GROUP 3

SOCIAL WORK 388

BRIDGETTE GILMORE AMOS ALLEN

SARAH MORRILL JULIE CLEMENTONI
GINA MOOREHEAD EBONY HILTON
HANNAH SMYTH ASIA VAUGHN

MAY 7th 2
008
 ••••••••••••••••••
PROVIDE THE CLASS WITH INFORMATI
ON ON THE

CURRENT DEMOGRAPHICS AND POLICY

IN THE

STATES OF MARYLAND, PENNSYLVAN

IA, AND

CALIFORNIA CONCERNING PUBLIC E

DUCATION

AND CHILDREN WITH SEVERE EMO

TIONAL AND

PHYSICAL HANDICAPPING CONDITI

O N S SUCH AS
ACCOMPLISHMENTS IN TODAY
’S
EDUCATION SYSTEM
“SPECIAL EDUCATION HAS BECOME ONE OF T
HE
MOST IMPORTANT SYMBOLS OF AMERICAN
COMPASSION, INCLUSION, AND EDUCATIONA
L
OPPORTUNITY.“

“THE INDIVIDUALS WITH DISABILITIES

EDUCATION A C T (I D E A) H A S MOVED CHILDRE
N
WITH DISABILITIES FROM INSTITUTIONS INT
O
CLASSROOMS, FROM T HE OUTSKIRTS OF SOC
IETY
TO THE CENTER OF CLASS I N S T R U C T I O N.”
WHAT IS CEREBRAL
PALSY?

• A NEUROMUSCULAR DISORDER THAT REPRESENTS

A
GROUP OF CHRONIC CONDITIONS THAT AFFECT MU
SCLE
C O OR D I N A T I O N A N D B O D Y M O V E M E N T . ( H A R D M A N , DRE
W,
EGAN, 2005)

CAUSED BY:

• DAMAGE TO ONE OR MORE SPECIFIC AREAS OF

THE
B R A I N.

• OCCURS DURING FETAL DEVELOPMENT; BEFORE, D

URING,
O R S HO R T L Y FOLLOWING BIRTH; OR DURING INFAN
 WHAT IS AUTISM?

• CHILDHOOD DISORDER ONSET PRIOR TO 36 MONTHS OF AGE.

• ONE OF THE MOST SERIOUSLY DISRUPTIVE OF ALL CHILDHOOD DISABILI

TIES.

SYMPTOMS:
• EXTREME WITHDRAWAL

• SELF–STIMULATION

• I N T E L L E CT U A L D E F I C I T S

• LANGUAGE DISORDERS

• IMPAIRS THE NORMAL DEVELOPMENT OF MANY AREAS OF FUNCTIO

NING

• I N T E R P E R S O N A L S K ILLS, EMOTIONAL OR AFFECTIVE BEHAVIOR, AND

INTELLECTUAL FUNCTIONING

(BAUMINGER, & HARDMAN 2002)

 TWO TYPES OF EDUCATIONAL PL
ANS FOR
CHILDREN WITH CEREBRAL
PALSY AND AUTISM
1. INDIVIDUAL EDUCATION PLAN (IEP)

• PART OF THE SPECIAL EDUCATION LAWS OF TH

E IDEA
97 LAWS OR EDUCATIONAL BENEFIT LAWS

• S T U D E N T’ S WIT H DISABILITIES MUST RECEIVE

AN
EDUCATIONAL PROGRA M BASED ON MULTIDISCIPLINA
RY
ASSESSMENT AND DESIGNED TO MEET THEIR INDIV
IDUAL
NEEDS.

