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Most Recent Special education / schools

Publication – The Key to Your Future: Understanding the Post-Secondary Transition Plan

Parents and students are often confused when they hear the word transition. Students make many transitions throughout their school career. They transition from early childhood to elementary, year after year transition to a new teacher, and some parents think of the transitions in a child’s day. This guide will help explain the transition that is required for all students receiving special education from the age of fourteen until they leave school. Click here to read The Key to Your Future: Understanding the Postsecondary Transition Plan.

Report Offers First Statewide Look at Seclusion and Restraint in Wisconsin’s Public Schools

Madison, WI – A new report issued today by Disability Rights Wisconsin, Wisconsin Family Ties, and WI FACETS, offers the first statewide look at seclusion and restraint data in Wisconsin’s public schools.  The report, called Seclusion & Restraint in Wisconsin Public School Districts: 2012-2013 School Year Data, is based on open records requests to special education directors statewide, collecting the data they were required to report to their school boards last fall in the wake of the 2012 passage of Wisconsin Act 125, which established crucial regulations on public-school use of seclusion and restraint.  The results provide a baseline of information about current statewide use of seclusion and restraint of students and, more specifically, students with disabilities, who according to the report accounted for a disproportionate 74% of seclusion and restraint incidents in 2012-13.

Click here to view the report.

The three organizations have for years helped amplify the voices of families whose students had suffered emotional and physical injury due to seclusion and restraint, highlighting the need for change that led to the passage of Act 125. The law limits the use of seclusion and restraint to situations in which there is an immediate risk to physical safety, and the intervention is the least restrictive one possible.   The first year of data demonstrates, however, that interpretation and implementation is uneven across school districts.

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The Key to your Future 2011 Quick Reference Directory

Click here to download DRW’s Quick Reference Directory for resources in Mental Health, Employment, Self-Advocacy, Independent Living/Housing, Educational Advocacy, Benefits and MORE!!

Report Released on the Seclusion and Restraint of Wisconsin Children

A press conference was held today in the Wisconsin State Capitol. The press conference was convened by Disability Rights Wisconsin (DRW), Wisconsin FACETS, and Wisconsin Family Ties (WFT), who released their brand new report entitled, Out of Darkness…Into the Light: New Approaches to Reducing the Use of Seclusion and Restraint with Wisconsin Children.

Out of Darkness…Into the Light exposes the tragedy of secluding and restraining Wisconsin children in schools and treatment settings throughout the state. It describes the ways in which Wisconsin children have been both emotionally and physically injured by such practices, including one child who died in restraints. It further describes actions taken by many other states to reduce the use of seclusion and restraint of children, and calls for legislative and administrative agency action to protect Wisconsin children from these dangerous practices.
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Visual Impairments Accommodations within School

A Guide to Section 504 of the 1973 Rehabilitation Act

What are Visual Impairments?
Visual Impairments can include mild vision loss to total blindness. Many students with visual impairments need some type of accommodation or modification made within school. It is important to remember that as vision loss can be so wide ranging, each student’s needs must be considered on an individual basis.

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Health Impairments Accommodations within School

A Guide to Section 504 of the 1973 Rehabilitation Act

What are Health Impairments?
Health Impairments can be a category of disability for people with health-related conditions which impose limitations to one or more major life function. This can include limitations to learning due to health related disability or the inability to participate in school-related activities due to the health condition. Many students who have health impairments may need accommodations or modifications to help them through the school day. Disabilities are very individual and eligibility for services must be determined on an individual basis.

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Deaf or Hard of Hearing Accommodations within School

A Guide to Section 504 of the 1973 Rehabilitation Act

What is Deaf or Hard of Hearing?
Deaf or hard of hearing is a category of disability used to describe a wide range of individuals with hearing loss. Because the profoundness of the hearing loss is different for each person, assessments should be done on an individual basis. Accommodations should also be individualized to meet specific needs. Many students who are deaf or hard of hearing receive accommodations under Section 504 of the Rehabilitation Act of 1973.

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Attention Deficit Disorder Accommodations within School

A Guide to Section 504 of the 1973 Rehabilitation Act

What is Attention Deficit Disorder?
Attention Deficit Disorder (ADD) or Attention Deficit Disorder with Hyperactivity (ADHD) is a neurobiological disorder. Many students with ADD or ADD display behavior that may seem inappropriate such as: impulsiveness, lack of attention, and hyperactivity. In most occurrences these symptoms appear by age seven. While the exact cause of this disorder is not known, several treatment options are available. Medication, behavior modification, counseling, specific diets, and accommodations are often used to assist people with ADD and ADD. Click here to go to the National Dissemination Center for Children with Disabilities.

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Updated Rights and Reality II Chapter on Special Education

This chapter has been revised to include IDEA 2004 and its regulations, the new Wisconsin state special education law, and recent U.S. Supreme Court decisions. 2006

Click here to download Updated Rights and Reality II Chapter on Special Education

Section 504 of the Rehabilitation Act of 1973, A Guide for Parents

Guide on how to obtain appropriate Section 504 accommodations for students not eligible for special education (includes the role of assistive technology as an accommodation attained through Section 504.) 30 pages. This document is available at no cost.

Click here to order Section 504 of the Rehabilitation Act of 1973, A Guide for Parents or
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