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2008-02-27 - Commission for Residents with Disabilities - Minutes Board or Commission: ❑ Commission on Residents With Disabilities Document Type: ❑A e g nda 0 Minutes Meeting ate: 02/27/2008 Type of Meeting: ❑ Regular Meeting February 27, 2008 Call to Order -Meeting called to order by Chairman Kahen at 1904 hours. Roll Call - Rick Kahen, Beverly Sussman, Dean Klassman, Mark Weiner, Mara Sabath, Sue Gottlieb, Debbie Verson, Debby Holm, Dave Morton, Geri Miller-Brown, Donna Garfield, Trustee Steve Trilling, Larry K. Swieca. Commissioner Judy Samuels is attending a meeting for School District 96 regarding Special Education and the "Vision Points" that were developed from their 2007 Search Conference. Commissioner Samuels will report at the March meeting. Approval of Minutes - Approval of Minutes for 01/23/2008. Motion by Commissioner Morton, second by Commissioner Sussman to approve. Passed with changes as noted: changing Buddy Baseball; Down Syndrome and Commissioner Holm talked to Village Manager Brimm regarding Handicapped parking at the Metra station Chairman Kahen's report: On March 8a, and 9d'the Village will be having an Open House from 1 to 4 pm. There will be some treats, displays and guests will be able to sign a scroll commemorating the Village's 50d'Anniversary. Jane Olsen wanted to know if the CRD was interested in a display in the Council Chambers. It could be on the bulletin board or on the staff tables. The Commission could display the banner distribute handouts, etc. Discussion followed and it was decided that the Commission could display photos on a board in the Council Chambers. Commissioner Garfield will put together a board with pictures. Liaison Swieca will set up the display on Friday before the Anniversary party. Anyone interested in manning the display on Saturday or Sunday, contact Chairman Kahen. There will be a much bigger Open House at the Village Campus on April 27d'. It will be outside and all the Village Department's will have large displays. The deadline for the Village Newsletter article is March 31st. We need to include our names, and when the meetings are held and the website address. Commissioner Holm brought in a copy of the entry from 1996 that was submitted to the National Organization on Disabilities, (NOD). It won 2nd place in 1996. There was much discussion on the content of the article. Commissioner Holm will work on the article and e-mail for comments. Commissioner's Reports: Commissioner Miller-Brown: Brought in the Illinois Voices Newsletter, this newsletter is designed for self-advocates. It also gave us information on HB 4537 "Disability History Campaizn" which would bring disability related activities into schools & universities twice each academic year. (See Attachment). HB 4537 is sponsored by Representative Robert Flider from Decatur. As this bill is in line with what the Commission hoped to accomplish locally with the school districts, all present signed a petition supporting HB 4537 to be sent to "Illinois Voices" showing the Commission's support. Discussion on resources to obtain curriculum assistance. Commissioner Verson showed that the web site wwweadl,ar2/educational/curriculum connections/fall 20051 has a good selection of lesson plans, and curricula. Commissioner Verson performed more research and found that San Mateo has more info and better developed curricula for 31d graders. The Center on Human Policy has information for teachers, role-playing; Do's and Don'ts for Communications; suggested lesson plans and methods for simulating disabilities, (i.e. eyeglasses and Vaseline).Also there is the website www.disabiliiystudiesforteachers.or Commissioner Holm showed an article from the Daily Herald (1993), in which teacher Gretchen Mahin was teaching this type of disability awareness in District 102 Chairman Kahen suggested that someone call Kathy Young at District 102 to see if this kind of education is still being taught. Commissioner Garfield will call the school districts in town to see what the schools are doing. Commissioner Sabath reported that the Commission has