Publications

Mother Sues, Alleges Abuse in Special Education

Today, Ann Gaydos looks back in horror and asks herself how she could have kept sending her child back into that classroom. Her daughter, Paige, has a form of autism that put her in a special education class in Cupertino. Over several months, Gaydos said, Paige's teacher subjected her to a series of abuses -- ranging from pushing her to the floor and sitting on her, to rubbing a burrito in her face. Gaydos has filed a civil suit to be heard in November against Cupertino Union School District, for unspecified damages. To read the full article, go to http://www.mercurynews.com/mld/mercurynews/living/education/9778849.php?1c

Bush Signs Youth Suicide Prevention Bill-Grants Include Money for Early Intervention

President Bush on Thursday signed into law a bill authorizing $82 million in grants aimed at preventing suicide among young people. "The law authorizes $82 million over three years to provide grants to states, Indian tribes, colleges and universities to develop youth suicide prevention and intervention programs. It emphasizes screening programs that identify mental illness in children as young as sixth-graders, and provides referrals for community-based treatment and training for child care professionals." For more details, visit: http://www.cnn.com/2004/ALLPOLITICS/10/21/youth.suicide.law.ap/index.php

Quadrapalegic Attorney Settles “Apprentice Lawsuit”

Quadriplegic attorney James Schottel Jr. settled his lawsuit against the producers of NBC's "The Apprentice" after they agreed to make clear that the show accepts applications from people with disabilities. Schottel claimed that the show's online application was discriminatory in requiring that would-be contestants be in "excellent physical health".http://www.msnbc.msn.com/id/7141917/

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NO CHILD LEFT BEHIND (NCLB)—WHAT’S THE LATEST WITH NCLB?

No Child Left Behind-Standard Technology for Students with Disabilities

Students with blindness, low vision and print disabilities are expected to gain improved access to textbooks thanks to a voluntary standardized format for electronic files now available, U.S. Secretary of Education Rod Paige recently announced.

Textbooks and classroom materials produced according to this voluntary benchmark, called National Instructional Materials Accessibility Standard (NIMAS), will be in an electronic format that can be adapted to create products ranging from Braille editions of textbooks to on-screen displays of text and graphics. In past years, the lack of a standardized format meant that publishers had to produce materials in multiple formats—often causing delays that meant students with disabilities did not receive their textbooks in time for the beginning of the school year.

To address these challenges, the U.S. Department of Education's Office of Special Education Programs provided funding to the National Center on Accessing the General Curriculum at the Center for Applied Special Technology, Inc. (CAST) to convene an expert panel to establish a voluntary, standardized format for materials. The 40-member panel included educators, publishers, technology specialists and advocacy group members.
In addition, the Education Department recently awarded CAST two grants to support further development of NIMAS and to provide technical assistance to states that are implementing the standard, in order to improve academic results for students with disabilities.

For more information on the National Instructional Materials Accessibility Standard, visit www.cast.org/NFF/NIMAS.

Making the No Child Left Behind Act Work for Children Who Struggle to Learn: A Parent's Guide (2004)-Guidebook

Two national organizations, the National Center for Learning Disabilities (NCLD) and Schwab Learning, have collaborated to develop a handbook designed to provide simple, accessible information for parents on the No Child Left Behind Act. The guide addresses the special issues, challenges and opportunities facing parents of children who struggle to learn. Available in PDF (22 pages). For more details, visit: http://www.ld.org/NCLB/NCLB.cfm

New National Survey Shows Public Support for No Child Left Behind Act is Increasing; Recent Negative Attacks & Distortions on Education Reform Law Have Fallen Flat

Washington, D.C. – U.S. House Education & the Workforce Committee Chairman John Boehner (R-OH) today called attention to a new national survey that shows public support for the No Child Left Behind education reform law is significant and rising, even after many weeks of negative attacks and distortions by education reform opponents. The national survey of 1,000 people, released today by Americans for Better Education (ABE), was conducted by The Winston Group on October 11-12, 2004, and has an error margin of plus or minus 3 percentage points.

“These results show strong and growing support for the No Child Left Behind Act and its emphasis on high standards over government spending increases,” Boehner said. “Americans are far more concerned about children passing through our schools without learning to read than they are about students facing too many tests. They support testing teachers and making sure they’re qualified. They aren’t buying the negative rhetoric about funding, and they certainly aren’t supportive of lowering standards or making it easier for states or school districts to hide the fact that some children are not learning.”

Among the poll’s key findings:

-Support for NCLB is growing stronger among the American public, with support highest among African-Americans and parents of children in public schools. President Bush’s No Child Left Behind law is viewed favorably by the American public (58% favorable, 28% unfavorable). African-Americans have a favorable view of No Child Left Behind at a higher margin (62%-25%) than the national number. A majority of Hispanics (54%-24%) view NCLB favorably and support among parents of children in public schools remains strong (62%-28%).

-High standards and accountability trump spending. Americans continue to overwhelmingly support the philosophy of standards and accountability, over increased spending. A whopping 61% believe raising standards and accountability are more important to improving America’s schools than increasing funding (32%).

-Americans believe the federal government should hold states and schools accountable for results when they use federal education funds. Americans overwhelmingly (72%) continue to believe the federal government should be able to hold states and local schools accountable for using federal funds to improve student achievement; only 25% do not.

-More Americans are seeing a local impact. 43% of Americans are aware of changes in their local schools as a result of President Bush’s No Child Left Behind law, compared to 33% in an ABE survey conducted earlier this year.

Americans do not believe students take too many tests. Asked which is the bigger problem -- children passing through U.S. schools without learning to read, or children being forced to take too many tests -- Americans overwhelmingly (74%) believe the more important problem in education is that children are passing through schools without learning to read. Only 19% believe the bigger problem is too many tests.

New Parent Guide on NCLB

The National Center for Learning Disabilities (NCLD) and Schwab Learning have developed a useful handbook called Making the "No Child Left Behind Act" Work for Children Who Struggle to Learn: A Parent's Guide. The guide describes ways that parts of NCLB that can be used by parents of children with disabilities to improve educational services for their children. In particular, it discusses the law’s emphasis on accountability, Adequate Yearly Progress (AYP) and its effects on children with learning disabilities, and the consequences to schools if they do not make AYP. The guide is available on the Web sites of both organizations:

www.LD.org/NCLB
www.SchwabLearning.org/NCLB

More on NCLB from NCLD

NCLD (the National Center for Learning Disabilities) addresses policies that impact students with learning disabilities, particularly with respect to their full participation in the general curriculum. What policy recommendations does NCLD make? Find out on a spectrum of issues: access to the general curriculum, high-quality teachers and paraprofessionals, conditions of teaching, access to accommodations, appropriate use of test results, fair treatment of subgroups, parent involvement, full funding of NCLB and IDEA, and monitoring NCLB implementation. Visit:

www.ld.org/advocacy/nclb_policy.cfm

NCLB Implementation in Rural America

The United States Government Accountability Office (GAO) has released the report, No Child Left Behind Act: Additional Assistance and Research on Effective Strategies Would Help Small Rural Districts. Officials in small rural districts, the GAO reports, are having difficulty providing teacher development opportunities and identifying effective remedial services that would improve student performance. GAO recommends that the Department of Education "provide additional assistance on approaches small rural districts to address their unique challenges." It was also recommended that the Department support research on effective strategies to improve student performance in small rural districts through the new rural education research center it funded in September 2004.The report is available online at:

www.gao.gov/new.items/d04909.pdf. Highlights are posted at:
www.gao.gov/highlights/d04909high.pdf

Close-Up: No Child Left Behind—What Works Clearinghouse

The U.S. Department of Education's Institute of Education Sciences created the What Works Clearinghouse (WWC) in 2002 to provide educators, policy-makers, researchers and the public with a central and credible source of scientific evidence about what works in education, thus facilitating decisions about which strategies for learning to implement in schools. Through a series of databases and reports, the WWC provides ongoing reviews of the effectiveness of educational interventions—programs, products, practices and policies—designed to improve student outcomes.

