| *Links to Additional Educational and Commercial Websites, see below. Glossary of Educational Terms 504 Plan - A child who qualifies is a "handicapped person" under 504, defined as a person with a mental or physical impairment that limits one or more major life activities. A free appropriate public education under 504 often means identifying reasonable accommodations to help a child succeed in the classroom. An accommodation plan usually addresses nature of the disability and major life activity it limits; basis for determining the disability; educational impact of the disability; necessary accommodations; and placement in the least restrictive environment. A Assessment - A high-quality assessment of your child provides you with an understanding of your child's performance over a period of time, in a variety of settings, with different people, and under different circumstances. A broad gauge, professional assessment yields valuable information for planning for instructional and behavioral needs. An assessment includes evaluation, criterion and standardized testing, observation, health documents and history, questionnaires and interviews. Assessments are used to form IEP's and 504 Plans. Assessments may be done by the school district or by private assessment professionals. (See Neuropsychologist.). Auditory Memory - The ability to retain information which has been presented to you orally. Different kinds of auditory memory: short term memory, such as recalling information presented several seconds before; long term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of data or information in proper order. C Cognitive Ability - Includes speech and language; memory; attention; reasoning; abstract thinking; communication; judgment; problem solving; sensory, perceptual and motor abilities. Criterion Referenced Test - These tests provide information on specific knowledge or skills possessed by a student, such as a grade level test in arithmetic. Such tests usually cover relatively small units of content and are closely connected to instruction. Their scores have meaning in terms of what the student knows or can do with the instruction he or she has received, rather than their relation to the scores made by some external reference group. Often criterion referenced tests and standardized tests are used to assess a child's abilities. D Distractibility - The action of shifting attention from the task at hand to sounds, sights, and other stimuli that normally occur in the environment. Often used with terms such as high distractibility to indicate difficulty in retaining focus and attention on a task at hand. Dysgraphia - Difficulty in producing legible handwriting with age-appropriate speed. Dyslexia - Impairment of the ability to deal with language (speaking, reading, spelling, writing). A person with dyslexia may see letters, syllables, or words upside down, reversed, blurred, backwards, or otherwise distorted. E Educational Evaluation - One of the components necessary to determine whether a child is handicapped. Although the specific content of an educational evaluation is not specified by the regulations, the evaluation generally consists of a battery of tests and/or classroom observation and analysis of class work designed to determine the current levels of achievement in areas such as reading, math, spelling, etc. Perceptual abilities and learning style may also be evaluation. With parental/guardian consent, evaluations may be done via school evaluation personnel (preferably a school psychologist) or privately. Read the guidelines about seeking private assessment without notifying the school first (not recommended). Educational Psychologist - See School Psychologist or Neuropsychologist Eligibility Committee - Sometimes an early stage or part of the IEP Team. Within the public school system, this committee determines whether a child has a handicapping condition which requires special education and, in some cases, related services such as speech and language therapy; and identifies the handicapping condition and recommends the special education services, and as required recommends related services, that are needed. It is composed of the child's parents, a special education administrator or a person representing the administrator (often called Case Manager) and school division personnel representative of the disciplines involved in the conduct of the evaluation (e.g, psychologist, educational diagnostician). At least one school division representative must be a person who tested or observed the student. Executive Brain Function - Includes activities such as organizing, evaluating, logic and reasoning, pattern recognition, planning, and carrying out goal-directed activities. F FAPE - The services, accommodations and efforts that make up a free and appropriate public