[Missouri-l] Fw: [leadership] Letter Opposing NCD Nominee's Confirmation
Chip Hailey
chiphailey at cableone.net
Wed Jan 20 12:12:21 CST 2010
----- Original Message -----
From: Eric Bridges
To: leadership at acb.org ; announce at acb.org
Sent: Wednesday, January 20, 2010 12:09 PM
Subject: [leadership] Letter Opposing NCD Nominee's Confirmation
Below is a letter that ACB is supporting that has been signed on to by AFB, Council of Schools for the Blind, NFB and deaf groups opposing the confirmation of Sara Gelser to become a member of the National Council on Disability (NCD). She lead the effort to close the Oregon School for the Blind in 2009.
There will be meetings on Capitol Hill and at the Whitehouse concerning her nomination.
Eric
January 19, 2010
The Honorable Tom Harkin
Chair
Senate Health, Education, Labor and Pensions Committee
U.S. Senate
Washington, DC 20510
The Honorable Michael B. Enzi
Ranking Member
Senate Health, Education, Labor and Pensions Committee
U.S. Senate
Washington, DC 20510
Dear Senator Harkin and Senator Enzi:
The undersigned organizations write in opposition to the confirmation of Sara Gelser as a member of the National Council on Disability. As Chair of the Oregon House Education Committee, in 2009 Ms. Gelser spearheaded the closing of the Oregon School for the Blind (OSB). Parents of students in that school passionately objected to the closure, citing the poor education their children received in local schools before attending OSB and their fears that their children would again be placed in an educational environment ill-equipped to meet their children's complex needs. Ms. Gelser disregarded these concerns. The school is now closed, and parents' fears are being realized. During a recent Oregon House Interim Committee on Education hearing, parents and students testified that the students, who are now placed in neighborhood schools, were not receiving Braille textbooks on time, did not have access to the full complement of necessary classes, and generally are experiencing a sense of isolation (Oregon State Legislature Education Committee Hearing, November 19, 2009).
As a result of the lack of services in their district, some families are attempting to have their children placed in the Washington State School for the Blind in Vancouver, Washington. However, barriers are being placed in their path. "(We're) waiting and want to get into the Washington school for the blind; every step of the way we get blocked by the Gresham-Barlow School District," parent Anita Kramer said (Hearing, 2009). Several complaints have been filed against school districts for their alleged failure to provide a Free Appropriate Public Education to students removed from OSB.
Schools for children with sensory disabilities serve a distinctive role. Children who are blind and children who are deaf have unique learning needs. Children who are blind require instruction in and access to Braille, screen readers and other technology, and orientation and mobility services. Children who are deaf need an environment that addresses their language and communication needs. Both groups need an educational setting that can support their development of literacy skills. Schools for the blind and schools for the deaf are designed to be the setting that supports development on all these areas. Schools for the blind and schools for the deaf exist to ensure that these children receive the education they need. That is why the Department of Education includes a requirement for states to make available special schools as a component of the continuum of alternative placements:
Continuum of alternative placements.
(a) Each public agency must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
(b) The continuum required in paragraph (a) of this section must-
(1) Include the alternative placements listed in the definition of special education under §300.38 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); . . .
34 C.F.R. §300.115 (emphasis added)
A copy of the CEASD/COSB position statement on schools for the deaf and schools for the blind is attached.
Despite good intentions, many school districts around the country simply do not have the body of knowledge or resources needed to adequately educate these children. Schools for the blind and schools for the deaf must continue to be available. Confirming Ms. Gelser as a member of the National Council on Disability would send a message that these schools don't matter. Nothing could be further from the truth.
Around the country parents of students who are blind, deaf, or deaf-blind seek an educational setting for their child that has the professional staff and resources needed to provide their child a Free Appropriate Public Education. Public officials should protect, not eliminate, appropriate educational placements for these children. The National Council on Disability should not include members that deny children with sensory disabilities access to special purpose schools.
If you have any questions please contact Barbara Raimondo, Government Relations Liaison for the Conference of Educational Administrators of Schools and Programs for the Deaf at baraimondo at me.com or 301/792-2884. Thank you for your consideration.
