Downtown Spectrum Parents

SafeMinds - Autism Mercury Thimerosal - Research -

2011-11-30T19:25:00.000-05:00

SafeMinds - Neurotoxicology Conference Initial Report

Report on 2011 Neurotoxicology Conference

From SafeMinds President, Sallie Bernard

The annual Neurotoxicology Conference took place in Research Triangle, NC on October 30-November 2. The conference title was “Environmentally Triggered Neurodevelopmental Disorders: Focus on Endocrine Disruption and Sex Differences in Autism, ADHD, and Schizophrenia.” One day of the conference was webcast and archived, courtesy of Susan Daniels of the Office of Autism Research Coordination which supports the Interagency Autism Coordination Commmittee at NIH. View here. The conference proceedings are expected to be published in a future journal issue of Neurotoxicology.
A conference on mercury, the endocrine system and autism was conceived several years ago by SafeMinds after reading a review paper by Shirlee Tan, Jesse Meiller and Kathryn Mahaffey of the EPA, “The endocrine effects of mercury in humans and wildlife” (Crit Rev Toxicol. 2009;39(3):228-69). SafeMinds reached out to Drs. Pessah and Zoeller to move the concept forward. Dr. Cranmer, the chair of the conference, graciously adopted the theme. SafeMinds directors Lyn Redwood and Sallie Bernard attended the sessions, and SafeMinds was a co-sponsor of the event.
Findings presented at the conference on neurotoxicology provided evidence that the endocrine system is dysregulated in people on the autism spectrum and common toxins like mercury might be behind this condition. Invited scientists offered supporting data that these alterations might be reversible or prevented through a variety of interventions.
Findings of low levels of sulphate and sulphur-containing compounds like glutathione in autism may be a marker for a more fundamental alteration in selenium status leading to deficiencies in selenoenzymes, according to Nicholas Ralston of the University of North Dakota and a conference presenter. Low circulating sulphate has been a consistent finding validated in autism studies. Selenoenzymes are essential to thyroid hormone homeostasis, repair from oxidative damage in the brain and endocrine tissues, cell signalling, immune function and basic metabolic processes. Selenium is a target of mercury, which tightly binds the selenium molecule, making it unavailable for biological use and disrupting selenium biochemistry. Conversely, selenium can bind mercury, rendering it inert. Dietary selenium, especially from low-mercury deep ocean fish, can counteract the negative effects of mercury exposure. more

Blog to Continue, End of Face to Face Meetings

2011-03-10T14:22:00.000-05:00

“Parents of Individuals with Autism Support Group”

Sponsored by The McCarton Outreach Department

Facilitated by Peter Gerhardt, Ed.D, Nicole Pearson, M.A. & Kristin Foley, M.Ed.

The McCarton Outreach Parent Support Group is open to ALL PARENTS of individuals with autism across the age and ability spectrum. Offered as a free service to the autism community, the McCarton Outreach Parent Support Group is designed to facilitate parent-to-parent discourse and, in so doing, find solutions to some of the day-to-day problems they may face. The support group is an open forum wherein parents are encouraged to introduce topics of concern and interest at each meeting.

WHEN: 1^st Tuesday of each month, beginning March 1, 2011

Future dates: April 5, 2011

May 3, 2011

June 7, 2011

August 2, 2011

September 6, 2011

October 4, 2011

November 1, 2011

December 6, 2011

TIME: 6:30pm – 8:00pm

LOCATION: The McCarton School Auditorium (1^st floor)

331 W 25^th Street (bet. 8^th and 9^th ave)

New York, NY 10001

COST: FREE but RSVP required

Space is limited for support group meetings so please RSVP to Nicole at

npearson@mccartonschool.org and you will receive a confirmation email reply. A monthly reminder will be sent and we ask that you please remember to RSVP each month.

NYU/Silver School of Social Work Conference

2009-03-22T22:15:00.004-04:00

Clinical Approaches for Children and Adults on the Autism Spectrum as They Transition

June 4, 2009 9:00am - 4:00pm

Kimmel Center for Student Life, 60 Washington Square South
NYU Silver School of Social Work

overview

The conference is a continuation of conference that we have convened related to disability across the life spectrum. This is the first in a seriesthat will focus on specific categories of disability. The autism spectrum has been identified on numerous occasions as a topic that is of great interest and relevance to social workers, mental health and other professionals, educators, and parents.
Less understood, often undiagnosed or misdiagnosed, individuals on the autism spectrum face significant life challenges that impact them, their family, school, community, social interactions and the work place. Strategies for growth and successful outcomes will be highlighted.

This conference will focus on the spectrum and differential diagnosis, evidence based practices, transition points and how to plan for them and navigate through them, the role of the social worker and other professionals in the transition process, the team and how to build and sustain an effective interdisciplinary team with family and consumer partnerships. Through lectures by professionals, parents, consumers, educators and counselors, participants will be provided with current knowledge, skill building, and resources.

This conference is of value to social workers (agency based, case managers, private practice), rehabilitation counselors, educators, school counselors, advocates, occupational therapists speech therapists, and related professionals.

content summary

Introduction to the Field will address current thinking, an examination of the spectrum and what it means, evidence based practice, transition points, the role of the social worker in transitions, the team and how it works, and family and consumer partnerships. Leader: Lynda Geller, PhD

Consumer Presentation will consist of a personal narrative discussing developmental experiences from a non-speaking child to a college professor, what the journey has been, who has been involved, lessons learned, experiences, trials, tribulations, and successes. Leader: Steve Shore, EdD

Panel Presentation will explore the challenges faced in transitioning from preschool to school, through adolescence and into adulthood, navigating personal, familial, school and work systems. Facilitator: Patricia Schissel, LMSW

Techniques of Practice in the Context of Social Work
Facilitator: C. Faith Kappenberg, PhD, LCSW

Workshops will provide information about the experiences of individuals on the spectrum and the skills and techniques that are effective in maximizing care.

Individual work as well as group work and treatment teams and collaborations will be emphasized..

8:45 - 9:15 am Registration Coffee, light fare

9:15 - 9:20 am Welcome Address Eileen Wolkstein, Ph.D.

9:20 - 10:15 am Introduction to the Field Lynda Geller, PhD

10:15 - 11:00 am Consumer Presentation Steve Shore, EdD

11:15 - 12:30 am Panel Presentation Facilitator: Patricia Schissel, LMSW

Parental Perspectives:
C. Faith Kappenberg, PhD, LCSW and Veronica Acosta

Social Work Perspectives:
Lisa Bell, LMSW; Erica Levy, LMSW; Harry Nussbaum, LMSW

12:00 - 1:45 pm Lunch (on your own)

1:45 - 2:15 pm Techniques of Practice in the Context of Social Work: C. Faith Kappenberg, PhD, LCSW

2:30 - 4:00 pm WORKSHOPS

From Assessment to Delivering Services: Skills, Techniques, and Resources

Each participant to choose one workshop:

a. Applications of Cognitive Behavioral Therapy: Leader: Valerie Gaus, PhD

b. Service Delivery for Individuals Aged 3-10 Leader: Donna Mizrachi, LMSW and Patricia Mahalko, MS

c. Service Delivery for Individuals Aged 10-18 Leader: Ellen McHugh and Lisa Bell, LMSW

d. Service Delivery for Individuals Aged 19 and Above Leader: Harry Nussbaum, LMSW; Patricia Schissel, LMSW; Rachel Pollack, JD and Halley Ceglia, LMSW

e. Developing Social Skills: Leader: Lynda Geller, PhD and Rhea Hopper, MS

$90 for the day (incl. breakfast & materials) Silver School of Social Work

25% discount for Silver School of Social Work Alumni, Field Instructors, and agency groups of 3 or more.

7 CEUs will be awarded for the day.

Name:
Email:
Mailing Address:
Phone :
Degree earned:
Title: Agency:
NYU SSSW alumni Year of graduation:
Make check payable to: NYU Social Work

Mail or fax this form to:

New York University
Silver School of Social Work
1 Washington Square North, Room 205
New York, NY 10003
Attention: Priany Hadiatmodjo, Training Manager
Fax: 212.995.4172

Co-Sponsored by:

Federation Employment and Guidance Services (FEGS) and Young Adult
Institute (YAI), Asperger's Syndrome and High Functioning Autism Association (AHA)

UJA Autism Symposium

2009-03-22T22:12:00.003-04:00

UJA-Federation Autism SymposiumPromoting Inclusion: Best Practices for Education, Vocation, and Socialization Across the Age Continuum

Details and registration http://www.ujafedny.org/autismsymposium09

A symposium for agency executives, program directors, school administrators, and parents.

Organized in Collaboration With The Hilibrand Foundation

Program
Breakfast and Registration (8:30 – 9:00 a.m.)
Welcome and Introductions (9:00 – 9:15 a.m.)

Keynote, Peter F. Gerhardt, Ed.D., President and Chair of Scientific Council at the Organization for Autism Research (9:15 –10:15 a.m.)

Today, families and learners with an autism spectrum disorder (ASD) are beginning to redefine the outcomes of the transition process beyond employment to include such measures of quality of life as personal satisfaction, choice, control, and happiness. This presentation will provide an overview and practical suggestions for supporting adults with an ASD label to lives of competence and quality. Particular attention will be paid to understanding social challenges that can limit individual opportunities, positive behavior support, and personal independence across multiple environments.

Q&A With Keynote (10:15 – 10:45 a.m.)

Break (10:45 – 11:00 a.m.)

Panel: Promoting Independence: Best Practices to Achieve Success in the Workforce, Institutions of higher education, and Independent Living (11:00 a.m. – 12:00 noon)

This panel will address multiple strategies to promote a successful transition toward vocation, higher education, and independent living for young adults spanning the autism spectrum. The panelists will discuss the range of skills necessary to obtain employment, higher education, and live independently, as well as the additional roles of job coaches, professional advocates, and parents in assisting with the transition process and offering ongoing support. Panelists will further provide insight as to best supporting host agencies to ensure a mutually successful experience for both the employee and employer.
Panel will feature:

* Michael Storz, M.B.A., Director of Asperger’s Syndrome Adult Transition Program and Executive Vice President of Chapel Haven, Inc.
* James Rein, President of B&R Resources, Inc
* New York State Vocational and Educational Services for Individuals With Disabilities (VESID)
o Debbie Gross, Senior Vocational Rehabilitation Counselor at VESID
o Paola Nappo, Senior Vocational Rehabilitation Counselor at VESID

Q&A With Panelists (12:00 noon – 12:30 p.m.)
Lunch (12:30 – 1:15 p.m.)

Afternoon Lecture: No More Meltdowns: Positive behavioral supports to manage and prevent challenging behaviors.: Jed Baker (1:15 – 2:00 p.m.)

Students on the autism spectrum often present with difficulty regulating their feelings and interacting socially. This presentation will describe how to handle meltdowns and design effective behavior plans to prevent these moments and reduce frustration and anxiety.

Q&A With Jed Baker (2:00 – 2:30 p.m.)

Break (2:30 – 2:45 p.m.)

Afternoon Breakout Session (2:45 p.m. – 3:45 p.m.)
Title: Social Skills across the age continuum
Presenter: Jed Baker, Ph.D., Director of the Social Skills Training Project
Description: This breakout session will address social skills and positive behavioral supports for students with Autism, Aspergers and other Social-Communication Problems. We will review strategies to motivate students to learn, ways to teach social skills, how to generalize skills into the natural setting and increase acceptance and tolerance from peers.

Title: Social Groups with LST – Language/Sensory/Technology
Presenter: Phoebe Tucker, Speech/Language Pathologist, Augmentative/Alternative Communication Specialist, and Director of the Montano Assistive Technology Center — A Division of United Cerebral Palsy Association of Southern Connecticut
Description: Learn the role of the three senses and how they effect communication outcomes. Preview software and voice-output devices that solidify concepts. Discover a pioneer intervention — virtual reality — as it relates to social interaction. Learn strategies for intervention that include the nuances of communication, critical for an older person’s success with peers and prospective employers. Win Point for Technology prizes based on your interaction during presentation

Title: Best Practices for Inclusion in the School Environment: A Case Study of an Elementary School
Presenters: Julie Cohen, Ph.D., Private Practice With Children and Families in Stamford, Connecticut, and Former School Psychologist at Parkway School Greenwich, Connecticut; and Sandra Mond, Ph.D., Educational Consultant
Description: This presentation will offer the discussion of an effective inclusion model in a school community, including techniques to support classroom and special-education teachers, paraprofessionals, parents, special needs and typical students, as well as other members of the school community, such as cafeteria workers, custodians, and bus drivers. Some of these practices are modifications in programming and curriculum, parent support groups and workshops, sibling groups, a "circle of friends," and inclusive social-skills groups. Both positive and negative experiences will be explored, and presenters will welcome input and questions.

Title: Social-Skills Instruction for Transition-Age Youth With ASDs
Presenter: Daniel Baker, Assistant Professor of Pediatrics at the Elizabeth M. Boggs Center on Developmental Disabilities, UMDNJ-Robert Wood Johnson Medical School, Department of Pediatrics in New Brunswick, New Jersey
Description: Social-skills problems are a significant barrier for many people with ASDs. This interactive breakout session will lead attendees through a process for understanding why social-skills problems are likely and then provide a “menu” of common-sense, easy ways to improve social skills. This presentation will focus on transition-age youth.

Conclusion and Evaluations (3:45 – 4:00 p.m.)

March 22: Adaptive Technology Fair at the JCC, 76th & Amsterdam

2009-02-25T20:57:00.001-05:00

Adaptive Technology Fair: Pre K-5

Innovative ‘assistive technologies’ (AT) can dramatically change the way challenged students of all abilities become successful learners during the critical years from preschool to elementary school. Experts in the field will address educators, therapists and parents on current research in the use of AT for literacy, communication, improving attention, cognitive development and physical access to educational materials. On exhibit will be a range of effective technologies available with opportunities for ‘hands-on’ demonstrations. Co-sponsored with CogniTech Café and Pace University Thinkfinity Initiative.

Sun, Mar 22, 3:30-6:30pm
Free HSRATT00W9

To register call 646.505.5708 or visit jccmanhattan.org

Please call Hannah Cohen, 646-505-4460, for additional information.

Protect Services for People With Developmental Disabilities

2009-02-24T18:44:00.003-05:00

The Governor’s budget proposals will greatly damage critical services for people with developmental disabilities:

No trend (cost of living increase) for OMRDD services. For the first time in 15 years, there is no trend for OMRDD services! The trend provides a salary increase for the hardworking and underpaid direct support staff who keep our children safe and help them gain new skills. The trend is critical in helping to stem the turnover of our valued direct support staff! It’s downright heartless to deprive direct support staff in voluntary agencies of a trend, while staff who do exactly the same work for the state will get a trend as part of their contract!

Cuts to day habilitation services. Day habilitation services provide education and life skills experiences to 10,000 adults every day, through small-group community activities. The Governor is proposing a huge cut to these services, amounting to a total annual loss of $28 million—a huge 4%! In addition, he is asking for a regional flat fee for all day habilitation programs, so that, for example, a program serving people with complex medical needs who require intensive staffing would receive the same fee as a program serving people who require a much lower staffing ratio. Day habilitation programs cannot absorb these two cuts without (a) rejecting individuals with more severe disabilities; (b) cutting staff, thereby endangering individuals’ safety; or (c) shortening program hours, thus jeopardizing the jobs of the many parents who will have to stay home to care for their children!

Moratorium on residential development. Residential projects currently in progress have been delayed, cancelled, or put on indefinite hold because the proposed budget provides only minimal funding for residential development. The Governor’s budget breaks New York State’s commitment, guaranteed in law, to provide residential services for families who are too old or infirm to continue caring for their adult disabled children at home. Parents are frightened about their children’s future!

Federal stimulus money should be used to preserve essential services for people with developmental disabilities:

The federal stimulus bill will send billions of dollars in federal money to New York State, including $11 billion for Medicaid funding for human services. This money can help to restore the cuts and provide vital increases. But only if we speak up! We face tremendous competition from other groups for the available federal funds. We must make our voices heard!
Call or e-mail the Governor and key legislators today. Visit your own local legislators in their home offices. Keep calling and writing. E-mail and calls should be continuous. Get family and friends to call, too. Volume is critical.

Use the following message, use the website below, or use your own message:

We urge you to use federal stimulus money to support services for people with developmental disabilities:

Don’t penalize our dedicated and underpaid direct support staff. Restore the trend for OMRDD services!
Don’t devastate day habilitation services for adults with developmental disabilities. Restore the 4% cut and reject the regional fees for day habilitation services!
Uphold New York’s commitment to families unable to continue caring for their adult children at home. Provide sufficient resources for residential development for families in need!

Contact 5 State Legislators:

You can easily contact all 5 at this website: Go to www.nysacra.org , click on Resources, click on Action Center, scroll down to Action Alert – Protect Services for People with Developmental Disabilities, click on Take Action, and follow the simple instructions.

To call or send your own e-mail:

Governor David Paterson: 518-474-8390 or http://161.11.121.121/govemail

Assembly Speaker Sheldon Silver: 518-455-3791 or 212-312-1420 or Speaker@assembly.state.ny.us

Senate Majority Leader Malcolm Smith: 518-455-2701 or 718-528-4290 or Masmith@senate.state.ny.us

To find your own state Assemblymember: 518-455-4100 or www.assembly.state.ny.us/mem

To find your own state Senator: 518-455-2800 or www.senate.state.ny.us; click on Senators

Reach for the Stars Benefit

2009-02-06T10:10:00.001-05:00

Laughing

Matters

A Cocktails, Dinner* and Comedy Revue

To Benefit

THE REACH FOR THE STARS LEARNING CENTER

FOR CHILDREN WITH AUTISM

April 1st 2009- 6:30 PM

MANHATTANPENTHOUSE

80 5th AveNew York, NY10011

Featuring

Ophira Eisenberg (Comedy Central)

Mark Anthony Ramirez (Comic Remix)

Bill & Betty Holland (Punch 59)

Susannah Perlman (Last Comic Standing)

Dave Konig (HBO/Showtime)

To Purchase Tickets Go To

www.jjoproductions.com

Or call 347 284-6087

*Kosher Catering and Supervision by

Zami Catering 707 Avenue U Brooklyn, NY 11223

Rethink Autism: FREE ABA for Tri-State Children

2009-02-03T22:02:00.003-05:00

At this point, this organization is recruiting families to test their service model and develop training and demonstration materials for the program. Hence, they are offering ABA services free of charge to area families with children aged 4 - 12. This is an intriguing model and possibly worth trying out if you have lost ABA services in the transition to preschool or kindergarden. -- LD

Rethink Autism

Our Mission
The mission of Rethink Autism is empowering parents, caregivers and schools with access to effective and affordable treatment delivery options for the growing population affected by autism spectrum disorders (ASD).

Our Focus
According to the Centers for Disease Control (CDC), 1 in 150 new born children in the U.S. will be diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups. Applied Behavioral Analysis (ABA) is widely recognized as the leading intervention methodology and has been endorsed by a number of federal and state agencies, including the American Academy of Pediatrics, the New York State Department of Health, and the U.S. Surgeon General.

Our Services
While the effectiveness of ABA is widely recognized, the controlled availability of credentialed providers and high cost of this intervention, as much as $70,000 to $100,000 per year for the prescribed 25-40 hours/week of therapy, limit its potential benefit for the growing population affected by ASD. The absence of insurance coverage and limited public support services amplify this challenge for typical families caring for an affected child.

Rethink Autism is creating a unique online service providing caregivers with training for Applied Behavior Analysis (ABA)-based interventions, tools for evaluating an individual child’s needs, a comprehensive video-based curriculum with hundreds of exercises, tracking systems for measuring a child’s progress, information on ASD and a 24-hour support system wherever the caregiver is located. Using structured video training segments featuring ABA principles and techniques, parents and caregivers will be instructed on how to teach their children academic, social, emotional, language and play skills. Online support for subscribers will be provided through a combination of curriculum planning tools, reporting functions and 24/7 online customer service and the Company plans to develop its services in both English and Spanish.

Rethink Autism will donate a share of the Company’s profits to support autism awareness and research. In addition, the company will develop a subscription assistance program for qualified low-income families. Rethink Autism also believes over time that its real-time collection of user data can be appropriately shared with the autism research community to significantly aid in the understanding of ASD at the grassroots level.

For more information, contact:
info@rethinkautism.com or (646) 257-2919, x202
Rethink Autism Inc.
19 W. 21st St., Ste. 403
New York, NY 10010

Brooklyn DD Council Annual Legislative Brunch

2009-01-27T21:28:00.002-05:00

The Brooklyn Developmental Disabilities Council cordially invites you to its Annual Legislative Brunch to discuss with local representatives

The Future of Services, Supports and Funding for Brooklyn Residents with Developmental Disabilities and their Caregivers

Friday, March 6, 2009, 9:30 to Noon
at Gargiulo's Restaurant
2911 West 15th Street, Coney Island, NY 11224

Cost: $25 per person (Families and consumers can contact their service provider regarding fee subsidies)

For registration information, please contact:
Ms. Joyce Levin
HeartShare Human Services
12 MetroTech Center 29th Floor
Brooklyn, NY 11201
(718) 422-3268
Joyce.levin at heartshare.org
Please RSVP by February 20, 2009

Support at the JCC: Parents of Adults, Adult Siblings, Grandparents, Parents, and Parents of Teens, Whew!

2009-01-27T21:21:00.003-05:00

Support Group for Parents of Adult Children with Learning Disabilities and Other Developmental Delays

This group will provide an opportunity for parents of adult children to come together, in a small group format, to share resources, problem solve, gain support and build community. Parents of young adults face issues and concerns related to the independent activities of daily life and the future goals of their children. These concerns, as well as others, will be addressed with experienced support group facilitators, Dr. Wendy Kamaiko-Solano, a psychotherapist with a private practice on the UWS and Hannah Cohen, life coach working with young adults and families.

For additional information & intake please contact Hannah Cohen, 646-505-4460

11 Mondays: Feb 2 & 16, Mar 2,16 & 30, Apr 27, May 11, Jun 8 & 22, July 6 & 20
5:45-7:15pm FSASPT01W9
7:30-9:00pm FSASPT02W9
$330/$350

Adult Sibling Support Group

This group provides support for adult siblings who grew up in families where a brother or sister had special needs. In a small group format, the personal experiences of the participants will be shared as a way to better understand and cope with some of the life-long issues they face as siblings. Emotional support, insight, strategies and community will be facilitated.
Facilitated by Hannah Cohen, life skills coach working with young adults and families.

6 Wednesdays: Feb 11, Mar 18, Apr 22, May 13, Jun 17, Jul 15
7:30-9pm
$15/$20 (per meeting) HSRSIB00W9
Pre-registration is required

Please call Hannah Cohen for information at 646-505-4460

Grandparent Support Group

A support group is designed to help grandparents deal constructively with the challenges that face their families when a grandchild has special needs. Share with other grandparents the range of feelings and stressors that make up this unexpected journey.
Facilitated by Hannah Cohen, life skills coach working with young adults and families.

6 Wednesdays: Feb 25, Mar 25, Apr 29, May 20, Jun 24, Jul 22
7:30-9pm
$15/$20 (per meeting) HSRGSG00W9

To register call 646.505.5708, or visit www.jccmanhattan.org/specialneeds
Pre-registration is required.
For additional information, please call Hannah Cohen, 646-505-4460

Groups for Parents of Children with Developmental Challenges

This group provides support for parents of children who have been identified with developmental challenges. The combined expertise of the facilitators and the parents’ personal experience provides resources, networking, strategies, therapy options, emotional support and community. Facilitated by Dr. Wendy Kamaiko-Solano, psychotherapist with a private practice on the UWS and Hannah Cohen, life skills coach working with young adults and families.

13 Mondays: Feb 9 & 23, Mar 9 & 23, Apr 6 & 20, May 4 & 18, Jun 1, 15 & 29, Jul 13 & 27
Section 1: noon-1:30pm $325/$390 HSRDEV01W9
Section 2: 5:45-7:15pm $325/$390 HSRDEV02W9
Section 3: 7:30-9pm $325/$390 HSRDEV03W9

11 Tuesdays: Feb 10 &24, Mar 10 & 24, Apr 28, May 12 & 26, Jun 9 &23, Jul 7 & 21
Section 4: 5:45-7:15pm $275/$330 HSRDEV04W9
Section 5: 7:30-9pm $275/$330 HSRDEV05W9

11 Tuesdays: Feb 3, Mar 3, 17 &31, Apr 7, May 19, Jun 2, 16 & 30, Jul 14 & 28
Section 6: 5:45-7:15pm $275/$330 HSRDEV06W9

Prior to registration, please call Hannah Cohen at 646-505-4460

Registration for groups is ongoing and a prorated fee will be offered to those who begin anytime after the scheduled start date.

Limited scholarships available.

Grandparent, Father and Sibling Support Groups are also offered.

Support Group for Parents of Teens with Developmental Disabilities & LD

New challenges arise for parents whose children have reached their teen (12-18) years. This group will provide an opportunity to address these challenges, hear from other parents, exchange resources, network and build community with the help of experienced support group facilitators. Facilitators: Dr. Wendy Kamaiko-Solano, a psychotherapist with a private practice on the UWS and Hannah Cohen, life coach working with young adults and families.

For additional information please contact Hannah Cohen, 646-505-4460

Limited scholarships are available.

11 Tuesdays: : Feb 3, Mar 3, 17 &31, Apr 21, May 19, Jun 2, 16 & 30, Jul 14 & 28
7:30-9pm
$275/$330 HSRTEE00W9

The Jewish Community Center in Manhattan
The Samuel Priest Rose Building
334 Amsterdam Ave. @ 76th St.
New York, NY 10023

A beneficiary of UJA-Federation.

Manhattan DD Council Legislative Breakfast: SAVE the DATE

2009-01-21T21:37:00.003-05:00

THE MANHATTAN DEVELOPMENTAL DISABILITIES COUNCIL INVITES YOU TO ITS 20TH ANNUAL

LEGISLATIVE BREAKFAST

on
FRIDAY, MARCH 13TH, 2008

at
BARNES & NOBLE UNION SQUARE
33 EAST 17TH STREET

8:00-10:00 a.m.

For information, please call 212-677-4650

This annual event is a great place to get up to date on the legislative business affecting individuals with disabilities and the agencies that provide services for them throughout New York City. City and state legislators attend, and the OMRDD Commissioner often provides a summary of the budget outlook for that agency, along with a counterpart from NYC Department of Health on Early Intervention. Some issues that concern the segregated special education programs are also covered.

This is a time efficient and affordable way to put some faces with the names of people you see in advocacy e-mails you might get from our listserv.

With modest city and severe state budget cuts projected, this is a really good way to get informed, and see if you may want to put a trip to Albany on your spring calendar.

Story Pirates in Brooklyn Heights in Formation

2009-01-21T21:23:00.003-05:00

Mom of developmentally delayed 8-year-old son in Brooklyn Heights is forming an inclusion Story Pirates class.

For more info about Story Pirates www.storypirates.org and or
http://www.youtube.com/user/StoryPirates

FOR MORE INFO ABOUT THE CLASS: MLEVINE@PACKER.EDU

CLASS WILL MEET SATURDAYS AT GRACE CHURCH
12 WEEK SESSION $420

ASA and AMC Movies bring us Sensory-Friendly Movies

2009-01-21T21:18:00.002-05:00

Sensory-Friendly Showing of:

Hotel for Dogs
Saturday, January 31st
10:00a.m.

AMC Entertainment and the Autism Society of America have teamed up to bring families affected by autism a special opportunity to enjoy their favorite films in a safe and accepting environment on a monthly basis.

With Sensory-Friendly Films, the movie auditoriums will have their lights brought up and the sound turned down.

WHERE:
AMC 34th Street 14
312 West 34th Street
New York, NY 10001
212-244-8846

AMC Kips Bay 15
570 Second Avenue
New York, NY 10016
212-447-0638

AMC Bay Plaza 13
2210 Bartow Avenue
Bronx, NY 10475
718-320-1659

Tickets are $6, and available at the theater box office the day of the event.

Sign up for ASA Manhattan chapter news by mailing rosslovell@gmail.com

Study Recruitment for "Simplex" Families

2009-01-09T10:29:00.002-05:00

At my house, we are enrolled in the AGRE Genetic Study, which uses samples from multiply affected families to focus the population sample. The Simons Foundation has now funded a genetic study that is enrolling "simplex" families, where there is one spectrum and one or more typical children.

While I can't say that AGRE has provided us with work product that changed my boys' lives, they've been accommodating at every turn (even sending the phlebotomist to our house once!), and provided reports on what they measured.

I know we all have overburdened family lives, and many have at best mixed views of the utility of genetic study, but I that, like AGRE, this is a smart study design and worth encouraging your participation. Their recruitment letter follows. --LD

Dear Parents,

The Simons Simplex Collection is following in the tradition set by AGRE in setting up a biobank of phenotype and biological samples of families with exactly one child with ASD and at least one child with typical development to be available to interested scientists around the world.

We are looking for families interested in helping researchers understand the genetic causes of ASD. Sponsored by the Simons Foundation, Columbia University is one of 11 clinical centers around the U.S. and Canada that are recruiting families to participate. The Simons Foundation provides support to researchers studying ASD. For additional information about the Simons Foundation, see: www.simonsfoundation.org and http://www.post-gazette.com/pg/05349/622925.stm

For this study, we are recruiting families who have:
- One child aged four or older with an ASD or a suspected ASD diagnosis,
- (Preferably) one or more child(ren) age three or older without ASD, and
- Both biological parents also willing to participate.

Family participation in this study involves the completion of interviews, questionnaires, and a blood draw. Families are also asked for permission to donate a portion of their blood samples to the Simons Simplex Collection. The Simons Simplex Collection obtains, stores, and distributes DNA to researchers who are studying the genetics of ASD. Through performing genetic analyses, we hope to discover information that will help us better understand and treat this disorder.

Each family member will receive $50 upon completion of the protocol. We will also provide each family with a brief written report describing the results of the assessment.

Thank you in advance for your time and assistance. We look forward to working with you in the near future.

