In this document, we outline the history of Early Intervention (EI) services and highlight the current program’s positive and negative aspects, ultimately making recommendations
to improve the efficiency and outcomes of the Early Intervention
Program in New York State.
Utah: Health and Human Services Legislative Hearing 2014Tracey Bushman
The document discusses aging services in Utah and proposes budget increases to better serve the state's growing senior population. It notes that Utah's population of those aged 65 and older is projected to dramatically increase in coming decades. Current programs like Meals on Wheels and caregiver support are underfunded and unable to meet existing needs. The presentation proposes targeted budget increases of $600,000 to expand aging-in-place services and $250,000 to better support caregivers. It argues that these investments will allow more seniors to remain in their homes and communities, improving quality of life while providing cost savings compared to facility-based care.
This document discusses aging services in Utah and proposes budget increases to better support seniors and their caregivers. It notes that Utah's senior population is growing rapidly and will continue to do so in the coming decades. Currently many seniors are able to age in place with minimal services, while others receive home and community-based services or move to nursing facilities. However, budgets for programs like Meals on Wheels and caregiver support are insufficient and not meeting growing needs. The presentation proposes targeted budget increases of $600,000 and $250,000 respectively to help more seniors and caregivers. It emphasizes the economic and moral importance of investing in these services to allow seniors to maintain quality of life and remain independent.
Able Australia Services provides disability support services across multiple Australian states and territories. It supports over 4,000 individuals with disabilities through services like supported independent living, community participation, deafblind services, and community transport. The past year saw Able Australia transition some services to the National Disability Insurance Scheme, complete an external service review, expand its operations in Queensland, and increase its fundraising income through innovative events. The organization is focused on providing high quality, person-centered support and adapting to the changing disability sector landscape.
This document provides resources for survivors of domestic violence and abuse in Georgia. It includes contact information for on-campus support at Kennesaw State University, county-specific resources for Cobb, Cherokee, Fulton, Paulding, and Bartow counties, statewide organizations in Georgia, shelters, health services, legal assistance, support groups, and information on what to do when abuse occurs and how to support a survivor. Key statistics on domestic violence in Georgia are also presented.
This document provides information on various community organizations and services available in Watauga County, North Carolina. It includes contact details, services offered, eligibility requirements, payment details, and service areas for organizations that provide services related to adolescent health, alcoholism support, drug and alcohol counseling, Alzheimer's support, cancer support, disaster relief, retirement communities, healthcare for low-income residents, student wellness, public transportation, maternity support, therapeutic horseback riding, parks and recreation, dispute resolution, and Boy Scouts.
This short document promotes the creation of presentations using Haiku Deck, a presentation platform. It includes a stock photo and captions encouraging the reader to get started making their own Haiku Deck presentation. In just a few words, the document advertises Haiku Deck and prompts the reader to try making a presentation using the tool.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
Utah: Health and Human Services Legislative Hearing 2014Tracey Bushman
The document discusses aging services in Utah and proposes budget increases to better serve the state's growing senior population. It notes that Utah's population of those aged 65 and older is projected to dramatically increase in coming decades. Current programs like Meals on Wheels and caregiver support are underfunded and unable to meet existing needs. The presentation proposes targeted budget increases of $600,000 to expand aging-in-place services and $250,000 to better support caregivers. It argues that these investments will allow more seniors to remain in their homes and communities, improving quality of life while providing cost savings compared to facility-based care.
This document discusses aging services in Utah and proposes budget increases to better support seniors and their caregivers. It notes that Utah's senior population is growing rapidly and will continue to do so in the coming decades. Currently many seniors are able to age in place with minimal services, while others receive home and community-based services or move to nursing facilities. However, budgets for programs like Meals on Wheels and caregiver support are insufficient and not meeting growing needs. The presentation proposes targeted budget increases of $600,000 and $250,000 respectively to help more seniors and caregivers. It emphasizes the economic and moral importance of investing in these services to allow seniors to maintain quality of life and remain independent.
Able Australia Services provides disability support services across multiple Australian states and territories. It supports over 4,000 individuals with disabilities through services like supported independent living, community participation, deafblind services, and community transport. The past year saw Able Australia transition some services to the National Disability Insurance Scheme, complete an external service review, expand its operations in Queensland, and increase its fundraising income through innovative events. The organization is focused on providing high quality, person-centered support and adapting to the changing disability sector landscape.
This document provides resources for survivors of domestic violence and abuse in Georgia. It includes contact information for on-campus support at Kennesaw State University, county-specific resources for Cobb, Cherokee, Fulton, Paulding, and Bartow counties, statewide organizations in Georgia, shelters, health services, legal assistance, support groups, and information on what to do when abuse occurs and how to support a survivor. Key statistics on domestic violence in Georgia are also presented.
This document provides information on various community organizations and services available in Watauga County, North Carolina. It includes contact details, services offered, eligibility requirements, payment details, and service areas for organizations that provide services related to adolescent health, alcoholism support, drug and alcohol counseling, Alzheimer's support, cancer support, disaster relief, retirement communities, healthcare for low-income residents, student wellness, public transportation, maternity support, therapeutic horseback riding, parks and recreation, dispute resolution, and Boy Scouts.