a commemorative stone at the Park District, near the Miracle Field. Also, in Hawaii, an Illinois H/C Placard is not valid. They are one of the states that do not have reciprocity with Illinois. Commissioner Holm: regarding the curb cuts at Town Center by the Lake-Cook bridge and Advocate Medical, Chairman Kahen suggested she e-mail Ed Schar from Building & Zoning. Commissioner Samuels: Attended the meeting at the JCYS for Directors of Special Ed for the School Districts. Although unable to attend tonight's meeting, Commissioner Samuels did send Chairman Kahen a copy of the"Top 11" list that was presented at the SKSF meeting. This list is a lighthearted approach to the collaborative working relationship between the family and the school, (IEP core team for your child. Commissioner Klassman spotted a Handicapped parking space with a fine listed as $1000. Unfortunately, he did not take a picture of it. VI. Sub-Committee Reports: See Commissioner reports VIII. Staff Liaison Report: None. IX. Other Business: None X. Adjournment- Motion by Commissioner Morton, second by Commissioner Sussman to adjourn. Approved. Meeting adjourned at 2050hrs. Next meeting scheduled for March 26, Lower Level Conference Room of the Village Hall T ie proposed disability H'istoly Campaigo legislatioh HI3 4537,,Woujd bring disability related aiwtivities into shoo0s arld universities td o tunes erring the�acadelnic year. HB 437 recognizes the many cc ntripvaticrns made f throughout history,by people With disabilities, promotes,acceptance"and induslon, reduces" St i and'instills pride in students with dl of ilitl s, Photo of Albet t Einstein courtesy of en.wndipedia.com This guide lists free resciurces, including video Albert Einstein, known) as"The t�f likeraWre a d aeb-basecl Father of Relativity", was the winner of the 1921 (Nobel Peace irtFOfmatiola that could ire used to assist Prize In Physics. He had a learning I)Obiirty Historyr effo*,, Agencies listed'below. disability; having difficulties in writing and learning math in may a186 provide spoakers that Can provide school. He did not speak until the a0d iphal"resources and ird0frnatron. age "'What I would have given to have my classmates understand about people with disabilities, and therefore understand me!" Illinois self advocate Agencies/Organizations than could provide reso"rces and/or speakers for disability history-related activities Illinois Voices,Decatur United Cerebral Palsy of Illinois((iCP) National Aliiance on IMental Illness Illinois Council on Developmental Institute on Disability and Human Development �(NAMI)State&Local Chapters Visaofties(1CI D) at the Unaverslity of Illinois—r- icaugo National Consortium on Leadership and Illinois Association of Rehabilitation Autism Society of Illinois Disability for Youth(NCLD-Youth) Facilities(IARF) National Youth Leadership Network "the Arc of Illinois and Local Arc American Counciil for the Blind (NYLN!) Chapters Coalition of Citizens with Disabilities Children and Adults with Attention Kids as Self-Advocates(KASA) in Illinois(ccvi)state&Local Chapters Deficit/Hyperactivity Disorder(CNADID) MindFreedom international Peopfe Hirst of Illinois and Local Statewide Independent Living Council Chapters of Illinois(SILO)and Local Chapters For more information contact Shirley Paceley at 217,875.8890, aq y rnaconre5ources.or or Amy Wa)ker at 217.875.19J Q, i walk rialmaeonresourcea s.ora. Illinois"tlloiceSs:Puettina the niam!c of the self-arivnrary mi"Jia tnnaFhmrw Coalition of Citizens with Disabilities Children and Adults,with Attention Kids as Self-Advocates(KASA) In Illinois(CCDI)State&Local Chapters Deflcit/Hyperactivity Disorder(CHADID) MindFreedom International People First of Illinois and Local Statewide Independent Living Council Chapters of Illinois(SILO)and Local Chapters For more information contact Shirley Paceley at 217,875.8890,5PAWjQYP-M-a—C or Amy Wa)ker at 217,875.1910, avyalker(a)malcogmo_iurces.ora, Illinois Voices:Putting the pieces of the self-advocacy puzzle together! Online; Resources on Disability His Museum of disAbility History Parallels in'rinse,A History of Develop me