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We'll still have to wait a few years to mind-meld with our Camrys, but researchers at Toyota have unveiled an advanced brain sensing system that controls the movement of a wheelchair by reading a user's thoughts alone. By processing patterns in brain waves, the system can propel a wheelchair forward, as well as make turns, with virtually no discernable delay between thought and movement.Developed by researchers at BSI-Toyota Collaboration Center, the brain machine interface technology can return a response from a thought stimulus in just 125 milliseconds, whole seconds faster than existing technology, in effect creating real-time responsiveness. Five electroencephalography sensors stationed above the regions of the brain that deal with motor movement interpret patterns in the signals generated by the user. Further, the software interpreting the signals adapts to a particular user's patterns of thinking, achieving 95% accuracy after just one week of three-hour training sessions.
The potential applications for BMI technology extend far beyond the wheelchair, but Toyota's immediate focus will be to help those with mobility issues regain their freedom of movement, as well as to improve nursing care for the elderly. In that pursuit, Toyota is far from alone, as an aging population has Japan forecasting a shortage of health-care workers in the future. Rival automaker Honda is experimenting with a similar technology that allows its Asimo robot to be manipulated via brain signals, the idea being that humanoid robots could replace home care nurses in coming years.
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State regulators are violating mental health and other laws by allowing health insurers to deny effective treatment for children with autism, consumer advocates contended today.In a lawsuit, Consumer Watchdog, a Santa Monica group that monitors insurance practices, is asking a judge to order the Department of Managed Health Care to enforce the law and require insurers to provide their autistic members with the services their physicians have ordered.
Without court action, the suit says, "California's thousands of autistic children and their families will continue to suffer."
The department said it was "holding health plans accountable to provide a range of healthcare services for those with autism" and was handling consumer complaints according to the law.
Autism impairs communication and socialization and is often accompanied by repetitive, injurious behavior.
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BBC:
Complications during pregnancy and giving birth later in life may increase the risk of having a child with autism, a review of dozens of studies suggests.Researchers found the bulk of studies into maternal age and autism suggest the risk increases with age, and that fathers' age may play a role too.
The mothers of autistic children were also more likely to have suffered diabetes or bleeding during pregnancy.
The US review of 40 studies appears in the British Journal of Psychiatry.
The recorded number of children with autism has risen exponentially in the past 30 years but experts say this is largely due to improved detection and diagnosis, as well as a broadening of the criteria.
The cause of the condition is unclear, and the review team from the Harvard School of Public Health said there was "insufficient evidence" to point to any one prenatal factor as being significant.
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The U.S. Supreme Court took a major step toward ending a 17-year legal battle today, deciding Arizona has done enough to help students who haven't learned to speak, read or write English.The justices reversed the decision of the lower courts and sent the case, known as Flores vs. Arizona, back with instructions to consider improvements the state has made in the way schools teach English learners.
"This is a major step to stop federal trial judges from micromanaging state education systems," said state schools superintendent Tom Horne, who asked the Supreme Court to weigh in on the case. "This affirms that important value that we the people control our government and our elected representatives and not ruled over by an aristocracy of lifetime federal judges."
The Supreme Court decided the lower courts concentrated too narrowly on how much the state spent to help language learners and allowed that increases in overall school funding could be considered as a boost to help schools take the appropriate action called for in federal law.
The decision did not weaken Equal Education Opportunity Act of 1974, as some civil rights attorneys feared. But the justices' said simply complying with the No Child Left Behind Act of 2002 did help to satisfy the requirements in the 1974 law to "take appropriate action" to help students overcome language barriers.
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Robert Barnes & Nelson Hernandez:
By a 6 to 3 vote, the court settled an emotional and contentious issue that has divided frustrated parents and financially strapped school officials, often ending in legal battles. In writing the opinion, Justice John Paul Stevens said Congress intended for the Individuals With Disabilities Education Act to provide an appropriate educational experience for all children, no matter whether they had ever received special-education services from a school system.The issue has emerged as one of the fastest-growing components of local education budgets, threatening to "seriously deplete public education funds," according to a brief filed by the nation's urban school districts.
Local school systems in the Washington area spend millions of dollars each year on private school reimbursement. And the D.C. public schools allocated $7.5 million of this year's $783 million budget just for the legal costs of hearing officers or judges to decide whether the system can provide appropriate services for children with disabilities.
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The Supreme Court on Monday made it easier for parents of special education students to get reimbursement for private school tuition. School administrators fear the 6-3 ruling will lead to a jump in private school placements.The student in the case is known simply as "T.A." The Forest Grove School District, outside of Portland, Ore., noticed that he was having problems in high school, but suspected marijuana use and refused to give him special education services. Toward the end of his junior year, T.A.'s parents pulled him out of public school and sent him to a private residential academy.
The parents then sued the school district to recover the $65,000 they spent on private tuition. The school district argued the parents stepped over the line and lost the ability to seek reimbursement when they transferred him without first giving public special education a try.
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A federal judge has ordered Milwaukee Public Schools to launch a wide search for students who didn't get special education services they should have gotten between 2000 and 2005 and to figure out what needs to be done to make that up to them.U.S. Magistrate Judge Aaron Goodstein ordered that someone from outside the system be hired to monitor work on providing education services to compensate the students or former students involved because MPS has not shown it will adequately remedy its problems in special education on its own.
Goodstein's decision earlier this month was another step in a lawsuit that dates to 2001. In earlier decisions, he ruled that MPS had denied students their rights in the past and ordered major changes in how MPS deals with deciding whether children are entitled to special education help. The process of making those changes is under way.
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Children taking stimulant drugs such as Ritalin to treat attention-deficit hyperactivity disorder are several times as likely to suffer sudden, unexplained death as children who are not taking such drugs, according to a study published yesterday that was funded by the Food and Drug Administration and the National Institute of Mental Health.While the numbers involved in the study were very small and researchers stopped short of suggesting a cause and effect, the study is the first to rigorously demonstrate a rare but worrisome connection between ADHD drugs and sudden death among children. In doing so, the research adds to the evolving puzzle parents and doctors face in deciding whether to treat children with medication.
Doctors have speculated about such a connection in the past because stimulants increase heart rate and have other cardiovascular effects. Physicians are currently advised to evaluate patients for cardiac risks before prescribing the drugs, and FDA officials said yesterday that those guidelines do not need strengthening in light of the new study. About 2.5 million children in the United States take ADHD medications such as Ritalin and Adderall.
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While her classmates were signing yearbooks and preening for the prom, Vicheka Chres was experiencing a different kind of senioritis as she approached Friday's graduation.As she had since she started high school, Vicheka, 17, was studying six hours a night. After school and on weekends, she was making apple turnovers in her uncle's bakery - for no pay. At home, she was translating for her mother, whose English is poor and who has a sixth-grade education.
