ASO DIGEST: January 28, 2008

[Guest guest]

Dear Friend of ASO:

News from the ASO:

Check out past Copies of ASO Digest

Visit our website at www.autismohio.org and click on the "newspaper" icon.

OCALI Transition Task Force Survey - Please Participate!

The OCALI Transition Task Force recommended that a transition survey be created to assist and determine the current level of services and supports available for individuals with autism spectrum disorders (ASD) and those individuals that demonstrate the unique challenges associated with ASD, ages 14 and older. The survey will target individuals with ASD, family members of individuals with ASD, educators, and agency service providers who support individuals with ASD. The survey will be used to collect information on services and employment/vocational status, transition/training services and outcomes, residential services and planning activities, and other community services for transition, including demographic information in order to identify the variability of services across. The survey can be found and completed on the Internet at: http://www.autisminternetmodules.com/dws/index.php?sid=WLUI1LPe18 If a hard copy of the survey is preferred or if you do not have access to the Internet, please make a request by contacting Vicki Knisely at (614) 410-0753 or via email at vicki_knisely@.... A hard copy can be mailed or faxed to you. Additionally, the survey can be made available as an email attachment to be printed. If you have specific questions, please contact Filler, OCALI Transition Coordinator, chris_filler@..., 614-410-0993.

Autism Awareness License Place program Completes First Year

The Autism Awareness Ohio License Plate has been in existence for one complete calendar and thanks to your support it will be around for many more! In order to keep the license plate, 1000 needed to be sold from January-December. We are pleased to report that 1064 were sold! What have we spent the proceeds from the license plate on? Besides covering operating expenses for our organization and several smaller initiatives, ASO sponsored the keynote speakers at the OCALI-ASA NATTAP Conference in September, 2007 attended by over 1500 people from around the world, but mainly Ohio. At NATTAP, we sponsored a Legislative Breakfast and honored Rep. Jon , Rep. Bacon, and Sen. Kirk Schuring for their support of autism issues in the Ohio Legislature. ASO gave a significant grant to OCALI to cover the cost of printing and distributing their new Parent Manual (which ASO helped develop). Additionally, grants were given to the nine ASA chapters in the state proportional to the number of license plates sold in their areas to support their local efforts. Please help us to continue our work here in Ohio and help raise awareness of autism by purchasing your Autism Awareness License plate today. For information, go to www.autismohio.org, scoll down the home page and click on the license plate icon.

MRDD Futures Subcommittees submit Recommendations for Consideration by Full Committee

Last week, the four subcommittees of the MRDD Futures committee completed their work. Each committee developed recommendations related to their respective legislative charges. The Chairs of each of the Subcommittees, including Serving Populations with Specialized Needs Chair ASO Co-President Barb Yavorcik, will be meeting with ODMRDD Director to review the subcommittee recommendations and develop a plan for presenting the recommendations to the full committee for consideration. These recommendations should be posted to the MRDD Futures Website soon. Public Testimony on the recommendations will be held on February 14. The Public Hearing is scheduled from 9:00 am - 12:00 pm at the Riffe Center, 77 S. High St. The Futures Committee will meet from 1:00 pm - 3:00 pm after the testimony. If you cannot attend the Public Hearings, but would like to provide feedback, please go to the MRDD Futures website http://odmrdd.state.oh.us/futures/contacts.htm. For complete information about the Futures Committee, visit http://odmrdd.state.oh.us/futures/odmrdd.htm.

State Support Teams replace SERRC Centers - Trainings Still Available

House Bill 115, passed last year, establishes the Educational Regional Service System (ERSS) and requires the creation of a coordinated, integrated and aligned system to support state and school district efforts to improve school effectiveness and student achievement. It is the intent of the general assembly that the educational regional service system would reduce the unnecessary duplication of programs and services and provide for a more streamlined and efficient delivery of educational services without reducing the availability of the services needed by school districts and schools. The bill also contains information and deadlines for districts that want to transfer to another region.

