• Mid-Year Transition Planning
• Transition IEPs
• New Transition IPS Forms Focus on Person-Centered Career Planning
• Gaskin Settlement Impacts LRE Definition/Expands Inclusive Practices
• Disability and the Law: Burden of Proof in Due Process
• OMR Community Employment Initiatives for Transitioning Youth
• Transition to . . . a waiting list?
• High School List
• Additional Resources

As we enter the second half of the school year, many parents hear the clock ticking louder and louder as graduation nears. Hopefully, you have been working closely with the entire IEP team throughout high school to be sure that appropriate transition goals have been set and progress documented; paperwork has been filed with federal and state offices; contacts with agencies in the adult system have been made; and the last months of public education are guiding your son or daughter to fulfilling their goals upon graduation.

IDEA 2004 mandates that “Transition Services” are to be “results-oriented” to “facilitate the child’s movement from school to post school activities . . .” (1) The law requires that the IEP Transition Services are in place by (before) the child’s 16th birthday.(2)

We’ve provided you with two sets of checklists and supporting advice to help your child transition successfully from school to community-based work:
 (Click here to read the entire article).

Transition IEPs

According to the federal Individuals with Disabilities Education Improvement Act (IDEIA) 2004, transition planning should begin prior to the student’s 16^th birthday. From that age until graduation, your child should be included in IEP meetings to discuss post-high school dreams and plans to develop an Individualized Transition Plan (ITP). The ITP is an integral part of the IEP.

Your high school transition coordinator should attend and assist in writing the IEP/ ITP. Your child's regular and special education teachers, vocational education staff, your assigned Office of Mental Retardation supports coordinator, your child, and you should attend every IEP meeting. You may also invite representatives from local adult provider agencies to discuss long-range employment and housing plans.

During the IEP:    

• Confirm your child's year of graduation. Students with developmental delay are entitled to a free and appropriate education until age 21.
• Inquire whether your child will receive a high school diploma or a certificate of attendance. There is a difference. Most employers request a copy of the high school diploma.
• Be specific in writing goals for employment. Your child should tell the team what kind of work he/she enjoys and describe an ideal work setting and activities.
• Discuss and plan for transportation from home to work. Public transportation training needs and public transportation services for the disabled should be included in the transition plan.
• Request several on-site, community-based job explorations provided through your school district, local intermediate unit, or an adult services provider agency, such as Ken-Crest. This will help assess your child's work preferences and abilities.
• Request job-coaching services from local provider agencies, such as Ken-Crest. to support your child during work-study programs, usually offered during the final two years of high school.
• Inquire about job-coaching services for summer employment to help your child maintain work skills. This may be considered under the “extended school year” option.
• During the fall of your child's final year in high school, call your local Office of Vocational Rehabilitation (OVR) for assistance in preparing for and securing appropriate employment, community based work assessments, and job coaching services. Your OVR counselor will refer you to an adult services provider agency for many of these services.
• Explore post-high school education and training options, such as community colleges and vocational schools, with your child, the IEP team, your supports coordinator from OMR/BSU, and a vocational counselor from the Office of Vocational Rehabilitation.
  Call those colleges or vocational schools to ask about supports offered by their office of disability services. What non-credit courses do they offer to students with developmental delay? What documentation of disability do they require?
• Request information about adult services provider agencies and their programs' compatibility with your child's needs and interests. Contact information for provider agencies should be added to your IEP's "Linkages Page."

NICHCY’s Building the Legacy training curriculum on IDEA 2004. Meetings of the IEP Team module will tell you all about what's new, the same, or different in IDEA 2004 with respect to those all-important meetings of that all-important group, the IEP Team. The module includes a PowerPoint slide show to use in training sessions, a detailed discussion of Team meetings for trainers, handouts for audience participants, and extensive additional resources for trainers. "Meetings of the IEP Team" is available at:
http://www.nichcy.org/training/contents.asp  In all, 19 modules on critical IDEA topics will be available by Summer 2007.