"Fun? I don't really have fun," Vicheka said recently while taking a break from swabbing tables at Rio Vista Bakery, where her mother also works. "I know American kids go see movies, concerts. Go shopping. But that's not what I do."
Vicheka has reason to be motivated. She knows that if her family had stayed in their native Cambodia, which they left in 2003, she wouldn't have had the luxury of studying trigonometry and literature six hours a night. She'd be working in a factory, sewing clothes 12 hours a day for $50 a month.
Instead, she's bound for UC Davis. She plans to study biochemistry so she can eventually be a pharmacist and support her family, those in Rio Vista as well as in Phnom Penh.
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Leo Lytel was diagnosed with autism as a toddler. But by age 9 he had overcome the disorder.His progress is part of a growing body of research that suggests at least 10 percent of children with autism can "recover" from it -- most of them after undergoing years of intensive behavioral therapy.
Skeptics question the phenomenon, but University of Connecticut psychology professor Deborah Fein is among those convinced it's real.
She presented research this week at an autism conference in Chicago that included 20 children who, according to rigorous analysis, got a correct diagnosis but years later were no longer considered autistic.
Among them was Leo, a boy in Washington, D.C., who once made no eye contact, who echoed words said to him and often spun around in circles -- all classic autism symptoms. Now he is an articulate, social third-grader. His mother, Jayne Lytel, says his teachers call Leo a leader.
The study, funded by the National Institute of Mental Health, involves children ages 9 to 18.
Autism researcher Geraldine Dawson, chief science officer of the advocacy group Autism Speaks, called Fein's research a breakthrough.
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We spend some time with a family whose little boy is newly diagnosed.
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Leslie Clark and her husband have been trying to communicate with their autistic 7-year-old son, JW, for years, but until last month, the closest they got was rudimentary sign language.
He's "a little bit of a mini-genius," Clark says, but like many autistic children, JW doesn't speak at all.Desperate to communicate with him, she considered buying a specialized device like the ones at his elementary school in Lincoln, Neb. But the text-to-speech machines are huge, heavy and expensive; a few go for $8,000 to $10,000.
Then a teacher told her about a new application that a researcher had developed for, of all things, the iPhone and iPod Touch. Clark drove to the local Best Buy and picked up a Touch, then downloaded the "app" from iTunes.
Total cost: about $500.
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Karen Kaldenbach, an 18-year-old high school senior in Arlington County, remembers vividly what life was like when she was 11: "I saw Social Services almost as much as I saw my mother, who was always drunk. Her best friends, alcohol and money, were always there for her. She spent so much time with them, she couldn't raise my little sister and me. Social Services always came to talk to me at school. They asked questions about my family. My response? A lie, always."Such stories are not uncommon in the Washington area. They often end unhappily. Yet these days, Kaldenbach is thriving, with a supportive adoptive mother, plus awards, scholarships and an acceptance letter from George Mason University.
We are in the midst of a national debate, its outcome uncertain, over what should be the emphasis of efforts to fix public schools. Some say the focus should be on improving teaching. Only in the classroom, they say, is there a chance to give students -- particularly those in poverty -- the tools they need to succeed. Others say teachers cannot reach those children until their family lives, shaken by parental joblessness or mental or physical illness, are straightened out by government action.
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Toni Price was at work that afternoon in 2002 when she got the call from her foster son Cedric's eighth-grade teacher: Paramedics were at his middle school in Killeen, Texas. Cedric wasn't breathing.
When Price arrived at school, there he was, lying on the floor. "I'm thinking he's just laying there because he didn't want to get in trouble," she says, fighting back tears.Actually, Cedric was dead.
A 14-year-old special-education student who'd arrived at the school with a history of abuse and neglect, Cedric had been taken from his home five years earlier with his siblings.
He'd just been smothered by his teacher, police said, after she placed him in a "therapeutic floor hold" to keep him from struggling during a disagreement over lunch.
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A Times investigation finds the process so arduous that many principals don't even try, except in the very worst cases. Jettisoning a teacher solely because he or she can't teach is rare.The eighth-grade boy held out his wrists for teacher Carlos Polanco to see.
He had just explained to Polanco and his history classmates at Virgil Middle School in Koreatown why he had been absent: He had been in the hospital after an attempt at suicide.
Polanco looked at the cuts and said they "were weak," according to witness accounts in documents filed with the state. "Carve deeper next time," he was said to have told the boy.
"Look," Polanco allegedly said, "you can't even kill yourself."
The boy's classmates joined in, with one advising how to cut a main artery, according to the witnesses.
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THAT genius is unusual goes without saying. But is it so unusual that it requires the brains of those that possess it to be unusual in others ways, too? A link between artistic genius on the one hand and schizophrenia and manic-depression on the other, is widely debated. However another link, between savant syndrome and autism, is well established. It is, for example, the subject of films such as "Rain Man", illustrated above.A study published this week by Patricia Howlin of King's College, London, reinforces this point. It suggests that as many as 30% of autistic people have some sort of savant-like capability in areas such as calculation or music. Moreover, it is widely acknowledged that some of the symptoms associated with autism, including poor communication skills and an obsession with detail, are also exhibited by many creative types, particularly in the fields of science, engineering, music, drawing and painting. Indeed, there is now a cottage industry in re-interpreting the lives of geniuses in the context of suggestions that they might belong, or have belonged, on the "autistic spectrum", as the range of syndromes that include autistic symptoms is now dubbed.
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When Rupert Isaacson decided to take his autistic son, Rowan, on a trip to Mongolia to ride horses and seek the help of shamans two years ago, he had a gut instinct that the adventure would have a healing effect on the boy. Mr. Isaacson's instinct was rewarded after the trip, when some of Rowan's worst behavioral issues, including wild temper tantrums, all but disappeared.Now the publisher of Mr. Isaacson's book about the journey, "The Horse Boy," has a similar instinct about the market potential of his story, and is hoping for its own happy ending.
Little, Brown & Company, which released "The Horse Boy" on Tuesday, has a lot riding on its success: the publisher paid more than $1 million in an advance to Mr. Isaacson before he and his family had even taken their Mongolian trip.
Michael Pietsch, publisher of Little, Brown, said booksellers had already placed orders high enough to justify a first printing of 150,000 copies.
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Wisconsin Center for Education Research, via a kind reader's email:
Recent developments in social and emotional learning (SEL) have pointed to the reciprocal relations between children's academic functioning and their socio-emotional health. Professional literature in this field points to the need for including students' academic skills and competencies as part of mental health intervention research.University of Wisconsin-Madison psychologist and professor Thomas R. Kratochwill says educators cannot afford to continue offering mental health services for K-12 students in isolation. These services need to be reframed, mainstreamed, and folded into schools' broader academic mission.
The good news is that schools already have resources, supports, and opportunities that may provide entry points for delivery of expanded mental health services. Virtually all elementary and secondary schools in the U.S. have school psychologists and provide mental health services, Kratochwill says. The bad news is that the proportion of students needing services continues to outpace supply, and mental health services often remain separate from academic programs. Knowledge about mental health programs and educational achievement have developed in isolation from each other.
