Special Needs in Munchkin Land

Free Apps

2010-04-12T09:45:00.000-07:00

Here you go folks, if no one has heard yet, right now, in appreciation of Autism Awareness Month, all of the apps for the iphone/ipod at http://kindergarten.com/ are free. Many
on categories and receptive language. A nice one on emotions and
others on problem solving. Check them out and enjoy!

Sorry, I still have no idea how to get a link in the post.

there is also a good article from WrightsLaw.

http://www.fetaweb.com/success/advo.parent.askqs.htm

Seclusion and restraints bill

2010-03-15T07:43:00.000-07:00

So, what do you think of this.

Seclusion & Restraints Bill Passes House of Representatives

The seclusion and restraints bill, HR 4247, now known as the Keeping All Students Safe Act, passed the U. S. House of representatives by a vote of 262 - 153. Here is an account by the Policy Insider blog of the Council for Exceptional Children.

The bill now moves to the senate where it is sponsored by Senator Dodd and is called S.2860. The bill would make seclusion and restraints a last resort and would require training on the techniques and parental notification. There is also a competitive grant program established to encourage school-wide positive behavior supports. Here is a summary of the bill. Here is Sen. Dodd's description. This site has the full text of the bill.

Call or write your U.S. senators and tell them what you think of this bill. This official contact tool
of the U. S. senate may be useful in that regard.

Related articles by Zemanta

§ Disability Coalition applauds passage of Preventing Harmful Restraint and Seclusion Legislation (leftbrainrightbrain .co.uk )

§ House Republicans Support Restraint and Seclusion For Children (dailykos.com)

http://specialeducationlawblog.blogspot.com/

diary of a wimpy kid

2010-03-12T12:54:00.000-08:00

Upcoming Sensory-Friendly Films

Don't miss the next Sensory-Friendly Film, "Diary of a Wimpy Kid," on March 20 at 10 a.m. @ AMC Framingham 15, 22 Flutie Pass, Framingham, MA 01701

AMC Entertainment (AMC) and the Autism Society have teamed up to bring families affected by autism and other disabilities a special opportunity to enjoy their favorite films in a safe and accepting environment on a monthly basis with the "Sensory Friendly Films" program.

In order to provide a more accepting and comfortable setting for this unique audience, the movie auditoriums will have their lights brought up and the sound turned down, families will be able to bring in their own gluten-free, casein-free snacks, and no previews or advertisements will be shown before the movie. Additionally, audience members are welcome to get up and dance, walk, shout or sing - in other words, AMC’s “Silence is Golden®” policy will not be enforced unless the safety of the audience is questioned.

Tickets are $4-6 depending on location and can be purchased on the day of the event.

anyone going? I think I am going to bring the kids. the books were pretty good, I didnt even know they made a movie.

2010-03-12T12:17:00.000-08:00

"Bounce for Autism" this April
Thursday, March 11, 2010
By: Carin Yavorcik

Nationwide event to raise awareness, support families affected by autism

The Autism Society and Pump It Up, the nation's largest and fastest-growing franchise of giant indoor inflatable playgrounds for private parties, are teaming up for a third year to host "Bounce for Autism" this April in 144 locations nationwide. Find a location near you.

This community-based fundraising event combines family fun with raising awareness and support for autism in locations that welcome children on the autism spectrum. Autism now affects one in every 110 children in America, and the Autism Society and Pump It Up hope to energize families affected by autism and their friends to raise funds for and awareness of autism today.

The sensory environment at Pump it Up encourages people with autism of all ages to run, jump, laugh and play in an environment where they feel comfortable and accepted. Participants form a Bounce Team and ask friends, family, community members and anyone else to support the cause by giving a donation to sponsor them. This event promotes physical fitness and helps families affected by autism, while having fun at the same time.

Everyone is encouraged to get their teams together and bounce today. There are three ways to support the Bounce. Twenty-two sites have home pages for online fundraising with the local Autism Society chapter – visit www.bounceforautism.org to find one near you. You can also use this site start a virtual team: everyone can virtually register to have a nationwide team of fundraisers. Finally, you can stop by one of the other 122 sites on the day of their Bounce open House. Visit http://www.bounceforautism.org/ for more information, forms, and details. For questions email info@bounceforautism.org.

PPP

2010-03-11T08:21:00.000-08:00

So what ever happened to pay per post? I really have been out of blog world for a while, I couldn't even log on. It seems there format changed.

Anyone know?

Morgans Wonderland

2010-03-11T05:56:00.000-08:00

I found this interesting. I don't much about it yet, but our biggest issue believe it or not has been the lines.

I know in disney world, they allowed us to cut the line with our special needs pass. That made all the difference.

But this seems to be an interesting concept.

Morgan's Wonderland is the world's First Ultra Accessible Family Fun Park. This 25-acre park is an oasis of fun dedicated to special needs individuals, their families, caregivers & friends.

article from ABC News with video:
American Heart: Creating a Theme Park for Those With Special Needs

A Father Creates Morgan's Wonderland, Where His Own Special Needs Daughter and Others Can Play

March 9, 2010
http://abcnews. go.com/WN/ american- heart-father- creates-morgans- wonderland- theme-park/ story?id= 10052908

http://www.morganswonderland.com/

Obama and a million dollars for autism

2009-10-01T04:54:00.000-07:00

Obama Announces Nearly $100 Million For Autism Research
By Michelle Diament
September 30, 2009

The National Institutes of Health is awarding nearly $100 million in grants — the most ever — to research the causes of autism and look for treatments.

The funding is part of $5 billion that’s being awarded by the NIH to study autism, cancer and heart disease, among other conditions. The grants represent half of the NIH funding allotment from the federal economic stimulus package enacted earlier this year.

Collectively, the grants are “the single largest boost to biomedical research in history,” President Barack Obama said at the NIH Wednesday.

The grants also represent the largest single amount of money allotted for autism research.

The funding for autism research will go toward studying the DNA of people with autism and their parents and establishing better diagnostic screening tools. Researchers will also look at prenatal and early life risk factors for autism, test early interventions and adapt treatments known to work with young children so that they can be effective with older kids and adults.

“What we learn will hopefully lead to greater understanding, early interventions, more effective treatments and therapies to help these children live their lives and achieve their fullest potential, which is extraordinary,” Obama said.

good news

2009-10-01T04:44:00.000-07:00

I came across this article by Michelle Diament, and it sounds good. Not sure what its going to cost, but hey, it does sound promising.

Autism Insurance, Independent Living Get Boost In Senate
By Michelle Diament
September 28, 2009

The health care bill emerging from a key Senate committee now includes expanded independent living options and autism insurance coverage, both of which are good news for people with disabilities, advocates say.

The Senate finance committee agreed last week to include an amendment mandating insurance coverage for behavior treatments used with those who have autism. Similar legislation has passed in many states, but advocates say a federal mandate is key.

“It is now highly likely that any health care reform bill which ultimately reaches the president’s desk will end autism insurance discrimination by including the requirement that all health insurance policies cover behavioral health treatments,” said Elizabeth Emken, vice president of government relations at Autism Speaks, which advocated for the measure.

The finance committee also opted to include the Community Choice First Option, which would offer states the ability to obtain increased federal matching funds to support individuals with disabilities who live in the community. In return, participating states would eliminate caps on the number of individuals who can live in the community.

This option has its roots in the Community Choice Act, a bill proposed in Congress, which would create a mandate for states rather than allow them an option. Advocates initially wanted a mandate to be included within the health care reform bill, but say having the option included is a step in the right direction while they continue to push for passage of the Community Choice Act.

“I haven’t talked to a single person in Congress who’s been opposed to the concept,” says Kelly Buckland, executive director of the National Council on Independent Living, who’s been influential in lobbying for the Community Choice Act. “The only concerns about it have been the cost.”

A final health care reform bill must be passed by the full House and Senate and signed by the president for it to become law.

Sexuality Workshop for Teens

2009-09-25T11:56:00.000-07:00

just an FYI for people in MA.

Wednesday, September 30, 2009
6:00 - 7:30 pm
North Shore Arc, Danvers

The Spotlight Program is pleased to invite you to our upcoming workshop on teen sexuality presented by Sally Fogel, M.Ed. This session will address many areas of concern for parents of young adults with autism such as: sexuality as part of life, sexual orientation, sexual behavior, and safety and consent. This workshop is intended for parents only.

Sally Fogel is an AASECT (American Association of Sexuality Educators, Counselors and Therapists) Certified Sexuality Educator, and has been working in this field for 25 years. This is Sally's 20th year of teaching Human Sexuality at Wheelock College in Boston. Previously, Sally taught at Boston University School of Social Work and Boston College. She provides training on sexuality for human service agencies and businesses across the country. Sally has a private practice in sexuality counseling for individuals, couples and groups.

Registration for the Sexuality for Parents of Teens workshop is $15. Contact Rebecca Girard at rgirard@nsarc. org or 978.624.2314 to register.
Upcoming Workshops for Teens & Parents

Wednesday, October 7th, 6:00 - 7:30 pm
Transition Workshop for Teens and Parents of Teens/Young Adults presented by Karla Murphy and Nancy Hofferty

Wednesday, October 21st, 6:00 - 7:30 pm
Panel of Independent Living Programs and Opportunities

Wednesday, November 4th, 6:00 - 7:30 pm
Panel Discussion with Young Adults with Asperger's Syndrome

All workshops are held at The North Shore Arc, 6 Southside Road, Danvers, MA
Teens in Transition

Amantadine Hydrochloride

2009-09-24T08:39:00.000-07:00

found this aritcle and thought it was interesting so I thought I'd share it with you'all.

Double-Blind, Placebo-Controlled Study of Amantadine Hydrochloride in the Treatment of Children with Autistic Disorder

Authors:
King, B.; Wright, D.; Handen, B.; Sickich, L.
Source:
Journal of the American Academy of Child and Adolescent Psychiatry, Volume 40, Issue 6, p.658-664 (2001)

Scientific Abstract
Layperson Summary:

Amantadine may improve behaviors in some children with autism.

This article reported results of a double-blind, placebo-controlled study of amantadine (drug that acts on the brain). There were 39 children (5-19 years old) in the study. Children received either amantadine (2.5 mg/kg for one week, and then 5.0 mg/kg for 3 weeks) or placebo (sugar pill). The researchers measured the children's behaviors using one standard test and the parents measured behaviors using a different standard test. The researchers found that treatment with amantadine decreased hyperactivity and inappropriate speech. The parents in both the placebo group and the amantadine group found improvements in behaviors. It was about the same degree of improvements in both groups. In other words, there was a noticeable "placebo effect" because parents reported improvements for 37% of children on placebo. In comparison, parents reported improvements for 47% of the children taking amantadine. The difference between the two groups with parent-measured tests was not large enough to be important. The authors talked about placebo effects reported in other studies of drug therapy for autism.

