 614-288-8784) if you want to give oral testimony.

And bring friends!  Buttons and t-shirts available for the first 100 people to show up to support this bill!

Guidelines

  1. Testimony:  Everyone who provides oral or written testimony is required to fill out a Witness Information Form.  Speak to Charlotte Andrist about emailing you the form.  If you can email it back by Tuesday, that is best; or bring it with you on Wednesday.
  2. Oral Testimony:  A range of experts are expected to provide background information about why early identification of dyslexia is critical.  The plan is to follow this expert testimony with LOTS OF PERSONAL STORIES.  Your oral testimony should focus on how you or your child would have benefitted if s/he had been identified early and had received appropriate instruction in school.  Remember, we are trying to help committee members understand what happens when you wait until a child fails before s/he is identified, versus what happens when you PREVENT reading failure through early identification.  Share the pain of what happened to you or your family member; or what was entailed by having to find your own outside help.  Just teel your story.  There is no “formal” time limit to oral testimony, but please try to keep yours to 5-7 minutes.  (Remember: the focus of testimony for HB 96 is on the importance of the early identification  of dyslexia.  We have another dyslexia bill coming up in the next week by Rep. Schuring, which focuses on appropriate instruction and teacher training.

The Central Ohio Branch of the International Dyslexia Association (COBIDA) and the Ohio Dyslexia Group are responsible for getting the word out and seeing that these bills are passed.  Contact: Charlotte Andrist, President COBIDA; 2948 Scioto Place, Columbus OH 43221.  Phone 614-767-0438, or cell 614-288-8784.  Email charlotteandrist@gmail.com

tutoring in Columbus OH:  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ State Results for IDEA Implementation 2008-2009

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From IDEA Money Watch (http://www.ideamoneywatch.com).  See below for original source.

I.      STATE  performance in meeting the requirements of IDEA Part B for school year 2008-09: 


 Meets requirements
: Alabama, Alaska, California, Commonwealth of the Northern Mariana Islands, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Iowa, Kansas, Kentucky, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Jersey, North Dakota, Oklahoma, Oregon, Palau, Pennsylvania, Republic of Marshall Islands, South Dakota, Utah, West Virginia, Wisconsin.
 Needs assistance: Arizona, Arkansas, Bureau of Indian Education, Colorado, Indiana, Montana, North Carolina, Rhode Island, Virginia, Washington, Wyoming
 Needs assistance for two consecutive years: Guam, Puerto Rico, Texas, Vermont, Virgin Islands.
 Needs assistance for three consecutive years: Federated States of Micronesia, Tennessee.
 Needs assistance for four consecutive years: American Samoa, Illinois, Louisiana, Maine, Massachusetts, New Hampshire, New Mexico, New York, South Carolina.
 Needs intervention: Ohio.
 Needs intervention for four consecutive years: District of Columbia.

 

II.     STATE  performance in meeting the requirements of IDEA Part C for school year 2008-09:
 Meets requirements: Alabama, Colorado, Commonwealth of the Northern Mariana Islands, Connecticut, Delaware, Illinois, Indiana, Iowa, Kansas, Maryland, Michigan, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, North Carolina, Oregon, Pennsylvania, South Dakota, Tennessee, Utah, Vermont, Virginia, Washington, West Virginia, Wyoming.

 Needs assistance: Arkansas, Idaho, New Mexico, Nevada, Oklahoma, Rhode Island, Wisconsin.
 Needs assistance for two consecutive years: Alaska, Maine, South Carolina, Texas.
 Needs assistance for three consecutive years: Arizona, California, Ohio.
 Needs assistance for four consecutive years: American Samoa, Florida, Guam, Hawaii, Louisiana, Mississippi, New York, Puerto Rico, Virgin Islands.
 Needs intervention: Massachusetts, North Dakota.
 Needs intervention for two consecutive years: Kentucky
 Needs intervention for three consecutive years: Georgia.
 Needs intervention for four consecutive years: District of Columbia.

The letters detailing each state’s determination for Part B and Part C can be found via the page at: http://www2.ed.gov/fund/data/report/idea/sppapr.html  (The “response table” for each state has the performance for each indicator).

Determinations based on the state’s State Performance Plan (SPP); include baseline data, targets, and improvement activities for 20 indicators (performance and compliance), such as a state’s graduation rate, dropout rate, participation and performance on assessments, ability to meet evaluation timelines, and ability to resolve complaints and hearings within required timelines.

tutoring in Columbus OH:   Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Proposed Dyslexia Bill for Ohio

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Here are the goals and reasons for the bill.  Learn the facts, and use them to talk your Ohio legislators and friends. 