To identify research directions for future studies of school-based mental health services, Tom Kratochwill and colleagues reviewed scholarly literature to identify evidence- based interventions that target a combination of students' academic-educational functioning and their mental health functioning.
They studied 2000 articles published between 1990 and 2006; only 64 studies met the methodological criteria for inclusion in this review. Of those 64 studies, 24 tested the effects of a program on both academic and mental health outcomes, while 40 examined mental health outcomes only.
Schools are increasingly held accountable for achieving academic outcomes. Given that, Kratochwill says he was surprised that most of the mental health studies did not include academically relevant outcomes. That means that the impact of school-based mental health interventions on educationally relevant behaviors is under researched and may be poorly understood.
Many children receive mental health services in school settings. Although studies of social and emotional learning have linked social and academic competence, the impacts of mental health interventions on academics, and of academic interventions on mental health, are understudied.
Kratochwill argues for a multi-tiered intervention approach in schools. Varying levels of service intensity are available over time and in different grades for students, especially during transitional periods.
Because schools and districts have tight budgets, it's important to know which students might benefit most from different types of intervention. And to streamline or adapt effective interventions for dissemination on a larger scale, it's important to understand how various interventions produce positive outcomes.
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A federal court may have changed the public discourse about the safety of vaccines in February, when it dismissed the theory that they cause autism. But vaccine damage is still the reigning paradigm for a rump caucus of thousands of parents who turn to physicians with a remarkable set of beliefs and practices in hope of finding recourse for their children's ills.
To sift through the 15,000-page record of the Autism Omnibus hearings and the decisions by the three special masters who considered the evidence is to peek into a medical universe where autism is considered a disease of environmental toxicity, rather than an inherited disorder, and where doctors expose children to hundreds of tests simply to justify the decision to "detoxify" them. In some cases, the judges found, doctors simply ignored data that didn't fit the diagnosis.
The court came down hard on the alternative medical practitioners who tailor their treatments to fit theories of vaccine damage. Among the doctors criticized was Jeff Bradstreet, a former Christian preacher in Melbourne, Fla., who has treated 4,000 children with neurological disorders. Among the children was Colten Snyder, whose case was one of those considered by the court.
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Parents and special education advocates fear that a proposal before the legislature could make it harder for special-education students to get "free, appropriate, public education" in the state.Under a current regulation, parents who are unable to resolve a problem with their child's special-education plan through the school district can appeal to the state Department of Education. The appeal can lead to a state-mediated hearing at which the school district must demonstrate that the education plan adheres to federal law.
But a bill proposed by the legislature's education committee would shift that burden of proof to the party filing the complaint -- which in most cases is the parents.
Supporters of the bill say it would save school districts money and shorten hearings, which can last anywhere from a week to 40 days.
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Ayub Abdi is a cute 5-year-old with a smile that might be called shy if not for the empty look in his eyes. He does not speak. When he was 2, he could say "Dad," "Mom," "give me" and "need water," but he has lost all that.He does scream and spit, and he moans a loud "Unnnnh! Unnnnh!" when he is unhappy. At night he pounds the walls for hours, which led to his family's eviction from their last apartment.
As he is strapped into his seat in the bus that takes him to special education class, it is hard not to notice that there is only one other child inside, and he too is a son of Somali immigrants.
"I know 10 guys whose kids have autism," said Ayub's father, Abdirisak Jama, a 39-year-old security guard. "They are all looking for help."
Autism is terrifying the community of Somali immigrants in Minneapolis, and some pediatricians and educators have joined parents in raising the alarm. But public health experts say it is hard to tell whether the apparent surge of cases is an actual outbreak, with a cause that can be addressed, or just a statistical fluke.
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With the economy forcing budget cuts and layoffs in higher education, colleges and universities might be expected to be cutting financial aid. But no.Students considering a wide range of private schools, as well as those who are already enrolled, can expect to get more aid this year, not less.
The increases highlight the hand-to-mouth existence of many of the nation's smaller and less well-known institutions. With only tiny endowments, they need full enrollment to survive, and they are anxious to prevent top students from going elsewhere.
Falling even a few students short of expectations can mean laying off faculty members, eliminating courses or shelving planned expansions.
"The last thing colleges and universities are going to cut this year is financial aid," said Kathy Kurz, an enrollment consultant to colleges. "Most of them recognize that their discount rates are going to go up, but they'd rather have a discounted person in the seat than no one in the seat."
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Thousands of parents who claimed that childhood vaccines had caused their children to develop autism are wrong and not entitled to federal compensation, a special court ruled today in three decisions with far-reaching implications for a bitterly fought medical controversy.The long-awaited decision on three test cases is a severe blow to a grass-roots movement that has argued -- predominantly through books, magazines and the Internet -- that children's shots have been responsible for the surge in autism diagnoses in the United States in recent decades. The vast majority of the scientific establishment, backed by federal health agencies, has strenuously argued there is no link between vaccines and autism, and warned that scaring parents away from vaccinating their youngsters places children at risk for a host of serious childhood diseases.
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Gov. Jim Doyle is stumping for a bill that would require insurance companies to cover autism.Most insurance companies don't cover autism because it is classified as an emotional disorder rather than a neurological condition.
A host of lawmakers and Drew Goldsmith, a 12-year-old autistic boy from Middleton, backed Doyle at a press conference in his office Tuesday.
Doyle is proposing strengthening current legislation to include minimum coverage levels of $60,000 for intensive treatment and $30,000 for post-intensive services. He said it would cut the waiting list to join a state-run program for autism services by a third.
Lawmakers on Tuesday said they hope to win support for the bill in the Legislature.
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About 13% of public school students in New York State are enrolled in special education. Educating each of them costs taxpayers many thousands of dollars more than it does to educate a regular student. With the financial crisis compelling Gov. Paterson, Mayor Bloomberg and other officials around the state to make cuts that have the least impact on services to which we have become accustomed, now is the time for them to give a special-education voucher program a second look. Aside from offering better educational outcomes, such a program would significantly reduce expenditures.Contrary to popular belief, tuition charged by private schools, where vouchers can be used, is actually lower than public school per-pupil expenditures. Take Florida, which is home to the nation's first voucher program for disabled students. Under the program, all disabled students are eligible for a voucher that is worth the lesser of the amount the public school would have spent on them or the tuition at a chosen private school. The value of the average voucher for disabled students there is $7,295. Not only is this far less than what the state spends to educate a disabled student in a public school, it is even below the state's much lower average per-pupil cost of educating all students, both disabled and regular enrollment.
In other words, the public system actually saves money when it pays for students to attend private school, and even more money when those students are disabled.