To ensure the quality of these efforts, a technical advisory group composed of research experts helps to establish the standards for reviewing research, outlines the methodological aspects of the evidence reviews, and provides guidance to WWC contractors. The clearinghouse is administered through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.

Recently, the WWC reviewed research available on mathematics programs for grades six through nine. It concluded in a report released last month that only a small number of the nation's middle school mathematics curricula have scientific evidence of effectiveness. A review of more than 800 studies of math programs identified 10 evaluations that met evidence standards developed for the Department by the WWC. These evaluations covered five math curricula, two of which showed significant improvement in student learning. The WWC is keeping its review of mathematics programs open to consider new studies, for which it will provide updates reflecting later reviews.

Additionally, clearinghouse officials stressed that the absence of scientific evidence of effectiveness does not mean that a curriculum is ineffective; rather, it indicates the lack of documentation for how well the curriculum works. Please note that the Department does not endorse curricula.

Future clearinghouse reviews to be released in the coming months will focus on beginning reading and character education. For more information about the What Works Clearinghouse, visit http://whatworks.ed.gov/.

Making the "No Child Left Behind Act" Work for Children Who Struggle to Learn

Here is a guide to introduce parents to several key parts of NCLB that they can use as tools to improve educational services for their child. The 22-page document begins with an overview of the law. It then covers individual provisions of the law and ways that those provisions may help your child. These provisions include:

Increased Focus on Reading
Improved Opportunity to Learn
Better-TrainedTeachers
School Accountability through Student Assessments
Increased Parent Involvement
Options for Students in Low-Performing Schools.

Making the "No Child Left Behind Act" Work for Children Who Struggle to Learn is the result of collaborative work between the National Center for Learning Disabilities and Schwab Learning. It's available online at:
www.ld.org/NCLB/MakingNCLBwork.pdf

A Guide to Education under the No Child Left Behind Act--Homework Help

The Department of Education has developed another resource to help readers understand the No Child Left Behind Act (NCLB). A Guide to Education and No Child Left Behind gives a general overview of the provisions of the law. It also describes how education affects the economy, provides statistical information about education, and charts expenditures and achievements in education. The guide is available from Ed Pubs (1.877.433.7827, edpubs@inet.ed.gov, www.ed.gov/pubs/edpubs.php). It's also online at:
www.ed.gov/nclb/overview/intro/guide/index.php

Close-Up:No Child Left Behind—Improving Student Achievement Through Technology

The technology that has so dramatically changed the world outside the classroom is now changing the environment within it. According to a new report from the U.S. Department of Education, at least 15 states provide some form of virtual schooling to supplement regular classes or to provide for special needs students, and about 25 percent of all public schools now offer some type of e-learning or online instruction.

Toward a Golden Age in American Education: How the Internet, the Law and Today's Students Are Revolutionizing Expectations examines the state of educational technology and offers recommendations for maximizing its contribution to improving education. It also focuses on the role of the No Child Left Behind Act in bridging the "digital disconnect" between Internet-savvy students and their schools in order to align technology with improved learning.

The 68-page report, which serves as the Department's National Education Technology Plan, details seven major steps, which address: leadership; funding; teacher training; the development of e-learning and virtual schools; greater access to broadband communications; the transition from print to digital media; and the integration of data systems, such as technology-based assessments of student performance.

In addition, the report also profiles a sample of pioneering schools and school districts across the country—in Alaska, California, Florida, Missouri and Virginia—along with state initiatives—in Arkansas, Idaho, Louisiana, New Mexico, Pennsylvania, Virginia and West Virginia—that have successfully enriched students' learning experiences through multimedia, simulations and interactive software.

For a copy of Toward a Golden Age in American Education, visit www.ed.gov/about/offices/list/os/technology/plan/2004/plan.php or call 1-877-4ED-PUBS, while supplies last.

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PARENTS—GOT THE HOMEWORK BLUES?

NAPCSE HAS GOT THE ANSWERS

Homework, at times, can bother parents as much as kids claim it bothers them. Looking for some suggestions on how to cope with your child dragging his or her feet to the study table, that project due next month, the required nightly reading, or those book reports we all remember putting off to the last moment? Here are some resources that may help.

A series of articles on the subject.
http://www.samgoldstein.com/homework/index.php

Think you're alone? Naaahhh. Try the PTA's FAQ.
http://www.pta.org//parentinvolvement/bts/a13_homeworkqa.asp

Advice from the National Education Association (NEA).
http://www.nea.org/parents/homework.php

The impact of homework on families of struggling learners.
http://cie.ed.asu.edu/volume6/number4/

Homework and students with disabilities.
Research Connections in Special Education from 2001 offers help.
http://ericec.org/osep/recon8/rc8cov.php

Surviving the homework war with children with AD/HD.
http://www.schwablearning.org/index.asp
At the top right, select “Homework” from the drop-down menu box asking you to “Select a topic to search.”

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THE NATIONAL INSTITUTE OF HEALTH (NIH)—ARTICLES THAT AFFECT CHILDREN WITH SPECIAL NEEDS

NIH Funds Centers to Study Islet Transplantation

The National Institutes of Health (NIH) announced today that it plans to award about $75 million over five years to five clinical centers and a data coordinating center to conduct studies of islet transplantation in patients with type 1 diabetes. The network includes centers located in Iowa City, Miami, Minneapolis and Philadelphia, as well as in Edmonton, Canada, and Uppsala, Sweden.

The studies will focus on improving the safety and long- term success of methods for transplanting islets, the insulin-producing cells of the pancreas, in people whose own islets have been destroyed by the autoimmune process that characterizes type 1 diabetes. Some studies will focus on improving combined islet and kidney transplants in patients with type 1 diabetes and kidney failure, a common complication of diabetes.

"This award accelerates studies of an experimental approach that could be very promising for some people with severe type 1 diabetes if specific barriers can be overcome," said Dr. Thomas Eggerman, who oversees the consortium for the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). Two institutes of the National Institutes of Health (NIH) -- the NIDDK and the National Institute of Allergy and Infectious Diseases (NIAID) -- sponsor the consortium.

Type 1 diabetes accounts for up to 10 percent of diagnosed cases of diabetes in the United States (up to 1 million people). This form of diabetes usually strikes children and
young adults, who need several insulin injections a day or an insulin pump to survive. Insulin, though critical for controlling blood glucose, is no cure. Most people with
type 1 diabetes eventually develop one or more complications, including damage to the heart and blood vessels, eyes, nerves, and kidneys.

This NIH News Release is available online at: http://www.nih.gov/news/pr/oct2004/niddk-04.php

NIMH Grant to Explore Genetics of Autism

The National Institute of Mental Health (NIMH), part of the National Institutes of Health, announced this week a 3-year, $3 million grant to Johns Hopkins University to study the genetic factors underlying autism. In an average year, 2 to 6 new cases of Autism, a neuropsychiatric disorder, arise per 1,000 children. While at least 80 percent of the disorder is due to hereditary factors, experts believe it develops from an interaction between environmental factors and multiple unknown genes. The Johns Hopkins research team, led by Aravinda Chakravarti, Ph.D., proposes to use new genetic analysis technologies to dissect the complex neuropsychiatric traits of autism.

"Although the role of hereditary factors in autism is not in doubt, their nature remains elusive and no single causal gene has yet been identified," said NIMH Director Thomas R. Insel, M.D. "This initiative is part of a group of projects put forward by NIMH to begin unraveling the underlying genetics of autism."