Sensory Friendly Films

2009-09-20T09:16:00.000-07:00

September 26, 2009
10 a.m. local time

AMC Entertainment (AMC) and the Autism Society have teamed up to
bring families affected by autism and other disabilities a special
opportunity to enjoy their favorite films in a safe and accepting
environment on a monthly basis with the "Sensory Friendly Films" program.

In order to provide a more accepting and comfortable setting for this unique
audience, the movie auditoriums will have their lights brought up and the
sound turned down, families will be able to bring in their own gluten-free,
casein-free snacks, and no previews or advertisements will be shown before
the movie. Additionally, audience members are welcome to get up and dance,
walk, shout or sing - in other words, AMC's "Silence is GoldenR" policy will
not be enforced unless the safety of the audience is questioned.

Tickets are $4-6 depending on location and can be purchased on the day of
the event.

AMC Framingham 15
22 Flutie Pass, Framingham, MA

2009-09-20T08:55:00.000-07:00

In IEPs Inside Out, a top administrator at one of the nation’s largest special education programs gives you a candid look at the process from the school district point of view.

http://www.disabili tyscoop.com/ 2009/06/09/ ieps-inside- out/3584/

behavior plans

2009-09-20T08:53:00.000-07:00

A good Behavior Intervention Plan (BIP) can make a big difference in how a student with special needs acts and reacts in a school setting. However, getting the appropriate school personnel to do the necessary behavior analysis and put a plan together can be a frustratingly lengthy process. You may want to try proposing a behavior plan of your own -- particularly if you have a good relationship with your child study team, and your child's teachers are as frustrated by the delays as you are. At the very least, seeing behavior plans that others have put together can help you be an active participant in the planning process. Here are some examples of successful behavior plans -- and blank forms that some school districts use to make them:
http://specialchild ren.about. com/od/specialed ucation/qt/ behaviorplan. htm

The apple project

2009-09-13T09:21:00.000-07:00

I hope you will read this short, but powerful article at
http://fcsn. org/appleleaders /apple_brief09. pdf
about how to evolve a strong Special Ed Parent Advisory
Council. And I also hope it will inspire you volunteer
your time to F-SEPAC so that we may continue to build
an effective PAC.

The gift of Dyslexia

2009-09-07T09:11:00.000-07:00

New England Dyslexia Solutions is thrilled to be hosting Ronald D. Davis,
best-selling author of The Gift of Dyslexia and internationally renowned
Dyslexia expert, for an informative lecture on September 19 from 1:30 - 3:30 pm at the Amesbury Middle School. After the lecture, join us for light
refreshments and meet Ron Davis personally during the book signing!

In addition, we are pleased to announce that Dr. Nadine Gaab and Boston's
cutting edge Dyslexia Researchers from Boston Children's Hospital, Harvard
Medical, and MIT will also be available to meet after the lecture! Stop by
to learn about on-going research studies and speak with them about the
latest discoveries in neuroscience!

The last day to pre-register is Friday, September 18th - save your seat
today! For more information or to register, visit:
http://www.rondavis lectures. com/Sept09/ ma.html. Certificates of attendance
are available upon request.

If you know of anyone who might be interested in attending, please feel free
to pass this invitation along!

Looking forward to seeing you there! www.ne-dyslexia. com

How Much Longer?

2009-09-02T09:07:00.000-07:00

National Autism Association Asks: How Much Longer?

09-09-09
HOW MUCH LONGER?
In order to hear their voices, we must first raise ours.

Dear friends,

The National Autism Association is gearing up for a mass faxing/mailing/ calling campaign that will cover community-wide autism issues on Wednesday, September 9, 2009 (09.09.09).

Will you join us for a LOUD day of promoting change? With autism now affecting 1 in 100 children, it’s time to set aside polite requests and boldly ask our legislators, federal agencies, the media and the entire nation HOW MUCH LONGER?

Visit NAA How Much Longer for information and samples of the messages we will ask you to forward on 09-09-09 via an easy online advocacy system - The NAA Action Center - which will automatically send your messages to your legislators, federal health officials and the media.

Click HERE to create your personalized advocacy account in preparation for 09-09-09! All campaign details and instructions will be sent via email through this system.

2009-09-01T09:05:00.000-07:00

September 13, 2009
Pleasure Point, Holliston

Holliston’s Walk for Autism is a one-mile walk through scenic Mudville benefiting the Autism Alliance of Metrowest. Its mission is to bring local families affected by autism together, walking step by step to find the missing pieces.

Register Today!
http://www.hollisto nautismwalk. com/Registration .html

T-shirts available to pre-registered walkers who sign up before September 3, 2009. A limited supply will be available to those who register on walk day.

tips for school shopping

2009-08-25T09:03:00.000-07:00

Back to school shopping can be hectic, with so much on the list, including clothes, shoes, school supplies, and more. Here are a few tips to keep in mind when shopping for and/or with your child with special needs.

1. Shop with these two criteria in mind: COMFORT and INDEPENDENCE.

2. Clothes: Is the fabric soft, with some "give" to it? Would your child's mornings be made easier with seamless socks? If your child is sensitive to color, can you find clothing in softer or more muted colors - not too bright? If fine motor tasks are difficult for your child, what fasteners is he or she capable of handling him/herself? You might look for clothing with elastic or velcro instead of buttons, zippers, and snaps.

3. Shoes: Have your child practice putting the shoes on and taking them off while you're in the shoe store. If your child is easily frustrated by the task of tying and/or untying shoes, look for slip-ons or velcro. Also, put your hand inside each shoe to feel for seams or stray threads/bits of glue that may cause discomfort or irritation. Does your child wear an unusual size, or need shoes that can accomodate a brace or support? Be sure to allow plenty of lead time for special orders.

4. School supplies: Pencils, crayons, and markers come in an amazing variety of shapes and sizes. Be sure to choose the ones that your child can hold and use the most comfortably. Does your child need a calculator with big buttons and a large display? A 3-ring binder that's designed to be easier to open and close? Spending a few extra dollars now will save frustration throughout the school year.

5. Lunchbox and backpack: Be sure your child can easily open and close ALL zippers, velcro closures, pockets, etc. before buying! Also make sure that both lunchbox and backpack are large enough for your child to fit everything into it without a struggle.

6. Allow enough time! Back to school shopping's no fun when you're in a hurry. Plan ahead to take even more time than you think you'll need. If your child will be shopping with you, be sure to bring some things to do in case you have to wait in a long checkout line!

Happy shopping!

2009-08-24T09:00:00.000-07:00

Proud Member of the Autism Collaboration

This is an open letter to my friends and colleagues of the autism community. I have always believed our best chance for justice regarding vaccines lay, both literally and figuratively, in the courts. Our day in court may be drawing near. Mary Holland, Bob Krakow, Barbara Loe Fischer, and others have prepared a draft amicus brief to submit to the U.S. Supreme Court asking them to hear the case of Bruesewitz v. Wyeth and decide that the Third Circuit Court of Appeals, which heard the case, wrongly interpreted the National Childhood Vaccine Injury Act.

I know how busy you are and how many requests you receive. I do not ask lightly to take the time to review the material and if you are in agreement to email the address below. Thank you.

Ed Arranga
AutismOne

Executive Summary
A U.S. court of appeals in Bruesewitz v. Wyeth recently decided that a vaccine-injured child has no right to sue a vaccine manufacturer in civil court for a vaccine that was defective and could have been made safer. The Third Circuit interpreted the 1986 National Childhood Vaccine Injury Act as an "exclusive remedy" under the federal Vaccine Injury Compensation Program (VICP) and made “vaccine court” a child’s ONLY option for compensation. That is not what the 1986 law says and it’s not what Congress intended. Congress created the VICP as an alternative to a lawsuit, not an exclusive remedy.

Because state laws compel vaccination, it is essential that industry and government have real incentives to produce the safest vaccines possible. To achieve such incentives, Congress drafted a law to ensure that the vaccine injured have access to civil court in cases of design defect, criminal fraud, gross negligence and when vaccine court offers too little compensation or none at all. In the Bruesewitz case, after many years, vaccine court offerred Hannah Bruesewitz no compensation for her disability and seizure disorder that developed shortly after her third DPT shot. And the Third Circuit has denied her right the to pursue her claim in court, even though the 1986 statute gives her that right.

We are asking the U.S. Supreme Court to reverse the appellate court’s flawed decision and to uphold the lawful rights of vaccine-injured children. Under the 1986 law, an injured child has the right to his or her day in court so that a jury can decide, based on the evidence, whether a manufacturer’ s vaccine design caused the child’s injury.

Sign On
We are seeking additional organizations – autism-related and not – to sign this “friend of the court” petition. If you or your organization wish to sign on then write to Bruesewitz case with your name, address and phone number by FRIDAY, SEPTEMBER 4 at 12:00 noon. You will receive a confirmation. Our deadline for signatures is Thursday, September 3, 2009 at 12:00 noon. This information is included on the amicus brief as well.

Mary Holland, Esq. is a founding member of the Elizabeth Birt Center for Autism Law & Advocacy and is the Director of the Graduate Legal Skills Program at New York University School of Law. Educated at Harvard and Columbia Universities, Mary has been an advocate in the public and private sectors. Prior to joining NYU, she worked for six years at major U.S. law firms, with three years based in Moscow, Russia. Before that, she directed the European Program of the Lawyers Committee for Human Rights (now Human Rights First). After graduating law school, she clerked for a federal district court judge in New York City. She researches and writes on legal issues related to autism and vaccines and consults to the Aspen Institute Justice and Society Program.

Click for Amicus Brief to US Supreme Court
Click for Bruesewitz Petition to the US Supreme Court

I survived

2009-07-17T04:31:00.001-07:00

Big munchkin seems to be doing so much better these past few days. Not sure why to be honest. Probably because Mitch is home, he is the stern one of the family and I'm just a softy.

We had our first meeting with his camp, soon to be new school. We are so pleased with them. We will be having family meetings weekly, which I am really excited about it. The clinical director has actually taken on our case herself. YEAAAA!!!!!

She has been laughing at my warped sense of humor, so shes OK in my book. (I'm not that PC, political correct.)

Little munchkin is hating camp. He says its boring. For him, if he is not out doing unstructured play, then its boring. He would be happiest being left alone with a friend, to create, build, and just do what he likes to do.

but what are you gonna do.

well, time to get the munchkins up and get ready for camp. One of the joys of parenting, waking up those little munchkins...NOT!!!!!!!!!!!

