Making a Difference Magazine || Spring 2007

GEORGIA GOVERNOR’S COUNCIL ON DEVELOPMENTAL DISABILITIES

Real Homes. Real Careers. Real Learning. Real Influence. Real Supports.

SPRING 2007

www.gcdd.orgwww.gcdd.org

Features8D.J. Shockley Joins Advocates on Disability Day Record crowds asks legislators forthe opportunity to lead real lives.

13Legislative UpdatePeachCare funding crisis slows state budget process.

18Successful TransitionsBuilt Around IndividualsIdentifying students’ strengthsand community supports createbetter outcomes.

4GCDD ViewpointCollaboration is key to transition process.

5Scenes fromDisability DayThousands rally at the Capitol.

6News & EventsAdvocates graduate fromGeorgia Voices That Count.

7Around GCDDGCDD welcomes new members, fundsalternative mediaadvocacy training.

16PerspectivesPortfolio project drawsmother, son closer.

24Mia’s SpaceMia hits a speed bump.

25Expert UpdateBest practices intransition planning are discussed.

26Straight TalkClub helps student becomean advocate for self,others.

DepartmentsIn Each Issue3 Letter from

Governor Sonny Perdue

27 Calendar

29 Resources

Editorial Cartoon

2 Making a Difference • Spring 2007

TABLE OF CONTENTS

pg. 8

pg. 18

pg. 8

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FROM THE GOVERNOR

Volume 7, Issue 4 Spring 2007

A quarterly magazine of theGovernor’s Council on

Developmental Disabilities

The Governor’s Council on DevelopmentalDisabilities collaborates with Georgia’scitizens, public and private advocacyorganizations and policymakers to

positively influence public policies thatenhance the quality of life for peoplewith disabilities and their families.

GCDD provides this through education and advocacy activities,

program implementation, funding andpublic policy analysis and research.

Tom SeegmuellerChairperson

[email protected]

Eric E. JacobsonExecutive Director

[email protected]

Valerie Meadows SuberEditor-in-Chief &

Public Information [email protected]

2 Peachtree Street NW, Suite 26-246Atlanta, GA 30303-3142

Voice 404-657-2126Fax 404-657-2132

Toll free 1-888-275-4233TDD 404-657-2133

www.gcdd.org

Valerie Smith BuxtonManaging Editor

O’Neill Communications, [email protected]

O’Neill Communications, Inc.Design & Layout

To Georgia’s Disability Community,

First, I would like to congratulate the Governor’s Council onDevelopmental Disabilities (GCDD) for completing a new five-yearstrategic plan to help guide the disability community over the next

few years. All of us should be proud of our continuing efforts to create RealCareers, Real Homes, Real Learning Experiences, Real Supports and RealInfluence for individuals with developmental disabilities and the record-setting turnout for Disability Day at the Capitol this year.

We all share the common goal of creating an environmentin Georgia in which people with disabilities are able to achievetheir full potential and contribute to their own communities. Ihave recommended adding 500 new waivers to expand servicesto the disability community this year using new resourcesappropriated by the legislature in the 2008 budget.

The State of Georgia is proceeding with plans to providenew waivers supporting self-determination in July as wecontinue moving more people from institutions into theircommunities. An important part of this is helping teenagerswith developmental disabilities transition from school intoadulthood by providing quality, community-based supportservices to help them achieve their lifelong goals of a careerand independent living.

The State of Georgia has continued to focus on creating additionalwaivers to fund community support services for people with disabilities.Over the past five years, progress in this area has been significant, and theState hopes to continue addressing the waiting list with a concerted multi-year effort in the years to come. We have worked together to improve publicpolicy, provide more information and enhance funding to better serve thedisability community by creating more community-based capacity in thesystem. My first priority is to assure that we continue to work together inidentifying and solving the challenges of the future facing our disabilitycommunity as we build a better Georgia.

Sonny PerdueGovernor

G OV E R N O R ’ S COUNCIL ONDEVELOPMENTALDISABILITIES

T o paraphrase the Reverend Jim Lawson concerning the“beloved community,” it is a place where there are nobarriers between members of the community, and

everyone works to solve even the most difficult problems. For children with developmental disabilities and their

parents, it often takes the “beloved community” to makethe transition from childhood to adulthood. I have neverheard a mom or dad say that the goal for their child is to go

to school for 15 years, graduate, come homeand sit in front of the television for the nextfew years. Yet this is what happens for manystudents with disabilities. Each year over 700children with disabilities graduate fromGeorgia’s schools, and unless the parents,school system, the adult service system andthe other parts of the community are workingtogether, many of these children findthemselves without a job or a plan to gainadditional education.

Because it is such a difficult time andprocess for students and families, we havedevoted this edition of Making aDifference magazine to the issue oftransition. For the past few years,

GCDD has been working with the Departments ofEducation, Labor and Human Resources, as well aslocal school systems, parents and students toimprove the transition process. GCDD and theTransition Steering Committee believes that:

• Transition must be an interagency process,involving all agencies, systems and individuals in the community who can assist a student with adisability to be successful in the community.

• Transition planning must be student and family-driven. Students are active participants and self-advocates throughout the transition process.

• Transition planning will prepare students for thetransition from school to work and beyond byproviding information, counseling, support andexperiences throughout the transition process.

• Transition planning strives to develop continuity and stability of services and supports throughout the person’s life.

In this edition, we are highlighting those efforts thatencompass these values for children as they leave the schoolsystem and enter adult life. We hope that their dreams forthe future can reach far beyond the living room of theirparents’ home or their own home. These dreams shouldinclude additional education and/or a career that results inadults being productive members of their community. Oneexample of helping students achieve their dreams is throughthe Hall County School System, which developedPartnerships for Success. This program brings togetherstudents with and without disabilities to create friendshipsand prepare for what happens after school.

For transition to be really successful, it will require thecollaboration and cooperation of the Departments ofEducation, Labor, Human Resources and Community Healthto make sure that students continue to receive supports andhave assistance in whatever path they choose once highschool is completed. It means that Special Educationdiplomas have to mean something so that students can goto college or technical schools. It means that vocationalrehabilitation counselors have to help students find

meaningful jobs and prepare for careers. It means thatMedicaid waivers have to be available to help pay forsupports both on the job and at home. It means that all themembers of a student’s community need to come togetherand find the solutions to even the most difficult problems.We hope this edition of Making a Difference will be part ofthe solution to those problems.

We want to hear from you. Let us know about yourexperiences with transition from school. You can reach meat 1-888-275-4233 or you can e-mail me [email protected].

GCDD VIEWPOINT


Together, Communities Can Solve Transition Problems

Eric E. JacobsonExecutive Director, GCDD

“For children with developmental disabilitiesand their parents, it often takes the

‘beloved community’ to make the transitionfrom childhood to adulthood.”

DISABILITY DAY

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Letters to the EditorLetters should include the writer’s full name, address, phone number, and may be edited for purpose ofclarity and space.

Contact Our Editor and Public Information Director:Valerie Meadows Suber,[email protected], 404-657-2122Fax 404-657-2132

or: 2 Peachtree Street, NWSuite 26-246Atlanta, GA 30303-3142

Audio or Large Print Versions:For an audio version of Making aDifference, please contact GCDD. A large font version is available fordownload at www.gcdd.org.

Sponsorship:For sponsorship opportunities contact:Christina Rosell at 770-578-9765 [email protected]

Subscriptions/Back Issues:Visit us at our Web site: www.gcdd.org or call us: 404-657-2126

It is our policy to publish readers’comments. Contents do not necessarilyreflect the opinions of GCDD, theeditors or state government.

HOW TO REACH US

G OV E R N O R ’ S COUNCIL ONDEVELOPMENTALDISABILITIES

DISABILITY DAY

2007

“He [Atlanta Falcons Quarter-back DJ Shockley] is aphenomenal big brother for two boys with developmentaldisabilities.”

PRESIDENT GAIL HEYMAN,FRAGILE X ASSOCIATION OF GEORGIA

“We shut down Washington Street. That’s power. With power comes responsibility.”

- President Anil Lewis, National Federation of the Blind


NEWS

Fourteen AdvocatesGraduate from GeorgiaVoices that Count

On the eve of Disability Day at the Capitol, a crowd of family members, friends, supporters andrepresentatives of disability rights organizations gatheredto celebrate the graduation of the most recent class ofGeorgia Voices that Count:

Ann Boriskie, Alpharetta • Percy Hardy, Atlanta • Wendi Harkins, Summerville • Sheila Jeffrey,

Milledgeville • Carrie Lee, Savannah • PeterMcClendon, Stone Mountain • Sharon McDaniel, Hiram• William Mintz, Athens • Laurel Nalley, Carrollton •Shannon Steedley, Jonesboro • Jennifer Stewart-Page,

Atlanta • Mario Valentine, Morrow • VeldaWestmoreland, Jonesboro • Rhonda Willis, Atlanta

Class member Willie Borders’ extensivehospitalizations prevented him from completing all theaspects of the training and support project, but he wasrecognized for his advocacy spirit. Lisa Coby, who firstjoined the group as a supporter and then became aperson with a disability and an advocate, was also givenan honorary award.

Since the first meeting of the group, 10 monthspreviously, the Georgia Voices that Count participantsexperienced a variety of activities, discussions andpresentations. Students also performed advocacy projectsthat helped them become the best advocates they couldbe for themselves and for the disability community.

In April 2006, the group visited the Martin LutherKing Jr. Historic Site which led to a great discussion

about leadership, commitment and the connectionbetween civil and disability rights. In October 2006, the participants and their supporters visited Roosevelt’sLittle White House in Warm Springs, which developedinto discussions about hiding disabilities or feeling pride,as well as employment and Social Security.

The recent graduates increased the number of peoplewith disabilities who have completed the Georgia Voicesthat Count training and support project to a total of 70.Each participant is given support, training, ideas,contacts, resources and information to strengthen theirdisability rights advocacy and become even more activein identifying the issues that are detrimental to peoplewith disabilities and being part of the solution.

The graduates and their supporters were very activein Disability Day at the Capitol with their positiveenergy, signs, chants and the messages they delivered to their legislators.

The selection for the next Georgia Voices that Count class (#6) is completed and soon more active and passionate advocates will learn how to use theirpower to help change the lives of people with disabilities– working towards “Real Homes, Real Careers, RealLearning, Real Influence and Real Supports.”