This short document promotes the creation of presentations using Haiku Deck, a presentation platform. It includes a stock photo and captions encouraging the reader to get started making their own Haiku Deck presentation. In just a few words, the document advertises Haiku Deck and prompts the reader to try making a presentation using the tool.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
The document discusses landmark legislation related to early intervention, prevention of disabilities, and support for individuals with disabilities. It outlines major laws including IDEA, ADA, Head Start, and EPSDT that promote inclusion and access to education and services. The legislation aims to identify needs early, provide accommodations and support, prevent secondary disabilities, and protect civil rights of people with disabilities.
Transitioning to high school involves providing information and support to both parents and students. It requires collaboration between middle and high school personnel to share information and ensure academic and social supports are in place. Effective transition planning involves bringing together a large team including agencies outside K-12 education and most importantly, including students. The key ideas are using backward planning to structure transition activities and promoting self-advocacy skills in students.
This week's reading focuses on early intervention and transition. Early intervention aims to support infants and toddlers with disabilities and their families. Transition services help students with disabilities transition from high school to post-secondary education or employment. The document also discusses prevention strategies like primary, secondary, and tertiary prevention. It provides statistics on outcomes for students with disabilities related to standardized testing, graduation rates, unemployment, and poverty levels compared to peers without disabilities.
Transitional assessments help guide students through life choices after high school. They can be formal, using tools like the Myers-Briggs Type Indicator or Self-Directed Search to determine career paths, or informal like questionnaires. Assessments consider student interests, abilities, and post-secondary goals. The Myers-Briggs and Self-Directed Search provide a code matching career fields. Resources like iTransition and Student Directed Transition Planning use interactive modules and family input to build self-determination and transition planning skills.
This document discusses children and youth with special education needs. It covers various causes of mental retardation including head injuries, infections, demyelinating disorders, degenerative disorders, seizures, malnutrition, and more. It describes learning and behavior characteristics such as deficits in cognitive functioning, memory, and adaptive behavior. Assessment procedures and models are outlined including initial, final, diagnostic, informal and standardized tests. Educational programs and approaches are discussed like early intervention, curriculum models, applied behavioral analysis, and inclusive education. Suggestions are provided for teachers of students with mental retardation who are mainstreamed.
Shristi Child Development and Learning Institute has been dedicated to helping children with learning disabilities since 1995 using a holistic approach. It is registered under the PWD Act and Indian Trust Act and its courses are recognized by RCI. Its vision is to provide equal opportunities for those with learning disabilities. Its mission is to sensitize the system, reach vulnerable groups, provide services to build self-esteem and support sustainable living. It aims to empower children with special needs through early intervention, awareness, counseling, academics and developing human resources. Services include remedial training, occupational therapy, IQ testing, speech therapy, early detection, psycho diagnostics and play therapy. The team includes occupational therapists, speech therapists, psychologists, educators,
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This document discusses several issues in special education including varying state standards for identification of students with special needs, lack of funding for special education programs, high educator burnout rates, and the disproportionate representation of minority students in special education. It proposes solutions such as setting a national standard for identification of students, improving teacher training, and providing more funding to schools.
Lose weight and feel great with Herbalife shake recipesstanley Wright
Whether you are looking to lose weight or get fitter, Herbalife can help you. More about Healthy shake Find a healthy Herbalife Shake Recipes here: - http://www.herbalifeshakerecipe.org
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
The document discusses the purpose of early childhood assessment. It explains that assessment involves gathering information about children from various sources like observations and checklists. This information is then organized and interpreted. There are four main purposes of assessment: 1) to promote children's learning and development, 2) to identify children who need health or social services, 3) to monitor program trends and evaluate services, and 4) to measure academic achievement and hold students, teachers and schools accountable. The document outlines different assessment strategies like standardized tests, observations, checklists and portfolios that are used and how they benefit students, teachers, parents, and schools.
The document discusses several key trends and issues in special education:
1) Normalization and deinstitutionalization promoted integrating those with disabilities into regular society and schools rather than institutions.
2) The Regular Education Initiative of 1986 argued that general education should be primarily responsible for students with disabilities.
3) Full inclusion advocates placing all students with disabilities in general education classrooms, but others argue this is not practically or empirically supported.
4) Early intervention programs, individualized family service plans, and preschool help children with risks and disabilities develop skills to avoid delays.
The document provides recipes for 71 different shakes and smoothies. It begins with basic tips for making shakes, such as using 2 tbsp of shake powder mixed with 1 cup of a liquid and blending in ice cubes. It then lists the individual recipes in a consistent format of ingredients and instructions. The recipes incorporate various fruits, juices, extracts and milk or milk substitutes to produce a wide variety of flavored shakes and smoothies. It also includes a small section with additional beverage and snack recipes.
2010-03-01 Park DuValle Health Center Analysis 2008Margaret Maginnis
The document provides an analysis of patient characteristics and demographics for those who accessed the Park DuValle Community Health Centers in 2008. It examines characteristics such as age, gender, race, and payment method for patients in two geographic areas: Louisville Metro and the surrounding counties. Key findings include that the majority of patients were black females between the ages of 30-34 who used Medicaid as their primary method of payment. Over 16,000 patients accessed the main health center site.
This document provides information about Community Health Services in Houston, Texas. It includes summaries of the services provided by various multi-service centers and health centers located across Houston, as well as programs related to immunizations, HIV prevention, partner services, community re-entry, and more. Maps show the locations of multi-service centers and health centers in different regions of Houston.
