First Published Saturday, 14th June, 2008.

A Father’s Moment

by Patrick Paulitz

All of us make daily choices in life. Most of these choices are trivial, like what to have for dinner or what color socks to wear. Other choices are more life-changing, like whom to marry, where to live, or what house to buy. Sometimes, choices are made which at the time seem to be in error, but allow us, if our ears, eyes, and mind are open, to learn about life, our children, ourselves. Sometimes a wrong turn can lead to nothing less than a miracle.

It was a spring Saturday in the Bay Area. There was nothing exceptional about the day, except that it wasn’t raining. Not bad for a weekend in the wettest year California had experienced in decades. The sky was blue with white puffy clouds, and it was on the cool side – a great day for a picnic.

April and I decided to spend the day in Sausalito, a trendy upscale town on the waterfront just north of the Golden Gate Bridge. We packed a lunch and ate hotdogs, chips, and sodas with a spectacular view of the San Fransisco skyline. The pigeons and seagulls, we discovered, are only your friends when you’re eating. They’re not one of God’s more loyal creatures, to say the least. Later that afternoon we blew bubbles with Shamus, our four year-old autistic son, in a local park before starting the drive back to our home on the Peninsula. On the way home I took a minor detour; I wanted to show April some nice places to have a picnic another time, with a great view of the San Francisco Bay. As luck would have it, despite our best efforts to follow the signs to the freeway we somehow took a wrong turn. Or was it a wrong turn?

We soon found ourselves among green rolling hills that we could see eventually led to the Pacific Ocean. We were debating whether to turn around, or just keep going and enjoy the ride. It was so beautiful, we decided to venture on. By the time we arrived at the ocean, April had no interest in making the short trek to the water. I parked the van and walked to the beach by myself, staying only a few minutes. It was no fun being there without my wife and son. That’s just not the way God intended it.

Before maneuvering home, we knew Shamus needed a potty stop. Even though the restroom building was not more than a few hundred feet across the parking lot, we figured the less walking our boy did here, the better. Parked cars are a real distraction for Shamus. Once ‘business’ was done, I turned to Shamus and said, “Shamus, do you want to go to the beach?” He was never a beach-lover before, but I thought I’d give him the option. Surprisingly, he said “yes”. Kids, even autistic ones, do change sometimes, I guess… We watched the waves tumble in, leaving the hissing, white-green foam behind. Shamus seemed to be enjoying it so much – the sound of the ocean, the frothy surf, the big sky overhead.

Now, Shamus is a native Californian and our home is only 10 miles from the ocean. He had been to the beach many times before and had never been too interested in exploring beyond the blanket he was sitting on. But today was different; he wanted to get his feet wet.

San Francisco is not a ‘beach’ town, despite its physical proximity to the ocean. The water is cold, and summer weather along the coast is usually cold and foggy the entire day. Bay Area residents, especially coastal residents, don’t wear shorts and don’t keep beach towels in their car. Extra blankets and jackets are a far more practical item to have on hand.

But here was my son wanting – for the first time – to get his feet wet. So, we rolled up his pants, took off his socks and shoes, and I did the same. Shamus got his feet wet. He was ecstatic. As for me, the water felt like ice, my feet were frozen, my rolled-up pant legs soon unravelled, and in no time, both our pants were soaked – and we had no dry clothes.

And yet, I wouldn’t have traded that moment for anything in the world. It was our moment – father and son – playing in the surf. Nothing else in the world mattered to either of us. For most four-year-olds, such a moment would be routine. With our dear Shamus, however, I take nothing for granted. April is such a ‘Mom.’ Even today my own mother, who is 82 years old, often tells me to put on a sweater when she is cold. A mother’s nurturing nature transcends generations and crosses cultural lines. As April motioned for us to come out of the water, even trying to bribe Shamus with a bag of potato chips, I shook my head. I laughed and laughed and shook my head. “No way,” I was thinking to myself. This is our special moment in time. I knew what she was thinking. We were cold and wet – more specifically, Shamus was cold and wet. Dad can take care of himself. And I knew that I would allow nothing – not even a loving Mom waving a bag of potato chips and a warm minivan could wait.

After we came out of the water, April drove home as I sat in the passenger seat, stripped down to my T-shirt and underwear. Shamus wore only a shirt and towel – and a big smile on his face. As we drove south across the Golden Gate Bridge, I thought about what a miracle God had given me that day – and all because of a wrong turn.

First Published Saturday, 7th June, 2008.

Hope you’re all doing well.  Time to take a look at the latest roundup of news and articles on the Education/Home Ed front.

We begin with a look at what’s happening in Belgium…

Back in mid March some home educators started receiving communications from a part of Europe that has not to date been much of a cause for concern, Belgium.

Belgian home educators are concerned about a new decree effecting Belgium’s French Community.  Minister Arena made public on February 22nd plans that, if voted for, would make home education difficult and deny families their constitutional right to freely educate their children.  It imposes constraints on subject and content and forces a monitoring and regulating process;  as well as inspections of the educational approach.  Furthermore, it introduces a number of discriminations against home educated children.

Belgium home educators say that the text exceeds its objectives by limiting educational choice.  The people concerned have not been consulted and risk arbitrary administrative decisions and there is no provision for independent review of adverse rulings.

Belgian families are writing to their members of parliament, founding a new organisation called Appendre en Famille and examining the possibility of taking court action should the decree be ratified.  The new group has made contact with some foreign organisations with similar concerns and are making a list of basic demands and proposals which will be published soon.

Home educators in Belgium appear to stand a slightly better chance of opposing these proposals than home educators in other European countries, particularly Germany, as their constitution clearly states that education must not be restricted.  This might well be a basis for an appeal to the constitutional courts in Belgium.

On February 29th a Californian court was asked to make a ruling in what can only be described as a deeply distressing case.

The father of a large home educating family was accused by two of his adult children of child abuse.  Social services stepped in and duly prosecuted the parents and asked for a ruling on the right to home educate.

The ruling was eventually handed down by Justice H. Walter Croskey who said, ‘California courts have held that under provisions in the Education Code, parents do not have a constitutional right to Homeschool their children.  Persons ‘between the ages of six and eighteen’ are to be in ‘public full-time day school’ or a ‘private full-time day school’ or ‘instructed by a tutor who holds a valid state teaching credential for the grade being taught’.

If this ruling had stood it would have caused all kinds of political fallout.  California has a substantial home educating community;  certainly one big and active enough for a state governor not to want to alienate them.  It would have meant the return of thousands of children into the state school system, which even if it were a temporary measure while parents found more preferable alternatives, would in some areas have led to insurmountable logistical problems.

Additionally many private schools in California, who employ non accredited teachers, would have been forced to sack half their staff and perhaps close down.

Furthermore, the judge used the word ‘at’ in his ruling which was being interpreted as meaning that distance learning, an option taken up by many thousands more parents, would also have been deemed illegal.

National and local home education networks, which in the US are well funded by their members with some possessing millions of dollars at their disposal, set up joint emergency meetings.  They sought advice to decide what to do next.  It was generally their view that the judge was fundamentally in error over his ruling and that they make take a case to a higher court to have it overturned.

Meanwhile, the right wing press added petrol to the flames by making all kinds of claims that night have been plot summaries of X-Files episodes.  By the end of the following week many families, fearful that their lifestyle was at risk and concerned about what might happen next, were bombarding the state administration, their legislative representatives and the courts with letters and emails in what one Californian parent described as ‘a frenzy’.

The state governor (Arnold ‘I’ll be back’ Schwarzenegger) then made a statement that was meant to pour oil on troubled water, but due to his ignorance of how home educators felt on the issue only added to the anxiety.  The governor wrote to the press saying, more or less, that he would personally ensure that parents continued to have the right to home educate by passing legislation to that effect.  While this sounds like a good thing, home educators the world over know that once legislators get hold of draft legislative measures offering families more concrete rights to home educate, pressure groups, usually in the form of teaching unions, move in and hedge those rights around with various restrictions and caveats.  This has the cumulative effect of making home education many times more difficult than it otherwise would be.

HSLDA then infuriated local, secular, state home education groups by circulating a petition which would have prompted legislators to legislate, in just the way local organisations were trying to avoid.

At this point the senior lawyer of the largest Californian home education group took the extraordinary step of writing to the global home education networks asking them to ‘calm down’ while they did their jobs.  He argued that writing to the courts using inflammatory language could irritate judges and backfire badly.

Finally, on March 25th the ruling was vacated, which in English means that it was set aside.  There will be a new ruling made shortly but this one is likely to find that home education is a legal option in the state of California.

So in less than four weeks the whole debacle had gone full circle and a new ruling is expected at any time.

The argument has now moved on to a long term campaign by HSLDA for a parental rights amendment using the current Californian ruling as a supporting argument.  While a Parental rights bill sounds good it is in fact intended to counter proposals for a children’s rights amendment incorporating the UNCRC into US law, preventing corporal punishment, the practice that started the whole debacle  back in February.

Further reading at: http://www.hsc.org/

The history of home education in Ireland is unusual.  When Ireland was ruled by Britain there was religious persecution and Catholic schools were prohibited.  Informal “hedge schools” were formed where parents, priests and lay people taught in homes around the country.  An historical objection to total government control over education was established, supported formidably by the Catholic Church.  Ireland’s first president Douglas Hyde was home educated and he and writers of the Irish Constitution ensured that there would be constitutional protection for parental choice in education.

Article 42 of the Irish Constitution sets out the relationships between the family, parents, children and the State with respect to education.

1.“The State acknowledges that the primary and natural educator of the child is the family and guarantees to respect the inalienable right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children”.

2.“Parents shall be free to provide this education in their homes or in private schools or in schools recognized by the State”.

In the 1990s a series of well publicised failed prosecutions of home educating families under the 1926 School Attendance Act led to the creation of the Education (Welfare) Act 2000.

Under this legislation a new government body, the National Education Welfare Board (NEWB), was made responsible for setting up a register of all children, including a register of all home educated children.  Guidelines were drafted for the assessment of home educated children.  To date approximately 320 children have had their educational provision assessed and registered.  (Please note there is no assessment of the children.)  No one has been declined registration.  Most home educators have not registered.  Negotiations for the review of these Guidelines are underway between the Home Education Network (HEN) and the NEWB.

HEN was formed specifically to respond to the Education (Welfare) Act.  It is the only significant sized formal Home Education organisation in Ireland.  It has approximately 150 families as members, with about another 500 families known to them.  Together these represent an estimated 1 500 home educated children.  It is an inclusive group with no requirements to membership.  HEN provides a website, a contact list of home educators for new members, regional groups which organise activities, a quarterly newsletter, a help line and an annual conference.

The largest groups of home educators in Ireland are those who choose child centred learning, those who choose for religious grounds, those whose children have special physical and psychological needs and those whose children have been bullied in school.

Home education is growing in Ireland and is becoming better known.  There have been frequent articles and features in print, radio and television media.  All of these have been arranged by HEN over the past 5 years.  Almost all the media attention has been positive as a consequence of this policy.

There has been a group working to promote home education in Estonia for a few years now.  The group set up the Estonian Centre for Home Education to support home educators in 2005 and have organised conferences and produced articles to further their cause.

While the estonian government, and in particular the current education minister, has been supportive of home educators the law has only allowed home education to the age of about 12, corresponding to our primary education, and requires children to then go to senior school.

The support group have been quietly promoting a change in the law and last Christmas a present came in the form of a new policy document which will make this possible from September 2008.

In total there are nearly 1200 children being home educated in Estonia and now that it is legal to home educate to the age of 16, this will inevitably grow rapidly.

The Estonian Centre for Home Education
http://www.koduope.ee/

Downloadable audio stories free on the internet, provided by Story Nory:
http://storynory.com/

They are royalty free MP3 files available for download.

They add a new story every week all specifically aimed at children.

They include many classics by Hans Christian Anderson and Dickens as well as more modern tales and ancient myths.  All free of copyright.

You can sign up for automatic updates to your computer using Itunes and the stories can be loaded onto portable MP3 players or burned onto CDs to play in the car on long journeys.  Ideal for the summer and a thoroughly recommendable resource.

The British Geological Survey Education website:
http://www.bgs.ac.uk/education/home.html

This is, on the whole more for older children, or those with reasonable computer competency.  It has all kinds of tools and guides relating to geology, many are interactive and downloadable.

The Home Education Toolbar
http://www.homeeducationuk.ourtoolbar.com/

Most of the resources mentioned in this column, and many that are not, can be found on the Home Education UK toolbar, which enables you to link directly to all kinds of resources, many specific to home educators, all directly from a dedicated tool bar.

The HE UK toolbar has its own interactive features which allow you to chat directly to the other 300 or so current users when they are online.

It also links to all the main sections of the UK home education website allowing you to easily check legal issues and find support when you need it.

The toolbar does not load spyware or popups onto your machine.

Sudoku
http://www.countonnine.com/sudokuGame.htm

For the serious sudoku fans:
interactive sudoku games available free online.

Particularly good for developing critical thinking.

The 2006 report of the UN Secretary-General’s Study on Violence against Children called on countries to prohibit physical punishment of children by 2009.

The UN Committee on the Rights of the Child reminded signatories to the Convention on the Rights of the Child, including the UK, that equal protection for children is ‘an immediate and unqualified obligation’.  The Committee continued:

‘…the Convention requires the removal of any provisions which allow some degree of violence against children, in their homes/families or in any other setting.’

The UN Committee has twice recommended equal protection for the UK, in 1995 and 2002.  In 2002 the Committee stated:

“…governmental proposals to limit rather than to remove the ‘reasonable chastisement’ defence do not comply with the principles and provisions of the Convention…, particularly since they constitute a serious violation of the dignity of the child.’

COUNCIL OF EUROPE

In 2005, the European Committee of Social Rights, monitoring conformity with the European Social Charter, found UK law in breach of human rights obligations.  It concluded:

‘…since there is no prohibition in legislation of all corporal punishment in the home, the situation [in the UK] is not in conformity with Article 17 of the Charter.’

Equal Protection Across Europe

19 countries in Europe have now acted to satisfy human rights obligations by giving children equal protection from assault:

Of the 47 members of the Council of Europe, more than half have legislated for equal protection for children or are committed to doing so soon.

Of 27 countries of the European Union, only 5 – 1 of which is the UK – fail to give children equal protection or have not made a commitment.

Progress is also being made internationally.  In 2006, New Zealand became the first English-speaking country to give children equal protection.

Currently single parents do not have to sign up for the jobseeker’s allowance and can remain at home to care for their children.  However, the government is consulting on new regulations which will reverse that policy;  forcing single parents to sign up as available for work or lose £60 a week.

The new regulations will come into force in stages, starting with the parents of 12 year olds and progressively working down to 7 year old children.  It will come into force in early November 2008.

This policy will have a major impact on single parent home educators.  Should the regulations remain  as they are currently worded such parents will effectively lose their right to home educate.  In research(published in The face of Home-Based Education 1 Page 18) it was found that 22.4% of home educators were single parents, meaning that the changes could affect more than 11 000 children.

Many children of single parents are home educating because school is unable to meet their needs.  To deny these children the right to be educated as they wish will lead to stress and trauma for many of them.

Both Action on Home Education and Education Otherwise are attempting to have home educating parents excused from the requirement to register as seeking employment in these regulations.

Back in December there was a white paper which said that respondents to an earlier consultation felt strongly that single parents of children who fell into several categories (including disabled children and home educating single parents) should not have their benefits cut.  Unfortunately this recommendation seems to have fallen away in the current round of consultations.

EO has held a couple of meetings with officials and has been promised that anything they send will be shown to the minister.  Meanwhile, AHED is running a campaign to get families to contact their MP s.

While this has been going on the President of the Head Teachers association has made an ‘off message’ speech castigating parents for ‘dumping’ children for 10 hours a day at school, yet this is now government policy for the children of single parents!

If Head teachers can see this is bad for children why can’t government ministers?

The government are losing ever more children in care.  There was a 3% rise in children going missing between 2005 and 2006 and a further 6.7% rise between 2006 and 2007, so that in 2007 950 children in the care of the state went missing despite an overall fall in the numbers of children in care.  Worse still 30% of those children (370) were missing for more than 30 days.

The rise is entirely accounted for by children running away from foster care placements.

Meanwhile children in care fall further behind in terms of their educational achievement.  Only 13% achieved governments benchmark 5 good GCSEs while the average for all children stands at 62% and a third did not sit any GCSEs.  Under half achieved the NC test level expected for their age compared to 82% for all children.

The shadow minister Tim Loughton pointed out that things were getting worse.

‘At GCSE the achievement gap between children in care and their contemporaries has widened by almost a  quarter in six years and is continuing to grow year on year.’

Most home educators will, at some point in their lives, want to go on to get some form of higher education in order to either pursue a career or just expand their knowledge of a subject area.  One of the biggest questions many people pose is, “How can I get into University?”  It is also one of the arguments used against home education and something that parents may worry about.  There are, however, many ways in which a home educated teenager can get into university.