For more information contact Linda Pogue, Georgia Voices that Count project manager, at thedisABILITY LINK office at 404-687-8890 x114 [email protected] or www.disabilitylink.org. l

CLARIFICATIONIn the Winter 2007 edition of Making a Difference, 9to5 Atlanta, Working Women, Inc. was incompletely identified as 9 to 5 Atlanta.

“Coming together is a beginning;Keeping together is progress;

Working together is success!” Anon.

www.gcdd.org 7

AROUND GCDD

Eight new members have joined theGovernor’s Council on DevelopmentalDisabilities to share their experienceand perspective on disability issues.

Jamie Cahillis a self-advocate whohas multiplesclerosis anduses a wheel-chair. TheAlpharettaresident is agraduate ofthe Universityof Alabama and serves as an English asa second language teacher and SATessay scorer.

Cahill serves on former U.S. Speakerof the House of Representatives NewtGingrich’s Advisory Panel for Disabilities.

Cahill has a special interest inchanging rules that limit how peoplewith disabilities work and how muchmoney they can make while receivingMedicaid. She has two daughters andtwo granddaughters and lives with herdog, Kappa.

Brian Dowdbegan workingwith the Depart-ment of HumanResources in1997. He beganhis career as aMedicaid caseworker for theelderly andpeople with

disabilities and visual impairments inDeKalb County. Dowd has held severalpositions with the Division of Familyand Children Services throughout theyears, including county trainer andMedicaid supervisor for the elderly andpeople with disabilities and visualimpairments. After coming to the state

office in October 2005 as a MedicaidPolicy writer, he was appointedMedicaid Unit Manager for DFCS inSeptember 2006.

Dowd has a Bachelor of Artsdegree in Anthropology from GeorgiaState University and serves on the RealSupports Committee. Dowd offers anestablished wealth of knowledgeregarding people with disabilities.

Renee Feldman is a veteraneducational consultant and parentadvocate with over 25 years experience

servingchildren, teensand adultswith varyingspecial needs,and providingtraining forprofessionals.A BostonUniversitygraduate, shehas served as aparent mentor

for Clarke County School District for thepast five years.

Feldman has worked with the NewYork City Department of Welfare, andserved as a third grade teacher, privatetutor, and job coach. Feldmanspecializes in developing effectivestudent-specific education plans forstudents of differing abilities with afocus on transition planning beginningin elementary school. She is a memberon the East Central Mental Health,Developmental Disabilities andAddictive Disease Region Two PlanningBoard and the Emory Autism CenterAdvisory Board. She also serves on theboard of the Northeast Georgia Chapterof the Autism Society of America,where she was president. Feldman ismarried and the proud parent of twowonderful children, - a daughter and anadult son who has autism.

Allan Goldman, MPH,is the assistant to thedirector of the GeorgiaDivision of AgingServices and will bringexperience in long-termcare and other issues ofaging. A graduate of theCity College of New YorkCity and the RollinsSchool of Public Healthat Emory University, Goldman is the co-director of the Division’s Aging andDisability Resource Connection; theliaison to the disability community,Division of Public Health, Division ofMental Health, DevelopmentalDisabilities and Addictive Diseases andthe Centers for Disease Control.

Goldman is an experiencedlegislative advocate, and has served as adjunct associate professor at EmoryUniversity, chair of the Association of Schools of Public Health’s AgingCouncil, and as a senior health systemsanalyst. He also worked in Korea tohelp curtail the spread of leprosy andwith the Peace Corps to controltuberculosis. He has won many awardsfrom a variety of organizations,including the Georgia GerontologySociety, the Arthritis Foundation andthe Alzheimer’s Association.

Kathleen Kinsella is a senior plannerand health policy analyst for theDepartment of Human Resources’Division of Public Health. A graduate ofthe University of Hawaii, with amaster’s in sociology, Kinsella has hada wide variety of experience workingwith children with disabilities. She hasconducted child welfare research withJames Bell Associates and served as asubstitute special education teacher.

Kinsella has worked extensively in social services research with theAmerican Public Human ServicesAssociation, Community ServicesPlanning Council and Office ofHawaiian Affairs. She has written avariety of research publications,

GCDD Welcomes New Members

continued on page 28

!

Money Follows the Person

Real Careers

M


Atlanta Falcons quarterback andformer University of GeorgiaSEC Champion, DJ Shockley

joined 1,800 advocates at Georgia’sCapitol for the disability community’s“Make It Real” rally on February 22.

“Days like today show me the opportunities.They [brothers Xavier and Nicholas who have FragileX Syndrome] can have their own house and their ownway of life, without being completely dependent onme or my parents,” said the Falcon. “A lot can bedone with good family support and through supportof the Governor’s Council on DevelopmentalDisabilities as it continues to push for positivechange that allows people with disabilities toparticipate fully as contributing members of society.”

Organized by GCDD, the 9th annual DisabilityDay was by far the largest, causing city officials toblock traffic on Washington Street. In the past, theadvocates have rallied inside the Capitol building,but this year, the swelling crowd chanted in thestreets, waving colorful signs that proclaimed“Money Follows the Person,” “Real Careers” and“Make it Real,” as disability rights music blastedfrom a nearby PA system.

“Why are we outside? We’re getting bigger and bigger. They told us, ‘You have become thebiggest crowd during the legislative session,’” saidGCDD Executive Director Eric Jacobson, who wasjoined by council members Tom Seegmueller, Vallorie Butler, Scott Crain, LynnetteBragg, Denny Spear, Bruce Lindemann,Licheng Tian, Dawn Alford, Meg Nichols,David Cowan, Steve Hall and TomConnelly and the crowd in a chant of“Real Life! Make it Real!”

The red-shirt-laden crowd was encouraged tospeak to their legislators about the need for realsupport, so people with disabilities can live in the

community instead of nursing homes. “Today is an opportunity for you to meet

with your elected official and have real influence on your leaders,” said Tom Seegmueller, GCDD chair.“Together, we become a vocal majority instead of a silent minority.”

Real InfluenceGCDD Deputy Director Patricia Nobbie, Ph.D.,

gave the crowd a rundown on legislation they couldask their elected officials to support, including S.B.13, dealing with the minimum wage; H.B. 24 thatprovides for an advance directive for health carewhich combines provisions of a living will and adurable power of attorney for health care; H.B. 279on Katie Beckett waiver eligibility for kids withspina bifida; H.B. 324, better known as theChildren’s Health Insurance Act; H.B. 366, a lawwhich would provide higher accessibility for guidedog trainers; and S.B. 10, which would open manydoorways to “real learning” for people withdisabilities, among several others.

“We think parents ought to have a choice,”said Sen. Eric Johnson (R-Savannah), referring tothe choice between public and private schooling forchildren with disabilities.

Joins Disability Advocates

By Christy Rosell

“We think parents ought to have a choice.”

Money Followsthe PersonReal Careers

Make it Real

FALCONS QB DJ SHOCKLEY

Joins Disability Advocates To Raise Awareness

DJ Shockley poses with a fan.

Sen. Eric Johnson, Eric Jacobsonand Mark Johnson

Make it Real

Dave Blanchard, Atlanta Association onDevelopmental Disabilities director of public policy,also discussed one of the disability community’smost well known requests from legislators – servicesfor thousands of people on waiting lists.

“We’ve had three years of amazing progress. Iremember when we were thinking about how to tellyou they only funded 10 slots. Then they funded925 Mental Retardation Waiver Program waivers twoyears ago and 1,500 last year, (as well as 152Independent Care Waiver Program waivers lastyear),” Blanchard said. “But you all know that workis not done. That is not enough! There are so manyGeorgians whose voices have not been heard. Youhave been educating legislators…you need tocontinue to do that.”

Rep. Judy Manning (R-Marietta) agreed, urging the crowd to continue asking legislators forsupport. “I am so proud that you have done somuch to Unlock the Waiting Lists! for thousands ofpeople in Georgia,” she said. “Come back next year!Let’s unlock!”

www.gcdd.org 9

Lockheed LaunchesDisability OutreachDisability Day 2007 was a great success, and it couldn’t have been funded without the help of sponsors who care. LockheedMartin Aeronautics Company was new on the scene this year.

“We want talent wherever it exists,despite any known or unknown limitation,”said Dorie Tuggle, Senior Manager of EqualOpportunities at Lockheed. “There’s a bigmarket out there that many people don’t know about.”

The Marietta Lockheed site alone employs7,000 people, and welcomes and encouragesdiversity, providing employees with scootersand enhanced computer monitors. They alsooffer employees flextime schedules so they can receive medical care when they need it.

“We’re thrilled that Lockheed haspartnered with the Governor’s Council onDevelopmental Disabilities to find more waysthey can expand their opportunities for peoplewith disabilities,” said Valerie Meadows Suber,GCDD public information director and editor-in-chief of Making a Difference magazine.

A big thank you to all of Disability Day’s major sponsors for making a real difference!

Atlanta Alliance on Developmental Disabilities • Brain & Spinal

Injury Trust Fund Commission • Georgia Advocacy Office • Georgia

Department of Labor • Lockheed Martin Aeronautics Company •

State ADA Coordinator • Southern Company • The Marcus Institute

“”

we wantTO LEARN MOREabout how tomake facilities

MOREACCESSIBLEand enhance thework place.

“There are so many Georgians whose voices have not been heard.”

07thank you

KRISTEN MADISON, ESQ., LOCKHEED

Pat Nobbie, Rep. Judy Manning, Valerie Suber and Dave Blanchard

Lockheed’s Ronald Crear, Sr.and Kristen Madison

helped sponsor Disability Day.

DISABILITY DAY

Real CareersMichael Morris, executive director of the

National Disability Institute, spoke of the impactpeople with disabilities have on the community, andhow they deserve a chance to work in this countrylike everyone else.

“You should have the American Dream anddeserve all the freedoms people in this countrydeserve,” he said. “We don’t want a hand out. Wewant a hand up.”

The idea was seconded by Rev. Samuel Mitchell,ADAPT president. “We’re not an abstract idea. We’reasking for jobs!” he proclaimed.

Pleading for full integration of people withdisabilities into the community, Nilda Acevedo, aparent advocate from Augusta, then led the crowd ina Spanish chant, “Si se puede! Yes it works!

“All people have the right to participate and bea part of their community, no matter the amount oftheir disabilities,” she said. “Si tu quieres, tupuedes. Where there’s a will, there’s a way.”