Choctaw Nation Health Services Authority UpdateInnoTech
The Choctaw Nation Health Services Authority provides rural health care across 11.7 counties and over 8 million acres in southeastern Oklahoma. They operate 41 clinics and hospitals, seeing over 544,000 patient encounters annually with a budget of $108 million. They have expanded the use of telemedicine to increase access to specialists, initially facing obstacles in specialist buy-in and appropriate clinic setups, but now partnering with various universities and hospitals to provide remote services like radiology, cardiology, neurology, and behavioral health. They continue working to improve primary care access and care coordination across tribal health systems.
Community Coordinated Care for Children, Inc. (4C) provides early childhood education, care programs, and nutritional support to children in 7 central Florida counties and southwest Florida. In 2007, 4C served over 27,000 children through programs like Head Start, Voluntary Pre-Kindergarten, and child care referrals. 4C is committed to empowering communities and preparing children for school through quality care and education programs.
Resources for People Going Through A Divorce in UtahCory Wall
This document provides resources for those going through or post-divorce in Utah. It lists support services including domestic violence shelters, social care and mental health services, university counseling centers, and legal assistance from Wall & Wall Attorneys at Law. These resources offer services such as counseling, childcare, housing assistance, advocacy, and legal aid to help individuals and families dealing with challenges from divorce.
The document discusses landmark legislation related to early intervention, prevention of disabilities, and support for individuals with disabilities. It outlines major laws including IDEA, ADA, Head Start, and EPSDT that promote inclusion and access to education and services. The legislation aims to identify needs early, provide accommodations and support, prevent secondary disabilities, and protect civil rights of people with disabilities.
Transitioning to high school involves providing information and support to both parents and students. It requires collaboration between middle and high school personnel to share information and ensure academic and social supports are in place. Effective transition planning involves bringing together a large team including agencies outside K-12 education and most importantly, including students. The key ideas are using backward planning to structure transition activities and promoting self-advocacy skills in students.
This week's reading focuses on early intervention and transition. Early intervention aims to support infants and toddlers with disabilities and their families. Transition services help students with disabilities transition from high school to post-secondary education or employment. The document also discusses prevention strategies like primary, secondary, and tertiary prevention. It provides statistics on outcomes for students with disabilities related to standardized testing, graduation rates, unemployment, and poverty levels compared to peers without disabilities.
Transitional assessments help guide students through life choices after high school. They can be formal, using tools like the Myers-Briggs Type Indicator or Self-Directed Search to determine career paths, or informal like questionnaires. Assessments consider student interests, abilities, and post-secondary goals. The Myers-Briggs and Self-Directed Search provide a code matching career fields. Resources like iTransition and Student Directed Transition Planning use interactive modules and family input to build self-determination and transition planning skills.
This document discusses children and youth with special education needs. It covers various causes of mental retardation including head injuries, infections, demyelinating disorders, degenerative disorders, seizures, malnutrition, and more. It describes learning and behavior characteristics such as deficits in cognitive functioning, memory, and adaptive behavior. Assessment procedures and models are outlined including initial, final, diagnostic, informal and standardized tests. Educational programs and approaches are discussed like early intervention, curriculum models, applied behavioral analysis, and inclusive education. Suggestions are provided for teachers of students with mental retardation who are mainstreamed.
Shristi Child Development and Learning Institute has been dedicated to helping children with learning disabilities since 1995 using a holistic approach. It is registered under the PWD Act and Indian Trust Act and its courses are recognized by RCI. Its vision is to provide equal opportunities for those with learning disabilities. Its mission is to sensitize the system, reach vulnerable groups, provide services to build self-esteem and support sustainable living. It aims to empower children with special needs through early intervention, awareness, counseling, academics and developing human resources. Services include remedial training, occupational therapy, IQ testing, speech therapy, early detection, psycho diagnostics and play therapy. The team includes occupational therapists, speech therapists, psychologists, educators,
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This document discusses several issues in special education including varying state standards for identification of students with special needs, lack of funding for special education programs, high educator burnout rates, and the disproportionate representation of minority students in special education. It proposes solutions such as setting a national standard for identification of students, improving teacher training, and providing more funding to schools.
Lose weight and feel great with Herbalife shake recipesstanley Wright
Whether you are looking to lose weight or get fitter, Herbalife can help you. More about Healthy shake Find a healthy Herbalife Shake Recipes here: - http://www.herbalifeshakerecipe.org
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
The document discusses the purpose of early childhood assessment. It explains that assessment involves gathering information about children from various sources like observations and checklists. This information is then organized and interpreted. There are four main purposes of assessment: 1) to promote children's learning and development, 2) to identify children who need health or social services, 3) to monitor program trends and evaluate services, and 4) to measure academic achievement and hold students, teachers and schools accountable. The document outlines different assessment strategies like standardized tests, observations, checklists and portfolios that are used and how they benefit students, teachers, parents, and schools.
The document discusses several key trends and issues in special education:
1) Normalization and deinstitutionalization promoted integrating those with disabilities into regular society and schools rather than institutions.
2) The Regular Education Initiative of 1986 argued that general education should be primarily responsible for students with disabilities.
3) Full inclusion advocates placing all students with disabilities in general education classrooms, but others argue this is not practically or empirically supported.
4) Early intervention programs, individualized family service plans, and preschool help children with risks and disabilities develop skills to avoid delays.
