Archive for January 10th, 2011
First Published Thursday, 4 December 2008
By BENEDICT CAREY
From the outside, psychotherapy can look like an exercise in self-absorption. In fact, though, therapists often work to pull people out of themselves: to see their behavior from the perspective of a loved one, for example, or to observe their own thinking habits from a neutral distance.
Marriage counselors have couples role-play, each one taking the other spouse’s part. Psychologists have rapists and other criminals describe their crime from the point of view of the victim. Like novelists or moviemakers, their purpose is to transport people, mentally, into the mind of another.
Now, neuroscientists have shown that they can make this experience physical, creating a “body swapping” illusion that could have a profound effect on a range of therapeutic techniques.
More…
Copyright 2008 The New York Times Company
First Published Thursday, 4 December 2008
A new universal test to predict the risk of someone succumbing to major depression has been developed by UCL (University College London) researchers. The online tool, predictD, could eventually be used by family doctors and local clinics to identify those at risk of depression for whom prevention might be most useful.
predictD, which is only designed for people who are not currently depressed, is available at http://www.ucl.ac.uk/predict-depression/.
The risk algorithm, developed by a team led by UCL Professors Michael King and Irwin Nazareth, was tested in 6,000 people visiting their family doctor in six countries in Europe (UK, Spain, Portugal, the Netherlands, Slovenia and Estonia). Its accuracy was also tested in nearly 3,000 family doctor attendees in Chile. The study, published in the Archives of General Psychiatry, followed-up the participants at six and 12 months. The team modeled their approach on risk indices for heart disease, which provide a percentage risk estimate over a given time period. The algorithm was as accurate at predicting future episodes of depression as similar instruments developed in Europe to predict future risk of heart problems.
Further testing of the tool as an early detector of depression is planned in randomized trials of prevention in Europe. The team are also exploring the feasibility of using the instrument in China, with plans to set up a study on the prediction of depression in a Chinese community setting. This would be the first ever research initiative of its kind within Asia.
Professor Michael King, UCL Department of Mental Health Sciences, says: “Depression is a common problem throughout the world, but although we know how to treat it, we know very little about how to prevent its onset. We have ways of predicting the onset of heart disease or stroke, but none for predicting people’s risk of major depression. Our study is one of the first to develop a risk algorithm for just this purpose.“
“Risk tools such as ours are needed to focus more effort on preventing depression. For example, people identified as at risk by an online tool could be flagged on a family doctor’s computer. Recognition of those at risk could help with watchful waiting or active support, such as restarting treatment in patients with a history of depression. Patients could also be advised on the nature of depression or on cognitive behavior therapies to help reduce their risk of developing major depression.“
“Major depression is now a leading cause of illness and disability world-wide and reducing its prevalence is one of the greatest public health challenges of the twenty-first century. Depression will rank second to cardiovascular disease as a global cause of disability by 2020. Up to a quarter of people who visit their doctor experience major depression, with relapses frequently occurring for up to 10 years.“
“The next stage of our research will be to establish how family doctors could use our tool to help prevent the onset of depression. We are hoping to run a large-scale trial to explore the tool’s use in prevention.“
King M, Walker C, Levy G, et al. Development and Validation of an International Risk Prediction Algorithm for Episodes of Major Depression in General Practice Attendees. Arch Gen Psychiatry 2008 Dec;65(12):1368-1376 [Abstract]
Bellón JA, Moreno-Küstner B, Torres-González F, et al. Predicting the onset and persistence of episodes of depression in primary health care. The predictD-Spain study: Methodology. BMC Public Health. 2008 Jul 25;8:256 [Full text]
Jan
10
HEADLINES
“Tragedy at rail crossing … A seven-year-old autistic boy and his grandmother killed by a train at a railway crossing was “an accident waiting to happen”, claimed a local councillor.â€:
http://www.itv.com/News/Articles/Tragedy-at-rail-crossing-998283675.html
“Second arrest in murder inquiry … Mr White has been described by police as “a harmless young man, who despite his learning difficulties, led an independent, happy life”.â€:
http://news.bbc.co.uk/2/hi/uk_news/scotland/edinburgh_and_east/7757008.stm
MISSING John McLintock “Fears growing over missing autistic manâ€:
http://edinburghnews.scotsman.com/edinburgh/Fears-growing-over-missing-autistic.4755273.jp
“Scalded teenager’s organs failedâ€:
http://news.bbc.co.uk/2/hi/uk_news/england/oxfordshire/7740531.stm
“Careworkers not fully trainedâ€:
http://news.bbc.co.uk/2/hi/uk_news/england/oxfordshire/7741989.stm
“Family shock at Florida web deathâ€:
http://news.bbc.co.uk/2/hi/americas/7743835.stm
“Jury deliberating whether MySpace hoax was crimeâ€:
http://www.onelocalnews.com/prescottherald/stories1/index.php?action=fullnews&id=50042
“Disabled boy given standing detentions that left him unable to walkâ€:
http://www.guardian.co.uk/education/2008/nov/20/discrimination-disabled-pupil
“Dad upset over autistic son incident … A Lynchburg man says his autistic son was taken away from him and sent to a mental institution far from home. Officials did send the boy back the next day, but the father is struggling to find the care his son needs. Joshua is a father’s pride and joy. Gordon Bowyer, Joshua’s Dad – “And they took him from me, and they took him by force.â€:
http://www.wset.com/news/stories/1108/570837.html
“Woman forced to quit job wins new rights for carersâ€:
http://www.guardian.co.uk/society/2008/nov/28/sharon-coleman-ruling-employment-tribunal
“Disabled people ‘bullied at work’, according to new researchâ€:
http://www.guardian.co.uk/society/2008/nov/27/disability-nhs-survey
UK “Measles “epidemic†risk as parents shun vaccineâ€:
http://www.stv.tv/articles/reuters/news/Measles_epidemic_risk_as_parents_shun_vaccine_146927
“Nurses hit 200 schools in mass vaccination campaign to control ‘escalating’ measles outbreakâ€:
“7-year-old Austin gets a new family, and a perfect fitâ€:
http://www.news8austin.com/content/top_stories/default.asp?ArID=225135
ASAN President Ari Ne’eman will deliver a keynote titled “Representations of Disability: Fighting the War of Ideas in the Disability Rights Movement” at TASH’s National Conference 2008 on Thursday, Dec. 5 in Nashville, Tennessee.