2. 504 PLAN - SECTION 504, OF THE REHABILITAT

ION
ACT OF 1973 IS A CIVIL RIGHTS LAW THAT PRO
HIBITS
DISCRIMINATION AGAINST INDIVIDUALS WITH DISABILI
TIES

I N C L U D E S:

• ACCOMMODATION,
CEREBRAL PALSY IN M
ARYLAND
DEMOGRAPHICS
• 2001–2002, ABOUT 6.4 MILLION DISABLED CHIL
DREN
AND YOUTH AGES 3 - 21 WERE SERVED

• FROM 1976–1977 AND 2001–2002, THE # OF STU

DENTS
PARTICIPATING IN THESE PROGRAMS ROSE BY M
ORE
THAN 2.7 MILLION, A 73% INCREASE

• FROM 1991–1992 AND 2001–2002, THE LARGEST

CHANGE WAS IN THE # OF STUDENTS WITH CERE

BRAL
PALSY FROM 5,000 TO 118,000

Education: Meeting America‘s Needs?. Ed. Gina Giuliano. 2006 ed.Detroit:

Thomson Gale, 2006. Opposing Viewpoints Resource Center. Gale
CEREBRAL PALSY IN
MARYLAND
DEMOGRAPHICS (CONTINUED)

• NEARLY 13 % OF PUBLIC SCHOOL STUDENTS - O

R
ABOUT 5.9 MILLION KIDS- WERE ENROLLED IN PRO
GRAMS
FOR THE DISABLED IN THE 2003–2005 SCHOOL
Y E A R.

• THE PROPORTION OF CHILDREN AND YOUTH WI

TH
DISABILITIES, AS A PERCENTAGE OF PUBLIC SC
HOOL
ENROLLMENT, HAS RISEN STEADILY FROM 8.3%
IN
1976–1977 TO 13.4% IN 2 0 0 1 – 2 0 0 2.
SCHOOLS THAT PROVID
ES
SERVICES
CREATED IN 1964 : THE DELREY SCHOOL IN
CATONSVILLE, MARYLAND.

IDEA REQUIRES THAT FAMILIES BE INVOLVED

WITH THE PLANNING, DEVELOPMENT AND

IMPLEMENTATION OF SERVICES THROUGHOU
T A
CHILD‘S LIFE.

THIS ACT STRENGTHENS ACADEMIC EXPECTA

TIONS
AND ACCOUNTABILITY FOR THE NATION‘S 5.
8 http://www.msde.state.md.us
MILLION CHILDREN WITH DISABILITIES
ACTUAL I E P OF A CP ST
UDENT
• PHYSICAL THERAPY 3x A MONTH FOR
45
MINUTES

• SPECIAL EDUCATION 3x FOR 45 MINUT

ES

• SPEECH THERAPY 1x A WEEK

• OCCUPATIONAL THERAPY

http://www.msde.state.md.us
EDUCATION OPTIONS

• EDUCATIONAL PLANS MUST BE DESIGNE

D TO
MEET THEIR INDIVIDUAL N E E D S.

• SHOULD BE OFFERED THE SAME ACCE

SS TO
CONTINUING EDUCATION OPPORTUNITIES
AS
NON–DISABLED INDIVIDUALS.

http://www.ed.gov/parents/needs/speced/iepguide/index.ht ml
PARENT TRAINING AND
INFORMATION CENTER
THESE CENTERS ARE DESIGNED TO PROVIDE
I N F O R M A T I O N A N D T R A I N I N G T O P A R E N T S.

AT AGE 14, PARENTS AND SCHOOL BEGIN

CONSIDERING AND IMPLEMENTING
A COURSE

AGE 16, A SCHOOL IS R E Q U I R E D,

WITH PARENT AND STUDENT INPUT
TO DEVELOP AN INDIVIDUALIZED
TRANSITION PLAN AS PART OF THE
IEP
 CEREBRAL
CONTRARY TO WHAT PEOPLE BELIEVE,
PALSY CEREBRAL
IN CALI
PALSY IS

FORNIA
NOT A
DISEASE. IT IS BRAIN DAMAGE THAT O
DURING OR AFTER DELIVERY. DOCTORS
CCURS RIGHT BEFORE,
AND HOSPITALS ARE
THE
CAUSE OF MANY CEREBRAL PALSY CASE S. AN ESTIMATED 500
,000
AMERICANS HAVE CEREBRAL PALSY WIT H AT LEAST 4,500 NE
W
CASES DIAGNOSED ANNUALLY (AND AS MANY AS 10,000ACCO
RDING
TO SOME REPORTS).(KLINE & SPECTER, 2004)