Respectfully,
American Association of the Deaf-Blind
American Council of the Blind
American Foundation for the Blind
American Society for Deaf Children
Association of Late-Deafened Adults
Conference of Educational Administrators of Schools and Programs for the Deaf
Council of Schools for the Blind
Deaf Seniors of America
Gallaudet University Alumni Association
National Association of the Deaf
National Black Deaf Advocates
National Deaf Business Institute
National Federation of the Blind
Attachment: CEASD/COSB Joint Statement on Schools for the Deaf and Schools for the Blind
Conference of Educational Administrators of
Schools and Programs for the Deaf (CEASD)/
Council of Schools for the Blind (COSB)
Joint Statement on
Schools for the Deaf and Schools for the Blind
The recent downturn in the economy has caused state legislatures to reduce expenditures in education and other areas. As a result, several schools for the deaf and several schools for the blind have closed or threatened with closure. While we recognize that the economic crisis in this country is real, these actions raise legal and human rights concerns.
Individuals with Disabilities Education Act (IDEA)
IDEA requires public agencies to ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum includes "regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions." 34 C.F.R. § 300.115. Schools for the deaf and schools for the blind are schools required to be included in this continuum.
A child's educational placement is based on his Individualized Education Program (IEP), which is developed by his teachers and parents, based on his needs. The IEP and placement must be designed to provide the child a Free Appropriate Public Education (FAPE). The placement must be in the Least Restrictive Environment (LRE), and one in which the IEP can appropriately be implemented. For many deaf and hard of hearing children and many blind and visually impaired children the LRE is a specialized setting. According to the United States Department of Education:
Any setting which does not meet the communication and related needs of a child who is deaf, and therefore does not allow for the provision of FAPE, cannot be considered the LRE for that child. The provision of FAPE is paramount, and the individual placement determination about LRE is to be considered within the context of FAPE.
U.S. Department of Education. Deaf Students Education Services; Policy Guidance; Notice. 57 Fed. Reg. 49274 (October 30, 1992).[1]
[S]ome [blind and visually impaired] students have been inappropriately placed in the regular classroom although it has been determined that their IEPs cannot be appropriately implemented in the regular classroom even with the necessary and appropriate supplementary aids and services. In these situations, the nature of the student's disability and individual needs could make it appropriate for the student to be placed in a setting outside of the regular classroom in order to ensure that the student's IEP is satisfactorily implemented.
U.S. Department of Education. Educating Blind and Visually Impaired Students: Policy Guidance from the Office of Special Education and Rehabilitative Services. 65 Fed. Reg. 36586 (June 8, 2000)[2]
IDEA clearly requires States to provide a continuum of alternative placements which includes provision of services and supports in specialized schools for children who are deaf or hard of hearing and children who are blind or visually impaired.
The Human Rights of Deaf Children and Blind Children
Given full access to communication, deaf children and blind children can achieve at the level of hearing, sighted peers. CEASD and COSB believe that deaf children and blind children have fundamental human rights that must never be attenuated. They have the right to:
· fluently receive and express communication in the manner(s) best suited to their abilities
· be taught through methods and approaches that are tailored to their strengths
· learn from deaf or blind role models, including teachers
· engage in the same curriculum as hearing, sighted peers
· acquire the practical skills and abilities needed to facilitate interaction with hearing, sighted individuals in environments designed for hearing, sighted people
· receive the services necessary to help them succeed academically and socially and later, vocationally or professionally
· have their families become skilled in providing appropriate support.
Schools for the deaf and schools for the blind are critical to ensure that these rights are protected. Efforts to close or restrict these schools violate the fundamental human rights of these students.
CEASD and COSB call on the United States Department of Education, State and local departments of education, the United States Congress, State and local legislatures, parents, advocates, and interested parties nationwide to oppose any efforts to close or restrict schools for the deaf or schools for the blind.