Regards,

Cassandra D’Accordo
Recruitment Coordinator
________________________________________
Name of Study: “Genetics of Developmental Differences” and “Molecular and Family Genetics of Autism and Autism Spectrum Disorders (Simons Simplex Collection)”

Location: New York State Psychiatric Institute at Columbia University Medical Center, New York, NY, 10032

Eligibility Criteria: One child age 4 or older with ASD or a suspected ASD diagnosis, and both biological parents willing to participate

Principal Investigator: Bradley Peterson, MD

Contact Information:
Research Coordination (phone: 212-543-6705, e-mail: autismresearch@childpsych.columbia.edu)
Cassandra D’Accordo, Recruitment Coordinator (212-543-0153, daccordc@childpsych.columbia.edu)

AHRC New York City's Family Education Series

2009-01-05T13:38:00.002-05:00

How to Access Appropriate Educational Services for Your Child with Autism
Wednesday, January 14, 2009
6pm-8pm
AHRC Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Phone: 212/780-2713 Fax: 212/780-2353

Upcoming 2009 Sessions
The following is a list of Family Education Sessions for 2009. Please contact Donna Gifford at 212/780-2713 or Jennifer Amendola at 212/895-3446 if you are interested in attending.

January 2009
Topic: Overview OMRDD/Waiver Services:
How do I know what services I am entitled to?
Location: AHRC Middle/High School
1201 66th Street, Brooklyn NY 11219
Date: Tuesday, January 27, 2009
Time: 6pm-8pm

February 2009
Topic: Advocacy 101, Ask the Advocate
Location: Institute for Basic Research (IBR), Seminar Room, 1st Floor, 1050 Forest Hill Road, Staten Island, NY 10314
Date: Wednesday, February 11, 2009
Time: 6pm-8pm

February 2009
Topic: Overview OMRDD/Waiver Services:
How do I know what services I am entitled to?
Location: AHRC’s Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Date: Wednesday, February 18, 2009
Time: 6pm-8pm

March 2009
Topic: Turning 5: Transitioning from Preschool
Location: AHRC’s Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Date: Saturday, March 7, 2009
Time: 10am-12pm

March 2009
Topic: Your Child’s IEP:
What Every Parent Needs to Know
Location: AHRC’s Bronx Day Hab
1500 Pelham Parkway South, Bronx, NY 10461
Date: Wednesday, March 25, 2009
Time: 10am-12pm

April 2009
Topic: Guardianship and Future Care Planning:
Providing for your child’s future today
Location: AHRC’s Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Date: Saturday, April 18, 2009
Time: 10am-12pm

April 2009
Topic: Overview of Medicaid and Social Security Benefits: Do you understand your benefit options?
Location: AHRC’s Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Date: Wednesday, April 22, 2009
Time: 6pm-8pm

May 2009
Topic: Guardianship and Future Care Planning:
Providing for your child’s future today
Location: AHRC’s Dean O’Hare
113 Water Street, Brooklyn, NY 11201
Date: Wednesday, May 27, 2009
Time: 6pm-8pm

June 2009
Topic: Overview of Medicaid and Social Security Benefits: Do you understand your benefit options?
Location: AHRC’s Weinberg Adult Day Center
32-03 39th Avenue, Long Island City, NY 11101
Date: Wednesday, June 17, 2009
Time: 6pm-8pm

June 2009
Topic: Respite Services: Do You Need A Break?
Location: AHRC’s Main Office - Penthouse
83 Maiden Lane, New York, NY 10038
Date: Wednesday, June 24 2009
Time: 6pm-8pm

Stand Ups Give BAC; a Benefit for the Brooklyn Autism Center- Tuesday, February 3rd

2009-01-04T00:45:00.001-05:00

Carolines on Broadway, 1626 Broadway between 49th and 50th Sts. (212)757-4100. Subway N,R ,W to 49th St. 1 to 50th St. Doors open at 7 pm. Show starts promptly at 7:30 p.m. Tickets- $150 premium seats or $100 general admission per person tax deductible donation includes 2 drinks! You won't want to miss the finest standup comics in New York City when they come together for one night only to support the Brooklyn Autism Center. Scheduled to appear*- David Cross (Mr. Show, Arrested Development), Zach Galifianakis (as seen on Letterman, Conan, Jimmy Kimmel, Comedy Central) , Janeane Garafalo (24, The Larry Sanders Show), Demetri Martin (The Daily Show), John Oliver (The Daily Show), Paul F. Tompkins (Best Week Ever), Triumph the Insult Comic Dog (Late Night with Conan O'Brien) and other surprise guests. Advance tickets can be reserved at www.BrooklynAutismCenter.org via paypal or in cash or check at the door. Hurry! This show will definitely sell out fast.

* final lineup is subject to change

College for Students with Disabilities

2008-10-31T20:59:00.000-04:00

Resources for Children with Special Needs, Inc.
Invites Educators, Advocates and Parents to a Panel Discussion

College for Students with Disabilities:
Perspectives for Parents and Students on Preparing for College, the Selection and Application Process, and Maximizing the College Experience

Thursday, December 11, 2008 from 5 - 7:30 p.m.
5:00 Coffee Reception with Panelists • 5:30 Panel
Credit Suisse, 11 Madison Avenue at 24th Street,
Auditorium Level 2B

Advance Registration $35 ● At the Door $40 (Space Permitting)

Dr. Jack Gentul, Dean of Students at New Jersey Institute of Technology, was the first Coordinator for Students with Disabilities at Rutgers University from 1976-1979. Dr. Gentul was the Director of the Moses Center for Students with Disabilities at NYU from 1983-1999, which served the largest population of students with disabilities in private higher education. He has also served on the Mountain Lakes, NJ K-12 Board of Education and was the Dean of Students at Pace University in Pleasantville.
Owen Parker, recent graduate of Goucher College, currently employed at Rockefeller University.
Jim Rein, nationally recognized lecturer on post-secondary options for learning disabled students, was the Dean of the Vocational Independence Program at the New York Institute of Technology for 20 years. Prior to that he was the Executive Director of the Little Red School House/Elizabeth Irwin High School and Assistant Director of the Churchill School. For the past 2 years he was the head of guidance for the Churchill School, coordinating their college placements.
Moderator: Dr. Elizabeth Sharpless, a licensed psychologist and certified school psychologist, is currently the Director of the Saul and Gladys Gwirtzman Learning Center of the Jewish Board of Family and Children’s Services. She is a member of the faculty of the Derner Institute at Adelphi University and also at the Institute of Child, Adolescent and Family Therapy. Dr. Sharpless is the chair of the Board of Advisors of Resources for Children with Special Needs, Inc.

To register: Mail or fax the form below with your registration fee to:
Panel, Resources for Children with Special Needs
116 East 16th Street, 5th Floor, NY, NY 10003
(212) 677-4650 ● FAX (212) 254-4070

---------------------------------------------------------------------------------------------------------------------
December 11th Panel Registration Form

Name_____________________________________________________________________________________
Company_____________________________________ ____________________________________________
Address___________________________________________________________________________________
___________________________________________________________________________________________
Daytime phone_____________________email_________________________________________________

Number of people attending_____
□ Check made out to Resources for Children enclosed $_____________
□ Credit Card
□ Visa □ MasterCard □ American Express □ Diners Club
Card account number____________________________________________________________________
Expiration date_________________________ Card Code________________
Signature_________________________________________________________________________________
Charge amount $_________________

Resources for Children with Special Needs is a citywide information, referral, advocacy and training center serving children birth-26, their parents, and the professionals who work on their behalf. Visit us at www.resourcesnyc.org Visit our searchable Database on the Web™ at www.resourcesnycdatabase.org

Conference Season #5: Michelle Garcia Winner at NYU Child Study Center

2008-10-14T11:47:00.003-04:00

Michelle Garcia Winner, M.A., CCC-SLP
Looking Into the Mind of Autism Spectrum Disorders and Like Disabilities: How Assessment, Mental Health & Transition Issues Link to Practical Program Development
October 29, 2008, 8 a.m. - 3:30 p.m.
Alumni Hall B, NYU Langone Medical Center
550 First Avenue, New York, NY 10016
RSVP by visiting the Calendar of Events on AboutOurKids.org
The autism spectrum and related disabilities represent a very heterogeneous population across a broad range of functioning. The core social challenges experienced by this population are complex and are based on the dynamic and synergistic process of the development of communication and social cognition.
To be presented:
• Videos of various-aged students across three levels of perspective taking
• Information on informal assessment, related treatment approaches and integrating students into mainstream settings
• Handouts that discuss different types of treatment while recognizing that there is no single treatment for people on the autism spectrum
• Strategies to help prepare for successful transition to adulthood along with specific methods for working with older students and adults
This presentation is intended for both professionals who work with children on the autism spectrum and parents who want to have a broader understanding of the development of social cognition.
Registration form available at:
www.aboutourkids.org/files/news/assets/registration_winner_conference.pdf

NYU Child Study Center Asperger Institute • 145 East 32 Street, 5th Floor • New York, NY 10016
T: 212 2652 1961 • F: 212 652 1950 • AboutOurKids.org

AGENDA
8 - 8:30 a.m.
Register and use appropriate social skills to chat
8:30 - 10:30 a.m.
Introduction to the Concept of Perspective Taking Model - 3 Levels of Perspective Taking Deficits
10:30 - 10:40 a.m.
Break
10:40 - 12:00 p.m.
Exploring how Perspective Taking Applies to Kids in School
12 - 1 p.m.
Lunch on your own
1 - 2:20 p.m.
4 Step Treatment Model of Communication
Exploring Functional Treatment Activities
2:20 - 2:30 p.m.
Break
2:30 - 3:30 p.m.
Effective Interventions for Social Skill Development:
Being a Knowledgeable Consumer
Discussant: Lynda Geller, Ph.D.
Michelle Garcia Winner is a speech and language pathologist who specializes in working with students with social cognitive deficits. Michelle’s goal is to help educators and parents appreciate how social thinking and social skills are integral parts of academic, vocational and community success. She was honored with a “Congressional Special Recognition Award” in 2008.

Conference Season #4: Birch Family Services, 11/6

2008-10-13T10:50:00.000-04:00

Birch Family Services 11th Annual Autism Conference: Addressing the Challenges of Autism: Getting the Social Stuff Right

At this year’s conference, you’ll hear the challenges — and triumphs — of helping those with ASD understand and manage social interactions with others. Not only will you further your knowledge on this issue, but you’ll come away with practical strategies that will enhance your daily interactions with individuals with ASD. You’ll also receive a unique perspective on the subject from Michael John Carley, who was diagnosed with Asperger Syndrome in 2000 (along with his then 4-year-old son).

November 6, 2008
Alfred Lerner Hall, Columbia University

Brenda Smith Myles, PhD, Keynote Speaker University of Kansas — Dept. of Special Education Author of The Hidden Curriculum: Teaching What is Meaningful; Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns (with Southwick); and, Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon). Brenda has made over 500 presentations all over the world and written more than 150 articles and books on autism and Asperger Syndrome.

Nancy Reichle, PhD University of North Carolina — Division TEACCH Director of Division TEACCH’s Carolina Living and Learning Center (CLLC), a residential and vocational treatment program for adults with autism. Coauthor of the following: Effects of a Model Treatment Approach on Adults with Autism (in press) in the Journal of Autism and Developmental Disabilities; Residential Treatment for Individuals with Autism in Handbook of Autism, 2nd Edition; and, The Environmental Rating Scale (ERS): A Measure of the Residential Environment for Adults with Autism in Research in Developmental Disabilities, Vol. 19, No. 5, 1998.

Elisa Gagnon, MS. Ed University of Kansas — Asperger Syndrome Project Coordinator of the Asperger Syndrome Project at the University of Kansas Medical Center. Author of Power Cards: Using Special Interests to Motivate Children and Youth with Asperger Syndrome and Autism, and Coauthor of This is Asperger Syndrome.

Michael John Carley and members of G.R.A.S.P. [Global and Regional Asperger Syndrome Project] Panel Presentation
Michael John Carley is Founder and Executive Director of G.R.A.S.P., the largest organization comprised of adults on the autism spectrum. He has appeared in the media widely, most notably in The New York Times, Washington Post, New York Newsday, The London Times, The Chronicle of Philanthropy, the Chronicle of Higher Education, Newsweek OnAir, Psychology Today, and on radio on Terry Gross’ Fresh Air as well as The Infinite Mind.

For more information or to register please log on to www.birchfamilyservices.org

2008 DD Council Family Resource Fairs

2008-10-08T12:31:00.008-04:00

Thursday, November 20th -- 10 AM to 2 PM
Manhattan Family Support Conference and Resource Fair
St. Paul the Apostle, Amsterdam Avenue between 59th & 60th Streets

Workshops, 10:30 - 11:45:
Community Resources for Children Gary Shulman, Program Director, Resources for Children with Special Needs
Becoming an Effective Self-Advocate! A Session for People with Developmental Disabilities Cathy James, Co-Director, Life Coaching Project, Job Path, & members of Life Coaching Project
Autism: What's New in the Field Charles Cartwright, MD, Director, YAI Autism Center
Medicaid Waivers: What They’re All About Larry Domenech, Development Representative, OMRDD; Jane Salchli, Director of Programs, SKIP of NY
Residential Services: What Parents Need to Know Howard Wasserman, Development Representative, OMRDD; parent to be announced

Workshops, 12:30 - 1:45
12 Tips for Successful Educational Advocacy Christopher Treiber, Director of Advocacy Services, AHRC NYC; Yesenia Estrella, Educational Advocate, Sinergia; Miguel Salazar, Program Director for Public Education, Resources for Children with Special Needs
Future Planning: Guardianship, Wills, Health Care Proxies, Special Needs Trusts Randi Rosenstein, Esq., Director of Legal Services, AHRC NYC
Technology: New Developments for People with Developmental Disabilities Darinka Vlahek, Director of Community Services; Andrija Sekulic, Director of Technology; Justin Russo, Director of Travel Training; Lorraine Cohen, Director of Augmentative Communication; AHRC NYC
Preparing for Puberty & Beyond: Addressing Physical Changes and Sexuality Issues Kristi Hickey-Vigilante, LMSW, YAI Center for Specialty Therapy; Juliet Hawkins, MA, YAI Clinical and Family Services

For more information about the Manhattan Family Support Fair:
AMY BITTINGER at 212-979-9700, EXT. 707/708 or JENNIFER SHAOUL at 212-273-6289

These events are free to families, and some offer a cash raffle or gift bag. A great place to find out about residences, day programs, waiver and non-waiver recreation, respite, and family reimbursement services. Medicaid Service Coordinators can get training credits.

Senator Golden's 2nd Annual Special Education Forum

2008-10-02T11:20:00.000-04:00

Are You the Parent of a Child with Special Needs?

Do You Wonder About Higher Education Opportunities for Your Special Needs Child?

Do you have Questions about Services Offered by Advocacy Organizations?

Saturday, November 3, 2007

10 AM to 2 PM

MarineAcademicCenter(MAC)

KingsboroughCommunity College

2001 Oriental Boulevard,Brooklyn, NY11235

Contact Senator Martin Golden

Room 946 LOB • Albany, New York12247• (518) 455-2730

7403 5th Avenue• Brooklyn, New York11209• (718) 238-6044

Invited Speakers include:

Linda Wernikoff, Executive Director

Office of Special Education Initiatives

Yolanda Cacciolo, Director

New YorkUniversity, CRC Counseling

Students with Chronic Illnesses & Psychological Disabilities

Information Tables:

Local Advocacy Organizations

Resources in the Community

State & City Agencies Devoted to

Special Education

Senator Martin Golden’s

2nd Annual Special Education Forum

Contact:

Owen H. R. Johnson, Legislative Analyst

Hon. Martin J. Golden

New YorkStateSenate, 22nd District

7408 Fifth Avenue

Brooklyn, NY11209

Tel 718.238.6044

Fax 718.238.6170

ohrjohns@senate.state.ny.us

Conference Season #3: Emphasis on Speech

2008-10-01T21:55:00.001-04:00

Teaching Children with Developmental Disabilities To Speak:
Current Research and Best Practice

November 13-14, 2008 ~ New York City (Queens), NY

Speakers:

Martha Burns, PhD, CCC-SLP
Nancy Kaufman, MA, CCC-SLP
Tamara Kasper, MS, CCC-SLP, BCBA
Sara Rosenfeld-Johnson, MS, CCC-SLP

Tuition:

Professionals: $290 each
Parent: $150 each...or, $200 total for both parents (or 2nd family member)

More information and color brochure here:

Sponsor / Contact:
Northern Speech ~ 888.337.3866 ~ info@nss-nrs.com ~ www.northernspeech.com

Conference Season #2: Mark Durand at Hunter CARD 11/15

2008-09-22T22:10:00.002-04:00

Regional Center for Autism Spectrum Disorders at Hunter College
in collaboration with
Resources for Children with Special Needs, Inc.
and the Early Childhood Direction Center/Manhattan at New York- Presbyterian Hospital

Presents a Conference on Children with Autism Spectrum Disorders for Families and Professionals

V. Mark Durand, Ph.D. Professor, University of South Florida

Optimistic Parenting: Hope and Help for the Challenging Child & Helping Children Sleep Better

Saturday, November 15, 2008, 9:00 AM– 1:00 PM Hunter College, Room 714 West (SW corner of E. 68th Street and Lexington Avenue)

CONFERENCE PRE-REGISTRATION –email: hcard@hunter.cuny.edu or mail to: Regional Center for Autism Spectrum Disorders, Hunter College, Special Education 9th Fl West, 695 Park Ave. NY, NY 10065 Please submit a separate form for each registrant (except parents).

Confirmations sent by email or phone only
For Parents

Name__________________________________________________ Address ______________________________________________
City ___________________State_____ Zip___________________
Phone Contact ______________________________________
EMAIL ________________________________________________

For Professionals
Name _______________________________________________________ Discipline____________________________________________________ School/Agency ______________________________________________ Address_______________________________________________________ City______________________________St________________Zip______________ Phone______________________________________________________
EMAIL_________________________________________________________

Childcare will not be available

Conference Season #1: Growing Up and Thriving Series

2008-09-22T22:02:00.002-04:00

Foundation for Educating Children with Autism (Westchester) presents:

Growing Up and Thriving on the Autism Spectrum (Three Friday mornings)

Friday, October 17, 2008 • 9am-12pm: Early Intervention and How to Navigate Through the Forms and
Services Available at the Preschool / Early Intervention Level

Friday, November 21, 2008 • 9am-12pm: Pharmacological Approaches to Autism

Friday, January 16, 2009 • 9am - 12 pm: Preparing Students with Autism for Post-Secondary Employment:
Making a Transition from School to Work

Program and registration form available as PDF at: http://www.fecainc.org/pdf/Educational_Series_Brochure_FECA_2008.pdf

EI Family Training Initiative

2008-07-10T08:34:00.000-04:00

As I understand it, this program is geared toward preparing parents of EI kids to be advocates their kids and the programs which serve them. I can't speak to the quality of this program, but I'll certainly say that understanding the regulatory, funding, and political environment surrounding EI will benefit parents both for that short time and down the road.

This is one of my little policy hobby horses, that families who benefited from good EI services should remain advocates for the program, even and especially after they are no longer in the program -- it is a wonderful gift you can give to the next cohort of EI families, who are scrambling to deal with the challenges and urgent opportunities of a newly diagnosed young child.

But this training program is for parents of kids still getting EI services. So, if you know a parent of a newly diagnosed child, this should go on their list of competing priorities.

-- Lynn Decker

Responses should go to Margaret Sampson, Coordinator of the program. Here is her information:

Margaret Sampson
Family Initiative Coordinator:
E-mail: ms.fic@att.net
Phone: 1-877-205-0502 (toll-free)
Web: http://www.eifamilies.com

The NYS Department of Health's Bureau of Early Intervention and the Family Initiative Coordination Services Project at the Just Kids Foundation are sponsoring an Early Intervention Partners Training Project in New York City this fall.

The Early Intervention Partners Training Project is for parents of infants and toddlers with disabilities
currently receiving early intervention services in the five boroughs of New York City.
The Early Intervention Partners Training Project helps parents of young children with disabilities become involved in Early Intervention Program leadership activities. The training sessions provide information, resources, and skill-building activities designed to increase parent advocacy and leadership skills. Parents
are encouraged to form working partnerships with early intervention professionals and policymakers.

We are inviting you to apply to participate in this training program. We will select parents from the Bronx, Queens, Brooklyn, Manhattan, and Staten Island to attend. The training program is free of charge,
and all meals, training materials, and overnight accommodations are provided at no cost. A limited amount of funding is available to assist parents in need of support for child care and travel expenses. Prior approval by the Family Initiative Coordinator is required for those needing assistance.

A series of three sessions will be held at the Crowne Plaza JFK Airport, 151-20 Baisley Blvd., Jamaica, Queens, on the following dates:
Session Day Date Time Meals
Session I: Saturday September 27, 2008 9:00 A.M.-3:00 P.M. Lunch
Session II: Friday October 24, 2008 4:00 P.M.-9:00 P.M. Dinner
Saturday October 25, 2008 9:00 A.M.-3:00 P.M. Breakfast/Lunch
Session III: Friday November 21, 2008 4:00 P.M.-9:00 P.M. Dinner
Saturday November 22, 2008 9:00 A.M.-3:00 P.M. Breakfast/Lunch

Session I meets for one day.
Sessions II and III meet for two 2-day sessions and include an optional overnight stay.

Applicants must commit to attend Session I and both days of Sessions II and III. This commitment is a requirement for acceptance to the Early Intervention Partners Training Project. In addition, parents who wish to attend with a partner or another family member must submit a joint application.
Space is limited. If you are interested in attending, you must complete and return the enclosed application. You can also download extra copies, or complete the application online at: http://www.eifamilies.com.

Applications are due by Friday, August 15, 2008.
Notification of acceptance will be mailed on Monday, August 18, 2008.
These training sessions will help parents of infants and toddlers with disabilities gain a better understanding of the Early Intervention Program. Parents who are accepted to attend will receive information about early intervention laws and regulations, Individualized Family Service Plan development, family assessment,
natural environments, transition, funding, record keeping and confidentiality, clinical practice guidelines, and parent rights.

In addition, parents who are accepted to attend will also learn more about opportunities for parent involvement within New York State's Early Intervention Program.

If you have questions or need more information, please contact
Margaret Sampson, Family
Initiative Coordinator:
E-mail: ms.fic@att.net
Phone: 1-877-205-0502 (toll-free)
Web: http://www.eifamilies.com
We thank you for your interest and commitment to this project, and for your cooperation by responding in a timely manner.

My Time Inc. Parent Empowerment Series

2008-07-02T11:08:00.000-04:00

PARENT SUPPORT CENTER
A special place to be
1312 East 84 Street
Brooklyn NY 11236
718 251 0527
www.mytimeinc.org
info@mytimeinc.org

PRESENTS

AN EMPOWERING SERIES, EDUCATING AND INFORMING PARENTS ABOUT SPECIAL NEEDS PLANNING FOR THEIR CHILD WITH SPECIAL NEEDS
WHAT DO I NEED TO KNOW…………
Date Time Presenter(s) Topic
July 9thth 10 am – 12 pm Peter Kalin, CSNA
Financial Advisor, Certified Special Needs Advisor
KM Group, Merrill Lynch
Dennis Mc Intrye, Financial Advisor, Certified Special Needs Advisor
How can I financially prepare for my child with special needs future?
Special Needs Planning
What does it mean ?

July16th 10 am – 12 pm Carol Greenberg Parent Advocate
Steps in advocating for your child: Planning ahead

July 23th 10 am – 12 pm Cheryl Kinch Understanding guardianship

July 30th 10 am – 12 pm Mitch Weisbrot, CLU Andrew Cohen, Esq.
Mitch and Andrew are fathers of special needs children.
Their personal experience and professional expertise enable them to help other parents navigate the confusing and emotional aspects of estate planning to best serve the interests of each special needs child.

Topics of Discussion:

• Protecting wealth without disqualifying eligibility for government benefits
• Special needs trusts – how they work and why they’re useful
• Estate planning and wills
• Strategies for funding trusts and accumulating assets
• Establishing guardianship

A LIGHT CONTINENTAL BREAKFAST WILL BE SERVED SEATING IS LIMITED…. CALL TO RESERVE YOUR SEAT NOW

Settlement Offers Vouchers For Children Denied Services

2008-07-01T10:12:00.001-04:00

I'm posting this a day late for it to be useful news -- you had to file by 6/30/08. Qualifying families went to hearing and got an order for services that weren't ever or weren't timely delivered. Nice work from Advocates for Children all the same.

NY Law Journal - 6/24/08 - p. 1
Settlement Offers Vouchers For Children Denied Services
By Daniel Wise
June 24, 2008

To settle a class action lawsuit, New York City has agreed to compensate the parents of New York City public school children with disabilities for services that were required by an administrative order but never provided.

The settlement, which provides for the issuance of vouchers for as much as $15,000, was announced yesterday by Advocates for Children of New York, the group that filed the class action in 2003.

Kim Sweet, the executive director of Advocates for Children, said that a "significant" portion of 9,000 administrative orders from December 2000 to January of this year directing that specified services be provided to disabled students had not been complied with.

Even with the monitoring required by the agreement, Ms. Sweet pointed out, the Department of Education is only required to comply with 75 percent of the administrative orders issued from this month through the end of November.

Jeffrey S. Dantowitz, a senior counsel at the city Law Department, said the fact that only 250 parents to date have filed claims indicates that his client, the Department of Education, "has done a far better job than the plaintiffs asserted in the lawsuit."

The deadline for parents to file forms requesting compensation is June 30. Southern District Judge Richard J. Holwell preliminarily approved the settlement in L.V. v. New York City Department of Education, 03-9917, in December and signed off on it on April 10 following a fairness hearing.

Claims forms were mailed to the class members in February along with notice of the April fairness hearing.

Under the federal Individuals with Disabilities Education Act, 20 USC §1400 et seq., local school districts are required to furnish disabled students with services needed to enable them to acquire an education on a par with their abilities. The law provides that when parents feel that a school district has not provided required services, they can request an administrative hearing that comports with due process.

In the L.V. case, the class consisted of parents who have sought or will seek hearings from administrative officers at the Department of Education on claims that the department had not provided services to their disabled children. In September 2005, Judge Holwell certified the case as a class action (NYLJ, Sept. 27, 2005) with the result that more than 8,000 parents have now been notified that they may be eligible for financial relief.

The types of services that disabled children may be entitled to under the law include, depending upon their disability, speech therapy, occupational therapy, vocational training and electronic devices that can enhance the learning process.

Unless an administrative order specifies otherwise, services must be implemented within 35 days.

The settlement, which is enforceable as a court order, provides for both prospective and retroactive relief. It also provides that the city will pay the class' attorney's fees but the amount of those fees has yet to be determined.

The lawsuit was brought by attorneys on the staff of Advocates for Children and from Milbank, Tweed, Hadley & McCloy, which worked on the case pro bono. Advocates for Children was formed in 1983 to improve public school education in New York City.

Parents who won administrative orders that were either never, or belatedly, implemented are entitled to one of two types of relief, depending upon the circumstances.

Those who paid for the ordered services are entitled to reimbursement for the sums they laid out.

Vouchers are to be issued to the parents of children who never received the services. The vouchers can be used to purchase services to make up for those that were never received, Ms. Sweet said.

It is anticipated that vouchers will usually be issued in the amount of $8,000 with amounts greater or less, depending upon the circumstances, with the maximum amount being $15,000, Ms. Sweet said.

Monitoring Required

Prospectively, the settlement provides that the Department of Education is to reach "benchmarks" in terms of complying with administrative orders. During the first six months that the settlement is in effect, from June 1 to next Dec. 1, the department is required to timely implement 75 percent of all orders issued.

The compliance rate required will climb to 91.5 percent for the two-year period from June 1, 2009 to May 31, 2011.

Pursuant to the agreement, the firm of Daylight Forensic & Advisory, based in New York City, has been hired to monitor the department's compliance with the performance levels set forth in the pact.

If the department fails to meet the compliance levels, it will be required to develop a remedial plan. Should compliance still fall short, the parents can return to court to request further relief.

In monitoring the department's implementation of individual orders, Daylight Forensic will determine whether any parent has not received full compliance with an administrative order, and letters to that effect will be issued to the parent.

To enforce compliance with an order, however, Ms. Sweet said, the parent must begin a new lawsuit in either federal or state court. In such a lawsuit, she added, a letter from Daylight Forensic will be sufficient to establish a lapse in enforcement, but the Department of Education will be permitted to rebut that conclusion.

The parent class was represented by Shawn Morehead, of Advocates for Children, and Douglas Henkin, a partner at Milbank Tweed.