Wvvw.Irnu50umotd1sabilih+.org Dl�tsal11l1tie ' WWW.Mncdd.org/patallets/menu.html zfls The museum of disability History is dedicated to advancing the Over 150 pages regardinlcg societal treatment, as understandings,acceptance and milestones and historical contributions made b independernce of people with pleople with developmental disabilities, include disaWhties..The site complements video and auldia clips, the New York-based museum and its traveling exlilbits Disability Social-History Project Moto of l d Roberts courtesy of www.disatiili"istory.org www.pndependencefirst.orcd Disability History Museum www.dlsabilltyrnuseum.org This site includes a comprehensive timeline, exl'iibits,bibliographies,web links,facts,rams Prior to being described as the This online nit(seuum hosts exhibits, people and resources on disability history. „ written resources, and teacher/education Father of the Independent Living packets. site is still under developun+ent. Movement", Edhad experienced Beyond A�.fliction,'tlie Disability Fiistwyi rejection. In 1961, the California Project state vocational rehabilitation Smithsonian Virtual Exhibition www.straightaheadpictuires;otg/beyond- , ghtaheadpictuires;ar'g/beyond- Of the Disabiliity Rights Movement aFfiiction/i)roject.dlir/project.htm3 agency refused to serve him as he www,arnerIcanhistnry.s,,edu/, was Considered too severely disabiltyrights/ This site introduces sources,evidence,materii disabled and labeled and ideas that allow all of sus to begin unemployable.That c eCi jori was Online version of archived exhibit thinking anew about what the experience of d that displays efforts to secure equality means today and what It has meant to the ge hater Overturned. One of the many and civil and human rights for people that have come before. ironies of Ed's life was that with disabilities. fourteen years later in 1975, Resource Center for Independent AC>L Curriculum Connectionst Governor retry Brown appointed Living www.adl.org/educad;!On/cuniculum—connecbo Ed as state Director of the same %ww.rcif.com/DisabiltyFAQ/Disab[lity /f°iil_ 005/ agency that deemed him too RicghtsMoven ent.litml severely disabled to ever'work. This website offers lesson plans related to du"s This site provides a timeline of the history and awareness for grades K-12, disability civil rights Movement, ark National Consortium on li.,,aaiderlllp al>Itf Disability(IIM1ILCD)for YOuthl's Top 5 Book Picks 1. Shapiro,Joseph.,No Pity.,People with Disabilities Foraging)a Now Civil Frights Movement.Tirmes Books, 1994. 2. 7aimes Fleischer,Doris,tames,Frieda.The Disability Flights Moveinerutt From Photo of Harriet Tubman courtesy of Charity to Confrontation,Temple University, 2001,\ wwwww.harriettubniaiiblogi,aplty.coiii 3, Chariton,James,Nothing About Us,Without Us.University of California Press, Uerkefey, 1998. Harriet Tubman is known for 4. Longmore,Paul.The New Disability History:American Perspectives(History of leading Slaves to freedom throL Disability).New fork University Press,2001, the Underground Railroad. She S. Longniore,Paul.Whit I Burned My Book and Other Essays on Disability.Temple also sustained a traumatic brain University(Press,2003, injury as a slave during childhoi leaving her with narcolepsy and .�� seizures. Qther noteworthy people with disabilities include Beethoven (CoMposer), Stephen Hawking (physicist), Dorothea Lange(photographer), Judi Chamberlin WCtivist), lrrich Kahlo (artist),Jharnak'6himire (port, writer),Judy Hellmann,(,Assistant Secretary of Edu6b6n) Helen Kellar(activist),Thomas Edison (inventor), and Sir Isaac Harriet Tubman is known for 4. Longmore,Paul.The New Disability History:American Perspectives(History of leading slaves to freedom throe Disability).New York University Press,20,01. the Underground Railroad, She S. Longniore,Paul.Why I Burned My Book and Other Essays,on Disability.Temple also sustained a traumatic brair University Press,2001 injury as a slave during childhoi leaving her with narcolepsy and seizures. Other noteworthy people with disabilities include Beethoven (composer), Stephen Hawking (physicist), Dorothea to Lange(photographer}, Judi