Organized in the same regional areas as the former SERRCs, the 16 State Support Teams are responsible for the regional delivery of school improvement, literacy, special education compliance, and early learning and school readiness services to districts using the Tri-Tier Model, a differentiated technical assistance structure of support based upon need. Sixteen ESCs were selected through an RFP process to act as Fiscal Agents.

The teams work through the Office for Exceptional Children, Office of Literacy, Office of Early Learning and School Readiness and the Office of Field Relations by providing technical assistance and professional development. The SSTs include staff and services formerly provided by the Special Education Regional Resource Centers (SERRCs) and the Regional School Improvement Teams (RSITs). To find out more information about the SSTs, visit http://www.ocali.org/serrc_map/ and click on your SST Region. Each SST region offers a variety of training opportunities, many related to autism issues - most can be found by clicking on "Events" or "STARS" (System To Achieve Results for Students).

Upcoming events, resources, etc.

FYI - Please share.

- 2008 ASA National Conference, Orlando

- Partners for Full Potential Presentation, Aurora

- Checklist: Is Inclusion Happening in Your School Community?

- Website: National Secondary Transition Technical Assistance Center

- GLUTEN AND CASEIN-FREE Meal Source

- The Autism Spectrum: Social Relationships and the Inclusive Classroom, Cincinnati

- Grants for Families of Children with Autism

- Product: 15 Tips for Social Etiquette

- "Talk Therapy" Workshop 2008 - Charlotte and New Orleans

- Television Show Eli Stone to feature Autism Related Story Line

- Parenting Class for Parents of Children with Autism

- From the Federal Department of Education: Access by Students with Disabilities to Accelerated Programs

- Message from the Autism Society of Greater Cleveland

- Biomedical Support Group Meeting, Brecksville

- Computers for Ohioans with Disabilities

- Article: Edelson Center Closed after Three Suits

- Autism One 2008 Conference

- Web Conference: “Gastrointestinal Issues and Autism – What You Need to Knowâ€

- Multiple Perspectives On Access, Inclusion & Disability: Looking Back & Thinking Ahead Conference, Columbus

If you are interested in participating in research projects, ASO is now posting all research opportunities on our website. For information on available opportunities, visit our webpage www.autismohio.org, click on "Information" along the left side of the home page and then click on "Studies/Surveys".Have you purchased your Ohio Autism Awareness License Plate yet? To purchase yours, visit www.oplates.com and click on "Specialty Plates" or visit our website at www.autismohio.org for more information.Sincerely,Autism Society of Ohio701 S. Main St.Akron, OH 44311(330) 376-0211fax: (330) 376-1226email: askASO@...home: byavorcik@...web: www.autismohio.org Please note: This is provided for information purposes only. The ASO does not endorse or recommend any providers, methodologies or services. Providing this information should not be construed as an endorsement by the ASO, either explicit or impiled.

2008 ASA National Conference

Mark Your Calendars!The 2008 ASA National Conference will be held July 9-12, 2008 inOrlando, Florida at the Gaylord Palms Resort & Convention CenterRegister Now at www.autism-society.org/conferenceTake Advantage of the Early Bird Registration Rate Don't miss this year's conference in Florida!The Autism Society of America recognizes that families and individualsliving with an autism spectrum disorder have a range of issues andneeds. The National Conference of the Autism Society of America is theonly conference that addresses the range of issues, including earlyintervention, education, employment, behavior, communication, socialskills, biomedical interventions and others, across the entirelifespan. Bringing together the expertise and experiences of familymembers, professionals and individuals on the spectrum, attendees areable to learn how to more effectively advocate and obtain supports forthe individual with ASD. The ultimate goal is to empower familymembers, individuals on the spectrum and professionals to makeinformed decisions.2008 Conference Keynoters Hendren, DOJim Ball, Ed.D., BCBATemple Grandin, PhDPresident, American Academy of ChildrenDirector of Clinical Services, New YorkProfessor, Colorado State University and Adolescent PsychiatryFamilies of Autistic Children (NYFAC)Author & International SpeakerProfessor of PsychiatryPresident, JB Autism ConsultingExecutive Director, M.I.N.D. InstituteCo-Chair, ASA Panel of Professional AdvisorsUniversity of California, Continuing Education Credits OfferedASA will offer continuing education credits for:Behaviorists (BCBA credits)Hearing & Speech Professionals (ASHA credits)Medical Professionals (CME credits)Educators (Certificates of Attendance)Other Highlights* Over 150 educational sessions from professionals around the US* 9 Wednesday Full-Day Preconference Sessions* Respite Childcare & Regular Childcare Offered Onsite forFamilies Attending the Conference* Continuing Education Credits offered for Professionals (seewebsite)* ASA's 7th Annual Evening of Champions Gala Event Dynamic & Informative Speakers* the largest Autism Exposition in the US with over 150 BoothsFor more information call 1.800.328.8476 ext 110, visit www.autism-society.org or email ASA atconference@.... See you there!

