February 2006 Special Educator e-Journal

Acknowledgements

Portions of this month’s e-journal were excerpted from:

• Committee on Education and the Workforce 
• FirstGov.gov-The Official U.S. Government Web Portal 
• National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at www.ncset.org/enews. NCSET is funded by the U.S. Department of Education, Office of Special Education Programs. 
• National Collaborative on Workforce and Disability for Youth
• National Dissemination Center for Children with Disabilities 
• National Institute of Health 
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration 
• U.S. Department of Education 
• U.S. Department of Education-The Achiever 
• U.S. Department of Education-The Education Innovator 
• U.S. Department of Labor 
• U.S. Food and Drug Administration
• U.S. Office of Special Education 
• U.S. Department of Health and Human Services 
  Wrightslaw.com

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this month’s e-Journal
 

Legal Issues Corner

Latest Updates on Highly Qualified Teachers

This fall, U.S. Secretary of Education Margaret Spellings announced new guidelines for States in meeting the “highly qualified teacher” goals of the No Child Left Behind Act. Recognizing that teachers are one of the most important factors in improving student academic performance and closing the achievement gap, the No Child Left Behind Act set the important goal of ensuring that all students be taught by a “highly qualified teacher” (HQT). Secretary Spellings has announced that States that do not quite reach the 100 percent goal by the end of the 2005-06 school year will not lose federal funds if they are implementing the law and making a good-faith effort to reach the HQT goal. States and school districts have made great gains in implementing these requirements, but there is still work to be done.

The U.S. Department of Education will determine whether or not a State is implementing the law and making a good-faith effort to reach the HQT goal by examining States’ progress in ensuring that all core academic subjects are taught by highly qualified teachers, as well as their efforts to recruit and retain highly qualified teachers and improve the quality of the teaching force.

To learn more, you can access Secretary Spellings’ letter to Chief State School Officers at: https://www.ed.gov/policy/elsec/guid/secletter/051021.html.

To learn more about the requirements for teachers under No Child Left Behind, you can access the revised “Highly Qualified Teachers and Improving Teacher Quality State Grants” Non-Regulatory Guidance at: https://www.ed.gov/programs/teacherqual/legislation.html#guidance.

Answers to Questions about Special Education Protections: FAPE, LRE, IEE, Due Process

Even though parents receive a copy of special education rights and responsibilities at least once a year, often there is confusion about interpretation. This article from Schwaablearning.com addresses questions and answers about the protections offered under Individuals with Disabilities Education Act (IDEA).
https://www.schwablearning.org/articles.asp?r=625

To Raise Achievement of Students with Disabilities, Greater Flexibility Available for States, Schools
U.S. Secretary of Education Margaret Spellings recently announced proposed regulations to enhance the ability of schools and states to more effectively measure the achievement of America’s students with disabilities. The proposed rules are designed to meet the needs of students with disabilities who may not reach grade level within the same time frame as their peers, but who can make significant strides given the right instruction.
https://www.ed.gov/news/pressreleases/2005/12/12142005a.html

NCLB: What Parents Need to Know
Parents and community leaders looking to understand how the No Child Left Behind law benefits their children may glean a greater knowledge of the legislation from a new brochure published by the U.S. Department of Education.

No Child Left Behind: What Parents Need to Know summarizes the tenets of the 2002 law that seeks to ensure a high-quality education for every student and to close the achievement gap between children who typically perform well in school and those who do not—many of whom are from minority racial and ethnic groups, have disabilities, live in poverty, or do not speak English as their first language.

The 12-page illustrated brochure provides, in simple language, the principles of the law that hold accountable all public K-12 schools, defining such terms as “accountability,” “adequate yearly progress” and “flexibility.” The publication also explains how schools are accountable to parents in providing report cards that reveal how a student, the school, the district and the state are faring based on test results data. Included is a sample graphic of a report card that simplifies these data.

For a copy of No Child Left Behind: What Parents Need to Know, visit www.ed.gov, or order it toll-free, while supplies last, at (877) 4ED-PUBS with identification number EAT0264P.

U. S. Supreme Court Agrees to Hear Expert Witness Case, Arlington v. Murphy (Wrightslaw Report)

On January 6, 2006, the U. S. Supreme Court agreed to hear the case of Arlington Central School District v. Murphy. The Court will decide whether parents who prevail in special education cases may be reimbursed for the costs of their experts and/or educational consultants. This decision is likely to have enormous implications for educational consultants, evaluators, advocates, and other individuals who assist parents during special education due process hearings.

Will the Supreme Court use this case to affirm the costs of lay advocates / educational consultants? Will the Supreme Court use this case to deny the costs of lay advocates and educational consultants, but affirm costs for educational evaluators, diagnosticians, psychologists, and others who testify as an “expert witnesses” on behalf of a child? Will the Supreme Court use this case to hold that prevailing parents may not be reimbursed for the costs of any experts or consultants? If the Supreme Court limits or eliminates expert witness fees, how will this further this purpose of IDEA which is “to ensure that the rights of children with disabilities and parents of such children are protected”? 20 U.S.C. 1400(d)(1)(A)

For a comprehensive discussion of this case, including links to decisions, briefs, and news, go to Arlington v. Murphy, https://www.wrightslaw.com/news/06/arlington.murphy.htm

IDEA 2004 Close Up: The Individualized Education Program (IEP)