Im losing it

2009-07-12T18:15:00.000-07:00

my partner is away on business and I'm here alone with the munchkins. Big munchkin is pushing my buttons big time.

Besides all his issues, he is after all, 13. He seems to not want to do anything I ask him to do.

He stinks tonight and he needs to shower, but he was determined to get his stuff animal off the roof. Apparently its his favorite (the damn thing has been up there for about 2 months now)

He gets zeroed in on an idea, and nothing can prevent him for carrying out the task.

Out comes the picnic table, oh not the wooden kind, the glass kind, as he attempts to stand on it to try to get on the roof.

I react to this.

then he gets an old tire, a plastic bin, for lawn chairs to make a 'tower' to get it.

SO, what do I do? do i drag this kid in kicking and screaming with a possible call to the police because he is just so out of control, or do i just let him try?

You know what, i decided to let him do whatever he wants to do. Natural consequences.

I know some parents out there are probably horrified reading this, but as the old saying goes 'not until you walk in my shoes'.

As much as I love my munchkin, there are days that I just don't like him very much.

He has now resorted to cursing at me, refusing to do whatever I ask, and continues to tell me how horrible I am. He has gotten to attacking little munchkin again, which really he can go a little too far with that.

To be honest, we had the police here two weeks ago, he was that 'out of control'

My heart breaks because I feel so helpless, plus I'm not sure how long he can hang on till he ends up in residential again.

He is in the house now, watching cartoons. He never did get the stuffed animal off the roof and didn't break his legs either. I'm not even going to push the shower thing tonight, he will swim in a chlorine pool tomorrow.

Your not going to believe this, he just came over to me and gave me a hug and said he was sorry for being so mean.

Sorry if this post seems so disturbing. I am just in a real depressed mood tonight. Cant wait till Mitch come home. Its bed time in a few minutes and I am in no mood for the fight.

well, wish me luck...here goes nothing.

BED TIME....LETS GO GUYS...

camp is in full swing

2009-07-11T17:17:00.000-07:00

well, the good news is, the boys are finally all set for school next year. But I still worry about big munchkin.

He is currently in the camp that his new school runs. He has already been called retard. I realize there is no escaping this, I also realize kids are cruel no mattter what.

But it really just kills me. It breaks my heart. I feel so horrible sending him out in public knowing how cruel the 'public' is. I cant protect him for ever, but at the same time, I feel there has to be something I can do.

the school really is a good school and they dont allow that kind of talk and they did hear it and removed the boy from the group. I guess thats really all they can do.

I looked at my partner last night and said "he really did have a rotten childhood. He cant look back and remember all the crazy and fun things he did as a child."

I know my 'oldest' friend Kathleen comes on my blog now and then and brings back a funny memory for when we were kids. I laugh when I read them and think about all the other crazy things we did.

I dont know if big munchkin will ever have that. LIttle munchkin clearly will have some good memories in spite of the horrible beginnings of his life.

But I don't know about my big munchkin.

As I am typing this, he is drawing at the kitchen table. He finished a drawing and just came to me and said "here, I made this for you"

I praised him then he went back to the table to draw some more.

He just slammed his fists down on the table and crumbled the paper and let out a loud grown. I learned not to respond this. I use to offer help but he would get even madder, so I just let it be.

He gets frustrated over the smallest things.

Anyway, on we go.

Oh, Mitch turned to me last night and said, "well, at least its better then what it could have been"

the 10 commandments

2009-06-19T14:08:00.000-07:00

I was emailed this and I thought I'd share it on my blog.

The Ten Commandments for Parents
of Children with Disabilities

1. Take one day at a time, and take that day positively. You don't have control over the future, but you do have control over today.

2. Never underestimate your child's potential. Allow him, encourage him, expect him to develop to the best of his abilities.

3. Find and allow positive mentors: parents and professionals who can share with you their experience, advice, and support.

4. Provide and be involved with the most appropriate educational and learning environments for your child from infancy on.

5. Keep in mind the feelings and needs of your spouse and your other children. Remind them that this child does not get more of your love just because he gets more of your time.

6. Answer only to your conscience: then you'll be able to answer to your child. You need not justify your actions to your friends or the public.

7. Be honest with your feelings. You can't be a super-parent 24 hours a day. Allow yourself jealousy, anger, pity, frustration, and depression in small amounts whenever necessary.

8. Be kind to yourself. Don't focus continually on what needs to be done. Remember to look at what you have accomplished.

9. Stop and smell the roses. Take advantage of the fact that you have gained a special appreciation for the little miracles in life that others take for granted.

10. Keep and use a sense of humor. Cracking up with laughter can keep you from cracking up from stress.

Author Unknown

a new reward

2009-06-18T05:02:00.000-07:00

Hi folks,

My blog buddy lola from lolas diner, http://lolasdiner.blogspot.com/ has presented me with the golden heart award. Lola has a daughter with bi-polar and as a parent with a child with special needs, she understands how diffilcult it can get. Please check out Lola's blog, its a great blog with alot of things to read about. there is always something new to read at lolas diner.

I am awarding this Golden Heart Award to the following people:

1. Dawna at http://mysteriesandmiracles.blogspot.com/ who is raising 5 yr old T-Allen. T-Allen has aspergers.

2. Harold at http://autisminnb.blogspot.com/ is a father who is raising his son conor who has autism. If you havn't read this blog, you have no idea of the information you are missing. When I stumbled on this blog, I read his pledge to his son. since then, I visit his blog daily. He wasn't kidding when he made his pledge. His son Conor is an amazing kid. Again, if you wonder about autism or have a child with autism, you can get lots of great information on Harolds blog.

3. Andrea from http://myautisminsights.blogspot.com/ is raising a son with aspergers. There are allot of spectrum kids out there. Please visit her blog also. Another dedicated parent in trying to help her child anyway possible.

There you go folks. I just like to highlight these parents by the work they do. I have been dealing with my kids and their special needs since they entered into our home and its not easy. The numerous doctor appts, therapy appts, it does take a toll on you.

I wish I could give every parent who is raising a child with special needs an award but I just don't have the time.

I can honestly say, that I learn more from the parents then the 'professionals'. They clearly are more committed to figure out how this all works.

So thank you to all of you, thank you for the time and hard work in advocating for your children and getting them the help they need so the rest of us can have an easier path to follow. God Willing.

99 balloons

2009-06-18T04:53:00.000-07:00

This will be a simple post. I came across this video, I have never seen it before and it had me in tears. It just broke my heart and I thought I'd share with you.

Footnote:

on my previous blog, if you look at the google side bar, an attachment therapist came up. They are everywhere.

Hard Post to read

2009-06-16T17:09:00.000-07:00

Not sure if anyone has ever heard of attachment therapy.

Let me give you what I know, as we have never done it, but I do know allot of people who may read this, will disagree with me. Which is fine, but it is my blog and I can write whatever I want...nah nah.

Here is your history lesson if you are not aware of adopting kids with trauma histories.

When children are adopted, who start to have behavior problems, they seem to be dx (diagnosed) with RAD, which stands for Reactive Attachment Disorder. Its a clinical dx (diagnosis) that basically means, the child is incapable of attaching to anyone.

These children kill dogs, threaten to kill you, break everything in the house, run away, torture animals, laugh while doing it, piss and poop in places in the house that they aren't supposed and then eventually, if not treated, become sociopaths. Makes sense right?

They have studied children who have severe abuse histories and children who were in orphanages, and there is a belief that if not treated for their 'attachment issues' then they will end up being sociopaths.

But not to worry, because there is a treatment for RAD, its called 'attachment therapy'. It started in Evergreen Colorado.

The premise of attachment therapy, is that children with RAD have learned to depend on only themselves and will not attach to any caregiver as they see them as being dangerous. So the idea is to break the child down where the caregiver can heal the child and have the child learn to trust and bond with their caregiver.

I am being over simplistic here, but want to give you some idea on what I am talking about.

The strange thing is, it sounds good.

When big munchkin moved in our house, all hell pretty much broke loss. He was, how should I put this, out of control.

He was dx with RAD.

Like any good parent, I researched this dx and it all made sense.

But before I continue, let me tell you, as a parent, when your child is that out of control everyday, you start to feel tired and hopeless and start to question yourself.

So we went looking for answers and that's when we found out about this RAD dx. We weren't ones to question the dx as we have never a seen a child act like this, and we were so lost and confused by it, that we listened to anyone who had 'seen this before'.

After talking to many parents who had children with RAD, it was pretty clear that attachment therapy was what they were saying he needed. These parents had a nickname for their Child with RAD, they called them their 'radish', cute, huh?

So I did more and more research.

Not sure if anyone remembers Candace Newmaker. She was dx with RAD and went to Colorado to do some attachment therapy. It was then called 're-birthing'.

Candace died during this session as she had suffocated.

I guess the death of a child really highlights some these practices. She died in 2000. 9 yrs ago. She was 10 yrs old I believe.

The good news is, they don't do rebirthing anymore, but they do other practices like 'holding time' and a few others.

As i questioned attachment therapy, I was informed by countless parents and some attachment therapists, that they no longer do 'that type of therapy'. Well, what do they do?

Then I went to see if i can find an 'attachment therapist' near us, because to be quite honest, when you are sleep deprived, and depressed, you kinda start following suggestions like a sheep.

The closest attachment therapist was 2 hours away. Parents actually told me how lucky we were that they were that close. Some told me they traveled 4 hours a day to see their attachment therapist.

that's right, you read it correctly, a DAY, not a week, but a day. You see, sometimes attachment therapists tell you they need to see you more then once a week.

So I called, and apparently they don't take health insurance, you have to pay it out of pocket since its considered 'alternative therapy'. It really is quite expensive because these sessions are not an hour, they could last hours until the child is somewhat healed. they even have two week extensive therapy. Cannot even imagine how much that is.

Folks kept telling me that I had to bring him or he wouldn't heal.

As time went on, I started to realize that attachment wasn't his issue. He actually seemed very attached to us. He started hugging us, he started to want us to put him to bed....it took time, but it was slowly happening. (not I cant get the kid off of me, but that's a whole other issue)

Plus, the more I read on attachment therapy, the more I was concerned as it seemed like you would be re-traumatizing a child who already was traumatised.

Here is where it gets scary. I started to tell folks that I don't think he really had RAD as he was attaching, and that there was something else that I think is going on.

I actually got shunned from a certain adoption community that I wont mention. I was told that I wasn't a good father and that I was hurting my child for not taking him.

I actually got into quite a few arguments.

basically, their belief was that if you didn't do attachment therapy, then your child will be a sociopath and its your fault.