Resources for Children 2008-09 Training Series

2008-06-25T18:21:00.000-04:00

What’s Out There and How to Get It
2008-2009 Free Training Series
For Families and Professionals Needing Programs and Services for Children with Disabilities

Gary Shulman, MS.Ed.:212-677-4650
gshulman@resourcesnyc.org
www.resourcesnyc.org
www.resourcesnycdatabase.org

Bronx

Jewish Child Care Association 555 Bergen Ave. Bronx 10455

November 5, 2008 Transition from School to Adult Life 10 AM-1 PM
December 3, 2008 Advocacy Skills for Parents 10 AM-1 PM
January 8, 2009 Getting Appropriate Educational Services 10 AM-1 PM
February 4, 2009 Turning 5: Transition to School Age 10AM-1PM
March 4, 2009 Transition from School to Adult Life 10 AM-1 PM
April 1, 2009 Community Resources 10 AM-12 Noon
May 6, 2009 Early Childhood Services: Birth to 5 10 AM-1 PM
June 3, 2009 Getting Appropriate Educational Services 10 AM-1 PM

Bronx Family Center of the Children’s Aid Society 1515 Southern Blvd. Bronx 10460

November 7, 2008 Getting Appropriate Educational Services 10AM-1PM
January 23, 2009 Transition from School to Adult Life 10AM-1PM
March 13, 2009 Turning 5: Transition to School Age 10AM-1PM
May 8, 2009 Getting Appropriate Educational Services 10AM-1PM
June 12, 2009 Early Childhood Services: Birth to 5 10AM-1PM

Brooklyn

Brooklyn Heights Library 280 Cadman Plaza West Bklyn. 11201

October 24, 2008 Transition from School to Adult Life 10 AM-1 PM
October 29, 2008 Early Childhood Services: Birth to 5 10 AM-1 PM
November 5, 2008 Advocacy Skills for Parents 10 AM-1 PM
December 10, 2008 Community Resources 10 AM-12 Noon
December 19, 2008 Turning 5: Transition to School Age 10 AM-1 PM
Jan, 16, 2009 Getting Appropriate Educational Services 10AM-1PM

Central Library Grand Army Plaza Flatbush Ave. and Eastern Parkway 11238

October 23, 2008 Getting Appropriate Educational Services 10AM-1 PM
November 12, 2008 Early Childhood Services: Birth to 5 10AM-1PM
December 17, 2008 Transition from School to Adult Life 10AM-1PM
January 22, 2009 Turning 5: Transition to School Age 10AM-1PM

February 12, 2009 Getting Appropriate Educational Services 10AM-1PM
March 10, 2009 Transition from School to Adult Life 10 AM-1 PM
April 22, 2009 Early Childhood Services: Birth to 5 10AM-1PM

Manhattan

Andrew Heiskell Braille & Talking Book Library 40 W. 20th St. NYC 10011

November 14, 2008 Getting Appropriate Educational Services
10:00 AM- 1 PM
November 20, 2008 Transition from School to Adult Life 10 AM- 1 PM
November 25, 2008 Advocacy Skills for Parents 10 AM-1 PM
December 2, 2008 Early Childhood Services: Birth to 5 10 AM-1 PM
December 16, 2008 Community Resources 10 AM-12 PM
January 15, 2009 Turning 5: Transition to School Age 10AM-1PM

West Harlem Head Start 121 W. 128th Street, NYC 10027

March 12, 2009 Getting Appropriate Educational Services 10 AM-1 PM
March, 19 2009 Community Resources 10 AM-12 PM
March 26, 2009 Turning 5:Transition to School Age 10 AM-1 PM

Resources for Children with Special Needs, Inc. 116 E. 16th St. 5th Floor NY, NY 10003

November 18, 2008 Early Childhood Services: Birth to 5 10 AM-1 PM
January 28, 2009 Transition from School to Adult Life 10 AM-1 PM
February 26, 2009 Getting Appropriate Educational Services 10 AM-1 PM
March 31, 2009 Early Childhood Services: Birth to 5 10 AM-1 PM
April 6, 2009 Early Childhood Services: Birth to 5 6 PM-8 PM
April 28, 2009 Community Resources 6 PM-8 PM

Queens

Jamaica Center for Arts & Learning 161-04 Jamaica Ave. Jamaica NY 11432

January 7, 2009 Community Resources 10 AM-12 Noon
January 13, 2009 Transition to Adult Life 10 AM-1 PM
January 29, 2009 Getting Appropriate Education Services 10 AM-1 PM
February 11, 2009 Early Childhood Services: Birth to 5 10 AM-1 PM
February 25, 2009 Advocacy Skills for Parents 10 AM-1 PM

Staten Island

Joan and Alan Bernikow Jewish Community Center of Staten Island
1466 Manor Road, Staten Island NY 10314

Dec. 4, 2008 Getting Appropriate Educational Services 10 AM-1 PM
Jan. 6, 2009 Early Childhood Services: Birth to 5 10 AM-1 PM
Feb. 5, 2009 Transition from School to Adult Life 10 AM-1 PM
March 18, 2009 Advocacy Skills for Parents 10 AM-1 PM
April 7, 2009 Community Resources 10 AM-12 Noon

QSAC Manhattan Parent Support Group

2008-06-21T20:00:00.000-04:00

An agency moderated support group that meets in the evening.

Tuesdays

July 8 & 22
August 5
September 9 & 23
October 7 & 21
November 18
December 2 & 16

6:30* pm -- 8 pm
(building entrance doors locked at 7:15 pm)

253 West 35th Street, 16th Floor New York, NY 10001

REFRESHMENTS will be served

For more information please contact: Annie Washington at 718-728-8476, x 1219

To reserve in-home respite conatct: Kiesha Cannon at 718-728-8476, x 1322

New York Magazine on High Functioning Autism

2008-06-12T19:08:00.001-04:00

Though few in the downtown support group have adult children, and among our children only some appear to have a likely future where getting eligible for supportive services will be a problem, the news media has caught on to an angle that uses autism as a lens to talk about what is normal and what is a disabling condition.

Now that I work in the field of developmental disabilities services, I see adults on locations of the spectrum that I had previously thought of only as imaginary, unoccupied spaces.

In many respects I admire the people in this article for their thoughtfulness, but overall I worry that the message I need to be out there strongly, that people with autism can live in the community successfully with adequate and appropriate supports will get diluted with this more abstract discussion. And this is important, because I need that message not merely to validate my goals for my kids, but because reaching those goals is going to require substantial pubic support for significant public expenditures.

Anywhow, here's what New York Magazine has to say about them.

The Autism Gap

2008-06-12T18:57:00.001-04:00

This week's Gotham Gazette tells of "The Autism Gap", and it doesn't really tell you anything you don't already know if you have a school-aged child on the spectrum in New York City. But you can share it with your friends as a demonstration of just what has you frustrated about placements, or quality, or just the DoE in general.

David Kirby on Vaccines & Autism at NYU

2008-06-12T16:07:00.001-04:00

THE VACCINE-AUTISM DEBATE WHY WON’T IT GO AWAY?

NYU – LECTURE & Q&A

JOIN DAVID KIRBY, BESTSELLING AUTHOR OF THE BOOK
“EVIDENCE OF HARM – MERCURY IN VACCINES AND THE AUTISM EPIDEMIC: A MEDICAL CONTROVERSY”
FOR A FREE LECTURE AND TOWN HALL DISCUSSION

David Kirby, the New York based investigative journalist and author of the NY Times Bestseller, “Evidence of Harm,” will speak and take questions from the public during a free event at New York University School of Law.

Thursday, June 26, 2008
NYU School of Law, 40 Washington Square South,
Vanderbilt Hall, Room 204
6:30 – 9:00 PM
RSVP REQUIRED: kirbylecture@gmail.com

FREE AND OPEN TO THE PUBLIC

Among the subjects Kirby will address and take questions on:

1) A recent case in the US Vaccine Court in which the government conceded that vaccines induced autism in one little girl, and updates on other cases.
2) Growing evidence of a link between mitochondrial dysfunction and autistic regression, and case studies of several ASD children with mitochondrial issues.
3) State-of-the-art research underway at top universities on the connection between environmental toxins, mitochondrial function, oxidative stress, glutathione depletion, neuro-inflammation and autistic encephalopathy.
4) Declarations by US Presidential candidates that autism is epidemic and calling for more research into vaccines and mercury as possible causes.
5) Recent studies linking ASD with heavy metals and contaminants in air pollution.

Kirby is a former contributor to The New York Times and a regular writer for the The Huffington Post. Mary Holland, Director of the NYU Graduate Legal Skills Program, will host the event. This event is made possible by Generation Rescue, Autism Research Institute, National Autism Association, SAFE MINDS, and Talk About Curing Autism. Information on Evidence of Harm is at www.evidenceofharm.com Kirby’s Huffington Post essays may be viewed at www.huffingtonpost.com/david-kirby

Governor of NY announces Autism Platform

2008-05-30T08:47:00.000-04:00

Governor David A. Paterson Announces Autism Platform to include Inter-agency Task Force and Statewide Autism Research Consortium

May 28, 2008, 10:30 a.m., State Capitol Blue Room

Governor Paterson will announce the formation of an inter-agency Task Force on Autism that will ensure that New York State government is united as it takes the necessary steps to respond to the increasing incidence of autism and autism spectrum disorders and the challenges these disabilities bring to thousands of New York's families. The Task Force is a key component of a full platform of initiatives underway in New York State's Office of Mental Retardation and Developmental Disabilities (OMRDD). OMRDD and the State Education Department will co-chair the Task Force, ensuring that the state agencies involved in supporting individuals with autism and autism spectrum disorders work together to improve our understanding of these disabilities, our services and treatment options, our educational programs, and our ability to help families and individuals pursue their richest lives. The Task Force will also include New York State's Office of Mental Health, Office of Children and Family Services, Department of Health, Commission on Quality of Care and Advocacy for Persons with Disabilities, Developmental Disabilities Planning Council, and Council on Children and Family Services.

Another key component of OMRDD's Autism Platform is the formation of the New York State Autism Spectrum Disorders Consortium. Governor Patterson tasked OMRDD with creating this multi-party research consortium that will unite New York's most prestigious institutions and most accomplished scientists, doctors, researchers, educators and service providers in a common mission: advancing our ability to understand and respond to ASD. The New York State Autism Spectrum Disorders Research Consortium will establish New York as a leader in both basic and applied research and training related to autism and ASD. It will position New York to pursue and execute large scale research studies in areas ranging from the causes of autism and early detection to studies of its occurrence throughout the state and development of "lab schools" that support focused study of individual responses to treatment in natural settings. Investing in this kind of large scale research and training infrastructure will maximize New York's ability to address the needs of those with autism and ASD. It will ensure that state-of-the-art understanding, prevention, detection and intervention is available across the state through each service system that supports individuals or families facing the challenges of autism.

OMRDD's Commissioner Diana Jones Ritter will also introduce OMRDD's larger Autism Platform, a multi-faceted, system-wide plan for addressing the needs of those with autism and ASD through research, improved services, improved collaboration and coordination among state service systems, and improved information for families, service providers and others. OMRDD's mission is to help people with developmental disabilities lead richer lives, to help them enjoy meaningful relationships, experience personal health and growth, live in homes of their choice, and fully participate in their communities. The Autism Platform, along with the Research Consortium and the inter-agency Task Force, will move New York forward to fulfill that mission for the growing number of people with autism or ASD.

11/15 Mark Durand at Hunter College

2008-05-27T19:20:00.000-04:00

Regional Center for Autism Spectrum Disorders at Hunter College
Information, Inspiration, and Best Practice
SAVE THE DATE

Fall Conference for Families and Professionals

Saturday, November 15, 2008

Mark Durand

Optimistic Parenting and Optimistic Teaching:
Hope and Help for Challenging Children

Watch for conference registration after September 15, 2008

NYS OMR Forums: Attend or Send Comments

2008-05-22T22:44:00.001-04:00

Input from these forums will drive the agency's direction of services for the coming five years. Attend and request to make comments or submit them in writing. Long Island forum is June 4, NYC is June 26 (two sessions, afternoon and evening)

SAVE THE DATE

State of New York
Office of Mental Retardation and Developmental Disabilities
Announces a series of Public Forums for the
Five Year Comprehensive Plan: 2008 – 2012

“We help people with developmental disabilities live richer lives.”

The New York State Office of Mental Retardation and Developmental Disabilities (OMRDD) is pleased to announce that it will be holding a series of Public Forums on its new Five Year Comprehensive Plan for Services for the Period 2008 through 2012.

A schedule of the Public Forum dates and times is listed below.

Please register by calling the contact number listed below.

Video presentation of forums can be viewed online at www.omr.state.ny.us following the events.

OMRDD intends to utilize the ideas, suggestions, and comments received through the public forums to develop a Draft Comprehensive Plan. OMRDD urges self-advocates, parents of people with developmental disabilities, other family members, non-profit providers, professionals, advocates, and other interested parties to participate. OMRDD is particularly interested in hearing about the following themes, but commentary is not limited solely to these themes.

1. OMRDD Vision Statement
People with developmental disabilities enjoy meaningful relationships with friends, family and others in their lives, experience personal health and growth, live in the home of their choice, and fully participate in their communities.

What issues most impact on OMRDD’s ability to deliver the Vision Statement outcomes for the people we serve?

How can OMRDD and its partners (self-advocates, families, providers and other agencies) improve services to deliver these outcomes for the people we serve?

2. Quality of Services and Customer Satisfaction
How can we better involve self-advocates and families as productive partners?

What are the key indicators of quality for the people we serve?

What are the national and local best and promising practices New York State should consider implementing or replicating?

3. Building Community
How can we promote full community participation and contribution?

How can we encourage communities to become more responsive and inclusive?

4. Equity and Access to Services
How can OMRDD as a system better support people to truly make informed choices about their supports and services?

How do we ensure all individuals, including those with autism spectrum disorders, the aging, people with medical frailties, children, and others, are provided fair and equitable access to person centered services?

How do we better facilitate access to supports and services across service systems for people with multiple disability needs?

5. Workforce Capacity into the Future
How do we sustain quality and stability in both direct support and clinical workforce areas in an era of changing workforce demographics?

How do we develop the next generation of leaders throughout the system to meet the challenges of tomorrow?

Speakers will be asked to register in advance of the forum, limit their comments to five (5) minutes, and bring three (3) copies of the testimony. Written testimony can also be submitted to
Cynthia Redshaw at OMRDD, 44 Holland Avenue , Albany , NY 12229 .

For general information about the Public Forums, please contact OMRDD’s Bureau of Planning:
Phone: (518) 474-4904 Fax: (518) 473-0054 E-mail: cynthia.redshaw@omr.state.ny.us

______________________________________________________________________________

2008 – 2012 Comprehensive Plan: Public Forum Schedule

(To register, obtain more information or directions to the hearing location, or to arrange for a special accommodation, please call the contact person for that forum at the number listed below.)

Long Island: Wednesday, June 4, 2008 – 4 pm to 7 pm
Encore Room at the Sheraton Long Island Hotel on Motor Parkway , Hauppauge , NY
(Contact: Dr. Richard Evangelista (631) 434-6111)

New York City: Thursday, June 26, 2008 – 3:30 pm to 5:30 pm and 6 pm to 8:30 pm
75 Morton St., Manhattan , NY
(Contact: Yvonne Anglero (212) 229-3081)

March is Disability Awareness Month

2008-03-14T23:16:00.000-04:00

March is disabilities awareness month. It is a time to raise awareness that people with disabilities want the same things that everyone else wants. Those “things” are friends, peace of mind (including freedom from abuse), to be valued through employment and service to their community and to have enough money to be able to live a quality life.

It is a month set aside to recognize the great strides in the care and treatment of people with disabilities moving from an understaffed institutional ward to independent and supported living.

During this month of March, be a friend to a person with a disability, consider hiring a person with a disability in your place of employment (there are supports available to train and coach) and recognize that people with disabilities are often the kindest and most compassionate people you will ever know. Including a person with a disability at any meeting changes the dynamics and changes the environment in positive ways. Welcome people with disabilities in to your business, your restaurant and your place of worship.

During this month of March, consider a career that includes working with people with developmental disabilities. There are opportunities in many fields and the gratification at the end of the day knowing you made a difference is tremendous.

During this month of March, there is one huge request. Help end the disrespect and cruelty targeted at people with disabilities by not tolerating the use of the word “retard” in any conversation you are a part of. Do not tolerate the derogatory use of the word “retard” by your children.

-Janice Fitzgerald, Executive Director Parent to Parent of NYS

www.parenttoparentnys.org

Spring '08 Conferences: DAN, Working Together, Carr at CARD

2008-03-14T08:50:00.001-04:00

The biannual DAN! Conference will be a short drive away this year in Cherry Hill, NJ from April 3-7. Details and program at https://defeatautismnow.com/SpringConference/Schedule.html

This is the premier conference for biomedical approaches -- you walk away either overwhelmed or inspired that this is the thing for your child (or possibly turned off entirely). For the biomedical curious and the dedicated practitioner alike.

The Working Together Collaborative Conference at the New York Academy of Medicine brings together staff from the leading behavioral instruction programs in the wider Metro area: Connecticut Child Development Center, Alpine, Eden2, and Nassau-Suffolk Services for Autism. It is a great conference for professionals in the field, for parents of kids who require behavioral instruction or behavior management approaches, and a good conference for parents of kids with social cognition weakness, which is to say all spectrum kids. Full conference program available at http://www.alpinelearninggroup.org/events/docs/collaborative_conference.pdf

And, for those with less flexibility around days off work and less money to spend on conferences, the Queens College Regional Center for Autism and Related Disorders is bringing Ted Carr of SUNY StonyBrook to speak about Positive Behavior Supports.

Program and response form below.

Queens College Center on Autism and Related Disabilities (QC-CARD)

1st ANNUAL CONFERENCE: CREATING PBS CONTEXTS AT SCHOOL AND HOME FOR CHILDREN ON THE AUTISM SPECTRUM

MAY 3, 2008, 9:30 – 1:00

KEYNOTE ADDRESS: Dr. Edward Carr, Leading Professor, Stony Brook University

“Repairing and Enhancing Quality of Life: Achievable and Hopeful”

LOCATION: Queens College, Rosenthal Library, Room 230
(Go to main gate on Kissena Blvd. for parking instructions)

Schedule
9:30 – 10:10 Registration and refreshments
10:15 – 11:15 Keynote: Dr. Edward Carr
11:30 – 1:00 Breakout sessions: choose one

1. Thinking in PBS: Approaching Problem Behavior Through the Lens of PBS Presenter: Christopher Oliva, Ph.D.
This training will focus on understanding and addressing problem behavior of children with autism in educational settings from the perspective of positive behavior support. General PBS strategies, as well as formal assessment based strategies, will be explored. Case examples will be used to demonstrate effective interventions.

2. Guidelines for a PBS Classroom: Lessons from the Field Presenter: Angela Mouzakitis, MsEd, BCBA
The purpose of this workshop is to share classroom guidelines identified as necessary to create a "positive behavior supports" classroom. These guidelines have been identified through hands-on work, observation and consultation with classrooms that serve children with autism. Goals of the workshop are to provide guidelines for a PBS classroom, discuss and provide examples of the guidelines in action, and to provide professionals with a system for managing and monitoring guidelines, providing feedback to teacher, in order to improve classroom practice.

3. Parent Strategies for Supporting Language and Positive Behavior in Daily Family Routines Presenter: Peishi Wang, Ph.D., BCBA
This session will explore a variety of parent-implemented interventions appropriate in natural environments with young children with ASD. Focus will be on teaching communication skills and increasing participation in family activities.

4. Friendships and Beyond: Developing Social Skills in Students with ASD Presenter: Nicole Weidenbaum, MsEd., SAS
Success within home, school, and community settings, weighs heavily on the development of social skills. This presentation will focus on the social skills needed for students to be successful in an inclusive school setting, as well as teaching techniques that are applicable across a broad range of skill levels and settings.

5. Make It Fun and I’ll Show Up: Moving towards naturally occurring reinforcement Presenter: Randy Horowitz, MsEd, SAS
This presentation will describe ways in which parents and teachers can establish (and maintain) themselves as reinforcing stimuli in the education of individuals diagnosed with an autism spectrum disorder. The use of antecedent based strategies to prevent problem behavior will be described in the context of designing effective behavior support plans.

6. “We’re all working really hard – but these PBS strategies are not working!” Presenter: Sara Woolf, M.A
Does this sound too familiar? If so, come to this session to learn about team process strategies and skills that have been identified as critical in establishing successful home-school partnerships -- and developing lasting PBS outcomes. The session will focus on ways to apply “team best practices” as discussed by select school-family teams and in current literature from the fields of Special Education, Educational Leadership, and PBS/ABA.

QC-CARD CONFERENCE PRE-REGISTRATION

REGISTRANT INFORMATION

Name Job Title/Role

School/Agency

Address

City State Zip Code

Phone Email

BREAKOUT SESSION CHOICE (SELECT ONE)

___ 1: Thinking in PBS ___ 4: Friendships and Beyond

___ 2: Lessons from the Field ___ 5: Make it Fun

___ 3: Family Routines ___ 6: We’re All Working Hard…!

REGISTRATION FEES

This conference is funded through a grant from the Center for Autism and Related Disabilities, University at Albany, and the NYS Education Department, Office of Vocational and Educational Services for Individuals with Disabilities.

The registration fee is $10.00. Payment must accompany registration.

Please return registration form and payment (made out to QC-CARD) to:

Dr. Fredda Brown, Project Director
Educational and Community Programs
Queens College
63-50 Kissena Blvd.
Flushing, NY 11367

6th Annual Working Together Conference, NY Academy of Medicine

2008-02-28T23:55:00.000-05:00

Working Together: Systems and Strategies for Improving Outcomes for Individuals with Autism Spectrum Disorders

New York Academy of Medicine, 1216 Fifth Avenue, NYC
March 28th and 29th, 2008

Full program can be seen at http://www.mksalomon.com/2008%20Collaborative%20Conf_3_28_and_29_2008.pdf

This is always a very good conference, with a nationally recognized speaker in the morning, and local practitioners talking about aspects of behavioral programs for parents and professionals. NYAM is also a great location that is actually condusive to learning and networking.

This year's AM presenter is Robert Schwartz, a neuroscientist from Children's Hospital of Philadelphia, who is conducting MRI studies of ASD and controls while performing social tasks, as well as a treatment study.

Some parents I know have found this program too technical in past years, but overall I think it is of consistently very good quality and a mix of stuff I can use with stuff I can merely think about.

Child School/Legacy High School

2008-02-13T19:44:00.001-05:00

The Child School/Legacy High School has changed dramatically during the last 4 years!

Our new website, www.thechildschool.org, provides a tremendous amount of material explaining our philosophy. We focus on awakening children to the fact that learning is a wondrous, enjoyable activity, and that the unfamiliar presents an exciting frontier. We see disabilities not as a limitation but as a challenge capable of being overcome. Using Dr. Mel Levine, each teacher discovers the way each child learns and accommodates that child's learning style in a nurturing environment.

Just a few new changes we're excited about:

--Classes that support socialization and creativity through innovative, intracurricular programming such as Robotics, Dreamweaver, Pre-Architecture Modeling, Radio Broadcasting, Bridge Building, Cooking and Organic Gardening.

--Being one of the few Special Needs schools to integrate Dr. Marvin Marshall's research into our counseling.

--Ongoing development of an environmentally friendly curriculum to supplement classes in Science and Technology.

Parents are excited, too. According to our recent Parent Survey, 76.1% of respondents are Satisfied/Extremely Satisfied with the education their child is receiving.
see more results by visiting www.thechildschool.org and clicking the
Parent Survey Link in the right column

Save the Date
We will be hosting our 6th Annual Open House for Professionals on April 2nd at 9:00am. We also have multiple tours for Parents scheduled every year from December through May. Please contact us if you have a referral.

At The Child School/Legacy High School, the development of appropriate learning behaviors, improved comprehension and socialization is a goal in every lesson, grades K-12. Our aim is to further develop critical thinking skills, allowing students to navigate obstacles and feel secure in the understanding that help is available. The ultimate educational goal for every student is to become an independent, active, contributing member of society, to a level commensurate with their potential. Make sure to visit www.thechildschool.org for a glimpse into daily life and the breadth of educational opportunities offered.

We look forward to strengthening our relationship with you in the future. We are eager for you to learn more about us so we hope you'll be in touch.

Sincerely,

Leanne Bloom
Development Dept.
212-223-5055

Sheila Steiner
Admissions Dept.
212-223-8794

Town Hall on Early Intervention and Conference for Professionals

2008-02-13T19:29:00.000-05:00

The irony here is just too, too rich. The conference is families as partners, but the language makes clear that the evening town hall is for families, the daytime conferencing with networking and lunch is for providers. Love it!
----------------------------------------

Families as Partners II: Challenges and Strategies
Tuesday, March 4, 2008, 6:00-8:00p.m.

Opening Remarks
Mary Brabeck, Ph.D, Dean of NYU Steinhardt

Participants:
Julian Woods, Ph.D., CCC-SLP, Chair and Professor, Department of Communication Disorders, Florida State University; and others
Research from the field of early intervention and special education services has long acknowledged the primacy of the parent in working with the child during the early years. To affect maximum growth and development, services are most effective when embedded in the child’s natural routines. With the implementation of the “Families as Partners” model by the NYC Early Intervention Program in 2006, professionals, practitioners, and parents are now working to effectively implement this model.

Conference and Workshops:
Families as Partners II: Challenges and Strategies
Wednesday, March 5, 2008, 9:00am - 4:00pm
For more information:

contact the Office of Special Programs: 212 992 9380;
email: mdl334@nyu.edu

For registration information:
www.steinhardt.nyu.edu/conference/familiesaspartners/2008

See the announcement at http://www.nyc.gov/html/doh/html/earlyint/earlyint.shtml

And the conference:

Conference
Families as Partners II: Critical Issues in our Work with Families
Wednesday March 5, 2008, 9:00a.m.-4:00p.m.
Keynote Address:
Critical Issues in our Work with Families-Research and Practice. Julian Woods, Ph.D., CCC-SLP, Chair and Professor, Department of Communication Disorders, Florida State University.
Research from the field of early intervention and special education services has long acknowledged the primacy of the parent in working with the child during the early years. To affect maximum growth and development, services are most effective when embedded in the child’s natural routines. With the implementation of the “Families as Partners” model by the NYC Early
Intervention Program in 2006, professionals, practitioners, and parents are now working to effectively implement this model.
Sessions will provide participants the opportunity to improve their skills including:
• Using Play to Support Relationships and Attachment
• Supporting Families and their Young Children in Communication
• Facilitating Multicultural Competency
• Working with the Immigrant Family
• Reciprocal Relationships and Positive Communication
• Families as Partners: The Research and the Planning Behind the Model
CEU’s and documentation of attendance for professional available upon request.
Networking luncheons: Leaders and practitioners network with the NYC Early Intervention Program
Location: Kimmel Center, 60 Washington Square South, New York, NY 10003
For more informationcontact the Office of Special Programs:
212 992 9380; email: mdl334@nyu.edu

Registration Deadline: February 25, 2008. To register go to:
www.steinhardt.nyu.edu/conference/familiesaspartners/2008

Special Opportunity for Parents and Professionals:
Town Hall Meeting: Tuesday, March 4, 2008, 6:00pm - 8:00pm
Co-sponsored with NYU Steinhardt’s Department of Teaching and Learning

Get the flyer at: http://www.nyc.gov/html/doh/downloads/pdf/earlyint/fap-con2008.pdf

Manhattan DD Council Legislative Breakfast

2008-02-12T22:41:00.001-05:00

THE MANHATTAN DEVELOPMENTAL DISABILITIES COUNCIL INVITES YOU TO ITS 19TH ANNUAL

LEGISLATIVE BREAKFAST

on
THURSDAY, FEBRUARY 28TH, 2008

at
BARNES & NOBLE UNION SQUARE
33 EAST 17TH STREET

8:00-10:00 a.m.

For information, please call 212-677-4650

This annual event is a great place to get up to date on the legislative business affecting individuals with disabilities and the agencies that provide services for them throughout New York City. City and state legislators attend, and the OMRDD Commissioner usually provides a summary of the budget outlook for that agency. This is a time efficient and affordable way to put some faces with the names of people you see in advocacy e-mails you might get from our listserv.

With city and state budget cuts projected, this is a really good way to get informed, and see if you may want to put a trip to Albany on your spring calendar.

SPECIAL CAMP FAIR ON SATURDAY, Jan. 26, 2008

2007-12-12T15:57:00.000-05:00

Parents and caregivers of children and teens with disabilities can plan ahead for summer with the wealth of information offered at the 23rd annual free Special Camp Fair on Saturday, January 26, 2008 from 11 AM to 3 PM. at the Church of St. Paul the Apostle, (Entrance to Fair on Columbus Ave. near W. 60th St.) NYC .

The Fair is presented by Resources for Children with Special Needs, Inc., (212) 677-4650. www.resourcesnyc.org

Representatives from 70 New York City day camps and sleepaway camps in the northeast will be on hand to help parents and professionals plan productive summer experiences for children with disabilities. The Fair will also feature information on travel programs, remedial education programs, volunteer and job opportunities and early childhood programs. Spanish and sign language interpreters will be available.

Visitors to the Fair will receive a free copy of the Camps 2008 Guide.

The Camps 2008 Guide (publication date January 2008) is also available by sending a check for $25 plus $8.00 postage and handling to Resources for Children with Special Needs, Inc., Dept. PR1, 116 E. 16th St., 5th Floor, New York, NY 10003.

Medicaid Waiver: Manhattan Consumer Council

2007-11-23T20:39:00.000-05:00

The Manhattan Consumer Council

For family members of persons with any developmental disability of any age... For consumers with developmental disabilities...

Join with other parents, siblings, grandparents, and consumers from all neighborhoods in Manhattan to build a better life for people with developmental disabilities and their families. Developmental disabilities include mental retardation, autism, cerebral palsy, epilepsy, learning disabilities, and neurological impairments.

Come and Be Empowered:

Learn about the many services that can help your family
Help us advise the state and city about needed services
Network with other family members and consumers
Advocate with us for more and better services

Everything you ever wanted to know about the Waiver!

Everybody's talking about it! But many people aren't really sure what the waiver is or how it can help their family member. Lois Gillman, director of community services of the local Office of Mental Retardation and Developmental Disabilities, will explain what the waiver is, what services are available through the waiver, and how you can get them. Lois will unravel the mystery of waiver and answer all your questions!

Join us at our next meeting:
December 6, 2007
75 Morton Street
New York, New York 10014
10 AM to Noon

In case of bad weather call 212-273-6376 after 8:30 AM to see if the meeting is cancelled.

For further information, call Margaret Puddington, chairperson, at 212-799-2042

Turning 5 Orientations for 2008

2007-11-23T19:19:00.000-05:00

The NYC Department of Education is holding orientation fairs for parents of children with disabilities who will be turning 5 this year and attending kindergarten in 2008-09. Schedule available at http://schools.nyc.gov/NR/rdonlyres/2BCCCF14-9EAE-4506-BD3E-42E9789BCE99/27492/FinalizedTurning5OrientationFairSchedule2007.pdf

If you attend, please send me a report, or use the comments to do so.

Special Needs School Fair at the JCC and Workshops Too

2007-10-14T22:47:00.000-04:00

All events at the JCC in Manhattan, 334 Amsterdam Avenue, www.jccmanhattan.org

2007 Special Needs School Fair

The School Fair will provide a convenient and accessible forum for the special needs community to explore and become informed about the wide range of special needs schools located in Manhattan. You will have the opportunity to meet with special needs nursery and elementary school representatives to learn more about what their schools have to offer.

Wed, Nov 28
5:30 PM - 7:30 PM

The Evaluation Process:Everything You Always Wanted to Know

If you are concerned about your child's development or have been advised to seek an evaluation, then this program should be an invaluable resource. Facilitated by Dr. Marilyn C. Agin, MD, FAAP, MA, CCC/SLP, neuro-developmental pediatrician and author. Dr. Agin will discuss how to begin, the professionals you will need, what will be expected of your child, the assessment tools used, what the results mean, who gets the results and how will they be used to help your child.