http://aspie-editorial.blog-city.com/asan_autism_spot_to_film_at_parthenon.htm
Philippines “Inter-agency efforts for autistic people soughtâ€:
http://www.gmanews.tv/story/135174/Inter-agency-efforts-for-people-with-autism-sought
“Parents fear day centre closuresâ€:
http://news.bbc.co.uk/2/hi/uk_news/england/shropshire/7760879.stm
“UK Autism Foundation launches appealâ€:
http://www.inspiremagazine.org.uk/news.aspx?action=view&id=2952
“UELSU creates history with first East End Concert for Autismâ€:
http://www.ireport.com/docs/DOC-155442
“Moeller family granted residency … German migrant doctor Berhard Moeller and his family have been granted permanent residency in Australia after a battle with the Government over Down syndrome.â€:
http://www.theaustralian.news.com.au/story/0,25197,24710240-23289,00.html
Risperdal “J&J helped plan child research institute – reportâ€:
“Program helping autistic adults threatened by budget cutsâ€:
http://nhregister.com/articles/2008/11/23/news/ctautism2.txt
“Welfare plan may cause povertyâ€:
http://news.bbc.co.uk/2/hi/uk_news/politics/7740943.stm
“Downturn to affect mental healthâ€:
http://www.guardian.co.uk/uk/feedarticle/8050496
Australia “Don’t hand mental services to statesâ€:
http://www.theaustralian.news.com.au/story/0,25197,24682413-23289,00.html
“Mentally conflictedâ€:
http://www.guardian.co.uk/commentisfree/2008/nov/27/mentalhealth-health
“Hearing at the cutting edgeâ€:
http://news.bbc.co.uk/2/hi/technology/7738974.stm
“Botnet builder: I could be the next Bill Gatesâ€:
http://www.pcadvisor.co.uk/news/index.cfm?RSS&NewsID=107912
Gary McKinnon “Demonstrators ask Barack Obama to interveneâ€:
http://www.macworld.co.uk/digitallifestyle/news/index.cfm?newsid=23787
“PM speaks out on NASA hacker plightâ€:
http://management.silicon.com/government/0,39024677,39349367,00.htm
“PM needs to help hacker Gary McKinnon, says MPâ€:
“Live Aid style concert planned to support hackerâ€:
http://www.scmagazineuk.com/Live-Aid-style-concert-planned-to-support-hacker/article/121352/
“Marillion sought for McKinnon concertâ€:
http://community.zdnet.co.uk/blog/0,1000000567,10009799o-2000331827b,00.htm
“A new perspective on disabilityâ€:
http://women.timesonline.co.uk/tol/life_and_style/women/body_and_soul/article5250815.ece
“More babies with Down’s syndrome born as attitudes changeâ€:
http://www.guardian.co.uk/education/2008/nov/24/mentalhealth-disability
“Parents who give up their Down’s syndrome childrenâ€:
http://women.timesonline.co.uk/tol/life_and_style/women/the_way_we_live/article5225770.ece
VIDEO “Many keeping babies with Down’sâ€:
http://news.bbc.co.uk/2/hi/health/7741411.stm
“I can’t imagine her any other wayâ€:
http://news.bbc.co.uk/2/hi/health/7738262.stm
“Delay in NHS hearing tests mean deaf babies are not being spottedâ€:
“Lenses restore teenager’s sightâ€:
http://news.bbc.co.uk/2/hi/uk_news/wales/north_west/7755344.stm
RESEARCH
“Research shows locked wards harm patientsâ€:
http://www.guardian.co.uk/society/2008/nov/30/mental-health-nhs-locked-wards
“Health needs of autistic children often unmetâ€:
http://www.drugs.com/news/health-needs-autistic-children-often-unmet-14961.html
“New theory suggest genetic origins of mental illness … Two scientists argue that autism and schizophrenia are opposite disorders when viewed through the lens of the brain’s development.â€:
http://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20081121/mental_illness_081123/20081123?hub=BritishColumbiaHome
“Sticky cell clues to epilepsyâ€:
http://news.bbc.co.uk/2/hi/health/7741680.stm
“Adult brain neurons can remodel connectionsâ€:
http://www.medicalnewstoday.com/articles/130604.php
“Behavioural phenotype of Cornelia de Lange syndrome: case-control studyâ€:
http://bjp.rcpsych.org/cgi/content/abstract/193/6/466
“Researchers urge physicians to test for fragile X gene mutations in patients of all agesâ€:
http://www.news-medical.net/?id=43430
“A functional genetic link between distinct developmental language disordersâ€:
http://content.nejm.org/cgi/content/short/359/22/2337
“Study shows autistic children face difficulty processing soundsâ€:
ANXIETY “Childhood constipation deemed significant health issue, just as serious as asthmaâ€:
http://www.medilexicon.com/medicalnews.php?newsid=130822
“Moving study to shed new light on the loneliness of autismâ€:
http://www.manchester.ac.uk/aboutus/news/display/?id=4212
“Hormones: Learning the rules of attraction … Hormones are being used as the basis for treatments for conditions as diverse as stress, anaemia and memory difficulties, and are being investigated for others, such as symptoms of autism, obesity and depression.â€:
EDUCATION
Alex Barton Case “Elementary school teacher suspended after autistic child voted out of classâ€:
http://aspie-editorial.blog-city.com/update_on_alex_barton_case_elementary_school_teacher_suspen.htm
“DC setting nationwide standardâ€:
http://www.crescent-news.com/news/article/4476433
“Good news for everyone? New technology is helping to increase access to education for those with disabilities and learning difficulties, but can one system please everyone?â€:
http://www.guardian.co.uk/digitalstudent/good-news
Autism Hangout “How to prepare autistic students to succeed in Collegeâ€:
http://news.yahoo.com/s/prweb/20081126/bs_prweb/prweb1668094_1
“Children families are suffering and it seems no one listensâ€:
“Helping autistic children in the classroomâ€:
http://www.newschannel5.com/global/story.asp?s=9422561
“Monarch Teaching Technologies unveils Vizzle autism softwareâ€:
http://blog.cleveland.com/health/2008/11/monarch_teaching_technologies.html
“We need to raise confidenceâ€:
http://www.guardian.co.uk/resource/raise-confidence
EMPLOYMENT
UK Position Available “Headteacher – Start Date April 2009(preferred):
http://www.tes.co.uk/jobDetailsGold.aspx?ac=2708628
“Lottery-awarded farm shop opensâ€:
http://news.bbc.co.uk/2/hi/uk_news/england/shropshire/7739490.stm
“A new leaf: Why businesses need to invest in differently-abled employeesâ€:
“Blunkett plans volunteering scheme for young peopleâ€:
http://www.guardian.co.uk/society/2008/nov/27/david-blunkett-charities-volunteering
“Interview: Tim Matthews, new head of Remployâ€:
http://www.guardian.co.uk/society/2008/dec/03/disability-remploy-tim-matthews
“Disabled people bullied at workâ€:
http://www.guardian.co.uk/society/2008/nov/27/disability-nhs-survey
“Auties.orgâ€:
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/
“Prospectsâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=473&a=2348
“AutismJobsâ€:
Linking job seekers with vacancies in work related to autism, Aspergers and ASDs
http://www.autismjobs.org/?section=00010009
“Current job vacancies within the NASâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=170
For further employment information, please viewâ€:
http://aspie-editorial.blog-city.com/employment_on_the_autism_spectrum.htm
GENERAL/HUMAN INTEREST
Sailing “Md. Camp started by D.C. Man gives kids confidenceâ€:
http://www.wtop.com/?nid=598&sid=1524589
“Youngsters lead way for Children in Needâ€:
http://www.times-and-star.co.uk/news/other/1.273169
