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AUTISM FIRST STEPS
AUTISM DAILY NEWSLETTER
Sunday December 9, 2001
INDEX:
* NEW LEGAL ORGANIZATION
FOR SPECIAL NEEDS CHILDREN
* Autism and Christmas
* Gene Triggers Stem Cell Differentiation
* Toxic Landscaping of Facilities for Developmentally Disabled
Adults
* Autistic comedian is a turn for the better
* Cuts threaten summer programs for disabled kids
* UNITED STATES DEPARTMENT OF EDUCATION
* Make A Victorian Fan Ornament
* Make
Eggshell Ornaments
******************************
NEW LEGAL ORGANIZATION FOR SPECIAL NEEDS CHILDREN
I have some very important and exciting news! A new national legal
organization has just been established across Canada that is very important to
the best interests of our children as well as all children with other special
needs. This organization is "The Canadian Legal Network for Children with
Special Needs".
The non-profit society is a group of concerned lawyers working together to
advance the rights of children with special needs and to enhance the legal
remedies available to special needs children. The society accomplishes these
goals through promoting quality legal representation and excellence in
advocacy, promoting implementation and enforcement of the UN Convention for the
Rights of the Child, and encouraging lawyers and lay advocates to
increase their involvement and representation on behalf of children with
special needs.
In other words, The Canadian Legal Network for Children with Special Needs is
an organization that will "level the playing field" and make it much
easier for parents to find capable legal representation that is up to the task
of challenging the formidable resources of government, whether it be a school
district or a provincial ministry of education or health; the Legal Network is
designed to further the rights of special needs children at all levels. It's
noteworthy that the Constitution of the Canadian Legal Network for Children
with Special Needs does not permit affiliation for lawyers who are employed by,
or under contract to, government.
I could go on and on about the tremendous promise this new organization
holds out. Instead, you can download the brochure which describes their mandate
in more detail.
Click here for brochure --> http://featbc.org/legalnetwork.pdf
Since Canadian provinces have their own jurisdiction over health care and
education, each province will eventually have its own affiliate of this new
national organization. Initially, The Canadian Legal Network for Children with
Special Needs is setting up its B.C. organization because lawyers
establishing the organization are based in B.C.; however, there already several
lawyers across the country working on special needs cases who shortly will
organize their respective provinces. FEAT BC is proud to be the charter member
of The Canadian Legal Network and we encourage all members of this discussion
group to become members of the network either as individuals, corporate or
organizational members. We strongly urge all FEAT's across the country to step
up to the plate and support this
vitally important special needs legal organization.
Many of you over the years have asked how you can help the cause. This is a
historic; watershed opportunity to contribute to the welfare of every special
needs child in B.C. and across Canada. By becoming a member and encouraging
everyone who cares about your child to become a member, you will help lay the
foundation for an organization that will, at long last, help families hold all
levels of government accountable for special needs policies
that work against the best interests of our children's well being.
Address information:
The Canadian Legal Network for Children with Special Needs
114 - 990 Beach Avenue
Vancouver, B.C. V6Z 2N9
Ph. 604-689-8501
******************************
Autism and Christmas
Having an autistic child is
difficult. During the holidays even more so. To put a little humor
in this difficult time, check out the song, "Autism and Christmas"
from the cd "All God's Children Living with Autism" at www.AmyAmes.com Hope it helps.
Click on a song and listen to it.
1. All God's Children
2. A Brighter Day
3. Please Don't Cry
4. Christmas in My Heart
5. Baby Angel
6. Sammy James
7. Autism and Christmas
8. Children Are Our
Mirror
9. Our Paths Have Crossed
10. Always in the Way
11. Not Sold in Stores
12. A Brighter Day
(featuring guitarist Brooks Ausborn)
******************************
Gene Triggers Stem Cell Differentiation
"What we can learn about the molecular events that trigger
intestinal stem cells to differentiate could likely prove applicable to many
other stem cells in other parts of the organism," said HHMI investigator
Huda Zoghbi.