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PA Annotated Individualized Education Program (IEP) - School Age. Updated 3/7/2007
http://www.pattan. net/files/ Forms/English/AnnIEP_ 030207.pdf

Based on a presentation made by Michael Stoehr, Educational Consultant with PaTTAN,

• Transition planning should be discussed at the IEP meeting just prior to the student's 16th birthday, rather than beginning at age 14. However, if parents wish to begin transition planning earlier, the IEP team must discuss the parents' concerns.
• The new IDEIA requires the IEP team to use person-centered planning and to look at the ABILITY of the student, not the disability.
• Students must be invited to participate in the IEP meeting. Best practice is to instruct the student about the IEP process prior to the meeting so he/she is prepared to participate in the meeting as much as is possible, with support as needed.
• Annual goals are to lead to post-school outcomes; progress must be measured and documented.
• Current academic and functional levels must be documented with data.
  • Both academic achievement and functional skills levels are to be presented in relation to where the student wants to go and what s/he wants to do after graduation -- how do we support this student with this set of need to reach his/her post-school goals?
  • Members of the IEP team who cannot attend the meeting must submit a written progress report. Parents must agree to hold the meeting without that member being in attendance.
• Career planning should be supported by career surveys, interest surveys, and interviews with the student and family.
• If the school or family cannot provide needed support services to implement the transition plan, an adult provider agency may be designated to provide those supports while the student is still in school.
• THE DATE OF GRADUATION must be reviewed and agreed upon prior to the last year of high school.
• Section IV of the IEP is the Statement of Student's Transition Services.
  • This documentation should include a multi-year plan, leading the student from high school to post-school outcomes under the Coordinated Set of Activities.
  • This coordinated set of activities, when maintained and built upon year-to-year becomes a comprehensive transition plan that provides information for the Summary of Performance as the student exits the educational program.
• Courses of study selected should support the post-secondary outcome.
• Adult service agencies that provide services to support youth and young adults with disabilities to be successful in their targeted post-school outcome(s) should be invited to the IEP.

Check the www.pattan.net Website for updates on the new IDEIA and changes to Transition Planning in the Commonwealth of Pennsylvania.
A side-by-side comparison of IDEA 1997 and IDEA 2004 is available at http://www.ncset.org/publications/related/ideatransition.asp.

Excerpts from a memo issued by Linda O. Rhen, Ed.D. Director, Commonwealth of Pennsylvania follow: The goal of the Gaskin settlement is to ensure that Individualized Education Program (IEP) teams consider the regular classroom with supplementary aids and services before considering a more restrictive placement. It does not usurp the role of the IEP team in making individualized placement decisions tailored to the needs of specific students. As we move forward, information on implementation of the Settlement Agreement will be posted on the Department's website, see "Gaskin Implementation" site at http://www.pde.state.pa.us, including fact sheets which address specific aspects of the Settlement Agreement. The Department has arranged for the Special Education CONSULTLINE service, a parent helpline administered by the Office for Dispute Resolution, to respond to information requests and inquiries from parents and advocates of children with special needs. Parents and advocates may contact the Special Education CONSULTLINE at 1-800-879-2301(Voice/TTY/TDD) and/or view additional information at <http://parent.pattan.net>. Callers to the CONSULTLINE may need to leave a message; although CONSULTLINE strives to return all calls within twenty four (24) hours, during periods of high call volume, the response time may be two to three business days. To maximize the likelihood of a CONSULTLINE Specialist reaching a parent or advocate, callers are asked to give dates and times when they will be available to receive a call back. The Bureau of Special Education (BSE) will continue to handle complaints, including those related to placement issues, through the complaint management system. Information on the complaint management system is available on the Department website at http://www.pde.state.pa.us

On November 14, 2005 , the United States Supreme Court issued a decision in Schaffer v. Weast, concerning which side (school districts or parents) should bear the burden of proof in special education due process hearings. The Court ruled that the burden of proof should be assigned to whichever party initiated the due process hearing. Because most hearings are initiated by parents, this means parents will usually bear the burden of proof.

This is a shift from the way due process hearings have been handled in Pennsylvania and New Jersey for many years (the decision’s impact in New Jersey is unclear due to a New Jersey Supreme Court decision requiring school districts to bear the burden in all cases).

In our experience, parents did not fare any worse during the 1970's and 1980's when the burden was on them than they did after the rules were changed to place the burden on school districts.

The following are things parents can do to increase their chances of success if litigation is necessary (or minimize the likelihood that litigation will even be necessary):

1. Secure a qualified independent evaluator/consultant: In most cases, it is virtually impossible for a parent to prevail without having an expert witness to testify in support of their position. An expert should review all relevant records, speak with anyone with knowledge of the student and programs and services at issue, and observe the student at home and school.

2. Ensure that all important communications are memorialized in writing: Parents should send a letter to communicate anything of significance to the District regarding the student. Parents should also request that the District provide important communications in writing. If the District refuses, parents should send a letter confirming verbal information provided by the District.

