Homeschooling the Special Needs Child

Homeschooling a child with special needs is not a question of legality. As a parent of a child with special needs, you can receive special services from your school district at no further cost -- you have already paid for them with your taxes. This includes speech therapy, physical therapy, occupational therapy, audiologists' and social workers' services. These are all covered by Public Law 94-142. A cheerful, polite call to your local school district ought to get things started nicely. Do not be surprised if there is a pleasant, but persistent effort on their part to convince you to send your child to their school on a full-time basis. You can be pleasant and persistent too, rather as you would be if a valued friend tried to convince you to change your religious affiliation. If you are treated rudely, it may well be the reaction of someone who feels threatened. Be calm. Sooner or later others realize that you merely want services that you have paid for.

Have you read the information on how to deal with questions about socialization, both from family members and others? Read them again, because this applies even more to those whose children have special needs. I remember talking to a teacher of slow learners. She was indignant that one of her former students was to be homeschooled. The child was already immature, she said, implying that being among her family would make her more so. Later I talked to her mother, who said that once her child was removed from an immature peer group she had improved dramatically. This seemed eminently plausible to me. That is not to say that your child should be removed from all peer contact.

All homeschoolers I know are careful to see that their children are around other children in many situations. Church groups, Scouts, Camp Fire Youth (NOT just girls) and 4H are groups that are willing and eager to serve ALL children. It is an act of courtesy to inform the group leader in advance of the first group meeting, so that any special accommodations can be made and so that any appropriate explanations can be made to the other children. Don't forget that social behavior is taught by people of all ages, and that your child will benefit from exposure to a variety of friends of differing ages.

What about socialization for the parent? I assume you already know the ways to get along in group situations, but homeschooling a special child can get pretty lonely. You can attend meetings of one or more homeschool support groups, you can start your own group if there is not one nearby, you can try the support group for parents of children with your child's difficulty, and you can join the council for Exceptional Children. There is a national children with special needs -- National Challenged Homeschoolers Network.

Have you noticed that there is no advice support group for homeschooling families on how to homeschool your child in this leaflet? That is because YOU are the expert on YOUR child. You and your child will have to find good, better, and best ways of doing things, and along the way you will probably find a few bad and worse ways too, but will learn how to deal with them.

People will ask you about testing. You are not required to submit to testing, but may do so, or you may pay for private evaluation if you wish. Do you need testing to see if your child is making progress? Remember that group tests are notoriously unreliable when applied to individuals. They do a passable job of measuring the progress of a group. Your child is not a group.

My final suggestion is regarding teaching your child. It is important for us to remember that one of our children's needs is that we not concentrate exclusively on their difficulties. We need to concentrate on their strengths, and make them aware of their assets. If a child has a learning disability, we need to think about whether he is an LD child or a brave, funny, patient, outspoken - whatever - child who has a learning disability. The disability is NOT the whole child. As homeschoolers, we have the luxury of teaching to our children's strengths, and helping them to either remediate or compensate for their difficulties.

Let us do it with joy.
Jean Kulczyk

Copyright © 1997 H.O.U.S.E. May be reproduced for personal use as long as this notice is included in its entirety. Revised 3/26/97.

As the parent of a child with special education needs, you should learn how to use the IEP (Individualized Education Program) process as an effective tool to obtain appropriate special education and related services for your child.

YOU SHOULD KNOW:

• What an IEP should consist of.
• How to prepare for an IEP meeting.
• How to write your own IEP input statement.
• How to effectively participate in an IEP meeting.
• How to use positive communication skills to build a cooperative home-school relationship.
• How to obtain appropriate special education and related services for your child throughout the IEP.

Federal and State Law (P.L. 94-142, the Education for All Handicapped Children Act, Article 14 of the School Code of Illinois) mandates a free appropriate education for all children with special education needs, from 3 to 21 years of age. The IEP is the specific vehicle for your child's free appropriate education. You must always keep in mind that you, as the parent, know your child better than anyone else. Therefore, your input during the IEP process is essential and invaluable.

State and Federal Law require that a written Individualized Education Program (IEP) be developed, and reviewed annually, to meet your child's unique education needs.

The IEP is developed at a special meeting, which includes your participation and the participation of:

• Your child's teacher and another representative from the school who is qualified to provide or supervise your child's special education program.
• Your child, where appropriate.
• A member of the evaluation team, or staff member who is knowledgeable about the procedures and results of the evaluation (for a newly evaluated child).
• Other persons, of the school's or your choosing, who have a current educational interest in your child.