The document provides recipes for 71 different shakes and smoothies. It begins with basic tips for making shakes, such as using 2 tbsp of shake powder mixed with 1 cup of a liquid and blending in ice cubes. It then lists the individual recipes in a consistent format of ingredients and instructions. The recipes incorporate various fruits, juices, extracts and milk or milk substitutes to produce a wide variety of flavored shakes and smoothies. It also includes a small section with additional beverage and snack recipes.
2010-03-01 Park DuValle Health Center Analysis 2008Margaret Maginnis
The document provides an analysis of patient characteristics and demographics for those who accessed the Park DuValle Community Health Centers in 2008. It examines characteristics such as age, gender, race, and payment method for patients in two geographic areas: Louisville Metro and the surrounding counties. Key findings include that the majority of patients were black females between the ages of 30-34 who used Medicaid as their primary method of payment. Over 16,000 patients accessed the main health center site.
This document provides information about Community Health Services in Houston, Texas. It includes summaries of the services provided by various multi-service centers and health centers located across Houston, as well as programs related to immunizations, HIV prevention, partner services, community re-entry, and more. Maps show the locations of multi-service centers and health centers in different regions of Houston.
Choctaw Nation Health Services Authority UpdateInnoTech
The Choctaw Nation Health Services Authority provides rural health care across 11.7 counties and over 8 million acres in southeastern Oklahoma. They operate 41 clinics and hospitals, seeing over 544,000 patient encounters annually with a budget of $108 million. They have expanded the use of telemedicine to increase access to specialists, initially facing obstacles in specialist buy-in and appropriate clinic setups, but now partnering with various universities and hospitals to provide remote services like radiology, cardiology, neurology, and behavioral health. They continue working to improve primary care access and care coordination across tribal health systems.
Community Coordinated Care for Children, Inc. (4C) provides early childhood education, care programs, and nutritional support to children in 7 central Florida counties and southwest Florida. In 2007, 4C served over 27,000 children through programs like Head Start, Voluntary Pre-Kindergarten, and child care referrals. 4C is committed to empowering communities and preparing children for school through quality care and education programs.
Resources for People Going Through A Divorce in UtahCory Wall
This document provides resources for those going through or post-divorce in Utah. It lists support services including domestic violence shelters, social care and mental health services, university counseling centers, and legal assistance from Wall & Wall Attorneys at Law. These resources offer services such as counseling, childcare, housing assistance, advocacy, and legal aid to help individuals and families dealing with challenges from divorce.
This document is the program for the 2003 Heartsounds Masquerade Ball benefiting The Children's Center of the Antelope Valley. It includes the schedule of events for the evening beginning with a performance by Cirque Le Masque at 5:30pm followed by a social hour, dinner, and both live and silent auctions. The proceeds from the event will help fund the construction of a new facility for The Children's Center and support its programs for abused children such as family preservation services, therapy, and education. The event highlights thank the many individual and corporate sponsors who are making the new facility possible through their donations.
2-1-1 Texas provides free confidential information and referral services for community resources in Texas available 24/7 by phone or online. They have access to the most comprehensive database of organizations, agencies, and non-profits in Texas.
Several organizations are listed that provide services for individuals with disabilities including mental health services, day programs, tutoring/educational support, legal advocacy, housing, art and recreation programs, support groups, and more. Contact information is provided for each organization.
2-1-1 Texas provides free confidential information and referral services for community resources in Texas available 24/7 by phone or online. They have access to the most comprehensive database of organizations, agencies, and non-profits in Texas.
Several organizations that provide services for individuals with disabilities in the Dallas area are listed, including those focused on mental health, developmental disabilities, autism, counseling, advocacy, art therapy, support groups, and more. Contact information is provided for each organization.
Turning Point Community Programs is a non-profit mental health agency providing services in 4 counties, including psychiatric services, support, advocacy, transitional housing, employment assistance, and wellness recovery centers. They provide various services through different programs, such as transitional support services, employment programs, residential programs, children's services and outpatient services. The document lists contact information for their different locations and programs.
The document summarizes the services provided at the Saint Peter's Adult Day Center in Monroe Township, NJ. The center offers a variety of activities and care for clients with physical or cognitive challenges such as dementia. Services include meals, recreational activities, therapies, nursing services, and transportation. Recently the center has expanded its enrichment programs, including art programs, multisensory activities, and current events discussions. The center aims to provide a caring environment and sense of community for clients and their caregivers.
Astoria Federal Savings donated $7,500 to South Nassau Communities Hospital to support their perinatal education program. The program provides education to over 400 medically underserved pregnant women annually to improve health outcomes for mothers and babies. Undesired outcomes like premature birth and low birth weight cost over $26 billion per year. The education program teaches nutrition, infant care, and when to seek medical help in an effort to prevent poor health outcomes.
Successful and Effective Strategies and Resources for Health Education Proje...Rotary International
The Health Education and Wellness Rotarian Action
Group can assist clubs with organizing effective and
sustainable health fairs as well as provide resources for
creating or enhancing health education programs. You’ll
hear project updates from three continents, learn about
opportunities to participate, and have a chance to share
your own ideas for improving health education in your
community.
Moderator: Karl Diekman, District 5160 Rotary
Foundation Chair and Past District Governor, Rotary
Club of Woodland, California, USA
Elyse Dillon has extensive nursing education and clinical experience. She received her Bachelor of Science in Nursing from Duke University in 2016 with a 3.7 GPA. She also holds a Bachelor of Science in Community Health from the University of Illinois with High Honors and a 3.6 GPA. Her clinical experiences total 624 hours across medical, surgical, pediatric, maternity, and community health settings. She is certified in CPR and proficient in medical Spanish. Additionally, she has work experience as a Resident Advisor where she developed community programs and supported other staff.