3. Make sure that the student’s records accurately reflect the "whole student": Parents can and should provide written input at all stages of the process setting forth their observations and concerns regarding the student’s performance and functioning in the home and community.

4. Don’t let emotions run out of control. It is natural to become emotional or frustrated when disputes arise with school districts. However, it is important to ensure everyone involved in the process is treated respectfully. In due process hearings, school districts sometimes exaggerate any emotional outbursts or personal attacks made by parents, which can undermine the parent’s credibility and distract attention from the real issues.

  Herbert D. Hinkle, his partner, Ira M. Fingles, and their colleagues, S. Paul Prior and Valerie A. Powers Smith, maintain a multi-state law practice with offices in Lawrenceville, Marlton, and Florham Park, New Jersey, and Plymouth Meeting and Yardley, Pennsylvania. They lecture and write frequently on topics of law, aging , disability, health care and estate planning and are available to speak to groups in New Jersey and Pennsylvania at no charge. Comments and suggestions for future articles should be mailed to: HINKLE & FINGLES, Attorneys at Law, 2651 Main Street , Suite A, Lawrenceville , New Jersey 08648-1012 . You can also browse their Website at: WWW.HINKLE1.COM.

Copyright 2005 Hinkle & Fingles. All rights reserved . DisLaw-11-2005-3.wpd

Individuals receiving services, or those identified to receive funding, will be asked to focus on employment outcomes during their annual Individual Support Plan (ISP) meeting. At the annual ISP meeting, Supports Coordinators will be required to complete an employment supplement and share resources that will promote community employment.

Who is Involved?
OMR is currently collaborating with the Department of Labor and Industry, Office of Vocational Rehabilitation (OVR), the Pennsylvania Department of Education, Bureau of Special Education (BSE), and statewide provider associations to improve employment related training and technical assistance. They will support county programs in forming coalitions that focus on improving employment outcomes through the development of standard practices. This will be achieved through collaboration with advocates, area schools, provider organizations, and District OVR agencies. An “Employment Manual for the Community Mental Retardation System” and “Employment Tool Kit” have been designed to assist individuals transitioning into the adult mental retardation system. Copies of the manual and kit are available by contacting the OMR customer service hotline at 1-888-565-9435.  

Transition Practice
OMR has developed a plan to assist students with their transition from the special education system to an adult mental retardation program. By age 16, the multi-year planning process should begin. This process should include joint planning with the school and adult agencies such as MH/MR Program and OVR. It is critical that the transition team identify future (post education) support needs with the student. For supports that will require public funding through the county MR Program, it is important that these needs be noted on the Prioritization of Urgency of Needs Form (PUNS http://www.dpw.state.pa.us/omr/pd f/omrNewPUNSForm.pdf ). PUNS is the planning tool that aggregates all unmet needs of registered consumers and is the basis of the county program’s funding request to the Office of Mental Retardation. A PUNS can be completed as early as the age of 14 in anticipation of adult services.

OMR’s RECOMMENDED PROCESS
Phase 1: During the first two years of a student’s enrollment into high school, the school district or Intermediate Unit (IU)should include the student in the IEP process, identify the graduation date and post-school outcomes, and encourage the family to pursue county registration if the student is unknown to the county MR System by contacting their County Office of Mental Retardation. The school district or IU should invite the County MR supports coordinator to the IEP meeting if the student is registered with the MR Program. Other significant individuals can also be included such as career and technical educators and individuals that provide direct care to the student. Parents have the right to invite representatives from adult provider agencies to the IEP meeting to discuss skills assessments and transition supports that could be provided by the agency in contract with the school district, prior to age 21. After completing the IEP, families should sign information releases and give permission for students’ assessment forms to be released to the County MR office.

Phase 2: Two years prior to graduation, the school district or IU meets with the student, family, teacher, transition team, and Supports Coordinator to finalize the IEP based on desired post-school outcomes. During this meeting, the Supports Coordinator will explain employment and other community MR services, the Individual Support Plan (ISP) process, and eligibility in the community mental retardation system. The ISP process should also be initiated during the student’s last two years in high school.

Phase 3: During the last year of high school, the school district or IU and members of the transition team should attempt to coordinate students’ employment opportunities to parallel their desired post-school employment goals. They should invite a counselor from the Office of Vocational Rehabilitation (OVR) to the final IEP if it is expected that the student will apply for OVR services. Families should sign release forms to forward students’ assessments to OVR. The Supports Coordinator should complete the ISP process and update the PUNS based on the changes that are identified in the IEP.