education for each child with a disability. Fine Motor Skills - The use of small muscles for precision tasks such as writing, tying bows, zipping a zipper, typing, braiding hair, picking up small items such as buttons. G Gross Motor Skills - This refers to the use of large muscles for activities requiring strength and balance. Examples are running, walking, leaping, skipping. H Handicapped - Any person with any physical and/or mental disability who has difficulty in carrying out certain life tasks. Tasks such as walking, seeing, hearing, speaking, learning, or working are included in this definition. The Federal law defines handicapped children as children who are mentally retarded, hard of hearing, deaf, speech impaired, visually handicapped, seriously emotionally disturbed, orthopedically impaired, other health impaired, blind, multihandicapped, or who have specific learning disabilities, and who require special educational services because of these disabilities. I IDEA - 1997 Individuals with Disabilities Education Act (IDEA). The chief purpose of this law is to provide a free, appropriate public education (FAPE) available to every child who has a disability. IEP - Individual Education Program (IEP) is the heart of IDEA. An IEP is a process where parents are full and equal participants along with school staff and teachers. The IEP process determines the services and accommodations that a child receives. To track progress, the IEP focuses on your child's present levels of performance; measurable annual goals and measurable benchmarks; and a statement of needed special education and/or other services. IEP goals are directed by scientific, research-based instruction. IEP Team- Writes the Individualized Education Program for a child, identified by the Eligibility Committee as handicapped. Members are 1. a school division employee, other than the student's teacher, who is qualified to provide or supervise special education; 2. the student's teacher(s) 3. the parent or guardian 4. the student, if appropriate 5. other individuals whom the parents or the school division select. The parent has an equal vote on the team. Intelligence - Capacity of an individual to act rationally, cope, and deal effectively with their world. Abstract reasoning, problem solving ability, ability to acquire knowledge, adaptation to environment, learning and memory skills, mental processing speed, linguistic competence and math ability skills. New research points to many types of intelligence such as athletic or emotional intelligence. IQ tests do not measure all types of intelligence a child may possess. IQ - Intelligence quotient. The ratio between a person's chronological age (measured in years) and mental age (as measured by an intelligence test) multiplied by 100. Several standardized intelligence tests may be used in school testing. These tests also have the capability of looking at particular kinds of intelligence such as decoding. K Kinesthetic Method - A way of teaching words by using the muscles based on the theory of involving musculature and the brain simultaneously in learning. For example, a student might trace the outline of a word with a finger while looking at the word and saying the word or its letters, out loud. L LD - An abbreviation that stands for: Learning disability, learning disabled, learning disabilities. LEA - Your Local Education Agency (a school division). Learning Disabilities (LD) - Problems of the basic physiological and/or psychological processes. These dysfunctions and disorders affect the way a child learns. However, many children with learning disabilities have average or above average intelligence. Learning disabilities may cause difficulties in listening, thinking, talking, reading, writing, spelling, or arithmetic. It is important to know that those included are perceptual handicaps, dyslexia, and developmental aphasia. Excluded are learning difficulties caused by visual, hearing, or motor handicaps, mental retardation, emotional disturbances, or environmental disadvantage. The regulations for Public Law (P. L.) 101-476, the Individuals with Disabilities Education Act (IDEA), defines a learning disability as: "a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language, which may manifest in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations." Licensed Clinical Psychologist - A professional, licensed through your state who, through training and supervised experience at the Ph.D. level works with children, adults as individuals and couples and families. Clinical psychologists utilize assessment, diagnosis, intervention, research, and consultation/program development with their clients for the enhancement of psychological and physical well-being. Clinical psychology is a broad field of practice and research within the discipline of