January 2010
January 19, 2010
The Honorable Tom Harkin
Chair
Senate Health, Education, Labor and Pensions Committee
U.S. Senate
Washington, DC 20510
The Honorable Michael B. Enzi
Ranking Member
Senate Health, Education, Labor and Pensions Committee
U.S. Senate
Washington, DC 20510
Dear Senator Harkin and Senator Enzi:
The undersigned organizations write in opposition to the confirmation of Sara Gelser as a member of the National Council on Disability. As Chair of the Oregon House Education Committee, in 2009 Ms. Gelser spearheaded the closing of the Oregon School for the Blind (OSB). Parents of students in that school passionately objected to the closure, citing the poor education their children received in local schools before attending OSB and their fears that their children would again be placed in an educational environment ill-equipped to meet their children's complex needs. Ms. Gelser disregarded these concerns. The school is now closed, and parents' fears are being realized. During a recent Oregon House Interim Committee on Education hearing, parents and students testified that the students, who are now placed in neighborhood schools, were not receiving Braille textbooks on time, did not have access to the full complement of necessary classes, and generally are experiencing a sense of isolation (Oregon State Legislature Education Committee Hearing, November 19, 2009).
As a result of the lack of services in their district, some families are attempting to have their children placed in the Washington State School for the Blind in Vancouver, Washington. However, barriers are being placed in their path. "(We're) waiting and want to get into the Washington school for the blind; every step of the way we get blocked by the Gresham-Barlow School District," parent Anita Kramer said (Hearing, 2009). Several complaints have been filed against school districts for their alleged failure to provide a Free Appropriate Public Education to students removed from OSB.
Schools for children with sensory disabilities serve a distinctive role. Children who are blind and children who are deaf have unique learning needs. Children who are blind require instruction in and access to Braille, screen readers and other technology, and orientation and mobility services. Children who are deaf need an environment that addresses their language and communication needs. Both groups need an educational setting that can support their development of literacy skills. Schools for the blind and schools for the deaf are designed to be the setting that supports development on all these areas. Schools for the blind and schools for the deaf exist to ensure that these children receive the education they need. That is why the Department of Education includes a requirement for states to make available special schools as a component of the continuum of alternative placements:
Continuum of alternative placements.
(a) Each public agency must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
(b) The continuum required in paragraph (a) of this section must-
(1) Include the alternative placements listed in the definition of special education under §300.38 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); . . .
34 C.F.R. §300.115 (emphasis added)
A copy of the CEASD/COSB position statement on schools for the deaf and schools for the blind is attached.
Despite good intentions, many school districts around the country simply do not have the body of knowledge or resources needed to adequately educate these children. Schools for the blind and schools for the deaf must continue to be available. Confirming Ms. Gelser as a member of the National Council on Disability would send a message that these schools don't matter. Nothing could be further from the truth.
Around the country parents of students who are blind, deaf, or deaf-blind seek an educational setting for their child that has the professional staff and resources needed to provide their child a Free Appropriate Public Education. Public officials should protect, not eliminate, appropriate educational placements for these children. The National Council on Disability should not include members that deny children with sensory disabilities access to special purpose schools.
If you have any questions please contact Barbara Raimondo, Government Relations Liaison for the Conference of Educational Administrators of Schools and Programs for the Deaf at baraimondo at me.com or 301/792-2884. Thank you for your consideration.
Respectfully,
American Association of the Deaf-Blind
American Council of the Blind
American Foundation for the Blind
American Society for Deaf Children
Association of Late-Deafened Adults
Conference of Educational Administrators of Schools and Programs for the Deaf
Council of Schools for the Blind
Deaf Seniors of America
Gallaudet University Alumni Association
National Association of the Deaf
National Black Deaf Advocates
National Deaf Business Institute
National Federation of the Blind
Attachment: CEASD/COSB Joint Statement on Schools for the Deaf and Schools for the Blind
Conference of Educational Administrators of
Schools and Programs for the Deaf (CEASD)/
Council of Schools for the Blind (COSB)
Joint Statement on
Schools for the Deaf and Schools for the Blind
The recent downturn in the economy has caused state legislatures to reduce expenditures in education and other areas. As a result, several schools for the deaf and several schools for the blind have closed or threatened with closure. While we recognize that the economic crisis in this country is real, these actions raise legal and human rights concerns.