The last argument I got into with these folks was that an adult man stated that he was worried about his parents because they were foster parents and they had a 4 yr old foster child with them. He went to his parents house for dinner and found this 4 yr old child in the laundry room on the floor and was not allowed to come out.

the 'family' had dinner and then these foster parents let the 4 yr old boy out to eat a P&J sandwich then he was sent back to the laundry room.

The gentlemen said that he was there for quite a few hours and the child never came out.

I personally found this outrageous, but the other parents told me that they were probably working with an attachment therapist and just to leave them alone.

that got me even more angry. I ended up getting into arguments with all of them and was told 'I didn't know anything about attachment therapy and how dare i say its abuse'. Needless to say, I was ostracised from the group and it was clear no one wanted to hear from me again.

oh, I did end up reporting them for possible child neglect. Only because I was losing sleep over it.

well, it turns out, there were other parents like me, who wouldnt challenge them, they wouldnt speak up and they even went to say they appear like a cult. In the adoption world, they are called 'the RAD cult'.

1 yr later, i ended up attending an attachment therapy conference. I wanted to find out more, and it was clear that these people swear by this. It did feel like a cult, well, something like a cult.

When I slowly made the rounds of people who I knew didn't know me, they would talk about their kids. One thing was clear, not one child was 'cured', though they admit they have seen some improvement.

So here is my question. This so called improvement, is it because time has actually passed, or was it because of attachment therapy?

what if they didn't do attachment therapy, would the child have improved quicker or not?

can a child with such a traumatic past actually attach to their caregiver eventually or do they need this type of therapy?

Not sure if anyone can tell, I am not an advocate for this type of therapy. I think certain points of it make sense but some of the practices to me, seem like it would actually take longer for a child to bond.

but hey, what do I know, i never did attachment therapy.

In case anyone is really curious about it, here is a 'session' from a well-known attachment therapist named Neil Feinberg. This practice is common with most attachment therapist. The goal is for the child to give up control and then give control to the parent, so the child can heal. Please keep in mind, the children who go to attachment therapy, are children with trauma background.

Just to let you know, this video can be disturbing to some, and yet for some others, they may think this is what the child needs.

again, Please be advised that this video may be disturbing to some of you.

in case you thought that video was fine, here is another 'attachment therapist'. You can actually hear them talking about how this is working.

But you didn't think I would leave you without giving you more information. Here is the website that they tell you to go to too find a 'credited therapist' in your area, http://www.attach.org/ because apparently there are allot of quakes out there. If you do happen to look at the website, notice the paypal donation button.

I don't know, maybe its me, how many therapist ask for donations through paypal?

I am so grateful through all the 'craziness' I took the time to really look and investigate this type of therapy. My child was lucky, but try to remember, that when parents are dealing with a child who's behaviors are off the charts, and have no idea what to do, they too, are very vulnerable and will listen to anyone that says "oh, seen it a hundred times, we can cure him with attachment therapy, in fact, its the only way to cure him." What would you do?

oh, one quick foot note. Big munchkin no longer has the dx of RAD and I have gotten it off most of his records. (though it does creep up now and then on some paper) It's a very dangerous dx and it is given out like candy lately. The fact is, its a very rare dx and not that common as people believe.

WE GOT IT!

2009-06-15T10:54:00.001-07:00

Well folks, the munchkins are placed in the schools they need to be. We still have to wait to see if all the papers go through for big munchkins school, since its not considered a 'day school' yet.

I'm still worried for little munchkin since his school isn't close to us, but if we can figure out this whole dyslexia thing, who knows, he may return to public school.

Now comes the camp issues for little munchkin.

The camp they are suggesting, is a camp that allot of kids in his new school go too. The camp is suppose to be excellent from people I have talked to.

Sounds good, right? one catch...

It's a camp for the kids to get in touch with their Jewish heritage, but were not Jewish.

but then, I actually think he will cute wearing a little yarmulke on his head.

Ed e-news

2009-06-12T10:09:00.000-07:00

June 11, 2009
Special Ed e-News
News

Be sure general ed accommodations don't further isolate students
Sometimes, efforts to accommodate students with disabilities in general ed classrooms can, in fact, further isolate them. So recognize that the IDEA's emphasis on inclusion does not eclipse your paramount responsibility to provide FAPE that confers educational benefit. For example, in Madison City Bd. of Educ., IDELR 86 (SEA AL 2008), an IHO held that a general ed reading class setting for an Alabama grade-schooler with a brain injury was inappropriate because he functioned below grade level, was taught a modified curriculum one-on-one by an inclusion teacher, and had little contact with fellow students in the same room. "It would appear counterproductive to have the child placed in a setting where he merely spends his time in one-on-one with teachers, leaving him more isolated than if he can interact more freely with other students," the IHO wrote. Thus, the small self-contained placement proposed by the district was the student's LRE. Julie Weatherly, a school law attorney with the Weatherly Law Firm in Atlanta, said courts have consistently ruled that "the primary concern is, first, that the student receives FAPE -- meaningful educational benefit -- and that schools don't sacrifice FAPE solely in the name of LRE." IEP teams can try to meld the "overall preference" for mainstreaming with their goal to develop individualized programs, she said. They can do this by "considering and thoroughly exploring the options on the continuum of alternative placements, beginning with regular education first and moving slowing along the continuum (to more restrictive settings) until the proper placement is reached where FAPE can be achieved," she said. School attorney Michelle C. Laubin, of Berchem, Moses & Devlin, in Milford, Conn., said IEP teams that include parents must first agree on the extent to which they want the student integrated in general ed across settings. Thus, look for inclusive opportunities in classrooms for academic instruction, activities for social skills, and self-contained programs for adaptive or remedial needs. Then, she said, establish priorities to reflect those objectives.

State autism initiatives grow with emphasis on early intervention
States are addressing the steady rise in autism diagnoses with a plethora of programs and professional development activities, according to the recent report Autism Spectrum Disorders: State Part C and Part B Initiatives to Serve a Growing Population, by Project Forum at the National Association of State Directors of Special Education. Out of the 43 states that responded to the organization' s survey, 40 reported having autism initiatives. Of the 37 responses about Part C agency efforts, 27 states reported an autism initiative. Of the 35 responses about Part B pursuits, 31 had an initiative. The report highlighted the initiatives of five states in greater detail. Oklahoma, for one, offers training and technical assistance for service providers and families. A two-week summer symposium features hands-on training sessions for teachers and networking opportunities for families. The state also supports a model program in collaboration with the University of Oklahoma Health Sciences Center called Early Foundations. Based on an intensive intervention model developed at the University of Washington, this approach targets toddlers on the spectrum ages 18 months through 3 years old. Your early intervention program might emulate the Early Foundations model to engage parents more deeply in their toddlers' intervention and ease children's transition to preschool. "We thought it was important when adapting the model to keep the integrity of the procedures we know are effective but put them into a developmental context," said Bonnie McBride, an assistant professor at OU and director of the program. She helped develop the original model at UW. "We've combined effective strategies with a socially valid way of interacting with young children," she said. The main components of the program are: 1) extended intensive instruction; 2) integrated play; 3) home visit; 4) service coordination; and 5) transition support. McBride and her colleagues plan to conduct an efficacy study to see if the model allows toddlers to make similar gains to young children who receive almost twice as many hours of interventions.

Recent Decisions

Student's likely reenrollment revives dispute over use of service dog
Concluding there was a good possibility that a middle schooler with autism would reenroll in a Florida district, a federal magistrate judge determined that the student's request to bring a service dog to class was not moot. The magistrate judge advised the District Court to remand the case for further proceedings before an administrative law judge. Hughes ex rel. D.W.H. v. District Sch. Bd. of Collier County, 51 IDELR 130 (M.D. Fla. 2008).
Audio Conference
Last week to register!
Smart Strategies and Potential Pitfalls When Spending Your Special Ed and Title I Stimulus Funds
Learn the "dos" and "don'ts" associated with special education and Title I stimulus spending. School finance expert Anna Munson will lead you through the smartest strategies and potential mistakes associated with American Recovery and Reinvestment Act spending.

I can be so demanding

2009-06-12T10:01:00.000-07:00

I got another call from school. I am so over these phone calls. I called the sped dept women and demanded that we have a meeting on Friday to discuss placement.

I told her that we found the right school already and this is just wasting time.

I then told her that if she can promise me that the school she wants wont be calling me every other day to get him, then lets talk about it.

she then said she cant promise that. I told her that the school we picked, deal with issues.

So we will see today, as today is the meeting. I think she is finally seeing where we are coming from.

I really don't have the money to get a lawyer. Hopefully we will have good news by the end of the day.

I am not that stupid

2009-06-09T18:46:00.000-07:00

I got to tell you, sometimes I wonder if they think I am really stupid. The school district really wants big munchkin to go to the 'special class' in the regular school..

My partner and I went and sat in the classroom for about an hour to observe. It really was a great classroom, the teacher was so nice and you can tell she really loved the kids she was working with.

the issue I have is that the kids were clearly lower functioning than big munchkin. We really didn't think it was a good match. I asked her if any of these kids ever act out. She said 'no, not really'.

I then said, "you have seen my munchkin haven't you?"

this is going to sound awful, but I know my son, and he will traumatise those kids. The issue he is having is that he is interpreting things all wrong currently and if a child with 'special needs' doesn't understand how to 'talk' to him, or look at him in a specific way, he will go off.

basically, its not a good placement because in all honesty, its just not fair to the other kids. I know I sound awful, but I have to think about him and the other kids he comes into contact with.

But she just wont give up. My munchkin, yet again, got into some problems the other day and they called and said "we should just move him to the new school now"

"oh, but we don't want him there."

"well, this way we know if its a good fit"

"uh, but there are only two weeks left of school, why move him to a new school now?"

no answer.

does she honestly think I am stupid, because lets face it, once he is moved, then it looks like we agreed to this on his IEP, which we haven't.

Here is the weird thing. The behavioral kids are in the school he is currently in. they usually keep those kids together. And they are calling me up at home to say that they cant handle munchkin. But yet they think its a good idea to send him to another class, pretty much like the school he is currently in, with lower functioning kids. Like that will fix him or something. I have no idea what they are thinking.

I talked to his teacher and the social worker at the school he is in and asked them honestly what they thought, and they both agreed that sending him to that other school would not be a good fit, but everything is 'OFF THE RECORD'....God I hate that.

It's all about money.

So today, guess what he comes home with in his folder? An application for summer camp with the school they want him in....lol.

yet again, does she think I am stupid? If we sign him up for that, then one would assume we agreed to the placement and they can wash their hands of it.