I’m a nineteen year old ex home educated child who now attends Birmingham City University, in my second year of studying for a BSc  in Nursing (child branch).  And I got there without any schooling.

I was educated at home from the age of five and a half.  I am a member of a family of children who were all home educated.  I had a very non-coercive upbringing and didn’t do any form of structured education till I was fifteen when I decided that I would like to go to university to do a medical subject.    At this point I started to do an A-level in biology, but I found that though I was getting high marks, I was not finding the course engaging.  So I decided to look elsewhere for courses in science subjects.

I found the Open University and looked into their courses as a means of getting into other universities.  I found that it was entirely possible so I enrolled onto ‘The Discovering Science’ course.  I really enjoyed all my courses with the Open University because they fitted around my lifestyle and I could do the work in my own time.  After doing eight courses with the Open University and accruing about half the points of a first degree I went on to a traditional university.  I have no GCSEs and no A levels and I got offers from several universities, including an interview at Cambridge and an unconditional offer to study genetics.

I am enjoying the new experience of lectures and I am enjoying meeting people from all over the world.  A teachers’ official in Wales recently wrote an article about how home educators find it difficult to move on to other educational environments due to socialisation problems, but this isn’t something I’ve experienced at all.

A friend of mine, Tommy Robin, has just started a degree at Sheffield University – the Contemporary Art Media course.  He got accepted by Sheffield by attending an interview, showing enthusiasm for the subject and showing some of his previous work.

“They were looking for someone who was enthusiastic about the course,” Tommy said.

I have found that this option is particularly open for art courses at universities, whereas science subjects tend to want some kind of qualification.  It doesn’t have to be a conventional qualification, though.  My older brother decided to do the whole of his degree with the OU and is now studying for an M.A. In Creative Writing.  My younger sister studied courses with both the OU and the Open College of Art and has worked with a local silversmith to build up a portfolio.  She plans to do a degree in photography.

There is also the more conventional way for applying to university.  It is still possible to do A-levels and GCSEs as a home educator by going to college or by studying through a distance learning college like the NEC.

http://www.open.ac.uk

http://www.nec.ac.uk/courses/?usca_p=t

While the internet is an enormously important resource for many home educators and gives children access to some wonderful, interactive resources, no parent can fail to be aware that it also a route into our homes through which unwelcome intruders can gain access to children.

The government and child protection charities have run a number of campaigns to raise awareness and promote safety on the internet and a number of new laws have been passed.  Yet despite all this activity there is a continuing flow of news about a very few young children and teens being abducted.

At the forefront of these campaigns is CEOP, the Child Exploitation and Online Protection Centre.  CEOP seems convinced that as the online fight against exploitive adults develops and the authorities become more adept at spotting them the perpetrators spread their nets more widely.  Currently the concern appears to be focusing on social network sites like Face Book.

However there are particular issues for home educated children, especially teens.  Due to the nature of home education and the distances young people often live from one another, they often communicate using networks like MSN and windows messenger.  These informal networks of contacts rely upon each young person inviting other young people they know into the “circle” of friends.

If someone gains access to such a circle then they can become trusted by all, thus compromising the whole group.

These groups are mostly run by the young people themselves, developing organically one contact to another into quite large informal online communities, unmonitored by adults and relying entirely on the children’s own skills.  It’s up to us as parents to ensure that they have these skills.

Unless we live in a family with religious or moral objections to internet technology, it’s pointless to suggest that we shouldn’t allow our children access to the internet with IT fast becoming regarded as a basic skill along side the three Rs.  What we need then are strategies for safety.

A method used by unsavoury adults trying to lure children is to create questionnaires for children to answer.  The basic question is known as “ALS” or some variant of it.  This stands for Age, Location, Sex and is an attempt to get some basic information about someone with whom you are communicating.  Answers come back in the form of 35, UK, M meaning I’m a 35 year old male living in the UK.

But recently more detailed questions have appeared where young people are asked to disclose all kinds of information.  For example, one encountered was cleverly mixed with probing questions with other relatively innocuous questions and asked for hobbies, school, city, girlfriend/boyfriend, sports and mobile phone number.

If a child answers this they may at some point be asked for a photograph and later still for their name and home street.  This gives someone the name of the school, a picture of the child, location of their home and a mobile phone number, as well as a list of personal interests.  Using this information a child could easily be tracked down.

It is easy to become paranoid over the internet, which in reality is no more dangerous than any social setting.  The real danger is in not realising that although you are sat in your bedroom you are in fact communicating with the outside world just as you might in a park or street.  This creates a false sense of security and may lead young people to make unwary disclosures of personal data that can lead them to be identified in real life.

Knowing ahead how to protect such data is obviously the key.

www.ceop.gov/get_advice.asp

CEOP online safety tips for parents

Know what your children are doing online

Get them to show you how to do things

Help them understand not to give any personal information to online friends

Teach them to ignore spam

Teach them to ignore files sent by people they don’t know

Teach them some people lie online

Tell them to keep online friends online

Keep talking so they know they can always tell you if something makes them feel uncomfortable

Show children how to block people online and how to report them

“The Idle Parent:  the less school the better”:
http://www.telegraph.co.uk/education/main.jhtml?view=DETAILS&grid=&xml=/education/2008/03/15/faidleparent.xml

Last Updated: 12:01am GMT 15/03/2008

Tom Hodgkinson says the idea that school is good for us doesn’t bear examination
What do Bertrand Russell, William Blake, John Ruskin, William Cobbett and John Stuart Mill have in common? The answer is that they never went to school. Yes, many of our greatest and most independent thinkers were educated by parents, tutors or by the best teachers: themselves.
Russell and Ruskin were educated at home by a series of tutors. Mill was taught by his father and by the utilitarian philosopher Jeremy Bentham. Blake spent his youth wandering around Peckham Rye and seeing angels. Cobbett was largely self-taught.
That most un-Victorian of Victorians, William Morris, went to a chaotic early incarnation of Marlborough, where he learned nothing, and resumed his education at home.
It is to this lack of formal education that the historian E.P Thompson attributes Morris’s revolutionary brilliance: somehow, he slipped through the brainwashing net and became a passionate enemy of Victorian competitive values.
Samuel Johnson and Samuel Taylor Coleridge were great skivers who never finished their Oxbridge degrees. Robert Louis Stevenson was of the view that “full, vivid, instructive hours of truantry” were a better education than sitting in a classroom having information drummed into your mind by Gradgrinds intent on producing obedient wage slaves.
I am certain that most of my education happened when I was on my own, reading, or staring out of the window, thinking. This is not to say I didn’t have a few brilliant teachers – I did.
And teachers can show the way, without doubt. But the way to get an education is to go out and experience life and read books. That’s it. And it is a process that should never end throughout one’s days.
It is true that two of the 20th century’s greatest novelists and free spirits, Aldous Huxley and George Orwell, went to Eton, but then Eton is unusually unschool-like. The pupils are given a huge amount of choice, respect and freedom.
I offer these examples as proof of my point: as a method of delivering education, school is overrated. This was Bertrand Russell’s view. “Men are born ignorant, not stupid,” he wrote. “They are made stupid by education.”
Einstein wrote of “that divine curiosity which every healthy child possesses but which is so often weakened early”. In which case it makes sense for the idle parent to keep formal education to a minimum. Intellectual loafing centres such as Westminster or Eton are not an option for most of us.
In any case, who wants to slave all the hours that God gives to send our children to private school? And as the idle child is an anti-consumerist child, it doesn’t make sense to send him or her to school with the country’s richest families.
The problem is, I am also against the local comprehensive. This is because the comps are run by the state, which means their long-suffering teachers have to cope with a constantly changing educational ideology.
Right now the idea is targets and more targets, but doubtless the next Education Secretary will have a different set of brilliant ideas and the previous lot will be thrown out. If politicians could only leave the schools alone, teachers might be able to get on with teaching.
School terms are much too long; so are school days. The schools that produce the best results and the freest thinkers have the shortest terms and shortest days. They are not merely containment camps for pre-workers. (A thought: now that playschool has been renamed preschool by the fun-haters, why not go the whole hog and rename school prework?)
This is the spirit we need to bring to education: the less school, the better. We need to explore other options – home schooling, learning groups, home tutors.
That doesn’t necessarily mean a lot of hard work or expense. This is where idleness comes in. It is precisely a love of learning and curiosity that schools tend to kill.
So it is the responsibility of the idle parent to implant a love of education. The way to do it is to lead by example and curl up with a good book.
Tom Hodgkinson is editor of The Idler.

http://news.bbc.co.uk/1/hi/education/7326347.stm

Almost one in six schools checked by an official inquiry are breaking the code on admissions, ministers have said.
Of the 96 schools in three areas found to be breaking the rules, six asked parents to make financial commitments as part of the admissions process.
Many of the other cases – in England – involved not giving due priority to children in care or with special needs.
Schools Secretary Ed Balls said the situation was “unacceptable” and plans to tighten the rules still further.
Amendments to the Education and Skills Bill, currently before parliament, will:
require local authorities to report annually on the legality and fairness of all schools admission arrangements in their areas
extend the power of the schools adjudicator to amend arrangements that come to his attention
make sure that parents and local communities are properly consulted about school admissions arrangements
Last month the government claimed “a significant minority” of schools in three areas were still breaking the admissions code which was tightened up last year.
It has now revealed that of the 570 schools it checked in Manchester, Northamptonshire and Barnet, some 96 were in breach of the code.
The three areas were chosen as being representative of a metropolitan authority, a shire county and a London borough – and were areas where there had not been objections to admissions policies.
“We have no reason to think that these areas are any different from any other authorities around the country,” Mr Balls said.
At the time it declined to put a precise figure on the number involved, pending checks.
Now that the schools have been asked to explain themselves, the Department for Children, Schools and Families has published lists of those involved along with their breaches of the code.
About a third failed to comply in more than one respect.
‘Wrong’
The schools were allegedly asking parents banned questions about their marital status, financial background or even in some cases asking for financial contributions.
It was put to Mr Balls that he had made too much of these requests for money – that they involved only six, mostly Jewish, schools in Barnet and these were only about 1% of those checked.
Mr Balls said one school would mean hundreds of parents affected, six schools meant thousands.
“I think one child and one parent being deterred from applying to a school because of an unlawful charge is wrong,” he said.
“What we are highlighting here is thousands of parents being put in that position.”
He rejected the idea that the sort of middle class parents schools wanted to attract could afford the payments – which he said in one of the schools in Barnet were £995 per child per term.
He knew parents wanted the best for their children and he was on their side, “but you can’t have a two-tier system”.
To eradicate educational disadvantage it was “absolutely critical” that governing bodies, local authorities and the Schools Adjudicator enforce the code.
Shadow Schools Secretary, Michael Gove said: “Ed Balls started a witch-hunt against schools which were alleged to be handing out places for cash.
“But there’s no evidence that money played any part in determining admissions in any of these schools.
“Ed Balls knows that many faith, and other, schools ask parents if they’d like to make purely voluntary contributions.
“He also knows that Jewish faith schools have to secure additional funding to guarantee the physical safety of their children.
“But he put these schools in the dock simply in order to distract attention from the fact that 100,000 parents weren’t getting their first choice of school thanks to his policies,” he added.

http://news.bbc.co.uk/1/hi/education/7270861.stm

School admissions and parental choice are fueling segregation, says the man in charge of England’s admissions.
Instead they should be used to limit social and racial division, says chief schools adjudicator Philip Hunter.
Schools with a high number of difficult-to-teach pupils were not being given a chance and needed help.
Admissions lotteries could be brought in or schools could be closed, with their pupils dispersed, or they could be reopened as academies, he said.
‘Politically explosive’
Dr Hunter’s warning comes as more than half a million children are about to find out whether they have got their first choice of secondary school.
He said: “It’s a myth to say there’s a system where everybody is achieving their first choice school.”
But he added that the current system was letting too many disadvantaged pupils down.
“It leads to a position where some schools have got such a high proportion of children from difficult backgrounds that there’s no chance at all.”
This was because schools that lacked enough pupils from backgrounds with high expectations for them found it very hard to succeed.
The issue was a “hugely politically explosive one”, but it had to be addressed in the interests of social cohesion, he said.
There needed to be more regulation of school choice and this would mean bad news for families who had bought their way into a good school’s catchment area.
“What we are doing is saying to one group of parents, I know you paid £20,000 more for this house than you wanted to in order that your children can go to the local school, but we are saying that some of you can’t get in – in order to make room for some child from that difficult estate.”
Various solutions were possible, said the chief school adjudicator. These included:
Closing down schools and re-opening them as academies
Dispersing pupils on free school meals to a wider number of schools
Altering admissions arrangements and introducing systems such as lotteries
Dr Hunter said it would never be possible to ensure every school has the same number of pupils on free school meals.
But that current admissions code gives clear instructions that local authorities and local schools should monitor what is going on.
They should be intervening when some schools are put at a disadvantage because they have too many pupils from difficult backgrounds.
However, he added: “We are not going to see kids bussed from Harpenden to Hackney and back again.
“But there are going to be some areas where they move away from the distance criteria for deciding who gets priority and moving more to ensuring that very high achieving schools do get their share of children from disadvantaged backgrounds.”
Academies programme
Schools Secretary Ed Balls said it was his government’s policy to make all schools good schools.
“Those who use poverty and deprivation as an excuse for poor performance are letting children down,” he added
Academies – independently run but publicly funded state schools – were improving results in disadvantaged areas faster than those with a comparable intake, he said.
This was why the government was announcing an acceleration of the scheme by five a year. This means some 243 academies would be built by 2010 instead of the planned 233.
Mr Balls made the announcement at Labour’s spring conference, adding that £500,000 would be cut from the set-up costs.

http://news.bbc.co.uk/1/hi/education/7316505.stm

By Angela Harrison
BBC News at the NASUWT comference in Birmingham

Bad behaviour from pupils is the biggest cause of stress for teachers and the main reason for poor standards, a teaching union has said.
Teachers at the NASUWT conference complained that some school leaders were not dealing with the problem.
Delegates passed a motion at the Birmingham meeting listing many factors contributing to the problem, including councils’ drives to cut exclusions.
Teachers also complained about a lack of training in behaviour management.
Susan Jones, from Derbyshire, told delegates local authorities were nowhere to be seen when a child was disrupting a class, but stepped in fast if a school tried to exclude one.
She complained about the use of “managed moves” where a child is transferred to another school rather than being excluded.
It is a policy advocated by the government’s behaviour adviser Sir Alan Steer as a way of giving a child a fresh start without them reaching the crisis of expulsion.
Ms Jones said councils liked this approach too because it helped to reduce exclusions.
But she knew of a case where one child had been moved several times and eventually came back to the original school.
And she said some schools were lowering their standards for acceptable behaviour for children with special needs.
‘Extremes’
“ADHD is being used as a reason not to give a student an exclusion,” she told delegates.
“Excuses are being made all the time for the behaviour of some students. They are being given a free reign.”
Teachers at the conference are also critical of the way moves to give pupils a say in their school lives are being handled in some places.
Jake Cosford, from Derby, told the conference about a job interview he had been to a school in Sheffield some years ago.
The child who was his guide through the school showed him a corridor down which teachers were not allowed to go, he said.
“I was then interviewed by a panel of three students with no adults present. At the end I was asked what I would give them if they gave me the job.”
He then withdrew from the process, he said.
The union’s leaders say they support the policy of pupil involvement, known as “Student Voice”, but believe it is being taken to extremes in some cases.
‘Not practical’
NASUWT delegates also discussed behaviour at their conference on Tuesday. Many feel that persistent “low-level disruption” is the worst problem.
Tim Cox, from the union’s national executive, said: “It’s the tap tap of the pen on the desk, the swinging on the back of chairs, the inability to comply with the simplest request, the mobile phones that wear us down.
“We all know the negative impact this can have on teachers and pupils.”
Mr Cox complained about the quality of training in behaviour management available for teachers and trainees.
The union’s general secretary Chris Keates said: “It’s the quality of training provided that we are concerned about.”
The Training and Development Agency for Schools, which is responsible for teacher training a survey of teachers in 2007said the majority found their training was good or very good in helping them maintain behaviour in classroom. “Nonetheless, behaviour continues to be a high priority for us and we are supporting initiatives such as Behaviour4Learning to help ensure that new teachers are well prepared to establish and maintain standards of behaviour in the classroom,” a spokesperson added.
At the conference on Wednesday, Schools Secretary Ed Balls paid tribute to teachers’ work in this area.
“As teachers on the front line, you face continual challenges in maintaining good standards of pupil behaviour – both in dealing with general low level disruption and with the minority of badly behaved pupils,” he said.
Mr Balls announced several measures aimed at improving behaviour and discipline, including more parent support advisors in schools and legal changes to make all schools take their share of excluded pupils.