Chamberlin (activist),,Frid I a Kahle(artist),Jhamak 6himire (poet,,writer),Judy 1 9 Heumann(Assistant Secretary of Edu6tio'n), Helon Keller(activist),Thomas Edison (inventor), and Sir Isaac Newton (scientist). Rick Kahen From: Judith.Samuels@walgreens.com Sent: Friday, February 08,2008 11:39 AM To; rick@lawrencescrew.com; suegot0comoastnet, D:eelveel @aol-com, Subject: Education Sub-Committe ORD Below Is the'top 11'list that was presented at the SKSF sossion(on Feb.6) It was a lighthearted approach to the collaborative working relationship between the family,and the school(IPP core team for your child) (since time was very limited, each topic was at a very high level with some examples) 1. Human - We are all human. Please understand if the phone calls are not returned within 24 hours not to t upset and start calling or emailing as it really adds to the workload. Additional research may needed and rather contact family 2 or more time,we take the extra time to follow up so that all of the information is at band when the papa is called back. Also, email is great but can be misinterpreted so sometimes we have to walk away and come back to it to make sure it was n( misunderstood.Phone calls are good but can also be very disruptive. (Maybe last month,we had a bit of extra time to be chatty,but that do( not mean we do it everytime and for every call...Please try to get to the point) 2. Compliance and Implementation of Regulations and Mandate$ -Keeping up with the changing laws,etc,to make sure that each child is getting what is up to d,9 3. Differing perspectives between parents and school -Trying to understand the differences 4. Mutual Collaboration - Working together towards the same goals for your child 5. Parent and Staff approach to IEP meetings prepare ahead(both parent and staff). KEY: Develop an open dialog(ask questions/discuss concerns,bring, up new items)prior to meeting instead of springing suprises. 6. To make eligible or not to make eligible...that is the question 7. Lawyers/Advocates 8. Due Process 9. Accomodations vs. modifications -need to be very careful as there is a strong potential to disable 10. Give the system a chance 11. Staff Morale .........................................I.............. Also,there was a question about how to help newcomers,to tap into this information,to help them through the unknown IEP process and such since some of the frustration is that thenewbees' don't kn( the process,yet. -need tobevery careful as thereisa strong potential to disable 10. Give the system a chance 11. Staff Morale .......................................................... Also,there was a question about how to help newcomers,to tap into this information,to help them through the unknown IEP process and such since some of the frustration is that thenewbees' don't kn( the process yet. 2/8/2008 AUL Curriculu ni: Disability Awareiiess- Lesson 1: Getting To Knower People with Physi... Page 1 of ADL HQME I EDUCATION HOME I A WORLD X I tEF RENCE6Inotitute � w� CURRICULUM � CONNECTIONS Curriculum Connection Fiomie Lesson—1 LIBRARY a � ➢' � rmr& ti. ANTI-SEMITISM AND.IUDAISM L TREATMENTS yI I W In This Issue CONSTITUTIONAL 3 � L ACCESS: ISSUES RAISING AWARENESS, BOOT � Lesson Plan HATE CRIMES PEOPLE WITH IJISAOILITISS AND Lesson 1; Cii AND EXTREMISM THEIR STRUGGLE FOR EQUALp People with Disabilities IIOLOCAV T ANC RIGHTS (Grades K GENOCIDE ...".' STUDIES Lesson 2: Ex (�ls�_ftn c NAME-CALLING Lesson 11: Getting To Know People with (Grades 2-4 AND BULLYING Physical Disabilities (Grades K 2) • Lesson-., Se NATIVE through the F AMERICAN AND a Vis_u_al-Disa INDIGENOUS Rationale: The purpose of this lesson is to begin to famillarize students with the (Grades 4-6 PEOPLE term disabllity,and to raise awareness about the experiences of people with physical disabilities.Through children's literature and personal connections with Lesson`t° �n PEOPLE WITH people who have a physical disability,students come to understand the capacity I�.Ifferences DISABILITIES of people with disabilities to engage in activities that ail people enjoy.Students will Grades 6-p also come to know and recognize the