“It was all too easy to lose my sonâ€:
http://women.timesonline.co.uk/tol/life_and_style/women/families/article5212421.ece
“Service dogs and the restaurant industryâ€:
http://www.pizzamarketplace.com/article.php?id=12610
“2008 Holiday Lightsâ€:
http://projects.kansas.com/maps/2008-holiday-lights/
FINLAND
“The Finnish Flagâ€:
http://virtual.finland.fi/netcomm/news/showarticle.asp?intNWSAID=27078
“Autismi – ja Aspergerliitto: Etusivu
Our goal at the Finnish Association for Autism and Asperger`s Syndrome is to change society in such ways that a good quality of life becomes attainable for all people on the autism spectrum.â€:
“Independent Living and Personal Assistant Services in Finlandâ€:
http://www.disabilityworld.org/01-02_01/il/finland.htm
“Autism, Finland style and public speaker, Heta Pukkiâ€:
http://blog.donnawilliams.net/2008/05/05/autism-finland-style-and-public-speaker-heta-pukki/
“ANED – Academic Network of European Disability Experts
Includes Latest Documents – Report on the Employment of Disabled People in European Countries – Finlandâ€:
http://www.disability-europe.net/en/countries/Finland?jsEnabled=1
“Finland Facts, History, Flags, Music & Photosâ€:
http://travel.nationalgeographic.com/places/countries/country_finland.html
“Finland: Ultimate Travel Libraryâ€:
http://traveler.nationalgeographic.com/travel-books/western-europe-text/5
“Gulf of Finland, Photo of the Dayâ€:
http://photography.nationalgeographic.com/photography/enlarge/ice-formation-finland_pod_image.html
“48 Hours: Helsinkiâ€:
http://www.nationalgeographic.com/traveler/features/48hours_helsinki0605/helsinki.html
ADD/ADHD
“Does my child really have ADHD?â€:
http://ednews.org/articles/31246/1/Does-my-child-really-have-ADHD/Page1.html
New Study “ADHD medications don’t pose cancer riskâ€:
http://www.healthday.com/Article.asp?AID=621584
Dramatic fall in prescribing of Ritalin in last three yearsâ€:
“Brain abnormalities that may play key role in ADHDâ€:
http://www.sciencedaily.com/releases/2008/11/081117110938.htm
“Differences in perception in children with ADHDâ€:
http://www.groundreport.com/Health_and_Science/Differences-in-Perception-in-Children-with-ADHD_1
“Treatments for ADHD are better than everâ€:
http://www.pioneerlocal.com/burrridge/lifestyles/health_family/1288731,on-ADHD-112008-s1.article
HowStuffWorks Definition, Symptoms etc “ADHDâ€:
http://healthguide.howstuffworks.com/attention-deficit-hyperactivity-disorder-adhd-dictionary.htm
“Ability to quit smoking may depend on ADHD symptomsâ€:
http://www.medilexicon.com/medicalnews.php?newsid=130399
“Single mom, grandmom grateful for helpâ€:
http://www.pottsmerc.com/articles/2008/12/03/news/srv0000004147253.txt
“adders.orgâ€
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 those 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
“ADDAâ€:
“hi2u ADHD Pagesâ€:
http://www..adhd..org.uk/
SPORT
“My swimming compensates for my disabilityâ€:
http://www.guardian.co.uk/society/joepublic/2008/nov/20/youth-week-blogs-learning-disability
“The 5k Santa run – 7th Decemberâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=17187
“Flora London Marathon 2009â€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16315
“It’s back! The London to Paris Bike Ride 2009â€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=17061
“Cycle India 2009â€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16806
“Sahara Desert Trek – 8th-15th November, 2008â€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16303
“Cycle China 2009 – 19th-29th Marchâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16305
“Trek the Inca Trail 2009 – 14th-23rd Mayâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16310
“Trek Jordan 2009 – 10th-14th Septemberâ€:
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1667&a=16314
MUSIC
“Ladyhawke reveals disabilityâ€:
http://news.bbc.co.uk/newsbeat/hi/music/newsid_7745000/7745453.stm
“Music to our earsâ€:
“The AutisMusic Projectâ€:
ART
ARTIST: Kim Miller …
http://www.thegirlwhospokewithpictures.com/ill.html
http://aspie-editorial.blog-city.com/artist_kim_miller_the_girl_who_spoke_with_pictures.htm
“Autism Through Art – a must-read News Review articleâ€:
http://www.nrtoday.com/article/20080925/NEWS/809249955/1057&title=Autism%20through%20Art
Kim on Autism Rocks:
http://www.kindtree.org/images/AA2008/index.htm#Kim
“NAS Christmas cardsâ€:
http://www.autism.org.uk/christmascards
“ARTROOM …..where under 17s can make and display art onlineâ€:
http://www.saatchi-gallery.co.uk/artroom/index.php
MOVIES/ENTERTAINMENT
“Watch trailer for BBC film Dustbin Babyâ€:
http://www.guardian.co.uk/media/video/2008/nov/26/bbc-dustbin-baby
“The Black Balloon is close to home for Elissa Downâ€:
“Blindness, the film, will harm blind peopleâ€:
http://www.guardian.co.uk/film/filmblog/2008/nov/24/blindness-disability-film
“How TV show turned the spotlight on stigmaâ€:
http://www.guardian.co.uk/society/joepublic/2008/nov/19/how-mad-are-you-mental-health
A milestone in mainstream cinema “Ready and ableâ€:
http://www.guardian.co.uk/film/2008/nov/20/film-disability-special-people-disable
“Ben X – movie reviewâ€:
http://www.calendarlive.com/movies/cl-et-capsules28-2008nov28,0,2330439.story
“Actors for Autismâ€:
http://www.actorsforautism.com/
BOOKS
“Author to speak on autism … Anyone whose life has been touched by a developmental disability will identify with “See Sam Run†and with Heinkel-Wolfe’s experiences as she explains how she learned to understand her son’s needs and in doing so not only helped him grow and develop, but transformed herself with a newfound ability to love in the process.â€:
http://www.colonyleader.com/articles/2008/11/23/the_colony_courier-leader/news/936.txt
“The Girl Who Spoke with Pictures: Autism Through Artâ€
Eileen Miller
Foreword by Robert Nickel MD
Illustrated by Kim Miller
http://www.jkp.com/catalogue/book.php/isbn/9781843108894
“A Creative Guide to Exploring Your Life: Self-Reflection Using Photography, Art, and Writingâ€
Graham Gordon Ramsay and Holly Barlow Sweet
http://www.jkp.com/catalogue/book.php/isbn/9781843108924
“Inner Journeying Through Art – Journaling: Learning to See and Record your Life as a Work of Artâ€:
Marianne Hieb
http://www.jkp.com/catalogue/book.php/isbn/9781843107941
“Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers – 2nd Editionâ€
Author: Julia Moor
“Caring for Myself: A Social Skills Storybookâ€
Authors: Christy Gast and Jane Krug
Photos by Kotoe Laackman
http://www.jkp.com/catalogue/book.php/isbn/9781843108870
“My Social Stories Bookâ€
Edited by Carol Gray and Abbie Leigh White
Illustrated by Sean McAndrew
http://www.jkp.com/catalogue/book.php/isbn/9781853029509
MOVIE
INKHEART (PG)
Coming January 23, 2009
Meggie and her father Mo share a passion for books, the ability to hear the characters’ voices and a gift for bringing fictional characters from books to life when they are read aloud. On a trip to a second-hand book shop, Mo hears voices from a book called “Inkheart,†a book Mo has been searching for since Meggie’s mother disappeared 3 years ago. Starring Brendan Fraser, Andy Serkis and Eliza Bennett.