The study will apply novel statistical methods and molecular technologies to identify specific genetic markers, or polymorphisms -- naturally-occurring genetic variations -- that may be related to autism. To accomplish this, the researchers will use DNA and clinical data from the NIMH Human Genetics Initiative (http://www.nimhgenetics.org) and the Autism Genetic Research Exchange (http://www.agre.org), two large repositories of research resources available to the scientific community. The investigators aim to identify specific gene variants that contribute to vulnerability to autism. This NIH News Release is available online at: http://www.nih.gov/news/pr/oct2004/nimh-12a.php

Psychotherapy and Medications are Best for Youth with Obsessive Compulsive Disorder (OCD)

Children and adolescents with Obsessive Compulsive Disorder (OCD) respond best to a combination of both psychotherapy and an antidepressant, a major clinical trial has found. Supported by the National Institutes of Health's (NIH) National Institute of Mental Health, the study recommends that treatment begin with cognitive behavior therapy (CBT), either alone or with a serotonin reuptake inhibitor (SSRI) antidepressant. The research spotlights the need for improved access to CBT, since most young people with OCD currently receive only the antidepressant, often combined with an antipsychotic medication.

John March, M.D., Duke University, Edna Foa, Ph.D., University of Pennsylvania, and colleagues report on the findings of the Pediatric OCD Treatment Study POTS) in the October 27, 2004 "Journal of the American Medical Association (JAMA)." Ninety-seven 7-17 year-olds with OCD completed 12 weeks of treatment with either CBT, the SSRI sertraline, the combination treatment, or a placebo. Independent evaluators, blind to their treatment status, assessed each patient every four weeks. Patients in the study were typical of patients seen in clinical practice. For example, while industry-sponsored trials commonly exclude patients with more than one condition, 80 percent of study participants had at least one additional psychiatric disorder.

Combining sertraline and CBT was more effective than treatment with just one or the other. CBT alone did prove superior to sertraline, which, in turn, was better than a placebo. By the end of the trial, the remission rates were 53.6 percent for combined treatment, 39.3 percent for CBT, 21.4 percent for sertraline, and 3.6 percent for placebo. CBT alone was more effective in the University of Pennsylvania site than at DukeUniversity site, but the combination treatment was equally effective at both sites, suggesting that it may be less susceptible to setting-specific variations. The strong showing of CBT at the University of Pennsylvania led the researchers to recommend it as "a first line option" for initial treatment.

They point out, however, that "only a small minority" of children and adolescents with OCD receives such state-of- the-art care.

"In the Treatment of Adolescents with Depression Study, which compared CBT with an SSRI and combination treatment, for teens with depression, the medication proved superior to CBT. In this case the reverse was true but in both studies, combination was superior. This underscores that different disorders in adolescents respond to different treatments," noted NIMH Director Thomas Insel, M.D.

"We believe that the results of this study will contribute to the appreciation by non-physician mental health clinicians of the strengths and limitations of pharmacological treatments and to the appreciation by physicians of the evidence-based psychosocial treatments," states the article. "It is imperative that the focus of research turn to identifying and testing dissemination strategies for CBT," the researchers add.

To learn more, visit:

Obsessive Compulsive Disorder (OCD):
http://www.nimh.nih.gov/HealthInformation/ocdmenu.cfm

Treatment of Adolescents with Depression Study (TADS):
http://www.nimh.nih.gov/press/prtads.cfm

Depression in children and adolescents:
http://www.nimh.nih.gov/HealthInformation/depchildmenu.cfm

http://www.ihdi.uky.edu/nectc/DATABASES/search.aspx

Brains of People with Autism Recall Letters of the Alphabet in Brain Areas Dealing with Shapes-Finding Supports Theory That Autism Results From Failure of Brain Areas To Work Together

In contrast to people who do not have autism, people with autism remember letters of the alphabet in a part of the brain that ordinarily processes shapes, according to a study from a collaborative program of the National Institute of Child Health and Human Development of the National Institutes of Health.

The study was conducted by researchers in the NICHD Collaborative Program of Excellence in Autism (CPEA) at the University of Pittsburgh and CarnegieMellonUniversity. It supports a theory by CPEA scientists that autism results from a failure of the various parts of the brain to work together. In autism, the theory holds, these distinct brain areas tend to work independently of each other. The theory accounts for observations that while many people with autism excel at tasks involving details, they have difficulty with more complex information.

The study and the theory are the work of Marcel Just, Ph.D., Professor of Psychology at CarnegieMellonUniversity in Pittsburgh, Pennsylvania and Nancy Minshew, M.D., Professor of Psychiatry and Neurology at the University of Pittsburgh School of Medicine and their colleagues. The study is scheduled for on-line publication November 29 in the journal "Neuroimage," at http://www.sciencedirect.com.

"This finding provides more evidence to support a promising theory of autism," said Duane Alexander, M.D., Director of the NICHD. "If confirmed, this theory suggests that therapies emphasizing problem solving skills and other tasks that activate multiple brain areas at the same time might benefit people with autism." This NIH News Release is available online at:
http://www.nih.gov/news/pr/nov2004/nichd-29.php

National Heart, Lung, and Blood Institute (NHLBI) Stops Study Testing How Long Children with Sickle Cell Anemia Should Have Blood Transfusions to Prevent Stroke

The National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health (NIH) has stopped early a clinical trial studying whether children with sickle cell anemia at high risk for stroke could at some point after a minimum of 30 months (range 30-91 months) safely stop receiving the periodic blood transfusions that prevent strokes. The study found a return to high risk of stroke in children who stopped receiving the transfusions. The NHLBI is issuing a clinical alert on the study's results to inform physicians who treat children with sickle cell anemia.

The alert advises physicians that stopping transfusions cannot be recommended. The document urges them to carefully discuss with patients and their families the stroke prevention benefits of continuing periodic transfusions as well as the risks of these transfusions, which can include such long-term side effects as iron overload. Management of these side effects should also be discussed, according to the alert. The entire NIH News Release is available online at:
http://www.nih.gov/news/pr/dec2004/nhlbi-05.php

U.S.-Born Mexican Americans and Non-Hispanic Whites at Increased Risk for Psychiatric Disorders -Findings Raise New Questions About Influence of Culture

According to the results of a National Institutes of Health (NIH) study, reported in the December issue of the Archives of General Psychiatry (Volume 61), Mexican Americans and non-Hispanic Whites born in the United States have a higher risk for developing psychiatric disorders than their foreign-born counterparts who have immigrated to the United States. The psychiatric disorders included alcohol and drug use disorders, major depression, dysthymia, mania, hypomania, panic disorder, social and specific phobia, and general anxiety disorder.

Based on the 2001-2002 National Epidemiologic Survey on Alcohol and Related Conditions (NESARC), the analysis is the first to consider immigration status in conjunction with psychiatric morbidity in each of four comparison groups: U.S.-born Mexican Americans, Mexican immigrants to the United States, U.S.-born non- Hispanic Whites, and non-Hispanic White immigrants to the United States.

Earlier studies compared psychiatric disorder rates among U.S.- and foreign-born Mexican Americans to either rates for U.S.-born non-Hispanic Whites or rates for the entire U.S. population, thereby confounding immigration status and ethnicity.

"The remarkable pattern seen in these results defies explanation based on current knowledge," according to George Kunos, M.D., Ph.D., Scientific Director, Division of Intramural Biological and Clinical Research at the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the NIH institute that conducted the study. "Additional careful research is required to fully understand the influences of individual and environmental factors in the causes of psychiatric disorders."

For a copy of the study, media representatives may contact the NIAAA Press Office or mediarelations@jama-archives.org. Full text is available at http://www.archgenpsychiatry.com.