December 7, 2001— A gene that governs development of neuronal cells has
now been shown to be involved in regulating differentiation of stem cells into
secretory cells in the intestine.The research team, which included Howard
Hughes Medical Institute investigator Huda Zoghbi, Qi
Yang, Nessan Bermingham and Milton Finegold at Baylor College of Medicine,
showed that the Math1 gene — which codes for a gene-activating protein
called a transcription factor — is necessary for the differentiation of three
kinds of intestinal cells from stem cells. The team published its findings in
the December 7, 2001, issue of the journal Science.Previous work by
Zoghbi and her colleagues revealed Math1's role in governing
differentiation of neuronal cells, including sensory cells in the inner ear.
"In the course of those earlier studies, we detected Math1
expression in the intestine," said Zoghbi. "Its function there was
unknown. However, we knew that the gut has a nervous system of its own, so we
thought Math1 might be important for components of that system,"
she said.To pinpoint the gene's activity, the researchers genetically
engineered mice in which the coding region of the Math1 gene was
replaced by an enzyme that would stain the cells expressing the gene in
developing mouse embryos. They first examined mice with one copy of the
functional Math1 gene, along with the stain-producing gene, to determine
which cells expressed Math1."To our total surprise, we could not
detect expression of the gene in the nervous system of the gut, but instead
found it in the intestinal epithelium," said Zoghbi. These studies
revealed that three kinds of secretory cells expressed Math1. These were
goblet cells that secrete mucous important for food movement; enteroendocrine
cells that secrete regulatory peptides, and Paneth cells that secrete
microbe-fighting peptides. The researchers did not find Math1 expression
in other intestinal cells, called enterocytes, which also arise from a common
stem cell lineage. In contrast to secretory cells, enterocytes play a role in
absorbing nutrients."When we studied the mutants with no Math1, we
found that all three secretory cell types were missing," said Zoghbi.
"This told us that Math1 was important for basic stem cell
differentiation, and that Math1 -negative progenitor cells gave rise to
the enterocytes, whereas Math1 -expressing cells give rise to goblet,
enteroendocrine and Paneth cells," she said. "Researchers knew from
previous work that one type of stem cell gives rise to all these cell types,
but now we know that Math1 likely plays a key role in the decision whether to
become a secretory or an absorptive cell."Additional studies revealed that
the protein produced by the Math1 gene appears to regulate the
Delta-Notch signaling pathway that governs endocrine cell differentiation.
According to Zoghbi, the discovery of Math1's role constitutes a
significant step toward understanding how intestinal stem cells
differentiate."A few months ago all we knew was that in the gut there is a
stem cell that is self-renewing and that gives rise to a variety of cell
types," she said. "We had no clue what happens to make this stem cell
into a mucous-secreting cell or a peptide-secreting cell, or an absorptive
cell. Now we have Math1 to help us begin to build a framework of
understanding of the cascade of events, involving many genes, that governs this
process."Such an understanding could have considerable clinical
importance, said Zoghbi. "These cells are important in our handling of
metabolites absorbed from food and our response to infections," she said.
"So, one could imagine a basic understanding of them leading to new
treatments for such diseases as irritable bowel syndrome and other
abnormalities of gut motility. Also, since these intestinal cells depend on
these regulatory pathways to signal them to stop proliferating, understanding
those pathways could yield insights into the mechanisms of colon cancers."
In the longer term, said Zoghbi, understanding the regulatory control of
intestinal stem cells could lead to treatments to regenerate damaged intestinal
tissue."While it will take considerable work to get to that point, one
could envision providing dormant stem cells with some regulatory factors to
push them to proceed down a path of differentiation, to replace cells lost to
injury," she said. Finally, she said, discoveries about intestinal stem
cells could be generalizable to other stem cells."What we can learn about
the molecular events that trigger intestinal stem cells to differentiate could
likely prove applicable to many other stem cells in other parts of the
organism," Zoghbi said. Photo: Pam Francis
http://www.hhmi.org/news/zoghbi4.html
******************************
Toxic Landscaping of Facilities for
Developmentally Disabled Adults
To the Editor: Developmentally disabled adults are at a high risk for
unintentional poisoning. Plant foliage surrounding residential facilities and
day-training centers serving these adults may pose a significant potential
poisoning hazard. During a 4-week period in August to September 2000, 4
unintentional plant poisonings of developmentally disabled adults, including 1
fatality, were reported to the Illinois Poison Center by such residential
facilities.