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Main point. Topic sentences. Supporting paragraphs. Organization.Arrowhead High School teacher Kathy Kopp ticked through her lesson on essay construction. Then she gave her sophomores one more tip for their upcoming language arts test from the state.
"Please, don't panic and say, 'I can't write,' " she called out. "Your ideas are good enough to put down on paper and have someone else read."
Part educators, part cheerleaders, Kopp and her colleagues in Arrowhead's special education department cajole students to finish their math homework, help them learn new reading strategies and prepare them for the state's annual testing regimen.
Last year, the school's 10th-graders with disabilities fell short of the state's reading proficiency standard under the federal No Child Left Behind Act. Under President George W. Bush's signature change to federal education law, schools are evaluated based on how their students perform on state tests in math and reading.
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When Kina King goes through the classwork her children bring home from school, she has a hard time telling which belongs to 5-year-old Danielle and which belongs to 16-year-old Jamie.That's because Jamie, a freshman at Wisconsin Career Academy in Milwaukee, reads at the level of a second-grader. Her writing, with its d's and b's reversed and halting attempts at self-expression, is at a third-grade level.
King said she repeatedly had asked Milwaukee Public Schools to evaluate whether Jamie had special needs since the girl was 5. But it wasn't until Jamie failed first grade for the third time that the district determined that she suffers from cognitive delays and needs additional support.
The question of what MPS should do to compensate the students it has failed to place in special education in a timely manner is at the heart of the third phase in an ongoing class-action suit about how MPS serves special education students. Jamie Stokes is the lead plaintiff in that suit and testified during a weeklong trial that wrapped up in November.
"If they gave her the help she would have been better, not doing coloring books her sister in kindergarten is doing," King said.
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Kathleen Chamberlain is the president of East End Special Education Parents, a not for profit parent advocacy group. She is mother of a child with a disability and formed EESEP with other local parents whose children were also not getting the special education services they felt they were entitled to. In addition to advocating for children with disabilities, she owns her own financial services firm. She lives with her husband, and daughter on Eastern Long Island in New York.1) First of all, you are President of EESEP. What exactly is EESEP and what are you trying to do?
East End Special Education Parents is a not for profit parent advocacy group.Our main goal is to teach parents how to advocate for their children with disabilities and we have been very effective doing so.So effective in fact that our members are routinely trashed at local Board of Education meetings and in the local papers by school district administrations because knowledge is power and the school districts have it and sped parents don't and they want to keep it that way.It's our goal to make sure that doesn't happen.
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Tyler Lehmann could read "Harry Potter" books before he started first grade, yet an anxiety disorder left him unable to speak to his teacher and all but one of his classmates in Woodbury. Simon Fink attends a school for gifted students in St. Paul, but Asperger's syndrome can make it hard for him to interact with peers and focus on lessons.
School can be tough for kids with challenges ranging from emotional disorders to ADHD or dyslexia. For gifted students, too, it's not always a cakewalk, between boredom and the sense of isolation that can result from being a "brainiac."
Then there are students such as Tyler and Simon, who fall into both categories.
Raising children with learning barriers is a task in itself, "but when they're bright and gifted and have a high IQ, it's even more frustrating, because the teachers just don't understand how to work with these kids," said Bloomington parent Chelle Woolley, whose 17-year-old son, Matt, was in fifth grade when he tested out for both giftedness and attention deficit disorder.
A growing awareness of so-called "twice-exceptional" or "2X" students, many of whom qualify for both gifted and special education services, is prompting some researchers to take a closer look at their needs. This fall, educators at the University of St. Thomas and four metro-area school districts are using a $490,000 federal grant to launch a five-year project aimed at developing better ways to teach 2X children, helping schools identify them and training teachers to work with them.
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Paging through 176 MRI scans of my 9-year-old's brain on my home computer, I discovered a button that let me play them as a movie. Gray swirls burst onto the screen, dissolving into one another and revealing a new set of patterns. Beams of light faded in and out, some curving and traveling around the different regions of his brain. I saw the squiggly folds of his cerebral cortex, the gray matter that is the center of human intelligence.These scans, the most intimate pictures I had ever seen of my son, Leo, may help researchers understand what's going on in his head -- and relieve him of a diagnosis that I have devoted several years to helping him overcome.
Leo, identified as No. C1059, underwent the scans as part of a research study at the Olin Neuropsychiatry Research Center at Hartford Hospital in Connecticut. He was thrilled to earn $200 for taking part. I smiled along with him, because I could remember the days when he had a limited range of emotions, and pride was not one of them.
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D-PAN: Deaf Performing Artists Network. Worth Watching.
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Although called Attention Deficit Disorder, and thus many parents and teachers believe that the primary problem is distractibility or poor attention, in reality this disorder is primarily a disorder of impaired executive function. When an individual has ADHD, executive functions are not emerging or unfolding as expected for the child chronological age. By executive functions I refer to a wide range of central control process of the brain that temporaneously connect, prioritize and integrate cognitive functions in the same manner that a conductor directs a band. Clearly, this does not refer to a single task at a given point in time such as focusing on getting a hamburger when hungry, or pushing a button at a given moment in order to stop a character is a video game from going forward. But, it does mean there is impairment in the ability to sustain concentrated focus on a task that requires constant monitoring and adjustment, as well as intermediate and long-term projection into the future such as driving a car, following a complicate classroom lecture or interacting with others and anticipating their reactions and the long-term outcomes of my statements or actions. In short, impaired executive functions negatively impact the real stuff of day to day life.
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If there is a case to be made for dissolving the Milwaukee Public Schools board, several of its members, but particularly its president, Peter Blewett, seemed hell bent on making it during last week's budget meetings.That the end result of those meetings--a double digit increase in the district's property tax levy--was the only responsible option the board could have chosen, won't do anything to assuage the board's growing number of critics or even improve its standing among its supporters.
Blewett has had a long time (a year, in fact, since the last budget fiasco) to persuade the public and other elected officials that the board and Superintendent William Andrekopoulos have the ability to manage the district's complicated finances. And while the scores of people who showed up to support an increase in the tax levy made an impressive display, their presence seemed more in support of an idea and not an endorsement of those behind it. It's notable that, as far as I know, not one elected official spoke out in support of the board's actions despite the fact that everyone is aware of the poor hand MPS is dealt when it comes to state funding.
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In her first policy speech of the presidential campaign, Gov. Sarah Palin vowed Friday that a McCain administration would allow all special-needs students the choice of attending private schools at public expense, a controversial and potentially costly proposal likely to be welcomed by many parents and bitterly opposed by many school districts.The Madison School District spent $70,582,539 on Special Education, according to the 2007/2008 Amended Budget (,a href="http://www.schoolinfosystem.org/pdf/2008/10/2007_MMSD_BOE_Amended_Budgetocr.pdf">460K PDF). Total budget was $365,248,476 according to the same document.Ms. Palin, the Republican nominee for vice president, also promised that she and Senator John McCain would finally provide public schools the federal money that was promised when the law covering students with special needs was passed in 1975. Her pledge was intended to address the top concern of many school districts, and is one that has been made by many other politicians but never fulfilled.