http://news.bbc.co.uk/1/hi/education/7314454.stm

By Angela Harrison
BBC News, at the NASUWT conference in Birmingham

The government intends to improve the handling of children excluded from school in England, Schools Secretary Ed Balls has said.
All schools – as 97% already do – will have to work in partnership with others and to take in expelled students.
A white paper will set out alternatives to the pupil referral units to which the most disruptive students are sent, including work-related study.
Mr Balls said more needed to be done to tackle bad behaviour in schools.
He had asked Sir Alan Steer – who produced a report on misbehaviour for the government in autumn 2005 – to review progress since then.
Sir Alan’s findings – just released – have been used to frame the government’s latest plans.
‘Unfair’
Sir Alan, who is the head teacher of Seven Kings High School in Redbridge, Essex, said it was essential all schools were involved in behaviour partnerships and the government should legislate for this.
“A school that permanently excludes a child should expect to receive a permanently excluded child on the principle of ‘one out, one in’,” his report said.
But a minority of schools were operating “unfair practices” in admissions and exclusions.
The government says 97% of schools are in such partnerships – including all but six of the new academies.
But Sir Alan’s report cast doubt on how well some of these were operating.
“Informal soundings make me sceptical that all these schools are actually engaged in meaningful partnership working,” it says.
“Outside the early pathfinder partnerships, credible evidence is lacking on the impact partnerships are making where they do exist.”
‘Hard work’
Mr Balls said: “We know that standards of behaviour continue to be a matter for concern for parents and teachers, as well as well as children and young people themselves.
“Sir Alan’s assessment is that we have made considerable progress in implementing his recommendations. I am pleased with this, and am clear we are prepared to go further so behaviour is good in all schools.”
He paid tribute to the “hard work of school staff in maintaining good discipline”.
“But it is a tough job dealing with general low level disruption in the classroom and with the challenges presented by a minority of badly behaved pupils.”
Speaking at the NASUWT union’s annual conference, in Birmingham, he outlined the government’s plans to improve co-operation between schools on behaviour.
All schools should form partnerships with others and one of their key objectives, he said, would be to identify children at risk of exclusion or truancy and to intervene to help them get back on track.
Academies would also have to do this. At the moment, 97% of schools are involved in such a partnership.
When children are excluded, they can be taken in by other schools or can be sent to pupil referral units (PRUs).
It is estimated 24,000 secondary school age children were in PRUs in England in 2007.
Mr Balls told teachers he was determined to improve the quality of PRUs – and to offer alternatives, including vocational centres.
For the first time, detailed data would be published on the performance of students in PRUs.
The general secretary of the NASUWT, Chris Keates, welcomed the announcements.
“It’s a really good step forward and it’s what we have been campaigning for: quality off-site provision so that children with behaviour problems can get the support and help they need while children in mainstream schools can get on with learning,” she said.

http://www.channel4.com/news/articles/uk/watchdog+failing+teachers+warning/2121667

Last Modified: 02 May 2008
Source: PA News
Urgent action is needed to retrain more than 20,000 incompetent teachers, according to the head of the body responsible for upholding professional standards.
Keith Bartley, head of the General Teaching Council for England (GTCE), said that up to 24,000 underperforming teachers should be removed from their classrooms and put to work in neighbouring schools.
And he warns some teachers felt “oppressed” by continually-changing educational policy.

“IT boy with a head for business”:
http://www.bridportnews.co.uk/display.var.2251446.0.it_boy_with_a_head_for_business.php

By Rene Gerryts

NOT going to school and having ADHD has never held back 14-year-old Joel Drapper from Ryall and now he has started his own business.
Last year he was busy getting to sail on the tall ship the Prince William and winning money in the Make Your Mark Challenge.
Make Your Mark is an organisation that encourages young enterprising people to make their ideas happen while at school and even though he is home schooled Joel has done just that and used his prize money to start up his own website design business at 1stclasswebsites.com Joel, will be 15 on Monday and plans to launch his business on his birthday.
Like his 10 siblings Joel is home educated, and is now a self-taught computer expert.
He said: “There aren’t very many jobs for teenagers around except washing-up at hotels or chopping chips for a chippy.
“I wanted to start up my own business doing something that I really enjoyed, was good at, and that I could fit into my free time, at home – and hopefully I will be able to earn some money at the same time.”

Joel says his goal is to provide first class, high performance websites at competitive prices so that small businesses, charities, churches, or even families, can have a professional presence on the internet where they can advertise their products or services.
He charges £250 for his custom designed websites, plus £95 per year to cover hosting and domain name registration if required. He is also happy to modernise or update people’s existing websites.
He added: “Many local small businesses just cannot afford to have a website built by these big design firms. Small B&Bs or hotels need to advertise where the people are looking, and now-a-days that’s on the internet.”
“It’s really exciting running a real business! I am learning so much about being self-employed, time management, and business skills. When I’m old enough to work full-time I should be well equipped. Until then I still have to continue with my studies and so my business fits into my spare time.”
So far Joel has been commissioned to provide a new website for LymeNet, Lyme Regis’ local community college; for Stuckton Church near Christchurch; and for a Life Coaching business, Total Liberty International.
Irene Benson from LymeNet was full of praise for the teenager.
She said: “Joel Drapper has designed our new website for us and I am delighted with the result. It will help to give LymeNet a fresh new look. It has been good to work with him; he is a very helpful and conscientious young man. He deserves to succeed and I’m sure his new venture will go far.”
Joel got the idea after realising he already knew more than some universities could teach.
He said: “I was looking for some kind of qualifications or certificate that I could gain for my web design skills.
“I looked at doing a university distance learning computer certificate with Exeter University, but they were very unhelpful. First I was too young, but then I realised that I already knew all the things they were teaching and I didn’t want to waste my time or money repeating lessons I already knew. I asked if I could just complete the work required to validate the certificate but they said that I would have to do all the lessons.
“Irene Benson at LymeNet said that if I ran my own business and built up a portfolio then that would be even better on my CV than a university certificate. So that is what I decided to do.”
Joel is prepared to give a 10 per cent discount to Bridport News readers if they quote bridport10′ on the quote form in the voucher code box of his website.
Further enquires via his email: joel @1stclasswebsites.com
8:35am Wednesday 7th May 2008

“UK University opens in Australia”:
http://news.bbc.co.uk/1/hi/education/7427378.stm

“UK university lectures on iTunes”:
http://news.bbc.co.uk/1/hi/education/7431918.stm

“Diplomas could spell disaster”:
http://news.bbc.co.uk/1/hi/education/7438373.stm

“Most maths teachers not experts”:
http://news.bbc.co.uk/1/hi/education/7433339.stm

“Have school standards ‘stalled’?”:
http://news.bbc.co.uk/1/hi/education/7417579.stm

“Do parents want to go private?”:
http://news.bbc.co.uk/1/hi/education/7440022.stm

“Ceremony marks Hindu school work”:
http://news.bbc.co.uk/1/hi/england/london/7441561.stm

“Scots pupils offered new awards”:
http://news.bbc.co.uk/1/hi/scotland/7437837.stm

“Journal of Home Education”
Published 4 times a year by Cinnamon Press. 64 large format pages (246mm by 189mm crown format) perfect bound with a full colour cover (bound and finished as laminate paperback book). We intend the journal to become the highest quality source of news and information available on the subject. A publication that can be kept and referred back to for years to come.
http://www.home-education.org.uk/journal.htm

French Home Ed Site
Les enfants d’abord:
http://www.lesenfantsdabord.org/eindex.html

“Project Happy Child” – (contains worksheets):
http://www.happychild.org.uk/

“The Tutor’s Association” (contains print-outs on all subjects.  Click on Resource button at top for choices of primary or senior level):
http://www.thetutorsassociation.co.uk/

“Daisy Maths”(from the basics upwards):
http://daisymaths.com.au/

“Listening Books”:
http://www.listening-books.org.uk/

“Midnight Tutor”:
http://midnighttutor.com/

“Spark Notes”:
http://www.sparknotes.com/

“Internet 4 Classroom” (for virtual field trips to NASA etc):
http://www.internet4classrooms.com/vft.htm

BOOK  “Games for Mathematics:  Playful ways to help your child learn maths” by Peggy Kaye
http://www.amazon.co.uk/Games-Math-Playful-Child-Kindergarten/dp/0394542819

You can get tired of people voicing their ill-considered views on home-based education with no apparent knowledge of the research in the UK, USA, Canada, Australia and elsewhere.  They are also forgetful of the dire effects of ‘compulsory miseducation’, as Goodman put it, in the day-prison system of learning called schools.

One response is to point out that their comments on home-based education might be construed as a kind of treason.  After all, the Queen is a home-based education graduate, so accusations of ‘missing out on socialisation’, ‘no exposure to approved forms of knowledge’, etc., must apply to the monarch.  The response to this line of argument is usually an uncomfortable silence.

Those who prefer democratically elected presidents to unelected monarchs can look at the USA situation, where of the 42 or so past presidents, 17 were home-based education graduates.  Moreover, the various studies trying to rank them in order of success consistently put the first five as George Washington, Abraham Lincoln, Franklin D. Roosevelt, Thomas Jefferson and Theodore Roosevelt.  Yes, you have guessed it – they are all home-based education graduates.

There is a second kind of treason, to the evidence of other well-known people who were home-educated.  Thus, Yehudi Menuhin went to school for only one half day.  ‘When I came back from the morning, my mother asked me what I had learnt.  I said, “I really didn’t learn anything.  I sat at the back of the class, and there was a little window high upon the wall, through which I could see branches.  I hoped that a bird would alight.  No bird alighted, but I kept hoping”, and that’s about all I could report.  So my mother promptly said, “Well, we’ll educate you at home.”  He got on well enough without school to become a world-class violinist.

Patrick Moore, the astronomer and broadcaster, was educated at home and did not go to university.  He tells us that he chose his curriculum at the age of seven as learning to type, which he thought would be useful, by copy typing some tomes in astronomy.  This, he thought, would inform him about the subject that interested him and would also serve as a course in improving his English.  He would also spend some time on his xylophone and later the piano, developing his musical skills.  This ‘unbalanced curriculum’ served him well, he explains, since the central activities of his life have been astronomy, journalism and music.  All other knowledge and skills that he needed were gained incidentally on a ‘need to know’ basis.

Then there was the Head teacher of Wolverhampton Grammar School who was a party to educating his two daughters at home until they were eleven because the local primary school was not able to facilitate a personalized learning system to take into account their own keen learning interests in gymnastics and music.

Bertrand Russell was another home-based education graduate.  He observed that:  “I was glad I did not go to school.  I would have had no time for original thought, which has been my chief stay and support in troubles.’

The roll-call of well-known people can take up a whole book – see An “A” in Life:  Famous Home Schoolers by Mac and Nancy Plent (1999) Unschoolers Network.  It includes George Bernard Shaw, Charlie Chaplin, Claude Monet, Thomas Edison, Andrew Carnegie, The Wright brothers (the aeroplane inventors), Agatha Christie, Noel Coward, Margaret Mead, Pearl Buck, C.S. Lewis, John Stuart Mill, two Wimbledon tennis champions, and several contemporary film actors.
There is also a third kind of treason, to the respect for research evidence, which shows that the bad news about home-based education is very hard to find and confined to a few odd cases – reported in the press, for I have never come across any myself and I have encountered thousands of home-based educating families in the years I have been researching the subject.  The Home Education Research Journal has been publishing systematic studies on home-based education for over 30 years in the USA.  The research shows that, in the vast majority of cases, home-based education is a good news story.  Mike Fortune-Wood’s two books, The Face of Home-based Education 1:  Who, Why and How, and The Face of Home-based Education 2:  Numbers, Support, Special Needs, are two recent surveys of the scene in UK showing the same outcome.

Members of the establishment, despite themselves showing signs of being damaged by their mis-education at school, can be won over in time.  Thus, a school inspector, quoted in D. Smith, Parent Generated Home Study in Canada, 1993, said:  ‘I so wish I’d given my daughter the opportunity you’re giving your sons.’

Quote:
‘My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.’   George Bernard Shaw

HEADLINES

“Slain teen was vulnerable”:
http://www.thestar.com/article/433926

“Boy drowns during his afternoon nap”:
http://abcnews.go.com/Health/Story?id=5001282&page=1

“Amicus statement helps free Nate Tseglin”:
http://asansouthwestohio.blogspot.com/2008/05/asan-amicus-statement-helps-free-nate.html

“Colombia teen is reported missing”:
http://www.baltimoresun.com/news/local/howard/bal-teen0528,0,550714.story

“Missing Colombia teen is found”:
http://www.baltimoresun.com/news/local/howard/bal-missing0602,0,3835695.story

“18 year old found in Collin County”:
http://www.wfaa.com/sharedcontent/dws/wfaa/latestnews/stories/wfaa080605_wz_missingteen.94dfb9.html

“Government makes landmark commitment in response to I Exist campaign”:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1665&a=16356

VIDEO Interview “Kindergartner voted out by students”:
http://www.cbsnews.com/stories/2008/05/27/earlyshow/main4130288.shtml

“Taser inquiry sifting dozens of complaints”:
http://www.theglobeandmail.com/servlet/story/RTGAM.20080605.wbctaser05/BNStory/Technology/?page=rss&id=..wbctaser05

“CMS approves Pennsylvania medicaid wiaver program to help autistic residents”:
http://www.medicalnewstoday.com/articles/108942.php

“Pa. gets permission to spend Medicaid money on adult autism”:
http://www.centredaily.com/news/breaking_news/story/611937.html

“Boost to ease stress for differently abled Queenslanders and their helpers”:
http://www.theaustralian.news.com.au/story/0,25197,23807558-23289,00.html

“Minn. Mom fights church ban on her autistic son”:
http://www.wtopnews.com/?nid=104&sid=1413373

“Pope Benedict XVI urged to provide guidelines after Autism Church Ban”:
http://www.huliq.com/60382/pope-benedict-xvi-urged-provide-guidelines-after-autism-church-ban

RESEARCH

“Kids fathered by over-45s twice as likely to die before adulthood”:
http://www.newkerala.com/one.php?action=fullnews&id=67401

“Girls born with low birth rate develop autism more frequently, study says”:
http://english.pravda.ru/news/science/03-06-2008/105419-autism-0

“Gaze aversion may help reveal kids’ educational progress”:
http://www.dailyindia.com/show/246124.php/Gaze-aversion-may-help-reveal-kids-educational-progress-

“NIH researchers find that Rett Syndrome gene is full of surprises”:
http://www.medicalnewstoday.com/articles/109707.php

Seizures “Autism and Brain Scans: Snake Oil or the Real Deal?”:
http://www.scientificblogging.com/a_truth_universally_acknowledged/autism_and_brain_scans_snake_oil_or_the_real_deal

EDUCATION

“Kindergarten teacher should lose her job”:
http://www.sun-sentinel.com/news/opinion/sfl-editajjkindergartenpnmay31,0,4906529.story

“Letter(Web version): Don’t make school version of ‘Survivor”:
http://www.journalgazette.net/apps/pbcs.dll/article?AID=/20080605/EDIT09/806050337

“Boy without school place for 18 months”:
http://www.thisislocallondon.com/whereilive/localheadlines/display.var.2292191.0.boy_without_school_place_for_18_months.php

“Schools pursue truancy charge”:
http://www.oldhamera.com/cgi-bin/storyviewnew.cgi?041+News.2008528-155-041-041007.Full+News

Therapeutic Day School to Close “Edward Academy parents wonder what’s next”:
http://www.suburbanchicagonews.com/napervillesun/lifestyles/983503,6_5_NA03_ACADEMY_S1.article

“Together on stage”:
http://www.sunpublications.com/articles/2008/06/03/liberty_tribune/news/doc483dc9166a1ce393539729.txt

“Southeast student creates coloring book on autism”:
http://www.heraldtribune.com/article/20080527/COMMUNITY/805270440/1011/news&tc=yahoo

“Playground program helps children make friends”:
http://news.ktar.com/?nid=6&sid=855184

“School Options”:
http://autism.about.com/od/schoolandsummer/School_and_Summer_Options.htm

EMPLOYMENT

“Auties.org”
Individuality, Diversity, Equality, Achievement

Auties.org is an Aspie & Autie friendly site for all people on the Autistic Spectrum who are ready to dare reach out to occupation and employment, open the doors to the community and market their abilities directly to the public and for those interested in supporting these pioneers.
http://www.auties.org/

“AutismJobs”
Linking job seekers with vacancies in work related to autism, Aspergers and ASDs
http://www.autismjobs.org/?section=00010009

“Job vacancies within the NAS”:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=170

“SARRC expands services for adults”:
http://news.ktar.com/?nid=6&sid=854237

“Mental illness stigma can overshadow career”:
http://www.businessedge.ca/article.cfm/newsID/17965.cfm

“Mother works for son, and others on the autism spectrum”:
http://www.burlingtonfreepress.com/apps/pbcs.dll/article?AID=/20080603/NEWS02/806030309

GENERAL/HUMAN INTEREST

“The great autism rip-off … How a huge industry feeds on parents desperate to cure their children”:
http://www.dailymail.co.uk/health/article-1023351/The-great-autism-rip—How-huge-industry-feeds-parents-desperate-cure-children.html