Resources
To help promote this new practice, OVR and other community agencies’ staff will be available to offer information related to employment. Information and applications for Medical Assistance for Workers with Disabilities (MAWD) can be obtained through the County Assistance Office at 610-270-3500. The PA CareerLink offers job training and employment opportunities for people in the community. To locate the nearest PA CareerLink center, visit www.servicelocator.org or call 1-877-872-5627. Benefits Planning Assistance Outreach offices (BPAO) are available to advise individuals on earned income and how it affects their Social Security or other benefits they may receive. The BPAO office for Montgomery County can be reached at 1-800-692-7443, ext. 309.  The program provides individualized counseling on work incentives to persons ages 14-64, who receive SSI and/or SSDI and are working or interested in becoming employed.

SEPTA (www.septa.org) offers several programs that provide transportation to individuals that need to travel to and from work, suchas paratransit or Customized Community Transportation (www.septa.org/riding/access; click on the icon for Customized Community Transportation). The American Public Transportation Assocation (http://www.apta.com/) also provides information on public transportation. It is a good idea to obtain a non-driver's photo ID from a State Police Examination Center .

Employment networks under the “Ticket to Work” and “Work Incentives Act” have recently begun to identify themselves as a source of job training. Information about these programs can be obtained by contacting your local Social Security Administration Office.

If you need more information regarding transition planning from the Montgomery County Office of Mental Retardation, please contact your Suppports Coordinator at 610-278-1284.

(Editor’s note: Contact for these various county offices are all available by clicking on School to Work and selecting your County on www.transitionmap.org.)

Transition to … a waiting list?
~by Sheila Stasko, State-wide Coordinator of PA Waiting List Campaign

Transition from education to the adult world brings with it a new set of learning. Students must be registered with their local county Mental Health/Mental Retardation agency in order to receive services. They must fill out the PUNS (Prioritization of Urgency of Need of Services) form which will place them in a specific category. The categories are Emergency, Critical and Planning. Only people in the Emergency category will receive services.

The assumption that many people make is that all links to the proper agencies for adult services have been made prior to the end of education in High School– but they only can be made by the person and their family, so early preparation is the key to accessing services and supports.
(click here to read entire article...)

Philadelphia County High Schools

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Abraham Lincoln High School
Rowland & Ryan Aves.
Philadelphia, PA 19136
Ph. 215-335-5653

Alvin A. Swenson Arts and Technology High School
2750 Red Lion Road
Philadelphia, PA 19114

Bartram Academy of Business and Finance
6404 Elmwood Ave.
Philadelphia, PA 19142
Ph. 215-727-2163

Bartram Communications Academy
81st and Lyons Stgreegs
Philadelphia, PA 19153
Ph. 215-492-6452

Bartram Motivation
78th and Buist Avenue
Philadelphia. PA 19153
Ph. 215-492-6451

Bartram School of Human Services
42nd & Ludlow Streets
Philadelphia, PA 19140
215-823-8207

Benjamin Franklin High School
550 North Broad & Green Streets
Philadelphia, PA 19130
Ph. 215-299-4662

Return to beginning of Philadelphia County Schools

Carroll Charles School
2700 East Auburn Street
Philadelphia, PA 19134
Ph. 215-291-4707

Center for Economics & Law Charter School
6601 Chester Avenue
Philadelphia, PA 19142
Ph. 215-727-1719

Central High School
1700 West Olney Avenue
Philadelphia, PA 19141
Ph. 215-276-5262

Charles Y. Audenried Senior High School
3301 Tasker Street
Philadelphia, PA 19145
Ph. 215-952-6204

Charter High School for Architecture & Design
675 Sansom Street
Philadelphia, PA 19106
Ph. 215-351-2900

Community Academy Of Philadelphia
2820 North 4th Street
Philadelphia, PA 19133
Ph. 215-425-1213

Return to beginning of Philadelphia County Schools

Daniel Boone High School
1435 North 26th Street
Philadelphia, PA 19121
Ph. 215-684-5080

Delaware Valley Charter High School
P.O. Box 48189
Philadelphia, PA 19144
Ph. 215-951-2010

E. Spencer Miller High School
4300 Westminster Ave
Philadelphia, PA 19104
Ph. 215-581-5509

Edward W. Bok Technical High School
1901 South 9th Street
Philadelphia, PA 19148
Ph. 215-952-6200

Frankford High School
Oxford Avenue & Wakeling Street
Philadelphia, Pennsylvania 19124
Ph. 215-537-2519