• A statement of your child's present educational performance level.
• Annual goals for your child and short-term instructional objectives.
• Specific educational services to be provided.
• Specific related/supportive services to be provided based on determined needs, projected date and duration of services.
• The extent, if any, of your child's participation in the regular education program of the school.
• The extent, if any, of your child's participation in the summer program.
• Appropriate criteria, evaluation procedures, and the schedules for determining annually (at least), whether instructional objectives have been achieved.

A short-term instructional objective is a specific statement regarding changes and progress to be achieved during the next two to three months. This is to include: the materials and methods that will be utilized; how often, and for how many minutes the objectives will be worked on; who will work with the child; and what criteria and evaluation procedures will be used to determine to what extent each goal has been achieved.
Example: The child will be required to attempt to button his/her coat before leaving the school on a daily basis. The teacher will assist the child only after the child attempts to do it himself/herself. The teacher will reward the child with praise for trying. The child will also work with a big button doll for 3 minutes, 3 times a week with the assistance and verbal reinforcements from the teacher. Criteria for completion of the goal will be the ability to button the coat independently 90% of the time.

Necessary transportation services and vehicle adaptation should be included in the IEP.
Example: Transportation to be provided by a bus equipped with a two-way radio, and with a bus attendant.

YOUR CHILD'S IEP CAN BE IMPLEMENTED THROUGH:

• A regular class in a public school, with appropriate supportive/related services.
• A special class in a public school, with appropriate supportive/related services, as necessary.
• A special public school.
• A special education program in private day or residential school which meets state standards (if this is needed to meet your child's educational needs).
• A special home or hospital program if your child is absent from school more than two consecutive weeks.
• A special education program in a state residential facility.

• Adaptive physical education (if unable to participate in regular physical education).
• Music, art, home economics.
• Other non-academic subjects that other children in your school are receiving.
• Recreational opportunities that other children in your school are receiving.

If your child needs a summer program, a recommendation for the program must be written into the IEP before your child can participate.

In a 1980 letter to Congressman Butler Derrick, former Secretary of Education Shirley M. Hufstedler wrote concerning summer school requirements:
"...Part B of EHA (Education of the Handicapped Act P.L. 94-142) does not mandate that all handicapped children receive special education and related services on a twelve-month basis. Part B of EHA does, however, require that each handicapped child [be] provided special education and related services in accordance with an individualized education program developed for that child..."

APPROPRIATE RELATED OR SUPPORTIVE SERVICES MUST BE PROVIDED TO MEET YOUR CHILD'S NEEDS AS INDICATED IN THE IEP. THESE CAN BE:

• Speech and language services.
• Psychological services, social work services, counseling services.
• Special readers, braillists, typists, and interpreters.
• Physical and occupational therapy, and other necessary therapeutic services.
• Consultative services.
• Supportive institutional services
• Medical Services for evaluation and diagnostic purposes, and school health nurses.
• Parent counseling and training.
• Resource centers.
• Transportation services.

BEFORE THE IEP MEETING:

• Attend a CCHC special education rights training session (call 312-939-3513 [Illinois] for more information.)
• Obtain a copy of the federal rules and regulations on P.L. 94-142, and our state "Rules and Regulations on Special Education." You can request a copy from the local school district, the Dept. of Education, Office of Special Education and Rehabilitative Services, the Office for Civil Rights, or the State Education Agency. Read pertinent portions, underline the most significant sections and make your own index of important sections for easy reference.
• Review your child's school records. P.L. 94-142 "the Family Rights and Privacy Act of 1974," and the "Illinois Student School Records Act" insures your right to examine school records, receive an explanation of the contents, challenge the contents, and obtain copies of records.
• Prepare a written statement of your input for the IEP meeting. Use the language of the "Rules and Regulations." Avoid using phrases like "most appropriate" or "best" educational program. Appropriate is the key work, and will enable you to present your position adequately. Adding other words may deflect from the focus of the meetings which is -- "an appropriate educational program for your child."

My recommendation is for placement in a class of 4 to 5 students, with a teacher skilled in play therapy behavior management skills.
The teacher and the teacher's aide need to be familiar with visual teaching techniques, since my child learns best through visual rather than auditory teaching methods.
Summer school services need to be provided due to the nature and severity of my child's disabilities.
Long-term goals should focus on developing my child's social skills, basic math and reading skills, and self-help and survival skills.
Short-term objectives need to focus on learning how to tell time, how to read street signs, how to do the dishes, how to play a game with others, etc.
I am requesting an evaluation for pre-vocational services, and for occupational therapy services.