Official Movie Website
VIDEO GAME
Professor Layton and the Curious Village (Nintendo DS)
Game Review:
TECH
VIDEO Body Swapping Becomes Reality
http://news.nationalgeographic..com/news/2008/12/081203-swapping-video-ap.html?source=rss
ROBOTICS
Macho Robot Helps Explain Lizards’ Odd Behaviour
http://www.newscientist.com/article/dn16123-macho-robot-helps-explain-lizards-odd-behaviour.html
“Koala’s Christmas Pages – comprehensive site on everything Christmas”
Includes crafts, recipes, stories, e-cards, music, online games, multi-cultural traditions, children’s activities(word searches, games, puzzles, colouring in, and jokes etc).
http://www.thekoala.com/christmas.htm?
“Bruce’s Christmas Links”:
http://www.wtv-zone.com/Joker/Christmas_Links.html
Hope you enjoyed the read.
Take Care,
Julie
First Published Friday, 5 December 2008
Carol Sonnenblick, Ed.D.
Board of Directors
Freedom Fom Fear
Chubby Santa’s, twinkling lights, parties, the aroma of pies and cookies baking in the kitchen, champagne bubbles, family feasts and gifts piled high greet each year’s holiday season. Holidays are happy times, right? Not necessarily. The advent of the holiday season is not always a time of joy. It is a time when we mourn those whose presence is missed. It is a time when frenzied activity adds to the burden of life’s already hectic schedules. It is a time of excess—spending too much, eating too much and drinking too much. How can we put in the obligatory time with family which may prove toxic as old habits and unresolved issues resurface?  How can we enjoy the holiday season when coping with our usual stressors requires us to use all of our inner resources? Here are some.
- *Develop a shopping list and spending plan. Resist impulse buying and extravagance.
- *Remember that there is no reason to expect that difficult relationships will have improved since last year—so why get aggravated.
- *Pace your activities. Accept invitations to those events that will not overburden your life and cause next day exhaustion. Feeling tired and frantic is not good for your physical and mental health.
- *If food and drink are an issue—try moderation (more easily said than done—think January when you will want to undo the results of binge indulging)
- *Choose parties and events you really care about, avoid day after day of obligatory activities.
- *Set aside some time just for yourself—do something that you enjoy, makes you smile and reduces your sense of being on a treadmill.
- *Chose someone you really care about and spend some quality time, even if it’s only a quick lunch somewhere.
- *Make plans for January and February to do something special—give yourself something to look forward to during the coldest, darkest winter months.
- *Buy yourself a gift, something that you really want that no one else is going to get for you.
Put the holiday into perspective—the excitement, the scenery, the parties, friends and family. Recognize that changes in routine can be stressful but that’s just part of the season—enjoy and happy holidays.
“Remember that our expectations will create our reactions, and expectations are often too idealistic if guided by the hallmark holiday image.â€
-Mark Sisti, Ph.D
“Have the freedom to change traditions, based on what works and what no longer works.â€
-Constance Salhany, Ph.D.
|
||
 |
Source:Â http://www.freedomfromfear.org/viewtopic.asp?topic_id=246
Christmas and ASD
Christmas can be an exciting and fun time, but it can also be stressful.
People with an autistic spectrum disorder (ASD) may be confused or
distressed by all the new activity within the household at Christmas and
this can be upsetting for the rest of the family. Hopefully this information
Preparation
As Christmas approaches, you may want to highlight this holiday period on the household’s or child’s calendar. We would suggest that you check when the school starts work about Christmas, and perhaps you could introduce the idea at a similar time. This will help to ensure consistency. However, if this time frame does not leave enough preparation time for your child, then you should adjust it as appropriate.
You may only want to emphasise Christmas Day on the calendar. Or you might want to indicate when the school term ends and starts again, to show that the child will be at home during this holiday. You could name this period on the calendar: ‘Christmas Time’ might be appropriate. Highlighting this on the calendar will help your child to prepare for the time spent away from school, and therefore the change in routine. You can start talking to your child about ‘Christmas Time’ and what this means. This will differ for each family. You could produce a booklet on Christmas with pictures of relevant items, for example Christmas trees, the sorts of decorations you use and the food you might eat. However, remember that if your child is very literal you will need to be careful as they may become anxious if your Christmas does not appear exactly as the pictures.
On your calendar you can mark the days that you will buy and put up the Christmas tree and decorations, as well as any other changes which will occur. Do not forget to include the day when relatives or friends will arrive to stay. Although a lot can change during this time, it is important to continue your child’s routine to some extent. If you use visual timetables with your child (see our ‘Visual supports’ information sheet, available free from the Autism Helpline), continue to use them to show what they will be doing during this period.
You should include your child with an ASD in the Christmas process. You may want to take them shopping for the tree and decorations, or show them where they are kept in the house before you bring them out for the holiday. This will help your child to become familiar with these items, even if they saw them the year before. Your child should also be involved in putting up the decorations, even if they are just in the room when it occurs. This will hopefully prevent any negative reactions to these new items being placed in a familiar environment.
If your child does want to be included then you may like to give them a particular job to do which they can focus on. This may help them to feel included and less anxious about the changes around them. You may even want to decorate the house over a few days if your child finds change particularly difficult. For example, you could place the tree in position, leave it for a few days and then start to decorate it, adding any house decorations later on.
The Autism Helpline is often asked about suitable toys or gifts for a child with an ASD. These will vary from one person to another. However we would suggest that for some children with an ASD having a huge number of presents from friends and family might be too overwhelming. Perhaps a set amount could be given, maybe one from mum and dad and one from grandparents. Any other family members who would like to buy a gift could perhaps put the money in a trust fund to be used for the child at other times. Alternatively, perhaps giving the child one gift a day might help to reduce any anxiety.
Suitable gifts
The Autism Helpline is often asked what toys might be suitable for children with an ASD. Therefore we have compiled a list (in no particular order):
1) Trampolines
These come in lots of different sizes, but make sure it’s strong. They are good for using up energy.
2) Sensory toys
There are many types of these, some examples are:
- *bubble tubes/columns, all different sizes and colours
- *fibre optic plumes that change colour and can be safely brushed with the hand
- *bubble-making machines.
3) Board games
- *’The Socially Speaking Game’ is a social skills board game for seven-year-olds+ from LDAlearning (www.ldalearning.com)
- *Battleships/Guess Who? are both turn-taking games.
4) Music
- *on tape or CD
- *instruments.
5) Bikes/tricycles
6) Water toys
7) Books
Read-along ones, perhaps accompanied by a tape of the story; for example The Hungry Caterpillar.
These are just a few examples, there are many more. Please remember that every child is different so not every child will like the same toys.
The following website also has some advice about choosing toys for children with autism: www.insidethebubble.co.uk/toys.php
If your child is becoming obsessive about Christmas, you will need to try and set boundaries around this obsession. Please see the Obsessions, repetitive behaviours and routines information sheet for further information.
If you would like any of the information sheets mentioned in this article (Visual supports; Obsessions, repetitive behaviours and routines) please contact the Autism Helpline 0845 070 4004.
Useful contacts
Garden Adventure
Trampolines of all sizes and shapes
Tel: 01342 300146
Email: info@gardenadventure.co.uk
Website: www.gardenadventure.co.uk/Trampoline/index.php
Fledglings
A charity which helps parents and carers of a child with special needs of any kind to find simple, affordable solutions to practical problems.