The 2004 update of the Individuals with Disabilities Education Act (IDEA 2004) made several significant changes to the Individualized Education Program (IEP), both in terms of who should participate and what should be included in this important process. Since it is the IEP that lays out the school’s commitment of special education and related services to be provided to eligible students, it is essential that parents of students with learning disabilities (LD) understand the changes.  This article from Schwaablearning.com includes the following sections: Factors for Consideration in Developing the IEP; IEP Contents; The IEP Team; Notice of Procedural Safeguards; Moving to a New School District
https://www.schwablearning.org/articles.asp?r=978

Jury awards $700K in special education abuse case
The parents of a 10-year-old girl with an autism-like disorder were awarded $700,000 by a federal jury that found the girl’s special education teacher physically abused the child. The jury ordered the Cupertino Union School District to pay Craig and Ann Gaydos, who sued in 2003 claiming an elementary school teacher abused their daughter Paige who has Asperger’s syndrome.  Read More

IDEA 2004 Close Up: Specific Learning Disabilities Evaluation and Eligibility
The new Individuals with Disabilities Education Act (IDEA 2004) — and the pending federal regulations that provide guidance to states on how to implement the Act — contain important changes to the way schools can evaluate students suspected of having specific learning disabilities (SLD). This article from Schwaablearning.com offers information on several ways that both evaluation and eligibility for special education services are likely to change.
https://www.schwablearning.org/articles.asp?r=1063

No Child Left Behind and School Performance Data Available for All 50 U.S. States
 

The U.S. federal government has created a “No Child Left Behind State-by-State Implementation Guide.”  Parents, students, teachers, and school officials in all 50 states now can find out how their local schools are performing by visiting a new national website – SchoolMatters.com.

SchoolMatters.com offers parents and teachers immediate access to information about the performance and demographic makeup of their local schools, neighboring schools and districts, and the entire state.

Teachers can use this information as a diagnostic tool to identify areas in need of improvement, as well as identify other schools from which to learn effective practices.  The website also provides valuable comparative tools and benchmarks to monitor relative progress of local schools and districts within the state. Read More

Submit Comments on the IDEA Multi-Year IEP Demonstration Program
In the Federal Register for December 19, 2005, the U.S. Department of Education published notices of proposed requirements and selection criteria for the multi-year IEP pilot program permitted under IDEA 2004. (Note: These are not regulations.) The multi-year IEP pilot allows up to 15 states to seek approval for proposals to offer parents the option of a multi-year IEP, not to exceed 3 years. This pilot was developed to offer the opportunity for long-term planning. The Department of Education seeks public comment on these requirements and criteria. Deadline to submit comments: March 6, 2006. Make Comments Here

Submit Comments on the IDEA Paperwork Waiver Demonstration Program
In the Federal Register for December 19, 2005, the U.S. Department of Education published notices of proposed requirements and selection criteria for the paperwork reduction pilot program permitted under IDEA 2004. (Note: These are not regulations.) The paperwork reduction pilot allows up to 15 states to seek waivers of certain IDEA statutory and regulatory requirements for a period not to exceed 4 years. The Department of Education seeks public comment on these requirements and criteria. Deadline to submit comments: March 6, 2006. Make Comments Here

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Eating disorders often are long-term illnesses that may require long-term treatment. In addition, eating disorders frequently occur with other mental disorders such as depression, substance abuse, and anxiety disorders (NIMH, 2002). The earlier these disorders are diagnosed and treated, the better the chances are for full recovery. This fact sheet identifies the common signs, symptoms, and treatment for three of the most common eating disorders: anorexia nervosa, bulimia nervosa, and binge-eating disorder (NIMH, 2002).

Who has eating disorders?

Research shows that more than 90 percent of those who have eating disorders are women between the ages of 12 and 25 (National Alliance for the Mentally Ill, 2003). However, increasing numbers of older women and men have these disorders. In addition, hundreds of thousands of boys are affected by these disorders (U.S. DHHS Office on Women’s Health, 2000).

What are the symptoms of eating disorders?

• Anorexia nervosa – People who have anorexia develop unusual eating habits such as avoiding food and meals, picking out a few foods and eating them in small amounts, weighing their food, and counting the calories of everything they eat. Also, they may exercise excessively.
• Bulimia nervosa – People who have bulimia eat an excessive amount of food in a single episode and almost immediately make themselves vomit or use laxatives or diuretics (water pills) to get rid of the food in their bodies. This behavior often is referred to as the “binge/purge” cycle. Like people with anorexia, people with bulimia have an intense fear of gaining weight.
• Binge-eating disorder – People with this recently recognized disorder have frequent episodes of compulsive overeating, but unlike those with bulimia, they do not purge their bodies of food (NIMH, 2002). During these food binges, they often eat alone and very quickly, regardless of whether they feel hungry or full. They often feel shame or guilt over their actions. Unlike anorexia and bulimia, binge-eating disorder occurs almost as often in men as in women (National Eating Disorders Association, 2002).

What medical problems can arise as a result of eating disorders?