THERE ARE MANY FACTORS THAT SUGGEST THE INJURY OCCU

RRED
AS A RESULT OF IMPROPER MEDICAL CARE:

• CHILD DEVELOP SEIZURES AFTER BIRTH WITH 24 TO 48 HOURS

• THERE IS NO HISTORY IN THE FAMILY OF BRAIN DAMAGE

• THE BAG OF WATER RUPTURED FO R O V ER 24HOURS

• THERE IS MECONIUM STAINING ON THE BABY AT THE TIM E OF DE

LIVERY

• THE INFANT DEMONSTRATES POOR SUCKING AFTER BIRTH

• THE SKIN IS BLUE OR DUSKY AT BIRTH

• THE INFANT HAS PROBLEMS MAINTAING TEMPERATURE AFTER BIRT H

INDIVIDUALIZED EDUACTION PROGRAM IEP IS FEDERALLY

FUNDED
AND FA L L S UNDER THE INDIVIDUALS WITH DISABILITIES
EDUCATION ACT OR “IDEA“. 504 PLAN “SECTION 504 OF
 AUTISM IN MARYLAN
D
DEMOGRAPHICS

• ONE IN EVERY 150 CHILDREN BORN IN THE U.S. H

AS
AN AUTISTIC SPECTRUM DISORDER. (AUTISM SPEAKS,
2008)

• IN 1993 MARYLAND PUBLIC SCHOOLS PROVIDED

SERVICES TO 260 CHILDREN WITH AUTISM. IN 2006,
THEY PROVIDED SERVICES TO OVER 5,764 STUDENTS,

AGES 3–21 WITH AUTISM.

• MARYLAND PUBLIC SCHOOLS HAVE TAKEN ON A

COOPERATIVE APPROACH WITH LOCAL PROGRAMS AND

AGENCIES TO BETTER SERVICE CHILDREN WITH AUTIS

M.
(AUTISM CONNECT MARYLAND, 2008).
EDUCATION / SERVICE D
ELIVERY
• FAMILY INVOLEMENT

• INTERDISCIPLINARY TEAMS

• IEP‘S/PERSONALIZED
CURRICULUM AND
INSTRUCTION

• HIGHLY SUPPORTIVE
LEARNING ENVIRONMENTS

• PARENTAL AND
PROFESSIONAL DEVELOPMENT
& SUPPORT (AUTISM CONNECT
MARYLAND, 2008)
 OTHER SERVICES

• AUTISM WAIVER

• EARLY INTERVENTION PROGRAMS

• AUTISM SCREENING GRANT

• FACILITATED EDUCATIONAL MEETINGS/

PATHFINDERS FOR AUTISM
AUTISM IN PENNSYLV
D E M O G R A P H IACN
S I A
• 2,348,555 PEOPLE WITH DISABILITIES
IN
PA, OF THOSE PEOPLE DISABLED —219,3
77
ARE CHILDREN 6–21 YEARS OLD

• 12,323 AUTISTIC CHILDREN (A G E S 6–2

2
YEARS OLD)

• 876% GROWTH RATE IN CASES BETWEE

N
1992–2003

• 14.8% DROPOUT RATE FOR YOUTH WIT

H
DISABILITIES
 POLICY
PA IS NOT IN COMPLIANCE WITH ANY OF THE
INDIVIDUALS WITH DISABILITIES EDUCATION ACT

NON - COMPLIANCE ISSUES:

• EXCLUSION FROM THE REGULAR

EDUCATIONAL ENVIRONMENT

• INADEQUATE SUPPLY OF QUALIFIED

SPECIAL EDUCATION AND RELATED
SERVICES PERSONNEL

• FLAWS IN IEP SERVICES

• CHARTER SCHOOLS

http://www.kidstogether.org/pafacts.htm
STEPS TOWARD IMPRO
VEMENT
• SELF CONTAINED AUTISTIC SUPPORT
CLASSROOMS