Sells toys, trikes and other products for children with disabilities
Tel: 0845 458 1124
Email: enquiries@fledglings.org.uk
Website: www.fledglings.org.uk
KidsOut
National charity providing fun to children with special needs, including play equipment and grants
Tel: 01525 385 232
Email: kidsout@kidsout.org.uk
Website: www.kidsout.org.uk
Special Needs Kids
Some ideas for special needs toys
Email: enquiries@special-needs-kids.co.uk
Website: www.special-needs-kids.co.uk/toys-index.htm
LDAlearning
Resource catalogue
Tel: 0845 120 4776
Website: www.ldalearning.com
National Association of Toy and Leisure Libraries
Tel London office: 020 7255 4600
Tel Scotland office: 0131 664 2746
Tel Wales office: 02920 566 333
Website: www.natll.org.uk
Rompathe 6th sense
Resource catalogue
Tel: 01246 211777
Email: sales@rompa.com
Website: www.rompa.com
SenseToys Ltd
Tel: 0845 257 0849
Email: info@sensetoys.com
Website: www.sensetoys.com
SpaceKraft Limited
Resource catalogue
Tel: 01274 581 007
Website: www.spacekraft.co.uk
TFH UK
Resource catalogue
Tel: 01299 827 820
Email: enquiry form on the website
Website: http://www.specialneedstoys.com/UK/
Winslow Resources
Resource catalogue
Tel: 0845 230 2777
Email: sales@winslow-cat.com
Website: www.winslow-cat.com
Please note the above organisations are not connected with The National Autistic Society in any way; we cannot recommend any of the above organisations.
References/recommended reading
Newson, J. and E. (1982). Top twenty toys for handicapped children in Living and working with autism. Section 5. The National Autistic Society.
This article is a little old-fashioned in its use of language. However many of their recommendations will still be applicable today. Copies are available from the Autism Helpline on 0845 070 4004.
If you require further information about autism and related issues, please contact the NAS Autism Helpline, open Monday-Friday, 10am-4pm:
Tel: 0845 070 4004
Email: autismhelpline@nas.org.uk
Grieving: 7 Tips To Get You Through The Holidays
http://aspie-editorial.blog-city.com/grieving_7_tips_to_get_you_through_the_holidays.htm
First Published Tuesday, 9 December 2008
Published Monday, 8 December, 2008 – 18:53
For the first time, all local authorities in England have been rated and ranked on their approach to adults with autism.
The online table, published by The National Autistic Society (NAS), reveals an astounding postcode lottery where only one local authority has a system to find out how many adults with autism are in their area.
The NAS I Exist campaign, launched in February this year, revealed a desperate reality for adults with autism where two thirds do not have enough support to meet their needs and at least one in three are experiencing severe mental health difficulties as a result. In response the Government demonstrated a major commitment to improving the lives of thousands of adults with autism by revealing a raft of new measures building to a landmark national adult autism strategy. Many local authorities, however, have been slow to act, meaning very little has changed for some individuals with autism and their families.
This urgently needs to be addressed.
The NAS has, therefore, rated local authorities on their progress in two key areas, which the I Exist campaign identified as essential to planning and improving services to meet local need:
1.     148 out of 149 local authorities do not have a system to find out how many adults with autism are in their area. However, 27% have stated that they are planning to address this issue.
2.     64% do not have a named team or individual with responsibility for autism in line with Department of Health recommendations. Just over a third of local authorities are following Government guidance in this area, although a further 11% have acknowledged the need for further action.
Adults with autism told the NAS they felt isolated and ignored and were heavily reliant on their families, yet the majority of local authorities continue to exclude this vulnerable group of people. Without an accurate picture of how many adults with autism there are in the area, services and support cannot be planned effectively to respond to local need.
We want to see local authorities taking a robust approach to identifying and recording people with autism across their services. Many aren’t even making use of what existing data they have on this front. All schools have to record the number of children with autism and we want to see local authorities pass that information onto adult services, so support can be planned for those children in adulthood. If local authorities are to truly recognise local needs, it’s crucial they proactively engage with those people who are not currently receiving services but may well need support.
There remains a worrying lack of responsibility for meeting the needs of people with autism. Autism is a developmental disability, but support for people with the condition tends to be delivered either from a learning disability or mental health team. People with autism frequently fail to qualify for support from either team or find they are pushed back and forth between the two, often receiving little or no help from either. This exclusion from support increases isolation and can escalate to mental health problems and other serious difficulties. The lack of leadership on autism within local authorities exacerbates this issue. Many more local authorities are addressing this, by appointing a named team or individual with responsibility for autism. However, it’s disappointing to see some have been very slow to implement this government guidance from 2006.
The NAS strongly welcomes the expansion of leadership, capacity and expertise on autism within the Department of Health with the appointment of a specialist autism advisor. However, we would like to see guidance on autism become law, so that a “should do†becomes a “must do.†We are currently asking MPs to back a draft Private Members’ Bill, which aims to ensure a brighter future for the half a million people with autism in the UK by compelling local authorities to recognise and fulfil their responsibilities towards them. The autism community has received a major boost in that both the Conservative and the Liberal Democrat parties have pledged their support for the draft Autism Bill should one of their MPs be selected in the Private Members’ ballot.
Overall, the response to the I Exist campaign has been overwhelming. It is positive to see some great examples of good practice among those local authorities who are working hard to transform the lives of people with autism and their families and we celebrate this. We are also working hard to support those who have further to go. This includes publishing a guide to assessing and supporting adults with autism for social care staff and developing a guide on good practice for local authorities. Our online table is designed to track progress and the NAS is, therefore, inviting local authorities to keep us informed of developments to improve their ratings. Autism is a serious, lifelong and disabling condition and without the right support it can have a profound and sometimes devastating effect. We will keep campaigning until we see change at ground level.
For further information on the local authority table or to support the Autism Bill visit www.think-differently.org.uk/campaign.
Source:Â http://www.egovmonitor.com/node/22486
Local Authority Support for Autistic Adults
As part of our I Exist campaign we asked all local authorities in England if they have a system in place to record the number of adults with autism in their area and if, in line with Department of Health guidance, they have appointed a named individual or team with responsibility for autism.
With the support of thousands of campaigners who have contacted their local authority to raise these demands, we have now received a response from over two thirds of local authorities and today we publish their responses in our progress table. In this table, progress is indicated according to the following key:
- *green indicates progress in the area in question
- *amber indicates a recognition of the issues and a willingness to address these
- *red indicates no evidence of progress in the relevant areas
- *purple indicates that we have not yet received a response from the local authority.
Do have a look at how your local authority is ranked, and read what they have to say about services where you live. Let us know whether you agree with what is said.
If your authority has not yet responded, contact them and ask them to do so.
Source: Â http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1665&a=18259
First Published Tuesday, 9 December 2008
TUCKED away in one of Johannesburg’s leafy northern suburbs is an independent school for children with special needs.
Although Bellavista School in Birdhaven cannot compete with the city’s wealthy private schools on resources and range of extra-mural activities, it represents one aspect of what’s available for special needs children in SA.
It has on-staff therapists and teachers who are trained to deal with myriad problems from spina bifida and blindness to autism and attention deficit disorder.
On the other side of the coin are children with special needs who never make it to school because they are hidden by their families or there is simply no school in the area equipped to deal with them, and special schools are every bit as poorly resourced as the 42% of SA’s 25043 “ordinary†public schools that are overcrowded and poorly resourced.