If you have, or know, a child whose needs are not being met, you know why this bill is necessary.  Our legislators are not yet convinced.  Let’s convince them.

LEGISLATIVE GOALS

1.     Purposes of the proposed Dyslexia Bill

  • Assessment, prevention and remediation for students with dyslexia
  • Systematic, explicit reading instruction
  • Instruction taught by an adequately trained and coached teacher
  • Professional development of teachers, administrators, and supervisors (stressing an understanding of dyslexia and the type of instruction dyslexics need in order to read, write and spell

2.     After the bill takes effect, if a district does not have teachers who are properly trained, the district must provide a qualified tutor to work with students during the school day.

3.     Education majors at all universities/colleges in Ohio must be educated about dyslexia as part of the reading curriculum.

4.     Professors of Education at all universities/colleges in Ohio must be educated about dyslexia and effective methods of teaching these students.

WHY IS THIS NEEDED?

 Reading failure has devastating consequences. 

1.     Reading failure  impacts crime in the state of Ohio: some states determine how many prison cells to build based on reading scores of students in middles schools.  Research from the Basic Skills Agency makes it clear that there is a significant connection between repeated offending and poor literacy skills.  Another study shows that  recidivism is reduced by 20 percent when quality reading programs are in place.

2.     Reading failure impacts daily life in Ohio.   Nearly half of Ohio’s Black male students read at less than the Basic Level.  Virtually none reach the advanced level. 

 NAEP national resuts indicate that overall only 36% of all eighth grade students in Ohio read above a Basic level.

Basic level means a reader operates on a very rudimentary level in terms of reading capabilities; he can’t draw simple conclusions from reading a column in a newspaper or editorial comparing candidates in a local election.

Below Basic level means she can’t carry out the everyday functions in American society, such as reading a bus schedule to see how to get across town; she would be unable to use most of the self-service ATMS or fill out a standard job application.

3.     Reading failure perpetuates socio-economic, racial and ethnic inequities.  Of African-American students, 70% can’t read.  (In Ohio, the number is 80%.)

If you look at Hispanics nationally, the percentage is 65-70%.  And studies show that the majority of kids who are at risk and will hit the wall when they attempt to read are children living in poverty. 

Of all people on welfare, 3 out of 4 can’t read.  The inability to read accounts for the fact of low incomes in between 46 to 51% of those below the poverty line .  

4.     Reading failure impacts school budgets in Ohio.   It costs the United States hundreds of billions of dollars each year to deal with reading failure. 

In the 1999-2000 fiscal year, 50 states and the District of Columbia spent approximately $50 billion on special education services; that amounts to $8000 for each special education student. 

The total spending to provide a combination of regular and special education services to students with disabilities amounted to $77.3 billion, an average of $12,474 per student.  An additional one billion dollars was expended on students with disabilities for other special needs programs such as Title 1, English language learners, or gifted and talented students.  That brought the total per student to $12,639.

Based on these figures, the total price to educate average students with disabilities is 1.90 times that expended to educate the typical regular education student with no special needs.  If you exclude money spent on school facilities, the ratio of current spending on the typical special education student is 2.08 times that expended on the student who has no special needs.

The financial cost of “labeling” a child as needing Special Education services is staggering, not to mention the cost to the student himself as he endures the stigma of being in a group “unlike the others” in mainstream education. 

We can reduce the number of children ear-marked for a Special Education program if we provide early intervention;  we will be providing a significant financial and social return on investment.

We have evidence that of all children identified as learning disabled by public schools, 70 to 80% are primarily impaired in reading.  Difficulty in word recognition skills shows up in 90% of these students. 

Ohio can significantly reduce the number of students identified with reading disabilities by employing the same type of strategic planning used by successful businesses looking for long-term change.

At the “Children of the Code” website (http://www.childrenofthecode.org/) Dr G Reid Lyon, former Branch Chief of the National Institute of Child Health and Human Development, describes why so many students are eventually identified as having a learning disability. (Watch the video “Dysteachia.”)

 When we look at the kids that are having a tough time learning how to read, we went through the statistics, 38% nationally, disaggregate that, 70% kids from poverty and so forth hit the wall. 

Ninety-five percent of those kids are instructional casualties… About five to six percent of thos kids have what we call dyslexia or learning disabilities in reading. 

Ninety-five percent of the kids hitting the wall in learning to read are what we call NBT: Never Been Taught.

5.     Effective early intervention through systematic and explicit reading instruction for students with dyslexia will reduce special education referrals in Ohio

A study (Jenkins, 2003) showed that in Iowa, a pre-referral system for special education resulted in an 8:1 reduction in Special Education placements for black males.

In Florida, when early intervention was implemented special education referral rates dropped approximately 40% in Reading First schools. 