psychology. Clinical psychologists apply psychological principles in assessment, prevention, amelioration, and rehabilitation of psychological distress, disability, dysfunctional behaviour, and health- risk behaviour. Licensed Clinical Social Worker (LCSW) - A professional who is licensed through your state. Using education and experience an LCSW is professionally qualified to provide direct diagnostic, preventive and treatment services where functioning is threatened or affected by social and psychological stress or health impairment. Licensed Professional Counselor (LPC) - A professional who is licensed through your state and trained in counseling and guidance services with emphasis on individual, couples and family or group guidance and counseling. This professional helps individuals to achieve more effective personal, social, educational, and career development, and adjustment to stress, family issues and related situations. Usually this individual has a master's degree in psychology. M Multidisciplinary Team - In education, a group made up of individuals from many aspects of a child's educational life. For example, your child's classroom teacher and several educational specialists who evaluate the child's handicap and along with the parent, prepare an Individualized Education Plan for the child. May or may not include the school principal. Multisensory - Involving most or all of the individual's senses. N Neuropsychologist - A clinical neuropsychologist is a professional within the field of psychology with special expertise in the applied science of brain-behavior relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and/or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders. A clinical neuropsychologist uses psychological, neurological, cognitive, behavioral, and physiological principles, techniques and tests to evaluate patients' neurocognitive, behavioral, and emotional strengths and weaknesses and their relationship to normal and abnormal central nervous system functioning. Some neuropsychologists specialize in child and adolescent assessment and evaluation. P Phonics Approach - Also called Phonemics (phonemes are smaller sounds or parts of sounds). Mastering phonemes usually indicates an ability to master reading. It is also a way of teaching reading and spelling in which emphasis is on decoding the sounds which individual and various combinations of letters make in a word. In decoding a word, the child sounds out individual letters or letter combinations and then blends them to form a word. Processing Disorders - These can include any disorders or dysfunctions in a child's learning skills. One example is Central Auditory Processing Disorder (CAPD) or Auditory Processing Disorder (APD). "Disorder" in central auditory processing disorder (CAPD) means that something is negatively affecting the processing or interpretation of information. Typically, a child can "hear," meaning the ears are performing proficiently. Children with CAPD often are not recognizing fine differences between sounds in words, although the sounds themselves are loud and clear. Speech audiologists and language pathologists and neuropsychologists can identify, although the former are more precise in evaluating the extent of the condition. Psychiatrist - This professional is a licensed medical doctor (M.D.) with additional graduate training specializing in the areas of behavior, emotion, cognition. A psychiatrist is permitted to use medications in treating a problem. A child and adolescent psychiatrist offers families the advantages of a medical education, the medical traditions of professional ethics, and medical responsibility for providing comprehensive care. Psychological Examination - An evaluation by a certified school psychologist or privately engaged clinical psychologist of the intellectual and behavioral characteristics of an individual. See School Psychologist and Neuropsychologist. Public Law (P.L.) 94-142 - The federal Education for All Handicapped Children Act became law in 1975. P. L. 94-142 requires each state to provide free and appropriate public education (FAPE) to all handicapped children from birth through age 21. The law also requires that an Individualized Education Plan be organized, written and carried out for each handicapped child. It stipulates that parents must have access to their child's school records, and are entitled to a due process hearing if they are dissatisfied with their child's educational plan. R Receptive Language (Decoding) - Language received by the individual from the speech or written language of others. The receptive language skills are listening and reading. Rehabilitation Act of 1973 - This important act is the Civil Rights Act for the Handicapped. The act prohibits discrimination because of physical or mental handicap in all