ADHD Linked to Mom's Iodine Levels

A group of Italian researchers is recommending routine thyroid-function screening for women during early pregnancy, because they believe attention deficit and hyperactivity disorder (ADHD) in children may be associated with an iodine deficiency in mothers. Based on a study that lasted almost 10 years, the Italian researchers believe that hypothyroxinemia in mothers during pregnancy may increase the risk of ADHD in their children. The researchers followed the children of 16 women in an area of the Italian island Sicily where iodine deficiency is common, comparing them to children in a region where iodine is sufficient. ADHD was diagnosed in 11 of the 16 children from the iodine-deficient area, but in none of the children in the comparison group. For more information, visit:
http://www.reuters.com/newsArticle..php?type=healthNews&storyID=7347208

Eating at Fast Food Restaurants, Weight Gain, and Insulin Resistance in Young Adults

Young adults who eat frequently at fast-food restaurants gain more weight and have a greater increase in insulin resistance in early middle age, according to a large multi-center study funded by the National Heart, Lung, and Blood Institute (NHLBI) and published in the January 1 issue of "The Lancet"*.

After 15 years, those who ate at fast-food restaurants more than twice each week compared to less than once a week had gained an extra ten pounds and had a two-fold greater increase in insulin resistance, a risk factor for type 2 diabetes. Diabetes is a major risk factor for heart disease.

"Obesity and diabetes are on the rise in this country and this important study highlights the value of healthy eating habits," said NHLBI Acting Director Barbara Alving, M.D.

Fast-food consumption has increased in the United States over the past three decades. "It's extremely difficult to eat in a healthy way at a fast-food restaurant. Despite some of their recent healthful offerings, the menus still tend to include foods high in fat, sugar and calories and low in fiber and nutrients," said lead author Mark Pereira, Ph.D., assistant professor of epidemiology at the University of Minnesota. People need to evaluate how often they eat meals at fast-food restaurants and think about cutting back, according to Pereira.

One reason for the weight gain may be that a single meal from one of these restaurants often contains enough calories to satisfy a person's caloric requirement for an entire day.

Participants were asked during the physical examinations given as part of the study how often they ate breakfast, lunch or dinner at fast-food restaurants. Researchers found that the adverse impact on participants' weight and insulin resistance was seen in both blacks and whites who ate frequently at fast-food restaurants, even after adjustment for other lifestyle habits.

Study participants included 3,031 young black and white adults who were between the ages of 18 and 30 in 1985-1986. The participants, who were part of the Coronary Artery Risk Development in Young Adults (CARDIA) study, received dietary assessments over a 15-year period. CARDIA centers are located in Birmingham, AL, Chicago, IL, Minneapolis, MN, and Oakland, CA.

According to the study, men visited fast-food restaurants more frequently than women and blacks more frequently than whites. Black men reported an average frequency of 2.3 visits per week in 2000-01. White women had the lowest frequency, at an average of 1.3 visits per week in 2000-01.

"It is important to watch carefully what you eat, especially at a fast-food restaurant. Knowing the nutritional content is important. Consumers may want to ask for this information," said NHLBI's Gina Wei, M.D., project officer for CARDIA. Salads and grilled foods tend to be lower in fat than fried foods, she said.

Keep portion sizes small, and ask that high-fat sauces and condiments, such as salad dressing and mayonnaise, be "on the side" and use them sparingly to reduce calories, Wei said.

This NIH News Release is available online at:

http://www.nih.gov/news/pr/dec2004/nhlbi-30.php

Gene That Blocks Regrowth of Hearing Cells Identified for the First Time

Researchers supported by the National Institute on Deafness and Other Communication Disorders (NIDCD) have come one step closer to understanding how hair cells regenerate, a finding that could lead to new treatments for restoring hearing. In the January 13 issue of Science magazine, scientists at the Massachusetts GeneralHospital in Boston, MA report that they could cause hair cells to regrow by blocking the action of a single gene in mice.

Regeneration of hair cells is important because hair cells are the key links in the chain of signals that makes hearing possible. Hair cells are found in the cochlear, part of the inner ear that sends the electrical signal of sound to the brain. Vibrations from the eardrum and bones of the middle ear are relayed to the cochlear, where they stimulate the hair cells. This energy is converted to electrical signals that are carried by nerves to the brain and interpreted as sound.

In the current study, the researchers isolated a gene that was activated in the ear during the mouse life cycle. The gene, Rb1, encodes for the retinoblastoma protein, which has various functions throughout the body, including acting as a molecular switch to stop the growth of hair cells. Mice that were bred to be missing the retinoblastoma gene were found to have more hair cells than control mice. Mature hair cells grown in culture dishes also were able to regenerate when the retinoblastoma gene was blocked.
Dr. James Battey, director of NIDCD has called this discovery "a very important first step toward learning" how to restore hearing in human patients. Hearing loss is one of the most common conditions affecting older adults.

Most deafness occurs because hair cells are damaged either by disease, injury or aging. Humans are born with about 50,000 inner ear hair cells, but the number gradually declines over time. Once these cells are lost, they cannot be restored.

Although the studies were done in mice, the mouse ear structure is very similar to that of humans. The next step will be to develop methods to reversibly block the Rb1 gene in inner ear hair cells to see if hair cells regenerate and hearing can be restored.

International Coalition to Fund Autism Genetics Research

An international public/private partnership of government health agencies and private advocacy organizations has committed more than $21 million for research to identify the genes associated with autism spectrum disorders, a range of developmental disorders that impair communication and other mental abilities. The National Institutes of Health (NIH) is spearheading the coalition, whose members include the Canadian and Irish governments and three private autism foundations.

The coalition recently issued a Request for Applications (RFA), "Identifying Autism Susceptibility Genes," which has an application receipt date of April 15, 2005. Applications will undergo peer review during July 2005. The coalition will award funding for the research project in the fall of 2005 and expects to fund two to three organizations to participate in the 5-year project.

"NIMH appreciates the challenge of leading this impressive team," said Thomas R. Insel, M.D., director of the NIMH, the lead organization in the effort. "This remarkable partnership shows what can be accomplished when public/private efforts join forces. This international approach can advance the autism field by leaps and bounds."

With three to six new cases per 1,000 children, autism is more common than several other disabling but better-understood diseases of childhood, such as type 1 diabetes and cystic fibrosis. Symptoms of autism, a complex neuropsychiatric syndrome, include varying degrees of impairment in communication and social skills, and restricted, repetitive, and stereotyped patterns of behavior. While heredity, in the form of multiple genes, appears to be a major determinant of whether a particular individual develops autism, experts believe that environmental influences also play a significant role.

Researchers have already reported progress on the genetic underpinnings of autism. There are reports of several chromosomal regions associated with the disorder, but few specific genes have been identified. The RFA is intended to advance knowledge of the relation between genetics and autism by examining existing data for genes and gene variants that confer susceptibility to autism. The RFA also requires researchers to assess the functional significance of autism-associated genetic variants. This research may provide a means to subdivide autism spectrum disorders into identifiable, distinct disorders, with different molecular mechanisms.

This NIH News Release is available online at:

http://www.nih.gov/news/pr/dec2004/nimh-28.php

Mothers’ Exposure to Air Pollutants Linked to Chromosome Damage in Babies

A new study of 60 newborns in New York City reveals that exposure of expectant mothers to combustion-related urban air pollution may alter the structure of babies' chromosomes while in the womb. While previous experiments have linked such genetic alterations to an increased risk of leukemia and other cancers, much larger studies would be required to determine the precise increase in risk as these children reach adulthood.

The air pollutants considered in this study include emissions from cars, trucks, bus engines, residential heating, power generation and tobacco smoking. These pollutants can cross the placenta and reach the fetus.

The study was funded by the National Institute of Environmental Health Sciences, part of the National Institutes of Health, the U.S. Environmental Protection Agency, and other private foundations. The research was conducted by scientists from the ColumbiaUniversityCenter for Children's Environmental Health. Study results will be published in the February issue of "Cancer Epidemiology Biomarkers and Prevention", and are available online at http://cebp.aacrjournals.org.

"This is the first study to show that environmental exposures to specific combustion pollutants during pregnancy can result in chromosomal abnormalities in fetal tissues," said Kenneth Olden, Ph.D., the director of NIEHS. "These findings may lead to new approaches for the prevention of
certain cancers."