This document provides information on risk factors, community resources, and agencies that support families with exceptional needs in South Carolina. It discusses biological and environmental risk factors such as prenatal, perinatal, and postnatal conditions as well as poverty, toxins, and abuse. Community resources in South Carolina, Columbia, and Fort Jackson are presented, including the Department of Disabilities and Special Needs, school districts, Exceptional Family Member Program, and recreational organizations. Educational agencies at the state and local levels provide services for students with disabilities.
The campaign is a five-year, $10 million fundraising initiative to help support a $60 million renovation and expansion of the hospital's Emergency Department, serving all residents of the South Shore from Queens to Suffolk.
Approximately 300 guests bid on over 200 featured live and silent auction items. A watercolor self-portrait by world-renowned artist Chuck Close topped the bidding at $21,000.
New York Souvenir Book - AAPI Regional ConferenceSa2014
Sunovion Pharmaceuticals is dedicated to developing new treatment options for mental illness. It invites visitors to its exhibit hall on June 16, 2013 at the Westbury Music Fair event hosted by AAPI-NYS to raise awareness of childhood obesity. K.K. Mehta CPA Associates provides accounting and tax services for over 30 years to physicians, professionals and businesses in the tri-state area.
Similar to Early Intervention Services for Children with Disabilities (20)
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kol...rightmanforbloodline
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Versio
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
2. Cerebral Palsy assoCiations of nys
Affiliates
Aspire of WNY Franziska Racker Centers, Inc. The Center for Discovery
2356 North Forest Road 3226 Wilkins Road Box 840, Benmosche Road
Getzville, NY 14068 Ithaca, NY 14850 Harris, NY 12742
(716) 505-5500 (607) 272-5891 (845) 707-8888
Center for Disability Services Handicapped Children’s Assn. UCPA of Nassau County, Inc.
314 South Manning Boulevard of Southern New York, Inc. 380 Washington Avenue
Albany, NY 12208 18 Broad Street Roosevelt, NY 11575
(518) 437-5700 Johnson City, NY 13790 (516) 378-2000
(607) 798-7117
Cerebral Palsy & UCP/NYC
Handicapped Children’s Assn. of Happiness House 80 Maiden Lane, 8th Floor
Chemung County, Inc. 731 Pre-Emption Road New York, NY 10038-4811
P.O. Box 1554 Geneva, NY 14456 (212) 683-6700
Elmira, NY 14902 (315) 789-6828
(607) 734-7107 UCP Suffolk
Hudson Valley CP Association 250 Marcus Boulevard
CP of the North Country 40 Jon Barrett Road Hauppauge, NY 11788-2018
4 Commerce Lane Patterson, NY 12563 (631) 232-0011
Canton, NY 13617 (845) 878-9078
(315) 386-1156 Upstate Cerebral Palsy
Inspire of Orange County 1020 Mary Street
Cerebral Palsy of Ulster County 2 Fletcher Street Utica, NY 13501
P.O. Box 1488 Goshen, NY 10924 (315) 724-6907
Kingston, NY 12402 (845) 294-8806
(845) 336-7235
Jawonio, Inc.
Cerebral Palsy of Westchester 260 North Little Tor Road
1186 King Street New City, NY 10956
Rye Brook, NY 10573 (845) 634-4648 Central Office and
(914) 937-3800 Metro Services
Niagara Cerebral Palsy Cerebral Palsy Assns. of NYS
CP Rochester 9812 Lockport Road 330 West 34th Street
3399 Winton Road South Niagara Falls, NY 14304 New York, NY 10001
Rochester, NY 14623 (716) 297-0798 (212) 947-5770
(585) 334-6000
Prospect Child & Family Center Affiliate Services Office
E. John Gavras Center 133 Aviation Road Cerebral Palsy Assns. of NYS
182 North Street Queensbury, NY 12804 90 State Street, Suite 929
Auburn, NY 13021 (518) 798-0170 Albany, NY 12207
(315) 255-2746 (518) 436-0178
Queens Centers for Progress
Enable 81-15 164th Street
1603 Court Street Jamaica, NY 11432
Syracuse, NY 13208 (718) 380-3000
(315) 455-7591
Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
3. Mission Statement
The Mission of Cerebral Palsy Associations of New York
State is to advocate and provide direct services with and
for individuals with cerebral palsy and other significant
disabilities, and their families, throughout New York State
in order to promote lifelong opportunities and choices
for independence, inclusion and enhanced quality of life.
CP of NYS - Real People. Realizing Potential.
4. Executive Summary
C erebral Palsy Associations of New York State, an organization founded
by families over 60 years ago seeking services for their children and
family members with cerebral palsy, continues to advocate for comprehen-
sive, coordinated, family-focused, high quality and cost-effective services
for young children with disabilities and their families. In this document,
we outline the history of Early Intervention (EI) services and highlight the
current program’s positive and negative aspects, ultimately making recom-
mendations to improve the efficiency and outcomes of the Early Interven-
tion Program in New York State.
