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 Copied from HANDILAW by Bob Moylan (1:275/429.5)
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This legislative alert came from another BB and I wanted to share it with
you.  It is vitally important that ALL children with disabilities get
a quality and life-preparation education.         Jim
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Forwarded message:
From:   andylange@juno.com
To:     ADAPTGAZAN@aol.com
Date: 97-02-08 01:19:48 EST
This was forwarded to me by NAD.  Could you distribute it to your friends
on the email list.  Thanks.
Andy
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LEGISLATIVE ALERT!!
Congress is making changes to the Individuals With Disabilities Education
Act (IDEA) and this will have tremendous impact on deaf and hard of hearing
children.  The time is NOW to write to your Congressional representative to
let them know of the needed changes that will improve access to education
for deaf and hard of hearing individuals.
Congressional staffers tell us it is extremely important they hear from
residents in the areas they represent, and they have received very little
indication of any community interest about the IDEA!
For your convenience, you may use the sample letter below, and we
encourage you to send letters using the State Association of the Deaf
stationery if possible.  We urge you to send letters to the members
of the House and Senate Committees, as well as your own Senate and
House representatives, which are listed below.  Please send me copies
of your letters for our records.  The NAD also urges you, as President
of your State Association of the Deaf, to circulate the sample letter
to the members of your State Association of the Deaf, and to urge your
members to write as soon as possible also.
Because there are TWO changes that must be made in order to make the IDEA
work for deaf and hard of hearing children, the NAD urges you to inform
your representative about the critical need to include these concepts in
the IDEA:
1.  The language and communication needs and direct communication
opportunities for the deaf or hard of hearing child with his or her peers
and professional personnel, and direct instruction opportunities in the
child's language and communication mode.
2.  Any group that makes decisions about educational placements for a
deaf or hard of hearing child must consider non-biased and clear information
about the continuum of alternative placement options for the child.
Thank you very much for your time taken to write to the members of
Congress, and for making a difference for current and future generations
of deaf and hard of hearing children!  If there are any questions, or
need for assistance, please let me know.  Thanks!
NADly yours,
Suzy Rosen
Legal Counsel for Government Affairs
National Association of the Deaf
814 Thayer Avenue
Silver Spring, MD  20910-4500
SuzyRosen@aol.com
301-587-1791 FAX
301-587-4876 TTY
        ***********************SAMPLE LETTER*******************
[DATE]
The Honorable [FULL NAME]
U.S. House of Representatives
Washington, DC  20515
The Honorable [FULL NAME]
U.S. Senate
Washington, DC  20510
Dear [Representative/Senator] [LAST NAME]:
[I am/We are] writing to indicate [my/our] support for your efforts to
ensure the quality of education for individuals with disabilities by
considering the Individuals With Disabilities Education Act (IDEA)
Improvement Act of 1997.
[I/We], however, have grave concerns about the IDEA, and recommend two
specific changes in order to make IDEA work for deaf and hard of hearing
individuals.
[EXPLAIN WHO YOU ARE/YOUR RELATIONSHIP TO THE DEAF OR HARD OF HEARING
COMMUNITY:  PARENT, INTERPRETER, STUDENT, EDUCATOR, FRIEND, ETC; YOUR
EXPERIENCE WITH DEAF EDUCATION:  USE FACTS FROM YOUR STATE]
[I/We] urge you to include in the IDEA the following two changes:
1. Individualized Education Plans (IEP).  In the case of a child who is deaf,
or hard of hearing, the IEP Team is required to consider the factors such
as language and communication needs, opportunities for direct communication
with peers and professional personnel in the child's language and
communication mode; academic level; and social, emotional and cultural
needs, including opportunities for direct instruction in the child's
language and communication mode.
2.  Educational Placements.  Each local educational agency or State
educational agency shall ensure that members of groups that make decisions
about educational placements receive and consider clear and non-biased
information on the continuum of alternative placement options when
deciding on educational placements.  State funding mechanisms, including
use of state funds, be required to support the placement that is appropriate
for the child, including placements in specialized schools and programs.
Other issues of great concern to [me/us] include unrestricted funding for
captioned media, availability of qualified and certified educational
interpreters and personnel, and authorization of funds for deaf nonprofit
cultural organizations and for technology, educational media, and
materials.
[I/We] hope you are able to include the changes in the IDEA legislation,
because this will  make a difference for deaf and hard of hearing
children, as well as for other children with disabilities.   Thank you
very much for your efforts.
Sincerely,
[YOUR NAME]
cc:  Suzy Rosen, Legal Counsel for Government Affairs
       National Association of the Deaf
***********************
105th Congress:  Member Listing
Capitol Switchboard 202-225-3121
U.S. House of Representatives
House Education and the Workforce Committee
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   SLMR 2.1a   A good name is rather to be chosen than great riches...
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... Smiles are contagious...and safe to share.
--- PPoint 2.02
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