New National Scheme allows Access to Justice for All – “Balancing the scales”:
http://www.thisisdorset.net/display.var.2315162.0.balancing_the_scales.php

Police Article “How to speak autism”:
http://www.policeone.com/writers/columnists/joel-lashley/articles/1698058-How-to-speak-autism/

The Zac Browser “Grandfather builds Web browser for autisic boy”:
http://www.nola.com/newsflash/index.ssf?/base/national-1/1212515950176350.xml&storylist=national&thispage=1

“Program helps kids learn to ride on two wheels”:
http://www.kansas.com/news/story/419468.html

“Center in Peters uses rats as part of therapy for autistic children”:
http://www.post-gazette.com/pg/08153/885911-58.stm?cmpid=localstate.xml

“The New Wave of Autism Rights Activists”:
http://nymag.com/news/features/47225/

“Living to learn, learning to live”:
http://www.columbiamissourian.com/stories/2008/05/26/living-learn-learning-live-lifetime-dealing-autism/

“Bittersweet Farm betters autistic lives”:
http://www.wnwo.com/news/news_story.aspx?id=140564

“Jiminy Peak hosts autism conference” Spectrum Unplugged share their personal experiences of living with autism ”:
http://www.thetranscript.com/headlines/ci_9358117

“Paralysed man takes a walk in virtual world”:
http://www.int.iol.co.za/index.php?art_id=nw20080602123621257C605718

“Dyslexia Action FAQ”:
http://www.dyslexiaaction.org.uk/Page.aspx?PageId=29

“The British Dyslexia Association”:
http://www.bdadyslexia.org.uk/

“Dyslexia USA”:
http://dyslexia-usa.com/

“Dyslexia Canada”:
http://www.dyslexia-canada.com/

“Dyslexia Australia”:
http://www.dyslexia-australia.net/

“Vince Vaughn “Vaughn grateful for learning disabilities”:
http://www.contactmusic.com/new/xmlfeed.nsf/mndwebpages/vaughn%20grateful%20for%20learning%20disabilities

“Orlando Bloom grateful for childhood dyslexia”:
http://www.starpulse.com/news/index.php/2007/12/06/orlando_bloom_grateful_for_childhood_dys

“Dyslexia not the same in every culture”:
http://www.usatoday.com/news/health/2004-09-02-dyslexia_x.htm

“Famous dyslexic people”:
http://www.dyslexia-test.com/famous.html

ADD/ADHD

“Diet has no special blame in ADHD – Study”:
http://www.scientificblogging.com/news_releases/diet_has_no_special_blame_in_adhd_study

“Attention, everyone”:
http://www.nydailynews.com/lifestyle/health/2008/05/28/2008-05-28_attention_everyone-1.html

“adders.org”
Our objective is to promote awareness to AD/HD (Attention Deficit/Hyperactivity Disorder) and to provide information and as much free practical help as we can to affected by the condition, both adults and children, their families in the UK and around the World via this website.
http://www.adders.org/

“ADDISS” The National Attention Deficit Disorder Information and Support Service.
http://www.addiss.co.uk/index.html

“ADDA”:
http://www.add.org/

“hi2u ADHD Pages”:
http://www.adhd.org.uk/

“CHADD”:
http://www.chadd.org/am/CustomPages/home/CHADD_Home.htm?CFID=2282059&CFTOKEN=38105335&jsessionid=f2303343221169802693562

BOOK “Living without Brakes”
http://www.jkp.com/catalogue/book.php/isbn/9781843108733

SPORT

Wrestling “Leominster student fighting for acceptance”:
http://www.sentinelandenterprise.com/local/ci_9446039

“The Champagne Bike Ride 2008 – 6^th June – 9^th June”

From London to Reims – NAS’ toughest bike ride yet!:
http://www.getmilesmore.org.uk/event_details.php?id=41

“Trek Kilimanjaro 2008 – 12^th June – 21^st June”:
http://www.getmilesmore.org.uk/event_details.php?id=13

“The 10k for Men – 15^th June, 2008(Held on Father’s Day)”

Location: Bellahouston Park, located south-west of Glasgow City Centre
http://www.getmilesmore.org.uk/event_details.php?id=49

“The London Triathlon 2008 – 9-10^th August”:

The world’s largest triathlon takes place on the streets of central London and the Docklands.
http://www.getmilesmore.org.uk/event_details.php?id=21

“Trek the Inca Trail 2009”:
http://www.getmilesmore.org.uk/event_details.php?id=15

MUSIC

“Music from the heart”:
http://www.tacomadailyindex.com/portals-code/list.cgi?id=1226572&more=0

ART

Seth Chwast

Seth Chwast was diagnosed with autism as a very young child, and lived for years in a world of roller coasters, haunted houses, and classical music. A dramatic change came in 2003, when at age 20 he took an oil painting class at the Cleveland Museum of Art. Seth, who rarely speaks, began describing his world in paint.
http://www.sethchwastart.com/biography/

VIDEO “American story: An inspiring autistic artist”:
http://www.msnbc.msn.com/id/22452782/

Archived news item “Local artist Seth Chwast to be on Today show”:
http://www.cleveland.com/entertainment/plaindealer/index.ssf?/base/entertainment-0/1199179947154790.xml&coll=2

NAS “Take part in our creativity competition”:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1665&a=16597

MOVIES/ENTERTAINMENT

“Teen finds audience for short films”:
http://www.13wham.com/news/local/story.aspx?content_id=128f3364-ecaa-454a-85a5-77237dfad509

“Great expectations”:
http://www.southbendtribune.com/apps/pbcs.dll/article?AID=/20080604/Lives/25373403

“Actors for Autism”:
http://www.actorsforautism.com/

BOOKS

“The Chameleon Kid – Controlling Meltdown Before He Controls You”

Author: Elaine M. Larson
http://www.asperger.net/bookstore_9010.htm

“Fun with Messy Play”

Ideas and Activities for Children with Special Needs

Author: Tracey Beckerleg
http://www.jkp.com/catalogue/book.php/isbn/9781843106418

“Small Steps Forward: Using Games and Activities to help Your Pre-School Child with Special Needs” 2^nd Edition

Author: Sarah Newman

Illustrated by Jeanie Mellersh
http://www.jkp.com/catalogue/book.php/isbn/9781843106937

“Breaking Free from OCD”

Author: Jo Derisley, Isobel Heyman, Sarah Robinson and Cynthia Turner

Illustrated by Lisa Jo Robinson
http://www.jkp.com/catalogue/book.php/isbn/9781843105749

“Asperger Syndrome and Alcohol”

Drinking to Cope?

Author: Matthew Tinsley and Sarah Hendrickx

Foreword by Temple Grandin
http://www.jkp.com/catalogue/book.php/isbn/9781843106098

“Asperger Syndrome and Bullying: Strategies and Solutions”

Author: Nick Dubin

Foreword by Michael John Carley
http://www.jkp.com/catalogue/book.php/isbn/9781843108467

DVD ~ PAL and NTSC “Being Bullied”

Nick Dubin
http://www.jkp.com/catalogue/book.php/isbn/9781843108436

DVD ~ PAL and NTSC “Asperger Syndrome and Employment:

A Personal Guide to Succeeding at Work”

Nick Dubin with Gail Hawkins
http://www.jkp.com/catalogue/book.php/isbn/9781843108498

“Career Training and Personal Planning for Students with ASD: A Practical Resource for Schools”

Author: Vicki Lundine and Catherine Smith

Foreword by Jo-Anne Seip
http://www.jkp.com/catalogue/book.php/isbn/9781843104407

“Why Do You Do That?”

A Book about Tourette Syndrome for Children and Young people

Author: Uttom Chowdhury and Mary Robertson

Illustrated by Liz Whallett
http://www.jkp.com/catalogue/index.php/cat/tourette

“All Cats Have Asperger Syndrome”

Moonbeam Childhood Wellness Award 2007 Bronze Medalist

Shortlisted for the 2007 Eve Pownall Award for Information Books by the Children’s Book Council of Australia

Author: Kathy Hoopmann
http://www.jkp.com/catalogue/book.php/isbn/9781843104810

The roadshow will be touring the country, appearing at some of the UK’s top attractions, from summer. We are looking for volunteers from several areas across the UK – including Wales, Essex, Cambridge and Milton Keynes – to give a day of their time to help us collect these vital funds. For more information on dates and locations or to offer to help, call 020 7923 5709 or email daniel.read@nas.org.uk

Over the next two years LEGO UK and their staff will be aiming to raise £80,000 to build a fantastic new playground at the NAS Radlett Lodge School in Hertfordshire.

To enjoy the Official LEGO website:
http://www.lego.com/en-US/default.aspx

Or to visit Legoland:
http://www.legoland.com/

Hope you enjoyed the read.

Take Care,

Julie

First Published Saturday, 31st May, 2008.

Although the co-occurrence of Catatonia and autism/AS is said to be low, it’s been increasingly recognized in adolescents and young adults on the spectrum over the last 15 years. The following article includes case studies, a book review, links for further reading/research, hopefully providing the reader with a greater understanding of what’s considered an enigmatic condition. Before we take a closer look at all aspects of this particular condition, it’s important to point out the dangers in regard medication, specifically neuroleptics. I’m familiar with autistic people who experience catatonia. They would tell you that the following information on neuroleptics cannot be emphasized enough.

Neuroleptics are a class of drugs often strongly not recommended for people with catatonia.

There is, among life-threatening reactions:

1. Neuroleptic malignant syndrome.
2. Tardive dyskinesia affecting the airway (through affecting swallowing or breathing).
3. Acute dystonic reaction affecting the airway.
4. Anaphylactic shock.

For further information on this particular class of drugs and autistic people, please refer to “APANA”:

http://www.dinahm.pwp.blueyonder.co.uk/

The following information was last updated April, 2008 courtesy of Research Autism.
It provides us with a fairly comprehensive yet concise overview of what precisely Catatonia is, its prevalence, its causes, effects, interventions and some excellent Research articles and reading materials for those with a specific interest in this area.
http://www.researchautism.net/asditem.ikml?t=3&ra=45&infolevel=4

Description

Catatonia is a complex disorder covering a range of abnormalities of posture, movement, speech and behaviour associated with over- as well as under-activity.

There is increasing research and clinical evidence that some individuals with autism spectrum disorders, including autism and Asperger syndrome, develop a complication characterised by catatonic and Parkinsonian features (Wing and Shah, 2000; Realmuto and August, 1991).

In individuals with autistic spectrum disorders, catatonia is shown by the onset of any of the following features:

• increased slowness affecting movements and/or verbal responses;

• difficulty in initiating completing and inhibiting actions;

• increased reliance on physical or verbal prompting by others;

• increased passivity and apparent lack of motivation.

• other manifestations and associated behaviours include Parkinsonian features including ‘freezing’, excitement and agitation, and a marked increase in repetitive and ritualistic behaviour.

When there is deterioration or an onset of new behaviours, it is important to consider the possibility of catatonia as an underlying cause.

Prevalence

Catatonia appears to be a relatively rare problem in people with autistic spectrum disorders.

For example, In a study of referrals to Elliot House who had autistic spectrum disorders, it was found that 17% of all those aged 15 and over, when seen, had catatonic and Parkinsonian features of sufficient degree to severely limit their mobility, use of speech and carrying out daily activities.

It was more common in those with mild or severe learning disabilities (ID), but did occur in some who were high functioning.

Causes

There is little information on the cause of catatonia. In the Eliot House survey, the development of catatonia in some people, seemed to relate to stresses arising from inappropriate environments and methods of care and management. The majority of the cases had also been on various psychotropic drugs.

Effects

Catatonia can have severe effects in people with autistic spectrum disorders. For example it can be very distressing for the individual concerned and it is likely to exacerbate the difficulties with voluntary movement and cause additional behavioural disturbances.

Interventions

Scientific evidence for interventions

There is no valid and reliable scientific evidence to show which interventions are effective in treating catatonia in people with autistic spectrum disorders.

There is very little evidence about effective treatment and management of catatonia. No medical treatment was found to help those seen at Elliot House (Wing and Shah, 2000). There are isolated reports of individuals treated with anti-depressive medication and electro-convulsive therapy (ECT) (Realmuto and August, 1991; Zaw et al, 1999).

Research

If you are a UK resident you may be able to obtain full copies of some of the items listed on this page from your local public library, your college library, or the National Autistic Society’s Information Centre. You may also be able to obtain copies of items from the publishers of those items.

• Brasic JR et al. (2000). Dyskinesias differentiate autistic disorder from catatonia. CNS Spectr, 5(12), pp. 19-22. Read Abstract

• Bush G. et al (1996) Catatonia. I. Rating scale and standardising examination. Acta Psychiatrica Scandinavica, 93 , pp. 129-136. Read Abstract

• Dhossche DM, Carroll BT, Carroll TD. (2006). Is there a common neuronal basis for autism and catatonia? Int Rev Neurobiol., 72, pp. 151-164. Read Abstract

• Gillberg C. and Steffenburg S. (1987) Outcome and prognostic factors in infantile autism and similar conditions: a population based study of 46 cases followed through puberty. Journal of Autism and Developmental Disorders, 17(2), pp. 273-287. Read Abstract

• Kakooza-Mwesige A, Wachtel LE, Dhossche DM. [Epub ahead of print]. Catatonia in autism: implications across the life span. Eur Child Adolesc Psychiatry. Read Abstract

• Neumarker KJ. (2006). Classification matters for catatonia and autism in children. Int Rev Neurobiol, 72, pp. 3-19. Read Abstract

• Ohta M, Kano Y, Nagai Y. (2006). Catatonia in individuals with autism spectrum disorders in adolescence and early adulthood: a long-term prospective study. Int Rev Neurobiol, 72, pp. 41-54. Read Abstract

• Realmuto G. and August G. (1991) Catatonia in autistic disorder; a sign of comorbidity or variable expressions? Journal of Autism and Developmental Disorders, Vol. 21 (4), pp. 517-528. Read Abstract

• Schieveld JN. (2006). Case reports with a child psychiatric exploration of catatonia, autism, and delirium. Int Rev Neurobiol., 72, pp. 195-206. Read Abstract

• Shah A, Wing L. (2006). Psychological approaches to chronic catatonia-like deterioration in autism spectrum disorders. Int Rev Neurobiol, 72, pp. 245-264. Read Abstract

• Stoppelbein L, Greening L, Kakooza A. (2006). The importance of catatonia and stereotypies in autistic spectrum disorders. Int Rev Neurobiol, 72, pp. 103-118. Read Abstract

• Takaoka K, Takata T. (2007). Catatonia in high-functioning autism spectrum disorders: case report and review of literature. Psychol Rep, Dec, 101(3), pp. 961-969. Read Abstract

• Wing L. and Shah A. (2000) Catatonia in autistic spectrum disorders. British Journal of Psychiatry, Vol. 176 , pp. 357-362. Read Abstract

• Wing L, Shah A. (2006). A systematic examination of catatonia-like clinical pictures in autism spectrum disorders. Int Rev Neurobiol, 72, pp. 21-39. Read Abstract

• Zaw F. K. et al (1999) Catatonia, autism and ECT. Developmental Medicine and Child Neurology, Vol. 41, pp. 843-845. Read Abstract

Reading

Publications on this issue, other than scientific trials which have been published in peer-reviewed journals:

If you are a UK resident you may be able to obtain full copies of some of the items listed on this page from your local public library, your college library, or the National Autistic Society’s Information Centre.

• Lishman W. A. (1998) Organic psychiatry: the psychological consequences of cerebral disorder pp. 349-356. Oxford: Blackwell.

• National Autistic Society. (200?). Mental health and Asperger syndrome. London: NAS. Read Full item

• Rogers D. (1992) Motor disorder in psychiatry: towards a neurological psychiatry. Chichester: Wiley.

• Shah A. and Wing L. (2006) Psychological approaches to chronic catatonia-like deterioration in autism spectrum disorders. In Dhossche D.M. et al (eds.) Catatonia in autism spectrum disorders pp. 246-260 Academic Press.

The following book review is provided courtesy of “Communication” – NAS Magazine Volume 40 Number 3 Autumn 2006.

Catatonia in Autism Spectrum Disorders

Edited by Dirk M. Dhossche, Lorna Wing, Masataka Ohta and Klaus-Jurgen Neumarker.

Published by Elsevier http://www.elsevier.com/wps/find/bookdescription.cws_home/707498/description

Autism and Catatonia

Judith Gould, Director of the Centre for Social and Communication Disorders, reviews the first-ever book published on the relationship between autistic spectrum disorders and catatonia spectrum disorders.

Autistic spectrum disorders (ASDs) and catatonia spectrum disorders (CSDs) are each associated with unusual patterns of behaviour and little is known of their underlying nature, so this book is speculative, emphasising how little is known for certain and putting forward hypotheses to stimulate future research.