Even in well-resourced urban schools there are challenges, the biggest, most common of which is a negative attitude towards children who are disabled or different in any way, says the education department’s deputy director- general of general education, Palesa Tyobeka.
Every year at least some of the children who are accepted to Bellavista come from top-notch schools across SA and as far afield as Botswana, Swaziland and Namibia.
Most are suffering from low self-esteem after struggling in these schools, says principal Jackie Staniforth.
“Those high-pressure (independent and top public) schools have got to take another look at their teaching methodologies in order to become more inclusive,†says Staniforth.
“They need to look at their philosophies and think: ‘Are we an exciting and inclusive school, or a depressive school where anyone who thinks differently is out?.”
Many children need only a few years in Bellavista’s nurturing environment to learn coping techniques and regain self-esteem, before they can slot back into an “ordinary†school, she says.
While many public and independent schools try hard to welcome all, there are others that in no uncertain terms reject children with any sort of learning difficulty or other disability, says the president of the Southern African Association for Learning and Educational Difficulties (Saaled), Dr Melodie Hougaard.
Hougaard, a medical doctor, learned about inclusion in the most profound way possible — her fourth child, a son, is learning impaired.
“(John’s birth and development) was the biggest lesson for our family. He has set the values right,†she says.
Hougaard’s family was very focused on traditional indicators of success, but has learnt that “to be number one is not necessarily what counts mostâ€. “What counts most is that you are a rounded, complete person, generous of spirit.”
What is encouraging for those who believe in inclusive education is that Hougaard’s son, who attended Bellavista until Grade 7 and then went to Johannesburg’s prestigious St Stithians College, has matriculated and is studying sports management.
Hougaard fought hard to have her son admitted to St Stithians so that he would be exposed to a wide variety of extra-mural activities most special needs schools simply do not have the funds to offer.
She also believes strongly that if SA is to be an inclusive society where everyone’s difference is welcomed, school is a good place to start re-educating South Africans.
Much of the problem is seated in fear that allowing disabled and learning impaired children into an “ordinary†school will result in a drop in standards, but Hougaard says research has shown the opposite to be true.
A wider range of the children do well because teachers have to employ a variety of teaching methods, and everyone, even if not disabled, learns in different ways.
There is no doubt that disabled and learning impaired children benefit from going to an “ordinary†school, says Caroline Taylor, a researcher at Inclusive Education Western Cape, which is an informal network of parents and professionals with an interest in inclusive education.
Twenty to 25 years ago it was uncommon to find Down’s Syndrome children in the UK who could read, now it is hard to find those that cannot and it is because of the UK’s inclusive education policy, she says.
But experts warn that for inclusive education to work there has to be buy-in on the philosophy from everyone concerned.
Geoff Cohen, principal of Cape Town’s Herzlia Schools, has completely bought into the philosophy.
The Herzlia schools serve 1900 pupils in three primary schools, one middle school, a high school and five pre-schools, scattered across Cape Town and are known for their academic excellence.
For the past 12 years the schools have also accepted children with difficulties from physical disability to attention deficit disorder.
Cohen says the whole school community has benefited from this.
“It’s given the (special needs) children a sense of belonging … It’s good also for the others (who don’t have special needs). They learn to live with everybody,†he says.
The school takes the view that if it can possibly take on a child, whatever their problem, it does. That has meant some fairly steep learning curves — a new one each time a new child arrives with a new problem — a lot of extra administration and the expense of the physical modifications that have been made to the school buildings.
But the largest expense of all is the extra staff the school has taken on.
All of this is worth it, says Cohen.
“Disability and difference are a normal part of life … Schools are a microcosm of society and we (South Africans) need to learn as soon as possible that all people have their particular strengths and weaknesses,†he says.
Sue Blaine
Source: Â http://www.businessday.co.za/articles/topstories.aspx?ID=BD4A90065
Jan
10
First Published Tuesday, 9 December 2008
Hello,
Below is the public announcement on the New Jersey Autism Registry and the
Public Comment Period. ASAN has been asked to submit our thoughts on this to
the New Jersey Department of Human Services, where we do have some
pre-existing relationships that will make for meaningful consideration of
our point of view. This is a real opportunity to communicate what we want
and develop a document that we can utilize as a model for other
jurisdictions that adopt similar registries. What do you think should be
included in our public comment? Feel free to copy this inquiry to other
listservs and forums, requesting that people on communities this has been
forwarded to respond directly to me at aneeman@autisticadv ocacy.org
Regards,
Ari Ne’eman
President
The Autistic Self Advocacy Network
1660 L Street, NW, Suite 700
Washington, DC 20036
http://www.autistic advocacy. org
732.763.5530
Department of Health and Senior Services Proposes New Rules and Amendments
at N.J.A.C. 8:20, which establishes the Birth Defects Registry
The Division of Family Health Services in the Public Health Services Branch
of the Department of Health and Senior Services proposes new rules and
amendments at N.J.A.C. 8:20, which establishes the Birth Defects Registry.
The proposal would establish an autism registry and a severe neonatal
jaundice registry.
This proposal would require health care professionals to report diagnoses of
autism in children from birth through twenty-one years of age. N.J.S.A.
26:2-187 requires the Department of Health and Senior Services to implement
the reporting of autism and to establish an autism registry. Autism is a
developmental disorder of brain function that is typically manifested by
impaired social interaction, problems with verbal and nonverbal
communication and imagination, and unusual or severely limited activities
and interests.
Under the proposal, health care professionals would not report the personal
identifying information of a child diagnosed with autism if the child’s
parent, legal guardian or custodian objects to the reporting of this
information, or if the individual through age twenty-one who is diagnosed
with autism objects to the reporting. Health care professionals would be
required to inform the parent, legal guardian, custodian or individual
through age twenty-one of the right to refuse to report identifying
information.
The proposal would require clinical laboratories to report newborns with
severe neonatal jaundice, a condition that is caused by a buildup of
bilirubin, an orange-yellow pigment found in bile. Toxic levels of
bilirubin can cause severe neurological damage called kernicterus. N.J.S.A.
26:8-40.21 requires the Department to establish a severe neonatal jaundice
registry.
The proposal would also make the reporting requirements for congenital
conditions more consistent with the Centers for Disease Control and
Prevention (CDC) Guidelines, and extend the reporting requirements for
congenital conditions from birth through five years of age.
Under the proposal, the information on individuals with these conditions
that is reported to these registries would remain confidential. The data
contained in these registries would be used for public health research,
needs assessments, and public health investigations.
The notice of proposal appears in the November 17, 2008 issue of the New
Jersey Register.
The public has until January 16, 2009 to comment on the proposals. Persons
wishing to comment on the proposals must submit their comments in writing to
Ruth Charbonneau, Director, Office of Legal and Regulatory Affairs, New
Jersey Department of Health and Senior Services, PO Box 360, Trenton, NJ
08625. Written comments on the proposals must be postmarked on or before
January 16, 2009, which is the close of the 60-day public comment period for
the proposals.
First Published Wednesday, 10 December 2008
Helping Students Prepare For the Stress of Mid-Term Exams
by Dana Benson
When children complain about upset stomachs and headaches, it could be more than a virus. This is the time of year when students are preparing for mid-term exams, and test anxiety could be causing their symptoms.
