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Topic
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Discussion
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Action Needed
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Person Responsible
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Date Needed
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1.
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Appendix a
Identify Outcomes for Children with Autism
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Task Force members identified outcomes for children with autism. The question was posed: What do we want for children in the year 2005. The following outcomes were identified: See attachment A.
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Review outcomes, begin thinking about solutions for achieving outcomes
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Task Force Members
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April 17, 2000
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2.
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Appendix b
Barriers To Outcomes
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Task Force identified barriers to achieving outcomes identified in attachment B. Refer to attachment B for barriers.
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Review barriers, begin thinking about solution to overcoming barriers and achieving outcomes
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Task Force Members
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April 17, 2000
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3.
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Program Reviews
· Child Development School of Oregon (COSO)
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Therese Steward, Executive Director of the Children Development School of Oregon (CDSO) related that CDSO started as a pilot summer program for children with autism. CDSO now operates a full day private school
program using the principles of applied behavior analysis. The primary focus is on functional and developmental skills. The school also helps families work on any skills they believe are appropriate for the
child. Ms. Steward reported that the students are never off school for more than a week at a time and a total of three weeks in a year. The staff have a variety of backgrounds and are given training in
behavior techniques. The school has 10 students all receiving 1-1 instruction. The cost is approximately $40,000 per student. CDSO has a behavior analyst to provide program oversight and evaluation. The
school also provides an after school-tutoring program called PEAKS.
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A) For brochure or additional information contact: CDSO
PO Box 1603
Hillsboro, OR 97123
(503) 646-9135
Fax: (503) 648-6042
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Therese Steward
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B) Stepping Stones
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Ms. Emerson described Stepping Stones an ECSE classroom for children 3-5 years old with autism. The program was set up in collaboration with parents in the Bend area. The program provides 1-1 instruction in a
classroom setting. The program uses a variety of instructional strategies such as discrete trial, PRT, PECS, Visual Supports, Routines and Work Systems. The staff includes an autism consultant, EI/ECSE
Specialist, Educational Assistants, OT, Speech/Language, and parents.
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B) For more information contact: Kathy Emerson (541) 923-8933, Crook/Deschutes ESD at:
145 SE Salmon Ave, Suite A
Redmond, Or 97756-6422
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Kathy Emerson
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4.
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Public Input
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Four persons presented input. The input consisted of:
A) Need for research about possible link between vaccination
B) Positive school attitude increase student success.
C) Need for intensive behavior programs and information for parents and educators.
D) Schools need to listen to parents as they know best what their child needs.
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5.
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Residential Services
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A) A review of residential service options was provided by Katherine Weit, Developmental Disabilities Council. She gave a brief view of problems, issues and items concerning residential issues for individuals
with autism. The long-term vision is to have well trained staff, options of support and to be linked with families. Families with children with disabilities have needs that cannot be met by generic services
to children and families found in most communities. Families are asking for an array of individualized, flexible in-home supports to help with them care for their children at home. Currently, Oregon families
who need in-home long-term supports have no place to turn. Expensive out-of-home placements in foster care and nursing homes are the only publicly funded long-term care option available.
Children with disabilities are no longer being placed in institutions. They are growing up in their own homes and in communities throughout Oregon. Oregon is increasing its recognition of the need to support
families in their efforts to care for their children with disabilities at home.
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Kathryn passed out a couple of handouts that were part of a 1994-1996 report on Fairview:
· Service to Children
· The Problem
Medicaid – Kathryn stated her belief that Oregon has not taken advantage of Medicaid waivers that provide long term support to children remaining in the home.
Needs Identified by the DD Council:
Training – being specialized for autism.
Support services and staff – through the counties, schools & schools districts.
Eligibility – Define
Medicaid waiver
Stop working always in crisis arena.
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B) Overview and tour of the Oregon School for the Blind by Ann Hicks, Director. There are approximately 52 students enrolled at the Oregon School for the Blind (OSB) the majority of student’s are 14 and over.
The school serves student from ages 5-21. OSB has a variety of program available for students.
*Intensive School Programs
*Assessment
*Short-Term Placement
*Summer School
*Outreach – Low Vision Clinic, Technology
A student is placed at Oregon School for the Blind through the IEP process. The Regional Program, the School District, parents and the School for the Blind, and others required by the IEP process make the
placement decision. The residential program is available to students attending OSB/OSD. Parents are encouraged to come and be involved with their child’s learning at OSB. The Regional Program staff stay
involved with the student during their placement at OSB.
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C) Overview and tour Oregon School for the Deaf from Jane Mulholland, Director.
Jane Mulholland gave an overview of the school along with a folder outlining their budget and the placement decision-making process for both OSB/OSD. OSD currently has 140 students ranging form ages K-21.
Approximately 55% of the students live at the facility during the week. The other 45% of the students live close enough to where they are able to go home everyday.
Transportation: OSB/OSD
The School District is responsible for transportation for the student to the school. It does not matter whether it is a day or residential student. Many of the students remain at OSD to complete their
educational program. Placement is reviewed on an annual basis.
Eligibility: Students attending OSD can receive a regular high school diploma.
Costs: The Schools (OSB/OSD) get their allocation every 2 years through the legislative process. Students attending the special schools do not generate twice basic for local districts.
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Review Handouts:
· Oregon School for the Deaf Mission Statement
· OSD Organizational Chart
· Budget Schedule
OSD/OSB Student Referral
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