Real SupportAcevedo’s speech resonated with Pat Campbell

of Marietta, a first-time Disability Day participantwho was asking politicians to support legislationthat helps high school graduates with disabilitiesintegrate into the community.

“I’m trying to get legislators to fund gettingkids into the community. It’s hard getting Medicaidto pay for therapy,” she explained.

Her concerns were echoed by other parents andpeople with disabilities in the crowd, including


Kate Gainer Named 2007 Self-Advocate of the YearKate Gainer, advocacy director at the Governor’s Council onDevelopmental Disabilities, was named the 2007 Georgia Self-Advocate of the Year at Disability Day this February.

“She trains adults with disabilities on how to be a strongadvocate…she has persuaded individuals in Georgia andWashington to follow Olmstead,” said Beth Tumlin, presenter of the award. “Leadership like thisdeserves recognition.”

The Olmstead decision was a1999 Supreme Court decision thatstated people with disabilities havethe right to live in the communityand not in segregated settings, suchas institutions and nursing homes.

“I am honored by this award,and naturally I think I don’t deserveit because the work I do is thereward,” she said.

A vocal advocate since the1950s, Gainer has fought for herrights as both an African Americanand a person with a developmentaldisability. She explained that herparents taught her to believe in theAmerican dream and to be aproductive member of society at a very young age.

Gainer has served many disability rights organizations over theyears, including disABILITY LINK and City Cares, as well as servingas disability affairs coordinator in the Mayor’s Office for the City ofAtlanta. She has been an instrumental leader in the Long RoadHome march and caravan, which brings attention to freeing adultsand children with disabilities from nursing homes and institutions.

“The money that comes from this award will go to Long RoadHome,” Gainer announced.

Georgia’s Self Advocate of the Year award was created by Billand Beth Tumlin in honor of their daughter and self-advocate,Natalie Tumlin, who passed away in October of 2005. A womanwith cerebral palsy, Tumlin made countless contributions to thedisability community. In 1998, she helped organize the firstDisability Day at the Capitol, where 100 advocates kicked off the“Unlock the Waiting Lists!” campaign. In her lifetime, she alsomet with three governors – Govs. Zell Miller, Roy Barnes and SonnyPerdue – to inform them about the need for community-basedservices for people with disabilities.

“I am honored by thisaward, and naturally

I think I don’t deserveit because the work I

do is the reward.”

“We don’t want a hand out.We want a hand up.”

Rep. Allen Freemanvisits constituents.

Holly Stutz fromAdrian, Ga.

Her nine-month-old daughterhas hypoplasticheart syndrome,which makes goinginto public places agerm-infestednightmare due to her weak immune system.

“We’re trying to get awareness that Medicaid isnot paying for Home Health Physical Therapy. This isa problem because my child can’t go to a facilitybecause her immune system is down,” Stutz said.

For example, Medicaid won’t cover herdaughter’s swallow study, which would help her beable to drink, because it is not considered acutecare. It turns out that instead, Medicaid wouldrequire the couple to bring their daughter to ahospital for the treatment, which in the end, is more expensive than treating her at home, and more dangerous to her health.

Susan Berch of Atlanta, a self-advocate andPartners in Policymaking graduate, attendedDisability Day in support of much of the legislationand to make people aware of the disabilitycommunity’s needs.

“I want people to know we’re like everybodyelse. Everyone’s got a weakness,” the Disability Dayveteran explained.

Your Legislators Legislators are elected to represent Georgia citizens during the lawmaking process. They are often paid low wages and work long hoursto ensure those they represent are heard.

“Why am I doing this? Every time I see I can make life betterfor a person with a disability, it makes it worth it,” said Rep.Sharon Cooper (R-Marietta). “I am going to keep doing this.”

The Governor’s Council on Developmental Disabilitiesgratefully acknowledges those legislators who attended the rally orvisited with constituents at breakfast or lunch at the FreightDepot.

Disability Day participants spotted the following legislators at Disability Day this year, including:

REPRESENTATIVESJon Burns (R-Newington)

Mark Butler (R-Carrollton)

Earl (Buddy) Carter (R-Pooler)

Doug Collins (R-Gainesville)

Sharon Cooper (R-Marietta)

Allen Freeman (R-Macon)

Mike Glanton (D-Clayton)

Mark Hatfield (R-Waycross)

Celeste Johnson (D-Clayton)

Judy Manning (R-Marietta)

Rep Doug McKillip (D-Athens)

John Meadows (R-Calhoun)

Fran Millar (R-Dunwoody)

Robert Mumford (R-Conyers)

Jimmy Pruett (R-Eastman)

Carl Rogers (R-Gainesville)

Ed Setzler (R-Acworth)

Ron Stephens (R-Garden City)

Steve Tumlin (R-Marietta)

SENATORSDavid Adelman (D-Decatur)

Gail Davenport (D-Jonesboro)

Vincent Fort (D-Atlanta)

Lee Hawkins (R-Gainesville)

Jack Hill (R-Reidsville)

Eric Johnson (R-Savannah)

Ronald Ramsey (D-Lithonia)

Senator Renee Unterman (R-Buford)

Tommie Williams (R-Lyons)“I want people to know we’re like everybody else. Everyone’s

got a weakness.”

DISABILITY DAY

2007

Sen. Lee Hawkins greets Scott Crain and another advocate.

Rep. Celeste Johnsonand Rep. MikeGlanton visited fromClayton County.

Rep. Celeste Johnsonand Rep. MikeGlanton visited fromClayton County.

Rep. John Meadows poseswith Susanna Mitchell.Rep. John Meadows poseswith Susanna Mitchell.

Advocates asked forreal supports.

Sen. Lee Hawkins greets Scott Crain and another advocate.

FEATURE

All in all, officials from GCDD felt the day was a success.

“The primary goal was to be as visibleas possible to the community,” said SusannaMitchell, GCDD program associate, andcoordinator of the event.

More than 70 students without disabilitiesserved as volunteers at the rally and plan to do itagain next year.

Fifteen students from The Epstein School inSandy Springs volunteered to assist advocates withvisual impairments at the rally. The students hadbeen previouslyselected for a specialcertification, andreceived Orientationand Mobility Training,conducted by TheCenter for the VisuallyImpaired, whichincluded the video,What to do When YouMeet a Blind Person.

“We are delighted to have young people parti-cipate in Disability Day. The youth benefit by receivingvaluable exposure to community service, advocacy anda bit of civics all rolled into one experience. And, theyfind it exciting and fun!” said Valerie Meadows Suber,GCDD public information director and editor-in-chief ofMaking A Difference magazine.

Also, students from Hall and Barrow countiesgathered over 300 signatures for a banner that willbe converted into a large post card and sent tolegislators in an effort to further educate them ondisability issues.

In the day’s closing remarks, the president ofthe National Federation of the Blind of Georgiaencouraged legislators to help people withdisabilities have real lives.

“Take us out of the nursing homes! Give us realsupport so we can work!” Anil Lewis demanded.“When are we talking about it? Real soon!” l


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Meet Rep. Doug CollinsRepresentative Doug Collins (R-Gainesville), anewcomer to the Georgia Assembly thissession, serves on the Children and Youth andHealth and Human Services committees.Collins is the father of Jordan Collins, ateenager with spina bifida. Collins recentlyspoke with Making a Difference magazineabout what his daughter and her disabilityhave taught him. Rep. Collins’ answers wereabridged for publication.

Tell me about your daughter.Jordan is 14, and the oldest of three kids. Jordan has spina bifidaand can’t walk. She likes to do everything that a normal 14-year-old does. She enjoys shopping. She loves to go to basketball andfootball games. She was in chorus in middle school. She was acheerleader. She loves to swim. We’ve tried to keep her involved ineverything.

In what ways has your family adapted life to Jordan’s disability?At first, people stared at her, and that’s hard to get used to. Butwe talk and we laugh and we hold hands. When we shop, we haveto find an elevator. We have hardwood in the house and cementaround the pool so she can roll around. We have a pool for her toexercise in.

How does your knowledge of life with a disability affect you as a legislator?

It gives me a platform to discuss things and provide expertise,whether it is health care or disability needs. I look at thingsdifferently now. For me, stepping up on a curb is no big deal, formy daughter, it’s a mountain. When we talk about the schoolsystem, I can speak as one who has been there.

What advice would you share with a new parentof a child with a developmental disability?

Ours is a growth process. We grow with the child. We all learn atthe same time.

The stress is enormous. Lisa and I think the worst mistake a parentof a special needs child can do is to think you’re the lone rangerand that no one cares. Know you’re not alone. Look at the parentsand kids who have made it and find a mentor. Others have adapted,and they’re willing to help in every way they can. “

”Take us outOF THE NURSING HOMES!GIVE US REAL SUPPORTso we can work!

Rep. Doug Collins talkswith Hall County students.

Daniel Schlosberg, Jonathan Freedman, NickiStouman, Jamee Wasilewsky, Daniel Cohen

This is my sixth legislative session,and by far, the most unusual.April 17th will be Day 37, and

after that, only rumors of when theywill finish for good. One of the majorsticking points is the budget, and theneed to replace a deficit in PeachCarefunding of $131,000,000. Congress hasproposed to repay the dozen or so statesthat face deficits in an emergencyappropriations bill that also includesIraq War funding, but pending action onthat bill, Georgia has to cover its own.That has resulted in the legislativeprocess proceeding in fits and starts.

So at the time of this review, the session has seven days remaining, and anything can happen in those days. This reports what we know as of Friday,March 29, 2007.

As reported in the January edition of Making aDifference, the Governor’s Council on DevelopmentalDisabilities agenda-setting process engages a broadconstituency of organizations and individualsinvolved with disability advocacy. Issues of concernare summarized and explained to GCDD members atthe October meeting, and separated into five tiers of action: initiate; active support; support by name;remain neutral; and oppose.

Tier I: GCDD Initiates(these items are also part of GCDD’s five-year work plan)

UNLOCK THE WAITING LISTS!: Request is 2,000Mental Retardation Waiver Program (MRWP) services,$20.5 million state funding for nine months.

The Governor’s budget proposed funding 1,500services with an appropriation of $12,241,480,which is a combination of redirected funds withinthe Department of Human Resources for 170 servicesand new money. The Unlock the Waiting Lists!campaign will continue to advocate for the fundingof 500 additional waiver services to bring the totalin line with the recommendation in the multi-yearfunding plan. The enhancement request includesfunds to establish the necessary infrastructure tosupport individuals in the community such assupport coordination, intake and evaluation, person-centered planning, employment initiatives,behavioral and nursing services and medications.