Until recently, ASDs were considered to be the province of child psychiatrists and psychologists, whereas CSDs were seen in the context of psychiatric illnesses, such as schizophrenia, that affect adults but which could also occur in children. However, when all the features that can be found in ASD are compared with all those that can be found in the catatonia spectrum, the remarkable degree of overlap cannot be denied. Both sets of conditions manifest many similar peculiarities of speech, posture, movement and behaviour. The most severe form of catatonia is catatonic stupor, where the person is immobile, holds strange postures and is mute. This may alternate with periods of excitement and irrational behaviour. However, catatonic features include slow movements, tip-toe walking, difficulty crossing lines and thresholds, holding hands in odd postures, stereotyped movements, echolalia and many others very familiar in people on the autism spectrum. Catatonic stupor can occur in autism but seems to be rare. However, perhaps 10% of adolescents and adults on the autism spectrum show marked exacerbation of the catatonia-like features to an extent that interferes with everyday activities. This is referred to as ‘catatonia-like deterioration’.

The first three sections of the book concern theoretical and practical issues of classification, assessment and the underlying biology of autism and CSDs.

Further research needed

The fourth section concerns behavioural and medical treatments and tackles the controversial subject of the use of electro-convulsive therapy (ECT) in children and adolescents, which arouses strong feelings. Frank Zaw points out the safety and success of ECT in treating catatonia in adults, but acknowledges the lack of evidence for or against its use in children, and in catatonia associated with ASDs, calling for further research.

Amita Shah and Lorna Wing discuss the psychological dysfunctions that may underlie catatonia-like deterioration in people on the spectrum and suggest that an unknown number of people who, in the old mental institutions, were diagnosed as having catatonic schizophrenia, were actually on the autism spectrum. They give a detailed description of psychological methods of intervention, with emphasis on providing an organised, stress-free daily programme and the encouragement of movement through verbal or, if necessary, physical prompting and through activities enjoyed by the person concerned.

Section five suggests blueprints for the assessment, treatment and future study of catatonia in those ASDs, recommending an initial search for possible causes, such as anti-psychotic medications. Treatment choices are the psychological approach, outlined by Shah and Wing, treatment with high doses of medication, such as lorazepam, or ECT. The authors make suggestions for future research and, given the current dearth of knowledge in the area, the field is wide open.

Catatonia-like deterioration affects only a small minority of people on the autism spectrum, but it is a great burden on the person concerned and their family. Perhaps the co-occurrence of autism and catatonia will provide a new and revealing clue to the nature of both conditions and, if this book stimulates research in this field, it will have achieved its objective.
Inspiration

Lorna Wing’s contribution to the book reflects her special ability to make connections that others have not thought of. Her experience as a psychiatrist, and as the parent of a daughter with classic Kanner’s autism, brought home to her the remarkable degree of overlap between autistic and catatonic features. During her lifetime, Susie Wing was the inspiration for Lorna’s innovative ideas concerning the nature of autism and so it is appropriate that this book has been dedicated to her.

The following information includes news and findings from the most recent studies. We also take a look at 3 case studies, that of an adolescent male, a 35 year old man and a 9 year old boy. Shah and Wing’s invaluable contribution is duly recognized.

Source: http://www.psychiatrictimes.com/display/article/10168/51131

Catatonia

Catatonia is a complex disorder covering a range of abnormalities of posture, movement, speech and behaviour associated with over- as well as under-activity (Rogers, 1992; Bush et al, 1996; Lishman, 1998).

There is increasing research and clinical evidence that some individuals with autism spectrum disorders, including Asperger syndrome, develop a complication characterised by catatonic and Parkinsonian features (Shah and Wing, 2006; Wing and Shah, 2000; Realmuto and August, 1991).

In individuals with autistic spectrum disorders, catatonia is shown by the onset of any of the following features:

• increased slowness affecting movements and/or verbal responses;

• difficulty in initiating completing and inhibiting actions;

• increased reliance on physical or verbal prompting by others;

• increased passivity and apparent lack of motivation.

Other manifestations and associated behaviours include Parkinsonian features including freezing, excitement and agitation, and a marked increase in repetitive and ritualistic behaviour.

Behavioural and functional deterioration in adolescence is common among individuals with autistic spectrum disorders (Gillberg and Steffenburg, 1987). When there is deterioration or an onset of new behaviours, it is important to consider the possibility of catatonia as an underlying cause. Early recognition of problems and accurate diagnosis are important as it is easiest to manage and reverse the condition in the early stages. The condition of catatonia is distressing for the individual concerned and likely to exacerbate the difficulties with voluntary movement and cause additional behavioural disturbances.

There is little information on the cause or effective treatment of catatonia. In a study of referrals to Elliot House who had autistic spectrum disorders, it was found that 17% of all those aged 15 and over, when seen, had catatonic and Parkinsonian features of sufficient degree to severely limit their mobility, use of speech and carrying out daily activities. It was more common in those with mild or severe learning disabilities (ID), but did occur in some who were high functioning. The development of catatonia, in some cases, seemed to relate to stresses arising from inappropriate environments and methods of care and management. The majority of the cases had also been on various psychotropic drugs.

There is very little evidence about effective treatment and management of catatonia. No medical treatment was found to help those seen at Elliot House (Wing and Shah, 2000). There are isolated reports of individuals treated with anti-depressive medication and electro-convulsive therapy (ECT) (Realmuto and August, 1991; Zaw et al, 1999).

Given the scarcity of information in the literature and possible adverse side effects of medical treatments, it is important to recognise and diagnose catatonia as early as possible and apply environmental, cognitive and behavioural methods of the management of symptoms and underlying causes. Detailed psychological assessment of the individuals, their environment, lifestyle, circumstances, pattern of deterioration and catatonia are needed to design an individual programme of management. General management methods on which to base an individual treatment programme are discussed in Shah and Wing (2001).

Recent studies(as reported in Psychiatric Times) September 1, 2006. Vol. 23 No. 9:

Only 2 systematic studies of catatonia in autism have been reported.^3,4 They suggest that catatonia-like features are present in about 1 of 7 (12% to 17%) adolescents and young adults with autism and constitute an important source of impairment in this population. In a recent study, 17% of a large referred sample of adolescents and young adults with autism satisfied modern criteria for catatonia.³ Thirty persons with autism aged 15 years or older met criteria for catatonia. Classic autistic disorder was diagnosed in 11 persons (37%), atypical autism in 5 (17%), and Asperger disorder in 14 (47%).

None of those under the age of 15 years had full catatonic syndrome, although isolated catatonic symptoms were often observed. In the majority of cases, catatonic symptoms started between the ages of 10 and 19 years. Five individuals had brief episodes of slowness and freezing during childhood, before 10 years of age. Schizophrenia was not diagnosed in any of the patients.

In a report based on a population study, 13 (11%) of 120 autistic persons aged 17 to 40 years (mean age 25.5 years) had clinically diagnosed catatonia with severe motor initiation problems.⁴ Another 4 had several catatonic symptoms but not the full syndrome. Autistic disorder was diagnosed in 8 of the 13 persons with catatonia; atypical autism was diagnosed in the remaining 5. The proportion of those with autistic disorder in whom catatonia was diagnosed was 11% (8 of 73); 14% of those with atypical autism (5 of 35) had catatonia.

An increasing number of case reports and case series on catatonia in autism that satisfy DSM-IVcriteria for catatonia have been published in the past 15 years.^5-15 There is considerable overlap of psychomotor symptoms between the 2 disorders (eg, muteness, echolalia, stereotypical movements, and other psychomotor peculiarities).¹⁶ The diagnosis of catatonia in published cases was based on significant worsening of these symptoms and emergence of other catatonic symptoms. Some of the authors report that patients responded to treatment with lorazepam (the benzodiazepine most often used) and/or ECT. It should be noted that none of these studies were controlled and the number of cases was very small.

Case 1: Catatonia in an autistic adolescent

A boy in whom Asperger disorder had been diagnosed showed a decline in function at the age of 15 years when he stopped speaking except to family members. His posture deteriorated. He began to slump and would complain of back pain. At school, he refused to enter classrooms and would walk slowly through corridors with his head down. He was unable to retain food in his mouth. Eventually, he required support in order to stand. He showed poor fine and gross motor skills, with difficulty in holding and using implements (such as a knife to butter bread). His speech slowed excessively at home. He would not engage in activities other than those associated with his specific interest in transport, mostly aircraft. By the age of 17 years, it was very difficult to get him to leave the family home. He required assistance washing and dressing and stopped using the toilet. The psychiatrist considered a diagnosis of catatonia but demurred because of the seemingly selective occurrence of symptoms. During medical examinations, the patient was often uncooperative and unresponsive. He refused to take the prescribed diazepam and fluoxetine.

An intensive behavioral intervention was started using the framework set out by Shah and Wing¹⁵ for the treatment of catatonia in patients with autism. On evaluation 9 months later, he showed improvement, speaking more and walking almost everywhere independently. He was able to express a wider range of emotion verbally and nonverbally. Recent testing revealed an IQ of 89. Despite the progress made, he continues to show various motility problems across all circumstances, mainly slowness of movement, clumsiness, inability to control movement, poor coordination, freezing of movement, and awkward posture. The parents are pursuing other treatments for his condition.

Diagnostic considerations

A diagnosis of catatonia in this patient is likely. An algorithm for the assessment of catatonia in autism is shown in Figure 1.¹⁷ From the age of 15, the patient showed various catatonic symptoms, including mutism, stupor, and posturing, that have remained present although his level of function has recently improved. His symptoms satisfy criteria for catatonia in autism shown in the Table.¹⁷

TABLE Diagnostic criteria for catatonia in autism
	Criterion A
	Immobility, drastically decreased speech, or stupor of at least 1 day’s duration, associated with at least 1 of the following: catalepsy, automatic obedience, or posturing
	Criterion B
	In the absence of from baseline, for slowness of movement prompted, freezing stereotypy, echophenomena, ambitendency

The severity of catatonia should be determined by assessing the degree to which activities of daily living, occupational activities, and physiologic necessities (eating, drinking, and excretion) are affected. Definitions of mild, moderate, and severe catatonia can be found elsewhere.¹⁷ The level of impairment should guide the need for services and staffing levels, as well as the choice of available anticatatonic treatments. At his worst, the patient described above seemed to have severe catatonia–stupor, immobility for most of the day, and need of assistance with food intake–constituting a medical emergency. Patients with features of malignant catatonia (fever, altered consciousness, stupor, and autonomic instability as evidenced by lability of blood pressure, tachycardia, vasoconstriction, and diaphoresis) also fall in this category. Severe and malignant catatonia are indications for administration of lorazepam and ECT.

Does catatonia in autism respond to treatment?

An algorithm for the treatment of moderate catatonia in autism, as in the patient presented in the first case vignette, is shown in Figure 2.¹⁷ The proposed schedule relies on the recommendations of some catatonia researchers^18,19 and some published case reports and case series.^5-15 The psychological approach to treatment outlined below should be available for use in combination with medication or alone if medication fails.

Case 2: Lorazepam treatment

Severe psychomotor retardation developed over the last year in a 35-year-old man who was living in a residential treatment facility. His diagnoses included atypical autism, moderate ID, and seizure disorder. He stood motionless for hours, often in odd postures. His speech had decreased considerably, and he required assistance in daily living activities. The psychiatric examination did not reveal hallucinations or delusions. His medications included an antiepileptic agent for long-standing grand mal seizures and an atypical antipsychotic for a tentative diagnosis of psychosis not otherwise specified. Trials of antipsychotic medications have had no effect on his motor symptoms.

At this point, catatonia was diagnosed and a trial of lorazepam was started with the dosage titrated over the course of 2 weeks to 4 mg twice a day. The hospital administrators expressed concern that the patient might become dependent on benzodiazepines, but the psychiatrist assured them that lorazepam at the prescribed high dose is an accepted treatment for catatonia. The patient responded well to treatment, with decreased psychomotor slowness, fewer freezing episodes, and increased socialization. Three months after the start of lorazepam, catatonia had resolved. The patient functioned at baseline level again, and he had resumed work at a sheltered workshop. His medications include an antipsychotic, an antiepileptic, and lorazepam (4 mg twice a day). Lorazepam will be tapered and stopped if the patient continues to do well over the next 3 months.

Novel psychological treatment

A new addition to the anticatatonic armamentarium is the psychological method developed by Shah and Wing.¹⁵ In brief, the treatment involves keeping the person active, doing what he or she enjoys, using verbal or gentle physical prompts to overcome movement difficulties, and maintaining a predictable structure and routine for each day. The importance of educating caregivers to understand catatonic behavior and to realize that it is not under the control of the patient is paramount. Management techniques for specific issues such as incontinence, freezing in postures, eating problems, and episodes of excitement are specified. This approach can be used in conjunction with medical treatments or when medical treatments fail.

Case 3: Pediatric ECT

A 9-year-old boy with apparently normal development but high familial loading of psychosis was admitted for agitation, anxiety, perplexity, negativism, and psychomotor slowing. Stupor, mutism, fever, and facial flushing developed over the next 2 weeks. Results of extensive medical and psychiatric workups were negative. EEG recordings consistently showed overall slowing but no epileptic spikes. The symptoms satisfied criteria for CDD, which is characterized by massive regression after the age of 2 years but before the age 10 of years, followed by autistic symptoms. In the absence of recommended treatments for CDD, other medical and psychiatric diagnoses– including encephalitis and malignant catatonia–were considered. After failed trials with anticonvulsants, antiviral medications, and high-dose benzodiazepines, expert opinions regarding an ECT trial were sought; ECT consent was obtained from the caregiver. Stupor, muteness, and refusal to eat and drink improved rapidly during the first course of 7 treatments, but agitation, stereotypies, repetitive speech, and poor level of function remained.

Despite the widely different developmental and recent history, the symptoms of this patient were similar to those of other children with autism and conformed to the differential diagnosis of CDD. A second ECT course was given because the patient relapsed into stupor and immobility. Again, the most severe catatonic symptoms dissipated, but the patient remained impaired. The patient was discharged and continued with outpatient ECT (once every week or biweekly) for the next 5 months. During that time, the boy slowly returned to baseline function and now attends school and lives at home. There have been no relapses during the past 3 years.

Are autistic and catatonic regression related?

This case illustrates the importance of diagnosing catatonia amidst severe regression of unknown cause in prepubertal children in order to select effective therapies. CDD is considered rare, with a pooled estimate across 4 surveys of 1.7 per 100,000 subjects (95% confidence interval, 0.6-3.8 per 100,000).²⁰ However, it is also likely that an unknown number of cases are not reported because neurologists and other pediatric specialists who are not familiar with the psychiatric classification of CDD label this condition differently (eg, as encephalitis). Textbooks describe CDD as sometimes being associated with known medical conditions, but usually no clear cause is found. Deterioration occurs over the course of weeks or months. Residual symptoms include impaired social interaction, restricted language output, and repetitive behaviors. Follow-up studies have suggested that older age at onset of autistic symptoms, as in CDD, may be associated with worse outcome.²¹ There is no recommended treatment.

Catatonia has also been reported infrequently in children,^22,23 although no systematic studies in this age group have been done. The oldest description of catatonic symptoms (in a 3-year-old child) comes from de Sanctis (1908-1909).²⁴ Lorazepam and ECT were reported to be effective in 2 more recently published reports.^22,23

CDD and childhood catatonia are both poorly studied and probably poorly recognized. Catatonia should be studied systematically in children, adolescents, and young adults with psychiatric, neurologic, and developmental disorders–especially autism and Prader-Willi syndrome.^25,26 The symptom overlap between autistic regression in CDD and catatonia should be further assessed, and the presence of catatonic symptoms should be assessed during regression in children with autism.²⁷ Most important, catatonia in children seems to respond to the same treatments as in adults.

Recent accounts provide empirical evidence that catatonia is diagnosable in 7% to 17% of acute psychiatric inpatients and is treatable.¹⁸ This contradicts earlier comments that catatonia may have disappeared in adult psychiatry.²⁸ Given these conflicting views and the ambiguous nosologic status of catatonia in DSM-IV,one could argue that catatonia has become like the elephant and the blind men. Many aspects of catatonia are described but the syndromal diagnosis is often not made, possibly leading to suboptimal therapy. The emerging evidence that a similar proportion of autistic adolescents and adults also meet criteria for autism has 2 major clinical implications.

First, catatonia should be considered in any autistic patient of any age when there is an obvious and marked deterioration in movement, pattern of activities, self-care, and practical skills. An outline for diagnostic evaluation in such cases is shown in Figure 1 and the Table. Researchers should seek further evidence that catatonia in autism responds to accepted anticatatonic treatments. Treatment responsiveness is key in clarifying the nature of the beast. Clinicians may find the proposed treatment algorithms for catatonia in autism, as in Figure 2, helpful in the treatment of the disorder in these challenging patients.