Researchers monitored exposure to airborne pollutants, known as polycyclic aromatic hydrocarbons (PAHs), among non-smoking African-American and Dominican mothers residing in three low-income neighborhoods of New York City -- Harlem, Washington Heights and the South Bronx.

"Although the study was conducted in Manhattan neighborhoods, exhaust pollutants are prevalent in all urban areas, and therefore the study results are relevant to populations in other urban areas," said Dr. Frederica P. Perera, director of the Columbia Center for Children's Environmental Health and senior author of the study.

Exposure to combustion pollutants was assessed through personal questionnaires and portable air monitors worn by the mothers during the third trimester of their pregnancies. Researchers then calculated the concentration of air pollution to which each pregnant woman and her baby were exposed. Study participants exposed to air pollution levels below the average were designated as having "low exposure," while those exposed to pollution levels above the average were designated as having "high exposure."

"We observed 4.7 chromosome abnormalities per thousand white blood cells in newborns from mothers in the low exposure group, and 7.2 abnormalities per thousand white blood cells in newborns from the high exposure mothers," said Perera. "In particular, stable alterations were increased, which are of greatest concern for potential risk of cancer, since cells with this type of abnormality can persist in the body for long periods of time."

Chromosomal abnormalities were measured in umbilical cord blood by a "chromosome painting" technique called fluorescence "in situ" hybridization, one that enabled researchers to observe the structural changes within the chromosome. Chromosomes are the threadlike packages in the nucleus of the cell that contain the cell's genetic information.

"This evidence that air pollutants can alter chromosomes "in utero" is troubling since other studies have validated this type of genetic alteration as a biomarker of cancer risk," said Perera. "While we can't estimate the precise increase in cancer risk, these findings underscore the need for policymakers at the federal, state, and local levels to take appropriate
steps to protect children from these avoidable exposures."

Previous studies conducted by Perera and colleagues showed that combustion-related air pollutants significantly reduce fetal growth, which may affect cognitive development during childhood.

The study is part of a broader, multi-year research project, "The Mothers & Children Study in New York City," started in 1998, which examines the health effects of exposure of pregnant women and babies to air pollutants from vehicle exhaust, the commercial burning of fuels, and tobacco smoking, as well as from residential use of pesticides and allergens.

The National Institute of Environmental Health Sciences is a federal agency that conducts and funds basic research on the health effects of exposure to environmental agents.

For more information, please contact John Peterson, public affairs specialist with the NIEHS Office of Communications, at (919) 541-7860, or call Heather Ross, senior media specialist with the ColumbiaCenter for Children's Environmental Health, at (212) 576-2700, ext. 243.

Scientists Use Gene Therapy to Restore Hair Cells in Deaf Guinea Pigs

Researchers supported by the National Institute on Deafness and Other Communication Disorders successfully used gene therapy to grow new hair cells and restore hearing in deaf guinea pigs. This is the first time researchers have been able to restore structural and functional levels to auditory hair cells in live adult mammals. Scientists at the University of Michigan's MedicalSchool inserted a gene called Atoh1, a key regulator of hair cell development into non-sensory epithelial cells that were in the inner ears of adult guinea pigs whose original hair cells were destroyed by exposure to ototoxic drugs. An adenoviral vector was used to deliver the Atoh1 gene into the left ears of ten guinea pigs whose hair cells had been destroyed; deaf guinea pigs that were not administered the gene served as matched controls, and the animals right ears served as an additional control. Eight weeks after treatment they found new hair cells in the ears treated with Atoh, and auditory testing confirmed that the generation of hair cells coincided with restoration of auditory threshold levels. The researchers caution that restoring auditory threshold levels is not the same as restoring normal hearing and it will be several years before Atoh1 gene therapy will be ready to test in humans. This study is an important advance in hearing research, and the findings bring scientists one step further in the search for new ways to treat hearing loss that affects approximately 28 million Americans.

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OTHER ARTICLES OF INTEREST FOR PARENTS WITH CHILDREN IN SPECIAL EDUCATION

Emergency Preparedness and Individuals with Disabilities

This summer the National Organization on Disability (NOD) and the U.S. Government created the Individuals with Disabilities Emergency Preparedness Council as part of the U.S. Department of Homeland Security. This council will work to ensure that the special needs of individuals with disabilities are included in plans for preventing and reacting to natural and man-made disasters.

Read the Executive Order and see the functions of the new Council at:
www.responsetrack.net/lnk/nod31930/?112TG011ODB

Streaming Allows Deaf to Learn Online

The spread of high-speed Internet is improving distance learning for the deaf through transmissions smooth enough to allow sign language instruction. Educators are increasing the use of video streaming - the progressive feeding of small chunks of information that can be viewed as they are downloaded - to supplement onsite teaching. Some hope the technology will enable them eventually to offer full degrees online. For more details, visit http://www.enquirer.com/editions/2004/10/04/loc_loc3deaf.php

Online Learning: A Smart Way to Nurture Gifted Kids

With online learning, the newest wave of education, gifted students can take classes local schools can't offer and learn at their own frenetic pace. For the full story, visit:
http://www.usatoday.com/printedition/news/20040928/oplede28.art.php

Union Seeks Streamlining for Special Ed Formula

New York State United Teachers is looking to streamline the state's complex formula for funding special education services and make it more equitable for students and their districts. "Any revised formula should be simple and ensure adequate resources for acceptable student achievement," said NYSUT Second Vice President Maria Neira, who took part in one of four State Education Department regional forums on special education funding in September. For more details, visit: http://www.nysut.org/newyorkteacher/2004-2005/041021specialed.php

Parents Working to Eliminate Hurtful Acronym for Special Education

"You're a stupid SPED." These hurtful words are sometimes heard in the halls and playgrounds of schools throughout Brookline. SPED is an acronym for special education that has been used with increasing frequency by parents, school administrators and teachers not only in Brookline, but also in communities across the state. Yet like so many short phrases that roll off the tongue, the term has been misappropriated and used as an insult from one child to another, particularly in the middle school grades. Parents of special education students, with the support of the Brookline Public Schools, are about to change that. The Brookline Special Education Parent Advisory Council announced this week that it will no longer use the term SPED in its names or materials. The group, which formerly referred to itself as SPED-PAC, will now be called SEPAC (pronounced SEE-PACK). The Brookline Special Education Parent Advisory Council provides information and support to parents of children with disabilities in Brookline. For more details, visit:
http://www2.townonline.com/brookline/artsLifestyle/view.bg?articleid=109675

In Their Own Words: Employer Perspectives on Youth with Disabilities in the Workplace (Guidebook)

It is essential for educators, transition specialists, workforce development professionals, family members, and youth to understand employers¹ needs, circumstances, and perspectives as they establish work-based learning experiences. This publication, the latest in our ³Essential Tools² series, features the experiences of employers in their own words. Eleven employers from various fields write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. For more details, go to:
http://www.ncset.org/publications/essentialtools/ownwords/default.asp

Bullying-A Discussion and Activity Kit to Use with Children

"The Bully" tells the story of a character most of our children will recognize. It's designed to be used to stimulate discussion and problem-solving with children. Originally published as an ebook and still available online in that form, it is now also available in print form. Find out more at www.thebullybook.com/

Buddies Help Students with Autism

A state grant lets school in Howell pair peers to learn how to improve learning experience. At ChallengerElementary School, all the children are becoming part of Connor’s (a 9-year old boy with autism), educational plan. They learn how to be "peer buddies." Connor's education team hopes to make him less dependent on his full-time aide, who has been with him since kindergarten. To read more about this story, visit:
http://www.detnews.com/2004/schools/0411/01/c05l-321301.php

Research from The National Council on Disability: Designing for Inclusion- Creating a New Marketplace

Designing with access in mind can significantly increase the size of targeted markets for electronic and information technology (E&IT). Good business practice dictates that designers and engineers avoid unintentionally excluding large populations of consumers from accessing and using the E&IT they develop and manufacture. People with disabilities are at the highest risk of exclusion. Other consumer groups are also at risk. They are—
•Individuals 65+ years old
•Consumers living in low-bandwidth information infrastructures
•People who never learned to read
•Users of English as a Second Language (ESL)
•Tourists and people living in multilingual societies
•Consumers living in high-density populations

Designing with access in mind can be accomplished through universal design (UD). Universal design is a process to ensure that E&IT is inclusive, accessible, and usable by everyone, including people with disabilities. Accessible design is a step forward when developing E&IT products, but it tends to lead to technologies that will be used separately, or in addition to, the main E&IT product, which diminishes the effectiveness of designing for all. Incorporating UD processes when developing E&IT is one solution to accommodating people with disabilities that also improves the usability of the products for the rest of the population.