• Anorexia nervosa – Anorexia can slow the heart rate and lower blood pressure, increasing the chance of heart failure. Those who use drugs to stimulate vomiting, bowel movements, or urination are also at high risk for heart failure. Starvation can also lead to heart failure, as well as damage the brain. Anorexia may also cause hair and nails to grow brittle. Skin may dry out, become yellow, and develop a covering of soft hair called lanugo. Mild anemia, swollen joints, reduced muscle mass, and light-headedness also commonly occur as a consequence of this eating disorder. Severe cases of anorexia can lead to brittle bones that break easily as a result of calcium loss.
• Bulimia nervosa – The acid in vomit can wear down the outer layer of the teeth, inflame and damage the esophagus (a tube in the throat through which food passes to the stomach), and enlarge the glands near the cheeks (giving the appearance of swollen cheeks). Damage to the stomach can also occur from frequent vomiting. Irregular heartbeats, heart failure, and death can occur from chemical imbalances and the loss of important minerals such as potassium. Peptic ulcers, pancreatitis (inflammation of the pancreas, which is a large gland that aids digestion), and long-term constipation are also consequences of bulimia.
• Binge-eating disorder – Binge-eating disorder can cause high blood pressure and high cholesterol levels. Other effects of binge-eating disorder include fatigue, joint pain, Type II diabetes, gallbladder disease, and heart disease.

What is required for a formal diagnosis of an eating disorder?

• Anorexia nervosa – Weighs at least 15 percent below what is considered normal for others of the same height and age; misses at least three consecutive menstrual cycles (if a female of childbearing age); has an intense fear of gaining weight; refuses to maintain the minimal normal body weight; and believes he or she is overweight though in reality is dangerously thin (American Psychiatric Association [APA], 1994; NIMH, 2002).
• Bulimia nervosa – At least two binge/purge cycles a week, on average, for at least 3 months; lacks control over his or her eating behavior; and seems obsessed with his or her body shape and weight (APA, 1994; NIMH, 2002).
• Binge-eating disorder – At least two binge-eating episodes a week, on average, for 6 months; and lacks control over his or her eating behavior (NIMH, 2002).

How are eating disorders treated?

• Anorexia nervosa – The first goal for the treatment of anorexia is to ensure the person’s physical health, which involves restoring a healthy weight (NIMH, 2002). Reaching this goal may require hospitalization. Once a person’s physical condition is stable, treatment usually involves individual psychotherapy and family therapy during which parents help their child learn to eat again and maintain healthy eating habits on his or her own. Behavioral therapy also has been effective for helping a person return to healthy eating habits. Supportive group therapy may follow, and self-help groups within communities may provide ongoing support.
• Bulimia nervosa – Unless malnutrition is severe, any substance abuse problems that may be present at the time the eating disorder is diagnosed are usually treated first. The next goal of treatment is to reduce or eliminate the person’s binge eating and purging behavior (NIMH, 2002). Behavioral therapy has proven effective in achieving this goal. Psychotherapy has proven effective in helping to prevent the eating disorder from recurring and in addressing issues that led to the disorder. Studies have also found that Prozac, an antidepressant, may help people who do not respond to psychotherapy (APA, 2002). As with anorexia, family therapy is also recommended.
• Binge-eating disorder – The goals and strategies for treating binge-eating disorder are similar to those for bulimia. Binge-eating disorder was recognized only recently as an eating disorder, and research is under way to study the effectiveness of different interventions (NIMH, 2002).
  For a referral to the nearest therapist specializing in eating disorders, contact:

National Association of Anorexia Nervosa and Associated Disorders
P.O. Box 7
Highland Park, IL 60035
Hotline: 1-847-831-3438
https://www.anad.org/site/anadweb

National Eating Disorders Association
Informational and Referral Program
603 Stewart Street, Suite 803
Seattle, WA 98101
1-800-931-2237
https://www.nationaleatingdisorders.org

Note: The above is a suggested resource. It is not meant to be a complete list

Write us at: specialeducator@naset.org

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Report from the National Center on

 Secondary Education and Transition

 (NCSET)

 
Beach Center Blogs:Autism, Eugenics, Head Injury 
The Beach Center on Disability at the University of Kansas has 3 moderated Web logs (or blogs) available for public reading and comment: one on autism written by Donna and Paul Smith, one on head injury written by Mark and Ben Ogle, and one on eugenics written by noted eugenics historian Garland Allan.
https://discuss.beachcenter.org/wb/default.asp?boardid=blogs

Family Guide to Systems of Care for Children with Mental Health Needs
This guide from the U.S. Substance Abuse and Mental Health Services Administration is intended to help parents and caregivers seek help for children with mental health needs. Information is provided on what parents and caregivers need to know, ask, expect, and do to get the most out of their experience with systems of care.
https://www.mentalhealth.samhsa.gov/premium-publications/allpubs/sma%2D4054/

National Goals and Research for People with Intellectual and Developmental Disabilities  
This book from the American Association on Mental Retardation is the first to assess America’s progress toward fulfillment of its research goals for persons with intellectual disabilities. It describes current knowledge in 12 critical areas that touch the lives of persons with intellectual disabilities. Available in PDF (42 pages, 174 KB).
https://www.aamr.org/Reading_Room/pdf/NationalGoalsfm.pdf

School Mental Health Services in the United States, 2002–2003  
This report from the U.S. Substance Abuse and Mental Health Services Administration describes the first national survey of mental health services in the American public elementary, middle, and high schools. Topics examined include types of mental health problems common in school settings, services available, numbers and qualifications of school mental health services staff, provision for mental health services delivery (including partnerships with community-based providers), and funding sources.
https://www.mentalhealth.samhsa.gov/premium-publications/allpubs/sma05-4068/

The Realities of Hiring People with Disabilities  
This document from Worksupport.com aims to dispel some common myths about employees with disabilities, describes some problems posed by individuals with disabilities’ presence in the workplace and their solutions, and gives helpful hints for integrating employees with disabilities into the workplace.
https://www.worksupport.com/research/viewContent.cfm/589