AT THE IEP MEETING

• Invite others to attend the IEP meeting with you. It is common for parents to feel overwhelmed and alone when confronted with a room full of professionals discussing their child in a clinical manner. Invite other parents, friends, relatives for moral support. You can provide the same support for other parents at their IEP meeting.
• The image you portray may affect how school personnel react towards you. You should dress in a professional manner, with clothing that is simple but dignified. Walk into the room with confidence and introduce yourself. Bring your copy of the "Rules and Regulations" and other materials for reference. Remember, the school personnel are paid to work FOR you and your child.
• The IEP meeting should begin with a report of your child's present level of functioning. His/her strengths and weaknesses should be discussed. From this, the professionals and the parent(s) together should formulate the annual goals for the coming year, and the short-term instructional objectives for the immediate future (the next two or three months). Do ask questions, especially when you really don't understand what is being said. You have the right to clear explanations in lay person's language.
• Listen with an open mind, taking special note of important points raised at the meeting. Use a tape recorder. If someone expresses resistance, explain that it is a good business procedure to tape important meetings, such as this IEP meeting. (However, remember that you must honor any request to stop the taping.)
• Pass around a sign-in sheet at the beginning of the meeting. You will then have the names of all those present, and be able to address them by name (from their position on the sign-in sheet).
• When speaking during the meeting, take a deep breath to help project your voice clearly and confidently, and maintain eye contact with all in attendance at all times.
• Repeat what you are asking for as often as necessary. Remember that you are not at the IEP meeting to discuss the limitations of the school budget. You are there to determine what your child needs to have an appropriate education.

• If you cannot come to an agreement, are running out of time, or need to consider the situation, you have the right to request another meeting. Do not feel pressured to make a decision on the spot.
• You may obtain in independent evaluation and request another meeting based on the new evaluation.
• Remember that federal and state law do not require that you sign the IEP. If you do not agree, simply sign your name and write after it "attended meeting, but not in approval of the IEP". (For more information on what to do when you do not agree, see Interpretation of The Individualized Education Program published by the Dept. of Education in the Federal Register of January 19, 1981.)
• If school personnel refuse to include needed services in the IEP, or follow recommendations from an independent evaluation, you may file a Due Process Hearing and/or mediation, file a written complaint with the Office of Civil Rights, and/or contact the Dept. of Education, Office of Special Education and Rehabilitative Services.

Hewitt Homeschooling Resources
Box 9, Washougal, WA 98671
800/348-1750
Free catalog and special needs packet. Counseling, tests, book lists, and curriculum for all areas of special needs.

Exceptional Parent
555 Kinderkamack Road, Oradell, NJ 07649-1517
877/372-7368 (subscriptions and customer service)

Homemade Schooling
RR 1, Box 188, Atwood, IL 61913
Christian monthly newsletter to encourage families homeschooling a child under challenging conditions. $15/year.

Autism Research Institute
4182 Adams Ave., San Diego, CA 92116
FAX 619/563-6840

Illinois Center for Autism
548 South Ruby Lane, Fairview Heights, IL 62208-2614
(Voice) 618/398-7500; (FAX) 618/394-9869

CHADD
8181 Professional Place, Suite 201, Landover, MD 20785
(Voice) 800/233-4050 or 301/306-7070; (FAX) 301/306-7090

National Association for Down Syndrome
PO Box 4542, Oak Brook, IL 60522-4542
630/325-9112
For the Chicago area only.

National Down Syndrome Society
666 Broadway, New York, NY 10012
800/221-4602 or 212/460-9330

National Down Syndrome Congress
7000 Peachtree-Dunwoody Road NE, Lake Ridge 400 Office Park Bldg. #5, Suite 100, Atlanta, GA 30328-1655
800/232-6372 or 770/604-9500

NATHHAN
National Challenged Homeschoolers Association
P.O. Box 39, Port Hill, ID 83853
208/267-6246
This is the only national support group I know for families of homeschoolers with special needs. The group and their excellent newsletter are strongly evangelical Christian.