Anxiety about an impending test is a serious problem that can even make some students physically ill, according to psychologist Dr Megan Mooney, adjunct assistant professor of psychiatry and behavioral sciences at Baylor College of Medicine.
Test anxiety can be seen in students of all ages. Some will deal with it throughout their schooling because anxiety can be a genetic trait, said Dr Mooney. Other students may be able to overcome their test anxiety, especially if parents respond to it in the right way, she said.
“If we respond by talking about being nervous and anxious as a normal thing and introducing techniques to cope with it, then test anxiety can be very manageable,” said Mooney, also staff psychologist at DePelchin Children’s Center and a counselor at River Oaks Elementary.
If, on the other hand, parents respond by letting their child stay home and avoid the test or by getting upset and reinforcing the feeling of nervousness, then test anxiety could become a longer-term condition.
Mooney works with students on relaxation techniques, such as deep breathing, and on thought-stopping skills that get rid of negative thoughts that start creeping in at exam time.
“These techniques really need to be reinforced at home as well,” Mooney said. “All of the skills to decrease the symptoms of anxiety should be practiced. It’s just like learning how to play a sport – you have to practice over and over again so these techniques become a habit for children.“
Parents must also be aware of the messages they are sending their children, Mooney said. Schools can be high-pressure settings where there is a lot of competition, and parents can add to the pressure with their own high expectations. Mooney urges parents to talk about the importance of kids’ trying their best, rather than focusing on grades.
Students of all ages must also take care of their physical health at exam time by eating well and getting enough sleep. Older students also can help ease their anxiety by creating a schedule for themselves as soon as they receive their syllabus. They should find an optimal studying environment, whether it’s a quiet library or somewhere they can have music playing.
While anxiety can be overwhelming if not properly dealt with, Mooney pointed out that it is a biological symptom that exists for a reason.
“When we experience anxiety, we get a burst of adrenaline that makes us more aware and helps us focus and concentrate,” she said. “Having a little bit of anxiety about wanting to do well on a test can actually help motivate us.“
Math Anxiety Swamps Working Memory
Imagine you are sitting in the back of a classroom, daydreaming about the weekend. Then, out of nowhere, the teacher calls upon you to come to the front the room and solve a math problem. In front of everyone. If just reading this scenario has given you sweaty palms and an increased heart rate, you are not alone. Many of us have experienced math anxiety and in a new report in Current Directions in Psychological Science, a journal of the Association for Psychological Science, University of Chicago psychologist Sian L. Beilock examines some recent research looking at why being stressed about math can result in poor performance in solving problems.
Much of Beilock’s work suggests that working memory is a key component of math anxiety. Working memory (also known as short term memory), helps us to maintain a limited amount of information at one time, just what is necessary to solve the problem at hand. Beilock’s findings suggest that worrying about a situation (such as solving an arithmetic problem in front of a group of people) takes up the working memory that is available for figuring out the math problem.
The type of working memory involved in solving math problems may be affected by the way the problems are presented. When arithmetic problems are written horizontally, more working memory resources related to language are used (solvers usually maintain problem steps by repeating them in their head). However, when problems are written vertically, visuo-spatial (or where things are located) resources of working memory are used. Individuals who solve vertical problems tend to solve them in a way similar to how they solve problems on paper.
Beilock wanted to know if stereotype-induced stress (i.e. reminding women of the stereotype that “girls can’t do math”) would result in different results for solving vertical versus horizontal math problems. The findings showed that the women who had been exposed to the negative stereotype performed poorly, although only on the horizontal problems (which rely on verbal working memory). Beilock suggests that the stereotype creates an inner monologue of worries, which relies heavily on verbal working memory. Thus, there is insufficient verbal working memory available to solve the horizontal math problems.
It has generally been shown that the more working memory capacity a person has, the better their performance on academic tasks such as problem solving and reasoning. To further explore this, Beilock and her colleagues compared math test scores in individuals who had higher levels of working memory with those who had less. The subjects took a math test either in a high pressure situation or low pressure situation. It turns out that the subjects with higher working memory levels performed very poorly during the high pressure testing situation-that is, the subjects with the greatest capacity for success were the most likely to “choke under pressure”.
Beilock surmises that individuals with higher levels of working memory have superior memory and computational capacity, which they use on a regular basis to excel in the classroom. “However, if these resources are compromised, for example, by worries about the situation and its consequences, high working memory individuals’ advantage disappears,” Beilock explains.
As more schools start emphasizing state-exam based curricula, these studies will become increasingly relevant and important for the development of exams and training regimens that will ensure optimal performance, especially by the most promising students.
Beilock SL. Math Performance in Stressful Situations. Curr Dir Psychol Sci. 2008;17(5):339-343 Â [Abstract]
Education:Â The Needs of Autistic/AS Students
Of course everyone is different but here, we aim to provide you with an idea of the type of support a person with autism or Asperger syndrome may need:
- *Immediate access to pastoral support or a particular staff member you can go to with any concern
- *A dedicated support worker
- *Staff to have awareness training
- *Specialist tuition support, eg language skills, structuring work
- *Materials in literal language
- *Extra time immediately after group sessions to check that they have been understood
- *Alternative ways of completing team work than group working
- *To have the same information conveyed in more than one way, eg verbally and in writing
- *Time to get accustomed to the campus or site
- *Preparation for changes of routine, eg around exam time.
Other needs may include:
- *Access to relevant college documents, eg Disability Statements, equal opportunities policies, students handbooks etc
- *Sufficient information and awareness amongst staff and students who know about your disability
- *Staff to act as role models for other students in treating you with respect and offering equal opportunities
- *Adequate financial support to cover any extra costs
- *Access to all college and campus facilities
- *Support and information before and during the admissions process
- *Additional time allowance to complete the whole course
- *Additional time allowance to complete coursework
- *Study skills service
- *Specific accommodation arrangements
- *Evacuation and safety procedures
- *Support from local authority services
- *Disabled Students’ Co-ordinator or Inclusive Learning Co-ordinator
- *Disabled Students’ Representative in Student Union
And alternative exam and assessment arrangements such as:
- *Preparation for the change of routine involved in sitting exams
- *Use of a separate room with an invigilator
- *Extra time
- *Exam paper written on plain paper in one colour
- *Exam papers written in literal language or a support worker to clarify the language of an exam paper
- *Use of a prompt to remind you when to move on to next question
- *Word processing facilities if motor control is impaired.
This information was taken with permission from SKILL National Bureau for Students with Disabilities information sheet: ‘The needs of students with disabilities in Further and Higher Education’ and ‘Exam Arrangements for Disabled Students’.
http://www.skill.org.uk/page.aspx?c=10&p=106
“Skill is a national charity promoting opportunities for young people and adults with any kind of disability in post-16 education, training and employment across the UK.”
SKILL’s Information Service;
Tel: 0800 328 5050Â or 020 7657 2337
(Monday to Thursday 1:30-4:30pm)
Or email info@skill.org.uk
If you require further information please contact the
NAS Autism Helpline
Tel: 0845 070 4004
autismhelpline@nas.org.uk
Harvard Med. School: Free Guide to Remaining Calm During Stressful Times
http://www.health.harvard.edu/web_premiums/free-stress-relief-report.htm
This Website is informative, visitors will surely be benefited, Its our pleasure to read informative content on this useful website. We have also described about various examinations, Praxis II test, Praxis II study, Praxis II study guide and Praxis II practice in our website http://teachingsolutions.org/praxisii.html
First Published Thursday, 11 December 2008
On December 1, the Department of Education released new regulations for IDEA Part B that will take effect on December 31, 2008. Here’s a brief summary of the major changes.