Report of
Cases
A 45-year-old developmentally disabled man was found unresponsive 1 hour after
he was seen eating twigs and plants. Prehospital telemetry demonstrated
asystole, and he was pronounced dead in the emergency department. Postmortem
examination revealed 300 mL of mulch, grass, twigs, and pine needles resembling
those of the yew plant (Taxus spp) in his stomach, and no other apparent
cause of death. Toxicologic analysis of the bile and blood confirmed the
presence of alkaloids from the yew plant.During this time, 3 other
developmentally disabled adults, aged 20 to 50 years, were also admitted to
emergency departments for plant ingestion. Two patients ingested leaves and berries
from yew, while the third consumed honeysuckle berries. All were observed for
24 hours, and none had adverse effects.
Comment
Although plant ingestions represent the fourth most common call to poison
centers, most ingestions are not associated with significant morbidity or
mortality.1-3
However, 3 of these 4 cases involved the yew plant, a popular evergreen shrub
containing toxic alkaloids that may cause sudden and potentially fatal cardiac
toxicity.4, 5 Developmentally
disabled adults may ingest large amounts of plants and other potentially toxic
substances. Based on these 4 cases, we suggest identification and removal of
all toxic plants from areas surrounding facilities for developmentally disabled
persons.
Anthony Burda, RPh, DABAT
Mark B. Mycyk, MD
Michael Wahl, MD
Charlotte Zia, BS, CHES
Illinois Poison Center
Toxikon Consortium
Chicago
1.
Krenzelok EP, Jacobsen TD, Aronis J. Those pesky berries . . . are they a
source for concern? Vet Hum Toxicol. 1998;40:101-103. MEDLINE
2. Litowitz
TL, Klein-Schwartz W, White S, et al. 2000 Annual Report of the American
Association of Poison Control Centers toxic exposure surveillance system. Am
J Emerg Med. 2001;19:337-395. MEDLINE
3.
Krenzelok EP, Jacobsen TD, Aronis J. Is the yew really poisonous to you? J
Toxicol Clin Toxicol. 1998;36:219-223. MEDLINE
4. Mycyk M,
Burda A, Tsoutsias G, et al. A human fatality from "grazing" on a yew
plant [abstract]. J Toxicol Clin Toxicol. 2001;39:550.
5. Van
Ingen G, Visser R, Peltenburg H, Van Der Ark AM, Voortman M. Sudden unexpected
death due to Taxus poisoning: a report of five cases, with review of the
literature. Forensic Sci Int. 1992;56:81-87. MEDLINE
Letters Information
Guidelines for Letters
Letters Section Editors: Stephen J. Lurie, MD, PhD, Senior
Editor; Jody W. Zylke, MD, Contributing Editor.