• EDUCATION BASED ON
INDIVIDUAL BASIS

http://www.autismtoday.com/articles/individual
%20approach%20yields%20results.asp
HARFORD COUNTY
TRANSPORTATION

SPECIAL NEEDS CHIL

DREN
 TRANSPORTATION ST
A
2006 – 2007
T I S T I C S
• TOTAL PUPIL ENROLLMENT: 39,571

• NUMBER OF PUPILS TRANSPORTED: 34,968

• TOTAL NUMBER OF BUSES: 458

• MILES TRAVELED – DAILY: 386,607

• MILES TRAVELED – ANNUALLY: 6,958,926

• TOTAL HOURS OF D R I V E R T I ME : 2 , 0 6 1

• TOTAL HOURS OF DRIVE TIME ANNUA LLY: 4

6,818

• TOTAL COST OF TRANSPORTATION: $22,071,

SPECIAL NEEDS SCHO
OLS
• JOHN A R C H E R :TS HC HE OOONLL YS EPRUVBI LNIGCSPECIAL EDUCATION
STUDENTS WITH
DISABIITIES IN HARFORD COUNTY

• HICKORY E L E M E N T A R CYH I:L D R E N WITH AUSTISM

• DARLINGTON E L E M E N T A RF OYR : C H I L D R E N
TRANSITION TO
MAINSTREAM
SCHOOLS

• FORBES HIGH S C H O OFE L:

OR CHILDREN WITH
MOTIONAL AND
BEHAVORIAL PROBLEMS

• VILLA MARIA:
TRANSITIONING PROG
RAM FOR SPECIAL NE
EDS CHILDREN
• PARTNERSHIP BETWEEN HARFORD CO
UNTY
SCHOOLS AND AREA BUSINESSES

• FIELD TRIPS: ANNUAL HARFORD COU

NTY
FAIR, RECREATIONAL FACILITIES

• IN–SCHOOL VOLUNTEER PLACEMENT

AND
COMMUNITY–BASED PLACEMENT AND
COMMUNITY–BASED PAID EMPLOYMENT
 REFERENCES
• Autism connect: Autism education, research
and

advocacy. April 2008. Retrieved April 17,

2008

fromhttp://www.autismconnectmd.org/inde
x.

html

• Autism Speaks: It’s Time to Listen. April 2

008.

Retrieved April 17, 2008 from http://ww

w.

autismspeaks.org/

• Bauminger, N.(2002).The facilitation of socia

l–

emotional understanding and social inter

action

in high functioning children with autism

:
 REFERENCES (CONTINUED)

• Center for Promotion of Child Development

Through Primary Care: Maryland A u t i s m. Jan

uary

2007. Retrieved May 3, 2008

• Education: Meeting America‘s Needs?. Ed. Gina

Giuliano. 2006 ed. Detroit: Thomson Gale,

2006. Opposing Viewpoints Resource Center

.

Gale.

• Hardman , Drew, Egan. (2005). Human Exceptio

nality

School, Community, and Family (8th Editi

on).
REFERENCES (CONTINUED)
• http://www.msde.state.md.us

• http://www.ed.gov/parents/needs/speced/iep
guide
/index.html

• http://www.hcps.org

• http://www.mdschblind.org

• http://www.catholiccharities–md.org

• http://www.autismtoday.com/articles

• http://www.childhealthcare.org/news/2007/m
d_

autism_abstract.shtml
REFERENCES (CONTINUED)

• Mecham, M. J . ( 2 0 0 2 ) . Cerebral Palsy (3rd Ed

i t i o n.

Austin, TX: Pro–Ed.

• President‘s Commision on Excellence In S

pecial

Education. (2002) A New Era: Revitalizi

ng

Special Education For Children and The

ir

Families. Washington, DC: Education

Publications Center, U.S.DepartmentOf

Education
IMAGES:
• www.healthofchildren.com

• http://www.motivation.org.uk/img/pro/lit1995_photo
1.jpg

• http://www.asnanaka.com/m/MedicalEncyclopedia/Me
THANK YO
U!
**** GROUP 3 ****