Parental Consent
If your child has been receiving special education services under IDEA and you wish to revoke consent for services:
• the revocation must be in writing, and
• the school is not required to amend your child’s education records to remove any reference to previously receiving services. §300.9(c)(3)
If parents revoke consent for services being provided to their child:
• the revocation must be in writing
• the school must provide you with written notice (under § 300.503) about their intentions for your child. This written notice may be one way of establishing just when the services should end.
• the school district may not utilize mediation or the due process procedures to challenge your revocation of consent;
• the school is not required to convene an IEP Team or develop an IEP; and
• the school will not be deemed in noncompliance with the IDEA for failure to provide a FAPE to an otherwise eligible child. §300.300(b)(4)
Representation by Non-Lawyer Advocates
The section on Hearing Rights has been amended to specify that non-lawyer advocates can represent either side (parent or school district) in a due process hearing unless this overrides state law. §300.512(a)(1)
Compliance Issues
A new monitoring and enforcement section is added, establishing a one-year time frame for school districts to fix any IDEA noncompliance issues. Corrective action must be completed one year from the time the problem was discovered. The current regulations have no specific timeline. §300.600(e)
A State now has 120 days, after submitting its annual performance report (APR) to DOE, to provide a report to the public on school performance. This doubles the current allowable time frame. §300.602(b)(1)(i)(A)
Clarifications were also made in the areas of state monitoring, technical assistance, and enforcement; and allocation of funds.
For the complete analysis of comments and changes to the final regulations see the Federal Register for December 1, 2008 at http://www.wrightslaw.com/idea/law/FR.v73.n231.pdf.
Source: Â http://www.wrightslaw.com/nltr/08/nl.1209.htm
First Published Friday, 12 December 2008
Following today’s publication of the welfare reform white paper, The National Autistic Society (NAS), the UK’s leading autism charity, voiced concerns that toughening up conditions on benefits could mean people with autism face hefty sanctions, rather than getting the specialist support they need to succeed in employment.
Mark Lever, chief executive of The National Autistic Society said: “Many people with autism want to work, but experience great difficulty in finding and staying in employment often due to inadequate support. We strongly welcome the welfare reform agenda’s focus on what people with disabilities can do. However, the Government must uphold their end of the ‘something for something’ bargain and invest in specialist support if people with autism are to truly realise their potential.
“The level of help people require isn’t always obvious and the NAS is deeply concerned that people with autism will be vulnerable to inappropriate sanctions due to misunderstandings related to their disability. The behaviour and actions of people with autism can be easily misinterpreted as a result of their social and communication difficulties and they could mistakenly be deemed to not be engaging in the job-seeking process.
“Without appropriate support, sanctions are also likely to be ineffective for people with autism who may not fully understand the consequences of not complying or why they have been punished.
“It is absolutely crucial that employment advisors and those enforcing conditions understand the complexities of autism and each individual’s needs. Too inflexible an approach may only increase the stress and anxiety they are already under and could damage the employment prospects of the 300,000 working age adults with autism in the UK in the long term.”
Recession’s Bite Hits Americans with Disabilities Extra Hard
They “tend to be the last hired and first fired,” says one advocate
“People with disabilities tend to be the last hired and the first fired,” says Rick Diamond, director of employment services at Disability Network/Lakeshore, a disability rights nonprofit based in Holland, Mich.
Advocates nationwide say they’ve seen a sharp increase in the number of their clients who have been laid off. And if data from 2007—as well as from previous recessions—holds true for this year, people with disabilities will be cut from their jobs at a rate disproportionate to that of nondisabled workers.
Nationwide belt-tightening has other implications, too. Government funding cuts, decreased revenue in the private sector, and smaller family budgets mean that programs and projects that help people with disabilities are at risk.
The disparity in employment between people with and without disabilities has already been growing. In 2007, according to last month’s Disability Status Report, only 36.9 percent of working-age individuals with disabilities were employed. The year before, it was 37.7 percent. But the employment rate of people without disabilities, at 79.7 percent, didn’t change.
If past recessions are any sign, that disparity between those with and without disabilities will increase. From 1989 to 1992, working-age men without disabilities saw a 1.4 percentage point drop in employment; for men with disabilities, the decline was 5.5 percentage points. For women, the disparity was more than twice the size, at 9.6 percentage points.
Advocates are seeing that gap firsthand. About half of the people that Disability Network/Lakeshore helped place in jobs over the past two years have been laid off in the past two months. When asked what that would have been three years ago, Diamond stops to think. “I’d say maybe one in—maybe one in—oh gosh, maybe one in 10,” he says.
One poster child of this is a client of PRIDE Industries, a company in the Sacramento, Calif., area that employs people with disabilities and helps place others in private companies. The man had worked for eight years as a fork lift driver. Then the building industry downturn hit. “He’s the first person out the door,” says Mike Ziegler, the president and CEO of PRIDE, which ended up hiring the man.
Losing a job is difficult for anyone. But for workers with disabilities, the effects can be particularly acute. In 2007, nearly one in 4 working-age individuals with disabilities were below the poverty line. But fewer than one in 10people without disabilities were.
But as people with disabilities tend to work more often than other Americans in jobs that are part time or lower paid, a job is not necessarily enough to stave off poverty. Diamond says that one of his coworkers has noted that of her 70 client cases, 15 of them are both employed and homeless. “Three years ago, I would have said I’m not aware of anyone in those circumstances,” Diamond says.
But even the groups that work to help people with disabilities are struggling. Already-tightened state and federal budgets are expected to force cuts next year. And, as in other recessions, some organizations are finding private donations down from past years.
For nonprofit Teri, Inc., which provides 10 residential facilities, three schools, in-home care, and other services to 600 people with learning and developmental disabilities in the San Diego area, fiscal issues almost closed them down.
Federal money accounts for 90 percent of its funding, says Laura White, director of development for Teri. This year, it has decreased by 6 percent; a further 3 percent cut is expected next year. Legacy gifts—the private, typically large donations from trusts, wills, and other sources—are down 25 percent.
And so, when the California budget was stymied for nearly three months this fall, halting a key source of funding, the nonprofit was in trouble. To ensure that clients could still get healthcare and staff their average wage of $11.50 an hour, Teri took out a $500,000 loan. Although the state is responsible for it, Teri has to pay $9,000 in interest.
But at least they could stay open.
“We got down to the point where we had to actually send out notices to our clients, to our families, that said, if that budget doesn’t get signed by a particular Friday—it was a Friday in October—we will be closing our doors on Monday. We do not have the funds to go beyond this week,” White says. “The governor wound up signing that Friday.”
Meanwhile, for companies whose primary goal is simply to stay in the black, projects aimed to help people with disabilities may get left behind. One convenience store the Disability Network/Lakeshore was working with to make its building more accessible, for example, planned to install an automatic door opener. But with sales down 50 percent, they’ve had to put it off.
All of those hurdles are leading to another trend that worries Diamond.
“I can’t think of a person now with a physical disability, literally today, that I’m working with, who isn’t also struggling with depression,” he says.