Second, autism should be considered as the underlying condition in patients presenting with catatonia, especially in those with histories of developmental problems. Psychiatrists working with adults are usually much more familiar with schizophrenia and other psychotic disorders than autism. Therefore, catatonia may be misdiagnosed as a feature of schizophrenia, and any underlying diagnosis of autism may be missed, leading to possible suboptimal treatment of both catatonia and autism.

Limitations

The lack of controlled studies and the very small number of published cases to date must be emphasized. It is not clear from the available evidence whether treatment with lorazepam and/ or ECT is helpful in all cases of autism in which catatonic features become exacerbated or only in those with very severe forms of catatonia. Another consideration is the likelihood that only examples of successful treatments will be published. These problems emphasize the necessity for more research in this field. Cooperation between centers would be particularly valuable because each clinician is likely to see only a few cases.

Evidence-based References

“Catatonia  From Psychopathology to Neurobiology”

http://www.appi.org/book.cfm?id=62085
“It’s Ok, Eli by Carol Surber”

http://aspie-editorial.blog-city.com/book__its_ok_eli_by_carol_surber.htm
“Catatonia in Autism Spectrum Disorders”

http://www.abebooks.co.uk/servlet/BookDetailsPL?bi=992065488&isbn=0123668735
“eMedicine – Catatonia: Article Excerpt by James Robert Brasic”:

http://www.emedicine.com/neuro/byname/catatonia.htm
“Jessica Kingsley Publishers” – For a wide range of publications on or including information relating to Catatonia:

http://books.google.com/books/jkp?hl=en&q=catatonia&btnG=Search+Books

First Published Wednesday, 28th May, 2008.

Fla. kid ‘voted out’ of class has autism

PORT ST. LUCIE, Fla., May 28 (UPI) — A Florida family says their 5-year-old son, who was drummed out of his elementary school class, has been diagnosed with autism.

The Palm Beach (Fla.) Post said Wednesday that Alex Barton was found to be autistic by a psychiatrist on Tuesday, about a week after he was allegedly stood up in front of the room at Morningside Elementary School in Port St. Lucie, Fla., and forced to listen to his classmates tick off a list of things they didn’t like about him.

The class then reportedly voted 14-2 to send Alex packing.

“That anyone would do that to a child, it’s just sickening,” Alex’s mother, Melissa Barton, told the newspaper.

The Bartons were angry enough that they filed a police report. The teacher in question has been reassigned outside the classroom, the newspaper said.

The head of the district’s special education department told the Post that teachers generally aren’t given training on dealing with autistic students until one of their students had been officially diagnosed.

Source:  http://www.upi.com/NewsTrack/Top_News/2008/05/28/fla_kid_voted_out_of_class_has_autism/2940/

Further Report:

Mom Outraged After Son, 5, Voted From Class

Mother Wants Teacher Fired

PORT SAINT LUCIE, Fla. — A South Florida mother wants her son’s teacher fired after his classmates voted him out of their kindergarten class.Alex Barton, 5, was instructed by his teacher last week to stand in front of the class at Morningside Elementary in Port St. Lucie and listen as his classmates described what they disliked about him, according to a police report.The boy’s teacher, Wendy Portillo, then had the class vote on whether Alex should be kicked out of the class, authorities said.

Alex’s mother, Melissa Barton, said she was shocked to hear what had happened when her son came home last Wednesday, WPBF-TV in Palm Beach Gardens reported.”He came to me and said, ‘Mommy, 14 kids voted me out of my class,'” Barton said.Barton, who said her son has been diagnosed with autism, said she then went to her son’s teacher for answers.”She basically told me that she put him in front of his entire class and asked each child to say what they don’t like about Alex, and they voted him out of his class,” Barton said.Barton said her son’s teacher and the principal at the school knew Alex had been tested for autism. WPBF was unable to reach them for comment.St. Lucie County School District Superintendent Michael Lannon said he has received nearly 300 e-mails from all over the world about the case.Lannon said Tuesday that the school district is investigating and is expected to release their findings sometime in the next two or three weeks.”We will not push things under the rug, and we will not stick our heads under the sand. We will deal with it,” Lannon said.Alex’s mother said she wants Portillo fired, but Lannon said that there is a certain process the district must follow in cases like this.

Source:  http://www.nbc4.com/education/16413083/detail.html

2. Julie left…

Denise, thank you so much for sharing this. It’s made my week! Firstly, my most sincere “Congratulations!” to Michael upon his graduation. What a moment for you both! You have both been through so much and your story, your words, are truly inspiring.

I wish you and Michael a future with far fewer struggles, and far greater happiness than you’ve previously known. I’ll be including your blog site among my favourites here. It’s an absolute pleasure to know of you both.

Again, “Congratulations!”

Julie

First Published Tuesday, 27th May, 2008.

*At the request of the Tseglin Family, the Autistic Self Advocacy Network
sent the following letter yesterday for use in a court hearing to determine
the future of Nate Tseglin. If you are as of yet unfamiliar with Nate’s
case, please visit
**http://www.getnatehome.com/faq.html*<http://www.getnatehome.com/faq.html>
* for details. Please feel free to distribute.*

To Whom It May Concern:

The Autistic Self Advocacy Network (ASAN) is an international organization
of adults and youth on the autism spectrum, including Asperger’s Syndrome,
working to promote the interests of the autistic self-advocate community
through public policy and social change advocacy. We are writing as friends
of the court to express our concern about the treatment of Nate Tseglin, a
young adult with a diagnosis of Asperger’s Syndrome who has been taken away
from his family and placed in an institution under heavy psychotropic
medication.

The right of individuals with disabilities to live in the community has been
well established by the United States Supreme Court under the landmark
Olmstead v. L.C. decision. The ruling requires states to shift funding from
institutional placements to community living supports. Given the clear
evidence that institutional settings and the indiscriminate use of
psychotropic medication negatively impact the quality of life of autistic
adults and youth, we are concerned by Nate’s continued placement under
restraint in a residential facility where he is isolated from his family,
his community, and any meaningful educational or social opportunities. The
overwhelming consensus of the scientific community indicates that such a
placement is inappropriate, unnecessary, and counterproductive.

Scientific studies have not found that autistic persons are more likely to
commit violent acts or violent crimes than non-autistic persons despite some
media sensationalism of isolated cases of violence (Murrie, Warren,
Kristiannsson, & Dietz, 2002; Barry-Walsh & Mullen, 2004). Autistic persons
are, however, more likely to experience depression, anxiety, and low
self-esteem, for which cognitive-behavior therapy (CBT) and one-on-one talk
counseling are the recommended interventions (Stewart, Barnard, Pearson,
Hasan, & O’Brien, 2006; Sofronoff, Attwood, & Hinton, 2005). Autistic
persons also require positive support systems, frequent encouragement and
praise, and living and learning environments that are compatible with their
cognitive strengths, challenges, and preferences in order to achieve success
in their life pursuits and gain a high quality of life (Renty & Roeyers,
2006; Plimley, 2007). Psychotropic medications should always be used with
extreme caution with autistic persons as typically these medications are not
specifically tested on this population in clinical studies, and psychotropic
medications may cause substantial harm if used in an indiscriminate fashion.

Nate’s current placement does not meet his needs and is likely to result in
long-term physical and emotional damage. We urge the Court to recommend that
Nate be removed from the Fairview Developmental Center and returned to the
community.

Regards,

Ari Ne’eman
The Autistic Self Advocacy Network,
President
1101 15th Street, NW Suite 1212
Washington, DC 20005
aneeman@autisticadvocacy.org
(732) 763-5530

Scott Michael Robertson
The Autistic Self Advocacy Network,
Vice President
srobertson@autisticadvocacy.org
(973) 464-6315

References:

Barry-Walsh, J. B., & Mullen, P. E. (2004). Forensic Aspects of Asperger’s
Syndrome. The Journal of Forensic Psychiatry & Psychology, 15(1),
96-107.Murrie, D. C.,

Warren, J. I., Kristiannsson, M., & Dietz, P. E. (2002). Asperger’s Syndrome
in Forensic Settings. International Journal of Forensic Mental Health, 1(1),
59-70.

Plimley, L. A. (2007). A Review Of Quality Of Life Issues And People With
Autism Spectrum Disorders. British Journal of Learning Disabilities, 35(4),
205-213.

Renty, J. O., & Roeyers, H. (2006). Quality of life in high-functioning
adults with autism spectrum disorder: The predictive Value of Disability And
Support Characteristics. Autism, 10(5), 511-524.

Sofronoff, K., Attwood, T., & Hinton, S. (2005) A randomised controlled
trial of a CBT intervention for anxiety in children with Asperger syndrome,
Journal of Child Psychology and Psychiatry 46 (11) , 1152–1160

Stewart, M. E., Barnard, L., Pearson, J., Hasan R., & O’Brien, G. (2006)
Presentation of depression in autism and Asperger syndrome: A review,
Autism, 10 (1), 103-116

First Published Tuesday, 27th May, 2008.

By CARA FITZPATRICK

Palm Beach Post Staff Writer

Tuesday, May 27, 2008

PORT ST. LUCIE ­ A teacher, who last week asked her kindergarten students to
vote on whether a fellow classmate could stay in the class, has been removed
from contact with students while district officials conduct an investigation
into her behavior.

Wendy Portillo, a teacher at Morningside Elementary for nine years, brought
a 5-year-old boy to the front of the classroom last Wednesday, instructed
her students to tell him why they didn’t like him, and then asked them to
vote on whether they wanted him to stay in the room, according to a police
report.

The students voted 14-2 to have him leave.

Portillo has been reassigned to the St. Lucie County School District offices
during the investigation.

Source:  http://www.palmbeachpost.com/treasurecoast/content/tcoast/epaper/2008/05/27/0527slteacher.html

First Published Sunday, 25th May, 2008.

“St. Lucie teacher has students vote on whether 5-year-old can stay in class”
http://www.tcpalm.com/news/2008/may/23/st-lucie-teacher-has-class-vote-whether-5-year-old/

Our children’s teachers are meant to be role models.  They are meant to guide, to teach, to instill values, consideration and care for fellow classmates.  To read your story Alex, was so very difficult, having been there with my own two sons once not so very long ago.  I sincerely hope that you continue on in your life with the appropriate supports and guidance firmly in place, with role models worthy of the title “teacher”.   I expect you to have an enormously bright future – those eyes speak volumes…  Perhaps you are are not aware of just how many people stand behind you and your family on this matter, but behind you, we are, wholeheartedly.

I sincerely hope that justice is done, that for the sake of all children, this teacher is not permitted to work in such an influential position with those so very vulnerable, again.   In respect of the damage already done, I would hope that schools take heed, lessons be learned, guidelines clarified and tightened, quality staff and high standards maintained to the highest order as should have been the case for Alex.

Julie

“The secret of education lies in respecting the student”  Ralph Waldo Emerson

Hello,

As some of you may already be aware from news
articles<http://www.tcpalm. com/news/ 2008/may/ 23/st-lucie- teacher-has- class-vote- whether-5- year-old/>and
blog <http://www.autismvo x.com/5-year- old-boy-voted- out-of-his- class/>
posts<http://aspergersqua re8.blogspot. com/2008/ 05/not-special- support-alex- barton.html>on
the topic, last week a Morningside Elementary Kindergarten teacher had
students “vote out” of the class a 5-year old autistic student named Alex
Barton. According to the news article, the teacher had each of Alex’s
classmates, including his sole friend in the class, state publicly what they
disliked about him and then announced that they would take a vote to remove
him from the class. Alex has not been back to school since and has suffered
significant emotional trauma as a result of this incident. Regardless of who
you are or what your connection to the autistic and autism communities might
be, I think we can all agree that this is unacceptable.

We need to band together to prevent future such abuses from occurring, to
ensure that this teacher is properly disciplined and to encourage this
school to adopt both a strong bullying prevention policy and training on
respect for all forms of diversity aimed at both teachers and students. As
such, we’ve provided contact information below for you to write to
communicate your outrage. Please be polite yet firm in your comments,
pointing out the unacceptability of such actions when aimed at any student,
as well as the need for this school to adopt policies to prevent this from
happening in the future. This is an opportunity to drive home the message
that we will not stand by while one of our own is abused. We ask that you
please cc: info@autisticadvoca cy.org in your e-mails to the school district
so we can keep track of the strength and sources of this response. Remember:
abusive messages hurt our cause – please be respectful in your comments.

Contact info:

*Morningside Elementary School Principal:*
Mrs. Marcia Cully
cullym@stlucie. k12.fl.us
(772) 337-6730

*St. Lucie County Schools Superintendent: *
Michael J. Lannon
4204 Okeechobee Road
Ft. Pierce 34947-5414
Phone: 772/429-3925
FAX: 772/429-3916
e-mail: lannonm@stlucie. k12.fl.us

*St. Lucie County School Board Chair:*
Carol Hilson
772-519-0397
HilsonC@stlucie. k12.fl.us

*Vice Chair:*
Judith Miller
772-528-4545
MillerJ@stlucie. k12.fl.us

Regards,
Ari Ne’eman
President
The Autistic Self Advocacy Network
1101 15th Street, NW Suite 1212
Washington, DC 20005
http://www.autistic advocacy. org
732.763.553

Responses from Various Members of the Community:

http://ballastexist enz.autistics. org/?p=538

http://joyofautism. blogspot. com/2008/ 05/autistic- kindergarten- student-gets. html

http://maternal- instincts. blogspot. com/2008/ 05/alex-barton- deserves- better.html

http://whittererona utism.com/ 2008/05/alex- barton/

http://leftbrainrig htbrain.co. uk/?p=834

http://actionforaut ism.co.uk/ 2008/05/24/ alex-is-cool/

http://drivemomcrazy.com/?p=379

http://autisticbfh. blogspot. com/2008/ 05/st-lucie- county-schools- vote-wendy. html

http://joeyandymom. blogspot. com/2008/ 05/alex-barton. html

http://www.alongthe spectrum. com/2008/ 05/my-two- new-heroes/

http://rettdevil. blogspot. com/2008/ 05/yes-alex- you-are-special- good-kind. html

http://stopthinkaut ism.blogspot. com/2008/ 05/im-not- special.html

http://bigwhitehat. com/?p=420

A further response, from Michelle A. Sarabia M.A.

Dear ladies and gentlemen:

As I am sure you are aware by now, the story regarding Alex Barton is starting to get attention across the country. I became aware of Wendy Portillo’s actions through postings made on certain web groups I belong to.

Regardless of the child’s behaviors or personality, causing any child to experience such rejection and hostility is terribly wrong and abusive. Even if the child was at that point undiagnosed, the RTI group (whatever you call your child study teams) should have been more than aware of Aspergers-like behavior in him, and have helped this teacher with appropriate interventions until the formal medical diagnosis could be received. We have a 3rd grader in my school who is so clearly PDD-NOS or HF classic Autistic that it only takes about 10 seconds around him to know it, whose parent as of now refuses to diagnose him. We have him in SPED under DD and SLI, and while we wait for a real diagnosis through our state educational- diagonsis team, we give him and the regular ed teachers the autism-intervention supports they need to succeed in supporting his academic and social learning. How can this not be happening in your district?

I am a special education teacher holding a Master’s degree and 12 years of classroom experience, as well as a parent of two children, one falling within “norm” expectations, and one with a variety of labels including Aspergers. I am also “mildly” Aspergers/NVLD myself.

Yes, it causes problems with mistakes in communication, frustration, etc. Properly managed, and with educated friends, family, and colleagues, the strengths that come with autism spectrum can be celebrated.. . loyalty, honesty, preseverance in knowledge and in action, analytical skills, ability to create detailed structure, etc. These things should be looked for in all Spectrum people.

By every code of ethics I have ever seen for the teaching profession, Ms. Portillo’s actions are inexcusable. That teacher should be dismissed and her license revoked, and the district should bring in counseling services for both the AS child and his classmates; one to help the AS child with the anxiety resulting from such severe bullying from an authority figure, and the others to counteract the intolerance instruction they have received from their so-called teacher who was so deeply unable to manage having a child with differences in her classroom.

There should be supports available in your district to teachers who are at their wit’s end from a child’s behavior, whether because that behavior does not respond to effective routine classroom management, the teacher’s inexperience, and/or from teacher burn-out. Especially in this young man’s case, there are tons of resources and trainings now nationally for those dealing with autism-spectrum students. What she did was totally unprofessional; including her inability to tap into your district’s resources (if you have them), as well as online, journal, and other resources to support her when she reached the limits of her own skills.

Also, if that teacher is new to teaching, the college that “educated” her should be audited for course content, especially their classroom management, introduction to special education, and multicultural classes.

As educators, our jobs include preparing ALL students to the greatest extent possible for the adult community and workforce, NOT teaching kids in the “norm” to despise and reject those who are different, and teaching those outside the “norm” that they are worthless and impossible.

That little guy’s behaviors can be remediated using structure, routine, and direct guidance, as all of you I’m sure (or at least fervently hope) are very aware. There are many research-based tools now available that educators did not have even 20 years ago… and which make what happened a terrible blotch on our profession.

Please act to ensure that your teachers and community are properly educated and brought into the 21st century.