International Symbol of Access to People . Lesson 5: Hk (RACISM AND with Disabilities, Rights plover FACIAL DIVERSITY Objectives: Grades 10- RELIGIOUS Resources DIVERSITY • Students will learn the terms disability and physical disability. ADA...S. n s Students will understand and recognize the(international Symbol of ng SEXISM AND ,access to People with Disabilities. Assessing Yr GENDER ISSUES a Students will discover the various abilities of people who use wheelchairs. Environment a Students will meet a person with a physical disability to learn more about with Disabiiit the daily experiences of people living with a disability. • Students will develop a class book depicting what they learned about Evaluating CI people with disabilities. Address IDise National Standards (.pdf format- 119 KB-requires Acrobat Reader} A fief Ftist�l Right m Nio+r l Age Range; Grades K-2 Cc rinrraunicati fisability Requirements: Disability Gllo �. F'�r�c�►�s P��o. uTM� Handopte sMaortin I t ct�nrlexa (Click on the link above for a master pdf file with all of the handouts or cluck Lrst..ol Disabi on any individual title below for an html version of that single handout.) d garDr zatign. o Internationnal_ ymbol of Access to Pecs l�with_Disabilities Other Materials :A Very Special Critter by Gina and Mercer Mayer, basic art supplies,construction paper,crayons,markers a IWIDi n 097 Age Range; Grades K- Clrnlf14l1C1nCat Dnsawnty Requirements: Disability Glo F�rm�c�►�s P��o. uTM a�adot�iksl;�� �ort�r7g l�oca�s� (Click on the link above for a muster pdf file with all of the handouts or cluck last of Disa' 41, on any individual title below for any html version of that single handout.) NzatEon o In_terrnational_ ymbol of Access "ith_Disabilities Ib Other Materials :A Very ftecial Critter by Gina and Mercer Inlayer, basic art supplies,construction paper,crayons,markers AWORLD OF http://www.adl.org/educati rn/curriculum_comiections/fall_2005/fall_lessori_l 20ik5.asp?c... 2/14/2 ( A:DL Curriculutar: Disability Awareness -- Lesson 1: Getting To Know People with Physi... Page 2 of Institute Recoi Multicultural a Time:20 minutes for Part 1,and 1 hour for Dart II for Children Techniques and Skills:analyzing amain ideas from a storybook, communicating . A CLA aSROC ideas in words and drawings, developing a class book, examining and recognizing Programs and symbols,formulating questions, large group discussion » THE MILLER INITIATIVE of Key Words: ability,difference, disability,sign,symbol,wheelchair DIFFERENCE Procedures: Note: In order to appropriately define Language and guide student discussion on disability issues, it is recommended that teachers carefully read ADL's resource sheets on disability prior to facilitating lessons with students. See the Resources section in the right-hand toolbar of this webpage for further reference. Part 1 (20 minutes) 1. Holdup the Iplerrrational Symbol of Access to People with Disabilities..for all students to see.Ask students: a.Have you seen this sign before?Whiere have your sewn this sign? b.What does this symbol look hike to you? (Explain that this symbol is a picture of a,person who uses a wheelchair, and is for people who,are disabled. This sign can be found in parking spaces close to the entrance of a storm or a park, or a school so that people who use wheelchairs or who have trouble walking do not have to travel far to,get inside. Sometimes it can be found on seats in buses or trains, and means that those seats are reserved for people with disabilities.) c.What is a disability? (Explain that a disability is a condition that limits a persona in being able to see, hear, walk, or speak. Some,people with disabilities may be blind, or deaf, or may use a wheelchair if they are unable to walk.) d.Have you ever met a person with a disability? 2. Explain that the class is going to read a book about a student who has a physical disabillity and uses a wheelchair. Invite students to join you in reading l the book A`w°ery Special Critter by Gina and Mercer Mayor. [Book summary ofA Very Special Critter: Little Critter is nervous when his teacher announces that a,new student who uses a wheelchair will be joining their class.After realizing that the new critter who uses a wheelchair takes part In a lot of the same games and activities as the rest of the class, Little Critter and the other students are happy to have a new friend and classmate.] 