The National Council on Disability (NCD) undertook this research to understand the market for universally designed mainstream consumer products and services, document successful UD development processes, understand consumer needs, understand UD facilitators and barriers, and identify and address current issues in universal design. This research comes at a time when understanding and incorporating UD into the development process are most crucial. We are in the window of opportunity for implementing section 508. If progress is not made quickly in improving the skills of government and industry employees on accessibility issues, the window will soon shut with little having been accomplished. If industry does not see that federal agencies are serious about implementing section 508 in a consistent manner, companies will shift the monetary and human resources needed for improving accessibility to product development opportunities that offer a higher return on investment. Progress must be made now, and the purpose of this report is to present the information and recommendations that will guide this progress.

Through this research, NCD aims to educate designers and manufacturers about how electronic and information technology intersects with the needs of individuals with disabilities. In addition to providing knowledge about disabilities, we see the importance here and now of educating individuals on universal design. Currently, many business people have never heard of UD, and many of those who have do not understand that it is more than just a design for disability. This research aims to provide businesses with the knowledge of UD methods they need to clearly see how their complex products can be made accessible in a cost-effective way.

As part of this research, six product lines were analyzed from the telecommunications, software, consumer electronics, and digital services industries for both accessibility and usability. We estimated how useful these products are to people with disabilities and whether the products conformed to section 508 standards and section 255 guidelines. We were able to present recommendations for improving such products. At a time when the incorporation of universal design is crucial, NCD hopes that the information provided in this report will motivate and drive the development of more universally, accessibly designed E&IT.

To read the entire study by The National Council on Disability and its recommendations, visit:

http://www.ncd.gov/newsroom/publications/2004/newmarketplace.php

Deciphering A Mystery: New Research Provides Clues To The Genetic, Neurological, And Molecular Basis Of Autism

In new research, scientists have found that a specific gene contributes to autism and that autistic people have fewer receptors for the brain messenger acetylcholine, as well as more tightly packed columns of neurons in the cerebral cortex. Another study found that autistic children were less able to discriminate similar sounds than were other children. To learn more, visit: http://www.sciencedaily.com/releases/2004/10/041030131949.php

Top 10 Toys for Children with ADHD

Shire and the Oppenheim Toy Portfolio today announced the top 10 toys for children with attention-deficit/hyperactivity disorder (ADHD), along with selection criteria designed to help guide parents this season as they shop for toys for a child with ADHD. All the toy selections as well as the criteria used are posted on ADHDSupportCompany.com.

The Top 10 list of toys has been developed based on the specific needs of children with ADHD, including the need to better focus attention, to gain self-confidence and to learn to socialize and interact appropriately with other children. The selection criteria used to choose these toys may provide useful guidelines for parents to consider when shopping for toys that their child with ADHD can enjoy. Together, the toy list and criteria may help parents interact with their child and also assist them to direct the child's energy in a more productive way. To learn more, visit:

http://www.eurekalert.org/pub_releases/2004-11/pn-t1t111604.php

Parent Academy Could Help Kids Learn

Parents in Miami-Dade County could get free classes next fall -- ranging from how to talk with teachers to how to plan a family budget and how to write a résumé -- in an effort to teach them how to extend their kids' education from school into the home.

The idea of a ParentAcademy was approved Wednesday by the Miami-Dade School Board, and though the planning is still preliminary, it is supposed to launch at the beginning of the 2005-06 school year.

Many of the classes will be designed to teach parents how to extend education from the school into the home. For more information, visit:
http://www.miami.com/mld/miamiherald/news/local/10210717.php?1c

Survey Invitation for Educators of English Language Learners and Students with Disabilities

The National Center on Educational Outcomes at the University of Minnesota invites educators with experience teaching either English language learners or students with disabilities to participate in a pilot Web survey about instructional strategies for English language learners with disabilities. The survey tests the importance and use of strategies for reading, and offers optional sections for math and science. Each of the three sections (reading, math, and science) takes about 15 minutes to complete. To learn more, visit:
http://education.umn.edu/nceo/StrategiesConsent.php

2004 National Organization on Disability/Harris Survey of Americans with Disabilities

The 2004 Harris Survey on disability trends, commissioned by the National Organization on Disability, surveyed people with disabilities. Findings showed that Americans with disabilities are at a critical disadvantage compared to other Americans in 10 key areas of life, including employment, poverty, high school dropout rates, social life, life satisfaction, job discrimination, severity of disability, and future health and well-being. Web video also available. To learn more, visit: http://www.at508.com/040624_national_press_club.cfm

Technical Sign Language Guide Goes Online

An online glossary of technical sign language has been compiled to help deaf students studying science and engineering. The British sign language glossary was compiled by researchers at the University of Wolverhampton, based upon interviews with deaf academics and professionals, to establish which signs they use in the course of their work. It features almost 2,500 online video signs for terms such as "absolute zero" and "DNA", making it the most comprehensive catalogue of technical sign language, according to the creators. For more information, visit:

http://education.guardian.co.uk/higher/sciences/story/0,12243,1392431,00.php

Reading the Brain: Technology May Soon Tell Researchers Why Some Kids Have Trouble Reading

Figuring out why a child has difficulty reading is not an exact science, but it's getting closer to that. A University of Western Ontario psychology professor, recognized recently for the excellence of his research, has been exploring ways to map the brains of readers to see what goes wrong -- and what goes right. "A lot of different things can go wrong in reading development," says Marc Joanisse. "There's more than one reason why child would be behind in reading." For more information, visit:
http://www.canoe.ca/NewsStand/LondonFreePress/Today/2005/01/24/908291-sun.php

Inclusion Efforts Help Indianapolis School Cope with Poverty, Turnover, Special Needs

There's a feeling of community, a sharing of ideas that makes our school so special that no one ever wants to leave," says Cindy Meek, a special education teacher who has taught at Paul I. Miller School 114 for 26 years.

But students do leave. During the 2002-03 school year, the Indianapolis, Ind., school experienced a 46-percent student turnover, due in large part to families constantly having to move to find better job opportunities.

The mobility rate reflects the dire conditions surrounding School 114: many of its neighbors live in low-income housing. Because of the overwhelming poverty, every student receives a free lunch.

Yet, School 114—a 2004 No Child Left Behind Blue Ribbon School—proves that the concepts of community and diversity are not at opposite ends of the learning spectrum. During the 2002-03 school year, the single-story building was also home to 132 students who received special education services—30 percent of the 465 students who attended the school. While many of these students are immersed in regular classrooms, the school has two areas set aside for severely handicapped students, who are supported by a full-time nurse.

To meet the challenges presented by its diverse student body, the school has instituted a differentiated learning curriculum. Following periods of instruction, students break into small groups to work on targeted learning opportunities.

"Gifted students may work on enrichment activities while special education students receive focused instruction," explained Sherry Webber, a second-grade teacher in her 17th year at the at the school. "The small groups also provide an opportunity for us to work with students who need to catch up in a particular area."