Michelle A. Sarabia, M.A.
Elementary Resource and Enrichment SPED teacher
Parent of a child with AS, OCD, ADD, SLD

5. Julie left…

To ‘a grandparent’: You appear to be justifying the unethical, immoral behaviour of a fellow teacher. You also appear to take issue with the provision of those ‘elaborate plans of care for struggling kids’. Accommodations in the classroom for those with learning differences enables children to access the curriculum and assists them and staff to manage more effectively. We are talking about neurological difference here. I’m sure you’ll agree that every child, regardless of ‘difference’, is entitled to an education. Times have thankfully changed in this respect. Countless children/adults with ‘difference’ have struggled, my own children included, suffered discrimination not just at the hands of their peers, but by their teachers throughout time, having been expected to suffer in silence. Many of the accommodations, carefully considered strategies and approaches(eg TEACHH) employed today are recognized as invaluable. The issue of medication is one that parents tend to agonize over and research to the hilt. It is certainly not a decision taken lightly. In some cases it has proven beneficial, in others vital, and I respect the right of parents to make this decision. I personally chose not to medicate my children(all three are on the autism spectrum, as am I) and do share your concerns in some regards. I have sadly read news reports of teachers encouraging parents to medicate their children as they have struggled to deal with disruption in the classroom. As for your comment “Shame on the Bartons for not coming to the aid of the school at an early stage”, now ‘shame’ is a word I would reserve soley for Ms Portillo in this particular case. There is no justification for her actions. None whatsoever.

Julie

TWINS ON THE AUTISM SPECTRUM

First Published Saturday, 24th May, 2008.

The issue of twins is one that is close to my heart. For those who either are a twin or have twins among family members and friends, for those who teach or work with them, or for those simply with an interest in this area, I hope the following articles, sites, blogs and information are both enlightening and useful.

The following is an excerpt from “Autism and the Development of Mind” by R. Peter Hobson…

“Susan Foltstein and Michael Rutter(1977) conducted a groundbreaking study of 21 twin pairs in which at least one co-twin had a diagnosis of autism. None of the ten dizygotic(non-identical) pairs had two autistic twins, but in four out of the eleven monozygotic(identical) pairs, both twins were autistic. Moreover, there was evidence for a significant degree of cognitive disability in the large majority of those who were monozygotic twins to autistic individuals, but in only one of ten who were dizygotic twins. Or again, the prevalence of autism in the siblings of autistic individuals is low(about 3% of sibs have the diagnosis), but this is over fifty times the prevalence observed in the neurotypical population – and once again, cognitive disabilities are more common even among siblings who do not have autism per se.”

For further detail and analysis:

TWIN AND FAMILY STUDIES

In the first systematic and detailed autism twin study, conducted by Dr. Susan Folstein and Dr. Michael Rutter, the rate of concordance was compared between identical twins and fraternal twins. Concordance in this instance refers to the likelihood that if one twin has a diagnosis of autism, the second twin will also have a diagnosis of autism. Because identical twins share 100% of their genes, whereas fraternal twins share on average 50% of their genes, a higher concordance rate among identical twins is evidence for genetic influence. Dr. Folstein and Dr. Rutter found that the concordance rate for autism was significantly higher among the identical twins they studied, and subsequent twin studies have confirmed this finding. In general, the concordance rate for fraternal twins is similar to the 5-8% recurrence rate observed among non-twin siblings. Concordance rates among identical twins are estimated to be approximately 60%, but have been reported to be as high as 95%. The fact that identical twins are not always concordant for autism indicates that there may be non-genetic factors that are important as well, but the high concordance rates are strong evidence for significant genetic influence. The results of family studies, which have shown increased rates of autism among siblings and first degree relatives, are also an indication of the role that inherited factors play in the development of autism.

GENETIC SYNDROMES AND AUTISM

Evidence for an underlying genetic basis also comes from the many instances in which individuals with autism have been diagnosed with known genetic syndromes. It is estimated that 10-15% of individuals with autism have an underlying medical or genetic diagnosis. There is a known association between autism and fragile X syndrome, which is an X-linked genetic condition that more frequently affects males but may also affect females. Autism is also sometimes seen in association with tuberous sclerosis, a dominantly inherited condition that may lead to seizures, mental retardation, and unusual skin findings. There have been many case reports of individuals with autism who have chromosome abnormalities, most often involving chromosome 15. There have also been case reports of autism in association with neurofibromatosis type 1 (NF1), a dominantly inherited neurological condition, as well as case reports of autism in association with other genetic syndromes. Finally, researchers at Duke University recently reported that some individuals with autism have mutations in the MECP2 gene, which is the gene related to Rett syndrome. When evaluating the possible causes of autism in any individual child, a genetics evaluation should be considered and the above mentioned conditions ruled out. Both fragile X syndrome and MECP2 gene mutations can be tested for through DNA analysis, and the chromosome abnormalities frequently found in individuals with autism can be tested for through a high resolution karyotype and fluorescent in situ hybridization (FISH) for regions on chromosome 15. Tuberous sclerosis and NF1 are typically diagnosed through a physical exam, which includes a woods lamp exam of the skin.

The following outstanding articles speak volumes in regard the relationship between autistic twins and those who raise and care for them.

Courtesy of “Looking Up”, the monthly International Autism Newsletter

(Volume 4 Number 2 2006)

“The Taiwanese man who adopted autistic twins”

TAIPEI, Taiwan: Chen Kui-chung, a resident of Taichung City, has four children. His second daughter is confined to bed due to being paralysed.

Chen also adopted two other children – Chen-an and Chen Chun-chuan – who are autistic. The two children are male twins. Over the past 17 years, Chen has cared for these children as if they were his own. He cares so much for the disabled children that even the children who are of his own blood are a bit jealous.

One day recently, the twin boys told their father:

“Thanks, Dad, for all the hard work you’ve done for us. Dad, take a seat and rest a bit.” Chen said that he was so overjoyed when he heard this. “This feeling is something that money cannot buy,” he said.

Chen is 52 years old. He works at the Chung Shan Institute of Science and Technology. He said that it was purely a coincidence that he began to raise the pair of autistic brothers.

He said that 17 years ago, a former colleague asked him whether he would be interested in raising a pair of twins who were in urgent need of adoption. It occurred to Chen that one of his distant relatives did not have any children. After he put together the adoption papers and the issue was taken care of, his relative suddenly passed away.

“It was actually the hospital that notified me that the twin brothers were still in the hospital. The natural parents of the two boys could not be found. I myself had no idea even which of the boys was the first-born. In any event, I began taking care of the adoption process and took the two boys home, figuring that I would decide how to handle things later.”

At that time, his youngest son at home was seven years old. Meanwhile, his daughter, whose brain had been deprived of oxygen during surgery when she was just three years old, was totally paralysed and was unable to speak. The only way he could communicate with her was by guessing the expression on her face. During the day, he hired someone to take care of her. When he returned home from work at night, he took over.

Initially, Chen hoped that he could find someone to adopt the twin boys. However, anyone he could find was only interested in adopting one of them. “It just did not seem right to separate the brothers. I figured that it was fate that had brought me to them and I decided to take both of them in,” he said.

When the twins were young, they were always imitating the way that others spoke. They were also extremely active, always crawling around here and there. Nonetheless, they were never able to learn how to go to the bathroom properly. Chen Kui-chung originally thought that they would show improvement after they began at elementary school.

It was only afterwards that he discovered that the twins were autistic. They copied the speech of others, just like parrots. However, what they said was absolutely meaningless. Chen ultimately arranged for them to begin attending a special school for autistic children.

Chen said that many of his relatives already thought he was burdened enough with his paralysed daughter, in addition to having to deal with two hyperactive sons. Relatives expressed serious concerns that Chen would not be able to handle the task of taking care of the three. They urged him to send the twin brothers away to a home where they could live. Chen, however, would not even entertain the idea and was determined to raise the boys himself.

Today, Chen Chun-an and Chen Chun-chuan are third-year high school students. Their mental capacity, however, is equivalent to that of a child of only four years old.

Even though the two are twins, they have entirely different personalities. Chen Chun-an is very quiet, while Chen Chun-Chuan is full of energy and always quite active. The two of them are able to make out very simple Chinese characters.

Lin Mei-yin, a teacher at Taichung Special School, said that the two boys were able to eat on their own,take showers on their own and go to the bathroom by themselves. In addition, they are able to perform simple household chores. At school, the two also help to push the wheelchairs of students who have cerebral palsy. They push the wheelchairs on and off buses and take the students around to their classes. Sometimes, they make the wrong move, and someone needs to stand beside them to monitor them.

Lin said that Chen Kui-chung had visited the school many times to take part in parents’ day activities. He has seen for himself that the children sometimes become angry and have problems adapting to the environment.

The only way to face the situation, however, is with patience. Lin said that Chen was very giving of himself and asked nothing in return, which was quite admirable.

Chen said that he worried about what the future held for the twins. He wonders who will take care of the boys when he gets older. Chen Chun-an and Chen Chun-Chuan are not able to understand the concerns that rest in their father’s heart.

Each day, they say to their father: “Dad, have a good day at work. We are going to school. Give us a kiss.”

Just those few sentences are enough to make Chen feel that his efforts have been worthwhile.

Chen said that he had decided to face the hand dealt to him in life. He said that people had asked him in the past about what use there was in raising two children who did not appear to understand anything. Chen replied: “Raising two sons who care for you is worth everything.”

HOLD MY HAND

By Shelley Segal

A story about the love between siblings, and especially between twins.

“The Lord taketh away, and the Lord giveth” has been my mantra for some time now. When I lost the “normal” aspect of my son, Josh, to autism several years ago I was fairly certain my family’s life was over. It had taken years of fertility drugs and prayers, ardent begging and painful surgical procedures to finally get pregnant. And, I had scored with twins. Oh, the triumph of an instant family! But when the twins became toddlers the effort and euphoria of motherhood was dashed in a single diagnosis. I remember sobbing alone in a darkened room after slowly digesting the impact this would have on our future. I mourned the loss not only of my beautiful son, but of his typical sister, Jordan. In my grief-stricken, convulsive state I was dead-sure our lives were finished. How could I possibly find any joy in life or be the exuberant mother I wanted to be for my daughter while suffering this agonizing loss of her brother? I was so sure of this death knoll, so petrified at the idea both kids would grow up as miserable and morose as I was at that moment that the fear rendered me paralyzed for months.

And then a funny thing happened. We survived. Life went on and not all of it was dark and dismal as I had predicted. Our family is still intact. My husband and I are still married, the new city we’re living in is fine, the kids are growing up – they’re eight-years-old now – but more importantly, they’re flourishing. Now, I must stress (“stress” being the operative word) it hasn’t been easy. I’d be lying if I painted a care bear picture of our bumpy lifestyle. Josh is still severe. (On a good day I prefer the word, “idiosyncratic.”) He’s still working to conquer his multitude of deficits in order to read and write. He’s still non-verbal, hyperactive and sensory impaired, but we’re patiently hacking away at it. And on a good day, when the cup is half full, I marvel at how far he’s come. I don’t measure his success by an academic metric yet; instead, I gratefully blush at the compliments from the pool staff and grocery store clerks about the progress he’s made this year. And I brag that he was invited to two birthday parties in one week.

And what about his sister, Jordan? I never would have guessed in my traumatized state five years ago that my daughter would grow up to be such an exceptional little girl. But the Lord does giveth. I might not be raising the “typical” son I fantasized about, but Josh’s “special” nature and spirit supersede his condition. And his condition has undoubtedly shaped his sister’s mature spirit and character. How often have we heard this? How often have we heard about the caring, loving siblings of a special needs child who advocates for, defends, aids, and adores their brother or sister unconditionally? How blessed we are as parents to raise kids like these. Not that Jordan doesn’t have her moments. She mutters about constantly travelling to another room to watch television because she can’t stomach Josh’s taste in programming. (Stimming over Sci-Fi is much better than stimming over Barney, though.) But I haven’t really heard a substantial complaint out of her since she was five. Not even about the uneven attention she receives. She’s resilient, and doesn’t ask for my protection or wisdom unless she feels desperate.

As a parent I lament Josh’s condition far more than she does. The systemic nature of autism brutalized our family in the early days. I regret Jordan was exposed to more ugliness than I could ever have imagined. She remains steadfastly loyal to Josh even when he hurts her, and she manages adversity like so many of these siblings – like a grown-up. I’ll never forget how she handled the sight of her brother after his brain surgery. The kids were five at the time and we had to be separated from Jordan for a month. When we reunited at the airport Josh was in a wheelchair. He wouldn’t keep his cloth cap on and his swollen head looked like a bloody baseball. He’d also lost weight. When Jordan first saw him she was shocked, then pained, then incredibly empathic. She wasn’t scared of him, just heartbroken. “Joshie, let me hold your hand,” she said as she was crying. “Let me make you feel better.” Sometimes it seems that this has been Jordan’s job for years: Making us all feel better.

After Josh’s surgery I never separated the two again. I learned that my daughter wasn’t frightened of anything medical or anything that was Josh. I remember her shrieks from a locked room when we had to drain spinal fluid from his head, post op. I had to put restraints on him and pin him to the floor whole my physician husband inserted a large needle to extract the fluid. Josh’s nightmarish screams were expected and familiar, but still sickening. How stupid of me in hindsight to “protect” Jordan from the situation. She was desperate to handle it. She kept wailing from the other room that she wanted to help us; she wanted to be with her brother.

Jordan’s never been put off by his screams, only the agony creating them. She has assisted me in blood draws, IVIG procedures, and the administration of meds. She signs with Josh, disciplines him, and creates computer programs aimed at his academic success. Presently, she’s only too eager to participate. I wonder on occasion if she’s becoming a mini-me. I heard her cooing to Josh one night as I stood outside his bedroom door ready to tuck him in. I had to smile as I heard the familiar words I’ve uttered a million bedtimes before. Jordan was stroking his head softly and saying, “Goodnight sweet boy. I love you more than you will ever know.”

I also wonder about the “twins connection.” I used to think a soul mate was someone you were lucky enough to marry or appreciate as an adult. But when I look at my kids’ relationship I see that spiritual connections can develop at even a young age. Jordan once told me when she was six that she’d known Josh longer than me because she shared my womb with him. Well, you can’t argue with that. Do they have some special, transcendent tie that only they share? Three years ago I would have said an emphatic no. But as Josh creeps further into out world and his relationship with Jordan ignites in new ways, (after years of treating her like a lamp-post) I’ve been observing a loving, yet eerily focused look between them that raises the hair on my arms. I’m not just talking about good eye contact. I’m talking about the way they see into each other even in frantic, frenetic moments.

Are they old souls? Jordan has been described this way by strangers and friends alike since she was three. I understand the expression better now. When she was six she accompanied me to Texas to visit my dying father. In an almost ethereal, unselfconscious manner she sang, played the piano, and danced for him, radiating joy. Unlike me, she was completely unintimidated by death. When he passed away and I was reeling with grief at the funeral I remember Jordan signing “I Love You” to the casket as it was being lowered to the ground. She told me she did that for Josh. Later, she comforted my mother and me by telling us my father was not in pain now, that he was happy to be an angel on her shoulder so he could look after her and Josh. And she said it with absolute certainty.

On occasion she knocks the breath out of me with her insight and wisdom. I remember the first time she ever saw a wishing well. It was after Josh’s diagnosis and the kids had just turned three. Jordan knew nothing about autism; she just knew her brother was different. I gave her two pennies. Her first wish was, “God, please teach Joshie how to talk again.” Before I could stop her she thrust her second penny in with, “God, please make Joshie want to play wth me.” “Jordan,” I said, “honey, you need to make a wish for yourself.” She replied, “But Mommy, I’ve got to make the wishes for my brother because he can’t do it for himself.” With every penny I gave her she threw in a wish for Josh. Now I realize there are millions of selfless, loving, ascetic children in the world who adore their siblings. But what struck me was the total lack of hesitation in Jordan’s gestures. Even today, she continues to put Josh first. Her love and devotion seem automatic. She seems to intuitively accept – and even embrace – that she’s her brother’s keeper.

It’s not a role I’ve thrust upon her. It’s been suggested to me it’s a role she was born with: Jordan was sent to us to help Josh. I’m ambivalent about this suggestion. On a bad day it makes her sound like part of a bonus plan. You know, God feels badly that my only child will have significant challenges so he throws Jordan in as a consolation prize. Jordan has her own magnificent life to lead, she cannot exist solely for her brother. And yet, I’m astounded at how proud she is to accept the responsibility. Even a year ago when I argued with her that Josh’s fate was far from sealed, that my fondest desire was that he become independent of all of us one day, she replied, “Mama, I want to be with Josh. Whoever I marry better be nice to him, because I want him to live with us.”

Is she just saying something cute, something born out of a childlike innocence? She’s still very much a kid. Maybe they’re both just kids and I’m rationalizing their burgeoning spirituality as a coping mechanism. After all, we have our dark days and the future’s unpredictable. But I simply cannot ignore extraordinary events. I cannot ignore the way the children have redefined happiness for me by teaching me about true love and spirituality.