 
 

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Letters to the Editor

Dear NASET:

I am a parent/advocate for special needs children in NJ. I have pursued the following avenues and am now convinced that changes must be made at the legislative level.  I am contacting your office to request your assistance/direction in pursuing change in NJ, as well as to offer my assistance to your office. The following is an outline; extensive documentation has been maintained:

(1) district level : request for a board level review : the review was initiated, then abruptly cancelled;
(2)  request for the intervention of the county superintendent of schools : no initial response;
(3) two complaint investigation requests through the NJ Dept. of Ed., Office of Special Education Programs

a.  #C2005-2407 : complaint investigation request on behalf of the entire district. This district-wide investigation found noncompliance in every issue of the investigation. While compensatory education/services were requested when the investigation was issued, the final report and corrective action plan did not address the request for compensatory services. No compensatory education/services were provided to any of the children.

b.  The report includes these statements, ” On March 18, 2004, AB sustained a serious injury to his head while on school property. Eleven days later, Marych 29, 2004, AS was admitted to the Traumatic Brain Injury Unit at Kessler.” (p.7) and “The parent provided evidence of detailed attempts to obtain assistance from the district.”(p.7)

The report concluded that the district had “violated the requirements of Child Find, when it did not initiate his referral to the child study team although the district had knowledge of his accident and resulting head injury” (p.9)

Again, the state did not address the requested compensatory education/services in its final report, despite the finding of the violation of Child Find.

b. C#2005-2480 : district wide investigation. The district was determined compliant based on its provision of false information. The state investigators/supervisors were provided with documentation proving they had relied on false information. This documentation included two letters from the attorney representing Children’s Specialized Hospital, as well as a copy of the district’s own requisition form, also provided by the attorney for the hospital. The NJ Dept. of Ed., Office of Special Education has refused to address this documentation and will not reopen the investigation. Furthermore, no formal appeals procedures exist ( or are required by law at this point).

(4) complaint filed with the School Ethics Commission against the district board of education, C#50-04 :

    a.The Director, returned documentation filed within the legal time frame, ” too much documentation”
    b. the district was permitted to file documentation without following procedures
    c. the director did not contact me confirming the date for the hearing; the hearing was held without me

(5) Request for a complaint investigation, filed by Congressman Garrett’s office, with the National Department of Education, Office for Civil Rights, #02-05-1082. Filed on January 3, 2005 :

    a. the investigation is presently still unresolved.

    b. OCR initiated an investigation of only one issue : harassment/retaliation by the superintendent and board president ; they contacted the police department with a false complaint against me ( the police department closed the investigation immediately, no substance)

    c. Complaint investigation request filed against the NJ Dept. of Education for deliberate indifference to children with disabilities. OCR “lost” this request as well as the supporting documentation. OCR then ” found” the request/supporting documentation months later, but determined not to investigate.

    d. request for reconsideration/review filed with  Randolph E. Wills, director, New York office

    ef. request for reconsideration/review filed with the Deputy Assistant Secretary for Enforcement, Washington; this office states their review will take approximately 120 days (letter, Nov. 10, 2005)

(6) OCR provided OSEP as a contact in regard to the complaint request against the NJ Dept. of Ed :

    a. OSEP states they do not investigate complaints and have no mechanism in place to do so.

    b. OSEP informed me that the NJ Dept. of Ed. is responsible for “investigating itself.” 

(7) NJ Department of Education, Office of Controversies and Disputes : general education students only, does not receive petitions for appeal for special education students; however, this is a hot spot, as I was informed that the issue of the Commissioner of Education’s jurisdicition is presently under “review”. In addition, a school district  has filed a petition through this office. As a parent, I was told this is not possible. I was also told to go ahead and file and “see what happens”.  

     

Legislation to require oversight of the NJ Dept. of Education, Office for Special Education Programs needs to be introduced.

Once again, extensive documentation has been maintained on all of the above, and I am requesting, as well as offering, assistance.

Sincerely,
Bonnie Sue Bastin
35 Park Avenue
Newton, NJ 07860
(973) 383-4168 (home)
(973) 940-2959 (shop)

Dear NASET: 

I would like to inform your members of a new, federally funded doctoral program in special education at the University of Nevada, Reno.  I’ve included the announcement below.

Seeking Applicants Federally Funded Doctoral Program in Special Education Personnel Preparation

Lead-RR Nevada is focused on increasing the number of future leaders with critical skills in general and special education, university teaching and supervision, cultural and linguistic development, applied research, advocacy, policy development and analysis and program development.

Two types of full-time doctoral students are encouraged to apply for Lead-RR Nevada. One group will pursue a career in higher education with an emphasis on special education teacher education. A second group will provide leadership in teacher quality and special education personnel
development within Nevada.

Lead-RR Nevada is admitting qualified full-time students for Spring and Fall 2006. Admitted candidates will receive an annual financial package that includes: a $15,600 internship which includes insurance, stipends, tuition and fees across 12 months, conference fees and travel, and memberships in professional organizations.