For new students, teachers use the small group time to assess where they are in respect to School 114's curriculum. "When new students arrive, our teachers find out where they are academically and either help them catch up to our program or find ways to engage them if they are ahead," Principal Alan Stephens explained.

Teachers also use the small groups, such as the Young Authors program, to bring together students with different learning strengths and abilities.
"The Young Authors program is an opportunity for high- and low-achieving students to work together so everyone feels special," said Meek. As an example, she said a special education student who enjoys telling stories but cannot type may team up with another student who is able to use the computer. Together they write a story while a third student provides the illustrations.

The individual and small group attention is working. In fall 2004, 87 percent of School 114's third-graders passed the Indiana state exam in both English/language arts and math. These test scores, including those from the previous two years, have placed School 114 well above state and district averages.

"We have high expectations of our students, and our parents support us," noted Webber.

In return, School 114 celebrates the success of each of its students. The Honors Day ceremonies at the end of each quarter recognize students who excel in scholarship, attendance and good citizenship. It's not uncommon, explained Webber, for students to announce they are going to be recognized in all three areas before the school year is over.

"The awards build self-esteem," she said, noting the assemblies are a big deal. "We invite the parents and community—everyone comes." In recognition of their achievements, students are given pencils, certificates or pins.

These assemblies are just one of several programs that provide opportunities for every student to be recognized. The local Kiwanis club, a leading service organization, hosts ceremonies to recognize School 114's Terrific Kids several times a year. They also support the BUGS—Bringing Up Grades—program.

With writing as a curriculum focus, the school has instituted writer-of-the-month awards for which teachers nominate students. The school throws a pizza party for everyone who is nominated, and the winning writers' names are placed on a wall display that stays up throughout the year.

For the Young Authors program, each book is bound and includes a note about the authors. An outside panel of community members spends a full day judging the submissions. Parents are invited to read the books at the school, and winning entries are displayed in the community. The books become treasured keepsakes, said Meek, who noted that one high school student recently told her that he still has the book he prepared in her classroom.

"The recognition that comes with these programs motivates our students to go through the writing process," she explained.

National Suicide Prevention Lifeline 1-800-273-TALK

The U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA) today announced the launch of the National Suicide Prevention Lifeline 1-800-273-TALK. The national hotline is part of the National Suicide Prevention Initiative (NSPI)—a collaborative effort led by SAMHSA that incorporates the best practices and research findings in suicide prevention and intervention with the goal of reducing the incidence of suicide nationwide. In addition to the national hotline, a new website is being launched: www.suicidepreventionlifeline.org

In the United States, suicide currently is the 11th leading cause of death among all age groups, accounting for approximately 30,000 deaths annually. More than 100 crisis centers in 39 states currently participate in the National Suicide Prevention Lifeline. SAMHSA is committed to working with state and local organizations, such as the Mental Health Association of New York City, the National Association of State Mental Health Program Directors, and community crisis centers, to expand the availability of suicide prevention and intervention services.

The National Suicide Prevention Lifeline is funded by a 3-year $6.6 million grant from SAMHSA’s Center for Mental Health Services, which has been awarded to the Mental Health Association of New York City and its partners—the National Association of State Mental Health Program Directors, Columbia University and Rutgers University. The National Suicide Prevention Lifeline is a network of local crisis centers located in communities across the country that are committed to suicide prevention. Callers to the hotline will receive suicide prevention counseling from trained staff at the closest certified crisis center in the network. A nation-wide public education campaign to raise awareness about suicide and the national hotline is under development.

Top Ten Titles for Students with Print Disabilities Released by Recording for the Blind & Dyslexic

The Boston Unit of Recording for the Blind & Dyslexic (RFB&D) released its annual top ten lists of audio tapes ordered by students who are blind, visually impaired or who have learning disabilities.

The Boston Unit of Recording for the Blind & Dyslexic (RFB&D) released its annual top ten lists of audio tapes ordered by students who are blind, visually impaired or who have learning disabilities.

Christina Raimo, Boston Unit RFB&D Executive Director, said, “For more than 50 years, RFB&D has been the nation’s largest educational library for students who are blind, visually impaired or who have learning disabilities such as dyslexia. Here in Massachusetts, RFB&D serves over 7,500 students and more than 300 schools with its library of over 91,000 accessible textbooks.”

http://www.emediawire.com/releases/2005/1/emw193232.php

Maryland Test a Problem for Deaf Students--Questions Ask Students to Match Words by Sound

Students at the MarylandSchool for the Deaf were asked on a standardized test to match words containing similar sounds, and state education officials promised to adjust the scores after acknowledging the problem.

The state Department of Education also will ensure that questions in this year's version of the Maryland School Assessment are appropriate for hearing-impaired students, spokesman Bill Reinhard said Monday.

http://www.cnn.com/2005/EDUCATION/01/11/deaf.test.scores.ap/index.php

Bullies Target Diabetic Youths

Children and adolescents with diabetes and other hormonal disorders are at an increased risk of being bullied, teased or snubbed by classmates, a new study has found. The report, published online in the Journal of Pediatrics, found insulin-dependent diabetics particularly vulnerable to peer abuse. It raised concerns that these children might forgo medically necessary procedures such as testing their blood-sugar levels or injecting insulin to avoid being picked on.

"If you know kids may tease you because you have to go to the bathroom to check your blood sugar, or you can't eat some foods, you might begin avoiding those things," said Eric Storch, co-author of the study and an assistant professor of psychiatry and pediatrics at the University of Florida's College of Medicine.

Gary Geffken, the study's co-author, said he thinks all children with chronic medical conditions could be at heightened risk for being bullied. He said chronic illnesses of all types may require children to see medical specialists and make more visits to the doctor than their peers. This could carry a stigma, said Mr. Geffken, an associate professor of pediatrics, psychiatry and clinical and health psychology at UF.

To gain further knowledge of this study, visit:

http://washingtontimes.com/national/20041225-114049-2905r.php

Preparing for an International Career: Pathways for People with Disabilities

Mobility International USA (MIUSA), an organization that empowers people with disabilities around the world through international exchange and international development, and the National Clearinghouse on Disability and Exchange, managed by MIUSA, released this resource to encourage young adults with international interests to explore careers in the international affairs, exchange, and development fields. This document offers information on different types of international occupations, job prospects, tips to prepare for an international career, insights from role models and emerging leaders with disabilities in these fields, and international exchange and fellowship. Available in PDF (2.6 MB, 81 pages) at:

http://www.miusa.org/publications/freeresources/International%20Career%20final%20draft.pdf

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UPCOMING CONFERENCES AND EVENTS FOR PARENTS OF CHILDREN IN SPECIAL EDUCATION

April, 2005

2005 ASCD Annual Conference and Exhibit Show--Voices of Education: Unleashing the Power, Passion, and Promise

Dates: April 2–4, 2005

Location: Orange County Convention Center, West Building Orlando, FL

Sponsor: Association for Supervision and Curriculum Development (ASCD)

Contact: Association for Supervision and Curriculum Development (ASCD)
1703 N. Beauregard Street
Alexandria, VA22311-1714
(800) 933-2723 (ASCD)
(703) 578-9600 (then press 2)
Web: www.ascd.org/cms/index.cfm?TheViewID=446

DSS Policy: Accommodating Students With Disabilities With Off-Campus Placements: Who and How?

Dates: April 5, 2005

Location: Audio

Sponsor: Thompson Publishing Group Inc.