The current Early Intervention Program, while originally developed with
goals consistent with the fundamental philosophies of Federal law and best
practice, has unfortunately evolved into a system with a number of inherent
weaknesses. Some of these weaknesses include: inconsistency in program
administration and service offerings across the State, an increased reliance
on an inherently inefficient single-service provider model, and the loss of
the program’s focus on family supports which is the hallmark of a strong EI
program.
In response to the current environment, CP of NYS advocates for a re-struc-
turing of the program to include the priority goals of: re-focusing on the
family as the central point in planning; ensuring the full array of service
models and options, provided in a comprehensive, coordinated, multidisci-
plinary model; and exploring program models and reimbursement systems
which allow for more flexible and cost-effective service delivery.
CP of NYS also makes a number of specific recommendations in the areas
of administration and oversight; family participation and support; service
delivery; service coordination; reimbursement methodology; and account-
ability and quality assurance.
CP of NYS looks forward to working with NYS and other stakeholders to
ensure that the Early Intervention Program in New York realizes its full po-
tential for families statewide.
Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
5. Early Intervention Services for
Children with Disabilities
HISTORICAL PERSPECTIVE
C erebral Palsy Associations of New York State (CP of NYS) was founded over sixty years
ago by parents seeking to secure needed services for their children with disabilities.
Since that time, CP of NYS Affiliates throughout New York State have been offering a wide
array of services for young children with disabilities and their families.
We have seen many changes throughout these years and have continually adapted our pro-
grams and services to meet the changing needs of children and families, incorporate emerg-
ing best practice models as well as respond to the priorities established by state and local
funding agencies.
From a historical perspective, CP of NYS services have undergone many transitions over
time. While originally providing clinic-based therapy treatments recommended by physi-
cians, the service model evolved in the 1960’s and 70’s into more comprehensive, multidis-
ciplinary programs including both clinical therapies as well as educational, psychological
and nursing supports. Treatment previously oriented to specific disciplines was replaced by
interdisciplinary and transdisciplinary teams of professionals who planned treatment and
provided service in a more holistic “total-child” approach. Support services to the family
were considered as important as services to the child, and the family became viewed as an
integral member of the team. Service options included either home-based or center-based
models, or a combination of both, depending on the needs of both the child and family.
More recent service models have sought to facilitate the child's participation in their family,
home and community activities and to encourage the interaction of children with disabili-
ties with their non-disabled peers, to the greatest extent possible.
It is with this history of experience that CP of NYS continues to advocate for comprehen-
sive, coordinated, family-focused, high quality and cost-effective services for young children
with disabilities and their families.
To achieve this goal, we support the Department of Health’s current initiative to recon-
vene the Reimbursement Advisory Panel to research and review alternative reimbursement
mechanisms and service delivery models for the Early Intervention Program.
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CP of NYS - Real People. Realizing Potential.
6. THE CURRENT SYSTEM AND ITS WEAKNESSES
Administration and Oversight / Statewide Consistency
The current Early Intervention program is structured with statewide oversight by the De-
partment of Health and local administration at each county level. While the system was
intended to ensure more statewide consistency in entitlement and availability of services
than the previous Family Court system, the lack of clear statewide guidance in the early
years and the confusing array of menu-style service options, along with more emphasis on
county involvement and administration, have led to extreme variations in interpretation of
requirements and procedures and in overall implementation of the program.
Rather than ensuring the availability and accessibility of all services and options and an
equal entitlement to all families throughout the state, there exists an inequitable and in-
consistent system for families that varies depending on where they live and their county’s
interpretations or preferences for service delivery.
In the absence of statewide controls and guidance in the early program years, many coun-
ties instituted additional rules and requirements, resulting in a program with very differ-
ent “entitlements” for families throughout the state. This includes extreme variations on
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Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
7. eligibility, amount of service authorized, limitation of available service options, as well as
unreasonable and burdensome paperwork requirements for providers.
Although the costs and enrollment have leveled in recent years, the first ten years of the
program saw continual growth in the number of children served, number of approved pro-
viders and overall costs to state and county, with no apparent controls. Until more recently,
specific criteria for approval of new providers was largely absent, resulting in huge numbers
of approved providers with few assurances of their training and expertise in serving young
children and their families.
Reimbursement Methodology
The fee-for-individual-service payment methodology presents a number of problems for
all stakeholders in the early intervention system. To begin with, the rate structure seri-
ously underestimated child/family absences, time involved in coordination and IFSP and /
or team meetings, and paperwork requirements imposed by the state and counties. The fee-
based system itself has resulted in complex paperwork and documentation requirements,
forcing providers to put undue emphasis and undue staff time on documenting billable
activity. The current fee-based system is particularly onerous for comprehensive agency
providers which utilize supervised employees rather than independent contractors.
Although the current system is costly for the state and counties, which share the financial
burden, it still does not adequately reimburse costs incurred by comprehensive agency pro-
viders. With rates based on pre-1993 cost data and only one minimal increase since that
time, the reimbursement is significantly out of date in terms of costs for salaries, benefits,
and other fixed costs that have skyrocketed in the last fifteen years. While all other compa-
rable service systems have received continuing increases in trend factors and cost of living
adjustments, the financial needs of the early intervention service system has been essen-
tially ignored and neglected.
The current system has also created a growing over-reliance on the most expensive service
model, the individual, home-based visit by multiple providers, regardless of child needs
and family preferences. The unbundled, individual fee for service model also compromises
the ability to provide flexible, timely and comprehensive services to families as their needs
may change over time.