It's this whole passive aggressive thing that she is doing which drives me up the wall the most.

So, I may not be the brightest star in the sky, but I sure am not the dullest. School is almost over. We have letter from his OPT, his psych, and they all say the same thing, that he needs to be in a specific school.

If we have to hire a lawyer, so be it. But we really don't have that kind of money, but we have to do what we have to do.

Oh, one last thing, here in MA. they are suppose to send out his new IEP within two business days...its been three business weeks and we still haven't gotten it yet.

It's not like I want them to send it, the longer they take the better, or I should say, the longer it takes, the more weight we have.

Like I said, I am not that stupid.

New award

2009-06-06T13:55:00.001-07:00

well folks, I recieved an award for new blog by lola at http://lolasdiner.blogspot.com/ go check out her blog, pretty wonderful blog she has.

Ok, now the rules....

Rules:
1. Accept the award, post it on your blog together with the name of the person who has granted the award and his or her blog link.
2. Pass the award to 15 other blogs that you have newly discovered. Remember to contact the bloggers to let them know they have been chosen for this award.

15 new blogs...here we go...
http://autisminnb.blogspot.com/
http://mobilerenni.blogspot.com/
http://thedaye.blogspot.com/
http://www.dcroseallaboutcakes.blogspot.com/
http://www.staciesmadness.com/

http://www.ageorgiaangel.com/blog/
http://amommoneyandmore.blogspot.com/
http://treetopconfessions.blogspot.com/
http://surprisedmom.blogspot.com/
http://duckandwheelwithstring.blogspot.com/

http://www.aftercancernowwhat.com/
https://www.goaskkatie.com/
http://www.mykidsaremyworld.com/
http://connectwithyourteens.blogspot.com/
http://belladaddy.blogspot.com/

ok, these are not in any specific order.....boy, 15 blogs...cant believe I finished it, now i have to go tell everyone....

There has got to be an easier way..lol

ra rump pa pa pom...

2009-06-05T14:28:00.000-07:00

Well, big munchkin was in another concert last night and he played his little drum great. I guess the sad part is watching him afterwards. When the 8th graders were on the stage playing their song, the 6th graders (my sons grade) were all off to the side dancing.

big munchkin refuses to dance.

At one point, the kids were all clapping in unison, and I know it makes big munchkin uncomfortable.

But I love watching my kids interact. So I had both eyes glued to big munchkin as to see what he was going to do. It was pretty clear that he was uncomfortable, but I can see him watching the other kids having all this fun clapping to the beat.

And then for the first time, in history, the kid slowly lifts both hands and started to clap to the beat with the other kids.

He stayed in the back by himself, no one was paying any attention to him, but even if it was only for 10 seconds, it was an amazing thing to witness.

It really is hard to see him try so hard to fit in. But for him to at least try to fit in....I was so proud of him.

gracias Zurama

2009-06-04T10:33:00.001-07:00

Gracias gracias gracias Zurama. Soy sinceramente honered por esta recompensa. En caso de que cualquiera no haya visitado blog de Zuramas, usted ciertamente lo debe hacer. Ella es una mamá con un hijo que vive con autismo. Es sinceramente un blog ambicioso y si he recieved este premio de otra persona, Zurama estaría en la lista primera para esta recompensa. Así que es un definate debe para visitar su blog.

Además, ella es un artista muy talentoso. Soy asombrado de todas las personas talentosas que visitan mi blog, y Zurama está en la cima de esa lista.

Dispénseme Zurama, yo he tratado de utilizar uno de esos chismes que traducen. Dios ..lol sólo sabe si sale bastante bien. ..lol.

Este premio quiere reconocer y dar valor a:

1º.-El Compromiso por una Educación de Calidad.

2º.-La Apuesta por la Inclusión de las Tic,s en el Aula.

3º.-El esfuerzo de padres, profesionales y centros educativos por incorporar las Tic,s al proceso educativo.

4º.-La lucha por defender a través de la Enseñanza Valores como: Solidaridad, Amor, Cariño, Respeto, Esfuerzo, Ayuda, Apoyo, Compartir y Compromiso con el futuro de nuestros, hijos y alumnos.

5º.-Reconocer y valorar el esfuerzo de las familias, profesionales y centros educativos por integrar de forma efectiva en los coles y en la sociedad a los niños y alumnos especiales, procurándoles toneladas de amor y posibilitándoles todos los recursos a nuestro alcance.

Podéis repartir este premio libremente a aquellos blogs que consideréis están trabajando en esta linea.
Las Normas de reparto son:

1º.-Publicar entrada con los objetivos del premio y enlace a
http://www.loquelegustaamishijas.com/

2º.-Publicar en la entrada la lista de blogs a los que entregais el premio.

3º.-Comunicar a cada blog premiado la concesión del premio.

Un Mundo mejor,a través de la educación, es posible".

You still with me?..

With all that said...it gets down to this:

This prize wants to recognize and to give value to:

1º.-The Commitment by an Education of Quality.

2º.-The Bets on the Inclusion of the Tic's in the Classroom.

3º.-The effort of parents, professional and educational centers by incorporating the Tic's to the educational process.

4º.-The fights by defending through the Teaching Values as: Solidarity, Love, Affection, Respect, Effort, Aid, Support, to Share and Commitment with the future of ours, children and students.

5º.-Reconocer and to value the effort of the families, professional and educational centers by integrating of effective form in the cabbages and in the company to the children and special students, trying them tons of love and enabling them all the resources to our reach.

You can distribute this prize freely to those blogs that consider they are working in this linea. The Norms of distribution are:

1º.-Publicar entrance with the objectives of the prize and link to http://www.loquelegustaamishijas.com/

2º.-Publicar in the entrance the list of blogs to the ones that entregais the prize.

3º.-Comunicar to each blog rewarded the concession of the prize.
A better World, through the education, is possible".

I just want to say that there are so many folks out there dealing with children with special needs and I wish I could give everyone this award as we all become not only our children parents, but their advocates, their case managers, their psychiatrist, etc. We are all more then just 'so and so's parents'. But I had to pick 5 and these were the first ones that popped into my head first.

Here are those peeps:

http://www.akissandapeck.com/
http://myautisminsights.blogspot.com/
http://3runningincircles.com/
http://lolasdiner.blogspot.com/
http://www.autism-blog.net/

again, thank thank you...I am truly honored for this award. Ok, so please visit Zurama's blog: http://amanecerenlahabana.blogspot.com/ She is a mom with an adorable little boy who is living with Autism.

Essential Fatty Acids and Children with Autism

2009-06-03T14:15:00.001-07:00

What is it?
Essential fatty acids (EFAs) are compounds that cannot be made by the body, but are required for many crucial biochemical processes. There are two groups of EFAs: omega-6 and omega-3. The relative levels of these two groups of EFAs are critical to the health and development of the brain and the body. If the level of omega-6 is much higher than the level of omega-3 in the diet, there can be negative effects on cognition, mood, and behavior. (1-4).

The ideal ratio between these EFAs has been estimated at 2.3:1 omega-6 to 1 omega-3 (5). Most American diets provide too many omega-6 EFAs and not enough omega-3 EFAs, giving a ratio estimated at between 10:1 and 20:1 omega-6 to 1 omega-3. (2-5).

Grains, processed foods, meat, milk, eggs, and corn oil all contain omega-6 EFAs (3, 4); olive oil and walnuts contain high levels of omega-3 EFAs (3). Eggs contain omega-6 and omega-3 EFAs, and eggs labeled omega-3 eggs are from chickens fed a special diet to increase omega-3 concentrations in the eggs. However, the best sources of omega-3 EFAs come from fatty fish such as cod, halibut, mackerel, herring, trout, sardines, and salmon (2-5).

What's it like?
omega-3 EFAs can be added to a child's diet with a fish oil supplement purchased over-the-counter or online at a grocery, drug, or health-food store. The supplement can be taken one or more times every day. Children may find swallowing fish oil capsules difficult; several flavored chewable or custard-like options are available (see Resources). Alternatively, adult-sized gel caps can be squeezed into a small child's mouth or "popped" by an older child.

The recommended dosage of the omega-3 fatty acids eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) for all ages is at least 650 mg/day total (or 0.65 grams/day). Medical supervision is recommended for daily intakes above 3 grams (5, 6). There has been no research on the optimal dose for children with autism. Research on other disorders shows that the best dose of EFAs depends on the disorder, but seems to range from 1-2 grams per day (6, 7). Research on using EFA supplementation to treat autism and related disorders have used doses of omega-3 EFAs at 540-2,320 mg per day (0.5-2.3 grams/day) (8-11). If you choose omega-3 EFA supplements as an alternative therapy, ask your child's pediatrician what dose is appropriate for your child (see Is It Harmful?).

The best source of omega-3 oils for vegan and vegetarian families are flaxseed oils and several types of algae, but the EFAs from these sources are not as useful for the body as those in fish oils (3).

What is the theory behind it?
Some scientists have proposed that autism, dyslexia, attention-deficit/hyperactivity disorder (ADHD) and dyspraxia are a related group of neurodevelopmental disorders that are all caused by problems in the metabolism of EFAs (3, 12). The idea is that, for unknown reasons, the brains and bodies of individuals with autism and related disorders have problems converting the EFAs from foods into the forms that are necessary for many biochemical reactions (7). In addition, omega-3 fatty acids seem to be lower in individuals with autism than in others (9, 13).

Both of the omega-3 fatty acids DHA and EPA have been found to affect many aspects brain function (1, 3). Specifically, changing the amount of DHA and EPA in the diet alters the amounts of certain critical genes in the brain, at least in rats (14). In addition, one study found that giving animals a diet with a ratio of omega-6 to omega-3 EFAs of about 1:4 improved experimental measures of cognition in the animals (1). Finally, mood and behavior problems in humans have been linked to a lack of omega-3 EFAs in the diet (2 , 3 , 12 ).

Does it work?
Currently there are only a few studies of the effectiveness of EFA supplementation as a treatment for autism, and none of these have been well controlled (3, 4, 6, 12). For example, most of the parents of eighteen children with autism who had been given fish oil supplements (Eye-Q at 4-8 capsules/day giving 0.6-1.2 grams/day of EPA and DHA, or Kirunal at 5-10 capsules/day giving 1.2-2.3 grams/day of EPA and DHA) for six months described improvements in overall health, cognition, sleep patterns, social interactions and eye contact (9). Unfortunately, this was not a double-blind study, meaning that it was not certain that this was not just a placebo effect. In another case report, a child diagnosed with autism who had been given 540 mg of the omega-3 fatty acid EPA per day over a four week period experienced a complete elimination of his previous anxiety about everyday events as reported by his parents and clinician. They also described an improvement in his overall quality of life (8).