Council for Exceptional Children
1110 N. Glebe Road, Suite 300, Arlington, VA 22201-5704
1-888-CEC-SPED (232-7733)(toll-free)
This is a clearinghouse for special education information. They will help you find a local group, if that is what you want, or they will help you find information about almost anything. There are local groups throughout the state.

Jean's note - I got these numbers from a variety of sources, but did the annotations myself. Every single place I called was open to offering support to homeschooling families of special needs children. I was impressed by the openness, competence, and the cordial attitudes at all the agencies and support groups.

Community and Residential Services Authority
100 N. First St., Springfield, IL 62777-001
217/782-6601

Council for Disability Rights
205 W. Randolph, Suite 1645, Chicago, IL 60606
312/444-9484

Designs for Change
29 E. Madison, Suite 950, Chicago, IL 60602
312/236-7252

Direction Service of Illinois
730 E. Vine, Room 107, Springfield, IL 62701
217/523-1232 or 800/634-8540 V/TDD
Specialnet: I DOSERVE

Family Resource Center on Disabilities
20 E. Jackson Blvd., Room 300, Chicago, IL 60604
312/939-3513 or 800/952-4199
These folks will help you get information about your rights. They offer FREE training sessions on Tuesday mornings: Knowing Your Rights in Regard to Special Education Law. They will help you obtain appropriate public school services for children with special needs, and they have an excellent newsletter. Their "Who's Who in Special Education" fact sheet belongs in your library if you have a child with any sort of disability at all. My experience with them has been very positive.

Family Support Network of IL
5739 W. Martindale Lane, Peoria, IL 61615
309/693-8981; FAX 309/693-8962

Epilepsy Foundation of Greater Chicago
20 E. Jackson Blvd., Chicago, IL 60611
(Voice) 312/939-8622; (Toll-free) 800/273-6027; (TDD) 312/939-1117
Epilepsy Foundation National Website

Illinois Guardianship and Advocacy Commission
421 E. Capitol, Suite 205, Springfield, IL 62701
217/785-1540
Chicago Office: 160 N. LaSalle Street, Suite S-500, Chicago, IL 60601-3103
312/793-5900

Help Me Grow Hotline
Illinois Dept. of Public Health
Division of Public Health
535 W. Jefferson Springfield, IL 62701
800/323-4769
This is an information referral service for health, education and travel services for the special needs population.

Illinois Association for Citizens with Learning Disabilities
P O Box A 3239, Chicago, IL 60609
312/939-5797

ARC of Illinois [was Illinois Association for Retarded Citizens]
1820 Ridge Road, Homewood, IL 60430
708/206-1930

Illinois Association for School Administrators
2020 Timberbrook Drive, Springfield, IL 62702
217/787-9306; FAX 217/787-9362

Illinois Pediatric Brain Injury Resource Center
P.O. Box 394, Algonquin, IL 60102
708/854-5481

Illinois Council on Developmental Disabilities
100 W. Randolph, Suite 10-600, Chicago, IL 60601
(V) 312/814-2080; (TDD) 312/814-7151; FAX 312/814-7141
830 S. Spring Street, Springfield, IL 62704
(V/TDD) 217/782-9696; FAX 217/524-5339

Illinois Society for Hearing Impaired Children
#8 Walton Place, Normal, IL 61761
(V/TDD) 309/452-9896

Illinois Special Education Legislative Association
P.O. Box 340, Jacksonville, IL 62651
217/245-7174

Illinois State Bar Association
424 S. Second St., Springfield, IL 62701
800/252-8908 or 217/525-1760
in Chicago:
20 S. Clark Street, Chicago, IL 60603-0180
312/726-8775

Land of Lincoln Legal Assistance Foundation
See IllinoisLawHelp.org
730 East Vine Street, P.O. Box 2206, Springfield, IL 62705
800/252-8629

Equip for Equality [was Protection and Advocacy]
427 E. Monroe, Suite 302, Springfield, IL 62701
217/544-0464 or 800/758-0464
11 E. Adams, Suite 1200, Chicago, IL 60603
(V) 312/341-0022 or 800/537-2632; (TTY) 800/610-2779; FAX 312/341-0295

United Cerebral Palsy of Illinois
310 East Adams, Springfield, IL 62701
217/528-9681

United States Department of Education
Office of Civil Rights Region V
111 N. Canal Street, Suite 1053, Chicago, IL 60606-7204
(Voice) 312/886-8434; (TDD) 312/353-2540; (FAX) 312/353-4888
email: OCR_Chicago@ed.gov

Voices for Children
208 S. LaSalle St., Suite 1490, Chicago, IL 60604
(Voice) 312/456-0600; (FAX) 312/456-0088
e-mail

The big incomplete part - there are many resources I don't know and probably a few that I know and have forgotten to put on this list. You may call me and tell me about them or tell me if you have any problems with any of the groups I have listed. If you are part of a group I listed and don't like what I said or didn't say, let me know.
I am looking for a non-denominational homeschooling support group for parents of special needs children. You may write or call me at the following:

Updated 7/31/98-8/8/01.