Family Support
One of the cornerstones of early intervention philosophy is the focus on the family, with
an emphasis on customizing services to meet individual family needs, priorities, and con-
cerns. The intent of EI services is also to assist the family in their own capacity to enhance
their child’s early development. Unfortunately, and in stark contrast, the current system has
been providing minimal and continually decreasing amount of services in the area of fam-
ily education, training, counseling and support.
3
CP of NYS - Real People. Realizing Potential.
8. Service Coordination
By federal mandate, the early intervention system must be “coordinated, comprehensive
and multidisciplinary”. While we view “coordination” as the service providers’ responsibil-
ity to communicate and collaborate with one another and the family, as well as with other
outside resources, the early intervention system has put in place an expensive, cumber-
some and often ineffective system relying on independent service coordinators to facilitate
those activities. With much of the direct services being delivered by single, independent
practitioners, or professionals selected from a multitude of different agencies, this task is
virtually impossible to accomplish. Comprehensive service providers which deliver services
via a coordinated team, essentially carry out many of the service coordination activities,
without the ability to be reimbursed. Finally, the reimbursement system, with 15 minute
billing increments and total allowable minutes authorized in advance on each child’s IFSP,
places more emphasis on documentation activities than on flexible, responsive support for
families.
Service Delivery
While CP of NYS's history shows a progression of service models from individual disci-
plines to a more holistic transdisciplinary model, the current Early Intervention Program
has created more of a reliance on service provision by independent, single service providers
without the benefits of a comprehensive multi-disciplinary team. Communication and
coordination of services provided in this manner is difficult and limited at best and the as-
sociated benefits for children and families are lost. Supervision of independent practicing
professionals is non-existent with no mechanism for quality assurance measurement. This
type of approach perpetuates the delivery of discrete and separate services which are more
costly and less efficient when compared to other models in which staff can consult with
each other and implement therapeutic activities as part of daily activities or can work more
efficiently in a transdisciplinary approach.
Another major component of the current program has been the delivery of services to in-
fants and toddlers in quot;natural environmentsquot;. There has been much discussion regarding
whether this term means an actual “place” or whether it is intended to mean services that
are delivered within the context of typical routines as part of a child’s daily activities. Un-
fortunately, in the name of quot;natural environmentquot;, there has developed in many regions
an over-emphasis on home-based services with various degrees of negative impact on all
stakeholders in the system. For the state and the municipalities, it has increased costs by
encouraging the service model with the highest possible cost. For providers, it has caused
substantial financial losses due to the extensive travel time involved and decreased amount
of billable service time. For families, it has created increased isolation with limited or no
4
Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
9. opportunities to meet other families and to develop natural support networks and access
other learning opportunities. In fact, families are often not informed of other service op-
tions and therefore are not able to truly select services that might best meet their needs and
preferences. For all stakeholders, it has drastically exacerbated the workforce shortage as
therapists and other professionals traveling from home to home typically see half or less
than half the number of children in a given day, thereby leaving some children without
services at all or waiting extremely long for services to begin.
With increased reliance on independent providers and county pressure toward services in
the home, the availability of group models has diminished across the state. While there is
clear value and benefit to providing services in the home environment where intervention
can take place in the context of the family's daily routines, there is also clear benefit, espe-
cially for the older child, to having exposure to the group learning experience in an environ-
ment that encourages the acquisition of critical skills needed for later school experiences
and in a setting which fosters more transdisciplinary teamwork as well as informal family
networking.
5
CP of NYS - Real People. Realizing Potential.
10. Accountability
At a time when accountability is the watch word for most government programs, the Early
Intervention Program is relying increasingly on independent contractors and /or for profit
contracting agencies, which are not subject to programmatic coordination and supervision,
nor to fiscal accountability and reporting. The lack of rigorous criteria for training and ex-
perience with young children in the initial provider approval process, as well as the delayed
implementation of a provider monitoring process has lead to concerns about quality which
still linger today.
Independent contractors and agencies which are not also providing services requiring the
Consolidated Fiscal Report (CFR) are not required to file any cost reports. Without this
fiscal data, the state is not able to ascertain whether reimbursement to independent contrac-
tors or contracting agencies bears any relationship to costs which they incurred, and has no
tools for monitoring of staffing levels and caseloads.
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Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
11. RECOMMENDATIONS
In keeping with the original language and intent of the Early
Intervention legislation enacted in 1993, CP of NYS advo-
cates for a restructuring of the program which includes the
following priority goals:
• Re-focus on the family as the central point in planning
and implementing services which best meet the needs and
priorities of each individual family.
• Ensure training, counseling and support service to the
family to assist them in enhancing their child’s
development.
• Ensure the full array of service models and options in
order to meet individual family needs and preferences.
• Ensure that services are provided in a comprehensive,
coordinated, multidisciplinary model.
• Explore program models and reimbursement systems
which allow for more flexible and cost-effective service
delivery.
• Provide adequate reimbursement to providers while
maintaining accountability and cost-effectiveness.
7
CP of NYS - Real People. Realizing Potential.
12. Specific Suggestions
Administration and Oversight / Statewide Consistency
In order for families to be empowered in making informed decisions, they must be aware of
and have access to the full array of service options regardless of where they live in New York
State. Family choice of service options and settings must be truly family-driven and not dic-
tated by what the Department of Health or individual counties believe is most appropriate.