The policy speech was a departure for Ms. Palin, whose métier is the kind of foot-stomping pep rally she headlined the night before, at a stop north of Pittsburgh, where she recalled an anecdote about "Joe the quarterback" -- as in Namath, a local native -- to "guarantee" that she and Mr. McCain would come from behind to win.
In a hotel meeting room before about 150 parents and children with special needs, Ms. Palin was more subdued, and departed slightly from her prepared remarks to speak of her fears when she learned that the baby she was carrying earlier this year would have Down syndrome.
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Via a kind reader's email:
The State Superintendent' s Council on Special Education will be holding a public forum to gather input on matters related to special education in Wisconsin. Information obtained will be used by the Council in advising the Department of Public Instruction on matters affecting the education of Wisconsin 's children and youth with disabilities.This public forum will be held Monday evening, November 17, 2008 from 5:00 to 7:00 PM at the Madison Marriott West, Salon D (1313 John Q. Hammons Drive Middleton, Wisconsin; 608/831-2000).
Should you have any questions related to this public forum, do not hesitate to contact Chair Myrah at gary.myrah@pwssd.k12.wi.us or (262) 268-6079.
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The District's top special education official testified in federal court yesterday that some school personnel ignore scheduled meetings with parents, contributing to the city's failure to meet the needs of students with learning disabilities or behavioral challenges.Richard Nyankori, acting deputy chancellor for special education, said the backlog of D.C. children awaiting special education services is lengthy in part because school staff don't show up for meetings, leaving cases unresolved and parents in the lurch.
"Sometimes it is willful on the part of some staff not to make it to meetings," Nyankori said under questioning from U.S. District Judge Paul L. Friedman.
Friedman called the hearing to quiz officials about the District's lack of progress in complying with a 2006 consent decree that settled a class action brought by parents of children with learning problems. The District's public and public charter schools have nearly 11,000 special education students. About 20 percent attend private schools, at a cost to taxpayers of about $200 million, because D.C. cannot meet their needs.
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On a typical Monday morning at an atypical high school, teenage boys yanked open the glass doors to the First Baptist Church of Decatur, Ga. Half-awake, iPod wires curling from their ears, their backpacks unbuckled and their jeans baggy, the guys headed for the elevator. Arriving at Morning Meeting in the third-floor conference room, Stephen, his face hidden under long black bangs, dropped into a chair, sprawled across the table and went back to sleep. The Community School, or T.C.S., is a small private school for teenage boys with autism or related disorders. Sleep disturbances are common in this student body of 10, so a boy's staggering need for sleep is respected. Nick Boswell, a tall fellow with thick sideburns, arrived and began his usual pacing along the windows that overlook the church parking lot and baseball diamond. Edwick, with spiky brown hair and a few black whiskers, tumbled backward with a splat into a beanbag chair on the floor."O.K., guys, let's talk about your spring schedules," said Dave Nelson, the 45-year-old founding director. He wore a green polo shirt, cargo shorts and sneakers and had a buzz haircut and an open, suntanned face. After his son Graham, 19, was given a diagnosis of autism spectrum disorder (A.S.D.) as a young child, Nelson left the business world and went into teaching and clinical and counseling work. On that Monday, he was instantly interrupted.
"I had a very bad night!" Edwick yelled from the floor. "Nightmares all night!"
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Winnie Hu: Tom Holohan, a 16-year-old with autistic symptoms, grew up paralyzed by fear and anxiety about leaving his family's home. But for the last two years, Tom has had to commute to a Connecticut boarding school that specializes in treating his disability, returning on weekends to his home in Farmingdale, N.Y.
"There's always this thing inside you that you want to be home," said Tom, who attended five day schools here on Long Island and tried home schooling before his local school district sent him to the Connecticut school, Devereux Glenholme. "I mean, I got used to living there, but every day I think about what's going on at home. It's really difficult."
Next year, Tom is hoping to attend Westbrook Preparatory School, a $2.5 million institution that will be New York State's first residential school for students with high-functioning autism and that was founded after intense lobbying by parents, including Tom's mother, Maureen Holohan, 48, who is on the school's governing board. The new school, to serve 24 middle and high school students with average or above-average intelligence but in need of significant emotional and social support, is part of a statewide push to bring special education students back from out-of-state private schools by creating publicly financed alternatives closer to home.
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Tom Holohan, a 16-year-old with autistic symptoms, grew up paralyzed by fear and anxiety about leaving his family's home. But for the last two years, Tom has had to commute to a Connecticut boarding school that specializes in treating his disability, returning on weekends to his home in Farmingdale, N.Y., about nine miles from here."There's always this thing inside you that you want to be home," said Tom, who attended five day schools on Long Island and tried home schooling before his local school district sent him to the Connecticut school, Devereux Glenholme. "I mean, I got used to living there, but every day I think about what's going on at home. It's really difficult."
Next year, Tom is hoping to attend Westbrook Preparatory School, a $2.5 million institution that will be New York State's first residential school for students with high-functioning autism and that was founded after intense lobbying by parents, including Tom's mother, Maureen Holohan, 48, who is on the school's governing board. The new school, serving 24 middle and high school students with average or above-average intelligence but in need of significant emotional and social support, is part of a statewide push to bring special education students back from out-of-state private schools by creating publicly financed alternatives closer to home.
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Almost half of children with special needs failed their high school exit exam this year. Legislation calls for identifying new ways to assess performance and devising new methods.The predictable result came in last week from forcing students with disabilities to pass a high school exit exam in order to earn a diploma. Nearly half failed.
Failed. Demoralizing words for some kids who struggle daily to perform tasks most teens carry out with ease.
The psychological damage "is horrific," says Sid Wolinsky, director of litigation for Disability Rights Advocates, which fought unsuccessfully for alternative ways to measure the knowledge of special education students.
"We had dozens of sworn declarations from parents about the deep depression that their disabled children went into when they didn't pass the exit exam," Wolinsky says. "When you're a child with a disability, you start with problems of stigma, societal stereotyping and self confidence.
"Then you're shattered when you can't pass the exit exam. You blame yourself and have terrible problems with self worth."
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For the first time in my six-year teaching career, I am not completely freaked out by going back to school. I have, however, more than paid my dues to reach this stage of teacher emotional stability. In my first year of teaching, I freaked out not only in September, but pretty much every day (and well into every night) of the school year. At the time, I taught teenagers with learning disabilities in the South Bronx, including many emotionally disturbed students. I somehow managed to stick it out, and the next year, I met a Bronx teenager who would change my life and set me on my current career path.Jeremy has Asperger's syndrome, a high-functioning form of autism. As guilty as I feel admitting this as a teacher, there's no denying that Jeremy was my favorite student. He may always be. While other teachers seemed exasperated by Jeremy's autistic quirks, I got along with him easily. We hung out during lunch. He fixed the classroom computers and shared his unique life insights. He also easily passed a New York State Science Regents exam on his first try, which quickly shifted the school administration's attitude from, "We have to get rid of this kid," to, "We need this kid for our numbers." Sadly, Jeremy didn't exactly receive a stellar public education in the Bronx. I often wondered how much further he could have gone had he received stronger educational support from an early age.