3. Ask some or all of the following discussion questions as you read the story aloud to students: a.Why do you think Little Critter was scarred to meet Alex,the new student who uses a wheelchair"? b.Why do you think Alex felt soared)on his first day at school? JoWng their class.After realizing that the new critter who uses a wheelchair takes part In a lot of the same games and activities as the rest of the class, Little Critter and the other students are happy to have a new friend and classmate.] 3. Ask some or all of the following discussion questions as you read the story aloud to students, a.Why do you think Little Critter was scared to meet Alex,the now student who uses a wheelchair? b.Why do you think Alex felt soared on his first day at school? http://www.adl.org/education/cufficulum—connections/fall-2005/fall—lesson-1-2005.asp?c... 2/14/210 ADL Curriculum; Disability Awareness -- Lesson 1: Getting To Know People with Physi... Page 3 to c.How would you feel if you were the one who was different the way Alex was? d.How did Little Critter and the other students make Alex feel welcome? a.What could Alex do using his wheelchair? f.Was there anything that Alex could do using his wheelchair that surprised you? g. How did the other students help Alex? h. How did Alex help the other students? 1,If a person who uses a wheelchair joined our class, how could we make him or her feel welcome?How could we make sure he or she could join us in all of our classroom activitles? Part 11(11 hour) 1. Invite a local community member who uses a wheelchair or who/wears a prosthetic device to visit the class(or take the class to visit them) so that students have a chance to meet a person with a physical disability. In preparation of the visit,develop a list of questions that the students would like to ask about what it is like to live with a physical disability. (Note: if this is not possible,gather non-fiction books about people with disabilities so that students can learn more about what it means to have a physical disability and use a wheelchair(see suggested titles listed below). Refer to the ADL resource Evaluating Children's Books That Address Disability for guidelines on choosing childre,n's literature on,disability.) Suggested non-fiction books* a. Let's Talk about Being in a Wheelchair by Melanie Ann Apel b. Rolling Along:The Stery of Taylor and His Wheelchair by Jamee Riggio iHeelan c, Sam Uses a Wheelchair by Jillian Powell 2. At the conclusion of the visit, Invite students to draw pictures and/or write about what they learned about people with physical disabilities. Once the students have completed their pictures and writing,assemble into a class book, and review with students, (Extension activity: Invite family members and/or schoolmates to a reading of the class book so that students can share what they have learned about people with disabilities.Assist students in answering any questions that guests may have about people with disabilities.) Extension Activity: Organize a field trip to visit a local school or community center that hosts athletic programs for people with physical disabilities. Have studentstalk to some of the sports players about their disability and how they became Involved in the sports program.Visit the Jnt@g1@1iQM R@LWyMpjqs ComMiMewebsite to find local athletic programs for people with physical disabilities. Extension Activity: Organize a field trip to'visit a local school or community center that hosts athletic programs for pleotale with physical disabilities. Have students talk to some of the sports players about their disability and how they became involved)in the sports program.Visit the jnteirnatiq.P'. mpjgs CommiMe website to find local athletic programs for people with physical disabilities. a/ F 411 http://www.adl.org/educa ion/curriculum_oormections/fall_2005/fall lessen 1 2005.asp?e... 2/14/20