Contact: (800) 925-1878
Web: www.thompsoninteractive.com/dss.asp

Abstract: Dr. Jane Jarrow, President of Disability Access Information and Support (DAIS) and presenter who has traveled extensively presenting workshops and training sessions about the legal and educational mandates surrounding the participation of persons with disabilities in postsecondary settings, will be the primary speaker at each one of the five conferences. She will be joined for each audio conference by one of these colleagues in the field: *The Director of Disability Support Services at Rice University & former President of AHEAD in Texas, Jean Ashmore *The Director of Disability Services at the University of Colorado (Retired), Ruth Fink *The Director of Services for Students with Disabilities at the University of Michigan & former President of AHEAD, Sam Goodin *The ADA Coordinator for The Ohio State University, Scott Lissner

2005 Council for Exceptional Children Convention and Expo

Dates: April 6-9, 2005

Location: The Baltimore Convention Center Baltimore, MD

Sponsor: Council for Exceptional Children (CEC)

Contact: Council for Exceptional Children (CEC)
1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704
(703) 264-9454; (888) 232-7733
(703) 264-1637 (FAX)
E-Mail: victore@cec.sped.org
Web: www.cec.sped.org

Abstract: Special Features for 2005 include: *Meet the Experts *Patch Adams - CEC's 2005 keynote speaker *Gaynell Colburn - The Teacher of the Year Luncheon's keynote speaker. *Pre-convention workshops - where you gain understanding of special education teaching issues and strategies *700+ Professional Development Sessions *Strands - A way to get your questions answered by experts in the field *Networking Events - Meet colleagues as you explore Baltimore

2005 National CASA Association Conference--Growing a Better Tomorrow for Every Child

Dates: April 16-19, 2005

Location: Hyatt Regency Hotel Atlanta, GA

Sponsor: National CASA Association

Contact: National CASA Association
Attn: Sandy Elfers
100 W. Harrison
North Tower, Suite 500
Seattle, WA 98133-9009
(800) 628-3233, Ext. 262
(206) 270-0078 (FAX)
Web: www.casanet.org/conference/

Abstract: The National CASA Association 24th Annual Conference provides an opportunity to join consultants, legal and social service professionals as well as representatives of the entire CASA/GAL network. Through education, training, brainstorming, participants will discover new ideas and solutions for helping children.

Literacy Changes Lives--National Conference on Family Literacy

Dates: April 25-27, 2005

Location: Galt House Hotel and Suites Louisville, KY

Sponsor: National Center for Family Literacy (NCFL)

Contact: National Center for Family Literacy (NCFL)
325 West Main Street, Suite 300
Louisville, KY 40202-4237
(502) 584-1133
E-mail: conference@famlit.org
Web: www.famlit.org/Conference/index.cfm

Abstract: Each spring, NCFL presents the national conference on family literacy. Drawing approximately two thousand professionals from the literacy, research and policy fields, the National Conference on Family Literacy is a professional development opportunity.

International Meeting on Inuit and Native American Child Health: Innovations in Clinical Care and Research and 17th Annual Indian Health Service Research Conference

Dates: April 29-May 1, 2005

Location: Seattle, WA

Sponsor: American Academy of Pediatrics and the Canadian Paediatric Society, incooperation with the Indian Health Service

Contact: National Headquarters:
American Academy of Pediatrics
141 Northwest Point Boulevard
Elk Grove Village, IL 60007-1098
(847) 434-4000
(847) 434-8000 (FAX)
Web: www.aap.org/nach

Abstract: The American Academy of Pediatrics and the Canadian Paediatric Society, in cooperation with the Indian Health Service is sponsoring the first ever International Meeting on Inuit and Native American Child Health. Pediatricians, family physicians, residents, other health care professionals, clinical researchers, state and federal public health employees, child advocates, and other professionals and family representatives dedicated to working with First Nations, Inuit, and American Indian/Alaska Native (AI/AN) children should attend. Participants will have the opportunity to share ideas on culturally effective health care delivery models, present research findings, and dialogue about strategies to improve the health of First Nations, Inuit, and AI/AN children and communities.

MAY, 2005

YAI/National Institute for People with Disabilities Network's 26th Annual International Conference on Developmental and Learning Disabilities

Dates: May 9-13, 2005

Location: Crowne Plaza Manhattan Hotel New York City, NY

Sponsor: YAI/National Institute for People with Disabilities Network

Contact: Tina Sobel at (212) 273-66457 or
Aimee Horowitz at (212) 273-6255
(212) 629-4113 (FAX)
E-mail: tsobel@yai.org
or
E-mail: ahorowitz@yai.org
Web: www.yai.org

Abstract: This five-day conference will feature more than 300 speakers from throughout the United States and abroad. More than 150 seminars and workshops will focus on key issues, including: Advocacy/Self-Advocacy, Aging and Dementia, Challenging Behaviors, Clinical Issues, Day Services, Early Childhood, Employment Training and Placement, Family Support Services, Health Care, Management, Psychopharmacology for Non-Medical Staff, Recreation and Leisure, Residential Services, Sexuality and Social Skills, Special Education, Staff Training, Technology, Transitional Services, Workforce Issues. A separate social work conference, focusing on research, practices and new developments in the field, also will be held at the Crowne Plaza from May 9-11.

Head Start: The Nation's Pride--32nd Annual Training Conference

Dates: May 24-27, 2005

Location: Orlando, FL

Sponsor: National Head Start Association (NHSA)

Contact: National Head Start Association (NHSA)
1651 Prince Street
Alexandria, VA22314
(703) 739-0875
(703) 739-0878 (FAX)
(703) 739-0879 (NHSA Hotline)
Web: www.nhsa.org

Abstract: The National Head Start Association is a private not-for-profit membership organization dedicated exclusively to meeting the needs of Head Start children and their families. It represents more than 900,000 children, 190,000 staff and 2,500 Head Start programs in the United States. The Association provides support for the entire Head Start community by advocating for policies that strengthen services to Head Start children and their families; by providing extensive training and professional development to Head Start staff; and by developing and disseminating research, information, and resources that enrich Head Start program delivery. Head Start provides comprehensive education, health, nutrition, and parent involvement services to low-income children and their families. More than 21 million pre-school aged children have benefited from Head Start.

JUNE, 2005

Ninth International Conference on Post-Polio Health and Ventilator-Assisted Living: Strategies for Living Well

Dates: June 2-4, 2005

Location: Saint Louis, MO

Sponsor: Post-Polio Health International

Contact: Post-Polio Health International
Including International Ventilator Users Network
4207 Lindell Blvd., #110
Saint Louis, MO 63108-2915
(314) 534-0475
(314) 534-5070 (FAX)
E-mail: info@post-polio.org
Web: www.post-polio.org

Abstract: Purpose and goals of presentations are intended to ... 1. Promote greater understanding of and opportunities for healthy living by people with disabilities, specifically the survivors of polio and those who use mechanical ventilation. 2. Promote greater awareness of the power of self-help and of the independent living philosophy. 3. Propose solutions to major issues facing people with disabilities. 4. Report on the latest research, programs and developments related to post-poliomyelitis and other neuromuscular respiratory conditions. 5. Facilitate enhanced interaction between people with disabilities and health care professionals.

14th International Scientific Congress CNIC 2005: 40 Years at the Service of Science and Technology

Dates: June 27-30, 2005

Location: Havana, Cuba

Sponsor: National Center for Scientific Research

Contact: Mrs. Violeta Rodriguez Oramas
Specialist in RelatedExhibitions
HavanaInternationalConferenceCenter
(537) 208 4398
(537) 202 8382 (FAX)
E-mail: violeta@palco.cu

Abstract: Every five years, the National Center for Scientific Research holds its International Scientific Congress in the framework of its anniversaries. The meeting has the aim to allow a gathering as well as a scientific-technical exchange among a number of national and international specialists in their research fields. Besides, it offers an excellent opportunity for showing new products and technologies from the medical, pharmaceutical and biotechnological industries. Topics include: NEUROSCIENCES 2005. Neurophysics, Cognitive Neurosciences Neurolinguistics, Neural Origin Disabilities, Schizophrenia, Autism, Hearing Losses and Phonoaudiology, Senile Dementia, Learning Problems and Behavioral Problems, Neural Plasticity and Molecular Neurobiology.

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