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MY husband and I were sitting down to dinner when the police called. It was a female dispatcher whose voice I recognized from previous incidents involving my 20-year-old son, Andrew, who has autism.In recent years, this police department has picked him up for shoplifting, taken reports from restaurants where he had dined and dashed, and once even brought him back from the airport after he tried to stow away on a plane.
Roughly half of the force has lectured me about keeping a closer eye on him, placing him in a secure facility, and finding a better psychiatrist, while the other half has been sweet and apologetic, concerned about how I'm bearing up.
On this occasion the dispatcher explained that my car, which I had earlier reported stolen, had been found on the side of the highway some 70 miles away in St. Cloud, Minn. -- scratched, filthy and out of gas but otherwise undamaged. I would need to retrieve it from the impound lot. My son, unhurt, was waiting at the station. When would I be able to pick him up?
I swallowed a sip of Chianti and recited the line I had been rehearsing all afternoon: "I want to press charges."
"I told you, the car is fine. Your son is fine. All you have to do is come pick them both up."
"I want to press charges," I said again, resolved to see this through.
"Against your son?" she asked, incredulous.
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Eric Hainstock's first letter to Isthmus, dated April 15, 2008, got right to the point: "When I was 15 years old I shot my high school principal. I never meant for this to happen. He grabbed me from behind and I got scared. I was already pretty stressed, so that freaked me out even more. Please don't get me wrong, I am not blaming Mr. Klang for grabbing me. But I am blaming him, the teachers, social services and the school as a whole for never listening to me.... No one ever listened."Like other communications to follow, the letter is a plaintive appeal for understanding, with a heavy dollop of self-pity. "No one ever listened"? Perhaps it felt that way to Hainstock.
"I want my story told," wrote Hainstock, now 17, who picked Isthmus on the recommendation of his "celly," a former Madison resident. "I want all the social service agencies to listen, the schools, parents all over the state." He pegged his purpose as altruistic — to make sure no one else would ever have to "live in the hell that I did." (Quotations from Hainstock's letters have been edited for spelling and style.)
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For the 140 students lucky enough to attend the Texas School for the Blind, life is about team sports, class plays, American Idol parties, and prom night. In fact, it’s the one place where they can see themselves for who they really are: typical teenagers.Three days before the prom at the Texas School for the Blind and Visually Impaired, I stopped by House 573, a small girls’ dormitory on the school’s campus, in Austin. Tammy Reed, House 573’s sturdy, perpetually good-natured dorm manager—beloved for, among other things, her Tuesday night American Idol viewing parties, which include running commentary and hot wings—was telling me why the prom was the most thrilling night of the year for her girls. “Blind students usually don’t get asked to the prom,” she said as we sat at the kitchen table, which had been taken over by curling irons, cans of hair spray, bobby pins, Q-tips, nail polish, and costume jewelry. “And if they go to the prom, they end up standing against the wall. Everyone comes to our prom, and there won’t be a kid there who doesn’t dance.”
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Lucy Shi, a job seeker who has a genetic condition that causes short stature, says she's happy to be singled out as a disability candidate as she hunts for a position in New York.A graduate of New York University, Ms. Shi, 25, recently interviewed with several Wall Street firms at a recruiting event geared toward people with disabilities who aim to develop professional business careers. "It's hard to have a disability that's so visible, and it's just nice to be able to talk to recruiters without competing with the rest of the world," says Ms. Shi, who believes many interviewers view her as a child because of her height.
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Early in her career teaching special education, Beverly Levett Gerber once had an unusual mix of students; some had behavior problems, others developmental disabilities and some were gifted.
It was quite the challenge, but she knew how to achieve harmony.
“There were few things we could do together, but we could do the art work together at their rate and level,” Gerber said. “When you reach them at their level, they succeed.”
Gerber, a professor emeritus at Southern Connecticut State University who still teaches a course each semester, is a nationally recognized star in the fields of both art education and special education, most noted for combining the two seemingly divergent fields. Gerber taught at her alma mater, Southern, for 33 years before retiring from full-time work in 2003.
“Because of the uniqueness of the two fields coming together, I call myself a matchmaker,” Gerber, of Milford said with a twinkle in her eye.
Gerber’s commitment to the notion that art is a vehicle for special needs students to learn other subjects, to express themselves emotionally and show their level, has led to such groundbreaking progress in the field that colleagues from the National Art Education Association established The Beverly Levett Gerber Lifetime Achievement award to go each year to an outstanding art educator who works with special needs children.
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From Media Matters:
On July 16, the No. 3 syndicated radio talk show host in the country, Michael Savage, made the following statement on autism:
"Now, you want me to tell you my opinion on autism? ... A fraud, a racket."
Savage went on to say:
Now, the illness du jour is autism. You know what autism is? I'll tell you what autism is. In 99 percent of the cases, it's a brat who hasn't been told to cut the act out. That's what autism is.
What do you mean they scream and they're silent? They don't have a father around to tell them, "Don't act like a moron. You'll get nowhere in life. Stop acting like a putz. Straighten up. Act like a man. Don't sit there crying and screaming, idiot."
Autism -- everybody has an illness. If I behaved like a fool, my father called me a fool. And he said to me, "Don't behave like a fool." The worst thing he said -- "Don't behave like a fool. Don't be anybody's dummy. Don't sound like an idiot. Don't act like a girl. Don't cry." That's what I was raised with. That's what you should raise your children with. Stop with the sensitivity training. You're turning your son into a girl, and you're turning your nation into a nation of losers and beaten men. That's why we have the politicians we have.
During the same broadcast, Savage also attacked those in "the minority community" who suffer from asthma. He stated: "[W]hy was there an asthma epidemic amongst minority children? Because I'll tell you why: The children got extra welfare if they were disabled, and they got extra help in school. It was a money racket. Everyone went in and was told [fake cough], 'When the nurse looks at you, you go [fake cough], "I don't know, the dust got me." ' See, everyone had asthma from the minority community."
Michael Savage's mean-spirited comments are disgusting and are an affront to basic decency.
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A barefoot girl in her nightgown is picked up wandering along a dark Dane County highway. Sheriff deputies have no idea how the little girl got there, who she is, what happened to her, or where to take her.A young man walks out of a camp for adults with cognitive disabilities and into the woods. It takes thousands of searchers a week to find Keith Kennedy -- naked, weak, covered with scratches and ticks, but alive.