In a double-blind, placebo-controlled study, 117 children with dyspraxia, a motor disorder frequently associated with cognitive, behavioral and social challenges (12), received fish and evening primrose oil (a source of omega-3 fatty acids) during treatment (10). Significant improvements in reading, spelling, and behavior were reported during the treatment period, and these improvements continued as long as the treatment was underway (10).

Recently a double-blind, placebo-controlled pilot study of 13 children with autism (5-17 years old) was published (11). This study reported reduced hyperactivity and reduced stereotypy (repeated movements like hand-flapping) in children who received 1.5 gm of fish oil per day, as compared to children who received placebo.

Is it harmful?
Studies of EFA supplementation at doses between 540-2,320 mg per day (0.5 - 2.3 grams per day) have not reported any significant side effects (8-11). As long as EFAs are less than 10% of the total dietary intake, they are considered safe (15). However, several scientists have noted that fish oil supplements can contain contaminants such as mercury, hormones, dioxins, and PCBs (2, 4, 15). Thus, when purchasing fish oil supplements, you should purchase those that are purified by molecular distillation and are described as pharmaceutical grade.

Cost
The cost of EFA supplementation depends on the quality of the EFAs. A bottle of 90 capsules containing 500-700 mg of EPA and DHA can cost anywhere from $7-40. Fish oil that has been purified and tested for contaminants is recommended (4), though these supplements can be more expensive.

Resources
EFA supplements can be purchased at most drug stores and in many online stores.

Vitamin C Therapy for Munchkins with Autism.

2009-06-03T14:12:00.000-07:00

What is it?
Vitamin C (ascorbic acid) is an essential water-soluble vitamin that is found naturally in many foods. Vitamin C is important for many normally occurring biological processes including the production of neurotransmitters. Vitamin C also acts as an anti-oxidant, protecting the body against damage from free radicals. (1).

What's it like?
Vitamin C is found naturally in many foods, particularly citrus fruits such as oranges, tangerines, and grapefruits. Vitamin C can be purchased over-the-counter online, or at grocery, drug, or health-food stores. It can be taken every day. Unfortunately, it is not clear what the proper dose for children with autism should be. The only published research report on treatment of children with autism used a dose of 8 grams/70 kg/day (or about 2 grams daily for a 40-pound child) divided into two or three doses (2). If you choose vitamin C as an alternative therapy, ask your child's pediatrician what dose is appropriate for your child.

What is the theory behind it?
Some children with autism may have a vitamin C deficiency. One study demonstrated normal vitamin C levels among children with autism (3), while another reported low levels (4). Some investigators believe, however, that supplementation with vitamin C can be helpful even for children with normal levels of vitamin C (3).

Vitamin C has been shown to have a calming effect on behavior in humans (5). In animals, stereotyped behavior, one of the characteristics of autism (3), was reduced by treatment with vitamin C (6). Scientists hypothesize that vitamin C has these effects because it affects the brain's response to an important neurotransmitter called dopamine (6).

Another explanation for the effectiveness of vitamin C is its anti-oxidant properties (1). Some researchers have theorized that children with autism may have more trouble managing free radicals than other children do (7, 8). Free radicals are naturally-occurring chemicals that play important roles in normal functions in the body, but also can cause damage in the brain, immune system, and other tissues or organs in the body. The body has systems to protect tissues from free radical damage, and anti-oxidants are important for this protection. Because it is an anti-oxidant, vitamin C can protect the body against the damaging effects of free radicals.

Does it work?
So far, only one controlled study has shown that vitamin C can help treat behavioral problems associated with autism (2). This double-blind experiment showed that high doses of vitamin C in children with autism had significant positive effects on behavior, compared against their own behavior scores when they were taking a placebo. However, this study was very small (only 18 children), and has not been replicated (9).

Another research report showed that high doses of vitamin C may help sleep and gastrointestinal problems in children with autism (4). In this study, vitamin C was taken along with other vitamins, so it's not clear which vitamin was responsible for the positive outcomes.

Is it harmful?
For most people, vitamin C is thought to be harmless. However, tolerance for vitamin C can vary. Therefore, you should watch your child carefully for signs of an upset stomach or diarrhea (1). Check with your child's pediatrician before starting treatment.

Cost
The cost of vitamin C treatment depends on the dosage selected. A bottle of 100 tablets at 1000 mg (1 g) can cost anywhere from $5-20, depending on the quality of the ingredients and the store. The study showing positive effects on behavior used vitamin C donated from a pharmaceutical supply company (Hoffman-LaRoche). Vitamin C supplements may contain sodium, calcium, magnesium, potassium, or zinc ascorbates (salts) of ascorbic acid (4); ask your child's pediatrician which form is best for your child. Vitamin C supplements can also be found online, sometimes at a discount.

Resources
Vitamin C can be purchased at most grocery stores and drug stores. There are also many places to purchase Vitamin C online.

picture vs verbal cues

2009-06-02T14:09:00.000-07:00

Effects of Verbal Cues versus Pictorial Cues on the Transfer of Stimulus Control for Children with Autism

West, E.
Source:
Focus on Autism and Other Developmental Disabilities, Volume 23, Issue 4, p.229-241 (2008)

Picture cues during therapy may help children with autism learn and perform tasks.

Children with autism learn to independently perform tasks by getting instruction from others, and then moving to cues or reminders of what they are supposed to do. Verbal and picture cues have been used during therapy to help the children work by themseleves as they learn a task. This study looked to see which worked better: picture cues or verbal cues. The study also tested whether the learning lasted and was generalized over several therapy sessions. Four children (3-6 years old) were taught a new task using the two different cues during several therapy sessions. Three children learned a task using the visual cues, while the fourth child was successful with verbal cues. The results showed that most of the children with autism were good at learning from pictures.

mainstream

2009-05-30T14:07:00.000-07:00

DPS (Denver Public Schools) puts preschoolers with disabilities into inclusive classes
By Jeremy P. Meyer

At first, Patricia Valdez was not sure she wanted her 4-year-old daughter, Arianna, in a full-day preschool classroom with typically developing children.

Doctors suspect Arianna may have autism, her mother said. The girl's speech is delayed, and she sometimes has trouble communicating.

Until this year, Denver Public Schools would have placed Arianna with other preschool kids with disabilities in a self-contained classroom staffed by special-education teachers and therapists.

This year the district tried out a pilot program to include 50 kids with disabilities in six of its preschools, and Arianna is in one of them.

The district sends two special-ed teachers, a speech therapist and an occupational therapist from school to school to help out in the classrooms.

"It has speeded her up," said Valdez as she dropped off Arianna at Trevista at Horace Mann, in northwest Denver. "She's made great improvements. She knows her colors and numbers. She is starting to express herself more and is not all blank."

About 11,000 3- to 4-year-olds in 2006 received special-education preschool services in Colorado, according to the state Department of Education. Their disabilities ranged from minor speech problems to more intense conditions such as cognitive delays.

Eighty-five percent of those children were in inclusive preschool settings, said Susan Smith, preschool special-education coordinator for the Colorado Department of Education.

DPS historically has used self-contained, center- based classrooms for kids with disabilities to provide them with more specialized services, such as speech, physical and occupational therapy.

Over the years, there has been a movement away from specialized classrooms to placing kids with disabilities in more inclusive environments, a practice known as mainstreaming.

More parents are demanding inclusion as research shows it benefits kids with disabilities and their nondisabled peers.

"We believe that kids with disabilities do better when they are able to be in classrooms with kids who are more typically developing," said Cheryl Caldwell, director of early education at DPS. "In inclusive classrooms, kids with disabilities have models for higher-level skills, and kids without disabilities get to learn that different kids are differently abled."

Debate continues over inclusion, with some arguing that mainstreaming takes attention and resources away from other kids.

Federal and state laws require public schools to offer the least restrictive environment to kids with disabilities.

U.S. Education Secretary Arne Duncan has directed states to use federal stimulus money to train teachers to differentiate their teaching styles to reach kids with disabilities.

Denver still has 13 self-contained preschool classrooms, including two for hearing-impaired students, two for kids with autism and the rest for children with moderate to severe disabilities.

"We are trying to do more," Caldwell said. "If I were king of the world, there would be no self-contained classrooms. Inclusion is less expensive than center-based programs."

This year, only 38 kids signed up for the 50 inclusive preschool slots in Denver. Next year, the district again will offer 50. The district selects kids who will best adapt to the mainstreamed classroom.

"We are looking for children who work well in a group or have the potential to work well in a group," said Bonnie Soman, director of special education at DPS.

Of the 38 students, all but four will transition into mainstreamed kindergarten classes next year, Soman said.

"The kids made phenomenal growth this year," she said. "I think this will get bigger and bigger."

Significant Strengths of people with dyslexia

2009-05-20T17:46:00.000-07:00

Although their unique brain architecture and "unusual wiring" make reading, writing, and spelling difficult, most people with dyslexia have gifts in areas controlled by the right hemisphere of the brain. The right side controls:

* artistic skill
* athletic ability
* musical ability
* mechanical ability
* people skills
* 3-D visual-spatial skills
* vivid imagination
* intuition
* creative, global thinking
* curiosity

Co-existing Conditions

2009-05-20T17:45:00.000-07:00

Attention Deficit Disorder (with or without Hyperactivity)
Attention Deficit Disorder is a completely separate condition than dyslexia. However, research has shown that at least 40% of people with dyslexia also have AD/HD.

Light Sensitivity (Scotopic Sensitivity)
A small percentage (3% to 8%) of people with dyslexia also have light sensitivity (sometimes called scotopic sensitivity). These people have a hard time seeing small black print on white paper. The print seems to shimmer or move; some see the rivers of white more strongly than the black words. These people tend to dislike florescent lighting, and often "shade" the page with their hand or head when they read.

Colored plastic overlays and/or colored lenses can eliminate the harsh black print against white paper contrast, and may make letters stand still for the first time in someone's life. However, the plastic overlays or colored lenses will not "cure" dyslexia, nor will they teach a dyslexic person how to read.

research: Why autism effects boys more:

2009-05-20T11:56:00.000-07:00

A Genetic Clue to Why Autism Affects Boys More

By ALICE PARK Alice Park – Wed May 20, 6:20 am ET
Among the many mysteries that befuddle autism researchers: why the disorder affects boys four times more often than girls. But in new findings reported online today by the journal Molecular Psychiatry, researchers say they have found a genetic clue that may help explain the disparity.