http://jama.ama-assn.org/issues/current/ffull/jlt1205-7.html
******************************
Autistic comedian is a turn for the better
BY HELEN RUMBELOW
A YOUNG woman from Essex who suffers from a form of autism has broken new
ground by having a comic play performed professionally. Most comedians draw on
a fund of unhappy childhood experiences, but Nita Jackson’s condition,
Asperger’s syndrome, meant that she grew up with such continual and violent
bullying that she was on the verge of suicide. Help from the National Autistic
Society (NAS) was the first step to saving her life, Nita, 18, said. The
Times Christmas Appeal is aiming to raise money which the NAS needs to help
more than a tiny fraction of children with autism. Diagnosis and support
allowed Nita’s talent to flourish: her autobiographical novel is to be
published in the new year after her sell-out run at the Brentwood Theatre in
Essex two weeks ago. Instead of considering herself “a freak and a weirdo”, she
can now poke fun at the curious ways of the “mainstreamers” or “neurotypicals”
without her condition. Nita was fortunate because the NAS has the funds to help
only 120 youngsters with autism to find work. For many of the hundreds of
thousands of people like Nita with Asperger’s, there is no hope of a productive
life and their usually high intelligence is wasted. “I knew something was wrong
from the first moment because I remember an all-encompassing fear of the world,
I was scared of everything and everyone,” she said at her home in Ilford, East
London. “While the other kids found solace in friendship, I was coming home to
my mum, saying, ‘How do I make friends?’ ” Nita had characteristics that are
typical of Asperger’s, such as having to climb the school steps in ten seconds,
or colour-coding all her possessions, which earnt her ridicule. By the time she
was 14, she had changed school three times and the stress of isolation had
reached breaking point. She said: “I thought I was insane. I seriously thought
I should be locked up, and the bullying had become so bad that I couldn’t go
into school any more. They would hold a knife to my throat, singe my hair,
attack me with Bunsen burners.” Her mother, Carolann, said that at the end of
one call to the NAS helpline, she knew what was wrong. “The NAS have been
brilliant because there is no statutory provision for Asperger’s — it’s like it
doesn’t exist,” she said. With support from the NAS, Nita performed well in her
GCSEs and A levels and went on to do work experience with the scriptwriters’
workshop at the BBC. The charity also arranged work experience at the Brentwood
Theatre where a producer heard about her writing and agreed to stage her first
play, Detained. In the new year her book Standing Down, Falling Up
will be published.
http://www.thetimes.co.uk/article/0,,2-2001563416,00.html
******************************
Cuts threaten summer programs for disabled kids
BY
CAROL MARBIN MILLER
cmarbin@herald.com A Broward battle
last spring over the rights of disabled children to attend summer school may be
joined statewide this year as school districts throughout Florida grapple with
the effects of deep cuts to the state's budget.Last year, the parents of
disabled students waged war against Broward officials after they tried to cut
in half a six-week instructional program for exceptional students. The district
relented and students were allowed to attend.This year, as lawmakers search for
programs to trim as part of a $1.3 billion projected shortfall, many school
districts are considering eliminating summer school altogether, which could put
an end to extended school year programs for disabled children.The extended
school year program, to which many students are entitled under federal law as
part of their individual educational plans, allows children with learning
disabilities to continue honing their skills -- and to retain skills they have
already developed -- rather than risk regressing during a lengthy summer
hiatus.In South Florida alone, the cuts could affect tens of thousands of
children who receive special education.
`REALLY SCARY' ``It's really, really scary,'' said Jean Costa, an
assistant public defender in Broward whose 7-year-old son, Dylan, is autistic
and attends Parkside Elementary in Coral Springs.``Do I choose my job, or make
sure my son is in the best environment possible?'' said Costa, who heads the
Autism Society's Broward chapter. ``Do I sacrifice my minimal hopes and dreams
that I can maximize my son's potential by putting him in an ineffective care
situation for the summer?''
PROGRAMS `CRUCIAL' In a letter mailed to all Florida school districts
recently, Gary H. Blumenthal, executive director of the Advocacy Center for
Persons with Disabilities, called the extended school programs ``crucial'' to
the education of children who need constant instruction to learn important
skills.``The Center is currently assessing the intentions of Florida's school
districts to determine the best course of action,'' said Blumenthal, who
lobbied heavily last year for parents in Broward County.School officials in
Miami-Dade County are studying how cuts will affect the district's summer
programs for disabled students. At present, however, administrators have no
plans for maintaining services with significantly fewer dollars.``There have
been several meetings across the state addressing this issue,'' said Lourdes
Camji, an instructional supervisor for Miami-Dade's exceptional student
education program. ``Everyone is getting together to address exceptional
students, but at this point nothing has been finalized.''