programs receiving Federal monies. The section of the act called Section 504 specifies that handicapped people are entitled to: * the same rights and benefits as nonhandicapped applicants and employees * all medical services and medically-related instruction available to the public * participate in vocational rehabilitation, senior citizen activities, day care (for disabled children), or any other social service program receiving federal assistance on an equal basis with nonhandicapped persons * an appropriate elementary and secondary education for physically or mentally handicapped children that is inclusive and does not set the child apart. Research Based Reading - Reading instruction supported by bona fide and published research as to its efficacy, such as the Orton-Gillingham program which teaches, trains, certifies and hold standards for teaching this multisensory reading method, often an effective method for children with learning disabilities, especially dyslexia. Resource Room - An instructional setting usually other than "home room" into which a special education student goes for specified periods of time for agreed upon teachings on a regularly scheduled basis. S School Psychologist - A person who specializes in problems manifested in and associated with educational systems and who uses selected psychological concepts, testing and methods in programs which attempt to identify and improve learning conditions for students. Often school psychologists use a limited number of assessment instruments which are licensed by their districts. Some school psychologists focus on "IQ" oriented tests. Also see neuropsychologist for broader testing capacity. SEA - State Education Agency; your state's Department of Education. Sensorimotor or Sensory-Motor - Relationship between the body's sensations and movement. Sensory Acuity - The ability of a human to respond to sensation at normal levels of intensity. Sequence - The particularity of information in its accustomed order (for example, months of the year, the alphabet, etc.) Sequential Processing - The brain processes information in a logical order (see Sequence) vs simultaneous processing, where the brain looks at an overall pattern or gestalt. Both are cognitive processes and considered part of intelligence. Sight Words - This often refers to words commonly used and easily recognized in the English language. They are also words a child can recognize on sight without aid of phonemics or other word- attack skills. Special Education - This is the name for Instruction specifically designed for handicapped children. T Thinking Skills - Often called cognitive and processing skills. It is the way in which human beings acquire, interpret, organize, store, retrieve, and use knowledge. V Visual Discrimination - The ability to detect similarities and/or differences in materials which are presented visually, for example, the ability to discriminate a "b" from "d", "o" from "c", "q" from "p" or "g", etc. Visual Memory - The ability to hold information presented visually. Retention may be done in short term memory, such as recalling information presented several seconds before, or it may be held in long- term memory, such as recalling information presented longer than a minute ago. Another form of holding is in sequential memory, such as bringing to mind a array of information in proper order. Visual Motor - Ability to translate information one sees into a motor response. Visual Perception - Ability to correctly see and have the body's systems interpret what is seen. For example, a child sees a square and identifies it as a square W Word Attack Skills - An individual's ability to analyze unfamiliar words visually and phonetically. ******************************************************************************************************** Resources ( State of Oregon, Non-profit Groups and more) IMPORTANT DISCLAIMER: These links lead to information outside counselingneportland.com. We believe they may be of value to some people, but we do not assess or warrant the accuracy of the information found on the pages. We urge you to use good judgement regarding any comments or recommendations you find on these pages. Brain Injury Association of Oregon 1118 Lancaster Drive NE, PMB-345 Salem, OR 97301 (503) 585-0855; (800) 544-5243 (in OR) E-mail: biaor@open.org Web: www.open.org/biaor Carol Walnum, MA, MBA Counseling Services of NE Portland (503) 287-1526 E-mail: carolwalnum@hevanet.com Web: www.counselingneportland.com Advocacy, Assessment Referral, Intervention, IEP Development for children and parents needing support. Strengths include helping children receive proper assessment, creating options for them within the school systems, and implementing an appropriate education plan well. Call, email or click on web link for more information. Center