Academic Therapy Publications
20 Commercial Boulevard Novato, CA 94949-6191
(Voice) 800/422-7249; (FAX) 415/883-3720
Directory of Facilities and Services for the Learning Disabled ($4.00 s/h)

A.D.D.Warehouse
300 NW 70th Ave., Suite 102, Plantation, FL 33317
800/233-9273
954/792-8100
FAX: 954/792-8545

• The ADD Hyperactivity Handbook for Schools, Harvey C. Parker, Ph.D.
• ADAPT: Attention Deficit Accommodation Plan for Teaching
• The ADD Hyperactivity Workbook for Parents, Teachers, and Kids, Harvey C. Parker, Ph.D.
• ADHD: What Can We Do? (video) Dr. Russell A. Barkley
• Complete catalog available upon request.

Alpha-Phonics by Samuel Blumenfeld
4:20 Communications, P.O. Box 421027, Minneapolis, MN 55442-0027
888/420-READ or 612/323-8257

American Montessori Consulting
P.O. Box 5062, Rossmoor, CA 90720-5062
562/598-2321
email: amonco@aol.com OR AMCNEWS1@aol.com

Association on Higher Education and Disability
University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125
(V) 617/287-3880; (TTY) 617/287-3882; FAX 617/287-3881

Avko Educational Research Foundation (for dyslexia)
3084 West Willard Road, Clio, MI 48420
810/686-9283; FAX 810/686-1101

Bytes of Learning
908 Niagra Falls Blvd., #240, North Tonawanda, NY 14120-2060
800/465-6428
Software: Ultra Key and Ultra Writer (contains an auditory component)

CEC Membership
The Council for Exceptional Children
P.O. Box 79026, Baltimore, MD 21279-0026
888/232-7733
(Voice) 703/620-3660
(TTY) 703/264-9446
(FAX) 703/264-9494
To order from CEC:
Publications Department, K50440, P.O. Box 79026, Baltimore, MD 21279-0026
FAX: 703/264-1637
email: cecpubs@cec.sped.ord

Closing the Gap
P.O. Box 68, 526 Main Street, Henderson, MN 56044
(Voice) 507/248-3294; (FAX) 507/248-3810
Publishes bi-monthly newsletter on the use of computer technology for people with special needs - Communicating Together (newsletter)

Critical Thinking Press and Software
P.O. Box 448, Pacific Grove, CA 93950
800/458-4849 or 831/393-3288
email: ct@criticalthinking.com

Center for Accessible Technology (was Disabled Children's Computer Group)
2547 8th Street, 12A, Berkeley, CA 94710
510/841-3224

Exceptional Children's Assistance Center
P.O. Box 16, Davidson, NC 28036
800/962-6817

Free Spirit Publishing
217 Fifth Avenue North, Suite 200, Minneapolis, MN 55401-1299
800/735-7323 or 612/338-2068
Publish books for ADD, LD and gifted

Georgiana Institute
137 Avenue Road, Roxbury, CT 06783
860/355-1545
Information and curriculum for Auditory Integration Therapy for autism and other situations in which auditory distortion may be a contributing factor

Hawthorne Educational Service, Inc.
800 Gray Oak Drive, Columbia, MO 65201
573/874-1710
800/542-1673
FAX: 800/442-9509

HEATH Resource Center
1 Dupont Circle NW, Suite 800, Washington, DC 20036
800/544-3284; (V/TTY) 202/939-9320; (FAX) 202/833-4760
National clearinghouse for information about assistive technology

Irlen Institute
5380 Village Road, Long Beach, CA 90808
562/496-2550; FAX 562/429-8699
Assesses and prescribes for scotopic sensitivity (a type of visual processing deficit/learning disability)

Learning Disabilities Association
4156 Library Road, Pittsburgh, PA 15234-1349
(Voice) 412/341-1515; (FAX) 412/344-0224