Thu, Oct 25
7:00 PM - 9:00 PM
$20.00 - Member
$25.00 - Non-Member
HSREVP00F8

Due Process Impartial Hearings: Doing Your Own

Regina Skyer, noted attorney and child advocate, has designed this six-week course to teach and empower parents of special needs children to do their own impartial hearing. This class will cover an overview of relevant laws and regulations, how to write a hearing request, what to disclose, who to subpoena and how to prepare witnesses. A mock hearing with an opportunity to play dual roles and an overview of the decision and appeal process will also be part of the curriculum. Limited to 12.

6 times on Thursdays
7:00 PM - 9:00 PM
Nov 1 - Dec 13
Except: Nov 22
$180.00 - Member
$240.00 - Non-Member
HSRDPI00F8

Sunday Movie Matinees: Autism Every Day

Autism Every Day Autism Every Day takes its audience inside the lives of eight families struggling to raise children with autism, a neurobiological disorder that now affects 1 in every 150 children. It is an unvarnished portrayal of the unrelenting, 24-hour-a-day challenges faced by these families and thousands like them as they confront the heartbreak of autism with uncompromising hope and unconditional love. The documentary film, produced by Autism Speaks, premiered at the 2007 Sundance Film Festival.

Sun, Nov 4
2:00 PM - 4:00 PM
HSRSMM00F8

Other Special Needs Parenting Workshops this Fall
Learning Differences Don't Have to Be Disabilities:A Conversation with Dana Buchman and Leda Molly
Holistic Neurology:Everything You Always Wanted to Know
Sibling Relationships:When One Is Different

Autism the Musical at Mead Film Festival, also Praying with Lior

2007-10-11T10:03:00.001-04:00

Autism: The Musical
Tricia Regan. 2006. 93 min. (US)

This joyous, unsentimental portrait of Elaine Hall and the children of the Miracle Project provides a glimpse into the lives of five families as they struggle with the ups and downs of raising a child with autism. The film follows the children over the course of one year and features a dedicated woman who believes that through a musical, these children will discover the world outside themselves.

Saturday, November 10
5:45 pm, Program F4
Co-presenter: Autism Speaks and Tribeca Film Festival
Discussion with director

Praying with Lior
Ilana Trachtman. 2007. 87 min. (US) NY Premiere

This film introduces Lior Liebling, also called the “little rebbe.” Lior has Down syndrome and has spent his entire life praying with utter abandon. Is he a “spiritual genius,” as many around him say, or simply the vessel that contains everyone’s unfulfilled wishes and expectations? As Lior approaches his bar mitzvah, different characters provide a window into life spent “praying with Lior.” The film challenges the way people with disabilities are perceived and received by faith communities.

Sunday, November 11
5:15 pm, Program F16
Co-presenter: The Center for Religion and Media at New York University
Discussion with director

For tickets and locations, www.amnh.org/mead

Eden II/Genesis Parent & Professional Workshops

2007-10-09T14:35:00.000-04:00

EDEN II/GENESIS PROGRAMS FALL 2007 WORKSHOPS

EARLY CHILDHOOD WORKSHOPS
November 5, 6, & 8

FALL AUTISM WORKSHOPS
November 13, 15, & 16

Four Points by Sheraton, 33 South Service Road, Plainview, NY

Utilizing scientifically validated treatment procedures, Eden II/Genesis Programs has been a leader in the effective intervention and education of individuals with autism over the past 30 years. In an effort to disseminate sound information about autism spectrum disorders and provide training and support, Eden II/Genesis Programs will offer the following fall workshops.

For more workshop information or to receive a workshop brochure, please contact
Marissa Bennett 516.937.1397 Ext. 217 or mbennett@eden2.org
The workshop brochure can be viewed and downloaded online at www.eden2.org

EARLY CHILDHOOD WORKSHOPS

These early childhood workshops are designed to assist in the development of effective treatment programs for young children affected by autism spectrum disorders and are targeted to professionals and parents seeking information for children in the early intervention through preschool age range.

1. USING TECHNOLOGY TO INCREASE SOCIAL AND LANGUAGE SKILLS FOR YOUNG LEARNERS WITH AUTISM
Dana Battaglia, MA, CCC-SLP

This workshop will provide information on a variety of computer, video-, and audio-based instructional methods that can be used to teach skills to children with autism. Specifically, the use of PowerPoint lessons to improve social skills, vocabulary skills, language skills reviewed. The use of video technology will be discussed in relation to teaching language concepts to individuals with autism. In addition, strategies for script usage, fading and generalization will be discussed.

Monday, November 5, 2007
4:00 p.m. - 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75

2. STRATEGIES FOR PROMOTING VOCALIZATIONS AND SPEECH AS WELL AS ENHANCING INTELLIGIBILITY IN CHILDREN WITH AUTISM
Joanne Gerenser, PhD, CCC-SLP

The development of speech is often a significant challenge for many learners with autism. In fact, 30-50 % of children with autism may not develop functional speech. For many, direct instruction is often necessary to establish a vocal and verbal repertoire. This workshop will provide an overview of the challenges often present in acquiring speech in young learners with autism. Strategies for promoting vocal and verbal skills in children with little or no speech will be presented. Programming to enhance speech intelligibility, fluency as well as intonation and volume will also be addressed.

Tuesday, November 6, 2007
4:00 p.m. - 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75

3. BEHAVIORAL BASED STRATEGIES FOR IMPROVING INSTRUCTION FOR YOUNG LEARNERS WITH AUTISM SPECTRUM DISORDERS
Mary McDonald, PhD, BCBA

This workshop will provide participants with information regarding the use of strategies based in the principles of applied behavior analysis to improve outcomes in young learners with ASD. Sample topics will include the use of behavioral momentum, exclusion training and using multiple exemplars and general case strategy.

Thursday, November 8, 2007
4:00 p.m. - 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75

PROFESSIONAL DEVELOPMENT
A certificate of attendance will be given to all registrants.
ASHA CEUs will be offered for workshops 1 & 2

FALL AUTISM WORSKHOPS

These workshops are designed to offer training in the understanding and implementation of applied behavior analysis (ABA) procedures for individuals across the autism spectrum. These workshops are open to professionals and parents and workshop content is suitable for intervention with individuals of all ages and functioning levels across the autism spectrum.

1. PROMOTING LEARNING: INCORPORATING TECHNOLOGY INTO THE CLASSROOM
Dana Battaglia, MA, CCC-SLP

This workshop will provide information on a variety of computer, video-, and audio-based instructional methods that can be used to teach skills to children with autism in an academic setting. Specifically, the use of PowerPoint lessons to improve vocabulary and language skills will be reviewed. The use of video technology will be discussed in relation to teaching language concepts. Audio scripts will be presented to demonstrate acquisition of language in the context of play. Direct relevance to the Learning Standards will be discussed. Curriculum samples will be provided and will assist attendees with future curriculum development.

Tuesday, November 13, 2007
9:30 a.m. - 2:30 p.m.
Four Points by Sheraton, Plainview
Fee: $100

2. CONDUCTING A FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
Frank Cicero, PhD, BCBA

Children with autism will frequently exhibit a range of challenging behavior. The first step in designing an effective treatment for challenging behavior is to conduct a functional behavior assessment (FBA). It is from the information gathered through an FBA that you can determine why the individual engages in challenging behavior. A function-based treatment program can then be developed. In this workshop, the speaker will present the audience with the theory behind conducting an FBA. The audience will then be presented with a number of methods for conducting an FBA and will learn how to interpret the data gathered from an FBA. The workshop will conclude with information on how to transform your information from your FBA into an effective treatment.

Thursday, November 15, 2007
9:30 a.m. - 2:30 p.m.
Four Points by Sheraton, Plainview
Fee: $100

3. DEVELOPING SOCIAL SKILLS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: FROM ASSESSMENT TO INTERVENTION
Mary McDonald, PhD, BCBA

This session will focus on assessment strategies and tools that can be used to assist educators or parents in their goal planning in the area of socialization for students with ASD. Social behavior (verbal and non-verbal) will be discussed. Specific tools will be reviewed as they pertain to the assessment process. Developing a comprehensive assessment through Individualized student assessment will be discussed as it relates to both standardized and non-standardized tools. There will be further discussion on developing intervention in the area of social skills as it pertains to the individual student.

Friday, November 16, 2007
9:30 a.m. - 2:30 p.m.
Four Points by Sheraton, Plainview
Fee: $100

PROFESSIONAL DEVELOPMENT
A certificate of attendance will be given to all registrants.
ASHA CEUs will be offered for workshops 1 & 3

WORKSHOP FACULTY

Dana Battaglia, MA, CCC-SLP
Ms. Battaglia received her Bachelors degree in Speech-Language Pathology from C.W. Post/Long Island University, and her Masters degree in Speech-Language Pathology from St. Johns University in Queens, New York. She is a licensed Speech-Language Pathologist and Teacher of the Speech and Hearing Handicapped in New York State. Ms. Battaglia holds the Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA). She has conducted presentations on autism and speech-language related topics at the local, state and national levels. She has worked in a variety of public and private settings including Early Intervention. Ms. Battaglia is the Clinical Coordinator of Outreach Services at the Eden II/Genesis School and is pursuing her Doctorate degree at the City University of New York in Speech and Hearing Sciences. In addition, she is an adjunct instructor at Hofstra University.

Frank Cicero, PhD, BCBA
Dr. Cicero is currently the Director of Psychological Services for Eden II Programs. He is a certified school psychologist receiving his Masters degree from the City University of New York Graduate Center and recently completed his doctorate. Dr. Cicero has presented at local and national conferences on a variety of topics related to applied behavior analysis, autism and school psychology. He also has published in the area of toilet training and developmental disabilities. Dr. Cicero also serves as the membership chairperson for the New York State Association for Behavior Analysis.

Joanne Gerenser, PhD, CCC-SLP
Dr. Gerenser is the Executive Director of the Eden II Programs. She received her Masters Degree at the Ohio State University and her PhD in Speech and Hearing Science at the City University of New York Graduate Center. Dr. Gerenser is a past-president of the New York State Association for Behavior Analysis and a member of the Scientific Advisory Council for the Organization for Autism Research. She is the Vice President of the Board of the Interagency Council for Mental Retardation and Developmental Disabilities. Dr. Gerenser is an adjunct Associate Professor at Brooklyn College as well as Penn State University. She has authored several book chapters and articles on speech language disorders in autism and developmental disabilities. Dr. Gerenser serves as an associate editor for the Journal of Applied Behavior Analysis-Speech Language Pathology.

Mary E. McDonald, PhD, BCBA
Dr. McDonald is currently the Director of Outreach for Eden II Programs providing training and consultation to various programs and school districts. She has over 17 years experience working with children with autism utilizing the principles of Applied Behavior Analysis. She completed her PhD in Learning Theory at the CUNY Graduate Center and is a Board Certified Behavior Analyst. Dr. McDonald served as the Director of The Genesis School from its inception in 1995 to 2007. Dr. McDonald has also worked in early intervention programs providing supervision, training and consultation for almost 10 years. She participates on a number of advisory boards and committees that serve individuals with autism. Dr. McDonald is currently an Assistant Professor in the Special Education Department at Hofstra University.

REGISTRATION INFORMATION
Fees are nonrefundable, unless cancellation notification is provided at least 48 hours prior to workshop.

Make checks payable to Eden II Programs, and mail registration form and fee to:
Eden II/Genesis Programs
270 Washington Avenue, Plainview, NY 11803
Attention: Marissa Bennett

For More Information: Phone: 516-937-1397 X217 mbennett@eden2.org

REGISTRATION FORM:

Name:

Title:

Affiliation:

Address:

City: State: Zip:

Phone: Email:

Please check workshops attending:

EARLY CHILDHOOD WORKSHOPS
$75.00 Per Workshop

___ 1. Using Technology To Increase Social and Language Skills for Young Learners with Autism

___ 2. Strategies for Promoting Vocalizations and Speech as well as Enhancing Intelligibility in Children with Autism

___ 3. Behavioral Based Strategies for Improving Instruction for Young Learners with Autism Spectrum Disorders

FALL AUTISM WORKSHOPS
$100 Per Workshop

___ 1. Promoting Learning: Incorporating Technology Into the Classroom

___ 2. Conducting A Functional Behavior Assessment (FBA)

___ 3. Developing Social Skills for Individuals with ASD: From Assessment to Intervention

Directions to Four Points by Sheraton Plainview, 333 South Service Road, Plainview, NY 11803

Traveling from the East:
Take the Long Island Expressway (I-495) to Round Swamp Road (Exit 48). Proceed down the exit ramp to traffic light. Turn left onto Round Swamp Road and proceed through traffic light. Once you pass the Mobil Gas Station, make a right into the Race Palace parking lot. Proceed 50 yards to the Hotel Entrance.
Traveling from the West
Take the Long Island Expressway (I-495) to Round Swamp Road (Exit 48). Proceed down the exit ramp (merge into the right lane). The hotel entrance will be on the right.

YAI Autism Conference: Fred Volkmar, 11/1

2007-10-08T15:17:00.000-04:00

YAI presents A Full-Day Conference

Autism, Asperger Syndrome, and other Related Conditions: Diagnosis, Assessment and Treatment

Featuring:
Dr. Fred Volkmar
Irving B. Harris Professor and Director,
Yale Child Study Center

Overview and Objectives:
This day long workshop synthesizes current research and practice on the diagnosis, assessment, treatment, and evaluation of autism spectrum disorders and related conditions.

Participants will:
Learn to distinguish diagnostic issues for various ASDs, and the relationship between core strengths and weaknesses as revealed during assessment.
Understand the implications for learning, social-communication skills, and behavioral issues will be discussed relative to treatment.
Acquire current knowledge regarding the most up-to-date research and its implications for treatment.

Date: Thursday, November 1, 2007
8:15 A.M. - 4:00 P.M.

Location: McGraw Hill Auditorium
1221 Avenue of the Americas, NYC (Entrance on 49th Street, close to 6th Ave.)
Take the escalator to the Auditorium on the 2nd Floor.
Closest subway access: B,D,F,V lines to "47-50 Sts Rockefeller Center"

Fee: $175 (includes continental breakfast) No refunds after October 22nd. $95 for Parents, according to a post on insideschools.org's forums.

Please register early as space is limited. For more information, contact Aimee Hoffner at ahoffner@yai.org or 212-273-6255.

For more details and online registration:
http://yai.convio.net/site/Calendar/351318775?view=Detail&id=1581

DD Council Family Resource Fairs

2007-10-08T12:58:00.000-04:00

Each borough's Develomental Disability Council holds a family resource fair, with expo tables for agencies and trainings for parents and professionals. If you aren't plugged into needed services, this is a great place to start. If you are entering a new phase of services, this is a good place to get a sense of what is out there.

Friday, November 2 -- 9:00 a.m. -3:00 p.m.
Queens Family Support Conference and Resource Fair
Sheraton La Guardia East Hotel 135-20 39th Avenue, Flushing
More info: http://www.qcdd.org

Thursday, November 8 -- 9:30 to 2 PM
Brooklyn Family Support Conference and Resource Fair
Borough Hall, Brooklyn

Thursday, November 29 -- 10 AM to 2 PM
Manhattan Family Support Conference and Resource Fair
St. Paul the Apostle, Amsterdam Avenue between 59th & 60th Streets

These events are free to families, and some offer a cash raffle. A great place to find out about waiver and non-waiver recreation, respite, and family reimbursement services.

Autism, Bullying & Classroom Strategies in Long Island

2007-10-08T12:34:00.000-04:00

AHA Presents Two-Day Conference on Autism, Bullying and Classroom Strategies

AHA (Asperger Syndrome and High Functioning Autism Association) will present its 17th annual fall conference, Issues in Education for School Age Children on the Autism Spectrum, on Monday and Tuesday, October 22 and 23, 2007 at Eastern Suffolk BOCES in Holbrook. Nationally known speakers will provide attendees – educators, parents, and related professionals – with current and effective strategies for the appropriate education of the higher functioning student with autism, Asperger’s Syndrome, Pervasive Developmental Disorders and other related conditions.

On Day One, keynote Dennis Debbaudt, author and Law Enforcement Trainer, will talk about Proactive Strategic Plans for Schools (ICE -In Case of Emergency); Rebekah Heinrichs, author of “Perfect Targets: Asperger Syndrome and Bullying” will focus on Bullying Interventions and Strategies.

Day Two features Lynda Geller, Ph.D., Clinical Director of the Asperger Institute at NYU Child Study Center, presenting What Do ASD Students Need in a School Program, followed by another terrific annual Teen Panel. The conference wraps up with education specialists Dorothy Siegel, M.P.A. and Juliet Williams, Psy.D., presenting on Effective Strategies for Your Classroom.

Brochures are online at: www.ahaNY.org, information at: info@ahaNY.org or by calling 516.470.0360. Members receive discounted fees for all conferences. We also accept school Purchase Orders.

Deadline for pre-registration is 10/15. Walk-in fee’s available. Registration includes a continental breakfast, boxed lunch and all conference materials.

Complete program for download at http://www.ahany.org/documents/FallconfBrochure2007_000.pdf

FECA White Plains Conference: Carol Gray and Dan Olmstead

2007-10-08T12:26:00.000-04:00

"STEPPING INTO THE FUTURE" CONFERENCE
New Insights Into the Research, Education and Treatment of Autism
Friday, November 9, 2007

Register online or download complete brochure at: http://www.fecainc.org/news_feca_events_conference.htm

Carol Gray is the Director of The Gray Centerfor Social Learning and Understanding in Grand Rapids, Michigan. She has completedover 22 years of employment with Jenison Public Schools in Jenison, Michigan, initially as a teacher with students with autism spectrum disorders (ASD) and in recent years as a consultant to students with ASD in inclusive educational programs. In 1991, Carol developed Social Stories™ and Comic Strip Conversations strategies that are used worldwide with children, adolescents, and adults with autism spectrum disorders (ASD). She has publisheds everal resources on topics related to children and adults with ASD, including articles on bullying, death and dying, and how to teach social understanding. She is the recipient of the Barbara Lipinski Award for her international contribution to the education and welfare of people with ASD.

Dan Olmsted is an investigative reporter and senior editor for United Press International (UPI), and wrote “The Age of Autism” Report Series. His columns on health and medicine appeared regularly in the Washington Times and were syndicated nationally from UPI’s Washington D.C. bureau.

Parent Ed at SNACK: 11/2 and 12/7

2007-10-08T12:19:00.000-04:00

SNACK's Parent Education Series continues with a follow up to last semester's Parent Education Session about Integrative Approaches and reprises Amy Davies Lackey on Surviving the Holiday Season.

Friday, November 2nd, 6-8pm

A Parent's Perspective-A Follow-up to "Integrative Approaches for Children with Developmental Disabilities"
SNACK parent, Dave Sandler will speak about his experiences with integrative approaches and help you to understand what you, as a parent, may expect.

Friday, December 7th, 6-8pm

Tips for Surviving the Holidays
Dr. Amy Davies Lackey will present holiday tips for parents during SNACK's Annual Holiday Party.

Both sessions run, from 6pm-8pm at SNACK @ Go Fish, 220 E. 86th St. between 2nd and 3rd Ave. Light refreshments will be served.

The admission for this session is $25 per family.

If you require childcare, admission is $40 per family.

We only will be able to accommodate ten children for childcare on a first come-first served basis and must receive an RSVP for childcare by Monday, October 22nd for the November 2 event.

Please register soon to info@snacknyc.com or 212-439-9996! We look forward to seeing you there!

Mt. Sinai/Seaver Center Autism Conference

2007-10-08T11:45:00.000-04:00

Advances in Autism Conference: NEW INSIGHTS IN THE DIAGNOSIS, NEUROBIOLOGY, GENETICS, AND TREATMENT OF AUTISM

Temple Grandin and Daniel Tammet are speaking at this conference.

Complete program and registration form at: http://www.mssm.edu/psychiatry/autism/pdf/brochure.pdf

With an increasing number of autism diagnoses and a rapidly aging young adult
population with autism, there is a need to increase the sophistication of the
diagnosis, assessment, and treatment of autism and autism spectrum disorders
and share this information with psychiatrists, neurologists, other health care
professionals, and consumers/family members.

The expected outcome, as a result of this activity, would be a general update and
enhancement of knowledge related to the accurate recognition, diagnosis, and
treatment of autism and Asperger’s Disorder. With this knowledge, physicians,
health care professionals, and teachers can better serve the autistic population
and ultimately provide optimal services to their patients with autism and
Asperger’s Disorder. For families that attend, this conference will inform them of
the current trends in diagnosis, research, and treatment and provide
options/resources they might otherwise not have had access to.

Our conference is a one-day event held at Mount Sinai School of Medicine. It
includes a series of lectures and workshops given by accomplished professionals
in the field of autism. The purpose of the conference is to advance knowledge of
the practicing psychiatrist, neurologist, healthcare professional, and
consumers/family members as to the accurate recognition, diagnosis, and
treatment of autism and Asperger’s Disorder.

AHRC Family Day Conference: Meri Krassner

2007-10-07T20:33:00.000-04:00

Facing the Challenges and Discovering the Opportunities:
Having a Family Member with an Intellectual or Other Developmental Disability
Saturday, October 27, 2007 -- 10:00-1:30pm
NEW LOCATION
St. Francis College, 182 Remsen Street, Brooklyn, NY 11201
Download program and registration form at http://www.ahrcnyc.org/pdf/familyday07.pdf

Meri Krassner was our Family Day keynote speaker in 2002. We have asked her to return to give us an update on the challenges and opportunities she has faced. When you hear her speak you will understand why we have asked her for an encore!
Meri Krassner is the mother of Rachel, now 23, who graduated from college last year, and Daniel, now 19, a student at the Manhattan Occupational Training Center Annex. Daniel is an individual with multiple handicaps and intellectual disabilities. He was born full-term, weighing 9 pounds, but within the first few months of life it became clear that he had many medical problems and he began receiving Early Intervention services at 4 months.
Ms. Krassner became an active advocate when Daniel was a preschooler and has continued in that role. She will speak about her experiences from the time she discovered that Daniel had a disability up until the current time, her feelings and those of other family members, the difficulties she has experienced, as well as the joys, and the people and the resources she found available in the community.

Resources For Children Workshops, Fall 07 & Spring 08

2007-10-06T17:12:00.000-04:00

Resources for Children with Special Needs, Inc.
Fall 2007 – Spring 2008 FREE Workshops:

What’s Out There and How to Get It …
Workshops for families and professionals seeking programs and services for New York City children, youth and young adults with disabilities. Refreshments served. We regret that no child care is available.

In the Bronx: At the Jewish Child Care Association, 555 Bergen Avenue, Bronx, 10455
1 Advocacy Skills for Parents, November 7, 2007, 10 am – 1pm
2 Transition from School to Adult Life, December 5, 2007, 10 am – 1 pm
3 Getting Appropriate Educational Services, February 6, 2008, 10 am – 1 pm
4 Early Childhood Services: Birth to 5, March 5, 2008, 10 am – 1 pm
5 Community Resources, April 9, 2008, 10 am – 12 pm

At the FRIENDS Program at Visiting Nurse Service of New York, 489-493 East 153rd Street, 2nd Floor, Bronx, 10455
6 Transition from School to Adult Life, November 9, 2007, 10 am – 1pm
7 Turning 5: Transition to School Age, December 7, 2007, 10 am – 1 pm
8 Transition from School to Adult Life, February 29, 2008, 10 am – 1 pm
9 Turning 5: Transition to School Age, March 7, 2008, 10 am – 1 pm
10 Getting Appropriate Educational Services, April 4, 2008, 10 am – 1 pm
11 Early Childhood Services: Birth to 5, May 2, 2008, 10 am – 1 pm
12 Early Childhood Services: Birth to 5, June 6, 2008, 10 am – 1pm
13 Getting Appropriate Educational Services, June 20, 2008, 10 am – 1 pm

In Brooklyn: At the Brooklyn Heights Public Library, 280 Cadman Plaza W., Brooklyn, 11201
14 Transition from School to Adult Life, Oct 24, 2007, 10 – 1 pm
15 Early Childhood Services: Birth to 5, October 31, 2007, 10 am – 1 pm
16 Advocacy Skills for Parents, November 14, 2007, 10 am – 1 pm
17 Community Resources, December 12, 2007, 10 am – 12 pm
18 Getting Appropriate Educational Services, January 16, 2008, 10 am – 1 pm
19 Turning 5: Transition to School Age, January 23, 2008, 10 am – 1pm

At the Central Library Grand Army Plaza, Flatbush Avenue/Eastern Parkway, 11238
20 Getting Appropriate Educational Services, October 30, 2007, 10 am – 1 pm
21 Early Childhood Services: Birth to 5, November 27, 2007, 10 am – 1 pm
22 Transition from School to Adult Life, December 18, 2007, 10 am – 1 pm
23 Transition from School to Adult Life, January 29, 2008, 10 am – 1 pm
24 Getting Appropriate Educational Services, February 26, 2008, 10 am – 1pm
25 Early Childhood Services: Birth to 5, March 20, 2008, 10 am – 1 pm
26 Turning 5: Transition to School Age, April 15, 2008, 10 am – 1 pm

In Manhattan: At the Andrew Heiskell Braille & Talking Book Library, 40 West 20th Street, NYC, 10011
27 Getting Appropriate Educational Services, November 13, 2007, 10 am – 1 pm
28 Transition from School to Adult Life, November 20, 2007, 10 am – 1 pm
29 Advocacy Skills for Parents, November 27, 2007, 10 am – 1 pm
30 Community Resources, December 4, 2007, 10 am – 12 pm
31 Early Childhood Services: Birth to 5, December 18, 2007, 10 am – 1 pm

At the West Harlem Head Start, 121 West 128th Street, NYC, 10027
32 Getting Appropriate Educational Services, March 12, 2008, 10 am – 1 pm
33 Community Resources, March 19, 2008, 10 am – 12 pm
34 Turning 5: Transition to School Age, March 26, 2008, 10 am – 1 pm

At Resources for Children with Special Needs,116 E. 16th St., 5th Fl., NYC, 10003
35 Early Childhood Services: Birth to 5, November 15, 2007, 10 am – 1 pm
36 Turning 5: Transition to School Age, January 15, 2008, 10 am – 1 pm
37 Getting Appropriate Educational Services, February 13, 2008, 10 am – 1 pm
38 Early Childhood Services: Birth to 5, March 13, 2008, 10 am – 1 pm
39 Community Resources, March 27, 2008, 6 pm – 8 pm
40 Transition from School to Adult Life, April 2, 2008, 10 am – 1 pm
41 Early Childhood Services: Birth to 5, April 10, 2008, 6 pm – 8 pm

In Queens: At the Jamaica Center for Arts & Learning, 161-04 Jamaica Avenue, Jamaica, 11432
42 Community Resources, January 3, 2008, 10 am – 12 pm
43 Advocacy Skills for Parents, January 10, 2008, 10 am – 1 pm
44 Transition from School to Adult Life, January 17, 2008, 10 am – 1 pm
45 Getting Appropriate Educational Services, January 24, 2008, 10 am – 1 pm
46 Early Childhood Services: Birth to 5, February 7, 2008, 10 am – 1 pm

On Staten Island: At the Joan and Alan Bernikow Jewish Community Center of Staten Island, 1466 Manor Road, SI, 10314
47 Getting Appropriate Educational Services, December 11, 2007, 10 am – 1 pm
48 Early Childhood Services: Birth to 5, January 8, 2008, 10 am – 1 pm
49 Transition from School to Adult Life, February 12, 2008, 10 am – 1 pm
50 Advocacy Skills for Parents, March 18, 2008, 10 am – 1pm
51 Community Resources, April 15, 2008, 10 am – 12 pm

Registration Form (we will confirm your registration)

Name_________________________________________________________

Address_______________________________________________Apt_____

City_____________State______Zip__

Daytime Phone__________________________

Fax____________________________

Email__________________________

Parent____ Professional____

Please circle the number(s) of the workshop(s) you would like to attend:

2007 – 2008 Free Community Workshops

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26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

A B C D E F

To register, please print clearly and MAIL or FAX to:
Gary Shulman, M.S.Ed.
Resources for Children w/ Special Needs, Inc.
116 East 16th Street, 5th Floor
New York, NY 10003
FAX: (212) 254-4070

For more information, email or call:
Gary Shulman, M.S.Ed. at (212) 677–4650 gshulman@resourcesnyc.org

EI and CPSE Transition Trainings for NYC Parents

2007-10-06T11:30:00.000-04:00

RCSN is part of the NYC Training Collaborative on Early Intervention (NYCTC), coordinated by the InterAgency Council, www.iacny.org. Specially designed 3-hour training sessions for parents and families of children birth to 3, with developmental delays or disabilities, are presented with support from the NY State Department of Health’s Early Intervention Program. For additional information, contact RCSN’s Early Childhood specialist, Nina Lublin, at (212) 677- 4650, ext. 24, or nina@resourcesnyc.org.
To register, circle the letter(s) of the workshop(s) you want to attend on the attached registration form and fax the form to (212) 254-4070, mail to RCSN, Inc., 116 East 16th Street, 5th Floor, New York, NY 10003 or visit www.iacny.org/early_intervention.htm.
Check RCSN or IAC Web sites for updated information to the Fall 2007/Spring 2008 Early Intervention workshop schedule.