Interested applicants should contact:
Dr. Tammy Abernathy
Department of Educational Specialties
College of Education
University of Nevada, Reno
tammy@unr.edu or (775) 784-4383 x 2021
Seeking Applicants
Federally Funded Doctoral Program in
Special Education Personnel Preparation

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March of Dimes Report on Global

Birth Defects – Startles Scientists

Worldwide

The March of Dimes sponsored Report on  Global Birth Defects revealed startling information that  7.9 million children – 6% of total world wide births – are born with birth defects annually. Most disturbing was the hidden toll of almost 3.3 million annual deaths of these children annually before the age of 5 and millions more are mentally or physically disabled.

 
The Report shows that higher income countries typically had lower rates of both birth defects and also lower rates of the subsequent deaths under the age of 5. The report also shows that birth defects exact a particularly harsh toll in middle- and low-income countries where 94 percent of the births with serious birth defects and 95 percent of the deaths of these children occur.

The variance in prevalence ranges from a high of 82 defects per 1,000 live births in Sudan to a low of 39.7 per 1,000 in France (US Rate is 47.8 per 1,000).

NASET contacted one of the authors of the report, Dr. Chris Howson of the March of Dimes. In an interview with Dr Howson he stated that “although the facts of this report were disturbing, the report offers realistic hope through the recommendations presented in the report”.

“Bringing to light the hidden toll of worldwide birth defects and the subsequent death rate of these children will hopefully encourage action to reduce the incidence of both birth defects and death of millions of children throughout the world.”

To read the full report, go to the Professionals and Researchers page at the March of Dimes.

https://www.marchofdimes.com/professionals/871_18587.asp

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President’s Message

Welcome to the February 2006 edition of The NASETSpecial Educator e-Journal.  We hope 2006 has started off as a happy, healthy, productive year for all of you. 

2006 has already been extremely busy here at NASET.  As always, we are committed to making sure that you are kept up-to-date with all of the most current information in the field of special education. 

Membership in NASET keeps growing. Every month, we exceed the previous month’s numbers of members who have joined our community of teaching professionals.  We thank all of you for referring your colleagues to us, as we have heard from many new members that their basis for joining was “from a colleague in my school”, “through a friend with whom I teach” , or “I just heard from people that NASET is very personal and responds to teachers’ needs”.

NASET has created two new professional resources for its members.  These include:
 
(1)  Online audio lectures on important topics for special educators. As a member of NASET you may suggest additional topics for the Audio Lecture Series. We welcome suggestions and want to ensure that we have practical lectures that meet our member’s needs. Take a moment to listen to a lecture now. You can also download these lectures for listening on your MP3 player or computer at your convenience. Log in to the NASET web site and visit the Main Menu selection titled Audio Lecture Series.
 
(2)  Power Point Presentations for members on practical topics for the special educator.  (To be added in February)
 
Also, available this month, NASET will be starting its own listserv, where members can email each other, ask questions to the group, and share their feedback.  The start of this listserv will be in a few weeks, and we’ll be sure to notify you through a News Alert when you can join and how to join.  If you are unfamiliar with listservs, they are a great way to share information and it’s free.  Learn more about the NASET listserv this month.

We begin this edition of the February 2006 Special Educator e-Journal with an exclusive interview with Dr. Chris Howson of the March of Dimes. As you may have seen in the news this past week, Dr. Howson reported on the research data conclusions from the Report on  Global Birth Defects.  The results revealed startling information that 7.9 million children – 6% of total world wide births – are born with birth defects annually. Most disturbing was the hidden toll of almost 3.3 million annual deaths of these children annually before the age of 5 and millions more are mentally or physically disabled.  We have a brief synopsis of our talk with Dr. Howson, and provide you with a link to the full report.

Finally, remember that NASET is your organization, and anything we can do to enhance your professional development, we will take into consideration very seriously.  NASET is working very hard to meet all of your needs, and we hope to continue to furnish you with professional and practical resources. NASET Members: If you cannot find information on a certain topic let our Research Department do the work for you. They will find the information (if available) and inform you of the results. Contact the Research Department at: membersresearch@naset.org 

We wish a very safe and healthy winter season.

Dr. Roger Pierangelo
President

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President’s Message–Dr. Roger Pierangelo

March of Dimes Report on Global Birth Defects – Startles Scientists Worldwide

Letters to the Editor

Focus Question of the Month– What are Eating Disorders?

This Just In .. Response by the FDA to Health Canada’s Decision to Suspend Sales of Adderall

Legal Issues Corner

Book Reviews

Update from the National Dissemination Center for Children with Disabilities

Report from the National Center on Secondary Education and Transition

Update from the U.S. Department of Education

Teachers Ask the Secretary

More Professional Resources

Updates from Governmental Agencies on Special Education, Disability, and Health Related Issues

Acknowledgements

Book Reviews

Have you read a good book that you’d like to tell us about?  How about a very poor one that you want to inform of us not to read?  Either way, we want to hear from you by doing a simple book review for us.
 
NASET receives a great many books from its authors or publishers for review.  We have decided to open up the review process to members who are interested.  The books available for review at this time are: 
 

• 100 Things Every College Student with a Disability Ought to Know
  Kendra D. Johnson, Ed.D. and Trudie N. Hines
• Psychiatric Medications for Children
  Mark Perrin, M.D.
• Autism in the School-Aged Child: Expanding Behavioral Strategies and Promoting Success
  Carol Schmidt, RN, BSN and Beth Heybyrne, MA
• Keeping Black Boys Out of Special Education
  Jawanza Kunjufu
• A Small Italian Life
  Jimmy Corso with Luanne Pendorf
• The Memory Keeper’s Daughter
  Kim Edwards
• A Parent’s Guide to Special Education
  Linda Wilmshurst, Ph.D., and Alan Brue, Ph.D., NCSP
• Disabled & Challenged:  Reach for Your Dreams
  Terry Schott Cohen & Barry M. Cohen, Ph.D.