Reductions in the number of special education students have been found, and reductions in the disproportional representation of minority groups in special education have been documented. 

6.     Reading improficiency not only endagers academic achievement, it endangers emotional healthThe executive director of the National Center for Learning Disabilities, James Wendorf, says

I think the main thing to emphasize for anyone who has worked with a child or with an adult who has a reading problem, either who is low literate or is just struggling with reading, is that it is very apparent that it is the lost human potential, the lost self-esteem… that is the most poignant.  And, in the end it’s the most significant, because the loss in self-esteem is what leads a whole host of social pathologies that are very difficult to look in the face.

Crime, substance abuse, and the school drop out rate, any of those things — they are very difficult to face.

And there is a line to be drawn between low literacy skills and those social pathologies.

7.     OHIO Employment, Economic Status, and Civic Responsibility (based on OHIO Adult Literacy Survey, May 1994

  •  Employed respondents were less likely than those who were unemployed or out of the labor force to perform in the lowest levels on each literacy scale. Approximately 60 percent of unemployed participants, and roughly two-thirds of those who were out of the labor force, performed in Levels 1 and 2, in contrast to between 31 and 38 percent of the employed. 
  • Professional, technical or managerial position holders in Ohio had higher average literacy scores than those in other types of occupations, including sales or clerical, craft or service, or labor, assembly, fishing or farming positions.
  • Adults who performed in the higher levels on each literacy scale had worked more weeks in the previous year than individuals in the lower levels.  In Ohio, those in the three highest literacy levels reported working an average of 32 to 46 weeks in the previous year, compared with only 13 to 15 weeks for those performing in Level 1.
  • Across the scales, Ohio survey participants with proficiencies in Level 1 reported median weekly earning of around $200.  In contrast, those in Level 3 earned about $325, while those in Level 5 earned around $575 a week.  Similarly, the median annual household income reported in the highest proficiency levels was significantly higher than that of participants at the lowest levels.
  • Approximately two-thirds of Ohio respondents designated as either poor or near poor demonstrated skills in Levels 1 and 2.  In contrast, only 34 to 41 percent of the not poor performed in this level.  As a result, the average literacy scores of poor and near poor respondents are considerably lower than the scores of adults who were not poor.
  • Among the Ohio survey participants, voting sppeared to be related to literary proficiancy.  On all three scales, the average literary proficiencies of respondents who said they had voted in a recent election were higher than those of nonvoters.

source: COBIDA, the Central Ohio Branch of the International Dyslexia Association.  http://www.cobida.org

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ TWO Special Needs Meetings in Central Ohio

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I.  SPECIAL NEEDS CONNECTIONS  is a support group in Central Ohio for parents of special needs children.

  • Share information
  • Support each other
  • Listen to speakers

The November meeting will beheld

  • WHEN:  Monday November 16, 2009
  • TIME:    7:00 – 8:30 pm
  • PLACE:  130 Big Run Road, Delaware OH 43015 (Molly King’s home)
  • SPEAKER:  Nancy Mandernach, OCECD
  • TOPIC:  The new IEP and evaluation forms

OCECD is the Ohio Coalition for the Education of Children with Disabilities.

Please RSVP so there will be enough materials

Contact Molly at: (home) 740-369-4047;  (cell) 614-581-6675; or email mking@nextgenaccess.com

II.   TRANSITION NIGHT FREE RESOURCE FAIR

Co-Sponsored by   Delaware Area Career Center, Hilliard, Dublin, Grandview, Upper Arlington, Westerville & Worthington Schools.

  • WHEN:  December 10, 2009
  • TIME:  5:30-7:30 PM
  • PLACE: Hilliard Bradley High School, 2800 Walker Rd, Hilliard
  • TOPIC: Mapping your IEP student’s way through high school and beyond

Representatives will be available to discuss

1) high school transition, 2) career and technical education programs, 3) agency supports after high school, 4) transportation, 5) recreation and parks programs, 5)  Special Olympics, 6) county DD resources and services, 7) employment supports, 8) Bureau of Vocational Rehabilitation, 9) financial supports, 10) independent living supports, 11) future planning, estate planning and wills.

If you have questions contact Betty Anderson 921-7234 (Hilliard Schools); Sheree Ellis 740-203-2264 (Delaware Area Career Center); Erin Kellum 718-8110 (Dublin Schools); Chris France 481-3620 (Grandview Schools); Peggy Moore 487-5158 / X133 (Upper Arlington); Marianne Davis 797-5877 (Westerville Schools); Sue Morgan 883-3041 (Worthington Schools).

Note: in case of bad weather, closing Hilliard Schools, the event will be cancelled.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com