A. September 19, 2007, 10 am – 1 pm at Eden II, 94 Wright Avenue, Staten Island, NY 10303
“Family Information Session – Overview of Early Intervention/Understanding Service Coordination”

B. October 2, 2007, 10 am – 1 pm at West Harlem Head Start, 121 West 128th Street, New York, NY 10027
“Family Information Session – Transition from Early Intervention”

C. October 3, 2007, 10 am – 1 pm at Guild for Exceptional Children, 260 68th Street, Brooklyn, NY 11220
“Family Information Session – Overview of Early Intervention/Understanding Service Coordination”

D. November 7, 2007, 10 am – 1 pm at Guild for Exceptional Children, 260 68th Street, Brooklyn, NY 11220
“Family Information Session – Transition from Early Intervention”

E. December 6, 2007, 10 am – 1 pm at RCSN, Inc., 116 East 16th Street, 5th Floor, New York, NY 10003
“Family Information Session – Overview of Early Intervention/Understanding Service Coordination”

F. December 11, 2007, 10 am – 1 pm at United Cerebral Palsy, 1770 Stillwell Avenue, Bronx, NY 10469
“Family Information Session – Transition from Early Intervention”

Camp Fair 2008: Jan 26

2007-10-05T22:15:00.000-04:00

RESOURCES FOR CHILDREN WITH SPECIAL NEEDS, INC.
PRESENTS
SPECIAL CAMP FAIR 2008
Summer Programs for Children with Disabilities

FREE ADMISSION !!!!!
When?: Saturday, January 26, 2008 11 AM- 3 PM

Where?: Church of St. Paul the Apostle 405 West 59th Street
(Entrance to Fair on Columbus Avenue near West 60th Street) Manhattan

Sign Language provided

Meet the camp directors
Get a free copy Camps 2008
No child care provided but children are invited to attend

For more information call:

Resources for Children with Special Needs, Inc.
Gary Shulman, MS.Ed.
212-677-4650

www.resourcesnyc.org
www.resourcesnycdatabase.org (searchable website)

Cooke Center Open House Announcement

2007-10-04T21:18:00.000-04:00

For some spectrum kids in the city, the Cooke Center programs have been a good place to move on to when a behavioral school was no longer needed and inclusion is a key objective. If that is where you are or where you may be headed, take a look and let us know what you thought.
_______________________________________________________

COOKE CENTER ELEMENTARY AND MIDDLE SCHOOL OPEN HOUSES!
Friday, November 2nd, 9:00 – 11:00am
&
Friday, December 7th, 9:00 – 11:00am
Cooke Center School @ Blessed Sacrament
147 West 70th Street
New York, NY 10023
(Between Broadway and Columbus)
Take the 1,2, or 3 train to 72nd Street. Walk two blocks south, then make a left.

COOKE CENTER ACADEMY HIGH SCHOOL OPEN HOUSE!

Friday, January 18th, 9:00 – 11:00am

Cooke Center Academy High School
60 MacDougal Street
New York, NY 10012
(Between Houston and Prince Sts.)
Take the 1 train to Houston Street. Walk one block south to King Street. Make a left, then walk two blocks east to MacDougal Street.

Learn About Our Program, Visit Our Classrooms, And Meet Our Staff!
RSVP to Our Director of Admissions, Billy English
212-477-1297 or benglish@cookecenter.org.
www.cookecenter.org

MyTime Opening and Brooklyn Parent Support Group

2007-10-02T13:37:00.000-04:00

My Time Inc.
Parent Support Center for parents of children diagnosed with developmental disabilities providing a non-judgmental, supportive environment for parents, grandparents, and advocates caring for an individual with special needs or disabilities.

PARENT SUPPORT GROUP

Thursday October 11, 2007
7:00 pm
1312 East 84 Street(between Ave N &M)
Brooklyn, NY
Contact Lucina Clarke@718 314 4724(c)
718 763 5426(h)

This is the place to meet, share ideas, support and advocate for your children
The group will meet in Canarsie, Brooklyn, NY monthly.

Grand Opening

PARENT SUPPORT CENTER.
My Time, Inc. as a not-for-profit Parent Support Center for parents of children diagnosed with developmental disabilities and Autism.

Hours of Operation
Monday: Closed
Tuesday: 10:00am-3:00pm
Wednesday: 10:00-3:00pm
Thursdays: 10:00am- 3:00pm
5:00pm – 8:00pm
Friday: Closed
Place: 1312 East 84 Street
Ground floor.
Contact: Lucina Clarke
718 314 4724/718 763 5426

A place where parents, grandparents, caregivers of a child with a disability can find solace, free expression, relaxation, parent training, workshops and that well deserved break. Come meet other parents connect and network.

Directions: By bus: Take the B17 (Remsen Ave /Seaview Ave) to Ave M. Walk down to east 84 Street. 1312 is Between Ave M and N.
By Car: Take Remsen Ave to Ave N, make a right , drive straight down to E. 84 Street make a right, house is on the left, closer to Ave M.
Belt parkway to Exit 13 (Rockaway Parkway) make a right onto Rockaway parkway to Ave N. make a left on Avenue N. Drive down Ave N to E. 84 Street; make a right onto E. 84
By Train: Take the L train to Rockaway Parkway station (last stop in Brooklyn). Take the B17 (E.80 Street bus) to Ave L and E. 84 Street. Walk down one block to Ave M. House is between M & N
Other buses: B6, B 82 to East 84 Street or make connection/transfer to B 17 at Remsen Ave and follow directions above.
B103 from downtown Brooklyn to AveM and East 85 Street. Walk one block down to East 84 Street

Hunter College Parent Series: Sensory and Behavioral Approaches Seminar

2007-10-02T13:30:00.000-04:00

CENTER FOR AUTISM AND RELATED DISABILTIES (CARD) at Hunter College
in collaboration with
Resources for Children with Special Needs, Inc.
and the
Early Childhood Direction Center/Manhattan New York- Presbyterian Hospital

Presents a seminar for families and professionals

Meeting the Needs of Young Children with Autism Spectrum Disorders and Their Families in Everyday Life: Sensory and Behavioral Perspectives

Saturday, December 1, 2007 9:00 AM- 1:00 PM
Room 714 West, Hunter College
(SW corner of E. 68th Street and Lexington Avenue)

Moderator: Professor Shirley Cohen, Director, CARD at Hunter College and author of the book Targeting Autism.

Presenters
Lindsey Biel, M.A., OTR/L, pediatric occupational therapist and co-author of the book Raising A Sensory Smart Child

Jamie Bleiweiss, M.A., behavior specialist, consultant for the ASD Nest program, and advanced doctoral student at Stony Brook University

Angela Mouzakitis, M.S. Ed., BCBA, faculty member, Graduate Programs in Special Education at Queens College, consultant for the Intensive Kindergarten, and advanced doctoral student at The Graduate Center of CUNY

Admission is free. To reserve a place, register in advance by leaving an
e-mail message with your name and phone number at: hcard@hunter.cuny.edu or (if you do not have access to e-mail) by calling (212) 772-4822 before Tuesday, November 27, 2007.

Coffee and sign-in at 9:00. Presentation begins promptly at 9:30.

11/8 Social Skills Panel for Adolescence

2007-10-01T09:01:00.000-04:00

Resources for Children with Special Needs, Inc.
Invites Educators, Advocates and Parents to a Panel Discussion

Becoming a Player, Part II: Enhancing Social Skills of Adolescents on the Autism Spectrum

Thursday, November 8, 2007 from 5 - 7:30 p.m.
5:00 Coffee Reception with Panelists • 5:30 Panel
Credit Suisse, 11 Madison Avenue at 24th Street,
Auditorium Level 2B

Advance Registration $25 ● At the Door $30 (Space Permitting)

Dr. Jed Baker, a clinical psychologist and Director of the Social Skills Training Project, supervises social skills training for students in the Milburn Public Schools and is a consultant and trainer on social skills throughout the country. Dr. Baker has published four award-winning books on social skills training. In addition, his work to reduce bullying of students with autism in the public schools was recently featured on ABC World News and Nightline.

Dr. Lynda Geller is the Clinical Director of the Asperger Institute at the NYU Child Study Center. Prior to joining NYU, Dr. Geller served for 22 years on the Medical School faculties of Georgetown University and Stony Brook University, where she specialized in the evaluation and treatment of children and adults with autism spectrum disorders and other related disabilities, developing social skills programs, educational consultation services, and resource center family supports. She is the founding Executive Director of the Asperger Foundation International.

Rachel Pollock is a parent of an 18-year-old young man with an autism spectrum disorder and is General Counsel and Deputy Director for Planning and Program Development at Job Path, where she oversees both an employment program and a pilot program for young adults with autism spectrum disorders that includes a social skills group and support for individuals as they work, attend college, engage in volunteer work, and plan for independent living.

Moderator: Dr. Shirley Cohen is a Professor in the Department of Special Education at Hunter College. where she has served as Interim Dean of the Hunter College School of Education. She is the author of the book Targeting Autism and will serve as the director of the Hunter College Autism Center for Autism and Related Disabilities (CARD), part of a new network of such centers in New York State. She has directed city, state and foundation grants on autism spectrum disorders.

To register: Mail or fax the form below with your registration fee to:

Panel, Resources for Children with Special Needs
116 East 16th Street, 5th Floor, NY, NY 10003
(212) 677-4650 ● FAX (212) 254-4070
-------------------------------------------------------------------------------------

November 8th Panel Registration Form

Name____________________________________________

Address_________________________________________
________________________________________________

Daytime phone_____________________email_________

Number of people attending_____

□ Check made out to Resources for Children
enclosed $_____________

□ Credit Card

□ Visa □ MasterCard □ American Express □ Diners Club

Card account number__________________________________
Expiration date________ Card Code________________

Signature___________________________________________
Charge amount $_________________

Resources for Children with Special Needs is a citywide information, referral, advocacy and training center serving children birth-26, their parents, and the professionals who work on their behalf. Visit us at www.resourcesnyc.org Visit our searchable Database on the Web™ at www.resourcesnycdatabase.org

LI Conference on Autism and Aging

2007-09-24T15:17:00.000-04:00

AGING WITH AUTISM: DEFINING THE FUTURE Conference
Conference flyer available as a PDF at www.eden2.org

Thursday, November 29, 2007 and Friday November 30, 2007

Huntington Hilton, Long Island
598 Broadhollow Road, Melville, NY

8:00 a.m. – 4:30 p.m.

Join Developmental Disabilities Institute (DDI), Eden II Programs, and Nassau-Suffolk Services for Autism (NSSA) for a collaborative groundbreaking two-day conference on Long Island that will aim to educate, and enlighten us all to the intrinsic issues of a population growing older with autism.

FOR FURTHER INFORMATION OR TO RECEIVE A CONFERENCE BROCHURE,
CONTACT 631-462-0386 OR definingthefuture@nssa.net
___________________________________

AGING WITH AUTISM: DEFINING THE FUTURE agenda

Thursday, November 29, 2007 – Day 1

7:45 a.m.-8:45 a.m. Check In & Registration – Continental Breakfast

9:00 a.m.-9:15 a.m. Welcome and Opening Remarks

9:15 a.m.-9:45 a.m. KEYNOTE PRESENTATION: AUTISM SPEAKS: PAST, PRESENT AND FUTURE
MARK ROITHMAYR

9:45 a.m.-10:45 a.m. KEYNOTE PANEL: Part 1-DEFINING THE CHALLENGES: SERVICING ADULTS NOW AND IN THE FUTURE

The Rising Prevalence Of Autism And Its Impact On The Adult Lives Of Individuals With ASD
ERIC LONDON, MD
The prevalence of autism, with attention to both the numbers and the methods which may be affecting the numbers, will be reviewed and will address the question of whether the numbers will continue to rise. Regardless of whether or not there is a real rise in the numbers of autistic individuals or whether there is an apparent rise due to methods, definitions, etc., this phenomena is presenting society with a new predicament. Just a decade ago, there was a huge influx of diagnosed autistic individuals and there has been a response from the educational system (although school services are still woefully lacking in many locations). The effect on the sector which provides adult services may have even greater challenges. School is only about 20% of one’s life while adulthood may be closer to 75%. As this cohort accumulates, the numbers of individuals needing services will continue to rise. Creative paradigms must be instituted and there is time pressure to create these programs.

Identifying and Meeting the Unique Needs of Adults with Autism Spectrum Disorders
LINDA MEYER, PhD, MPA
For adults with autism spectrum disorders who have graduated from school programs, their entitlement for learning has ended, but their need for ongoing skill acquisition and opportunities to practice those skills across environments has not. Most adults with ASDs require highly specialized, intensive supports to be successful in the communities where they live, work, and play. Few adults on the autism spectrum have an appropriate day or residential program. Even fewer individuals or their families/guardians will have a choice in the types of service(s) they will receive. This presentation will discuss the intricate, diverse, and distinct constellation of needs of adults with autism spectrum disorders and the components of effective programs and supports.

Meeting The Needs Of Adults With Autism: Past, Present, And Future
COMMISSIONER DIANA JONES RITTER, OMRDD
10:45 a.m.-11:00 a.m. COFFEE BREAK

11:00 a.m.-12:00 p.m. KEYNOTE PANEL: Part 2- FACING THE CHALLENGES: SERVICING ADULTS NOW AND IN THE FUTURE
JOANNE GERENSER, PETER PIERRI, CORY POLSHANSKY
NICOLE WEIDENBAUM - MODERATOR
12:00 p.m.-1:15 p.m. LUNCH
1:15 p.m.-2:45 p.m. BREAKOUT SESSION 1

Behavioral And Psychiatric Disorders In Adults With Pervasive Developmental Disorders: Epidemiology, Consequences, Treatment, And Service Needs
PETER STURMEY, PhD
There is less research on behavioral and psychiatric problems in adults with Pervasive Developmental Disorders (PDDs) than with children. However, as new cohorts with higher prevalences of PDDs age and as PDDs are diagnosed more commonly in adults, greater attention should be given to this issue. This presentation will review the literature in four areas: epidemiology, consequences of behavioral and psychiatric disorders, treatment options and evidence-based practice, and current and future service needs. The presentation will conclude with recommendations for practitioners and services.

2. Evidence-Based Practice In The Promotion Of Healthy Lifestyles For Adolescents And Adults With ASDs
LINDA MEYER, EdD, MPA
Regular exercise promotes fitness and health benefits as well as improves appearance. Adolescents and adults with autism spectrum disorders may be at risk for being physically inactive. The characteristics of the disorder may interfere with successful participation in traditional forms of physical activity or the limited number of fitness and recreation programs designed for individuals with developmental disabilities. Achieving an appropriate fitness level can help learners with ASDs participate more fully with their families and peers in leisure time activities and activities of daily living, as well as education, vocational, and community environments. Acquiring appropriate fitness skills may promote the productive use of leisure time in less restrictive settings. Extensive research supports the effectiveness of a behavioral approach for individuals with ASDs. This presentation will address the application of behavioral principles ! to promote the physical fitness of individuals with ASDs to promote inclusion in home, community, volunteer, leisure, and work settings.

3. The Parent Perspective: Facing the Issues of Living with a Family Member Aging with Autism – Parent Panel

4. Positive Behavior Support: What Really Counts in Life
EDWARD CARR, PhD
When a person with autism becomes an adult, the central issue is no longer how to
“cure” autism but, rather, what is it that really counts in life? The answer to this question is the same whether or not you have a disability. What really counts is: personal relationships, health, being productive, happiness, and involvement in your community. This presentation will explore these issues by focusing on social relationships (rapport, building friendships), health (access to medical care, physical illness), problem behavior as a barrier to a meaningful life, and becoming part of the community (illustrative case study). The concept of “support” moves the field closer to modern medicine in which “management” rather than “cure” reflects the reality of much clinical practice, and closer to the field of positive psychology in which building personal “strengths” rather than overcoming “psychopathologies” is seen as the signature issue leading the way to a better life.

2:45 p.m.-3:00 p.m. COFFEE BREAK

3:00 p.m.-4:30 p.m. BREAKOUT SESSION 2

5. The Autism Spectrum and Competitive Employment
S. MICHAEL CHAPMAN
This presentation will cover some of the best practice approaches that are used to assist individuals with an autism spectrum diagnosis in obtaining and maintaining competitive employment. Vocational assessment, job development, training strategies and support needs that are unique to individuals with ASD will be covered.

6. Technology and Learning: Developing Innovative Teaching Methods for Individuals with Autism Spectrum Disorders
MARY McDONALD, PhD, BCBA
This presentation will provide information on a variety of technology- based instructional methods that can be used to teach skills to adolescents and adults with autism spectrum disorders. Specific areas of video technology will be reviewed as they pertain to skill development. Computer programs will be presented and will include commercial software and teacher made lessons such as individualized PowerPoint applications (produced by The Genesis School). A variety of other technology-based tools will be discussed and depicted through video. Specific areas of learning will focus on promoting independence, effective communication, and social skills.

7. Issues of Psychopharmacology and Adults with ASD
ERIC LONDON, MD
As individuals with autism transition from childhood to adulthood they lose the support of the school environment. Further, as they age, parents are less able to handle difficult behaviors, both due to the age of the parent as well as the size and strength of the young adult. If employment is to be successful, behaviors must be acceptable in that environment which is generally more stringent than in a school setting. Trained behavior analysts are often not present in the work environment. This creates a need for psychopharmacologic interventions to optimize the individual’s ability to function in this adult environment.

8. Training, Supervising, and Motivating Support Staff
DENNIS REID, PhD, BCBA
This presentation will describe an evidence-based approach to training, supervising, and motivating support staff working with adults who have autism. Initially, a step-by-step process for managing staff performance will be described that focuses on promoting staff work behavior necessary to ensure desired consumer outcomes. Procedures to be discussed include an on-the-job competency- and performance-based way to train important work skills to staff, systematically monitoring staff performance in a manner that is acceptable to staff, supporting or reinforcing proficient staff performance, and quickly correcting non-proficient performance when necessary. Strategies for motivating staff in terms of enhancing both work effort and enjoyment will also be described. The latter strategies will include summaries of reports from over 1,000 experienced supervisors regarding what they have found to be the most effective motivational strategies as well as common supervisory approaches th! at tend to decrease staff motivation (i.e., management procedures to avoid). Finally, general management practices will be described that tend to create a work environment that staff find enjoyable and supportive of diligent work habits.

4:30 p.m.-6:00 p.m. POSTER SESSION
Proposals for posters are invited. The poster should address issues pertaining to adults in the following areas: Applied Research and/or Case Studies

Persons interested in presenting posters should submit a cover letter with the following:
· Names, addresses, and phone numbers of author(s)
· 100-150 word abstract summary
· Data where applicable
· Self-addressed stamped envelope

Electronically send materials by October 29, 2007 to: Mary McDonald at MMcdonald@eden2.org

AGING WITH AUTISM: DEFINING THE FUTURE

Friday, November 30, 2007-Day 2

7:45 a.m.-8:45 a.m. Check In & Registration – Continental Breakfast

8:45 a.m.-9:00 a.m. Welcome and Opening Remarks

9:00 a.m.-10:15 a.m. KEYNOTE PRESENTATION: UNDERSTANDING THE HIDDEN CURRICULUM AND ITS IMPACT ON ADULT LIFE
BRENDA SMITH MYLES, PhD
This presentation will discuss the hidden curriculum – unwritten rules that can impact the quality of life, life success, and safety of individuals on the spectrum. This includes assumed rules, expectations, idioms, and metaphors. Understanding the hidden curriculum is difficult for everyone, but it is compounded when accompanied by challenges in understanding social interactions and incongruities. The hidden curriculum and its impact will be overviewed and numerous examples related to community, work, and daily living will be provided. Finally, instructional strategies that can be used to foster understanding of the hidden curriculum will be provided to assist adults on the spectrum make sense of their world.

10:15 a.m.-10:30 a.m. COFFEE BREAK

10:30 a.m.-11:30 a.m. Live. Work. Play.
LINDA WALDER FIDDLE
This presentation is geared towards inspiring advocacy and creating partnership to address the needs of adults with autism. For parents and those in the community more unfamiliar with the core issues faced by adults with autism it will serve as an outline to focus them on these challenges. For providers and educators it will offer perspectives as to how to address these challenges. The Daniel Jordan Fiddle Foundation is the first organization in the United States with the specific mission to address these issues by developing programs and awarding grants to programs that exemplify respect for individuality of each person with autism.

11:30 a.m.-12:30 p.m. LUNCH

12:30 p.m.-1:45 p.m. BREAKOUT SESSION 3

9. Bringing the Birds & Bees Down to Earth: Sexuality & Sexuality Education
for Persons with Autism
LISA MITCHELL, LCSW
This presentation will assist parents, caregivers, and professionals working with
individuals with Autism Spectrum Disorders of all ages, however, particular attention will be paid to issues which adolescents and young adults commonly face. Attendees will learn about Autism and social/sexual interest, improving a person on the spectrum’s understanding of personal boundaries and relationships, facilitating social skill development, teaching abuse prevention strategies, preparing young people with autism spectrum disorders for puberty, including how to address negative reactions to body changes, ways to address inappropriate social or sexual behaviors, key concepts to focus on when educating persons on the spectrum about sexuality, and suggested activities to use when providing sexuality education for persons with Autism Spectrum Disorders.

10. Evidence-Based Practices for Promoting Daily Enjoyment Among Adults with Autism
DENNIS REID, PhD, BCBA
This presentation will describe evidence-based practices for promoting enjoyment among adults with autism. A particular focus will be on adults who experience difficulties expressing affect such as happiness in conventional ways due to communication challenges. Initially, valid means of identifying expressions of happiness and unhappiness will be described based on recent research findings. Next, systematic means of increasing happiness and decreasing unhappiness during daily routines will be described. Procedures to be discussed include providing choices at a level commensurate with an individual’s communication skills, identifying and providing preferred activities, and presenting teaching and related instructional activities in ways that are enjoyable for learners. Practical ways to monitor happiness during daily routines will also be described. The importance of monitoring happiness will be emphasized as one step in the process of designing supports and services to address happiness as a formal outcome by provider agencies similar to more conventional outcomes (e.g., skill acquisition, reduction of challenging behavior).

11. The Primary Care Approach to Adults with Developmental Disabilities
JAMES R. POWELL Jr., MD
The medical care of individuals with developmental disabilities requires a unique look and understanding. There is currently a national movement to recognize the care of adults with Autism and developmental disabilities as its own specialty. As of today, there is no standardized curriculum or proven approach to treating this population. This presentation will examine some of the local and national data that emphasizes how we should approach adults with Autism and developmental disabilities. It will show some of the trends related to frequency of visits, medication usage, and commonly encountered diagnoses in this population. It will also provide insight into the atypical presentation of common medical disorders as well as some of the expanding screening recommendations that exist in the current literature.

12. Matching the Characteristics of Asperger Syndrome and Job Requirements: A Formula for Success
BRENDA SMITH MYLES, PhD, DONNA OWENS
The full-time employment rates for individuals with high-functioning autism/Asperger Syndrome (AS) and those with a more classical presentation are 12% and 6%, respectively. A myriad of reasons exist for these abysmal statistics, including a lack of understanding of the characteristics of the spectrum and how they can impact job performance. This presentation will describe the characteristics of adults with AS that impact the workplace. Suggestions for preparation for employment that acknowledge these characteristics, as well as an overview of employment options that match the profile of adults will be addressed. Emphasis will be placed on the assets that individuals with AS bring to the workplace.

1:45 p.m.-2:00 p.m. COFFEE BREAK

2:00 p.m.-3:15 p.m. BREAKOUT SESSION 4

13. Speech and Language and Communication: Meeting the Needs of Adults with ASD
JOANNE GERENSER, PhD, CCC-SLP
One of the hallmark features of autism is a qualitative impairment in communication. This can range from a failure to develop any functional speech to an inability to initiate or sustain a conversation. Although we have made significant strides in our ability to treat these speech, language and communication problems, deficits generally persist throughout an individual’s lifespan. Research has shown that more than one half of adults with autism do not have sufficient language to meet their daily communication needs. This workshop will review the existing literature on speech-language issues in adults with ASD. Topics to be addressed include augmentative communication, speech and language needs in the workplace as well as models of service delivery in adult programs.

14. The Comprehensive Guide to Transitional Services: The Aging-Out Process
LAUREN GIORDANO, MA
This presentation will provide information about transition services. Learning what steps are imperative to take in order to make a smooth transition from district into the adult world will be discussed in detail. Attendees will be given a guide which will include a well detailed outline of which steps need to be taken at each age to complete the transition process, a guide to understanding supports and services, as well as a complete list of service providers in the Long Island region. Attendees will be guided on how and when to apply for Medicaid and what services will be available for individuals aging out into the adult world.

15. Successful Transition from an Individualized Education Plan to an Individualized Vocational Plan
NICOLE WEIDENBAUM, MS, Ed, SAS, MARIA GARRETT, MS, BCBA, JASON WATSON
Until recently adults with autism were perceived to be incapable of integration into the community and workforce. Fortunately, with increased advocacy and awareness, and effective educational programming, these perceptions are changing. The challenge now is to continue to provide the same level of support that was deemed necessary and appropriate up until the age of 21 despite a significant decrease in funding and a lack of experienced and qualified support staff. This presentation will focus on the need to individualize adult service provision and the challenges faced in doing so. We will discuss the successes and pitfalls that we have faced within our adult services program as well as some creative ways to access opportunities for job sampling and community integration.

16. Residential Issues for Adolescents and Adults with Autism
EILEEN HOPKINS, PhD
The size and specific type of residence are important considerations in creating a safe and happy home for individuals with autism. Importantly, however, what is needed to provide truly effective residential supports to adolescents and adults with autism extends far beyond the physical qualities of the house. Ensuring the individual’s health and safety are critical clinical concerns, as are supporting the person in maximizing their quality of life through promoting independence, inclusion, and on-going skill development. This presentation will orient attendees to important options, principles, and practices in the area of residential services, with the goal of building skills to provide quality services and supports to individuals with autism in residential settings. Topics including needs assessment and program development; addressing dietary, health, and medical needs; developing opportunities for meaningful community inclusion; and promoting overall happiness and quality of life will be discussed. A program staffing model found to be effective in delivering quality residential services will be reviewed, and time will be provided for participants to share ideas and practices they have found to be effective.

3:15 p.m.-4:15 p.m. “Aging With Autism Spectrum Disorder”: Consumer Panel
A panel of consumers on the autism spectrum will discuss some of the challenges they face as adults living with ASD. A question and answer period will be provided

CONFERENCE PRESENTERS (bios available in the PDF version)
__________________________________________

CONFERENCE REGISTRATION (form available in PDF form)

Spectrum Sunday Play Group in Brooklyn

2007-07-17T19:29:00.000-04:00

Jill has tried this out with her boys (one on the spectrum and
another not), and gives it a good review. Not all of the programming is spectrum focused, but the Sunday play group is, and they will apparently be a SNACK expansion site in fall 2007.
__________________________________________

This Summer at Brooklyn “PLAY” Spot!
399 Atlantic Ave, Lower level Corner of Bond
Brooklyn, NY 11217 718-852-2494

In door drop in play, private parties, events, classes
Free to members, 12.00 per day, per family for members

www.brooklynplayspot.com

Sunday's
10:30 am Special Needs Play Date Free to members. $12. for non-members

Tuesday's
10:00 am Life Coaching with Bethany Rule $10. for members. $20. for non members
11:00 am Ciao Ciao Bambino with Ludo $4.00 for members. $16. for non members

Thursday's
10:30 am Music for Aardvarks

Friday's
10:30 am Come Knit! Free to members. 12. for non members
3:30 pm Storytelling with Cricket $2. for members. $14. for non members

Space is limited, please RSVP by responding to this to email.
All events include a full day of drop in play.

Sunday July 28th, 2007. The Deedle Deedle Dee’s will perform at
Brooklyn “PLAY” Spot.
$8. for members. $20. for non members
Space is limited, please RSVP by responding to this email.

August 17, 2007 Jump For Joy will offer a preview to their Fall of
2007 movement class.

We will offer 1 class for special needs kids and 1 class for general education kids.

Free to members $12. for non-members

***Prices are per family, per day***

12 packs, memberships and day passes can be purchased in line on our
web site.

Starting September 2007 at Brooklyn “PLAY” Spot!
Jump for Joy, Let's Dance Brooklyn, SNACK (Special Needs Activity Center for Kids), Karma Kids Yoga, Life Coaching, Music for Aardvarks, Ciao Ciao Bambino, Story Telling with Cricket, Knitting, Reading etc…
Please email for registration and details. zrenner@earthlink.net

New ABA School in Manhattan

2007-07-17T19:24:00.000-04:00

Here's their announcement. Word from parents who have inquired is that they plan to have 30 pupils, and they will be Carter funded, with an estimated tuition of $90K. I'm thrilled to learn of new seats offering what sounds like a quality ABA program, but whew is that a big ticket.
________________________________________

Manhattan Childrens Center
Opening its Manhattan Campus September 2007

Providing services for children with autism and pervasive developmental disorders.

The Children’s Center’s Upper West Side campus will provide scientifically based world class treatment and education to children ages 3 to 12 utilizing the principles of Applied Behavior Analysis (ABA).

The program’s Interdisciplinary Model will incorporate ABA, speech and language therapy, occupational therapy as well as natural environment training and family support.

The Children's Center is a partner in research and service activities with Columbia University, Teachers College faculty and students.

Program information may be obtained by contacting Abigail Szoszun-Weiss, Director of Admissions at 347-578-3442.

The Children’s Center’s Brooklyn Campus (www.schoolworksonline.org) was established in 1996 to provide educational and therapeutic services to children with developmental delays including children diagnosed with PDD and Autism. Over the years of its existence, The Children's Center has served over 1,500 children and employed over 200 professionals in its Interdisciplinary Model. It is this level of front line experience that gives The Children's Center its expertise in delivering quality services to the right children at the right time by the right people.

Feb 5: NYC Talk on Unstrange Minds

2007-01-30T12:10:00.000-05:00

What does a father do when his two-year-old is diagnosed with a
mysterious illness he knows nothing about?

He learns all there is to know about the illness; he fights so his
child receives the best services and support; and---if you are a
father and a highly regarded anthropologist like Roy Richard
Grinker---you travel abroad studying in other countries/cultures and
develop an improved understand of the illness, and, along the way,
discover a new humility in the face of this challenge.

Roy Richard Grinker will talk and sign copies of

UNSTRANGE MINDS: Remapping the World of Autism
(forthcoming February 1, 2007) in New York City
Monday, February 5 at 7pm.

at
MO PITKIN'S HOUSE OF SATISFACTION/UPSTAIRS
Talk/Signing
34 Avenue A
New York, NY (between 2nd and 3rd Streets)

For more information about Unstrange Minds, see Professor Grinker's website:
www.unstrange.com.

Professor Grinker's recent Q & A with US News and World Report can be read at
http://www.usnews.com/usnews/health/articles/070107/15autism.htm
--

Collaborative on Health and the Environment Conference Call

2006-11-16T14:00:00.000-05:00

Listening in to this call will provide a broad understanding of the bases of the environmental causation or catalyst view of autism.

CHE Partnership Call Announcement - December 12

We hope you will join us for the next CHE National Partnership Call -- Rethinking Autism: Towards a Whole Body Paradigm -- scheduled for Tuesday, December 12 @ 9am Pacific /12noon Eastern time.

Autism, first identified in the 1940s, was initially believed to be an entirely psychological problem; then later, a strongly genetic disorder. Now, driven by suggestive evidence that incidence is increasing and that some children are responding to biomedical treatment, a new paradigm of autism as a set of phenotypes involving environmental modulation or triggering of genetic vulnerability is emerging. Environmental contaminants may play a significant role in some of these hypothesized phenotypes, as do gastrointestinal disorders and other conditions.