Franklin Learning Center
15th and Mt. Vernon Streets
Philadelphia, PA 19130
Ph. 215-684-5916

Franklin Towne Charter High School
5301 Tacony Street, P.O.Box 310
Philadelphia, PA 19137
Ph. 215-289-5000

Return to beginning of Philadelphia County Schools

George Washington Carver High School of Engineering and Science
17th and Norris Streets
Philadelphia, PA 19121
Ph. 215-684-5079

George Washington High School
10175 Bustleton Ave
Philadelphia, PA
Ph. 215-961-2001

Germantown High School
40 East High Street
Philadelphia, PA 19144-2189
Ph. 215-951-4004

Germantown/Lankenau Motivation Program
201 Spring Lane
Philadelphia, PA 19128-3914
Ph. 215-487-4465

Girard Academic Music Program
22nd & Ritner Streets
Philadelphia, PA 19144
Ph. 215-952-8589

Return to beginning of Philadelphia County Schools

High School for the Creative and Performing Arts
901 South Broad Street
Philadelphia, PA 19147-3601
Ph. 215-952-2462

Horace Furness Senior High School
1900 South 3rd Street
Philadelphia, PA 19148
Ph. 215-242-9710

Imhotep Charter School
2101 West Godfrey Ave
Philadelphia, PA 19138-2521
Ph. 215-438-4140

John Bartram High School
67th and Elmwood Avenue
Philadelphia, PA 19142
Ph. 215-492-6450

Jules E. Mastbaum Area Vocational Technical High School
3114 Frankford Ave
Philadelphia, PA 19134
Ph. 215-634-5976

Julia R. Masterman High School
1699 Spring Garden Street
Philadelphia, PA 19130-3990
Ph. 215-299-4661

Return to beginning of Philadelphia County Schools

Kensington High School
2051 East Cumberland Street
Philadelphia, PA 19125

Martin Luther King High School
6100 Stenton Ave
Philadelphia, PA 19138
Ph. 215-276-5253

Math, Science & Technology Community Charter School
1800 E. Byberry Road
Philadelphia, PA 19116
Ph. 215-348-1100

Mathematics, Civics and Sciences Charter School of Philadelphia
1326 Buttonwood Street
Philadelphia, PA 19123
Ph. 267-348-1100

Multi-Cultural Academy Charter School
4666-68 North 15th Street
Philadelphia, PA 19140
Ph. 215-457-6666

Murrell Dobbins Area Vocational Technical High School
2150 West Lehigh Ave.
Philadelphia, PA 19132
Ph. 215-227-4421

Return to beginning of Philadelphia County Schools

Northeast High School
1601 Cottman Avenue
Philadelphia, PA 19111

Olney High School
100 West Duncannon Avenue
Philadelphia, PA 19120-3598
Ph. 215-456-5598

Overbrook High School
5898 Lancaster Ave.
Philadelphia, PA 19131
Ph. 215 - 581 - 5507

Parkway Center City
9 South 12TH Street
Philadelphia, PA 19107
Ph. 215 - 299 - 8801

Philadelphia High School for Girls
1400 West Olney Ave.
Philadelphia PA 19141
Ph. 215-276-5258

Philadelphia Regional High School
1118 Marketg Street, COncourse Level
Philadelphia. PA 19107-3690
Ph. 215-299-3513

Preparatory Charter School
1624 South 26th Street
Philadelphia, PA 19145
Ph. 215-334-6144

Return to beginning of Philadelphia County Schools

Robert E. Lamberton Elementary School
7501 Woodbine Avenue
Philadelphia, PA 19151
Ph. 215-581-5650

Roxborough High School
6498 Ridge Avenue
Philadelphia, PA 19128
Ph. 215-487-4464

Samuel S. Fels High School
901 Devereaux Ave.
Philadelphia, PA 19111
Ph. 215-537-2516

Shallcross Day School
3801 Woodhaven Road, Bldg F
Philadelphia, PA 19154
Ph. 215-281-2601

Simon Gratz High School
1798 Hunting Park Ave.
Philadelphia, PA 19140
Ph. 215-227-4408

South Philadelphia High School
2101 Souoth Broad Street
Philadelphia, PA 19148
Ph. 215-952-6220

Strawberry Mansion High School
3133 Ridge Ave.
Philadelphia, PA 19132
Ph. 215-684-5089

Stephen A. Douglas School
2700 East Huntingdon Street
Philadelphia, PA 19125
Ph. 215-291-4705