Though autism stripped my son of many abilities, he was left with a keen sensitivity and soulfulness. He doesn’t talk, but he’s affectionate and communicative, like his sister. The kids’ “twins-speak” is very real, just non-verbal. How prophetic were four-year-old Jordan’s words to her brother when he was receiving a nasty blood draw from the foot, “Joshie, I know it hurts, I know it hurts, please don’t cry. Just hold my hand Joshie, just squeeze it when it’s bad. I love you, Josh, I will love you and take care of you forever.”

The purity of Josh and Jordan’s relationship helps me keep life in perspective. The Lord gave me something, indeed.

News Articles & Various Links

“Twins UK – Twins Tips – Advice and Info on parenting and coping with twins, triplets, quads or quints. From pregnancy to adulthood.

Raising Special Needs Twins and Multiples:
http://www.twinsuk.co.uk/twinstips.php?action=view&id=9933921

“Twins and ASD”:
http://www.bellaonline.com/articles/art22966.asp

“Heritability of Autism”:
http://en.wikipedia.org/wiki/Heritability_of_autism

“Twin Studies”:
http://en.wikipedia.org/wiki/Heritability_of_autism#Twin_studies

“Twinning Risk”:
http://en.wikipedia.org/wiki/Heritability_of_autism#Twinning_risk

BLOG “Autism Twins”:
http://autismtwins.blogspot.com/index.html

“Twinsonline – Information, Advice, Moral Support & Forums for Adult Twins and Twin Parents”:
http://www.twinsonline.org.uk/

“Twin Research”:
http://www.twinsonline.org.uk/html/twin_research.html

“Mom’s diary on twins reveals clues to autism”:
http://www.canada.com/national/nationalpost/news/bodyandhealth/story.html?id=3ed3de74-5e27-462e-a13f-11e6f1d68535&page=1

“Asobid Twins Are Autistic”:
http://www.lancashireeveningtelegraph.co.uk/display.var.1650578.0.asbobid_twins_are_autistic.php

“TWINS Magazine – List of Resources/Websites:
http://www.twinsmagazine.com/resources2.html

HEADLINES

“Child who died in bathtub identified as Pleasant Prairie girl, 5”:
http://www.htrnews.com/apps/pbcs.dll/article?AID=/20080519/MAN0101/80519037/1984

“Emergency measles steps ordered”:
http://news.bbc.co.uk/1/hi/health/7408278.stm

“Double MMR jabs to fight measles”:
http://www.thisislondon.co.uk/standard/article-23485674-details/Double+MMR+jabs+to+fight+measles/article.do

“Skipping vaccines: Parents opting out”:
http://www.ivanhoe.com/channels/p_channelstory.cfm?storyid=18674

“Autistic boy disappears for hours after bus stop blunder”:
http://www.firstcoastnews.com/news/strange/news-article.aspx?storyid=109184

“Second wave of landmark autism support measures passes assembly”:
http://politickernj.com/teel/19864/second-wave-landmark-autism-support-measures-passes-assembly

“Church bars severely autistic boy from mass”:
http://www.startribune.com/local/19033344.html?location_refer=Most%20Viewed:Local%20+%20Metro

“After warning, family of autistic teen attends different church”:
http://www.startribune.com/lifestyle/faith/19059069.html?location_refer=Error

“Call for understanding in wake of church autism ban”:
http://www.christiantoday.com/article/call.for.understanding.in.wake.of.church.autism.ban/18959.htm

“UK autism model recommended in Tasmania”:
http://www.abc.net.au/news/stories/2008/05/19/2249223.htm

“U.S. Court: currency discriminates against the blind”:
http://www.reuters.com/article/domesticNews/idUSN2030825720080520?feedType=RSS&feedName=domesticNews

“Offer a holistic way to manage autism”:
http://thestar.com.my/news/story.asp?file=/2008/5/18/focus/21265174&sec=focus

NAS Scotland “New autistic branch to open”:
http://icdumfries.icnetwork.co.uk/gallowaynews/news/tm_headline=new-autism-branch-to-open&method=full&objectid=20943003&siteid=77296-name_page.html

RESEARCH

“Autism detected at 9 months of age using research tool”:
http://www.medicalnewstoday.com/articles/108204.php

“Scientists identify brain’s ‘trust machinery’:
http://www.newkerala.com/one.php?action=fullnews&id=63525

“Genetic links to impaired social behavior in autism”:
http://www.innovations-report.com/html/reports/life_sciences/report-109936.html

“Scientists use music to explore autistic brain’s emotion processing”:
http://www.newkerala.com/one.php?action=fullnews&id=60136

“Science, not lawsuits, will find autism’s cause”:
http://www.mcall.com/news/opinion/anotherview/all-bottom_col-a.6411585may19,0,6080077.story

“Molecular scaffold that guides connection bewteen brain cells unravelled”:
http://www.andhranews.net/Technology/2008/May/21-Molecular-scaffold-45877.asp

“Virtual world could aid diagnosis of schizophrenia”:
http://www.newscientist.com/channel/being-human/brain/mg19726405.800-virtual-world-could-aid-diagnosis-of-schizophrenia.html

EDUCATION

“Class of ’08: Autism doesn’t slow down Barron Collier High School senior”:
http://www.naplesnews.com/news/2008/may/21/class-08-autism-doesnt-slow-down-barron-collier-hi/

“Oradell rejects preschool autism program”:
http://www.northjersey.com/education/educationnews/19037359.html

“Charities attack autism schooling judgement”:
http://www.theherald.co.uk/news/news/display.var.2279656.0.Charities_attack_autism_schooling_judgment.php

“Dog denied spot at autistic boy’s school”:
http://www.foxcarolina.com/education/16332323/detail.html

“Special Educators”:
http://www.fredericknewspost.com/sections/opinion/display_editorial.htm?StoryID=75123

“New technologies help autistic children communicate”:
http://www.wjxx.com/news/health/news-article.aspx?storyid=108947

“Lee’s Summit autism program to be highlighted at state event”:
http://www.kansascity.com/news/local/story/625780.html

“Educators with questionable credentials”:
http://abclocal.go.com/ktrk/story?section=news/13_undercover&id=6141190

“Autism in schools”:
http://www.wcbd.com/midatlantic/cbd/news.apx.-content-articles-CBD-2008-05-19-0012.html

EMPLOYMENT

“Autistic Traits: A Plus for Many Careers”:
http://autism.about.com/od/transitioncollegejobs/p/autismskills.htm

“Auties.org”
Individuality, Diversity, Equality, Achievement

Auties.org is an Aspie & Autie friendly site for all people on the Autistic Spectrum who are ready to dare reach out to occupation and employment, open the doors to the community and market their abilities directly to the public and for those interested in supporting these pioneers. http://www.auties.org/

“Autism Jobs”
Linking job seekers with vacancies in work related to autism, Aspergers and ASDs
http://www.autismjobs.org/?section=00010009

“Current Job Vacancies within the NAS”:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=170

GENERAL/HUMAN INTEREST

“A different path to genius”:
http://www.abc.net.au/science/articles/2008/05/22/2252608.htm?site=science&topic=health

Dennis Debbaudt “Understanding autism vital for law enforcement”:
http://www.htrnews.com/apps/pbcs.dll/article?AID=/20080521/MAN0101/805210498

Seizures “The answer to autism may be inside the mind”:
http://abcnews.go.com/GMA/OnCall/Story?id=4882297&page=1

“Girls with Asperger’s Syndrome”:
http://autismaspergerssyndrome.suite101.com/article.cfm/girls_with_aspergers_syndrome

“Boy, 9, autistic, plays ball, wins essay contest”:
http://www.sacbee.com/101/story/958257.html

“Einstein may have had a form of autism”:
http://www.nbc5i.com/health/15742730/detail.html

“Einstein letter calls Bible ‘pretty childish”:
http://www.msnbc.msn.com/id/24598856/?GT1=43001

“Small steps, big strides”:
http://www.hgazette.com/homepage/local_story_142143421.html?keyword=leadpicturestory

“Autism and Summer Activities”:
http://autismaspergerssyndrome.suite101.com/blog.cfm/autism_and_summer_activities

“New group raises money and awareness of autism”:
http://www.zwire.com/site/news.cfm?newsid=19699481&BRD=2287&PAG=461&dept_id=512588&rfi=6

“Autism assistance dogs are coming to New Zealand”:
http://www.scoop.co.nz/multimedia/tv/health/8348.html

“Perhaps we’re all a little autistic”:
http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article3957913.ece

SYNAESTHESIA
http://www.bbc.co.uk/health/conditions/synaesthesia1.shtml

Synaesthesia Research”:
http://www.syn.sussex.ac.uk/

“Why I and O are dull for synaesthetes”:
http://www.newscientist.com/channel/being-human/brain/mg19626304.500-why-i-and-o-are-dull-for-synaesthetes.html

“Right Brain v Left Brain”:
http://www.news.com.au/heraldsun/story/0,21985,22556281-661,00.html

ADD/ADHD

“It’s not fair” says family told to quit home”:
http://www.redditchadvertiser.co.uk/mostpopular.var.2261462.mostviewed.its_not_fair_says_family_told_to_quit_home.php

“Soon, a therapeutic vest to lessen anxiety in autistic, ADHD kids”:
http://www.dailyindia.com/show/242394.php/Soon-a-therapeutic-vest-to-lessen-anxiety-in-autistic-ADHD-kids-

“More college students depending on prescription drugs to fight fatigue, cram for papers, final exams”:
http://www.kdhnews.com/news/story.aspx?s=25219

“Skin patch effective in ADHD treatment”:
http://www.dailyindia.com/show/239827.php/Skin-patch-effective-in-ADHD-treatment

“OROS(R) Methylphenidate in adults with ADHD: New Insights”:
http://www.medilexicon.com/medicalnews.php?newsid=106675

“Adult ADHD undiagnosed?”:
http://www.webmd.com/add-adhd/news/20080506/adult-adhd-underdiagnosed?src=RSS_PUBLIC

“adders.org”

Our objective is to promote awareness to AD/HD (Attention Deficit/Hyperactivity Disorder) and to provide information and as much free practical help as we can to affected by the condition, both adults and children, their families in the UK and around the World via this website.
http://www.adders.org/

“ADDISS”

The National Attention Deficit Disorder Information and Support Service.
http://www.addiss.co.uk/

“ADDA”:
http://www.add.org/

“ADHD Pages”:
http://www.adhd.org.uk/

“CHADD”:
http://www.chadd.org/am/CustomPages/home/CHADD_Home.htm?CFID=2282059&CFTOKEN=38105335&jsessionid=f2303343221169802693562

“Living with ADHD as an adult”:
http://add.about.com/od/livingwithadhd/a/LivingadultADHD.htm

“Famous people with ADD/ADHD”:
http://add.about.com/od/famouspeoplewithadhd/a/famouspeople.htm

“Thom Hartmann’s Complete Guide to ADHD: Help for Your Family at Home, School and Work”
http://www.amazon.co.uk/gp/product/1887424520/ref=pd_rvi_gw_1/202-2320706-4637410?ie=UTF8

SPORT

“Edinburgh Marathon 2008 – 25^th May, 2008”:
http://www.getmilesmore.org.uk/event_details.php?id=20

“BUPA London 10, 000 Run 2008 – 26^th May 2008”:
http://www.getmilesmore.org.uk/event_details.php?id=32

“The Champagne Bike Ride 2008 – 6^th June – 9^th June”

From London to Reims – NAS’ toughest bike ride yet!:
http://www.getmilesmore.org.uk/event_details.php?id=41

“Trek Kilimanjaro 2008 – 12^th June – 21^st June”:
http://www.getmilesmore.org.uk/event_details.php?id=13

“The 10k for Men – 15^th June, 2008(Held on Father’s Day)”

Location: Bellahouston Park, located south-west of Glasgow City Centre
http://www.getmilesmore.org.uk/event_details.php?id=49

“The London Triathlon 2008 – 9-10^th August”:

The world’s largest triathlon takes place on the streets of central London and the Docklands.
http://www.getmilesmore.org.uk/event_details.php?id=21

“Trek the Inca Trail 2009”:
http://www.getmilesmore.org.uk/event_details.php?id=15

“Eco-Olympics helps autism, environmental groups”:
http://www.miamiherald.com/news/miami_dade/story/537668.html

MUSIC

Gary Numan:
http://www.numan.co.uk/

“Numan convinced he has asperger’s”:
http://www.contactmusic.com/news.nsf/article/numan%20convinced%20he%20has%20aspergers_1060637

“Connections”:
http://www.connectionsmusic.co.uk/

ART

NEW  “Eric Jiani” – The site itself is a masterpiece, magnificently presented. You are invited to enjoy the slide shows to the accompaniment of Eric’s playing of his compositions on the guitar.

Eric Jiani was born on September 14, 1957 in London, UK. Educated at the British School, Rio de Janeiro, Brazil and Downside Abbey in the UK, Eric lived in both countries, his mother being Brazilian and his father English. Eric is therefore fluent in both Portuguese and English.

Artistically inclined from an early age, Eric is self-taught and it was not until 1978 that he committed himself full-time to his art. In Brazil, Eric spent some years living on the edge of the jungle; whilst in England he has taken on various jobs such as kitchen porter in a bakery, assistant in a shoe shop, English language teacher(private pupils), Art Teacher(book illustration) and currently is a Music Sessions Worker. Eric also plays his own compositions on guitar and writes.
http://www.eric-jiani-artist.com/index.html

Ping Lian Yeak:
http://www.pinglian.com/

“About Ping Lian Yeak”:
http://www.pinglian.com/summary.htm

“Ping Lian, 12, is autistic and a hit in New York”:
http://thestar.com.my/news/story.asp?file=/2006/1/19/nation/13126475&sec=nation

MOVIES/ENTERTAINMENT

“Autism in the Movies: Rainman, Mozart and the Whale, Snow Cake and Autism the Musical”:
http://autismaspergerssyndrome.suite101.com/article.cfm/autism_in_the_movies

“Actors for Autism”:
http://www.actorsforautism.com/

BOOKS

“Understanding Nonverbal Learning Disabilities”

Author: Maggie Mamen
http://www.jkp.com/catalogue/book.php/isbn/9781843105930

“A Self-Determined Future with Asperger Syndrome

Authors: E. Veronica Bliss and Genevieve Edmonds
http://www.jkp.com/catalogue/book.php/isbn/9781843105138

“Asperger Syndrome – What Teachers Need to Know”:

Author: Matt Winter
http://www.jkp.com/catalogue/book.php/isbn/9781843101437

“Asperger’s Syndrome and High Acievement: Some Very Remarkable People”

Author: Ioan James
http://www.jkp.com/catalogue/book.php/isbn/9781843103882

“Different Like Me: My Book of Autism Heroes”

Author: Jennifer Elder

Illustrated by Marc Thomas and Jennifer Elder
http://www.jkp.com/catalogue/book.php/isbn/9781843108153

“Different Croaks for Different Folks: All about Children with Special Learning Needs”

Author: Midori Ochiai

Illustrated by Hiroko Fujiwara

Translated by Esther Sanders
http://www.jkp.com/catalogue/book.php/isbn/9781843103929

“Kids in the Syndrome Mix ADHD, LD, Asperger’s, Tourette’s, Bipolar, and More!”

The one stop guide for parents, teachers, and other professionals

Author: Martin L. Kutscher MD

With Contributions from Tony Attwood and Robert R Wolff MD
http://www.jkp.com/catalogue/book.php/isbn/9781843108108

“A Will of His Own”

Author: Kelly Harland
http://www.jkp.com/catalogue/book.php/isbn/9781843108696

“Stepping Out: Using Games and Activities to Help Your Child with Special Needs”

Author: Sarah Newman
http://www.jkp.com/catalogue/book.php/isbn/9781843101109

August 2008 “Small Steps Forward”

Using Games and Activities to Help Your Pre-School Child with Special Needs

Author: Sarah Newman

Illustrated by Jeanie Mellersh
http://www.jkp.com/catalogue/book.php/isbn/9781843106937

July 2008 “Concepts of Normality”

The Autistic and Typical Spectrum

Author: Wendy Lawson

Foreword by Nancy Clark
http://www.jkp.com/catalogue/book.php/isbn/9781843106043

In closing, a great website for children, filled with fun, learning and activities – National Geographic Kids:
http://kids.nationalgeographic.com/

For those with an interest in photography with a focus on lightning:
http://science.nationalgeographic.com/science/photos/lightning-general.html

Interactive: Make Lightning Strike:
http://science.nationalgeographic.com/science/earth/natural-disasters/lightning-interactive.html

“Lightning Can Strike Twice/ Facts & Info”:
http://science.nationalgeographic.com/science/earth/natural-disasters/lightning-profile.html?nav=A-Z

Hope you enjoyed the read.

Take Care,

Julie