MUMS (Mothers United for Moral Support)
150 Custer Court, Green Bay, WI 54301
(Voice) 920/336-5333; (FAX) 920/339-0995; Parents only line: 877/336-5333; e-mail
International parent-matching service which matches by condition or procedures

National Attention Deficit Disorder Association (ADDA)
1788 Second Street, Suite 200, Highland Park, IL 60035
847/432-2332; FAX 847/432-5874; e-mail

National Educational Association of Disabled Students (NEADS)
4th Level Unicentre, 1125 Colonel By Drive, Carlton University, Ottawa, Canada K1S5B6
613/233-8008; e-mail

National Home Education Research Institute (e-mail)
Attn: Dr. Brian D. Ray, P.O. Box 13939, Salem, OR 97309
(Voice) 503/364-1490; (FAX) 503/364-2827
Attn: Mr. William Lloyd, 12221 Van Brady Road, Upper Marlboro, MD 20772-7924
(Voice) 301/372-2889; (FAX) 301/782-7256

National Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492, Washington, DC 20013
(V/TTY) 800/695-0285; (V/TTY) 202/884-8200; (FAX) 202/884-8441; e-mail

National Organization for Rare Disorders
P.O. Box 8923, New Fairfield, CT 06812-8923
(Voice) 800/999-6673; (Voice) 203-746-6518; (FAX) 203/746-6481

National Parent Network On Disabilities
1130 17th Street NW, Suite 1400, Washington, D.C. 20036
(V/TDD)202/463-2299; (FAX) 202/463-9405

National Reading Styles Institute
P.O. Box 737, Syosset, NY 11791
800-331-3117; 516-921-5500; FAX 516/921-5591; e-mail

International Dyslexia Association
Chester Building, Suite 382, 8600 LaSalle Road, Baltimore, MD 21286-2044
(Voice Mail Only) 800/222-3123; 410/296-0232; 410/321-5069

Parents of Gifted/LD Children
2420 Eccleston Street, Silver Spring, MD 20902
(Voice Mail) 301/986-1422; (FAX) 301/929-9304; e-mail
Membership is $25/year

Recorded Books (unabridged books on tape)
270 Skipjack Road, Prince Frederick, MD 20678
800/638-1304; FAX 410/535-5499

S.R.A.
(a division of McGraw-Hill) 220 Danieldale Road, DeSoto, TX 75115-2490
(Voice) 888/772-4543; (FAX) 912/228-1982
Educational curriculum for special needs kids

.T.A.S.K. (Team of Advocates for Special Kids)
100 W. Cerritos Street, Annaheim, CA 92805-0654
714/533-8275; FAX 714/533-2533
Specializes in knowing how to get services for special ed kids.

Technology Resources for People with Disabilities - see Center for Accessible Technology above.

Wilson Reading System
175 West Main Street, Millbury, MA 01527-1441
(Voice) 508/865-5699; (FAX) 508/865-9644; e-mail

Woodbine House
6510 Bells Mill Road, Bethesda, MD 20817
800/843-7323; 301/897-3570; (FAX) 301/897-5838, e-mail
Publishes books on ADD, LD topics

Books On Tape, Inc.
P.O. Box 7900, Newport Beach, CA 92658
(Voice for established customers) 800-626-3333 (7:30-4:00 PST);
(Voice for new customers) 800/882-6657
World's Largest Selection of Unabridged Audio Books

Adults with Attention Deficit Disorder
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LINCS-BBS
408/727-7227
Settings: N81, to 14,400 Baud, 3 lines
Free public service that provides on-line human services resource directory with a focus on the needs of children; condition and disability files and shareware.

Restructuring Public Education
To subscribe: LISTSERV@UHCCVM.UHCC.HAWAII.EDU
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Y-Rights (Kid/Teen Rights Discussion Group)
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Thanks to the
Lake Arrowhead Education and Resource Network
P.O. Box 4901, Blue Jay, CA 92317
909/337-3044
Internet e-mail: rohare@aol.com

More listserv mailing lists about all kinds of subjects can be found at SNOW: Listservs, including a link to the biggest listing of public listservs which is automatically and constantly updated.

Addresses and phone numbers may or may not be correct. If there is an error, please let us know so that we can update this page. Updated 4/5/02.

Copyright © 1997-2002 H.O.U.S.E. May be reproduced for personal use as long as this notice is included in its entirety. Revised 9/17/02.
 

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