Counties must be held to a uniform standard in implementing all aspects of the program,
including eligibility, service options and provider requirements.
Reimbursement Methodology
In order to assure the continuation of high quality services, reimbursement must be up-
dated to adequately cover provider costs in light of current economic factors. Rates must
take into account the realities of travel time, child / family absences and the limited ability
to “make-up sessions” when using a family-centered or home and community based model.
Rates could also be structured to take into account the level of service needed by children
and families (for example, a single service which may be delivered by either an individual
provider or a comprehensive agency vs. multiple services requiring a collaborative team
approach). It is recommended that multiple, comprehensive, coordinated services be reim-
bursed with a per child / bundled or capitated rate to allow for flexibility in service delivery
based on changing child and family needs.
We recommend that a capitated methodology, previously proposed for service coordina-
tion, be reviewed and reconsidered. This model might involve three phases of service co-
ordination, reimbursed separately as follows: initial referral to IFSP, ongoing service co-
ordination from IFSP to transition and coordination for transition to preschool services.
Reimbursement may be differentiated based on various child and family factors.
Family Participation and
Support
Family support, education and
training should be an integral
and required component of all
families’ service plans and indi-
vidualized to match each family’s
priorities, concerns and resourc-
es. Parent /child group models
should be encouraged as a viable
model for both transdisciplinary
teamwork and an opportunity
for families to meet with oth-
ers and develop more natural
friendships and supports.
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Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
13. Service Coordination
All families should have access to an initial service coordinator whose role is to assist the
family in understanding the program, their rights and responsibilities, arranging an evalu-
ation to determine eligibility and assuring that necessary services are arranged. However,
using a coordinated team approach as described below greatly reduces the need for ad-
ditional, independent, ongoing service coordination. It may be more cost-effective and ef-
ficient for families to receive ongoing service coordination by either their single service
provider or through their comprehensive agency provider.
Service Delivery
There needs to be increased emphasis and requirements for transdisciplinary treatment
and better professional coordination of multiple services.
While it may be appropriate for a child who requires only a single service to be served by
an independent practitioner, children and families whose IFSP reflects multiple service
needs can best be served by more comprehensive entities that can demonstrate the ability to
provide more coordinated treatment across disciplines. The use of a comprehensive treat-
ment planning team would also promote the use of quot;primaryquot; interventionist strategies. In
this type of model, one professional from the team may be assigned primary responsibil-
ity to work with the family with ongoing input, consultation and /or direct service from
other professional disciplines. Child and family-centered outcomes which are functional
and meaningful for the child and family and which maximize the child’s participation in
family, home, school and community activities, should be established first, followed by
team-based decisions as to which member(s) of the team will be responsible. Team mem-
bers’ expertise is used more collaboratively and efficiently in this type of model with fewer
individual services necessary.
Flexibility should be assured to meet the individual and frequently changing needs of
families and children, without burdensome and time-consuming requirements for formal
modifications to an IFSP authorization. In order to maximize both professional and fiscal
resources, services may be considered in any combination of home-based, community-
based or office/facility-based settings, and on an individual and/or group basis as agreed to
by parent and provider. Services may be provided directly to the child, family or both.
Accountability / Quality Assurance
CP of NYS is in agreement with recent recommendations by the Provider Approval / Re-
Approval Task Force of the EICC and provisions in the Governor’s 2009-2010 proposed
budget which include more rigorous requirements for provider approval and re-approval as
well as requirements for submission of cost reports and the establishment of staff develop-
ment, supervision and quality assurance activities.
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CP of NYS - Real People. Realizing Potential.
14. Conclusion
Early Intervention services yield innumerable benefits to families and children when
appropriately and effectively implemented. The model in New York State has strayed
from the original intent and goals of Early Intervention and requires corrections to
the system to ensure consistency across the State. More importantly, an effective
comprehensive approach to services must be assured for all children with develop-
mental delays and disabilities and their families. CP of NYS has worked for many
decades to meet family needs, and we look forward to working with the State of New
York and others to ensure that New York’s Early Intervention Program fully realizes
the potential it holds for so many New York children and families.
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Early Intervention Services For Children With Disabilities - CP of NYS Recommendations
15. Cerebral Palsy Associations of New York State
Board of Directors
2008-2010
Chairwoman ...................................................................................................... Idajean Windell, Ed.D.
Vice Chairman .................................................................................................. Jack M. Weinstein, Esq.
Committee Chairs
Audit & Risk ........................................................................................................... John R. Horvath
Finance ...........................................................................................................Robert C. Miller, Esq.
Program Services ......................................................................................................Ann B. LeMark
Public Policy ...........................................................................................Thomas J. Caserta, Jr., Esq.
Volunteer Support .................................................................................................Barbara N. Scherr
Secretary..........................................................................................................................Cora Baliff
Directors at Large
Joseph P. Dutkowsky, MD
David H. Eichenauer
Andrew C. Koenig
Stephen C. Lipinski
Marvin S. Reed
Ernest E. Southworth
Active Past Chairs
Robert M. DiFrancesco
James E. Johansen
Natalie K. Rogers
Director Emeritus..................................................................................................... Beatrice S. Wellens
Susan Constantino, President & CEO
CP of NYS - Real People. Realizing Potential.
16. 90 State Street, Suite 929
Albany, NY 12207
(518) 436-0178 ~ Fax: (518) 436-8619