on Human Development University of Oregon 901 E. 18th Avenue Eugene, OR 97403 (541) 346-3591 Web: darkwing.uoregon.edu/~uap/ Child Development & Rehab. Center Oregon Health Sciences University P.O. Box 574 Portland, OR 97207-0574 (503) 494-8362 E-mail: sellsc@OHSU.edu Web: www.ohsu.edu/cdrc Client Assistance Program (CAP) Oregon Advocacy Center 620 SW 5th Ave, Fifth Floor Portland, OR 97204-1428 (503) 243-2081 or (800) 452-1694 (Voice); (503) 323-9161 or (800) 556-5351 (TTY) E-mail: welcome@oradvocacy.org The Client Assistance Program (CAP) is a federally mandated program funded by the Rehabilitation Services Administration ("RSA") of the U.S. Dept. of Education. CAP provides free advocacy and legal assistance to applicants and clients of programs that receive federal money through RSA. Examples of these programs are the state vocational rehabilitation agency, independent living centers, and one-stop programs. Deaf and Hearing Impaired Access Program Oregon Disabilities Commission 1257 Ferry Street, SE Salem, OR 97310 (503) 378-3142 (V/TTY); (800) 358-3117 (V/TTY, in OR); (800) 521-9615 (V/TTY, in OR) E-mail: tj.x.davis@state.or.us Early Intervention/Early Childhood Special Education Dept. Department of Education 255 Capitol Street N.E. Salem, OR 97310-0203 (503) 378-3600, ext. 2331 Web: http://www.ode.state.or.us/ Note: The Department of Education for the State of Oregon has a hotline that can be accessed via their website. Their staff is helpful and knowledgeable. Often this is can be a good place to start. Eastern Oregon Regional Crisis/Diversion Program 17 SW Frazer, Ste 301 Pendleton, OR 97801 Telephone: 541-278-8668 E-mail: susan_l._purcell@class.oregonvos.net Web: http://www.eoddr.com A website about resources in Eastern Oregon for people with developmental disabilities and their families and friends and the people who support them Easter Seals Oregon 5757 S.W. Macadam Avenue Portland, OR 97201 (503) 228-5108 (V/TTY) E-mail: bhamilton@oregonseals.org Web: http://www.oregonseals.org/ Epilepsy Foundation of OR 619 S.W. 11th Street, Suite 225 Portland, OR 97205-2646 (503) 228-7651; (888) 828-7651 E-mail: mail@epilepsyoregon.org Web: http://www.epilepsyoregon.org/ Governor 254 State Capitol Salem, OR 97310 (503) 378-3111; (503) 378-4582 (24 hours); (503) 378-4859 (TTY) E-mail via contact page on the web: http://governor.oregon.gov/contact.htm Web: http://governor.oregon.gov/index.htm Hearing & Speech Institute Donald S. Rushmer, Ph.D, Director 1675 SW Marlow Ave, Suite 200 Portland, OR 97225-5104 (503) 228-6479; Fax: (503) 228-4248 E-mail: info@hearingandspeech.org Web: www.hearingandspeech.org We provide therapy for children with hearing loss, speech-language disorders, reading and literacy, and relatedness challenges such as autism spectrum disorders. Learning Disabilities Association of Oregon P.O. Box 1221 Portland, OR 97207 (503) 641-3768 Mental Health Association of Oregon 620 S.W. 5th Avenue, 5th Floor Portland, OR 97204 (503) 243-2081; (800) 452-1694 E-mail: mhaoregon@aol.com E-mail: mhaoregon@oradvocacy.org Mental Health and DD Services Division P.O. Box 14250 Salem, OR 97309-0740 (503) 945-9739 NAMI-Oregon 2620 Greenway Drive, N.E. Salem, OR 97302 (503) 945-9499; (503) 945-9774 (503) 370-7774; (800) 343-6264 E-mail: namior@aol.com Northwest ADA and IT Center Oregon Health Sciences University PO Box 574 Portland, Or 97207-0574 (503) 494-4001 (V); (800) 949-4232 (V/TTY) E-mail: nwada@ohsu.edu Web: http://www.nwada.org Northwest Down Syndrome Association Howard Roll P.O. Box 9127 Portland, OR 97207 (503) 977-3449 E-mail: hnroll@comcast.net Web: www.portlandbuddywalk.org Parents and professionals supporting individuals with Down syndrome and their families. Office of Professional Technical Education OR Department of Education 255 Capitol Street, N.E. Salem, OR 97310-0203 (503) 378-3600, ext. 2217 E-mail: holly.miles@state.or.us Office of Special Education Department of Education 255 Capitol Street NE Salem, OR 97310-0203 (503) 378-3600, ext 2329; (503) 378-2892 (TTY) E-mail: steve.johnson@state.or.us Web: www.ode.state.or.us/sped/index.htm Oregon Advocacy Center 620 SW 5th Avenue, Fifth Floor Portland, OR 97204-1428 (503) 243-2081; (503) 323-9161 (TTY) E-mail: oradvocacy@aol.com Oregon Clarion/Community Partnerships Project Michael T. Bailey 4265 NE Halsey, Suite 817 Portland, OR. 97213 E-mail: mtbclation@attbi.com The Community Partnerships Project (funded by the Oregon Council on Developmental Disabilities) provides a statewide network of advocates interested in issues important to people with developmental disabilities. Trainings in public policy advocacy are available. The Oregon Clarion is a free quarterly newspaper with a state wide circulation. Oregon Commission for the Blind 535 SE 12th Avenue Portland, OR 97214 (503) 731-3221; (800) 