The newly discovered autism-risk gene, identified by authors as CACNA1G, is more common in boys than in girls (why that's so is still not clear), and the authors suggest it plays a role in boys' increased risk of the developmental disorder. CACNA1G, which sits on chromosome 17, amid other genes that have been previously linked to autism, is responsible for regulating the flow of calcium into and out of cells. Nerve cells in the brain rely on calcium to become activated, and research suggests that imbalances in the mineral can result in the overstimulation of neural connections and create developmental problems, such as autism and even epilepsy, which is also a common feature of autism. (See six tips for traveling with an autistic child.)

"Our current theories about autism suggest that the disorder is related to overexcitability at nerve endings," says Geri Dawson, chief science officer of Autism Speaks, an advocacy group that provided the genetic data used by the study's authors. "It's interesting to see that the gene they identified appears to modulate excitability of neurons."

For the new study, researchers at the University of California, Los Angeles (UCLA), combed the genetic database of the Autism Genetic Resource Exchange (AGRE), a resource of DNA from 2,000 families with at least one autistic child. The scientists focused on the more than 1,000 genetic samples of families in which at least one son was affected by the disorder, prompted by the results of an earlier study using the same database, which identified a rich autism-related genetic region on chromosome 17 that contained genetic variants more common in boys than in girls. While nearly 40% of the general population has the most common form of CACNA1G, one variant of the gene was more prevalent in autistic boys, researchers found. "There is a strong genetic signal in this region," says Dr. Daniel Geschwind, director of UCLA's Center for Autism Research and Treatment and one of the study's co-authors. "But this gene doesn't explain all of that signal or even half of it. What that means is that there are many more genes in this region contributing to autism." (See pictures of inside a school for autistic children.)

That's not surprising for a disorder as complex as autism - actually, a spectrum of developmental disorders involving impairment in language, social behavior and certain physical behaviors - with symptoms that range widely in number and severity. So far, studies have linked a handful of genes, all of which play a role in the way nerve cells connect and communicate, with autism spectrum disorders. It's likely not only that a large number of genes contribute to the disorder, but also that a different combination of genes - as well as unique interactions between genes and environment - are responsible for each individual case of autism.

So it's certainly a daunting challenge to begin teasing out the individual genes that may contribute to autism, as the UCLA team has with CACNA1G, but databases like AGRE make the job slightly easier. The next step will be to try to use known autism genes to help develop screening tools or early interventions. "We are going to have a much better understanding of the causes of autism over the next five to 10 years," says Dawson. "We're in a period of great discovery."

Math Difficulties

2009-05-19T17:45:00.000-07:00

People with dyslexia are often gifted in math. Their three-dimensional visualization skills help them "see" math concepts more quickly and clearly than non-dyslexic people. Unfortunately, difficulties in directionality, rote memorization, reading, and sequencing can make the following math tasks so difficult that their math gifts are never discovered.

* Memorizing addition and subtraction facts
* Memorizing multiplication tables
* Remembering the sequence of steps in long division
* Reading word problems
* Copying an answer from one spot to a different spot
* Starting a math problem on the wrong side
* Showing their work
o They often "see" math in their head, so showing their work in almost impossible.
* Doing math rapidly
* They often excel at higher levels of math, such as algebra, geometry, and calculus—if they have a teacher who works around the math problems caused by their dyslexia.

Extremely messy bedrooms

2009-05-19T17:44:00.000-07:00

People with dyslexia have an extremely difficult time organizing their belongings. They tend to pile things rather than to organize them and put them away. It is almost as though if they can't see item (if it is behind a door or in a drawer), they will forget where it is.

So they have extremely messy bedrooms, lockers, desks, backpacks, purses, offices, and garages.

Telling time on a clock with hands

2009-05-18T17:44:00.000-07:00

People with dyslexia have extreme difficulty telling time on a clock with hands:

* When asked what time it, they may say something ridiculous, such as, "It's ten past quarter to."
* They may be able to tell whole hours and half hours (5:00, 5:30, etc.) but not smaller chunks, such as 5:12.
* Concepts such as before and after on a clock are confusing.
o Therefore, time arithmetic is impossible.
* Getting them a digital clock only helps a little bit.
o Now they can tell what time it is at the moment, but if you tell them to be home in 15 minutes, they can't figure out when that would be.

Rote memory of non-meaningful facts

2009-05-18T17:43:00.000-07:00

Memorizing non-meaningful facts (facts that are not personally interesting and personally relevant) is extremely difficult for most dyslexic children and adults. In school, this leads to difficulty learning:

* Multiplication tables
* Days of the week or months of the year in order
* Science facts: water boils at 212 degrees Fahrenheit, the speed of light is 186,000 miles per second, etc.
* History facts: dates, names, and places. Dyslexic students do well in history classes that emphasize why some event happened, and the consequences of that event, rather than rote memorization of dates and names.

Sequencing steps in a task

2009-05-18T17:42:00.000-07:00

Learning any task that has a series of steps which must be completed in a specific order can be difficult. That's because you must memorize the sequence of steps, and often, there is no logic in the sequence.

These tasks are usually challenging for people with dyslexia:

* Tying shoelaces: this task not only has a series of steps, but many steps have directionality as part of them. Many children do not master this task until they're teenagers.
* Printing letters: the reason they form letters with such unusual beginning and ending points is that they can't remember the sequence of pencil strokes necessary to form that letter. So they start somewhere and then keep going until the letter looks approximately right.
* Doing long division: to successfully complete a long division problem, you must do a series of five steps, in exactly the right sequence, over and over again.

They will often know how to do every step in the sequence, but if they get the steps out of sequence, they'll end up with the wrong answer.
* Touch typing: learning to touch type is an essential skill for people with dysgraphia. But it is usually more difficult (and requires much more effort) for a dyslexic child to learn to type. Not only are the keys on the keyboard laid out in a random order (which requires rote memorization).

Directionality/ Dyslexia

2009-05-18T17:41:00.000-07:00

Most dyslexic children and adults have significant directionality confusion.

* Left-Right confusion:
o Even adults have to use whatever tricks their mother or teacher taught them to tell left from right. It never becomes rapid and automatic.
o A common saying in household with dyslexic people is, "It's on the left. The other left."
o That's why they are b-d confused. One points to the left and one points to the right.
o They will often start math problems on the wrong side, or want to carry a number the wrong way.
* Up-Down confusion:
o Some children with dyslexia are also up-down confused. They confuse b-p or d-q, n-u, and m-w.
* Confusion about directionality words:
o First-last, before-after, next-previous, over-under
o Yesterday-tomorrow (directionality in time)
* North, South, East, West confusion:
o Adults with dyslexia get lost a lot when driving around, even in cities where they've lived for many years
* Often have difficulty reading or understanding maps.

Quility of written work/ dyslexia

2009-05-17T17:39:00.000-07:00

People with dyslexia usually have an "impoverished written product." That means there is a huge difference between their ability to tell you something and their ability to write it down. They tend to:

* avoid writing whenever possible
* write everything as one very long sentence
* not understand that a sentence has to start with a capital letter and end with punctuation
* be confused about what is a complete sentence versus a fragment
* misspell many words—even though they often use only very simple one-syllable words that they are "sure" they know how to spell
* take an unusually long time to write, due to dysgraphia
* have nearly illegible handwriting, due to dysgraphia
* use space poorly on the page; odd spacing between words, may ignore margins, sentences tightly packed into one section of the page instead of being evenly spread out
* do not notice their errors when "proofreading." They will read back what they wanted to say, not what is actually on the page.

Munchkins handwriting

2009-05-17T17:38:00.000-07:00

Handwriting, also known as a visual-motor integration problem, people with dyslexia often have poor, nearly illegible handwriting. Signs of dysgraphia include:

* Unusual pencil grip, often with the thumb on top of the fingers (a "fist grip")
* Young children will often put their head down on the desk to watch the tip of the pencil as they write
* The pencil is gripped so tightly that the child's hand cramps. The child will frequently put the pencil down and shake out his/her hand.
* Writing is a slow, labored, non-automatic chore.
* Child writes letters with unusual starting and ending points.
* Child has great difficulty getting letters to "sit" on the horizontal lines.
* Copying off of the board is slow, painful, and tedious. Child looks up and visually "grabs" just one or two letters at a time, repeatedly subvocalizes the names of those letters, then stares intensely at their paper when writing those one or two letters. This process is repeated over and over. Child frequently loses his/her place when copying, misspells when copying, and doesn't always match capitalization or punctuation when copying—even though the child can read what was on the board.
* Unusual spatial organization of the page. Words may be widely spaced or tightly pushed together. Margins are often ignored.
* Child has an unusually difficult time learning cursive writing, and shows chronic confusion about similarly-formed cursive letters such as f and b, m and n, w and u. They will also difficulty remembering how to form capital cursive letters.

Reading and Spelling/ dyslexia

2009-05-16T17:37:00.000-07:00

People with dyslexia do not make random reading errors. They make very specific types of errors. Their spelling reflects the same types of errors. Watch for these errors:

Reading:

* can read a word on one page, but won't recognize it on the next page.
* knows phonics, but can't—or won't—sound out an unknown word.
* slow, labored, inaccurate reading of single words in isolation (when there is no story line or pictures to provide clues)

When they misread, they often say a word that has the same first and last letters, and the same shape, such as form-from or trial-trail.

they may insert or leave out letters, such as could-cold or star-stair.

they may say a word that has the same letters, but in a different sequence, such as who-how, lots-lost, saw-was, or girl-grill.
* when reading aloud, reads in a slow, choppy cadence (not in smooth phrases), and often ignores punctuation
* becomes visibly tired after reading for only a short time
* reading comprehension may be low due to spending so much energy trying to figure out the words. Listening comprehension is usually significantly higher than reading comprehension.
* directionality confusion shows up when reading and when writing

b-d confusion is a classic warning sign. One points to the left, the other points to the right, and they are left-right confused.

b-p, n-u, or m-w confusion. One points up, the other points down. That's also directionality confusion.
* Substitutes similar-looking words, even if it changes the meaning of the sentence, such as sunrise for surprise, house for horse, while for white, wanting for walking
* When reading a story or a sentence, substitutes a word that means the same thing but doesn't look at all similar, such as trip for journey, fast for speed, or cry for weep
* Misreads, omits, or even adds small function words, such as an, a, from, the, to, were, are, of
* Omits or changes suffixes, saying need for needed, talks for talking, or late for lately.

Spelling:

* Their spelling is far worse than their reading. They sometimes flunk inventive spelling. They have extreme difficulty with vowel sounds, and often leave them out.
* With enormous effort, they may be able to "memorize" Monday's spelling list long enough to pass Friday's spelling test, but they can't spell those very same words two hours later when writing those words in sentences.
* Continually misspells high frequency sight words (nonphonetic but very common words) such as they, what, where, does and because—despite extensive practice.
* Misspells even when copying something from the board or from a book.
* Written work shows signs of spelling uncertainty--numerous erasures, cross outs, etc.