If you are interested in doing a book review on any of these books or a book review on a literary work you have read (or are currently reading), email us at:  specialeducator@naset.org.
 
We will email you the necessary information for a book review.  We hope to hear from you.

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More Professional Resources

The Family Village Project
The Family Village is a web site for children and adults with disabilities, their families, and their friends and allies. Family Village brings together thousands of online resources in an organized, easy-to-use directory. The centerpiece of Family Village is the library, where visitors can find information on over 300 diagnoses. Visitors can also learn about assistive technology, legal rights and legislation, special education, leisure activities and much more. https://www.familyvillage.wisc.edu/about.html

Accessible Information Technology Resources: A Quick Reference Guide for Educators
The Web provides students with around-the-clock access to information, news, e-mail, shopping, and entertainment. What about those students who cannot see the information, hear the audio, or move the mouse? Students with visual, hearing, or mobility disabilities find many excellent resources inaccessible. This guide provides valuable information about products, services, and guidelines to help educators improve access to information technology resources for students with disabilities. Read More Here

Math Disability: An Overview
Recently, increased attention has focused on students who demonstrate challenges learning mathematics skills and concepts that are taught in school across the grade levels.  This article will explain in detail what a math disability is, the sources that cause such a disability, and how a math disability impacts students at different grade levels.  https://www.schwablearning.org/articles.asp?r=1001

First-Trimester Testing Proves More Effective for Down Syndrome Screening
Many women undergo testing during the second trimester of their pregnancies to detect whether they’re carrying a fetus with Down syndrome, the most common major birth defect in the United States. Previously, first-trimester screening did not prove as effective as tests performed during the second trimester. But according to researchers from across the United States and the United Kingdom, earlier tests may help doctors more accurately detect which fetuses may have Down syndrome.
https://kidshealth.org/research/trimester_testing.html

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Updates from Governmental

Agencies on Special Education,

 Disability, and Health Related

 Issues

Nobelist Discovers Antidepressant Protein in Mouse Brain
A protein that seems to be pivotal in lifting depression has been discovered by a Nobel Laureate researcher funded by the National Institutes of Health’s National Institute of Mental Health (NIMH).

“Mice deficient in this protein, called p11, display depression-like behaviors, while those with sufficient amounts behave as if they have been treated with antidepressants,” explained Paul Greengard, Ph.D., a Rockefeller University neuroscientist who received the 2000 Nobel Prize in Physiology or Medicine for discoveries about the workings of such neuronal signaling systems. He and his colleagues found that p11 appears to help regulate signaling of the brain messenger chemical serotonin, a key target of antidepressants, which has been implicated in psychiatric illnesses such as depression and anxiety disorders. They report on their findings in the January 6, 2005 issue of “Science”.

This NIH News Release is available online at:
https://www.nih.gov/news/pr/jan2006/nimh-06.htm.

FDA Warning on Antidepressants Challenged by Long-Term, Population-Based
“Suicide Risk During Antidepressant Treatment” Study
Arlington, Va. – A 10-year population-based study in the January 2006 edition of the American Journal of Psychiatry (AJP), a monthly psychiatric journal of the American Psychiatric Association (APA), challenges the U.S. Food and Drug Administration (FDA) warning that that suicidal behavior may emerge after treatment is begun with antidepressant medications. The study, “Suicide Risk During Antidepressant Treatment,” led by Gregory E. Simon, M.D., M.P.H., investigates 65,103 patients who filled prescriptions for antidepressants in a large health plan during 1992–2003. The number of suicide attempts fell by 60 percent in adults during the month after antidepressant treatment began, and it declined further in the subsequent five months.

Nine Percent of Adolescents Experienced a Major Depressive Episode in the Past Year, Survey Finds
About 2.2 million adolescents ages 12 to 17 (9 percent) experienced at least one major depressive episode in the past year. These adolescents were more than twice as likely to have used illicit drugs in the past month than their peers who had not experienced a major depressive episode (21.2 percent compared with 9.6 percent). These findings were released today by the Substance Abuse and Mental Health Services Administration (SAMHSA) from continued analysis of the 2004 National Survey on Drug Use and Health.

The survey includes questions to assess lifetime and past year major depressive episodes. A major depressive episode is defined using the diagnostic criteria in the 4 th edition of the Diagnosticand Statistical Manual of Mental Disorders (DSM-IV). These criteria specify a period of two weeks or longer during which there is either depressed mood or loss of interest or pleasure and at least four other symptoms that reflect a change in functioning, such as problems with sleep, eating, energy, concentration and self-image.

“These new data serve as a wake-up call to parents. Mental health is a critical part of the overall health and wellbeing of their children,” said SAMHSA Administrator Charles Curie. “If parents have concerns about their child’s behavior or emotions, they should discuss their concerns with their doctors, teachers, counselors, social workers, spiritual advisors, friends, or relatives who know about child development and mental health. Ask for help in finding out what the problem is and where to get services. Unfortunately , less than half of these children received any help for their depression.”

The report is available on the web at www.oas.samhsa.gov. For more information on child and adolescent mental health go to https://www.mentalhealth.samhsa.gov/child/childhealth.asp.