MONEY FOLLOWS PERSON: In the grant submittedunder the Deficit Reduction Act, Georgia plans tomove 650 individuals with developmental disabilitiesfrom state hospitals over the next three years.Georgia was not funded in the first round; we havenot received word on the second round of fundingfrom the federal government.

MEDICAID BUY-IN: Information assembled as aresult of the budget directive from last session hasbeen shared with Senate committee leadership.There has been no commitment on funding at thistime. A buy-in would enable individuals withdisabilities to seek and maintain competitiveemployment and salaries without jeopardizing theirhealth benefits through sharing the cost of theirMedicaid coverage, The estimated cost in theDepartment of Community Health budget rangesBraille Literacy

Legislation would

require that teachers

of the blind be

literate in Braille.

HB 652 sponsored by Manning

and Reese was held over to

next year. 13

Guide Dog legislation; allows access to publicfacilities to trainers of service dogs equal to that of

dogs already in service with people with disabilities.

HB 366, sponsored by Tim Beardon, passed the House, but received “riders” of dog fighting bills in the Senate. Passed Senate on Mar 30,

will go back to House since the original version is different

The Unlock the Waiting Lists! campaign will continue

to advocate for the funding of

500 additional waiver services to bring the total in line with therecommendation in the multi-yearfunding plan.

2007 General Assembly...

Keeps Going and Going...2007 General Assembly...

Keeps Going and Going...

By Patricia Nobbie, Ph.D.

Colored boxesrepresent GCDD’sTier III Support.

14 Making a Difference

FEATURE

between $1 million and $2.8 million depending onthe level of unearned income and the number ofpeople to be covered.

CHILDREN’S FREEDOM INITIATIVE: This work hasbegun, and we want to ensure that the legislaturecontinues to allocate enough funding to move therest of the children without compromising thebudget needed to support adults with developmentaldisabilities in the community. The proposedallocation for the waiver services includes fundsneeded to continue to move children, but theadditional 500 services Unlock seeks will ensure thatcommunity-based services for adults will not betraded off for transitioning the children.

EDUCATION ISSUES: As stated in the January issue,the major areas of concern for GCDD were notanticipated to be acted on in this legislative session.The major education issue being debated this year isSB 10, the Georgia Special Needs Scholarship. SB 10would enable parents of children who have been inthe public school for at least one semester, and whohave an Individualized Education Program, to applyfor their state-funded Quality Basic Educationequivalent (estimated at about $9,000) to enroll in aregistered private school. The bill has been activelydebated among parents, professionals and thegeneral education community. It has passed theSenate and will be before the House EducationCommittee for a vote the second week of April.

ELECTION CODE: HB 1435 which passed last year,made some major improvements to the votingprocess for people with disabilities. This bill will be worked on for next legislative session.

Tier II: Other organization is thelead, GCDD actively supportsPROVIDER RATES, TRAUMATIC BRAIN INJURY/SPINAL CORD INJURY FUNDING: Neither of theseproposals will be funded this year. Legislators werevery cautious about adding any enhancements untilthe PeachCare issue was resolved. Included in theUnlock package of services is a 9.5% reimbursementincrease for support coordination only.

REINTRODUCE E-TEXT LEGISLATION: The proposedlegislation would cover students with Print AccessDisabilities, who are students on the secondary levelat all public and private postsecondary institutions,including tech schools and proprietary schools whomust be accommodated under the Americans withDisabilities Act or Rehabilitation Act. A reworked billmay be ready to drop this year, and will wait untilnext year for further action.

Tier III: GCDD allows use of name,but otherwise no actionGCDD allowed its name to be used as a supporter of the initiatives, listed in the colored boxes, butotherwise took no direct action. Any of these billsthat did not pass out of at least one chamber by the 30th day will be held over until next session. If the bill did pass out of at least one chamber, it is still active and could pass both houses by the end of the session.

OTHER LEGISLATION OF NOTE:• HB 24: Georgia Advance Directives for Health

Care Act: Passed both House and Senate.• HB 279: Automatic eligibility for Katie Beckett if

child has myleomeningicele form of spina bifida.Passed House, referred to Senate Appropriations

• HB 340: Restricts eligibility of PeachCare families from 235% of poverty to 200% ofpoverty, and offers dental and vision only atadditional premium. Passed House, now in Senate Rules committee.

Support GeorgiaAlliance on DirectSupport Professionalsfor DSP RecognitionDay at the Capitol

This event will have to be scheduled for next session.

Support the Jewish

Federation of

Greater Atlanta

in its request for

$575,000 for

Naturally Occurring

Retirement

Communities.

This enhancement was not

put in the Governor’s budget.

Support the Tools forIndependence project toestablish an assistivetechnology project in eachCenter for Independent Living

The State Independent Living Council decidedto hold off on this request for this session.

www.gcdd.org 15

• HB 540: Child support past the age of majority,gives judges the discretion to award continuingchild support for dependent adults withdevelopmental disabilities if they are unable to support themselves sufficiently. Held over in House Judiciary.

• HB 549: Relating to Care ManagementOrganizations, loosens requirements for priorauthorizations for children with special needsneeding on-going therapies and treatments;passed House, in Senate appropriations.

• HB 655: Commission on the Hearing Impaired and Deaf Persons. Passed House, in Senate Health and Human Services

• SR 363: Creating the Mental Health ServiceDelivery Commission, in response to the statehospital crisis. Passed Senate.

THE BUDGET: As of submission, the FY 2007supplemental budget still had not been completedand voted out of both chambers, and the FY 2008budget was being worked on simultaneously. Inaddition to the services under Unlock, the followingare some additions to the FY 2008 budget:

DEPARTMENT OF EDUCATION: Augment budget for state schools; repairs to buildings, travel forPINES, 5 new instructors at Atlanta School for theDeaf, compensation for training and experience;$2,200,913

DHR: 500 slots in the Community Care ServicesProgram for elderly clients; $2,079,800: and1,000 slots in non-Medicaid eligible elderlyclients for Home and Community-BasedSupports; $2,700,000.

Moving Forward will continue to provideupdates on the session, so make sure youare on the mailing or e-mail list to receiveit. During the summer, advocates willreview the legislation held over, and beginmaking plans for the 2008 session. l

LEGISLATIVE UPDATE

Whatever happened to the $7.6 million appropriated by the legislature last year to addressthe needs of the families who losteligibility under Katie Beckett?$5.2 million was allocated to transitional funding which providedVisa debit cards to approximately 1,100 families who responded to the offer. Each card contained $2,600.00 that families could use in a variety of ways to meet their child’s needs. Just a bit over$1,000,000 was spent on this transitional funding – the remainderwill be added to the $2.4 million allocated to an initiative calledChampions for Children with Exceptional Needs. Through carefuland deliberate research, outreach and convening, the Initiative willpartner with existing nonprofit organizations to provide services,referrals and financial assistance to support families of childrenwith exceptional needs beginning in late 2007 and beyond. TheChampions for Children with Exceptional Needs Initiative is beingcoordinated by The Community Foundation for Greater Atlanta. The Georgia Health Policy Center is conducting focus groups,community forums and expert interviews to assess the situationsof these families. An Advisory Committee is providing consultation,input and perspective on the Champions for Children withExceptional Needs Initiative. The Advisory Committee has diverse representatives, including nonprofits, higher education,

corporations, state government, the medicalcommunity and parents of/advocates formedically fragile children.

Deaf Blind Legislation: providesfor the delivery of employment-related resources to deaf/blindand blind individuals by anorganization knowledgeable ondeaf/blind issues.

SB 49: Passed Senate, referred to Health andHuman Services in House.

Support the effort to raise the Georgia minimum wage to $7.00 per hour, led by theLiving Wage Coalition and others.

SB 13 was actively debated, but did not pass out ofcommittee. Held over until next year.

Support passage ofthe Time for SchoolsAct: The legislationwould provide job-protected leave forparents to attendmeetings or events attheir child’s school.Not acted on in this session.


The PortfolioProcess:STIMULATINGCONVERSATIONBetween Studentsand Parents

T he portfolio process was fun. I did not under-stand what it was all about at first, but after Ilearned about it, I really enjoyed it. My favorite

part of the portfolio was when I took pictures with mymom and reflected on our relationship with each other.

When I was writingabout my typical day, thatwas the point that mademe realize that what mymom thought I wanted wasdifferent. Football andbasketball are veryimportant to me. Thedreams that I had weredifferent from my mom’s.

I really want to attend college, play sports and my momthought I wanted to get a job.

After we went through the process of the portfolio,I realized just how important school was to me. In myportfolio, my dreams were to get out of school, getmarried and have kids. My mom wanted me to attendtechnical school and become a far more godly man.This made us both think about the future more. Irealized that school was the most important thing inmy life at this point. Sports had become a way of lifefor me, and I had found something that I was good at.So I really want to go to school, play sports at the nextlevel and get an education to help me find a better job.

My mom wants the best for me, and now we aretalking more about technical schools that have sports.This process made us realize that we both wantedsomething different, but that was okay. Now mom and I enjoy talking and dreaming about what we want forboth our futures. l

The purpose of this process is to open students’ and parents’ eyes to what the student is currently doing and what they want for themselves in the future.

The students make a portfolio with the teacher at school. The classroom teacher helps the students dream and focus on what they want out of life. An informational meeting is held in the evening toexplain this process to the parents. The parents are asked to take home a blank portfolio and complete itfrom their perspective for their student, without the help of the student. The students like the idea ofcreating something to share with the parents as a surprise. The parents were excited to have theopportunity to communicate with their children in a new and different way. The focus is on the studentand their dreams. The comparison comes together at a dinner for the families. The student opens thefloor for discussion as the members of the small groups begin to share the different things that theportfolio reveals to each other.

As the classroom teacher, I feel that this is a wonderful way to get parents and students to begincommunicating about transitioning into the real world. The success comes when they meet in the middleas Quinshun and his mother did. The process made their relationship stronger and more open to dreamthan it had ever been. Goals are important to future planning for the students and the parents.

Focusing on Sports,School Important to StudentBy Quinshun Camp

“This process made us realize that we both wanted

something different, but that was okay.”