Harvard neuroscientist Martha Herbert, MD, Ph.D., will discuss the new paradigm with comments from Lee Grossman, President of the Autism Society of America and the proud parent of an autistic child, and from Michael Lerner, Ph.D., President of Commonweal. This call will be moderated by Elise Miller, M.Ed., Executive Director, Institute for Children's Environmental Health, and Coordinator of CHE's Learning and Developmental Disabilities Initiative Working Group.

Please RSVP to Julia Varshavsky at: Julia@HealthandEnvironment.org to receive call details.

Turning 5 Orientations Schedule

2006-11-15T17:22:00.000-05:00

Citywide schedule and translation in many languages can be found at:
http://schools.nyc.gov/Parents/Essentials/Special+Education/Documents.htm

Many of the dates have passed, but most of the Region 9 ones are still to come.

District 1 November 30, 2006 9:00 am-11:00 am
PS 142
100 Attorney Street
New York, NY 10002

District 2 November 29, 2006 9:00 am-11:00 am
PS 33
281 9th Avenue
New York, NY 10001

District 4 November 27, 2006 9:00 am-11:00 am
PS 72
131 East 104th Street
New York, NY 10029

District 7 November 28, 2006 9:00 am-11:00 am
PS 49
383 East 139th Street
Bronx, NY 10454

Districts 1,2,4,7 November 28, 2006 6:30 pm-8:30 pm
Region 9 Office (7th Fl.)
333 7th Avenue
New York, NY 10001

A Gift for Your Infant, Your Peace of Mind, and Science Too

2006-11-10T14:38:00.000-05:00

Our younger son was a subject in the "Baby Sibs" study at Johns Hopkins, and while we lost a small bet with the universe in that he also is on the autism spectrum, we gained, at least briefly, the confidence that his development was being monitored while we launched into an array of interventions for his older brother.

Like a folk "worry box", I put my concerns about baby's development away and was able to enjoy his infancy for what it was, at least in small measure. When he failed to show a wider array of normal responses at 14 months, we went to Early Intervention with a well respected referral and got a program in place lickety-split. With all that we had on our plate, we might have let baby's delays go unaddressed for quite a while, particularly since his presentation did not have the stark regression that we saw in our older son.

In the bargain, we contributed to science, as the early films of my younger son confirmed Dr. Landa's suspicion that subtle social weaknesses would be apparent even at six months, and this evidence is helping in the development and refinement of screening measures that will reliably build at least the possiblity of effective interventions for very young children.

When we participated in Baby Sibs, it was a NAAR funded study, which has now been picked up by the National Institutes of Health and expanded to more sites, including the Yale Child Study Center. They need both infant siblings of ASD kids, and control infant siblings of non-affected kids. If your family can make the trip to New Haven, I strongly encourage you to consider participating.

The announcement from Autism Speaks follows.

Your Next Child Can Be Monitored from Birth for Vulnerabilities Associated with Autism
High Risk Baby Siblings Project at Yale looking for Participants

Autism Speaks continues to support the High Risk Baby Siblings Research Projects currently being conducted at universities around the nation. By studying the younger siblings of children with autism, clinicians are identifying risk factors associated with autism. Their goal is to lower the age at which autism may be reliably diagnosed. Early identification is key to improving the eventual outcome of children with autism and related disorders.

At the Yale Child Study Center in New Haven, researchers are studying how infants from birth to 24 months engage visually with people and objects around them. Yale is looking to expand participation in this project and is actively seeking to enroll parents of children with autism who are pregnant. If selected for the study, your baby will watch brief animated videos and look at pictures. He or she will play with toys, listen to sounds and interact with experienced professionals. Babies usually love it and parents find the feedback extremely informative. Babies who participate are monitored closely for any signs of autism from birth to 24 months, and beyond. Compensation is available for participants.

To learn more about participating in this study, please contact Irene Zilber by email at Irene.Zilber@yale.edu or by phone at (203) 785-6237. Also, to learn more about this research project please visit www.autism.fm/babysibs.

FREE!: Transition Planning, Resource Fair, Hunter GI Seminar, and Resources Series

2006-11-07T22:52:00.000-05:00

A Gateway to Real Lives
November 14, 2006
9 a.m.-3:30 p.m.
City University of NY Graduate Center
365 Fifth Avenue,Manhattan

A conference about transition to adult life for youth with disabilities, their families and the professionals who support them. For more information, contact Jennifer Teich, Project Coordinator at 212-944-0564.

Family & Professional Resource Fair at Church of St. Paul the Apostle (same venue as annual Camp Fair), 59th Street and 9th Avenue.
November 30, 10 AM to 2 PM
Workshops, Goodie Bags for Caregivers, and Cash Raffles.
Pick up an updated Family Support Services Directory for Manhattan Residents

The Hunter College AUTISM CENTER

In collaboration with

Resources for Children with Special Needs, Inc.
and the Early Childhood Direction Center, Manhattan

Invite you to a seminar for parents on:
Gastrointestinal Issues and
Nutritional Considerations
Affecting Young Children on the
with Autism Spectrum Disorders

Saturday, December 2, 2006 9:30 am - 1:00 pm
Room 714 West, Hunter College
(SW corner of E. 68th Street and Lexington Avenue)

Presenters

Dr. Joseph Levy, MD, Director of the Children's Digestive Health Center and the Program in Neuro-gastroenterology at the Morgan Stanley Children's Hospital of New York-Presbyterian

Anne Roland Lee, MSED, RD, nutritionist at the Celiac Disease Center at Columbia University and an expert on the gluten- free, casein- free diet

Admission is free. To reserve a place, register in advance by leaving a message with your name and phone number at (212) 772-4822 or e-mail: cohenshirley@hunter.cuny.edu by November 27, 2006. (Child care will not be available.)

Coffee and sign-in at 9:30. Presentation begins promptly at 10.

Resources for Children with Special Needs, Inc. Presents What?s Out There and How to Get It

2006-2007 Free Training Series

For Families and Professionals Needing Programs and Services for Children with Disabilities

Gary Shulman, MS.Ed.:212-677-4650
gshulman@resourcesnyc.org
www.resourcesnyc.org
www.resourcesnycdatabase.org

Bronx

Jewish Child Care Association 555 Bergen Ave. Bronx 10455
November 1, 2006 Education Options for Children with Special Needs 10AM-1PM
December 6, 2006 Transition from School to Adult Life 10AM-1PM
February 7, 2007 Early Childhood Services: Birth to 5 10AM-1PM
March 7, 2007 Advocacy Skills for Parents 10AM-1PM
April 11, 2007 Community Resources 10AM-12Noon

Brooklyn

Brooklyn Heights Library 280 Cadman Plaza West Bklyn. 11201
October 19, 2006 Education Options for Children with Special Needs 10 AM-1 PM
October 26, 2006 Early Childhood Services: Birth to 5 10 AM-1 PM
November 9, 2006 Transition from School to Adult Life 10 AM-1 PM
December 7, 2006 Community Resources 10 AM-12 Noon
Jan. 25, 2007 Advocacy Skills for Parents 10 AM-1 PM
March 15, 2007 Early Childhood Services : Birth to 5 10 AM-1 PM
Manhattan

Andrew Heiskell Braille & Talking Book Library 40 W. 20th St. NYC 10011
November 14, 2006 Education Options for Children with Special Needs 10:00 AM- 1
PM
November 21, 2006 Advocacy Skills for Parents 10:00 AM- 1 PM
November 29, 2006 Transition from School to Adult Life 10:00 AM-1 PM
December 12, 2006 Early Childhood Services: Birth to 5 10:00AM-1 PM
December 19, 2006 Community Resources 10:00 AM-12:00 noon

West Harlem Head Start 121 W. 128th Street, NYC 10027
March 14, 2007 Community Resources 10 AM-12 Noon
March, 28 2007 Turning 5:Transition to School Age 10 AM-1:00 PM
April 18, 2007 Opciónes Educatívas (In Spanish/En Español) 10 AM-1 PM

Resources for Children with Special Needs, Inc. 116 E. 16th St. 5th Floor NY,
NY 10003
November 15, 2006 Early Childhood Services: Birth to 5 10 AM-1 PM
January 17, 2007 Turning 5:Transition to School-Age 10AM-1PM
February 8, 2007 Education Options for Children with Special Needs 10AM-1 PM
March 7, 2007 Early Childhood Services: Birth to 5 10AM-1 PM
March 21, 2007 Transition from School to Adult Life 10AM-1 PM
March 27, 2007 Community Resources 6PM-8PM
April 12, 2007 PM Early Childhood Services: Birth to 5 6PM-8 PM

Queens
Jamaica Center for Arts & Learning 161-04 Jamaica Ave. Jamaica NY 11432
January 4, 2007 Education Options for Children with Special Needs 10:00 AM-1 PM
January 11, 2007 Advocacy Skills 10:00 AM-1 PM
January 18, 2007 Transition from School to Adult Life 10:00 AM-1 PM
February 1, 2007 Community Resources 10:00 AM-12:00 Noon
February 15, 2007 Early Childhood Services: Birth to 5 10:00 AM-1 PM

Staten Island
Staten Island University Hospital
Dietary Conference Room 2nd Floor
475 Seaview Ave. SI, NY 10305
In Collaboration with the Staten Island Early Childhood Direction Center
Dec. 5, 2006 Education Options for Children with Special Needs 10:00 AM-1PM
Jan. 9, 2007 Early Childhood Services: Birth to 5 10:00 AM-1PM
Feb. 6, 2007 Advocacy Skills for Parents 10:00 AM-1 PM
March 13, 2007 Transition from School to Adult Life 10:00 AM-1PM
April 17, 2007 Community Resources 10:00 AM-12 Noon

Creating Healthy Environments at Home and School

2006-11-02T11:25:00.000-05:00

Developmental Delay Resources’
2006/2007 New York City Lecture Series
Tuesday evenings, 7:30-9:00 p.m.

COST: DDR members: $25 /lecture; Series: $150 Non-members: $35 /lecture, Series: $200
Lifespire Families and staff: FREE

LOCATION: Lifespire Conference Room, Empire State Bldg., Suite 314, 350 5th Ave. at 34th St.

Pre-registration is encouraged and would be appreciated. Questions? Call DDR at 800-497-0944
Go to www.devdelay.org to register online.

October 24, 2006
Environmental Toxicity In Our Everyday Lives
Speaker: Richard Statler, D.C. is a Certified Pediatric Chiropractor with DAN! training. He practices in Huntington, Long Island, where he specializes in helping families of children with special needs. He is the Health Care Director for the NY Games for the Physically Challenged.

November 14, 2006
Essential Elements of Feng Shui for Healthy Development
Speaker: William Spear is an internationally recognized authority on health and environmental issues. He is the author of, Feng Shui Made Easy which has been translated into eleven languages and is "the most user-friendly explanation of feng shui for American audiences."

December 5, 2006
Healthy Schools: What You and Your Child’s Principal Need to Know
Speaker: Mindy Pennypacker and Paul McRandle are the editor and senior research editor of “The Green Guide”, an independent research and information organization, which was dubbed the “green living source for today’s conscious consumer.”

January 30, 2007
Home Enlightenment: Health & Harmony in the Home
Speaker: Annie B. Bond is an intuitive healer and the author of several books, including, Home Enlightenment, a comprehensive guide to establishing a naturally healthy home sanctuary, a way of living and creating a home that is in harmony with the earth.

March 6, 2007
The Role of the Parent in Healthy School Food
Speaker: Annemarie Colbin, Ph.D. is an award-winning writer, consultant, lecturer, and the founder of The Natural Gourmet Institute for Health and Culinary Arts in New York City. She is an expert in the uses of food for health and is the author of Food and Healing, among other books.

April 17, 2007
Tales of Environmental Deception and the Battle Against Pollution
Speaker: Devra Lee Davis, Ph.D., MPH is a world-renowned epidemiologist who conducts research on environmental health and chronic disease. She is the author of When Smoke Ran Like Water, hailed as “simply the best book on the environment since Rachel Carson’s Silent Spring.”

May 15, 2007
The Sensory Smart Home and School
Speaker: Lindsey Biel, MA, OTR/L is a NYC pediatric occupational therapist who works with those of all ages and diagnoses including sensory processing disorder, physical disabilities, learning disorders, autism, and emotional disturbance. She is the author of Raising a Sensory Smart Child.

October Meeting: Brooklyn School, Prompt Institute Opens

2006-11-01T12:41:00.000-05:00

Sydnee Jorgl, Board President of the Brooklyn Autism Center, visited and shared with us her journey and search for an appropriate school placement, and work to develop the Brooklyn Autism Center, with plans to open one classroom in Fall 2007. It will be an individualized ABA program, modeled on the NYCA Charter School (which is modeled on the Alpine School).

And, we found the true identity of what had been mentioned to me as the "Brooklyn McCarton school", which is Reach for the Stars Learning Center out in Borough Park, which is modeled on the McCarton School on East 83rd Street in Manhattan. Brooklyn Yellow Pages has three places by that name, but I think this is the one on Kings Highway.

Debbie reports that the PROMPT Institute, the developer of a set of Speech Therapy methods that are often very productive for our non-verbal kids, has opened its NYC Clinic. She gives it a strong recommendation and reports they still have availability as of October.

I reported on the NYC Council Education Committee's hearing on the Public Advocate's proposed regulation for reporting on special education activities. The Public Advocate's office developed Intro. 344, a proposed charter amendment, requiring reporting by the Department of Education to the Council's Education Committee on an array of measures relating to mandated special education evaluation and re-evaluation activities.

This hearing was revealing mainly of how hostile the agency witnesses seemed to be to the whole idea of making additional disclosures, and featured some sharp exchanges between councilmembers and the Department's Legal Counsel Michael Best about whether federal laws pre-empted the Council from requesting certain data. While there are certainly flaws and shortcomings to the proposed regulation, the tenor of the discussion suggested that relations between this city agency and the council committee charged with oversight are less than harmonious, and this seems to be consistent with relations between the mayoral administration and the council across a wide range of issues.

So the regulation and discussion around it may be more political theater than anything else, but it does provide an opportunity to tell the Public Advocate, Council Members, and anybody else what questions we would like to see asked. I'll have a letter on that in a future post.

Council Education Committee, Small High Schools

2006-11-01T12:32:00.000-05:00

The small high schools issue that I mentioned at our last meeting is the topic of an excellent report from Parents for Inclusive Education and New York Lawyers for the Public Interest, titled, Small Schools, Few Choices: How New York City's High School Reform Effort Left Students With Disabilities Behind [pdf]

My long delayed letter on the September 19th Hearing on Intro 344, drafted by the office of the Public Advocate follows. I encourage you to use it in letters to your own Councimembers (particularly those on the Education Committee), so that some more useful information is included in this regulation if it does move forward. Education Committee members are: Chairperson Jackson, Arroyo, Clarke, de Blasio, Felder, Fidler, Foster, Garodnick, Katz, Koppell, Lanza, Lappin, Liu, Martinez, Recchia, Jr., Vacca,Vallone, Jr., Vann, Yassky

November 4, 2006

Robert Jackson, Chairman
New York City Council Education Committee
250 Broadway, Rm. 1747
New York, New York 10007

Re: September 19th Hearing on Special Education Reporting Bill

Committee Members:

I am the parent of two children on the autism spectrum who have received intensive special education services through the Departments of Education or Health and Mental Hygiene since they were toddlers. Though my boys are only eight and ten years old, I consider myself a veteran special education parent, and I am active in meeting with and advising other parents on available school placements, the CSE process, and finding appropriate related services. I attended part of your September 19th hearing and wanted to share my reactions.

Overall, the reporting bill has my support, and I think the Committee is right to seek to institute regular reporting on a variety of activities of the Department in order to carry out its oversight function. The new reporting to the State Education Department that was referred to in testimony places more emphasis on student performance, as do many of the Federal reports referred to in testimony. A focus on the department’s activities is the proper place for the local legislature to be placing their scrutiny, and is the key to applying performance management to the Department.

The Public Advocate’s proposed regulation has two main weaknesses from my perspective: it is lacking in scope, through near exclusive focus on the evaluation calendar and frequency of modifications to programs upon re-evaluations. The bulk of my comments are specific and directional additions to this type of reporting.

In addition, the language of the proposed regulation is not up to date in terms of conforming with changes in federal IDEA, which was reauthorized in 2004. This latter issue was a gift to the agency witnesses testifying to the lack of necessity and or pre-emption of the regulation, and the need that the data points to be measured conform to state and federal regulations tended to undermine the case for the chosen vehicle of regulation, a charter amendment.

Overall, I strongly encourage the committee to seek the advice of Advocates for Children in better specifying this regulation, as that organization possesses a uniquely sophisticated understanding of what the agency and its systems are and are not capable of reporting from both a technological and legal standpoint. Given the history of what Advocates for Children has been able to secure through the discovery process in litigation, it appears that this agency is not above using the complexity and incompatibility of some of its data systems as a cover to avoid sharing unflattering information.

I commend the several members of the committee who took issue with Michael Best’s pre-emption position. However, another troubling statement from Mr. Best got little response from the committee: his acknowledgement that the new “small high schools” do not accept special education students in their first two years of operation. This is a blatant civil rights violation for students with IEPs, and it is well documented in the new report from NYPLI and Parents for Inclusive Education titled Small Schools, Few Choices: How New York City's High School Reform Effort Left Students With Disabilities Behind. In addition, it fuels the widespread perception that small schools will and do have a “creaming” effect, making the unreformed schools even more challenged. Particularly to the extent that any new program’s identity and culture are formed at the beginning, it is really galling to me that the new, reformed version of high school starts out excluding the disabled. Will self-contained classroom students be welcomed with open arms in year three and afforded the opportunity to benefit from the small school's unique features? I for one am doubtful.

Finally, Councilmember Lappin’s constituent, while an excellent witness, was not a very strategic one, and his tale placed the focus on issues that are either unusual or rather easy to fix. Veteran non-public school parents know that a new school, a student transfer, and inter-borough transportation are each sufficient to create transportation chaos: he described all three in interaction. My sons, who have similarly intensive needs to his, have experienced occasional blips but have overall had exemplary service from the Office of Pupil Transportation and its contractors. But more importantly, the issues that underlie his challenges in finding an effective program for his son are complicated and involve decisions made at the Department of Education and at the state and federal levels. And he is one of the lucky few who exercised the option of enrolling their child in a non-approved school, then entering into settlement talks or a hearing.

A witness more indicative of the problem would be a parent whose child has been recommended for non-public schooling by a Committee on Special Education, and granted a coveted P-1 letter that provides authorization for non-public school placement, but who cannot find a seat in such a school because there are not nearly enough. How many such students are there? I do not know because the department does not report it, but I do know there are many because I talk to quite a few, and I imagine Council members do too.

There are three specific areas of data that I believe would be helpful in the reporting regulation:

Related Service Authorizations

As a parent/consumer of Related Service Authorization services, it is my impression, confirmed by providers and other parents, that Speech, Occupational, and Physical Therapy providers are scarce compared to demand, as they are throughout the system.

At present I have RSA’s for my two sons for Speech and Occupational Therapy. We are presently scheduled for no OT because I have not found a clinic or provider with availability. The Department does do a fair job of giving parents tools to find providers, with copies of their contractor lists available at the CSE office and on the web. Right now though, some of my boys’ RSAs are useless vouchers for services I can’t source.

I hear from providers that the CSE’s also pay less and more slowly than the Committees on Preschool Special Education or Early Intervention, giving providers who contract for more than one of these an incentive to curtail their school-age caseload. My boys are also older and bigger, and providers may be less willing to serve us because they are simply more challenging.

Most troublingly, RSAs are the remedy offered to pupils who need services but are not getting them in school because there are more mandates than the available staff hours to provide them. The RSA is then a kind of release valve for lack of services in the school. This remedy is usually offered only when a child has not been provided services for a considerable time -- at least a month, far enough into the semester that it is particularly unlikely they will find an RSA provider who still has available slots.

The data that would help determine how widespread this problem is would perhaps be the number and quantity of RSA’s issued and the number and quantity of services delivered in the prior school year.

Non-Public School Recommendations and Placements

Non-Public School placements are generally said to be about 1.5% of the special education population, or somewhere around 2,000 pupils in NYC. Students in these programs are those who Committees on Special Education or Impartial Hearing Officers agreed require more specialized and intensive placements. With regard to NPS placements, the committee should know:

1) How many pupils are issued NPS approval through a “Nickerson” letter resulting from the district failing to meet deadlines or conform to due process requirements.

2) How many receive NPS recommendations from the CSE (in which the professionals agree with parents that the pupil cannot be properly served in a district program)

3) How many receive NPS as the result of an impartial hearing, but not for a “Nickerson” reason.

These three groups should be the total number of NPS pupils, and it would be useful to know the age or grade of the pupils – which are at the “turning 5” transition and which are following a year or more in a district special education program, CTT, or other placement.

Of these pupils, it would be useful to know what types of placements they have:

1) State approved non-public program (SED regulates these programs and approves changes in their enrollments)

2) “Interim emergency” list program (SED designates these programs)

3) “Carter” or non-approved private program

4) Continues to attend a “non-appropriate” district or other program in the absence of an appropriate one

5) Without placement and served at home

I believe that students without placement should be the primary concern of council members, but understanding how this array of placements affects the prospects of the most challenged of our disabled students is not possible without information about at least the number served in various settings.

In addition, the education committee would properly inquire about the number and cost of “non-approved” school placements, starting with the number of such pupils thought by the Dept. of Education to be attending, and the number and amount of settlements, as well as the percentage of tuition settled for.

I’ve been told that Carter placements shift the share of support to the city (over and above the costs of the settlement and hearing process) while state-approved NPS placements shift the share of expense to the state because the NPS pupils are deemed “excess cost” pupils in the reimbursement formula while Carter placements are not. City lobbying for NPS program creation or expansion might therefore be strategic. And Carter placements are not to be uniformly opposed either, as they are one of the few means of creating seats to addresses previously unmet needs. It is not a very equitable vehicle, but it does ultimately build capacity in a system not characterized by responsiveness to complex needs.

Augmentative Communication & Assistive Technology

Each of my non-verbal children has been evaluated and recommended to receive an augmentative communication device. These evaluations were requested in winter of 2005 and performed in April 2006. But the devices were not ordered until September 2006 and they have yet to be delivered. Why the delay? I have come to understand that orders for assistive tech are held until the new budget year. This seems like the type of problem that is solely about lack of fiscal forecasting and budget planning. Shedding a little sunlight on this area of special education operations might bring needed services to many children in a more timely way.

These three areas of operations represent specific opportunities to use data to better understand what is and is not working in special education, and are ripe for improving transparency, equity, or performance. All of this data should also be broken down by age, relevant geographic and available socio-economic categories.

Thank you for your attention and commitment to improving the quality of special education programs in New York City.

Lynn Decker
[address]

cc: Public Advocate Betsy Gotbaum
Councilmember Gerson

Guide to NYC Schools from Teachers College Press

2006-11-01T11:08:00.000-05:00

Released in April, this guide has gotten mixed reviews from our support group members. The listing of 33 schools is descriptive of each, but most are not right for our ASD kids and it is far from comprehensive. It does have listings beyond schools, though, and can be very useful for finding other professionals, like Neuropsychs and related service providers.

What it tells about the process for getting into schools is accurate, as far as it goes, but incomplete like the schools included and suffers a little from not having a point of view -- the process in NYC has plenty wrong with it from the perspective of transparency, and everything wrong from the perspective of equity.

If you do want a copy of your own, buy from Amazon through the link above and the support group will see a little revenue.

If your search needs to be comprehensive, better to look at the Resources for Children with Special Needs Directory, now available online at http://www.resourcesnycdatabase.org/ The database also has more detail on each entry, but only if you access it from a public library branch or another organization that subscribes to the database.

"Town Hall" and NYC Council Hearing on Special Education Reporting Bill

2006-09-14T23:09:00.000-04:00

Public Advocate Betsy Gotbaum and members of the City Council's Education Committee have prepared a charter amendment requiring reporting of the number of special education students, referred, evaluated, and placed, as well as the number of days between those events. All of us who have been frustrated getting information about the system within which our children are served are likely to cheer this measure.

And in a larger sense, it is exciting that local and state pols are taking a look at special education. Looking at the text of Intro 344, the City Council's Education Committee proposal, it seems they think the problem is accountability, the watchword of the season. Intro 344 does shine some sunlight on referral, evaluation, and placement, and on student outcomes to a slight degree. I do wish it addressed student outcomes and program quality more directly, but the disclosures it requires of the Dept. of Education will create positive incentives and information that can be used for further advocacy.

Text of Int. 344 can be read at: http://webdocs.nyccouncil.info/textfiles/Int%200344-2006.htm

On Monday 9/18 at the Adam Clayton Powell, Jr. State Office bldg. from 6:30 to 8:30 Public Advocate Betsy Gotbaum and Assemblyman Keith Wright will host an Education Town Hall that includes a panel of distiguished guests such as Council Members Jackson and Dickens, UFT President Randi Weingarten, and many others.

On Tuesday 9/19 at 10a.m. in Council Chambers at City Hall the Education Committee will hold a hearing on proposed Special Education legislation, Intro-344.

MONDAY, SEPTEMBER 18TH
6:30PM to 8:30PM
Adam Clayton Powell, Jr. State Office Bldg.
163 West 125th St
BY SUBWAY: A, B, C, D OR 2, 3 TO 125TH STREET STATION

Sponsored By: Public Advocate Betsy Gotbaum & Assemblyman Keith Wright

Featured Guests and Panel:
Manhattan Borough President Scott Stringer
Council Members Inez Dickens and Robert Jackson
Carmen Colon, Assc. of NYC Education Councils
Dawn Brooks-DeCosta, Harriet Tubman Learning Center
Tim Johnson, Chancellor's Parent Advisory Council
Dr. Danielle Moss Lee, Harlem Educational Activities Fund, Inc.
Matthew Lenaghan, Advocates for Children
Ellen McHugh, Parent to Parent of NYC
Randi Weingarten, UFT President
for more information visit www.pubadvocate.nyc.gov or call (212)669-7200

Share your questions, thoughts and experiences with our panel of elected officials and education advocates
PUBLIC ADVOCATE BETSY GOTBAUM AND COUNCILMEMBER ROBERT JACKSON, CHAIR OF THE COMMITTEE ON EDUCATION,
INVITE YOU TO THE:

CITY COUNCIL HEARING
ON SPECIAL EDUCATION SERVICES

TUESDAY, SEPTEMBER 19TH at 10 AM
(NOTE VENUE CHANGE from 250 Broadway)
COUNCIL CHAMBERS, CITY HALL

SUBWAY: R, W TO CITY HALL STATION; 2, 3 TO PARK PLACE STATION; 4, 5, 6
TO BROOKLYN BRIDGE/CITY HALL STATION; A, C TO CHAMBERS ST STATION

FOR MORE INFORMATION PLEASE CALL (212)669-3258

Int 344 - By the Public Advocate (Ms. Gotbaum) and Council Members Brewer, Clarke, Fidler, Koppell, Martinez, McMahon, Nelson and Recchia Jr. - A Local Law to amend the New York city charter, in relation to requiring the reporting of statistics relating to students receiving special education services.

September Meeting Report: RDI, Photography, a new school in Brooklyn

2006-09-14T23:07:00.000-04:00

Our guest this month was a new to town ABA therapist who does some interesting social and arts programming in the mix. Her name is Karen Rusten, and her blog is here. Karen has had some training in RDI, so we asked her to talk about that, because many people have had questions about it. And, we didn't know about the workshops on RDI coming up at the JCC, which are a good way to get a taste of it beyond the book but short of going to the weekend parent trainings.

Karen gave us some examples of kids she's worked with who gained skills with ABA, but did not have access to things like talking about their feelings. She considers it a helpful expansion or complement to ABA, not a competitor. But Karen really wanted to talk about her use of photography, both as a avenue of expression for our kids and means of finding out what our language impaired kids are finding interesting in the environment. She described working with an adolencent boy by allowing him to take photos and bringing the prints back to the next session and asking him to describe what he saw. This fostered more expanded and complex expressive language from him than usual, and she is interested in developing the method more systematically. Finally, she is a skilled photographer herself who is working on a portrait series of ASD kids.

We heard about a new ASD school planned for next fall in Brooklyn Heights, and may have a guest about that next month. It will be modeled on the NYCA Charter School.

Big recommendation on Susan Senator's book and blog at http://susansenator.com/blog/index.html

And a big recommendation for Mom-NOS, another blog by an ASD mom. She's at MoMNOS.blogspot.com

And one last plug, for a funky visual arts site that lets anybody at make an image that looks like a Jackson Pollock. I am using this to try to get my bigtime scribbler to enjoy "scribbling" on the screen, too. www.jacksonpollock.org

Seminars, Programs, and Conferences, Oh My!