Signs of dyslexia in pre-school and Kindegartin

2009-05-15T17:34:00.000-07:00

DISCLAIMER: No two people with dyslexia are exactly alike because dyslexia ranges from mild to moderate to severe to profound. Some people with dyslexia also have AD/HD. Also, please read this for information only, if you suspect your munchkin has dyslexia, then get him/her tested.

If three or more of these warning signs exist, especially if there is dyslexia or AD/HD in the family tree, the child should be tested for dyslexia when the child becomes five years old. Also, phonemic awareness games and other reading readiness activities should be done daily during the preschool years.

* delayed speech (not speaking any words by the child's first birthday. Often, they don't start talking until they are two, two-and-a-half, three, or even older.)
* mixing up sounds in multi-syllabic words (ex: aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, hangaberg for hamburger, mazageen for magazine, etc.)
* early stuttering or cluttering
* lots of ear infections
* can't master tying shoes
* confusion over left versus right, over versus under, before versus after, and other directionality words and concepts
* late to establish a dominant hand
May switch from right hand to left hand while coloring, writing, or doing any other task. Eventually, the child will usually establish a preferred hand, but it may not be until they are 7 or 8. Even then, they may use one hand for writing, but the other hand for sports.
* inability to correctly complete phonemic awareness task
* despite listening to stories that contain lots of rhyming words, such as Dr. Seuss, cannot tell you words that rhyme with cat or seat by the age of four-and-a-half
* difficulty learning the names of the letters or sounds in the alphabet; difficulty writing the alphabet in order
* Trouble correctly articulating R's and L's as well as M's and N's. They often have "immature" speech. They may still be saying "wed and gween" instead of "red and green" in second or third grade.

Inclusive Checklist

2009-04-10T12:12:00.000-07:00

This is a cool checklist to evaluate the quality of your munchkins inclusive services:

Quality of Inclusion Checklist:

Here is a link
http://www.projectparticipate.org/handouts/Parentchecklist7254.pdf

Orton-Gillingham

2009-04-10T12:01:00.000-07:00

Dyslexia is a pretty well known disability, however allot of folks don't realize that there are different degrees of Dyslexia. If a child has a severe dyslexic problem, than no matter how much you try to teach him to read, it doesn't work. It doesn't mean the child doesn't want to, he/she just cant.

There are allot of different reading programs out there, but this one is specifically for dyslexia. Orton-Gillingham and Wilson programs, are the preferred program. Read on:

The Orton-Gillingham Approach
Dyslexia is difficulty in the use and processing of linguistic and symbolic codes, alphabetic letters representing speech sounds or numeric symbols representing numbers or quantities. Such difficulty is reflected in the language continuum that includes spoken language, written language and language comprehension. While not the result of neurological damage, it is the product of neurological development. Dyslexia commonly runs in families and varies from mild to severe. Most importantly, the use of the Orton-Gillingham approach by a knowledgeable and experienced teacher can significantly moderate the language learning and processing problems that arise from dyslexia. Indeed, the approach, used early enough and by qualified practitioners, has every likelihood of eliminating the emergence of notable reading and writing problems. Click here to read more on dyslexia.

The Orton-Gillingham approach is language-based, multi sensory, structured, sequential, cumulative, cognitive, and flexible. Its breadth, perspective, and flexibility prompt use of the term approach instead of method.

Taking Care of Yourself

2009-04-02T12:09:00.000-07:00

Raising a special needs child can be overwhelming. If you are not careful, special education can consume your life. Many parents drive themselves until they are exhausted and burned out.

Pace yourself. Listen to tapes about time management. Use a schedule to gain control of your life. Spend time with friends or family to re-charge your batteries and regain a healthy perspective.

Here are some tips for taking care of yourself and your family.

Tips: Taking Care of Yourself

Set aside time with your partner. Use email or voicemail to stay in touch.

Schedule one-on-one time with each child. Write the child’s name by a date on the calendar. Let the child pick the place and activity.

Master the art of the short escape. Visit a local attraction for an afternoon or a local resort for a weekend. Short escapes will help you unwind.

Nurture friendships. Make time to go to the movies, have meals, exercise, or take walks with friends.

Ask friends for help. Tell friends or family when you need help with child-care and errands.

Find another parent whom you can contact when you are worried and need encouragement.

Share child-care with another family. Pick times each week when you can help the family and when they can help you. You will each have someone to contact when you need a break.

Help others. If you spend one hour a month helping others, this will help you keep your problems in perspective. You will know that you are not alone.

Set aside a block of time to do special education tasks (i.e., making phone calls and filing documents). If you stick to a schedule, special education will not consume your life.

Simplify. Get rid of clutter. Your home will be more relaxing and peaceful.

Take the phone off the hook. When you need quiet time, turn your phone off for a few hours.

Take care of your health. Schedule and keep appointments with doctors. If you feel anxious or depressed, see a mental health professional.

Peter W. D. Wright and Pamela Darr Wright.

Stop Bullying NOW!

2009-04-01T13:41:00.000-07:00

Bullying is still a big issue in school. Especially if your child has any kind of special needs. Both of my munchkins are always being targeted, not only because they have special needs, but because they have two dads.

Stop Bullying Now
Learn What You Can Do!

As a culture, we are focusing new attention on childhood bullying and harassment. As we watch children being crushed by bullying, we often feel powerless. No more!
There are ways to stop bullying, based on decades of research.
There is little need to describe why people want to stop childhood bullying. Childhood bullies are more likely to become young adult criminals than are non-bullies. Bullied children may grow up with diminished self-confidence.

We sometimes see bullying as an inevitable part of childhood. Yet, according to world-wide research, 50% reductions in rates of bullying are possible. The Stop Bullying Now intervention is based on The work of many researchers in bullying prevention including England's Smith and Sharp, The USA's Dorothea Ross and Dorothy Espelage, Canada's Wendy Craig and Debra Pepler, Australia's Ken Rigby, Norway's Dan Olweus, and on social worker Stan Davis's thirty-five years of experience with children, families, and schools.

The links on this site will lead you through an exploration of interventions that work to reduce bullying in schools.

This site supports HRSA's national campaign:"Take a Stand. Lend a Hand. Stop Bullying Now."
Click here to visit the HRSA campaign.

"Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college she attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world."
Eleanor Roosevelt

"In gentleness and compassion, we tell what we know to be true."
From a prayer preceding staff bullying prevention training at Holy Angels School in Delaware, August 2005.

"When will our consciences grow so tender that we will act to prevent human
misery rather than avenge it?"
Eleanor Roosevelt

What doesnt work?

2009-03-03T13:45:00.000-08:00

Interventions that are unlikely to work except as part of a comprehensive intervention:

Asking the target to solve the problem:
Just as in our social reaction to other forms of abuse, we have all tried to get the victims of bullying to act differently to solve the problem. We have trained victims to:
be assertive

blend in

ignore bullying

pretend they're not bothered by bullying ("Sticks and stones…")

The problem with these approaches used in isolation, no matter how good our intentions in using them, is that they displace responsibility for stopping bullying from us to the victims. If these approaches do not work ( and I believe they rarely do), the victim is left with a sense of failure. These interventions can, I believe, be effective only if they are part of a comprehensive intervention.

Whole-population education
There are a number of curriculum approaches to reducing aggressive behavior. Most of them teach alternatives to aggression and work to build empathy. These approaches, like sensitivity training as a preventive to workplace sexual harassment, are often ignored by the people whose behavior we want to change. Bullying youth tend to either deny their behavior or see it as justified. As we watch bullying youth in an educational discussion of bullying we see one of two reactions:

boredom ("This is stupid")

or outrage directed at others, with no realization that the presentation is about them ("I can't believe bullies do that.").
This kind of educational presentation will not, I believe, change bullies' behavior or attitudes unless it is part of a comprehensive intervention.

Four phases in social reactions to abuse:

We can learn from these relevant
parallels and the interventions that have been tried with them:

sexual abuse

spouse abuse

sexual harassment

Society has dealt with sexual abuse, spouse abuse, sexual harassment, and bullying with a series of reactions:

1. Denial: ("Uncle Dan would never do that;" "I'm sure he didn't mean to hurt you;" "Men are just like that;" "Sticks and stones may break my bones, but words will never harm me.")

2. Telling the victim to solve the problem: ("Just make sure you're never alone with him;" " Say no;" "Well, GET the dinner on the table on time;" "Wear less revealing clothes;" "Pretend it doesn't bother you")

3. Broad-brush educational efforts alone: ("Soft is the heart of a child;" Sensitivity training; "Hands are for helping, not hurting")

4. and, finally, after each of these individual interventions failed, with an integrated approach based on clear expectations and consistent consequences, followed by counseling for perpetrators, support for victims, and education of the silent majority within a comprehensive approach.

Resources will always be limited, so we have a responsibility to know which interventions are likely to work and which are unlikely to work.

What does work?

2009-03-01T13:47:00.000-08:00

Comprehensive interventions

What are the components of a successful comprehensive intervention?

Consensus-development among staff (with input from students and community members) so people enforce the same expectations consistently. What is your school's definition of unacceptable peer behavior? What behaviors will you commit to changing no matter what it takes? These might include:

physical aggression: hitting, kicking, pushing, choking, punching,….

verbal aggression: threatening, taunting, teasing, hate speech

And social exclusion.

Development and consistent enforcement of effective consequences for verbal and physical aggression which are predictable, inevitable, immediate, and escalating and based on uniform expectations for all. Consistent use of consequences will reduce these behaviors and are a necessary component of effective prevention. Inconsistent enforcement makes the problem worse. Effective consequences are small (so they can be used consistently), escalate with repeated aggression, and often involve loss of unstructured times like recess, lunch with peers, or extracurricular activities.

Building positive connections between staff and students and positive feeling tone in staff-student interactions.

Monitoring to make sure that consequences and education are effective.

Effective counseling for youth who bully after enforcement of consequences has generated some anxiety.

Effective support for targets, including protection from repeat victimization.

Empowering bystanders to tell adults, support targets, and discourage unacceptable behavior.

From a 2008 study of bullying prevention in Colorado schools (USA)

"• A reduction in bullying occurred in schools where teachers and students are willing to intervene, treat each other fairly and demonstrate that they care.

• Adult and student intervention in bullying is critical from elementary through high school.

• A positive relationship with adults and students at school and a school culture of trust and fairness are key to reducing bullying.

• Schools with lower levels of bullying report higher scores on statewide tests."