FDA Asks Advisory Committee to Examine Cardiovascular Risks Of ADHD Medications
FDA has asked the agency Drug Safety and Risk Management advisory committee to examine the potential cardiovascular risks of attention deficit hyperactivity disorder medications in response to reports of deaths and other serious adverse events in individuals who have taken the treatments, the AP/Rochester Democrat and Chronicle reports. According to FDA, the agency has received reports of sudden deaths, heart attacks, strokes and hypertension in adults and children who have taken ADHD medications.
https://www.medicalnewstoday.com/medicalnews.php?newsid=35781

Tom Ridge to Serve as Chair of the National Organization on Disability (N.O.D.)’s Board of Directors
WASHINGTON, D.C.— Tom Ridge, the former Governor of Pennsylvania who served as the first U.S. Secretary of Homeland Security, will succeed Michael R. Deland as Chair of the National Organization on Disability (N.O.D.)’s Board of Directors, the nonprofit advocacy group announced today. Deland resigned as Board Chair, a position he has held since 1995, to accept the role of N.O.D. President.  Commented Ridge, “N.O.D. has been a leader on emergency preparedness, and also on many other efforts that I have seen benefit people with disabilities throughout my career in government. I look forward to working with N.O.D. on behalf of the more than 54 million Americans who have disabilities.” Read More Here

Children Four and Younger More Likely to be Hospitalized after Unintentionally Swallowing Medicines than all Other Unintentional Injuries
Majority of Incidents Occur in the Home.

Keeping medications out of the easy grasp of children four and younger in the home is a significant health issue in the United States because they are more likely to be hospitalized for unintentionally swallowing medications than other causes of unintentional injury, according to the Centers for Disease Control and Prevention (CDC) in a report released today.

From 2001-2003, an estimated 53,500 children four years and younger were treated in hospital emergency departments each year after swallowing medications not intended for them or given in error. Almost three-fourths of these children were one to two years old and 75 percent of the incidents occurred in the home. The report also indicated that children four and younger who are treated for medication exposure in the emergency room are nearly four times more likely to be hospitalized or transferred to specialized care than for other unintentional injuries.
https://www.cdc.gov/od/oc/media/pressrel/r060112.htm

National Institute of Child Health and Human Development (NICHD) Alerts Parents to Winter SIDS Risk and Updated AAP Recommendations
The number of infants who die from Sudden Infant Death Syndrome, or SIDS, increases in the cold winter months, according to the National Institute of Child Health and Human Development (NICHD), one of the National Institutes of Health. During these colder months, parents often place extra blankets or clothes on infants, hoping to provide them with more warmth. In fact, the extra material may actually increase infants’ risk for SIDS.

“Parents and caregivers should be careful not to put too many layers of sleep clothing or blankets on infants — or to keep room temperatures too warm — because overheating increases the risk of SIDS,” said Duane Alexander, M.D., Director of the NICHD. “Of course, parents and caregivers should always place infants to sleep on their backs for naps and at night.”
https://www.nih.gov/news/pr/jan2006/nichd-18.htm

More People in Drug Abuse Treatment Began Drug Use Before Age 13
More people in treatment for drug abuse, other than alcohol abuse, began using at least one of their problem drugs prior to the age of 13.  The data over the past decade show that in 1993, 12 percent of admissions to treatment for drugs (114,462 people) began using their substances before age 13.  By 2003, 14 percent of admissions (162,708 people) began using drugs prior to age 13.  These findings were released today in a report by the Substance Abuse and Mental Health Services Administration (SAMHSA) from continued analysis of the Treatment Episode Data Set (TEDS).

The report, “Age of First Use Among Admissions for Drugs: 1993 and 2003”, notes that the percentage of treatment admissions that initiated drug use before age 13 increased between 1993 and 2003 for marijuana and opiates.  Opiates include prescription pain medications and heroin.  Initiation of marijuana use prior to age 13 increased from 20 percent to 23 percent of marijuana admissions from 1993 to 2003.  For opiate admissions, the percent initiating drug use before age 13 increased from 4 to 5 percent.  There was a decline for cocaine admissions (from 5 percent to 4 percent) and for stimulant admissions (from 10 percent to 9 percent).  Stimulant admissions include methamphetamine.

“Age at first use is an important predictor of the potential for serious substance abuse problems later in life,” said SAMHSA Administrator Charles Curie.  “The increase in the proportion of admissions for drug use before age 13 should be a wake-up call to parents to speak with their children early and often about the dangers of drug use.”
https://www.samhsa.gov/news/newsreleases/060126_teds.htm

Study Finds Biochemical Defect in Juvenile Batten Disease
For the first time, scientists studying a fatal childhood neurodegenerative disorder,  juvenile Batten disease, have identified a defect in transport of the amino acid arginine in cells from affected children.  The finding helps researchers understand how the disease develops and may lead to new ways of treating it.