202-5463 E-mail: charles.young@state.or.us Web: http://www.cfb.state.or.us/ Oregon Department of Education 255 Capitol St NE Salem, OR 97310-0203 Phone: (503) 378-3569 TDD: (503) 378-2892 Fax: (503) 373-7968 http://www.ode.state.or.us/ Oregon Department of Education Office of Special Education (503) 378-3598 V; (503) 378-2892 TDD Fax: (503) 373-7968 http://www.ode.state.or.us/sped/index.htm Oregon Developmental Disabilities Council 540 24th Place, NE Salem, OR 97301-4517 (503) 945-9941; (800) 292-4154 (in OR) E-mail: ODDC@aol.com Web: http://www.oddc.org/ Oregon Disabilities Commission 1257 Ferry Street SE Salem, OR 97310 (503) 378-3142 (V/TTY); (800) 358-3117 Oregon Institute on Disability and Development OR Health Sciences University P.O. Box 574 Portland, OR 97207-0574 (503) 494-8364 E-mail: oidd@ohsu.edu Web: www.ohsu.edu/cdrc/oidd Oregon PTA 531 SE 14th Avenue, Room 205 Portland, OR 97214-2427 (503) 234-3928 E-mail: or_office@pta.org E-mail: or_pres@pta.org Oregon School for the Deaf Janet Johanson, Outreach Coordinator 999 Locust St. NE Salem, OR 97303 (503) 378-3825 TTY/V; Fax: (503) 373-7879 E-mail: outreach@osd.k12.or.us Web: www.osd.k12.or.us The Oregon School for the Deaf provides comprehensive, specialized, educational services for children who are Deaf or Hard of Hearing in a setting that is communication-accessible through the use of American Sign Language by all staff. Oregon Speech and Hearing Association P.O. Box 523 Salem, OR 97308 (503) 370-7019 Web: www.healthcaresource.com/osha Oregon Technology Access for Life Needs Project Access Technologies Inc. 3070 Lancaster Drive NE Salem, OR 97305-1396 Phone: (800) 677-7512 (V/TTY, In-State); (503) 361-1201 (V/TDD) Fax: (503) 370-4530 E-mail: ati@oregonvos.net Web: http://www.taln.org/ Protection and Advocacy Agency Oregon Advocacy Center 620 SW 5th Avenue, Fifth Floor Portland, OR 97204-1428 (503) 243-2081; (503) 323-9161 (TTY) E-mail: oradvocacy@aol.com Scottish Rite Centers * H. J. Casey Scottish Rite Clinic for Childhood Language Disorders 1507 SW Morrison Street, Suite A Portland, OR 97205-1814 (503) 226-1048 Fax: (503) 226-1049 E-mail: talkdoc@teleport.com * McCarty Scottish Rite Clinic for Childhood Language Disorders Scottish Rite Center 620 Walnut Avenue Klamath Falls, OR 97601-6141 (541) 883-7095 E-mail: srckf@kfalls.net * Rogue Valley Scottish Rite Clinic for Childhood Language Disorders Inquiries: Scottish Rite Center 955 N. Phoenix Road Medford, OR 97504 (541) 826-3637 E-mail: medvally@juno.com * Scottish Rite Clinic for Childhood Language Disorders 700-B NW Hill Street Bend, OR 97701-2923 (541) 389-8201 E-mail: srcbend@transport.com * Scottish Rite Clinic for Childhood Language Disorders Masonic Building 920 SE Cass Street, Suite 208 Roseburg, OR 97470-4910 (541) 440-3040 E-mail: srcrsbg@sorcom.com * Scottish Rite Clinic for Childhood Language Disorders (LaGrande, OR 97850) Inquiries: P.O. Box 601 Union, OR 97883-0601 (541) 562-5550 E-mail: dpatters@oregon.net State Services for Autism Department of Education 255 Capitol Street, NE Salem, OR 97310-0203 (503) 378-3600, ext. 2336 E-mail: marilyn.gense@state.or.us Web: http://www.ode.state.or.us/ The Arc of Oregon 1745 State Street Salem, OR 97301 (503) 581-2726; (877) 581-2726 (toll-free) E-mail: arcofor@callatg.com Web: www.open.org/arcoforg The Oregon Brain Injury Resource Network 345 N. Monmouth Avenue Monmouth, OR 97361 (503) 585-0855; (800) 544-5243 E-mail: tbi@wou.edu Web: www.tr.wou.edu/tbi United Cerebral Palsy of OR & Southwest Washington 7830 SE Foster Road Portland, OR 97206 (503) 777-4167 E-mail: bthoune@ucpaorwa.org Vocational Rehabilitation Division, Dept. of Human Services 500 Summer Street, NE-E87 Salem, OR 97301 (503) 945-5880 E-mail: sally.s.zuelke@state.or.us American Academy of Pediatrics policy statement on the Treatment of the School-Aged Child With AD/HD:
Websites Schwab Learning provides free information, resources, publications and support to parents of children who struggle with learning and to kids themselves through two websites and Outreach and Community Services. Schwab Learning is an operating program of the Charles and Helen Schwab Foundation, a private, nonprofit foundation that funds programs in learning disabilities and human services. Access their webpage for parents at http://www.schwablearning.org and their webpage especially for kids ages 8 to 12 with learning disabilities at http://www.schwablearning.org/SparkTop/ Pam and Pete Wright provide help with the school process, from elementary through college. Many helpful publications and trainings. This and the Schwab site are important to parents and guardians seeking help for their children with learning and other challenge. http://wrightslaw.com |
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| Telephone: 503-28-1526 Portland, Oregon |