A 7-year-old with blue eyes slips out of the basement of his house in Saratoga. On the fifth day of a massive search, rescue dogs find Benjamin Heil in a nearby pond, drowned.
These recent Wisconsin cases all involved individuals with autism, a devastating brain disorder that impairs judgment and communication. Over the past decade, the number of children diagnosed with this disorder has multiplied tenfold, and the national Centers for Disease Control now considers autism to be a public health crisis. Autism frequently wreaks havoc not just on a child's entire family, but on law and safety enforcement in the streets. The problem is expected to get worse as this population grows up.
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The children return from school confused, scared and sometimes with bruises on their wrists, arms or face. Many won’t talk about what happened, or simply can’t, because they are unable to communicate easily, if at all."What Tim eventually said," said John Miller, a podiatrist in Allegany, N.Y., about his son, then 12, "was that he didn’t want to go to school because he thought the school was trying to kill him."
Dr. Miller learned that Tim, who has Asperger’s syndrome, was being unusually confrontational in class, and that more than once teachers had held him down on the floor to “calm him down,” according to logs teachers kept to track his behavior; on at least one occasion, adults held Tim prone for 20 minutes until he stopped struggling.
The Millers are suing the district, in part for costs of therapy for their son as a result of the restraints. The district did not dispute the logs but denied that teachers behaved improperly.
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Bob Compton, via a kind reader's email:
ersonally, I know that China and India are not “Third World” countries, but that is because I’ve traveled to those countries and I deeply admire their cultures and their people.The inspiration for the name “Third World Challenge” came a statement made to me by a professor at the Harvard Graduate School of Education when I showed my film Two Million Minutes for the HGSE faulty. “We have nothing to learn from education systems in Third World countries,” he intoned with much gravitas, “Much less a Third World country that lacks freedom of speech.” To my surprise, no other faculty member rose to challenge that statement.
While I certainly expected a more open-minded and globally aware audience at Harvard, I have now screened my film around the country and a surprisingly large segment of the American population believes India and China’s K-12 education systems are inferior to that of the United States. While no American makes the statement with the boundless hubris of a Harvard professor, the conclusion often is the same – America is number one in education and always will be.
This of course is not true. American students’ academic achievement has been declining vis-à-vis other developed countries for more than 20 years. What is now surprising and worrisome is US students are even lagging the developing world.
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When it comes to state funding for some of the students who cost the most to educate, Wisconsin’s largest school system has been a big loser.Over the past few years, as the state has ratcheted up its support for schools struggling with the costs of high-need special education students, the amount collected by Milwaukee Public Schools has barely budged.
Of the $5.4 million pool distributed this year, MPS took in just $40,182, according to an announcement by the state Department of Public Instruction. That puts MPS in the same range as Brown Deer, Manitowoc, and Montello, and the Milwaukee district received less than a third of the $131,390 that went to Middleton.
The Madison Metropolitan School District, the state’s second largest school district, got more than $1.4 million, and $439,673 was given to the Racine Unified School District.
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The first day of kindergarten found Alex Barth in the principal's office. The teacher had asked students to draw self-portraits. Alex had wanted to draw his in red crayon. There was no red crayon. Alex had melted down.Alex was a capable child with superior intelligence -- and no end of eccentricities. He would flee noisy school assemblies. He couldn't bear the smell of the cafeteria. By the end of first grade, his mother was spending much of the day at Alex's side.
Robyne Barth soon learned her son had Asperger syndrome, a developmental disorder on the autism spectrum. Children with the disorder, known in shorthand as Asperger's, might have strong academic gifts but deficiencies in such social skills as carrying on a conversation and playing with others at recess.
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Wisconsin Department of Public Instruction: Students from Kenosha, Green Bay, and Madison are among the top Braille users in the United States and Canada, winning a competition held earlier this spring at the Wisconsin Center for the Blind and Visually Impaired in Janesville, as a part of the international Braille Challenge.
The three Wisconsin winners are eligible to attend the finals of the international Braille Challenge, which will be held in Los Angeles on June 27th.
The winners, Baylee Alger of Green Bay, Zachary Morris of Kenosha, and Amelia King of Madison, competed in reading comprehension, proofreading, spelling, dictation, and charts and graphs events as part of the challenge. Alger and Morris won top honors in the apprentice category for students in the first and second grades. Both attend their local school districts and receive Braille instruction from teachers of the blind: Alger from Kathleen Ford and Morris from Harry Ostrov. King has placed as a finalist twice before and won the competition in 2004. She currently attends the Wisconsin School for the Visually Handicapped in Janesville and has been a student at Madison Memorial High School.
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Jeffrey Spitzer-Resnick, the attorney representing the plaintiffs in the case, said Sunday that the decision will bring "the most substantial reform in MPS history," one that will bring higher graduation rates, fewer discipline problems and improved test scores within a few a years.MPS officials have fought the goals set forth in the decision of Federal Magistrate Judge Aaron Goodstein, saying they would lead to big increases in spending and taxes and actually harm children and lower educational standards. MPS spokeswoman Roseann St. Aubin said Superintendent William Andrekopoulos and School Board members had not yet seen the decision and did not want to comment until they met about it. She quoted Andrekopoulos saying only, "We're going to continue to move forward with education reforms that meet the needs of all our children."
Goodstein's decision, signed Friday and circulated over the weekend, came down on every point in favor of the position of the plaintiffs, an organization now known as Disability Rights Wisconsin, and in favor of a settlement reached recently between that organization and the state Department of Public Instruction, which was also a defendant in the case. Goodstein rejected all grounds MPS offered for finding things wrong with that settlement.
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Harriet McBryde Johnson, a feisty champion of the rights of the disabled who came to prominence after she challenged a Princeton professor’s contention that severely disabled newborns could ethically be euthanized, died on Wednesday at her home in Charleston, S.C. She was 50.Related: Doctors vs. Parents: Who Decides Right to Life?No cause has been determined, her sister, Beth Johnson, said, while pointing out that her sister had been born with a degenerative neuromuscular disease. “She never wanted to know exactly what the diagnosis was,” Beth Johnson said.
The condition did not stop Harriet Johnson from earning a law degree, representing the disabled in court, lobbying legislators and writing books and articles that argued, as she did in The New York Times Magazine in February 2003, “The presence or absence of a disability doesn’t predict quality of life.”
Using a battery-powered wheelchair in which she loved to “zoom around” the streets of Charleston, Ms. Johnson playfully referred to herself as “a bedpan crip” and “a jumble of bones in a floppy bag of skin.”
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Joanne Jacobs: Jay Greene is dubious about Response To Intervention -- trying to educate children well so they’re not diagnosed as learning disabled — because he thinks schools have an incentive to put kids in special ed.
Essentially, RTI frees-up money to get schools to do what they presumably should have been doing already — providing well-designed instruction in the early grades. Unless we think that the main impediment to well-designed instruction was that schools lacked the funding to do it, diverting 15% of special education money to early-grade instruction will not get them to do anything significantly different from what they were already doing.