By Special EducationTeacher Rosa Evans,

East Hall High School

www.gcdd.org 17

Portfolio Project Helps

Mother, Son Grow Closer

Making Good Choices Important to MotherBy Deborah Morse

QUINSHUN CAMP attends East Hall High School in Hall County. He playsdefensive tackle for the football team, basketball and shot-put and discs fortrack. He plans to attend a technical school and play intramural sports.

DEBORAH MORSE has two boys, Quinshun and Jacquez. She works forWrigley's and is a member of the Church of Life where she is very active.

I think the portfolio process was a great way forstudents to express their feelings about family andfriends. This process can also aid in future plans of

finding employment and a school that will help providethe services needed in furthering their education.

I would like for this process to be used in otherschools to help with special needs kids. This will givethem an outlet to show that they have the potential tomake an impact on our society. Our children feel downabout themselves more than what people realize. Asthey put their ideas into words or pictures, it bringsabout exciting results. The kids will believe that theycan achieve anything. It builds confidence. Our childrenhave hidden talents that will be seen and read bypeople in this world. Opening the door in this way forour students will help them go a long way in life.

In different areas of the portfolio, it gives them achance to say to themselves, “Hey, I have a mind tothink on my own...” It shows them different aspects oftheir day. What are their likes and dislikes? Who canthey go to when they are in trouble? What do theyaccomplish in the community? Why do they love theirfamily? Where can they be the most help? When will thetime come to adjust to the normal things in life? Thereare many questions for them to ask, and as they sit andwrite them, it gives them a chance to see themselvesfor who they really are.

As the choices become open, they see that whileothers are making the choice to go out and do the bad

things, they don’t have to. Why not hang out withpeople that want to have fun? You don’t have to do badthings to have fun. My pastors are concerned about theyouth of today. No one is willing to take the time andtell them the truth. If you do wrong, you have to payfor it. If you do well, you will also be rewarded for it.

We are taught in the word of God that whatsoever aman sowed, he shall reap. Our children need to sowgood things.

I liked the area where they were asked to describea typical day. It lets them see what they are doing. Itis a chance to show them that they can think on theirown. Choices are made daily in our life. What do I weartoday, or eat? A choice to stay in school and learn andthen graduate. Every day parents need to make apositive impact on their children, Encourage them; bethere when they need to talk. Communicate with yourchild. When you do this, it gives them the opportunityto open up and tell you any problems they are facing.While doing this, your child will make the right choicein life. The reason why? You were there to guide them.I want to know that I’ve done my best in helping mychildren to make the right choice. l

“Our children have hidden talents that will beseen and read by people in this world.”

Brandon McKeen has beenriding horses since he wasfour years old. Now 15, the

junior at Manchester High School in Meriwether County has acomprehensive transition plan thatbuilds on his love of horses and istailored to his unique talents.

“Brandon has autism and is not good atcommunicating with his peers. But he is reallygood with horses. He has won many horse showsand was a state gold medalist in dressage,showmanship, equitation and trail,” his mom, Keri Lara, said.

McKeen is academically gifted, but found theclassroom environment to be too stressful, so heis pursuing a dual college preparatory andtechnical preparatory curriculum via online classesfrom Georgia Virtual School. In addition, he takes

horse care and management classes throughGriffin Technical College at the Pegasus RidingSchool in Milner, Ga.

Upon graduation in May 2008, at age 16,McKeen will be a certified stable groom, horsetrainer and instructor, all employable skills. Healso plans to pursue farrier school, which teachespeople how to take care of horses’ hooves.

“I’d like to care for horses and teach lessons.Teach riding and training lessons assisting in abarn and riding a horse. It’s something I can doall by myself,” he said

A combination of community support, waiversand a creative special education team has helpedMcKeen create this special transition plan,according to his mother.

“We’ve had many IEP (IndividualizedEducation Program) meetings, but we started withconversations. Our school system talks aboutstrengths and desires. Asking Brandon to dosomething with a horse is different than askinghim to sit down and be quiet in a classroom whereother students’ behavior affects him. He spentmost of his time at school in his own private roombecause of anxiety issues. On the farm, he’shelping other people with their animals,” Larasaid.

While the school system helps pay forBrandon’s classes at Griffin Tech, the communityhas pitched in as well, with the Kiwanis clubsponsoring him at both Special Olympics andregular horse shows. The therapeutic stable, wherehe first learned to ride as a four-year-old, gavehim a saddle and his horse, Annie. The employeesof the local grocery store support his life skillslessons and his church hosted a supper for him to celebrate his success at a horse show.

And Lara has been able to use McKeen’saffinity for horses to help teach life skills, such ascleaning up his room. “I just ask him if Anniewould want to live in his room,” she said.

The two elements that make McKeen’stransition plan so successful are that his

Successful TransitionsBuilt Around

Individual Strengths

By Valerie Smith Buxton

18 Keri Lara and Brandon McKeen are working to assureMcKeen has employable skills upon graduation.

Individual Strengths

transition team really focuses on his strengths anddesires, and that more than just the school systemis involved in making him into a successful andindependent adult.

A tool developed by Mary Rugg, an earlyintervention project director at the Institute onHuman Development and Disability, is helpingstudents of all ages transition more smoothly intoschool and new situations.

The Take a Look at Me Portfolio was developedinitially to help transition younger children intoschool, but has also been adapted to helpingstudents who are transitioning from elementary tomiddle school and those who are transitioning outof school.

“The portfolio really gives the individual anopportunity to share and reflect about their livesand really think through issues about what theyenjoy, what they like to make choices about,”explained Rugg. “We need to build supportsaround their strengths and interests, and theportfolio helps identify children’s strengths. If youknow what a child likes, you can use that toengage them in conversation and interaction.”

The tool is also used to help families betterunderstand their children. “From the beginning,families need to understand they do have hopesand dreams for their child. Our role is to helpthem realize them. The portfolio allows teachersand providers to have a clear understanding of thefamily’s goals,” Rugg said.

While the portfolio is used widely for students

State Offers Transition SupportWhile successful transitions are highly individualized, the stateDepartment of Education’s Division of Exceptional Students offerslocal school systems support through a comprehensive transitionmanual as well as training and dissemination of best practices.

“We developed some case studies to help local systems and some sample IEPs (Individualized Education Programs) that addresstransition,” explained Director of the Division of Exceptional StudentsMarlene Bryar.

The transition manual, which can be found on the division’s Web site, is frequently updated to reflect changing federal regulationsand offer new case studies. The manual also includes timelines, forms,additional resources and suggestions on how to prepare students forpost-school outcomes. The manual addresses transitioning at theelementary and middle school ages, as well as transitioning out ofschool and into adult life.

One new addition to the manual is a Summary of Performance. This newrequired federal form identifies whataccommodations students need to be able to access post-school work oreducational environments.

“It summarizes the student’s present level of performance and offersrecommendations to help students meetpost-secondary outcomes,” Bryar, amember of the Governor’s Council onDevelopmental Disabilities, said.

Training school systems on how toform effective interagency councils isanother top priority at the state. Thecouncils bring together representativesfrom the Departments of Education, Labor(Vocational Rehabilitation) and Human Resources, as well as local businesses and other area services and companies.

“The councils determine what supports are available in thatcommunity and see that students get the services they need to besuccessful in the post-school environment,” Bryar said. “Some ofthese councils are doing a very good job, and we have them presentat different transition conferences to help other communities getstronger.”

To help fund the training, the division is applying for a StatePersonnel Development Grant under the Individuals with DisabilitiesEducation Act. “With this grant, we can help school systems analyzetheir needs and what training they need to improve education,” Bryar said.

In addition to assisting with transition training, the grant would also address lowering the drop out rate, dealing withbehavioral issues, improving reading and math skills and encouraging parental involvement. l

“The councilsdetermine whatsupports areavailable in thatcommunity andsee that studentsget the servicesthey need to besuccessful in thepost-schoolenvironment.”

www.gcdd.org 19

“”

I’d like to care for horses and teach lessons. Teach ridingand training lessons assisting in a barn and riding a horse.

It’s something I can do

all by myself.

“The portfolio really gives theindividual an opportunity to shareand reflect about their lives andreally think through issues aboutwhat they enjoy, what they like

to make choices about.”

www.doe.k12.ga.us/ci_exceptional.aspx

with disabilities, it wasdeveloped as an inclusive tool,and Terry Adler, a specialeducation teacher at AuburnElementary School in BarrowCounty has been using it to help 23 fifth graderswith and without disabilities make the transitionfrom elementary to middle school.

“The portfolio talks about the students aspeople – who is important in their lives, how theyinteract with their community, who they can go tofor help, how to make good and bad choices, whatare their favorite things. Every week we did adifferent theme,” Adler said. “We’ve talkedthroughout the process about who they are now andhow it’s going to be next year. We want to makethem comfortable in their environment so they haveless frustration.”

Coupled with visits from current middleschoolers and a tour of the middle school, Adlerfeels the process has been a great success. “You

wouldn’t realize the differencebetween regular and special edstudents. Now they are cohesive andwork well together. They havelearned about differences and howpeople don’t have the same abilities,but that everybody is still specialand unique. Everyone is good atsomething. I’ll definitely do it againnext year.”

Rugg said the key to the portfolio process iswhat is done with the information after it iscollected. “How does it enhance others’understanding of you? It can encourage a dialoguewith family, therapists and teachers when you sharethe information,” she said.

Adler’s students have been sharing theirportfolios with each other and will present them to

their parents at a celebration. The portfolios maythen also be used to help their new middle schoolteachers reach a better understanding of them whenthey begin sixth grade next year.

“Service providers tend to focus on supports,not what the person really likes and what’simportant to them. If we use the tool appropriately,we can open doors and make connections forpeople,” Rugg said.

Some North Hall High School students in HallCounty have found the portfolio process to bebeneficial in opening lines of communication withtheir parents and discovering what they want to dowith their lives.

“I found out I’m a nice guy and made up mymind about being a welder,” revealed Ryan Sexton, a senior.

Graham Meers, a sophomore, also completed aportfolio. “It helped me think about how to reachmy goals. I want to be a football manager.”

After setting his goal, Meers, who is co-vicepresident of his school’s Partners Club, anorganization that brings students with and withoutdisabilities together for social and communityservice activities, is getting advice from some of theathletes in the club on how to reach that goal.

Cindy Saylor and Colleen Lambert, programcoordinators for the Partnerships for Success grant,which is funded by the Governor’s Council onDevelopmental Disabilities, encouraged the officersof the North Hall Partners Club to complete theportfolio process.