2006-09-14T18:56:00.000-04:00

This week my inbox is overflowing with notices of fall seminars, programs, and workshops on ASD for the coming season. Without trying to compete with the wonderful Schaefer Autism Report, here are some things to consider for your calendar:

How to Write and Develop Social Stories™ with Carol Gray at the Parkside Institute

Thursday, October 19, 2006
5:00 p.m. to 7:30 p.m.
Speaker: Carol Gray is the President of The Gray Center for Social Learning and Understanding, a non-profit organization serving people with autism spectrum disorders (ASD). She is an internationally respected author and speaker with over 20 years experience as a teacher and consultant working on behalf of children and adults with ASD. In 1991, Ms. Gray developed Social Stories™ , a strategy used worldwide with children with ASD.
A Social Story™ is a process that shares accurate social information through a special writing style and format that is consistent with the learning characteristics of children and adults with ASD. This is an introductory presentation for anyone wanting to learn to write and develop a Social Story™ according to the new 10.0 defining criteria and guidelines, and provides an excellent review for anyone who may already be familiar with the approach.
Please send a check for $35 payable to The Parkside School, 48 West 74th Street, New York, NY 10023, ATTN: Christine Hayden to reserve your seat. Provide your name, address, phone and e-mail contact with payment. For questions, please call (212) 721-8888 x155 or email institute@parksideschool.org

Autism and Advocacy: A Conference of Witness and Hope

27 October 2006, 9 a.m. - 4:30 p.m.
Fordham University, McNally Amphitheater
140 West 62nd Street, New York City

Conference is free and open to the public. ~ Registration is required:
By email: jafisher@fordham.edu or by telephone: 718 817 0662
Autism Spectrum Disorder is a neurodevelopmental disability that has been the subject of extraordinary interest and controversy in recent years. Amid often heated debates over causation and treatment, the depth of commitment and service witnessed daily in the autism community merits celebration: our many challenges invite further reflection. This conference features the varieties of advocacy practiced with and by persons with autism, especially those forms of advocacy grounded in moral and religious traditions. The presentations offered at this event are intended to encourage additional reflection and discussion by members of the audience. We hope to promote greater engagement with autism advocacy as an integral component of work for social justice.
OPENING ADDRESS Timothy Shriver, Chairman, Special Olympics
SPEAKERS
Kristina Chew, Ph.D., Saint Peter's College
Salvatore C. Fererra, Ph.D., President, Xaverian High School, Brooklyn, NY
James T. Fisher, Ph.D., Fordham University
William C. Gaventa, M.Div. Elizabeth M. Boggs Center on Developmental Disabilities, UMDNJ-Robert Wood Johnson Medical School
Rabbi Dr. Geoffrey Haber, Temple Emmanu-el, Closter, NJ
Bruce Mills, Ph.D., Kalamazoo College
Mark Osteen, Ph.D., Loyola College in Maryland
Gloria Pearson-Vasey, Author, The Road Trip: Life with Autism
Kassiane Alexandra Sibley, Co-Author, Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum
Lance Strate, Ph.D., Fordham University
Mary Beth Walsh, Ph.D., Caldwell College
Morning Session: Advocacy and the Traditions
Speakers will share their experience in advocacy for persons with autism in liturgical and educational settings. While they represent various traditions and approaches, this work is grounded in theological convictions on the dignity of the human person and a "spirituality of presence" for autistic persons within communities of worship and learning. Moderator: Rev. Bill Gaventa, M.Div.Speakers: Rabbi Dr. Geoffrey Haber, Mary Beth Walsh, Ph.D., Salvatore C. Ferrera, Ph.D.

Afternoon Session: Advocacy & Self-Advocacy in the Formation of Persons and Community
A condition commonly associated with social isolation and withdrawal, the experience of autism has generated innovative forms of community-building through the gifts of advocacy and self-advocacy. Speakers will treat their work in collaborative service-learning settings; in literary partnerships and the "blogosphere;" in new models of residential community; and in pioneering models of self-advocacy. Moderator: Lance Strate, Ph.D.Speakers: Kristina Chew, Ph.D., Bruce Mills, Ph.D., Gloria Pearson-Vasey, Kassiane Alexandra Sibley

Jewish Community Center in Manhattan on First Signs, Special Needs Panels, RDI Expert, and More

JCC in Manhattan at 76th & Amsterdam has special needs recreation programs, babysitter referrals, support groups for special needs parents, sibling programs, Sunday programs, screenings of "Normal People Scare Me," and tons more. Take a look at jccmanhattan.org

SPECIAL EVENT: Could It Be Autism: A Guide for Parents by Nancy D. Wiseman
Nancy Wiseman will be speaking of her findings and presenting the concepts in her book, Could It Be Autism, which draws on her own stories and the latest research to help parents detect autism and find solutions. Her book serves as a tool to determine whether a child has difficulties that demand immediate attention. Wiseman helps navigate through treatments with physicians and experts, and offers much inspiring hope. Wiseman, founder and president of the acclaimed organization First Signs Inc., has been interviewed by many of the leading news sources as one of the leading experts on early detection of autism.
Thu, Feb 16, 7 pm, $12/$18
Second Annual Special Needs Panels
Section 1: Navigating Special Education Services for Your Child
Thu, Sep 28
7:00 PM - 9:00 PM, $20/$25
Join our distinguished panel to discuss the issues and options available to help you become the best advocate for your child and family as you negotiate the systems of the special needs world. Our panelists will address different types of interventions and related services, differences in school environments—both public and private— and the ways to access funding. Panelists include Dr. Marilyn Agin, Gary Mayerson, Esq., Dr. CeCe McCarton, Dr. David Salsberg and Dr. Davida Sherwood. Moderated by Vanessa Markowitz, Esq.

Section 2: Sibling Relationships: When One is Different
Thu, Dec 7
7:00 PM - 9:00 PM, FREE
This panel discussion with adult siblings who grew up in families with a developmentally challenged child will focus on the impact, feelings and experiences that contributed to shaping their lives and will be a valuable resource for gaining insight into how to support the non-disabled family members.

An Introduction to Relationship Development Intervention - RDI
This workshop will introduce Relationship Development Intervention, RDI®. This approach to intervention, developed by Dr. Steven Gutstein, is for children who have Autistic Spectrum Disorders. It confronts the core deficit of autism, i.e., the establishment of a dynamic system of information processing. This approach helps children develop relationships with other people by enhancing emotion, sharing, social referencing, social coordination, declarative language, flexible thinking, relational information processing, foresight and hindsight. RDI is both developmentally based and systematic in presentation. Presented by Dr. Nancy Schwartz, certified RDI consultant. For parents and professionals.
Fri, Oct 27
9:30 AM - 1:30 PM
$100.00 - Member, $125.00 - Non-Member
Location: The JCC in Manhattan, 334 Amsterdam Ave. at 76th St. (Program room assignments will be available at the JCC Customer Service Desk, in the lobby of the Samuel Priest Rose Building.)
For more information, or to register, please call 646-505-5708.

Sinergia Metropolitan Parent Center Fall 2006 Education Advocacy Series

The Rights of Parents
The Special Education Process
Early Intervention
Advice and Strategies for Parents

Tuesdays and Thursdays from 10 to 1 PM, October 3, 5, 10, 12, 17,& 19
134 West 29th Street, 4th Floor

Refreshments will be served, Simultaneous Spanish translation available upon request

Register by phone or e-mail: Contact Godfrey Rivera
grivera@sineragiany.org
212-643-2840, ext 320

Ackerman Center for Families Offers Series for Parents of Young Children With Special Needs

Wednesdays, October 25; November 1, 8, 15; 9:30-11 AM

Facilitator: Judy Grossman, DrPH, OTR, FAOTA, is the Associate Director of Ackerman's Center for the Developing Child and Family, an occupational therapy and public health educator, and a consultant to community agencies. She has conducted early intervention and special education policy studies, held a number of academic appointments, (NYU, SUNY-Downstate Medical Center, Yale School of Medicine) and published an presented in the areas of family resilience, parenting, mental health consultation and best practices in special education. Her private practice in family therapy is located in NYC and Westport, CT.

Fee: $200.00

This discussion group is being offered to help parents cope with personal and family stress associated with having a child with special needs. The purpose it to share the experience with other families, increase social support, expand health coping strategies, and promote satisfying co-parenting relationships and sense of competence in the parental role. Some of the topics will include:
Perceptions and reactions to the child's disability
Impact on the marital relationship, siblings, other family members and daily routines
Impact on your role as parents
Thinking about the future

To register or for more information, contact Brenda Nerenberg, 212-879-4900, ext 108 or e-mail bnerenberg@ackerman.org

Eden II Programs/KeySpan Foundation Autism Workshop Series and Kickoff Celebration

KeySpan Foundation, in conjunction with The Eden II Programs, is proud to offer a series of free workshops designed to educate on topics related to autism spectrum disorders.

Please join Bob Keller, Executive Director, KeySpan Foundation and Joanne Gerenser, Executive Director, Eden II Programs to celebrate as we kickoff this Autism Workshop Series.

When: October 4, 2006

Where: The Vanderbilt at South Beach
300 Father Capodanno Blvd.
Staten Island, NY 10305

Time: 6:00 p.m. - 7:30 p.m. – Presentation by Dr. Joanne Gerenser
“Autism Intervention and Best Outcomes: What Does the Research Tell Us?”
7:30 p.m.- 9:00 p.m. – Cocktail Party

Space is limited. For more information or to RSVP, please contact Marissa Bennett at 516.937.1397 X217 or by email, mbennett@eden2.org

[Note: Workshops are free but may be in a different location.]

10/19/06 — Overview of Autism
11/16/06 — Introduction to Discrete Trial Instruction
12/4/06 — Promoting Speech and Language
1/12/07 — Overview of Autism and ABA
2/16/07 — Managing Challenging Behavior
3/12/07 — Beyond Discrete Trial Instruction
4/16/07 — Managing Challenging Behavior
5/10/07 — ABA in Less Restrictive Settings
6/1/07 — Overview of Autism and ABA
7/19/07 — Utilizing Video and Computer Technology in Autism Education

Workshop Series funded by KeySpan Foundation

Special Camp Fair on Saturday, Jan. 27, 2007

Parents and caregivers of children and teens with disabilities can plan ahead for summer with the wealth of information offered at the 22nd annual free Special Camp Fair on Saturday, January 27, 2007 from 11 AM to 3 PM. at the Church of St. Paul the Apostle, 405 W. 59th Street NYC (Entrance to Fair on Columbus Ave. near W. 60th St.) . The Fair is presented by Resources for Children with Special Needs, Inc., (212) 677-4650.
Representatives from 70 New York City day camps and sleepaway camps in the northeast will be on hand to help parents and professionals plan productive summer experiences for children with disabilities. The Fair will also feature information on travel programs, remedial education programs, volunteer and job opportunities and early childhood programs. Spanish and sign language interpreters will be available.
Visitors to the Fair will receive a free copy of the Camps 2007 Guide. The Camps 2007 Guide (publication date January 2007) is also available by sending a check for $25 plus $8.00 postage and handling to Resources for Children with Special Needs, Inc., Dept. PR1, 116 E. 16th St., 5th Floor, New York, NY 10003.

NY State Regents on Aversives

2006-09-14T15:02:00.000-04:00

You may have seen news items on the proposed use of aversive stimuli policy being considered by the New York State Board of Regents, which have mainly followed one of two hysterical themes:

1) concerned parent of high management needs student who has only been safe to himself and others when schooled at the Judge Rotenberg School in Massachusetts, where some students are subject to electric shocks and other harsh aversives, doesn't know where else to send their child if new aversives policy is not made permanent
OR
2) Regents' new policy will allow all special education students statewide to be subject to aversives including strangling, electric shocks, and confinement in windowless rooms without review

Concern about the new policy has led to the Regent's deferring a final decision on the policy at their September meeting, but extending the emergency regulation so that Rotenberg students can stay where they are. Meanwhile, a federal judge struck down the regulations' application to the Rotenberg Center at the request of a group of NY parents of students there.

So what is a calm but concerned parent of a special education student to think?

You could read the entire proposed regulation, availalable at http://www.vesid.nysed.gov/specialed/behavioral/requirements606.htm

When I did, I came away thinking there was so much review of the procedures by state ed -- called by the acronym VESID in much of this debate -- of the procedures to be used for each child, that the necessity of such measures would be required to be shown by the proposing school officials, and that permission was likely to granted only when less restrictive alternatives had been exhausted.

But disability advocates insist that this will not be the case, and that regulations that require student level review by VESID in a range of other subject areas are regularly granted on a rubber-stamp or blanket basis.

Here's a summary of what the New York Civil Liberties Union has to say about their efforts to block the regulation:
http://www.nyclu.org/nysed_specialed_behaviour_rules_pr_081406.html

And their testimony to the Regents regarding the regulation gives a good summary of the legal arguments they would use if the regulation was made final:
http://www.nyclu.org/nysed_specialed_behaviour_rules_tstmny_081406.html

Elsewhere on this blog you'll find a collection of resources on Positive Behavioral Intervention and Supports (PBIS), an approach that as a spectrum parent I wholehartedly support and try to implement in my own home. On the other hand, I am also a parent who walks her 8-year-old with a leash, a measure made necessary by his history of running into busy streets. It gets me funny looks, but I continue to have a little boy instead of a road pizza -- my experience tells me this is a necessary tactic, even as we continue to work on his compliance and safety awareness so that it may someday not be needed.

And my concern is compounded by the fact that our school does use manual restraints to correct that child's flopping on the floor and eloping from the classroom. But before they implemented a well-documented protocol to limit his freedom of movement and stand him up from the floor, they reviewed it in detail with my husband and me. If restrained, he has the opportunity for freedom every 30 seconds, and he is never left unattended in a time out because the condition for ending it is that he is quiet. In short, they follow principles laid out in the regulation if it were ideally carried out. They tried and found wanting less restrictive responses, and they trained all staff and briefed parents, obtaining consent, before implementing. (All this happened before the regulation, and I'm frankly not clear how they will handle it differently in the future.)

Now I realize this very happy situation is only possible because his school has an appropriate staffing ratio to deal with behaviors such as his, and other schools, including others we have attended, are very unlikely to be able to meet such a standard of program excellence and professional ethics.

So I find myself wanting to embrace the NYCLU position because it will make schools everywhere actually employ PBIS, as my son's does, which is precisely why they use manual restraints in limited ways with strict review procedures. I see this as just like me and my leash, which keeps my boy alive while I work actively on building his skills so as not to need it. But, I do want programs that serve my kid to have access to aversives (with reviews and limits such as those in the regulation) when less restrictive measures fail, which they sometimes do in spite of everyone's best efforts.

I think this is what happens when we are stuck between the world we want to have, that policy makers to often speak as if we do have, and the one in which everyone except the lucky few in fact lives.

March & April Events

2006-02-11T14:00:00.000-05:00

Some upcoming conferences & events:

• Manhattan DD Legislative Breakfast

Our next meeting is March 8th, but put the Manhattan Developmental Disabilities Council's Legislative Breakfast the next day March 9th from 8 to 10AM, on your calendar if you are ready to think about political advocacy for our kids and the agencies that provide services to help them. The location is one floor up from the Cafe, so it'll be easy to find.

• Working Together ABA Conference at the New York Academy of Medicine, March 30 and 31

This conference is co-sponsored by some of the strongest ABA school programs in the tri-state area: Alpine Learning Group, Eden II Programs, Nassau-Suffolk Services for Autism, and the Connecticut Child Development Center. Sessions will be of interest to ABA professionals, who can get Continuing Education Units required for maintaining their certifications, and for parents interested in a better grasp of behavioral methods. The program for this conference is not available online, but I'll send you a .pdf if you write me at lynn_decker at mac.com

• DAN! Conference, April 7 to 10 in Washington DC

THE conference on alternative health approaches for Autism Spectrum kids is within driving distance of NYC. I've been to two DAN! Conferences, and though we still do not implement everything on the DAN menu of methods, I always find the conference inspiring, initially overwhelming, but usually a very helpful exercise in refocusing our nutritional and biomedical efforts.

February Meeting: Child Care

2006-02-10T20:49:00.000-05:00

Our topic this month was child care and, happily, nobody had reports of any true disasters with our kids. The discussion did not include any bombshells, but did confirm some of the following wisdom, with a few additions I tracked down when I got home:

• $12/hour is the market rate for babysitting our kids, which is about 2x the federal minimum wage (not everyone gave this exact answer, but the voices in stereo were good evidence of an equilibrium)

• ABA instruction ranges from $40 to $130 an hour, which makes it unrealistic to use behavioral therapists for child care.

• To find Board Certified Behavior Analysts, go to www.bacb.com This directory does not say anything about the availability or rates of the people listed, and many names I recognized do already have
full time gigs, but it is a place to start. Also you can check whether a person really has a BCBA if they say they do.

• People who already know your child or similar children are generally worth chasing after, and that means people who work in the programs that serve the kids. School, recreation programs, and other families are the avenues through which you will find people.

• Craigslist is an inexpensive way to find people, but "you get what you pay for" in terms of selection. One person who used it got a sitter who left an expensive stroller on the sidewalk.

• Classroom assistant teachers in school age programs are more affordable than "behavioral" instructors, and preschool assistant teachers often do not have a college degree, so may accept rates closer to the $12 average, but are interested in working with special needs kids.

• Students in education programs, and particularly special education programs, may be interested in gaining experience. One of our members has had success posting at NYU's Education School. Pace and Hunter College also have special ed programs, and Columbia, Brooklyn College, and Rutgers have programs specific to training behaviorists.

• Sitters who have already worked with an ASD kid are likely to have picked up a great deal from home programmers and therapists, so it is always wise to announce your needs to your special needs parent friends who just may be willing to share somebody they used to hire before a kid started school, etc., etc.

Also, a few little pieces of organizational business:

I am working to find a location for us that will be more private and
suitable for hosting guest speakers and presentations by members.
One that looks promising is the new Houston Street Community Center
operated by University Settlement -- in the new apartment building at
Bowery & Houston. But, if we go there we may need to ask for
contributions to offset the (very modest) cost of the space. If you
find that deeply offensive, or if you know a group that might give a
grant to cover that expense, let me know.

And I have listed the group on the Schafer Autism Newsletter resource
list, and the Autism Speaks Expert Directory, so we may start to see
even more faces. The group is included in the resources section of a new pamphlet from Advocates for Children, which you can download at
www.advocatesforchildren.org/pubs/2005/autism2005.pdf
Advocates for Children also has guides on topics like impartial
hearings and special needs preschools in NYC, at www.advocatesforchildren.org/guides.php

December Meeting Highlights

2005-12-30T22:40:00.000-05:00

Positive reports were given for Children's Aid Society's Wagon Road Camp for summer day programs and holiday weekend sleep-away respite. AHRC's school holiday day camps also get a good review from Jill.

QSAC's Saturday Recreation program in Hollis, Queens serves kids from Queens, Brooklyn, and Manhattan and gets a good report from me. AMAC's Saturday Recreation was a disappointment to our household when they told us they could not safely manage our kids, but others have found it fine. AMAC also runs an afterschool program that actually picks up kids from a few D75 schools and busses them home later in the afternoon.

Special Needs horseback riding with Denise Colon at DreamCatchers (dcriders.org) therapeutic riding gets a good report, also from me, and we hear that there is a program at Jamaica Bay too. None have been there, but have heard good things. Website is seasideriding.com

For swimming, some have had good experience with special needs instruction at Asphalt Green, and SNACK now has a swim program that is held at St. Bart's in midtown. Details at snacknyc.com

Next month is the always useful special camp fair held by Resources for Children with Special Needs. Admission is free and you get a copy of the updated camp directory. Details follow.

Resources also has a thick catalog on afterschool and recreation programs serving a wide array of disabilities & ages. Website is resourcesnyc.org

SPECIAL CAMP FAIR 2006
FREE ADMISSION

Saturday January 28, 2006
11:00AM TO 3:00PM

at the
Church of St. Paul the Apostle
405 West 59th Street
Manhattan

Entrance to Fair on Columbus Avenue near West 60th Street

October Meeting Report: Turning 5

2005-11-06T18:35:00.000-05:00

B&N at Union Square turned out to be a pretty good place to meet -- accessible to many even on this lousy wet day. The cafe did not get busy until about 11:30. So it looks like we'll be there in December and for a while to come.

Our schools conversation focused on managing the "Turning 5" process, where one leaves the Committee on Preschool Special Education system and graduates to the plain 'ol Committee on Special Education.

The Context of this Transition
The majority of school-aged special education program seats are operated by the NYC Department of Education, while most preschool seats are operated by not-for-profit organizations under contract to the NYC Department of Education. This is in some ways a subtle difference, but the switch from the DoE being only the payor, to the payor and the provider, makes a world of difference in their approach to your child as a client of the system.

For a autism spectrum child, this transition, like all transitions, will be frustrating because it means change -- except in rare instances, you will probably be saying goodbye to teachers, therapists, and other trusted professionals for reasons that are not rooted in your child's development and needs. Occasionally, you will have therapists who can and do accept reimbursement with both the CPSE and CSE. Ask your current providers if they will be able to continue with you in the school age system -- not all can but those who can are often worth trying to keep to maintain continuity for your child.

Public or Private?
This advice assumes that you plan to seek a non-public school placement for your child who is approaching school age. Some members of our group have been happy with placements in city operated programs for children on the spectrum. For kids who are lower functioning, these placements are typically District 75 segregated special education programs, usually 6:1:1 classes with children classified autistic. Higher functioning kids who have good receptive language and at least some expressive language can consider Collaborative Team Teaching (CTT) classes that have up to 10 kids with an IEP and up to 15 general eduction kids in your neighborhood school or nearby Community School District operated school. You should try to visit at least one of these programs so that you will have a point of comparison for your preferred placement. These two are not the only options within the Dept. of Education, but they are the most common I've seen.

Through this year, you will be doing one dance with the school or schools you want your child to attend, and another parallel dance with the Department of Education. In simplest terms, you want to pursuade a program that it wants to serve your child, and pursuade the DoE that it cannot properly serve your child in programs that it operates.

An alternative to this second dance, which is relevant to only some schools, is to simply place your child in the school and basically sue the school district to fund it after the fact. This is called a "Carter proceeding". This route really requires that you retain an education attorney, and your settlement with the DoE, if you prevail, is a percentage of the actual tuition, paid as much as a year after the fact. Your proceeding will be heard by a hearing officer who is like an administrative law judge, and should you pursue this you will want to build a record of your child's needs and settings or practices that have been unsuitable, ineffective, or incompetently administered. This is a stressful and contentious route, and it is more difficult to do out of the gate than after your child has been in a placement that has been a failure.

And finally, for a few schools, you can place your child in the program, pay the tuition, and forget about the school district dance. Each family that does this is a little defeat for the principle of a "free and appropriate public education" for children with disabilities, but your child is not a principle and needn't be sacrificed to one if you can afford the truly staggering retail price of a specialty private school -- because of the lower staffing ratios, think Dalton tuition + $10,000 at a minimum. Schools in these categories do not generally have scholarships. Most families who go this way eventually seek a settlement with the school district, and it is worthwhile take the time to build the record over which this negotiation will take place.

Evaluations
In early fall of your child's last preschool year, begin to schedule visits with candidate schools, and schedule a private psych evaluation with a developmental pediatrician. Your evaluation cannot be more than a year old at the time of your IEP meeting, but you want it in time to provide to schools so they can judge whether they match your child. December/January is about ideal for this.

Select Private and Non-Public Schools
Schools for kids on the spectrum can be usefully thought of in several categories:

• Behavior analytic/discrete trials methods (ABA): NYCA Charter School, NYCLI, Eden II, Hawthorne Country Day School Manhattan Annex, AMAC, QSAC, The McCarton School

• Developmental or Social Cognition Curriculum: Learning Spring, Aaron School, Rebecca School, PS 32 Model School, The Child School

• Learning Disabilities schools that often say they don't serve spectrum kids, but certainly have some in the school population: Parkside, Gillen Brewer, Gateway, Churchill

• Inclusion placement with supports: This can be the CTT model described above, or general education placement with related services. This can even be regular private school, with publicly funded related services or counseling.

School Visits and Interviews
Visit several schools in the category you think your child is in, plus one in the next less restrictive category for comparison. Generally, behavioral is most restrictive, developmental next, LD, then inclusion. Each school will have slight variations in their intake/application process. Fill out their forms, get them prior evaluations and progress reports from your current program, etc. If your child's reports pursuade the school that he or she may be appropriate, they will often schedule an observation or visit, and they will generally tell you that your child is "appropriate" for their program or not. This is not an acceptance, as they may have dozens of kids who are "appropriate" and it is in their interest to do so. If they have just a few spots, they are likely to take the first kids who were appropriate whose school districts call them asking for a Pupil Acceptance Letter (PAL).

Labels to know for the IEP and Placement
In addition, find out what disability classifications each school can or does serve. In preschool, your child was "a preschooler with a disability", at school age you have to pick a label, and that label does not really matter other than it has to align with the child's placement. There are thirteen of these categories under the Individuals with Disabilities Act, including: Autism, Deaf/Blind, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury & Visual Impairment.

Several of these are obviously not appropriate for autism spectrum kids, but a surprising number of them actually get used. In general, an autism classification is needed for the lowest staff ratio placements, but OHI, SLD, Speech/Language, and even ED can be used. Once you know what classifications are accepted by the programs you think are appropriate, you can steer your evaluations appropriately. At the same time, share your perceptions about programs with your evaluator to see if they share your judgments.

Footnote: A caution on the ED classification -- in New York City and perhaps elsewhere, the ED classification is often given to kids who have mental health rather than developmental issues, or who exhibit aggression that they may have learned at home or in the community. Unless an ED program is exceptionally good, it will be a ideal place for an autistic child to be victimized.

Dept. of Education's Turning 5 Process
In late fall, the Department of Education will schedule "turning 5" open houses in each borough explaining their procedures and timeline. Attend one of these meetings or get a report about what was said. You may find out who the "turning 5" coordinator in your DoE region is, and this will be an important contact.

Generally, the turning 5 specialist from the region will contact you or your child's school to start the transition, usually starting with a general survey, and perhaps scheduling a visit by an education evaluator to your child's program. Respond to them promptly and completely.

You may be invited to bring your child to the Regional office for an appointment with the school psychologist or psychiatrist. This is often a frustrating waste of time, but it must be done. It is rare that this person and setting elicit a good performance from your child, since there will likely be no attractive materials or activities, and the professional will talk from behind their desk. In some sense, the worse your child performs on this occasion, the better for your non-public school argument. At about the same time, your child's related service providers will be asked to prepare progress reports or evaluations for the IEP meeting, or rarely, you may be asked to bring your child to evaluators for each type of related service (PT, OT, Speech).

Transition and Related Services
Related services such as speech, occupational, and physical therapy are now provided in 30 minute increments rather than 60. Often, this means the same number of units of a therapy are approved, which is now half as much. If a particular type of therapy is essential for your child, make sure your evaluations capture this. Obviously, a trip across town for a 30 minute session with a therapist is less attractive to you and the therapist, and your child will not suddenly get twice as much benefit from a session. In the school age system, the assumption is no travel time because most related services will be delivered in school. At this stage, you will only be discussing the number of units of each type of service. Once you have a settled placement, you can begin worrying about the actual provision of the services, which vary greatly among schools.

Waiting, Waiting, & Wondering
In February and March, your parent peers who are applying to private schools will be hearing about acceptances and rejections. Your child's IEP meeting will likely not take place until April at the earliest, and perhaps as late as mid June. In April, your neighborhood school will probably announce Kindergarten signup day. If your child may be appropriate for CTT Kindergarten, go to this sign up. If not, avoid this neighborhood ritual if at all possible, as it is likely to make you unaccountably sad or angry.

Spring of this year will therefore be an incredibly tense time for you -- find a designated person to gripe to, step up your anxiety medication, or whatever else is necessary. Try hard to not take this out on the school or school district staff you must deal with, as you do need these people to deal fairly with your child.

The IEP Meeting
Because there is a shortfall of seats compared to the number of kids seeking them in all the categories discussed above, you want your IEP meeting earlier rather than later. Complete all requested paperwork and cultivate the personnel so that you can ask for an earlier date.

Unlike the preschool system, where your meetings with a CPSE administrator were attended by you, a school or program representative, and perhaps a "parent member", school age IEP meetings have a committee that must include a social worker, general education teacher, education evaluator, school psychologist, & parent member. You may be literally outnumbered, and It is easy to feel outgunned in this context, so you will want to bring your own team. It's obviously good for both parents to come, along with staff from your child's preschool program and whatever kind of parent advocate you might be using.

Your objective in the IEP meeting is to get the committee's approval of "non-public school" placement for your child. In DoE language, you want a P-1 letter. If you have already visited a D75 or CTT class, you can more easily argue against these placements in this meeting. Committees will usually say that they can't talk about placement, just program type or characteristics such as ratio or curriculum, so position your arguments accordingly on class size and program features. Your second goal is get the disability classification that aligns with the program you want. Bring your evaluations, which members of the committee may or may not have read or even received. Bring a large photo of your child, as the educational evaluator who probably did an observation, and the school psychologist are likely the only ones who have even a face to put with your child's name.

IEP Committees have been known to issue "NPS" recommendations (P-1 letters), and if they do you want to be on the phone with your desired program right away to get their Pupil Acceptance Letter. Let their program administrator know the date and time of your IEP meeting so they can be available if you get this outcome.

If Your Request is Not Approved
Often, the committee will not agree or will say they are not authorized to offer a P-1 letter, and will refer you for placement in a DoE program. Now you need to do two things: request an impartial hearing, and visit the recommended program. Find out who the Placement Officer is for your region, and follow up to see when a placement recommendation will be issued. When it is, visit the school and record the ways the program will not meet your child's needs. Take care not to antagonize the recommended program's staff, as you may end up there for a time.

If you are going to request an impartial hearing, sign only the attendance sheet for the IEP meeting and follow up with a letter requesting an impartial hearing addressed to the CSE Chair for your region. What to do from here is really the subject of another posting, and as I've never traveled that territory I'll leave it to another source.

Representation and Resources
If you are in the impartial hearing trajectory, you will want to retain an education advocate or attorney. The most well known of these attorneys in the NY area is Gary Mayerson, whose book How to Compromise with Your School District without Compromising Your Child contains excellent strategic advice and will probably save valuable time no matter what advocate you select. The following are the most well known education attorneys in NYC, with contact info found on superpages.com

Gary Mayerson & Associates
330 West 38th Street #600
New York, New York 10018
(212)265-7200

Regina Skyer
Skyer & Most Attorneys
276 5th Avenue Rm 306
New York, NY 10001
(212) 532-9736

Neal Rosenberg
Rosenberg Neal Attorney
9 Murray Street, Front
New York, NY 10007
(212) 732-9450

Michele Kule-Korgood
Kule-Korgood Michele Law Offices Of
9820 Metropolitan Avenue # 2
Forest Hills, NY 11375
(718) 261-0181

If you are unable to retain private counsel, you can get some assistance and referral to not-for-profit advocates from Advocates for Children of New York at www.advocatesforchildren.org

An excellent general & nationwide site on special education law issues is www.wrightslaw.com

Grace Foundation 3rd Annual Conference

2005-11-01T14:55:00.000-05:00

THE GRACE FOUNDATION
THIRD ANNUAL CONFERENCE
NOVEMBER 18th and 19th
Hilton Garden Inn, Staten Island

www.graceofny.org for printable registration form

We are pleased to announce that the GRACE Foundation's Third Annual Conference "Living, Understanding and Learning about Autism" has secured our guest speakers, Jerry Newport (an Advocate with Asperger's Sydrome) and also the Author of "Your Life is Not a Label"; and Eustacia Cutler (mother of Temple Grandin,PhD) author of "A Thorn in My Pocket".

