http://www.ninds.nih.gov

National Institute of Neurological Disorders and Stroke.

Link to Cerebral Palsy information page:

http://www.ninds.nih.gov/disorders/cerebral_palsy/cerebral_palsy.htm

This site has an index of disorders including ADHD, autism, dyslexia and many more linked to addtional resources.

A preliminary double-blind clinical trial to determine whether a GFCF diet really helps children with autism.

http://autism.healingthresholds.com/research/the-gluten-and-casein-free-diet-

(Source: Journal of Medical Speech-Language Pathology)

Your online connection to the federal government’s disability-related information and resources.  Click the link or copy and paste it into your browser for more info.

http://disabilityinfo.gov

Individualized Education Program
A written, legal contract, also known as an IEP, developed, reviewed and revised in a meeting of an IEP team to best identify the nature and extent of special education intervention strategies and related services that a school will provide for a child with a disability. Follow the link for more information found at the Ohio State Department Of Education.

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicRelationID=976

When I started this blog I thought to call it “ourspecialkids.wordpress.com” was a fitting label.  I must admit the label was also politically correct in that it artificially softens the realities of autism and its effects on the lives of those who live it and those who care for them.  I now realize that for me to call these kids special was a bit patronizing on my part because it was easier for me to call them special (from a distance) without entering their world (if but for a moment) than it  was to spend time watching and experiencing the world of autism where a group of incredible people work tirelessly to enrich their lives. 

After I visited a local school that specializes in the treatment of children with disabilities this past Thursday morning I see things very differently.

I now can say with a great deal of confidence that children with disabilities are “our special kids.”  I saw kids who, in spite of the differences between them and so-called normal kids, are REAL kids who need to be challenged, educated, affirmed and loved.  They deserve all of the same educational (and other) opportunities as kids who are not challenged with disabling conditions.  I am convinced that we must as a society find ways to challenge all kids to fulfill their potential.  I also realize that I walked among greatness.  I saw individuals who rejoiced in the kids’ smallest victories.  I saw staffers including senior management that looked deeply into the eyes of these children and communicated love and worth on a level that transcends words.  This, my friends, was POWERFUL!!!  These professionals did not look through these kids they lovingly educated, pushed and celebrated them.  I saw kids who without verbalizing said thanks for believing in me.  There is nothing greater in this world than to tell and show a kid that he/she is valuable.   Implicit in everything they did at the school was a deep-seated belief that each of these kids possesses the ability to succeed and that on an individual basis each staffer was committed to doing what they could to make an indelible mark on the lives of these children. I am saddened however by the countless number kids who are in public school systems who will never experience this type of education.  And, as a result, will waste away in this land of opportunity and tremendous wealth. 

I wanted to share this experience in the hopes that what touched me in a way that I shall not soon forget, may serve as a call for others to increase awareness of autism and other disabling conditions and to increase sensitivity to the issues that these kids and those who love them face on a daily basis.

Hi Aimee!
Thank you for taking time to read this.
Background: My son’s school is currently paying to have my son’s private tutor come into the school everyday for 50 minutes to tutor him in the Wilson reading program. He is dyslexic and was 4 grade levels behind in his reading ability. He is currently in 9th grade. (The tutor is a level 2 certified Wilson Language Therapist).

My Question: How can I have the school continue to pay for this again in the fall? It is costly I know, but he is doing great and improving? What do you suggest? Thank you – Lee

Synopsis 

“The high court reversed a ruling by the 6th U.S. Circuit Court of Appeals in Cincinnati which held that Winkelman and other parents of disabled children may not go to court without an attorney to dispute school systems’ plans for educating their children.

The ruling, written by Justice Anthony Kennedy, says a federal law governing the education of disabled children clearly gives parents a role in decisions affecting their children’s education, including the right to go to court on their own when they are dissatisfied with school systems’ plans.”

Click here to view the entire article:  http://blog.cleveland.com/openers/2007/05/parma_mother_rejoices_in_supre.html

To listen to NPR’s coverage of the case visit:

http://www.npr.org/templates/story/story.php?storyId=10305675

“Teaching Kids with Learning Difficulties in the Regular Classroom” presents proven techniques for dealing with diverse learning styles, language, literacy, science, math, social studies, behavior problems and much more. Includes more than 50 reproducible pages.

http://www.cec.sped.org/ScriptContent/Orders/ProductDetail.cfm?section=CEC_Store&pc=S5188

Studies revealed that disruption of immune system proteins — major histocompatibility complex class I molecules and C1q — during brain development can cause neural disorders such as autism and Alzheimer’s. The findings could shed light on molecular processes that play a role in neurodegeneration and offer new targets for drug development, researchers said.

http://www.sciam.com/article.cfm?id=are-immune-system-molecules-build-brains

About 60% of teachers in one well-off Maryland county say they have been harassed by so-called “helicopter” parents, according to the local union’s job-satisfaction survey. “The workload is bad, but coupled with over-demanding parents, the job is horrible,” said union president Ann DeLacy. “Teachers are leaving teaching because of parents. … The turnover is incredible. I have teachers who refuse to teach special education.”

http://www.baltimoresun.com/news/local/howard/bal-e.ho.helicopter04mar04,0,4583219.story