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A small but growing number of schools are using experimental therapies to retrain students' hearing and vision, in essence reteaching them to hear and see. It's a bid to reverse problems with the ability to focus and learn brought on by years of excessive TV, poor nutrition and, for some, in vitro drug exposure.
At Gordon Parks Elementary School, a charter school in Kansas City, Mo., 60% of kindergartners in 2004 failed a visual-skills test. Most had 20/20 vision, but they struggled to focus on moving objects, track lines of print and refocus from near to far.That fall, Gordon Parks began regular lessons in visual skills. Therapist Cheryl Steffenella says dangerous neighborhoods and the ubiquity of TV and video games means many of her students "aren't doing kid things" — climbing trees, jumping and running — that help develop visual and motor skills. Even playing video games that require a lot of eye movement exercises children's vision minimally, she says.
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One morning, students at Walbridge School used their fingers to trace letters representing sounds in a mix of sand and sparkling glitter on a paper plate.
When a student was squeamish about the task, he asked if he could trace with a pen instead of his finger.
This lesson is an example of the multisensory approach taken by Walbridge School, which was founded in 1986. The private, nonprofit school enrolls children in grades 1 through 8 at 7035 Old Sauk Road on the Far West Side.
"We teach children who learn differently, who cannot succeed with traditional ways of learning," said Gary Lewis, head of the school.
The primary concerns for students at Walbridge are learning issues rather than behavioral, he said. Some have specific disabilities such as dyslexia, dysgraphia and attention deficit disorder.
Some students have other concerns such as confusion over space and time.
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Jeff Sell, a Texas trial lawyer with four children, recently became a lobbyist for the Maryland-based Autism Society of America, a job that has him crisscrossing the country to persuade state lawmakers to make life easier for people who have the little-understood developmental disability.
He shut down his law firm, which had pursued legal cases linking autism with vaccines. But rather than move to Maryland, Sell is staying in Texas, so his twin 13-year-old sons can continue to receive state-financed treatment for their autism. If he moves, Sell said, his sons would be on a years-long waiting list for therapy that costs as much as $60,000 a year.
“I live in Texas, basically, because it’s economically feasible for me to survive in Texas,” Sell said.
One of the toughest problems facing autism patients, their families and policymakers is paying for treatment. Families are increasingly relying on states to help them cope with the financial, medical and educational needs.
Governors and lawmakers have tried to ease those costs with two different approaches: by requiring private insurers to pick up the tab for more services or by creating new or expanding existing public health programs, such as Medicaid, to cover autism treatment.
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As a task force begins this spring to revamp Seattle Public Schools' approach to special education, it's likely many classrooms around the district will begin to look more like Eckstein's. The details haven't been worked out, but in general, the district will try to deliver services to the students instead of bringing the students to the services.Seattle Special Education Review - Full Document (PDF). Seattle Special Education PTSA.A consultant recommended Seattle try to include more students in general-education classes and educate more special-education students at their neighborhood schools.
As the diagnosis of disabilities becomes more refined, school districts nationwide are faced with students whose needs are more complicated. At the same time, districts face federal requirements to meet individual students' educational needs in the least restrictive environment possible.
Balancing those two realities can be difficult, said Doug Gill, the director of special education for the Washington state Office of the Superintendent for Public Instruction.
"What I see is districts serving kids, sometimes with more complex needs, and as you see kids served with more complex needs, you need, really, a more specialized environment," he said.
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“Nearness learning” is a more appropriate term for what the Open University's business school offers, according to its dean in an interview for Which MBA, published by the Economist Intelligence UnitSomething to consider with respect to the clash between District and Student interests.When the Open University (OU) was founded in 1969, it represented one of the most important educational innovations of the 20th century, not just in Britain, but across the world.
Established by Britain's then prime minister, Harold Wilson, it is considered by many to be the first university to offer genuinely high-quality degrees through distance learning. It was originally to be called the “University of Air”, because most of its lectures took the form of late-night broadcasts on the BBC. Indeed, for many Britons of a certain age the Open University will be a formative memory. Long before Britain had transformed itself into a 24-hour society, most will remember the sinking feeling of finding out that, come midnight, the only thing on their television was a hirsute OU professor, dryly working his way through the laws of thermodynamics.
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Julie Maurer hopes to see a day when parents of children with special needs, parents like her, don’t have to advocate for their children in public schoolMaurer hopes the system changes and schools accept children, like her daughter, Jenny, as easily as children who will never carry a label like “learning disabled” or “emotionally disabled.”
Maurer’s daughter, now 20, attends the University of Wisconsin-Parkside after graduating from Racine Unified.
A small group of parents, educators and disability advocates spent a few hours Saturday at the United Way of Racine County, 2000 Domanik Drive, with University of Wisconsin-Milwaukee education professor Elise Frattura, clearing up the confusion of including special education students in regular education classrooms.
Those years, from elementary school through high school, were marked by Maurer’s struggles to get her daughter into regular classrooms instead of being isolated from the rest of the children her age.
A preschool teacher encouraged Maurer to read the federal special education law, so as to understand what she should expect her daughter to receive in school.
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How's this for a brainteaser?President Bush's top domestic policy achievement is an education reform law that demands no child be left behind by emphasizing early reading. Yet public school students with language-based learning disabilities such as dyslexia — disabilities that make it difficult to learn to read — are still being left behind.
I first came to the subject about seven years ago, when I met my future wife — a language therapist who helps children with dyslexia. My first lesson was humility. Reading had come easily for me, and so I was impatient with classmates who struggled to read.
Yet over the years, I've had the chance to interact with elementary school students who have dyslexia, and I've always come away impressed. It takes courage to get up in the morning and go to school even though you know you're going to struggle. Yet you go. And tomorrow, you'll go again.
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In the latest rebuke to Mayor Michael R. Bloomberg’s agenda, state lawmakers have decided to bar student test scores from being considered when teacher tenure determinations are made.Legislators said the move was the final detail negotiated as part of the budget, which they expect to complete on Wednesday. It was a setback to efforts by the mayor and former Gov. Eliot Spitzer to hold teachers accountable by using student performance data, and a boon for the teachers’ unions, which hold enormous influence over the political process in the capital.
The new language being prepared for the state law says that for the next two years student scores will not be considered in decisions on teachers’ tenure; in the meantime, a commission is to be created to study the issue.
The move was denounced Tuesday night by the Bloomberg administration.
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According to that statement, the settlement includes the appointment of an outside authority, paid by DPI, to monitor MPS’s compliance with state and federal special education law and establish standards for MPS.The agreement will also create a parent trainer position that will be based at Wisconsin Family Assistance Center for Education, Training & Support. This person will support MPS parents and DPI will pay his or her salary.
MPS did not enter into the agreement, and issued a statmen