Other speakers include Barbara Bloomfield, M.A.,CCC-SLP, presenting on Visual Supports and Structured Teaching Strategies to Assist with Core Challenges of Autism Spectrum Disorders.
Additional topics to be discussed include: Relationship Development Intervention (RDI); Sleeping Issues; Assessments; Language: Siblings: Motivational Methods; Sensory Integration; and Behaviors.
The combination of excellent speakers and interesting topics will demonstrate this Conference to be very interesting. SAVE the Dates November 18th and 19th.
For further information, call the GRACE office (718) 605-7500.

Spectrum Artists Symposium at Cooper Union

2005-10-04T15:27:00.000-04:00

Pure Visionaries: Artists on the Spectrum
Exhibition and symposium

Pure Visionaries is a celebration of the cultural achievements of people on the autism spectrum. This historic event will feature a symposium along with an internationally curated exhibition of artwork created by emerging and established contemporary artists who have autism. The symposium will feature several speakers on the subject of autism, including scientist and writer Dr. Temple Grandin. Temple’s mother Eustacia Cutler will discuss her long awaited memoir Thorn in My Pocket. In addition, Clara Park the acclaimed writer of Exiting Nirvana: A Daughters Life with Autism, and internationally renowned artist Jessica Park will be speaking at the symposium.

For more information and registration please contact Pamala Rogers at 212-366-4263 or e-mail: purevisionarts@aol.com

Reception:
Thursday, November 3, 6–8pm
The Great Hall Gallery
7 East 7th Street at Third Avenue

Exhibition: Free
Thursday, November 3–Wednesday, November 23
The Great Hall Gallery
7 East 7th Street at Third Avenue
Hours: Monday–Friday, 11am–7pm, Saturday, 11am–5pm, closed Sunday

Symposium:
Friday, November 4, 9am–3:30pm
The Great Hall
7 East 7th Street at Third Avenue

September Meeting Report

2005-09-14T23:04:00.000-04:00

Our longtime meeting place, Tribakery, is closed for renovations for several months and may not be suitable for us when it re-opens. So September's meeting brought 6 of us to Lynn's house around the corner. Welcome to Etta, who came for the first time.

We need to find a new meeting location at least until spring, and possibly beyond. Proximity to lots of different transit options, quiet enough for conversation, and flexibility for seating a group that fluctuates between 5 and 20 people are our criteria. Please contact Lynn with nominations.

Many of us have started new schools this month, and we talked quite a bit about the transitions to these new arrangements, including lots about the often anxious topic of busing, plus respite, afterschool, camps and school holiday programs. The consensus of those present, and of all who replied via e-mail, was to extend an invitation to Dr. Hamerman of the Lamm Institute to address us, and that will tentatively be in November.

There is a new school opening fall 2006, with the same Executive Director as the Aaron School, Michael Koffler. It will offer a Greenspan/DIR approach, and Stanley Greenspan is on the advisory board. If your spectrum kid does not require behavioral instruction, this may be worth looking into. Applications are being accepted starting Fall 2005 (now), request a brochure or application at www.rebeccaschool.org. The planned school size is an impressive 200, serving kids 4 to 14. No indication whether it is a "state approved non-public", charter, or "Carter proceeding" school, but probably safe to assume it is similar to Aaron.

Our topic for October is Schools. Please come prepared to describe your school, others you have visited, etc.

Hurricane Help: Major autism organizations are delivering ASD family focused relief through the site www.autismcares.org. For a comprehensive list of disability and prematurity targeted gulf coast contacts, see http://members.tripod.com/jeffslife/KATRINA.HTM.

When you can think for a moment about the very real possibility of a hurricane in New York City, check your home's evacuation zone at http://www.nyc.gov/hurricane. This site lets you see the areas predicted to be affected by storm surge for varying classes of storms, plus details on evacuation routes.

Beyond that, there's the issue of what else needs to be in the ditch bag of a family with an ASD child. This would include prescriptions, copies of the IEP and evaluations, GFCF snacks, and more.

In spite of the Bush Administration's overall hostility to the ADA and IDEA, the Department of Homeland Security has a reasonable page on Emergency Preparedness and Disabilities at http://www.dhs.gov/DisabilityPreparedness.html. It covers practical preparedness for families with a disabled member, plus suggestions on dealing with the social and emotional fallout from disaster with developmentally disabled kids.

NYC4A Open House Report

2005-05-19T16:31:00.000-04:00

I promised an account of the open house for the NYCA charter school, and here it is. I did not ask staff from the charter school to fact check this report, so any errors are my own.

There were about fifty people at Tuesday's open house for the new autism charter school, so my plan to nag about outreach seemed less important and I took a pass on being argumentative. If half that many came in the evening, I think there will be a healthy pool of applications.

Their presentation involved a discussion of how the NYCACS came into being, by Ilene Lanier, who is the board president, followed by a discussion of educational methods and tactics by Caroline Ryan, the education director, who has/is a BCBA. The executive director, who is not an educator but rather an administrator and probably fundraiser (at least as far as I could tell) spoke about the admissions process. I did not catch his name.

The program will be straight ABA -- not verbal behavior, social stories, or other common methods. Related services will not be provided in school, and there will not be a sensory gym, OT room, or pull-out speech. Speech and OT activities may be part of a student's discrete trials program, or group activities. Families may seek RSA's for such services and obtain them outside school hours. School support for such RSA's with the CSE was somewhat vague though -- they will not oppose them, but seeking them will be based on speech, OT, or PT evals, and the school will have none of those types of professionals on staff. Any home ABA programmers that families use are welcome to attend team meetings for coordination of home and school programs.

Ultimately, they hope to run a school that will serve ages 5-21. But charters are issued for a period of 5 years, and in each classroom, at least in special education, it is possible to have an age range of up to 4 years. Thus the age range at for current admissions is 5-9 and the age served under the charter is 5-14 (or 9 + 5). In five years when the charter is up for renewal they will be seeking to serve 5-19, etc.

They discussed 4 levels on which there will be accountability in the program: their internal standards for staff performance, family feedback, independent consultation, and NY City and State government regulations. Students who are appropriate for the program will be eligible for the alternate assessment rather than standardized testing. What the criteria will be for charter renewal remained a little unclear to me, but I suspect it will involve showing student progress within the alternate assessment framework.

This year they will open school year with 4 students, and add eight more, one about every 5 weeks throughout the year. In year two they will add eight more for a total of 20, and in year 3 eight more for a total of 28. Not clear whether the year 2 and 3 admissions will be for September or rolling.

Location will be in a public elementary school somewhere in Manhattan. If anybody knows a public elementary school with room to spare this year and more space to give up in year 2 and 3, I'd like to hear about it. In any case, they can or will not identify the host school at this time.

Student selection for this year will be from the applications received by June 1, and qualifying applications require a medical diagnosis of autism or PDD-NOS, and an IEP with a placement or recommendation for segregated setting. A student who is now in an inclusion setting or has been recommended for one is not likely to be a candidate for this program. There will be sibling preference, as this is required for all charter schools. How exactly that will fit in the lottery framework was not detailed.

The ratings on the student profile will be used to rate qualified applicants as 1 (severe), 2 (severe - moderate) and 3 (moderate). A student with an overall rating of 4 is probably not an appropriate candidate for the program. That student profile will not be used for any instructional purposes -- it is meant only to divide the applicant pool into three subgroups so that the student body will have a range of functional levels and at least some peers for each student. So the odds of being selected will vary depending on the number of applicants in each sub-pool.

Precisely how the first 4 seats will be distributed among the three sub-pools was not clear to me, but a total of 4 will be chosen from each of the three sub-pools, and every qualified applicant (see criteria above) will get a notification of their lottery number by mail, sometime after July 1. Those with numbers 5 to 12 will also get an estimated date of admission. Those above the first 12 will be on a waiting list through the year. All those on the waiting list will need to re-apply for the following year.

Oddly, the application documents don't seem to be downloadable from the website anymore. Not cool. If you still need one, call them at 212-759-3775. Applications for the school lottery are currently being accepted and must be received by Wednesday, June 1, 2005 at the office of The New York Center for Autism Charter School, 214 E. 52nd Street, Third Floor, New York, New York 10022-6207.

Website is www.nyc4a.org

Environment & Disability Nexus

2005-05-10T17:04:00.000-04:00

Keep an eye out for news coverage of this event. This is a conversation that is long overdue, and the proper basis for what I think might be some powerful alliances between environmentalists and disability advocates. One nitpick is that I'd like to see a greater emphasis on the iatrogenic (meaning introduced by medical care) component of environmental exposures, of which thimerosal is the biggest.

But I applaud this effort and am looking forward to more in the same vein.

Press release of Environmental Media Services follows
___________________________
The Relationship Between Chemical Exposures and Incidence
Of Learning and Other Developmental Disabilities

Sponsored by
Senators Lautenberg, Clinton, DeWine, Jeffords, Kennedy, Kerry & Snowe

Groups Call for a Fully Funded National Children’s Study and
Chemical Regulation Policies That Better Protect Children

Washington, DC – Learning and developmental disabilities are estimated to affect one in six children in the U.S. under the age of 18, and scientists report that the rates appear to be increasing. The National Academies of Science estimates that 25 percent of developmental and neurological deficits in children are due to the interplay between environmental and genetic factors, and research indicates that the developing fetus and children are particularly vulnerable to chemical exposures. Of the more than 80,000 chemicals currently registered in the marketplace, only 12 neurotoxicants have been thoroughly studied. Exposure to these chemicals in the womb and throughout childhood can damage the developing brain and contribute to learning and developmental disabilities.

The health impacts of these exposures also have economic costs. A recent study conducted by the Mt.Sinai School of Medicine estimates that for mercury exposure alone, the cost to society is about $8.7 billion annually. These societal costs include significant expenditures for special education. In 1999-2000, the United States spent $77 billion for special education services to students with disabilities, which is almost a quarter of all spending on elementary and secondary school education that year. According to the U.S. Department of Education, special education spending continues to increase every year.

Experts at the briefing will address subjects including: the connection between chemical exposure and developmental disabilities; why the developmental disabilities community is concerned about chemical exposures; autism rates and the personal experience of mother of an autistic child; the promise of the National Children’s Study; and ways we make chemicals child-safe.

WHO:
Bruce Lanphear, MD, MPH – Cincinnati Children’s Hospital Medical Center

Joe Meadours, Alabama Mental Health and Mental Retardation Department

Laura Hewitson, PhD – University of Pittsburgh School of Medicine and autism researcher/mother of an autistic child

Leonardo Trasande, MD, MPP – Mt. Sinai School of Medicine

Lynn Goldman, MD, MPH – Bloomberg School of Public Health, Johns Hopkins University

WHAT:
Congressional briefing on the latest scientific understanding of the relationship between chemical exposures, and learning and other developmental disabilities.

WHEN:
Tuesday, May 10, 2005, 10:00- 11:30am.
406 Dirksen Senate Office Building

Sponsored by the American Association on Mental Retardation, Learning Disabilities Association of America’s Healthy Children Project, and the Collaborative on Health and the Environment’s Learning and Developmental Disabilities Initiative.

M.I.N.D. study on biomarkers

2005-05-07T01:03:00.000-04:00

Srong evidence of alterations in blood samples of children with autism
06 May 2005

Scientists report strong evidence of immune and protein alterations in blood samples of children with autism, raising hope for an early diagnostic blood test.

Offering a new and exciting direction in the effort to develop a diagnostic test for autism in infancy, scientists from the UC Davis M.I.N.D. Institute presented new evidence today indicating that components of the immune system and proteins and metabolites found in the blood of children with autism differ substantially from those found in typically developing children.

Investigators at the Institute believe the discovery, announced today at the 4th International Meeting for Autism Research (IMFAR) in Boston, could be a major step toward developing a routine blood test that would allow autism to be detected in newborns and treatment or even prevention to be initiated early in life.

Over the last two decades parents, educators, scientists and pediatricians have been alarmed by a dramatic and baffling rise in the prevalence of autism, which now affects as many as 1 in every 166 children. But diagnosing autism, a brain disorder that leaves children in apparent isolation from their families and communities, is currently accomplished through a series of behavioral observations that are not reliable until a child is between 2 and 3-years-old.

"Finding a sensitive and accurate biological marker for autism that can be revealed by a simple blood test would have enormous implications for diagnosing, treating and understanding more about the underlying causes of autism," said David G. Amaral, research director at the UC Davis M.I.N.D. Institute and one of the co-authors of the paper presented at IMFAR. "Not being able to detect autism until a child is close to 3-years-old eliminates a valuable window of treatment opportunity during the first few years of life when the brain is undergoing tremendous development."

Amaral along with pediatric neuropsychologist Blythe Corbett and other M.I.N.D. Institute colleagues took blood samples from 70 children with autism who were between 4 and 6 years old and from 35 children of the same age who didn't have the disorder. The samples were then analyzed by a biotech company, SurroMed, LLC, Menlo Park, Calif., which has developed technology that can identify differences in the number and types of immune cells, proteins, peptides and metabolites in small amounts of blood.

The study has generated an enormous amount of data and M.I.N.D. Institute researchers say it will take months before all of the information has been fully evaluated. But initial findings clearly demonstrate differences in the immune system, as well as proteins and other metabolites in children with autism:

-- The antibody producing B cells are increased by 20 percent in the autism group

-- Natural killer cells are increased by 40 percent

-- More than 100 proteins demonstrated significant differential expression between the autism and typically developing groups

-- Other small molecules (metabolites) also show many differences

"This is an important pilot experiment, a proof of principle," said Amaral. "From these results we think it is highly likely that there are differences we can detect in blood samples that will be predictive of the disorder, though we are still some years away from having an actual diagnostic blood test for autism. Scientists have long suspected there were distinct biological components to autism but the technology needed to reveal them has only recently become available."

Future research studies need to be done to confirm the findings in a larger group and with younger children. For example, researchers might take blood samples from newborns and then see if the results predicting autism are later confirmed by a behavioral diagnosis. Other studies would also use bioinformatics approaches to narrow down the number of proteins or metabolites that would need to be assayed to show the strongest link to autism.

"Discovering an early diagnostic test is an important focus of research," said Amaral. "There is a growing view among experts that not all children with autism are 'doomed to autism' at birth. It may be that some children have a vulnerability-such as a genetic abnormality-and that something they encounter after being born, perhaps in their environment, triggers the disorder. Studying the biological signs of autism could lead to new ways to prevent the disorder from ever occurring. And even if it can't be prevented, intervening early in life-ideally shortly after birth-could greatly improve the lifetime outlook for children with autism, particularly those who now respond poorly to therapy initiated when they are three or older."

The UC Davis M.I.N.D. (Medical Investigation of Neurodevelopmental Disorders) Institute is a unique collaborative center for research into the causes and treatments of autism, bringing together parents, scientists, clinicians and educators. For further information, go to ucdmc.ucdavis.edu/mindinstitute

DAN Conference

2005-04-05T11:11:00.000-04:00

The DAN (Defeat Autism Now) conference is being held in Boston this year on April 14-17. For more information:
www.danconference.com

February 05: Safety

2005-02-21T16:46:00.000-05:00

Well, the NYPD officer did not make an appearance at our February meeting, but we had a very rewarding meeting all the same.

What the officer was prepared to say is that you should have a recent photo and descriptive information about any child who is prone to escape (in my world this means any child at all) on hand, and you can even deliver it to the community affairs unit of your local police precinct. There is no city-wide registry for at-risk or disabled persons. Although that would give me great peace of mind, I can readily see the reasons why such a thing does not exist.

He also said that an identification tag such as medic-alert is a good idea for any person who cannot speak or otherwise advise public safety officers of their condition and home address.

The orginal and best known provider of these bracelets is www.medicalert.org, but this service involves both the purchase of a bracelet and an annual subscription to an information service that can provide medical history to emergency medical providers. For those among us whose kids have seizure disorders or other major medical complications, this may be a value, but for me, the bracelet alone will be quite sufficient. To order just a bracelet, google medical alert jewelery and choose among the many providers. A basic kids bracelet with engraving seems to run about $25. Our bracelets will be engraved with the child's name, the condition "autistic, nonverbal", my cell phone number and maybe our home address.

I spotted a fairly low-technology "child distance monitor" at my local pharmacy, which might be helpful for outings. The child and their adult each wear one piece of the device, and the alarm will sound if they are more than 30 feet apart. Details at http://www.angelalert.net/. Online price is $39.99, retail store price $49.99

Finally, a more elaborate tracking device is available from Ion-Kids. This one has a sturdy wristband that can be worn by up to four "trackees" and a base unit that will go off when the bands are beyond a set boundary. And this base unit can tell you the distance and direction of the tracked bracelet, so it is actually useful for finding the lost kid. The wristbands are not entirely waterproof, but they do seem durable and are described as "tamper resistant". Prices start at $150.

Our next meeting is March 9th. Topic is child care -- issues with in-home care providers, respite providers, and even drop-off care if that is an option for any kids.

April meeting is on the 13th and the topic will be IEP meeting preparation.

One of the many things we talked about is how to get the separate MMR components. And I just ran across that information on another list.

"Here are Merck product numbers for monovalent vaccinations for
measles, mumps, and rubella, to give to your doctor if you will want
to separate these vax.

Measles: # NDC00064709-00, single dose
Mumps: #NDC00064753-00, single dose
Rubella (called Meruvac II): #NDC00064747-00, single dose

Your doctor must call 1-800-609-4618 or 1-800-672-6372. These are
doctor-only lines so the doctor must call. Merck sells monovalent vax
in packs of 10 and the cost is $142 for a ten pack.

Hopewell Pharmacy in New Jersey stocks the single dose M, M, R
vaccines, 800-792-6670."

Evidence of Harm book preview and the NAA NY chapter

2005-01-20T19:45:00.000-05:00

A new book is coming out soon by David Kirby titled
"Evidence of Harm" about the possibility that thimerosal (mercury) added to vaccines has contributed to the autism epidemic and other disorders. He gave a powerful presentation last week, and might do a repeat sometime in February. It was sponsored by the National Austism Association New York Metro Chapter. They hope to be holding monthly lectures, including one coming up on Jan. 29th by the Geiers. There is more information on the NAA NY chapter website. The National Autism Association's goals are "to advocate, educate and empower" and we are fortunate to have an active chapter in NY. Also go to this page on their site about Harvey Weisenberg's bill to get mercury out of vaccines in New York and click on legislative alert to help support it.

Update: David Kirby repeat presentation Thursday, February 17, 2005; 7:00-9:00 PM at Lifespire – Third Floor Conference Room in the Empire State Building. RSVP TO: evidenceofharm@hotmail.com

Overloaded: Genes & Environment Report from EWG

2004-12-14T13:06:00.000-05:00

A new report from Environmental Working Group thoroughly and readably presents much of what I've been saying about an epigenetic (genes interacting with environmental exposures) theory of autism. [Full disclosure: a friend of mine is on the board of EWG and I think they do good work on an array of issues where there is a tight coupling of environmental protection with human health.]

The whole report is available here:
http://www.ewg.org/reports/autism/execsumm.php

For just the top line, here's the press release:

For Immediate Release: December 13, 2004

New Evidence Suggests Link Between Mercury Exposures And Autism

Scientists Identify Trait in Autistic Children That Makes Them More Susceptible To Harm From Toxic Metals

Washington, D.C., Dec. 13 -- A year-long review by Environmental Working Group (EWG) finds that a near-universal trait in autistic children suggests a possible link between autism and children's exposure to mercury. EWG's review corresponds with the publication of a new study by Dr. Jill James of the University of Arkansas for Medical Sciences. James served for fourteen years as a senior research scientist with the Food and Drug Administration and is currently Professor of Pediatrics at the University of Arkansas for Medical Sciences.

In a paper published this week in the American Journal of Clinical Nutrition, James and her colleagues identified a signature metabolic profile in autistic children that strongly suggests that these children are more susceptible to the harmful effects of mercury and other toxic chemicals.

The EWG study finds that autistic children have a common weakened ability to protect themselves from the effects of small amounts of toxic metals in their bodies. This trait appears as a severe deficit of active glutathione in autistic children when compared to healthy children. Glutathione is a potent antioxidant that is the body's most important tool for detoxifying and excreting toxic metals.

While a review published earlier this year by the National Academy of Sciences Institute of Medicine concluded that available science showed no mercury-autism link, it left open the possibility that vaccines preserved with mercury might trigger autism in a small subset of susceptible children. The new study by James and her colleagues examines precisely the issue of susceptibility in a small subpopulation.

The findings raise serious concerns about autistic children's overall exposure to environmental contaminants. Mercury is of particular significance because of its proven toxicity to the developing brain and nervous system, and its documented high exposures from a variety of sources such as canned tuna, dental fillings and vaccines preserved with mercury-based thimerosal.

This study significantly strengthens the possibility that mercury is linked to autism and other neurodevelopmental disorders. It also points to a subgroup within the population that may be vulnerable to a number of environmental contaminants.

"The autism epidemic is alerting us to the importance of individual susceptibility to environmental pollutants," said Richard Wiles, senior vice president of EWG. "Environmental safeguards that protect a theoretical 'average' person still leave thousands at risk. Increased understanding of susceptibility will provide the basis for stronger health policies that truly protect the most vulnerable."

# # #

Eat Your Mercury

2004-10-03T17:16:00.000-04:00

Yes, studies show that a known neurotoxicant is not associated with problem developmental outcomes, but rather has a progressively protective effect within the range of exposures sourced to vaccines. This report of two studies published in Pediatrics suggests just how little faith we should put in all the population studies of thimerosal and outcomes.

The emerging consensus is that autism is epigenetic -- a genetically determined subset of the population is vulnerable to an increasing set of environmental exposures. So don't be snowed by non-science like this.

Instead, look at Madeline Hornig's study in Molecular Psychiatry, June 2004.

____________________________________

Mercury-Containing Vaccines Have Salutary Effects in Children

NEW YORK (Reuters Health) Sept 17 - Immunizing infants with vaccines containing the preservative thimerosal may actually be associated with improved behavior and cognitive outcomes, according to two British studies published in the September issue of Pediatrics.

It has been hypothesized that ethylmercury contained in thimerosal-preserved vaccine is associated with developmental disorders in young children. The Institute of Medicine recently released the last in a series of reports concluding that there is no such link. However, many individuals remain unconvinced that the agent is safe.

Dr. Jon Heron of the University of Bristol, and colleagues prospectively followed 12,956 children, born in 1991 and 1992, until they were 91 months old. Data was collected on doses of thimerosal-containing diphtheria/tetanus/pertussis vaccines given at ages 3, 4, and 6 months, as well as on measures of behavior, fine motor skills, speech, tics and special education needs.

Instead of finding that outcomes were worse with increasing exposure to thimerosal, the authors observed significant inverse associations between exposure and hyperactivity at 47 months, conduct problems at 47 months, motor development at 6 months and at 30 months, difficulties with sounds at 81 months, speech therapy, special needs and other difficulties and disabilities,

After adjusting for potential confounders, such as birth weight and maternal education, there was only one marginally significant finding that linked exposure by the age of 3 months with "poor prosocial behavior" at 47 months. Otherwise, of 69 statistical tests performed, eight outcomes suggested a more beneficial outcome as a result of increased exposure.

In the second report, Dr. Nick Andrews of the Communicable Disease Surveillance Centre, London and colleagues conducted a retrospective cohort study involving 107,152 children born between 1988 and 1997.

In analyses adjusted for gender and year of birth, there appeared to be protective effects from thimerosal-containing vaccine exposure for general developmental disorders, attention-deficit disorder, and unspecified developmental delay.

The only condition associated with increased risk with increasing thimerosal exposure was tics. However, "the vast majority of tics were minor transient events," the authors note.

Hence, they conclude that "there is no reason to change current immunization practices with thimerosal-containing vaccines on grounds of safety."

Pediatrics 2004;114:577-591.

Newly diagnosed - advice on what to do

2004-09-01T09:51:00.000-04:00

Mothering Magazine has a comprehensive answer by Edmund Arranga to a question on where to begin when diagnosed with autism.
Mothering Magazine - ask the experts

Educating Your Pediatrician Part I: Developmental Screening

2004-08-11T17:18:00.000-04:00

In the opening of the new book Not Even Wrong: Adventures in Autism, Paul Collins recounts how a regular pediatric checkup for his 2 1/2 year old son ends with a diagnosis of ASD. Elapsed time, less than 20 minutes. For many parents of children on the autism spectrum, that chapter is heartbreaking for what happens because the pediatrician does everything right -- she notices the gaps in Morgan's social behaviors and is not reassured by Collins' insistence that the boy does speak -- she asks about how the boy does and does not use language. Why is this exemplary professional's conduct heartbreaking? Because the typical experience of spectrum parents is of multiple checkups in which various parent concerns about verbal, social and sensory behaviors were raised with the clinician, only to be dismissed as overconcern or anxiety.

Plainly, when pediatricians are knowledgeable about their responsibility and capacity to provide preliminary developmental screening and refer for multidisciplinary evaluations when screening criteria are met, they can do just that. When they fail to do so, precious months of opportunity for effective intervention are lost.

And pediatricians don't even have to have gotten religion about the possible environmental, consumer, and medical sources of exposures that many believe contribute to the rise in autism. A new campaign from the CDC and the American Academy of Pediatrics, Autism A.L.A.R.M. promotes the use of a simple screening tool and referral for further evaluation for children who do not pass the screen. Even the conventional medical professionals are promoting early detection -- there is no controversy here.

Those among us who suspect a role for mercury (from all sources or vaccines in particular) will find it ironic that the Autism A.L.A.R.M. recommends lead exposure screening rather than mercury. But I'm even OK with that -- lead is a bad thing to have in your system, and spectrum kids often have behaviors that place them at greater risk for exposure.

First Signs has materials about the M-CHAT (Modified Checklist for Autism in Toddlers) which is a well-tested, easy to use measure for general practice pediatricians to use during a regular office visit. They have a conventionally respectable advisory board, professional looking training materials, and the truly key materials -- the MCHAT instrument and scoring instructions -- can be downloaded for free.

Docs for Tots has materials for doctors on an array of child welfare advocacy issues, including Part C Early Intervention Services.

So, if you haven't abandoned entirely the pediatric practice where they put off your concerns, or if you are taking your newborn sibling of a spectrum child to the same practice or a new one, take along some of this stuff.

And if you do want to refer your child aged 0 to 3 to Early Intervention in New York City, take along the referral form. You don't need the doctor to send it in, but the form does ask for some information that they will have if you don't.

August Meeting: Positive Behavior Intervention and Support

2004-08-05T09:52:00.000-04:00

Many of us have seen that our children learn best, and some of them exclusively, through a method called Applied Behavior Analysis. Positive Behavior Support takes some of the key principles of ABA and translates them to tactics to managing problem behavior and encouraging positive behaviors throughout the day at home and in the community.

At my house, this has been no miracle, but a framework for replacing my naturally occuring "frustration parenting" tactics that don't work with behavioral ones that eventually do. One rule of thumb under PBIS is to deliver 5 positive statements (good sitting, nice quiet voice, etc.) for every correction. I rarely accomplish that ratio, and have yet to observe anybody who consistently does, but I think it is a useful target to keep in mind.

Research and training programs on Positive Behavior Intervention and Supports are supported by the federal Dept. of Education's Office of Special Education Programs, and PBIS professional training facilities throughout New York State, including one for New York City are funded by VESID (new grantees under the expanded program will be announced soon, the request for proposals for the training centers closed in early July). This is good news, because many of us have observed teachers (even in some ABA programs) using the same frustration tactics, like yelling, that never work with our kids.

The University of South Florida's Center for Autism & Related Disorders has a very nice overview handout (pdf) on PBIS that we used for our discussion.

We also looked at materials from the Rehabilitation Research & Training Center for Positive Behavioral Support, one of several OSEP funded programs, to discuss a range of PBS "practices", including: Proactive Support Strategies, Teaching Replacement Skills, Positive Consequence Strategies, and the Competing Behavior Model. We found the Competing Behavior Model a little too complicated, but many gave examples of the importance of teaching more appropriate or adaptive replacement skills, of preferentially rewarding positive behaviors, and anticipating especially challenging transitions and providing extra support to get over those bumpy spots.

And, we had two new faces at this month's meeting. Welcome Valerie and Maria!

Calling the NYC Board of Education

2004-07-30T07:42:00.000-04:00

This is a bit of a test post as I just signed on to our exciting new blog and I'm eager to dive right in. Ever try to call the NYC Board of Ed? Need a cpse meeting, annual review or an evaluation? Well, a bit of advice. Don't leave a message on someone's machine. They never, ever, ever will call you back. For those who need the NYC Bd of Ed. number, I've permanently etched it in my brain--it's 9173391600. The other day, I was calling the Bd. to get an annual review for my son. I must have called about 15 times before I got someone who could help me..an actual real person. A bit of advice. Once you dial that number, just press 0 for operator--then pray that the operator will answer. If he does, you're golden and explain to him who you want. Often you will get a non-working number and/or a message saying--I'm on vacation, I'm no longer in this position, I no longer work for the Bd of Ed. Then, dial the main number again, hope and pray you are actually connected to the operator, tell him you DON'T want to be connected to a voicemail, that you want a real live person. Do those people exist at the Board of Ed? FYI, did you know that staff at the board only works from 8:30 a.m. to 1:30 p.m. the entire summer? I want a job like that. Pleazzzze. Okay, back to your quest. Once you reach a real, live person after about an hour or so...be VERY VERY nice. Compliment them on what a great job they are doing, say how nice they are to help you. Catch the bee with honey. Take their phone number and make them promise to call you back. Tell them you can't sleep at night, you're having a nervous breakdown if you...don't get an evaluation, appointment for an annual review, whatever. They will feel sorry for you. Afterall, you are trying to do your job as a parent. Is that so wrong? So, now you've got a person who is seemingly trying to help you. Once you put in your request, get their phone number, just hope and pray they will take pity on you and call you back. I guarantee this method will work.

Facetime Group Goes Online

2004-07-21T19:48:00.000-04:00

The Downtown Spectrum Parent Support group has been meeting since 2000. Lots of stories, wisdom, and warmth has been shared across a coffeeshop table. Now we're ready to archive the best information, questions from our monthly sessions and open the the group up for more people.

The objective of this group is to share information about raising kids on the autism spectrum in New York City.

Spectrum parents everywhere should read the Schafer Autism Report, a free newsfeed of events, news items, and research.