“Our hope is that they will see they sharesimilar interests when they share their portfolios,”


“They have learned aboutdifferences and how people

don’t have the same abilities, but that everybody is still

special and unique.”

“If we use the tool

appropriately,we can open doors andmake connections for people.”

Auburn Elementary School fifthgraders grew closer together as a result of the portfolio processand created a presentation basedon what they learned.

continued on page 22

A successful transition from high school toadult life requires a network of communitysupport, and one Georgia school system hasbeen extremely successful in helping itsstudents with disabilities form thosecommunity connections through its innovativePartners Club programs.

Each of Hall County’s high schools has aPartners Club, which gives students with andwithout disabilities an opportunity to socializeand do community service projects together.And each club continues to grow as otherstudents see the members having fun andinteracting with each other.

“Partners Club is open to everybody in theschool. The club helps transition students bydecreasing their fear of friendship andincreases the network for a person with adisability,” explained Colleen Lambert, programcoordinator for Hall County Schools.

Cindy Saylor, who is also a programcoordinator for Hall County Schools, added,“Historically, students with disabilities havebeen excluded from clubs and typical highschool life. Partners Club is about inclusion inschool that carries over into the community.These students are future leaders in ourcommunity. They are going to be aroundpeople with disabilities and more willing tohire people with disabilities later on.”

The clubs are run by co-officers; eachposition has a student with and without adisability in it that helps make decisions aboutclub activities.

Ryan Sexton, a senior at North Hall HighSchool, is co-president of his Partners Club. “Ihelp conduct meetings and make announce-ments. I’m more outgoing than I used to be,”he revealed.

The club is one of the largest at NorthHall, with more than 100 members. Sexton andGraham Meers, the co-vice president, wereinstrumental in recruiting new members, accor-ding to Colleen Pirkle, the club’s faculty adviser.

The club sponsors various activities, suchas going to dinners, learning about differenttopics and bowling.

“We went to dinner and homecomingtogether – in a limousine,” Meers saidenthusiastically.

Pirkle said the club has really helpedstudents with and without disabilities get toknow each other and understand each otherbetter. In fact, one student coined the term“enabled” to describe the students withdisabilities after becoming friends with them.

Flowery Branch High School also has abranch of the popular club, with about 80members. Sisters Lauren and Layne Kinginitially joined because their mother, a specialeducation teacher, was the sponsor. Being partof the club has enriched their lives.

Layne King recently helped a fellowPartners Club member pick out prom dresses fora prom fashion show. “Most people areuncomfortable around people with disabilities,but they’re just people,” she said.

Her sister agreed. “Everybody has quirks.They can do things I can’t even imaginedoing,” Lauren King said.

Jody Magin, a junior at North Hall, joinedto meet new friends.“I wanted to getinvolved with alldifferent types ofpeople,” she said.

Daniel Thornhilland Jordan Raberboth joined theFlowery Branch

Partners Club after having a great time helpingout with the Special Olympics.

“I learned not to judge by appearance. You have to get to know people and theirpersonalities,” Raber said.

“If I can help in any way possible, I’m going to try to make a difference,”Thornhill said.

Saylor said the club is having a big impacton students’ lives in school. Students with andwithout disabilities are eating lunch togetherand playing on unified teams in the SpecialOlympics. “It’s created a very inclusiveenvironment in school,” she said.

Magin agreed. “Different students whohave joined this club took a very importantpart. When other kids make fun of enabledkids, they stick up for them. It lets the otherstudents know they have feelings, too,” shesaid.

Saylor hopes to extend the friendshipsformed in the club beyond school by educatingstudents without disabilities how they caninclude their friends in other activities, and byeducating the families of the students withdisabilities how their children can participate.

“Natural friendships are forming, but notcarrying over because students don’t know howto invite friends to participate in activitiesoutside of club activities,” Saylor said.Transportation for a student with a physicaldisability, for example, can be a barrier.

Saylor also plans to help members keep intouch after high school. “The goal is to set upan alumni association so they can continue tokeep in touch with each other after theygraduate,” she said. l

TRANSITIONING

www.gcdd.org 21

Partners Club Helps Students Connect with CommunityBy Valerie Smith Buxton

“I learned not to judge by appearance. You have to get to know people and their personalities.”

East Hall High Partners Club members enjoy bowling together.

ABOVE: Ryan Sexton (L) and Shayne Simpson make

signs for a thrift sale.

RIGHT: Partners Club members ride their homecoming float.


Saylor said. “It’s fun for anyone to seethemselves positively, instead offocusing on deficits. It focuses on ourabilities and what we CAN do.

“One thing we have done is havethe student complete the portfolio atschool and the parent complete one at home. Thenwe have a portfolio party at school, and the parentsand students share them,” Lambert said.

“The students and parents don’t share theportfolios until they come together at the school.They talk about the differences. Sometimes they canbe very different. One parent still saw her daughteras a child, but the student saw herself as a youngadult,” Saylor explained.

When differences in goals exist between thestudent and the parent, the teacher tries to mediateby opening a dialogue and getting the student andparent going in the same direction. “In one of ourmeetings, we had a family set goals and list steps to achieve them. During their student’s IEP, they’llreport what steps they’ve taken toward their goals,”Lambert said.

As part of the process, the portfolio also helpsstudents identify goals and the steps they need to take to reach those goals. One step includesidentifying people in the community who might be able to help them accomplish their goals.

“The portfolio can be used to take to apotential employer or service agency in thecommunity to tell more about the student,” Lambert

said. In fact, some teachers arebeginning the portfolio processearlier to help ninth graders setgoals. Then throughout thestudents’ high school, they addto the portfolio, includinginformation about jobs theyhave that may help them attainemployment upon graduation.

The process can also beused as a starting point forperson-centered planning,which is a process where peoplein the students’ circle of

support get together to help identify ways studentscan reach their goals.”

Rugg said the portfolio is a helpful tool inperson-centered planning. “It allows the individualto reflect over time what is really important tothem. So people in their circle of support reallyknow about the person they’re meeting about.”

Saylor and Lambert also believe the portfolio

process is a good way to start teaching studentsabout self-determination. They have set up aprogram where education students from NorthGeorgia College and State University and BrenauUniversity help teach self determination and workwith members of the Partners Club.

Brittany Lee is a junior at North Georgia College and State University and is teaching self-determination to 10 students with disabilities thisyear in Hall County.

“I teach them how to think about long-termgoals for their lives and think about what they wantto do after high school so they can find a job that’ssuited to them,” Lee said.

She says the course helps students focus onissues other than the subjects they are learningabout in school. “We’re talking about what’simportant to them. I’m teaching them about howshort-term goals can help fulfill long-term goals. I’mgetting them to think about five years from now –what they want to be doing and what they need todo to get there,” she said.

“The most surprising thing to me is they havegoals that are just like mine – living on their own,accomplishing different things, learning differentthings. What they’re capable of is amazing. They’reable to get out in the community and do things Iwouldn’t have thought they would be able to do,”she said.

With the proper supports in place, all studentsshould be able to transition successfully intoadulthood, just as Brandon McKeen is doing. “Find something you love; find a way to be good atit; and, find a way to make money. For Brandon heloves his horses. He wants his own farm where hecan board and train horses. His community will bethere for him, as well as his family. That’s how youmake a good transition,” Lara said. l

FEATURE

“I teach them how to think aboutlong-term goals for their lives andthink about what they want to doafter high school so they can find

a job that’s suited to them.”

Dana Carlton (L) shared herportfolio with her parentsStacie and Dennis.

Hall and Barrow County Partners Club members met Dr. Stephen Hall,director of the Office of Developmental Disabilities, during Disability Day.

continued from page 20

Dana recently passedaway, and her churchestablished the DanaCarlton SunshineAward for childrenwho exemplify hercharacter traits -joyful, kind, caringand no complaining.

In the book of Matthew, Jesusscolded a few disciples who shooed thelittle ones away, saying, “Let the littlechildren come to me; do not stop them;for it is to such as these that the kingdomof God belongs.”

Like Jesus, an East Hall High Schoolstudent named Jesus Riviera wasconcerned that some children withdisabilities in his class were beingprevented from worshiping.

“He started getting worried why hisspecial friends at school never came tochurch, so Francisca, his sister, startedinquiring, and found out that some ofthese children were not even baptized,”said Patricia Davalos, parent liaison forHispanic families and students in the Hall County School System.

“It’s because they had disabilities and had never been through the process,”added Cindy Saylor, program coordinatorfor the Hall County school system.

In mainstream American culture, theabsence of baptism and participation inCatholic sacraments may not be quite assurprising. However, the altar boy’sclassmates are Latino, and according tothe 2002 U.S. Census, 72.6% of Hispanics

claimed to be Catholic. So, it wasshocking to learn that the majority of these children had barely been to church, let aloneparticipated insacraments such asBaptism, First HolyCommunion andConfirmation.

In response toher brother’sconcerns, FranciscaRiviera discussed thesituation with FatherFabio Sotelo of St.Michael CatholicChurch in Gainesville.

“We decided to do a mass where they can feel comfortable,” Rev. Soteloexplained. “We are building a ministryhere for them.”

As a result, 30 Hispanic students with disabilities in Hall County were able to partake in their sacraments – 11 took their First Communion, 10 wereconfirmed, and one was baptized – on December 19, 2006.

“Ese es una semana festiva, unacelebración de esperanza,” declared thepriest. “This is a festive week, acelebration of hope.”

After the 200 worshippers in theirSunday best sang “Hosana en el Cielo,”“Hosanna in the Highest,” there was acelebration in the recreation hall wherecolorfully decorated cakes declaringspiritual growth were the main attraction.

Jesus Riviera worked the room,greeting fellow students and parents with

a huge smile, as if he were the host of the party himself.

And actually, his personality was amajor reason why these children werefinally able to come to church.

Previously, Riviera had participated in Partnerships for Success, a programfunded by the Governor’s Council onDevelopmental Disabilities that promotesinclusion for students in Hall County. In an activity called person-centeredplanning, Jesus gathered with parents,relatives and teachers to plan his futureby discussing his strengths – one of whichwas his social personality.

It was decided that his sister, withwhom he lives, would help Jesus find waysto be more involved in his church.

“So he trained to be an altar boy,”said Davalos, who was a participant in the planning session.

Since the December service, another service was held at St. Michael in February, where six additional childrenwith disabilities were either baptized,confirmed or took their First Communion.