Return to beginning of Philadelphia County Schools

Thomas A. Edison High School/John C. Fareira Skills Center
151 West Luzerne Street
Philadelphia, PA 19140
Ph. 215-324-9440

University City High School
3601 Filbert Street Philadelphia, PA 10104
Ph. 215-387–5100

Walter Biddle Saul High School for Agricultural Sciences
7100 Henry Avenue
Philadelphia, PA 19128
Ph. 215-487-4467

West Philadelphia High School
48th and Walnut Streets
Philadelphia, PA 19139
Ph. 215-471-2902

Widener Memorial School
Broad Street & Olney Ave.
Philadelphia, PA 19141

William Penn High School
1333 North Broad Street
Philadelphia, PA 19122
Ph. 215-684-5900

William W. Bodine High School
1101 North 4th Street
Philadelphia, PA 19123
Ph. 215-351-7331

World Communications Charter School
512 South Broad St
Philadelphia, PA 19146
Ph. 215-735-3198

Youthbuild Philadelphia Charter School
1231 North Broad St
Philadelphia, PA 19122
Ph. 763-7737

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The Partnership: The PA Training Partnership for People with Disabilities and Families makes available coordinated, consistent training and technical assistance across the Commonwealth. The Partnership offers knowledge, power and assistance to citizens with disabilities who are eager to belong and contribute to their communities. For more information call 1-866-865-6170 or visit www.TheTrainingPartnership.org.

PaTTAN has revised the following Transition brochures :
Transition: What Administrators Need to Know
http://www.pattan.net/files/Transtn/WhatAdmin.pdf

Transition: What Educators Need to Know
http://www.pattan.net/files/Transtn/WhatEdu.pdf

Transition: What Families Need to Know
http://www.pattan.net/files/Transtn/WhatFam.pdf

 These fact sheets provide information for educators, administrators, and families regarding secondary transition planning for students with disabilities. To access these products go to www.pattan.net, go to Resources and click on Publications . Under "View Publications by Interest Area," select Secondary Transition from the drop-down menu. Under "View Publications by Material Format," select Quick Facts from the drop-down menu. Click Search for Publications . If you would like to receive hard copies of this product, please order online at www.pattan.net or email your request to Sunanda Banerjee at sbanerjee@pattan.net .

PA Education for All Coalition is a partnership of parents, educators, related professionals and others who believe that children of all backgrounds and abilities should be successfully educated together in their neighborhood schools within the general education curriculum. The Education for All listserv is an exchange of ideas, stories and thoughts regarding inclusive education. Within the Coalition, the Parent Consultant Network provides training and technical assistance to schools and school districts, universities and colleges that prepare future teachers, and parents of children with disabilities who are advocating for inclusive education. For more information contact Diane Perry at 610-522-0698 or visit www.disabilities.temple.edu/programs/inclusive/ed_coalition.htm.

Recording for the Blind and Dyslexic provides recorded textbooks for those who cannot read standard print because of visual, physical or learning disability. For more information, call 610-265-8090 or email philadelphia@rfbd.org

www.MyCityMyPlace.com is a resource directory for people with mental retardation, families and professionals. Linking people with needed resources; supporting choice, self-determination and inclusion.   

Network of Care is a resource for individuals, families and agencies concerned with behavioral health and mental retardation services. It provides information about behavioral health and mental retardation services, laws, and related news, as well as communication tools and other features.

Special Education in a Nutshell is available online at the Education Law Center – PA Website. http://www.elc-pa.org/pubs/downloads/english/dis-special-education-in-a-Nutshell-2005.pdf.

Parents of children with disabilities are also protected by ADA.
http://www.eeoc.gov/facts/association_ada.html.
The Americans with Disabilities Act (ADA) is a federal law that prohibits discrimination on the basis of disability. In addition to protecting qualified applicants and employees with disabilities from employment discrimination, one ADA provision – the "association" provision -- protects applicants and employees from discrimination based on their relationship or association with an individual with a disability, whether or not the applicant or employee has a disability.

The purpose of the association provision is to prevent employers from taking adverse actions based on unfounded stereotypes and assumptions about individuals who associate with people who have disabilities.  Thus, it makes unlawful actions such as refusing to hire an individual who has a child with a disability based on an assumption that the applicant will be away from work excessively or be otherwise unreliable, firing an employee who works with people who are HIV-positive or have AIDS based on the assumption that the employee will contract the disease, or denying an employee health care coverage available to others because of the disability of an employee's dependent.  This document explains the requirements of the ADA's association provision and provides examples of how it applies to these and other employment situations