BROWARD CLASSES In Broward, administrators have told parents they intend
to provide instruction next summer for disabled students, regardless of whether
typically developing pupils have an opportunity to attend classes.``We have a
whole plan,'' said Leah Kelly, the county's director of exceptional student
education. Administrators have held several ``parent awareness'' workshops the
last two months, and have dispatched employees to every school to discuss how
cutbacks could affect students with disabilities.For children who are in
mainstream classes during the regular school year, something may be missing, however,
because summer school may not be available for typical children if the money
disappears.School districts will do disabled students no favors by offering
summer programs only for exceptional students, said Lilliam Rangel-Diaz, who
heads the Miami-Dade-based Center for Education Advocacy. Most
special-education students learn best in classrooms in which they are
integrated with non-special education students, she said.
MONITORING PLANNED ``Extended school year is not supposed to be
segregation, especially when children are included [in mainstream classrooms]
throughout the school year,'' said Rangel-Diaz.The state will be monitoring
what school districts do next summer, to make sure the rights of disabled
children are not violated, said Joann Carrin, spokeswoman for the state
Department of Education.``We do have to provide services to children whose
needs are identified in [n individualized educational plan],'' she said.
http://www.miami.com/herald/content/news/local/broward/digdocs/071446.htm
******************************
UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON, D.C. 20202
July 25, 2000
Dear Colleague:
On behalf of the Office for Civil Rights (OCR) and the Office of Special
Education and Rehabilitative Services (OSERS) in the U.S. Department of
Education, we are writing to you about a vital issue that affects students in
school - harassment based on disability. Our purpose in writing is to
develop greater awareness of this issue, to remind interested persons of the
legal and educational responsibilities that institutions have to prevent and
appropriately respond to disability harassment, and to suggest measures that
school officials should take to address this very serious problem.
This letter is not an exhaustive legal analysis. Rather, it
is intended to provide a useful overview of the existing legal and educational
principles related to this important issue.
Why Disability Harassment Is Such an Important Issue
Through a variety of sources, both OCR and OSERS have become aware of concerns
about disability harassment in elementary and secondary schools and colleges
and universities. In a series of conference calls with OSERS staff,
for example, parents, disabled persons, and advocates for students with
disabilities raised disability harassment as an issue that was very important
to them. OCR's complaint workload has reflected a steady pace of
allegations regarding this issue, while the number of court cases involving
allegations of disability harassment has risen. OCR and OSERS recently
conducted a joint focus group where we heard about the often devastating
effects on students of disability harassment that ranged from abusive jokes,
crude name-calling, threats, and bullying, to sexual and physical assault by
teachers and other students.
We take these concerns very seriously. Disability harassment can have a
profound impact on students, raise safety concerns, and erode efforts to ensure
that students with disabilities have equal access to the myriad benefits that
an education offers. Indeed, harassment can seriously interfere with the
ability of students with disabilities to receive the education critical to
their advancement. We are committed to doing all that we can to help
prevent and respond to disability harassment and lessen the harm of any
harassing conduct that has occurred. We seek your support in a joint
effort to address this critical issue and to promote such efforts among
educators who deal with students daily.
What Laws Apply to Disability Harassment
Schools, colleges, universities, and other educational institutions have a
responsibility to ensure equal educational opportunities for all students,
including students with disabilities. This responsibility is based on
Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the
Americans with Disabilities Act of 1990 (Title II), which are enforced by OCR.
Section 504 covers all schools, school districts, and colleges and
universities receiving federal funds. Title II covers all state and
local entities, including school districts and public institutions of higher
education, whether or not they receive federal funds. Disability
harassment is a form of discrimination prohibited by Section 504 and Title II.
Both Section 504 and Title II provide parents and students with
grievance procedures and due process remedies at the local level.
Individuals and organizations also may file complaints with OCR.