“This is one more step toward understanding the defect in the cells that causes this disease,” says David A. Pearce, Ph.D., of the University of Rochester School of Medicine and Dentistry in New York, who led the study. The study was funded in part by the National Institute of Neurological Disorders and Stroke (NINDS) and appears in the December 1, 2005, issue of Human Molecular Genetics.*

Juvenile Batten disease results from mutations in a gene called CLN3. Symptoms of this disorder usually appear between the ages of 5 and 10 and may include seizures, mental impairment, and progressive loss of vision and motor skills. The disease is often fatal by the late teens or twenties. Juvenile Batten disease is the most common of a group of disorders called neuronal ceroid lipofuscinoses, or NCLs. NCLs are characterized by a buildup of pigments called lipofuscins in the body’s cells. Read More Here

FDA Approves First Ever Inhaled Insulin Combination Product for Treatment of Diabetes
There is a new, potential alternative for many of the more than 5 million Americans who take insulin injections, with the Food and Drug Administration’s approval today of the first ever inhaled insulin. Exubera, an inhaled powder form of recombinant human insulin (rDNA) for the treatment of adult patients with type 1 and type 2 diabetes, is the first new insulin delivery option introduced since the discovery of insulin in the 1920s. 
The safety and efficacy of Exubera have been studied in approximately 2500 adult patients with type 1 and type 2 diabetes. In clinical studies, Exubera reached peak insulin concentration more quickly than some insulins, called regular insulin, administered by an injection. Peak insulin levels were achieved at 49 minutes (range 30 to 90 minutes) with Exubera inhaled insulin compared to 105 minutes (range 60 to 240 minutes) with regular insulin, respectively. In type 1 diabetes, inhaled insulin may be added to longer acting insulins as a replacement for short-acting insulin taken with meals. In type 2 diabetes, inhaled insulin may be used alone, along with oral (non-insulin) pills that control blood sugar, or with longer acting insulins.
https://www.fda.gov/bbs/topics/news/2006/NEW01304.html

Children of Alcoholics Week, February 12-18, 2006
An estimated 1 in 4 U.S. children is exposed to a family alcohol problem, and countless others are affected by familial drug abuse. These young people are at increased risk of a range of problems, including physical illness, emotional disturbances, behavior problems, lower educational performance, and susceptibility to alcoholism or other addiction later in life.  This is why the National Association for Children of Alcoholics (NACoA) and its affiliates promote Children of Alcoholics Week 2006 from Sunday, February 12, through Saturday, February 18. The theme of this public awareness campaign, “A Celebration of Hope and Healing,” offers the potential for resilience in children of alcoholics if caring adults support the well-being of all children, but especially those who struggle with alcohol or drug addiction in their families. NACoA envisions a society in which these vulnerable children are encouraged to seek help and have access to adults who can help them.
https://ncadi.samhsa.gov/seasonal/coaweek/

National Council on Disability (NCD) Study Seeking Input
The National Council on Disability (NCD) is currently conducting a study that will gather information from a wide range of sources and stakeholders regarding the issues that persons with disabilities encounter in seeking and maintaining employment. Rutgers University Program for Disability Research is facilitating this discussion for NCD via an online bulletin board.

The purpose of this online discussion is to inform policy and program recommendations for employment opportunities for individuals with disabilities. Participation is entirely voluntary. Participants can choose whether you want to read information, respond to issues, or raise issues on this online discussion. Get more information about the NCD online discussion.
https://www.ncdadaemploymentstudy.com/

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Update from the

U.S. Department of Education

U.S. Secretary of Education Margaret Spellings has announced a pilot program where qualified States can submit proposals for developing growth models to meet the accountability requirements of No Child Left Behind. This announcement follows her April announcement “Raising Achievement: A New Path for No Child Left Behind” – a set of common-sense and flexible principles to guide implementation and meet the goals of the law.

As part of this new pilot program, States may propose a growth-based accountability model for determining whether or not schools make Title I annual yearly progress (AYP). Growth models show promise for measuring school accountability while giving schools credit for student improvement over time by tracking individual student progress. Under the pilot program, the U.S. Department of Education will approve up to 10 high-quality growth model applications from States for the 2005-2006 school year. In order to participate, States must meet certain key principles of the law. The pilot program will give the Department of Education the ability to evaluate growth models under No Child Left Behind, and share findings with other States.

For more information about this announcement, please visit: www.ed.gov

Forecast of Funding Opportunities under Department of Education

Discretionary Grant Programs for Fiscal Year 2005 and Fiscal Year 2006
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2005 and fiscal year 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced.
https://www.ed.gov/fund/grant/find/edlite-forecast.html

 
FY 2004-06 Discretionary Grant Application Packages

This site, from the Department of Education, provides information on grant competitions that are currently open.
https://www.ed.gov/fund/grant/apply/grantapps/

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Teachers Ask the Secretary

The U.S. Department of Education recently launched a new feature on its Web site that gives teachers the opportunity to post their questions and comments directly to Secretary Spellings and subsequently receive answers.  Teachers Ask the Secretary is the latest in a series of interactive Web resources for educators, which also include online courses and an electronic bulletin of Department-sponsored events and efforts. The resources are part of the U.S. Department of Education’s Teacher-to-Teacher Initiative, a comprehensive program that offers professional development, research-based classroom strategies and national recognition of stellar educators.

Q: Bev from Sunray, Texas
If a district has determined that a student will take a Locally Developed Alternate Assessment (LDAA) for science, why does a new Individualized Education Program (IEP) have to be written? Why can’t the current IEP be used since it contains the entire ARD information about that individual student, including all modifications currently being used by the regular ed. teacher?

A: Secretary Spellings
In most cases, a new plan does not have to be written. You can amend an existing IEP, as long as the IEP team agrees and unless there is a State law mandating that a new one be written. The Individuals with Disabilities Education Act (IDEA) law requires that a student’s individualized education program team meet at least annually to evaluate the progress of the student and determine if a change in services is needed. The IEP team should take the lead in making the decisions about which assessments students will have to take. Good luck in your important work.

January 24, 2006

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