For more information about St. Michael’s services, please visitwww.stmichael.cc or call 770-534-3338.The church offers services in Spanish,English and Vietnamese. l

TRANSITIONING

www.gcdd.org 23

Jesus Says: Let the Children Come to Church

“This is a festive week, a celebration of hope.”

Photographyby:

CoreyO’Q

uinn

By Christy Rosell

Above: AngelicaProaño took her firstCommunion with 11 of her peers.

Left: Juan CarlosMejia and Guadalupewere confirmed lastDecember.

Father Sotelo and Jesus Riviera


M ia has had a set-back. I recall with someembarrassment my statement from theearlier column that Mia was doing as well

as we could expect, and I recited with pride heraccomplishments. Now I’ve had a major realityadjustment. I knew she had had some issues fallingasleep on the job, and her supervisor was taking heroff the clock when that happened, but at home I wasstruggling to figure out what to do about this. She’sa night owl. She can stay up long past my ability tostay awake, and she can even outlast my other twoteenagers. She was getting up for work on time, andarriving when she was supposed to, but she hadbegun falling asleep on the job more and more, andthe association couldn’t keep up the level of directsupervision that she was requiring to stay on task.So they gave her job coach the bad news and shegave me the bad news and I burst out crying!

Mia’s job also meant freedom for me. Freedomfrom setting up different schedules each day, freedomfrom worry four hours a day because I knew she was

with people who cared about her, she wassafe, and enjoying herself, and freedomfrom economic worry, because her job gaveher discretionary income and helped payfor the students who transported her andotherwise spent time with her. Suddenly, Iwas back to pre-employment shuffling,cobbling togetheractivities and companyeach day, compelling theother kids to be at homeat certain times, etc.

Fortunately, Miahas a waiver, she hassupported employmentservices from Briggs and Associates andshe also has the promise of returning towork at the Alumni Association if we canresolve the issues that cause her to sleepduring the day. We are lucky that way. ButI struggle with the thought that I reallyneed to stay home for a few weeks, get

her schedule back on track, establish a diet for herand keep her on it, keep up the exercise program atCurves, get a sleep study done for her apnea, etc.,

etc., etc. Her weight, diet and sleep schedulecompose a cycle that I cannot seem to interrupt onmy own. I worry about how long it will take to gether re-employable. We know how hard re-employmentis because we’ve heard the stories from families thathave worked with Vocational Rehabilitation. Kids getwork, and VR closes the case successfully, then theylose their jobs and there is no one to help themfigure out what went wrong, how to learn again whatthey missed or lost and no one to help them becomere-employed. Once again, they end up sitting home.

Transition is a recurring process. Mia constantlyreminds me, in her own way, that we have neverreally arrived; we are always traveling. Now that we’vehad a taste of employment, we need to get back, butwe have some big stuff to overcome and figure out,and the longer we are unemployed, the harder it is.

What has helped is that Mia had developed acommunity to help her work, college students andfriends, job coaches and family members and co-workers, and it is this community that will help herget back to work. Her case is not closed with them.Maybe the most important thing we can do fortransitioning teens is help them find, develop andconnect with the members of their community to betheir companions as they navigate the world. l

MIA’S SPACE

Mia Hits a Speed BumpBy Patricia Nobbie, Ph.D., Mia’s Mom

“

”

MiaCONSTANTLYreminds me,IN HER OWN WAY,that we have never really arrived, we are always TRAVELING.

“...Mia had developed a community to help herwork, college students and friends, job coachesand family members and co-workers, and it is thiscommunity that will help her get back to work.”

T his is an exciting time in Georgia for transition!The purpose of transition is to assist studentswith disabilities to build the skills and supportsthey need to reach their post-school goals. Thesuccessful transition from school to post-school

should be a priority of everyone who works with students withdisabilities in secondary education and beyond, from parentsand teachers to any other professional involved.

The Individuals with Disabilities Act (1997) was “toensure that all children with disabilities have access to a freeappropriate public education that emphasizes specialeducation and related services designed to meet their uniqueneeds and prepare them for employment and independentliving.” The 2004 reauthorization of IDEA changed transitionservices to a “results-oriented process” that is focused onimproving the academic and functional achievement of thechild.” IDEA 2004 requires the Individualized EducationProgram (IEP) team to include “appropriate measurable post-secondary goals based upon age-appropriate transitionassessments related to training, education, employment and,where appropriate, independent living.”

The transition component of the IEP should bedeveloped at the beginning of the IEP meeting immediatelyafter the student’s present level of performance. The proposedstate rules for special education require that transition plansbe in place prior to the student entering ninth grade or byage 16, whichever comes first. There should be a clear anddirect relationship between a student’s transition goals andthe other IEP goals and objectives. Transition requires supportfrom multiple sources for students and their families to makechoices, develop connections and access services. The state model transition plan includes:

• Measurable post-secondary outcome goals

• Preferences, strengths, interests and course of

study based on present levels of performance and age appropriate transition

• Measurable transition IEP goals

• Transition activities and services

• The persons and agencies involved

• The date of completion and achieved outcomes

There are transition initiatives going on in Georgia that willhelp improve transition services to students with disabilities:

1. The new Georgia Interagency Transition Council Website will become “live” July 1, 2007. A collaborativeeffort with the Department of Labor/VocationalRehabilitation, Tools for Life and the GeorgiaDepartment of Education/Division of ExceptionalStudents, the site will be a one stop shop forinformation about the what, when, where, how andwho of Georgia Interagency Transition Councils.

2. The Division of Exceptional Students is submitting an application for a new five-year State PersonnelDevelopment Grant (SPDG) that will focus onsecondary education with an emphasis on successfulschool completion for students with disabilities. Goalsinclude: improved reading and math achievement;decreased number of dropouts; reduced disciplineproblems; increased parent engagement and support;and, increased recruitment of certified specialeducation teachers. The SPDG will also partner withthe National Dropout Prevention Center for Studentswith Disabilities to work with cohorts of middle andhigh schools to facilitate a strategic planning andimplementation process.

3. The revised Georgia Transition Manual (found on theGeorgia Department of Education Web site) will beavailable in August, 2007. It will include updates from IDEA 2004 and the changes to transition as well as updates on new Web sites and other resourcesthat have become available.

4. The Transition CD based on the Athens/Pre-conference Touch the Future TransitionTraining will be available in the near future. l

Transition - Key to Better Post-Secondary Options By Dr. B. Lu Nations-Miller

EXPERT UPDATE

Dr. B. Lu Nations-Millerprovides technical assistanceto school systems and otherstate agencies in developingand delivering transitionservices and activities tostudents with disabilities andtheir families. She previouslyworked in related vocationalinstruction and as a specialeducation coordinator. Agraduate of Georgia StateUniversity, she has receivednumerous awards, includingVocational Teacher of theYear and Excellence in Careerand Technical Education.

Best practices fortransition planning:1. Invite all appropriate agency and

school representatives to the IEPmeeting well in advance.

2. Bring written literature andother information to share tothe meeting.

3. Students should attend(preferably lead) their own IEP/transition meetings.

4. Transition should be discussedthoroughly.

5. Desired measurable postsecondary/outcome completiongoals should be well-written andcover:• Education/Training (required)

• Employment (required)

• Independent Living (as appropriate)

6. Based on administered transitionassessments, include a list of thestudent’s preferences, interests,strengths and needs in thetransition plan.

7. All areas of transition needed forthe student to successfullytransition to post-secondaryoptions must be addressed.

8. Goals that are measurable and

attainable should be written intothe transition plans.

9. The transition component should“drive” the rest of the IEP.

10.The progress of each goalshould be measurable.

11.The persons/agencies involvedwith the attainment of eachgoal on the plan should beclearly listed.

“Transition requires support frommultiple sources for students and theirfamilies to make choices, developconnections and access services.”

Before he became one of the foundingmembers of the Partners Club at FloweryBranch High School, Cody Smith didn’tinteract much with his peers.

“I have social anxiety disorder and didn’t talk topeople much. I always worried about talking in classand being the center of attention,” he explained.“Partners Club helped me socialize with people inschool and out of the school environment.”

Smith, who graduated last spring, was one of the club’s original members when it formed hissophomore year. As part of the club’s advisorycommittee, Smith helped identify activities andprograms for the members.

One place the advisory committee looked forideas was the Better All Together conference.

“I saw a lot of good programs and seminars (atthe Better All Together Conference). That’s how I gotstarted on learning about IEPs (IndividualizedEducation Programs) and how they function,” he said.

While Smith had always attended his IEPmeetings, what he learned at the conference helpedhim better understand his plan, how it worked andhow it was put to use. He put his newfoundknowledge to work on upgrading his own plan, but hedidn’t stop there.

Through Partners Club, Smith had made newfriends who were also going through the IEP process.“I gave them pointers about talking to teachers aboutmodifications and accommodations they need so theywould have an easier time in their classes,” he said.

“Without Partners Club, I don’t think I wouldhave had the chance to advocate for others because Iwouldn’t have talked to my peers about theirproblems.”

Smith’s participation in the club also led to otherimportant outcomes for him. Through the club, Smithlearned more about person-centered planning anddecided to conduct a session for himself. “The person-centered planning meeting helped map out my likesand dislikes, strengths and weaknesses, and it helpedmove my career path to pharmacy,” he said.

As a result of that meeting, Smith decided toenroll in Gainesville College, where he will start inApril. After two years, he hopes to transfer to theUniversity of Georgia pharmacy program.

And the young man who was once anxious aboutbeing the center of attention has shared his successstories with members of the Partners in Policymakingclass and the Governor’s Council on DevelopmentalDisabilities.

While the club has helped Smith participate moreactively in his IEP and define his career goal, what hevalues most about his experience in Partners Club arethe personal connections he’s made.

“The people I met, the friendships I’ve gotten tomake are the best parts of Partners. It taught methere’s a lot to learn from other people. They mighthave a strength somewhere that they can use to helpyou with one of your weaknesses.

“I like to think I’ve helped somebody else –given them hope they will make it through. It’s a verygood program, and it opens up a lot of doors forstudents,” he concluded. l

Club HelpsSTUDENT ADVOCATE

for Self, OthersBy Valerie Smith Buxton

StraightTalk


“I like to think I’ve helpedsomebody else – given them hope

they will make it through.”

“PARTNERS CLUB HELPED ME SOCIALIZE WITH PEOPLE IN SCHOOL AND OUT OF THE SCHOOL ENVIRONMENT.”