Individuals with Disabilities Education Act (IDEA)
IDEA requires public agencies to ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum includes "regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions." 34 C.F.R. § 300.115. Schools for the deaf and schools for the blind are schools required to be included in this continuum.
A child's educational placement is based on his Individualized Education Program (IEP), which is developed by his teachers and parents, based on his needs. The IEP and placement must be designed to provide the child a Free Appropriate Public Education (FAPE). The placement must be in the Least Restrictive Environment (LRE), and one in which the IEP can appropriately be implemented. For many deaf and hard of hearing children and many blind and visually impaired children the LRE is a specialized setting. According to the United States Department of Education:
Any setting which does not meet the communication and related needs of a child who is deaf, and therefore does not allow for the provision of FAPE, cannot be considered the LRE for that child. The provision of FAPE is paramount, and the individual placement determination about LRE is to be considered within the context of FAPE.
U.S. Department of Education. Deaf Students Education Services; Policy Guidance; Notice. 57 Fed. Reg. 49274 (October 30, 1992).[3]
[S]ome [blind and visually impaired] students have been inappropriately placed in the regular classroom although it has been determined that their IEPs cannot be appropriately implemented in the regular classroom even with the necessary and appropriate supplementary aids and services. In these situations, the nature of the student's disability and individual needs could make it appropriate for the student to be placed in a setting outside of the regular classroom in order to ensure that the student's IEP is satisfactorily implemented.
U.S. Department of Education. Educating Blind and Visually Impaired Students: Policy Guidance from the Office of Special Education and Rehabilitative Services. 65 Fed. Reg. 36586 (June 8, 2000)[4]
IDEA clearly requires States to provide a continuum of alternative placements which includes provision of services and supports in specialized schools for children who are deaf or hard of hearing and children who are blind or visually impaired.
The Human Rights of Deaf Children and Blind Children
Given full access to communication, deaf children and blind children can achieve at the level of hearing, sighted peers. CEASD and COSB believe that deaf children and blind children have fundamental human rights that must never be attenuated. They have the right to:
· fluently receive and express communication in the manner(s) best suited to their abilities
· be taught through methods and approaches that are tailored to their strengths
· learn from deaf or blind role models, including teachers
· engage in the same curriculum as hearing, sighted peers
· acquire the practical skills and abilities needed to facilitate interaction with hearing, sighted individuals in environments designed for hearing, sighted people
· receive the services necessary to help them succeed academically and socially and later, vocationally or professionally
· have their families become skilled in providing appropriate support.
Schools for the deaf and schools for the blind are critical to ensure that these rights are protected. Efforts to close or restrict these schools violate the fundamental human rights of these students.
CEASD and COSB call on the United States Department of Education, State and local departments of education, the United States Congress, State and local legislatures, parents, advocates, and interested parties nationwide to oppose any efforts to close or restrict schools for the deaf or schools for the blind.
January 2010
--------------------------------------------------------------------------------
[1] Congress later incorporated this Policy Guidance into IDEA, which now states that in the case of a child who is deaf or hard of hearing, the IEP Team shall consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode. 20 U.S.C. 1414(d)(3)(B)(iv).
[2] This Policy Guidance also makes clear that factors that should be considered in the development of the IEP are Braille literacy skills, assistive technology, orientation and mobility services, social interaction skills, recreation and leisure skills, career education, independent living skills, and visual efficiency skills. All of these are necessary to optimize self-determination.
[3] Congress later incorporated this Policy Guidance into IDEA, which now states that in the case of a child who is deaf or hard of hearing, the IEP Team shall consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode. 20 U.S.C. 1414(d)(3)(B)(iv).
[4] This Policy Guidance also makes clear that factors that should be considered in the development of the IEP are Braille literacy skills, assistive technology, orientation and mobility services, social interaction skills, recreation and leisure skills, career education, independent living skills, and visual efficiency skills. All of these are necessary to optimize self-determination.
--------------------------------------------------------------------------------
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