States and school districts also have a responsibility under Section 504, Title
II, and the Individuals with Disabilities Education Act (IDEA), which is
enforced by OSERS, to ensure that a free appropriate public education (FAPE) is
made available to eligible students with disabilities. Disability
harassment may result in a denial of FAPE under these statutes. Parents
may initiate administrative due process procedures under IDEA, Section 504, or
Title II to address a denial of FAPE, including a denial that results from
disability harassment. Individuals and organizations also may file
complaints with OCR, alleging a denial of FAPE that results from disability
harassment. In addition, an individual or organization may file a
complaint alleging a violation of IDEA under separate procedures with the state
educational agency. State compliance with IDEA
To See The Full Story:
http://www.ed.gov/PressReleases/07-2000/PolicyDisabilityharassment.doc
******************************
Make A Victorian Fan Ornament
You will
need:Ornament patternsScissorsSchool GlueCrayons or
MarkersRibbon(Optional)Paper hole punchLaceRibbon roses
Step One - Print
out Victorian Fan Ornament Patterns.
Victorian
Fan Ornament Patterns
Step Two - Cut out
the fan pattern. You can color this if you wish, but traditionally this part
would be white. Step Three - Cut out the circles at the bottom of the
pattern or use a paper hole punch. Fold the fan pattern over and under to
resemble a fan. Cut 2 pieces of ribbon about 10 inches long and thread them
through them holes at the bottom of the fan. Tie a square knot (right over left
and left over right, makes a square knot neat and tight) with the ribbon to
keep the bottom of the fan together and then tie the ribbon in a neat bow. Tie
another square knot to keep the bow in place. Tie the end of the ribbon
together with a bow to hang the ornament. (Mom or Dad might want to help with
all these knots.) Step Four - Cut out and color the rosebow. You can use
whatever colors you want, but pastels are traditional. Glue the rosebow to the
fan held upside down (this is the way it will hang). OR You can make a bow from
lace and some ribbon roses (you can find these in craft stores) and glue this
to the fan. Let the glue dry. Step Five - Hang your ornament on the
Christmas tree and enjoy!!
******************************
Make Eggshell Ornaments
You Will Need:Lots of eggshellsA sharp pin or thumbtackSmall sharp scissorsOld
Christmas cards or catalogsTacky glue or School glueRibbon, rick-rack, or
metallic braid (1/8 inch size is best)Cotton Balls Patience
Step One - Eat a lot of scrambled eggs or ask your neighbors to help
collect shells. HOWEVER, you need to empty your eggshells very carefully. With
the pin, poke a small hole in the bottom of the egg. Then, poke a larger hole
(about 1/8 inch wide) in the top of the egg. Blow through the small hole so
that the egg comes out the large hole into a bowl. Save your hollowed eggs in
an egg carton as you collect them.
Step Two - When you've collected plenty of shells, you're ready to start
cutting holes in the front of the eggs with a very sharp pair of scissors. Cut
holes large enough so that you are able to set a scene inside (see picture at
the top of this page). Cut slowly and be patient. Sometimes it might help to
poke a hole with the pin to get started. And if some eggs crack, they are very
good for the compost pile!!
Step Three - Cut pieces of ribbon or braid or whatever you've decided to
use about four inches long. Fold the pieces in half and stick the ends through
the large hole at the top to make a hanger. Glue into place, carefully. Let
your hangers dry before going to Step Four. (If you're making a lot of eggs at
once, set up a production line and the first egg will probably be ready by the
time you've finished gluing hangers in the rest.)
Step Four - Field test the amount of ribbon or braid or whatever that it
takes to circle the egg hole in the front of the egg (see picture). Cut the
ribbon and glue into place. Let the glue dry.
Step Five - Now the fun begins. Search through old Christmas cards or
catalogs for little pictures to set up scenes in the egg. Cut a rectangular
background and glue into place. Glue a cotton ball at the bottom of the egg
(pull the cotton apart a little first). Glue little trees or figures or whatever
onto the cotton to create your scene. (Sometimes it helps to leave a little
flap at the bottom of the figures to support the figures.) Let all the glue
dry.
Step Six - Hang your ornament on the tree and feel very proud of your
work!!
******************************
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