27

CALENDAR OF EVENTS

APRILApril 16-17National Council onDisability Quarterly MeetingAtlanta, GAwww.ncd.gov/index.html

April 19-20Governor’s Council onDevelopmental DisabilitiesQuarterly Meeting & PublicForumWaycross, GA • 1-800-ASK-GCDDwww.gcdd.org

April 20, 23Film - Darius Goes West:The Roll of His LifeAtlanta, GAwww.atlantafilmfestival.com

April 25Employment CapacityBuilding in YourCommunity: Collaboration,Means and ResourcesSavannah, GA • 404-477-2480www.employmentfirstgeorgia.org

April 28-May 3ADAPT Spring ActionWashington, DCwww.adapt.org

MAYMay 11Community DevelopersAssociation of GeorgiaMeetingStar Choices • Macon, GAwww.starchoices.org

May 17-18Georgia Independent LivingNetwork Annual ConferenceAtlanta, GA • 888-288-9780www.silcga.org

May 19Inaugural Georgia Walk for AutismAtlantic StationRegistration 7 AMAtlanta, GAwww.autismwalk.org

May 22-May 24American Association on Intellectual andDevelopmental DisabilitiesConferenceAtlanta, Georgiawww.aaidd.org

JUNEJune 9Yes, We Are Elected Ladies!Mothers of Children withSpecial NeedsCrowne-Plaza HotelMarietta, [email protected]

June 13–15, 2007National Forum onEmployment Issues &Latinos with Disabilities:Sixth Annual Bridges toEmployment ConferenceMiami, FLwww.projectvision.net

June 15-19, 2007 Rehabilitation EngineeringAnd Assistive TechnologySociety of North America(RESNA)International Conference on Technology & Disability:Research, Design, PracticePhoenix, AZ703-524-6686www.resna.org

June 22Long Road Home MarchAtlanta, GA404-657-2125

June 27 – July 1U.S. Social ForumAtlanta, GA404-586-0460, Ext. 32www.ussf2007.org/

JULYJuly 13Community DevelopersAssociation of GeorgiaMeetingStar ChoicesMacon, GAwww.starchoices.org

July 17-21Association on HigherEducation And DisabilityAnnual ConferenceCharlotte, NC704-947-7779www.ahead.org

July 19-20Governor’s Council onDevelopmental DisabilitiesQuarterly Meeting & Awards ProgramAtlanta, GA1-800-ASK-GCDDwww.gcdd.org

This unique photographicexhibition tells the storyof 12 people with visionloss through images andsound, showing adiversity of ages, ethnicbackgrounds and types ofvision loss from lowvision to total blindness.

Blind/Sight:Conversations

WITH THE

VISUALLYINSPIREDMAY 1 - JUNE 22, 2007ARTS FOR ALL GALLERY

ATLANTA, GA


AROUND GCDD

including a report on elder abuse inSacramento, Calif., a study of singleparent issues and several communityresource books.

John R. Lutzker,Ph.D., (University of Kansas) is theexecutive director ofthe Marcus Institutein Atlanta. Prior tothat he was thedistinguishedconsultant and chiefof the PreventionDevelopment andEvaluation Branch,

for the Division of Violence Prevention,National Center for Injury Preventionand Control, Centers for Disease Controland Prevention. He previously was theFlorence and Louis Ross DistinguishedProfessor and Chair of the Departmentof Psychology, director of graduatetraining in behavioral psychology andacting provost at the University ofJudaism in Bel Air, Calif. He is anadjunct professor of applied behavioralscience at the University of Kansas andwas president of Behavior ChangeAssociates.

Dr. MegNichols is aprivate familypractitioner inMacon, Ga. She and herhusbandRonnie havenine children,including onewho has anorthopedic disability. She graduatedfrom Mercer University School ofMedicine in 1994. Nichols is passionateabout providing health care to thosewho need it most, and has donemissionary work in Africa and set upclinics in Gulfport, Miss., afterHurricane Katrina.

She has served as Chief ofMedicine and Chief of Staff at Coliseum

Northside Hospital, and is on theexecutive board for the Macon branchof the NAACP. Nichols also serves onthe board for Power House, a programthat works with inner city youth, andshe is a volunteer faculty member ofMercer University.

James “Jim” F. Risher is a parentadvocate from McDonough, Ga. Risheris president and owner of J.F. Risherand Associates, LLC, a building andgrounds maintenance and propertymanagementcompany, andwas recentlyappointed cityof Hamptonmanager. Heserved ascountymanager ofHenry Countyand is aveteran of theU.S. Naval Reserves. Risher earned abachelor’s degree from Arizona StateUniversity and a master’s degree fromCentral Michigan University. He and hiswife, Joan, have one grown child.

New Advocacy ProgramGranted Funding

The Governor’s Council onDevelopmental Disabilities is pleased to announce it will fund theAlternative Media Student AdvocacyInitiative, organized by the LearningDisability Association of Georgia, Touchthe Future Inc. and the AlternativeMedia Access Center.

Ten students with print-relateddisabilities from University System ofGeorgia (USG) institutions will beselected to train as advocates foralternative media and assistivetechnology. Upon completion of thetraining, students will return to theirinstitutions and advocate for

themselves and others. The studentsalso advocated during Disability Day atthe Capitol and marched for a common standard for alternative access to instructional materials andfor additional funding to secure suchaccess. They will participate indiscussions with disability serviceproviders and representatives of thepublishing industry to receive andprovide input toward reaching timelyand equal access. From this pool ofadvocates, four students will beselected to serve on the AlternativeMedia Access Center (AMAC) AdvisoryCommittee.

The Learning Disability Associationof Georgia (LDAG) is one of 50volunteer state organizations that workto enhance the quality of life forindividuals of all ages with learningdisabilities and/or Attention DeficitHyperactivity Disorder. Members of the

LDAG are served by a state office, and volunteers provide resources andsponsor events. AMAC is housed at theUniversity of Georgia, in Athens, and is an initiative of the University Systemof Georgia. LDAG is committed toremoving barriers and providing access to knowledge for individualswith physical, sensory and learningprint-related disabilities. l

10Ten students with

print-related disabilitiesfrom University System

of Georgia (USG)institutions will be

selected to train as advocates for

alternative media andassistive technology.

continued from page 7

www.gcdd.org 29

RESOURCES

pg. 8 pg.18 pg. 23pg. 13

Below, please find furtherresources of informationrelated to the articles inthis edition of Making aDifference magazine.

Governor’s Council on Developmental Disabilities (GCDD)www.gcdd.org 404-657-2126 or 888-275-4233 (ASK-GCDD)

State GovernmentDepartment of Community AffairsGeorgia Housing Searchwww.georgiahousingsearch.org877-428-8844

Department ofCommunity Healthwww.dch.state.ga.us/404-656-4507

Department of Human Resourceswww.dhr.georgia.gov404-656-4937

Department of Laborwww.dol.state.ga.us

General Informationwww.georgia.gov

Georgia General Assemblywww.legis.state.ga.us/

Georgia House ofRepresentativeswww.legis.state.ga.us/legis/2003_04/house/index.htm

Georgia Senatewww.legis.state.ga.us/legis/2003_04/senate/index.htm

Georgia Governor’s Officewww.gov.state.ga.us/404-656-1776

Georgia Lieutenant Governor’s Officewww.ltgov.georgia.gov/02/ltgov/home/0,2214,2199618,00.html404-656-5030

FaithSt. Michael Catholic Churchwww.saintmichael.cc770-534-3338

TransitioningPortfolio Processwww.takealookatmeportfolio.com706-542-3963

Partnerships for Successwww.partnershipsforsuccess.com800-ASK-GCDD

Georgia Department ofEducation Transition Manualwww.doe.k12.ga.us/curriculum/exceptional/index.asp

Georgia Department ofEducation Division of Exceptional Studentswww.doe.k12.ga.us/

ci_exceptional.aspx404-656-3963 [email protected]

pg. 13 pg. 23pg. 8

éCaféCaféCC féaféaféa éfffféféféééCafééé

All the time Fido spent with his trainer in restaurants really paid off.

pg.18


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www.lockheedmartin.com© 2007 Lockheed Martin Corporation

Innovation has many faces.At Lockheed Martin,

that includes everyone.

S O U T H E R N C O M P A N Y

The 9th Annual Disability Day at the Capitol

February 22, 2007

ProudlySalutes

Congratulations to the Governor’s Council on Developmental Disabilities

for Another Successful Disability Day at the Capitol!

From the staff of the State ADA Coordinator's Office

Georgia State Financing & Investment CommissionState ADA Coordinator’s Office

270 Washington Street • Second Floor • Atlanta, GA 30334404-657-7313 • TTY 404-657-9993

www.ganet.org/gsfic/ada

Congratulations to the Governor’s Council on Developmental Disabilities

for Another Successful Disability Day at the Capitol!

From the staff of the State ADA Coordinator's Office

www.gcdd.org 31

SUPPORTING THE DISABILITY COMMUNITY

Albany ARC, serving our community

since 1963, promotes the general welfare of people withdisabilities and fosters

the development of programs on their behalf.

(229) 888-6852(24-hour on-call)

www.albanyarc.org

Albany AdvocacyResource Center

770-394-9791www.childrens-services.com

“Complete developmental occupational therapy for children –

toddlers through teens.”

If you are interested in being a sponsor for

Making a Difference magazine, please call Christina Rosell

@ 770-578-9765

Thanks toOUR SPONSORSfor their Support.

Governor’s Council on Developmental Disabilities2 Peachtree Street, NW, Suite 26-246Atlanta, GA 30303-3142404-657-2126, www.gcdd.org

Address Service Requested

The quarterly magazine of the GeorgiaGovernor’s Council on Developmental Disabilities

Volume 7, Issue 4 • Spring 2007

Organized by GCDD, the 9th annual Disability

Day this February was by far the largest. Atlanta

Falcons quarterback and former University of

Georgia SEC Champion, DJ Shockley joined 1,800

advocates at Georgia’s Capitol for the “Make It

Real” rally. The crowd was joined and addressed

by several legislators as well, including Rep.

Judy Manning (R–Marietta), Sen. Eric Johnson

(R–Savannah) and Rep. Sharon Cooper

(R–Marietta). For the full story, read page 8.

DISABILITY DAY 2007

Documents

Making a Difference Magazine || Spring 2007