Partners for Full Potential

an Aurora Parent’s Group ensuring that students with disabilities reach their full potential academically, socially, and vocationally, presents…..Planning for Progress & Let Us TalkJoin educational consultant Wetherbee of HOPE Educational Consulting on Thursday February 7 as we: Plan for Progress· Write a vision statement for our child’s education· Write a rough draft of Introducing My Child· Create a notebook to be used for effective record keeping Let Us Talk· Discuss case studies and summarize ways to improve the communication issues between school, parents and students· Identify positive communication strategies· Identify ways to enhance communication with the school and school staff and set a measurable goal for improving communication Join us, Thursday February 7, 7 pm Hanna Community Room Programs are free and begin at 7 p.m. in the Community Room at the Hanna building in Aurora. For more information, please contact PFFP at (330) 995-4440 or aurorapffp@....

Is Inclusion Happening in Your School Community?Checklist of Questions to Ask…..Do all students attend the school and classes they would attend ifthey did not have disabilities (NEIGHBORHOD SCHOOL)?Do all students attend general education classes appropriate to theirCHRONOLOGICAL AGE?Do students with disabilities attend general education classes on aFULL TIME basis (receive all support services in the classroom andfollow the same schedule as other students?)Do students with disabilities use the same PLACES and SERVICES asother students (regular transportation, cafeteria, bathrooms etc..)?Do students with disabilities receive the SUPORTS they need to besuccessful (curriculum modification, assistive technology, adult andpeer assistance)?Is TRAINING provided to professionals, paraprofessionals, families,and community members in topics relevant to inclusion and besteducational practices?Do teachers receive the SUPPORTS necessary for them to successfullyteach all students in their classes (planning time, consultation andcollaboration with professionals,)?Are PARENTS given every opportunity to be full participants in theirchild's education?Do students with disabilities participate as MEMBERS OF THEIR OWNTEAMS and assume leadership roles on their teams as they grow older?Does the school/district have a MISSION STATEMENT and PHILOSOPHY thatpromotes inclusive education?Are support and placement decisions made INDEPENDENT OF FINANCES?Does the school administration have a LEADERSHIP TEAM and STRATEGY toaddress the issues indicated by "no" answers on this checklist?

National Secondary Transition Technical Assistance CenterPurpose of NSTTAC is to assist states to build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. Many resources available at their website http://www.nsttac.org/.

GLUTEN AND CASEIN-FREE Meal Source

Available For Pick Up At Our Los Angeles Store or Shipped Directly To Your Door Anywhere In The U.S. Your GFCF Dinner Just Got Easier - GLUTEN AND CASEIN-FREE, Ready-To-Cook Entrees, Sides and Baked Goods Made with Organic Produce and All-Natural Meat

Our menu consists of many delicious recipes, created by our own chef, that have been optimized for freezing and long-term storage. All items have simple cooking instructions.

Our extensive menu of food for the whole family includes entrees, sides, breads, desserts and sauces. Check out our menu at http://www.yourdinnersecret.com/Menu.aspx.

Click to order now!www.YourDinnerSecret.com TO GET A SHIPPING QUOTE, CALL 818-888-6338 OR EMAIL INFO@....

Our Location: Your Dinner Secret20929 Ventura Blvd. (just west of De Soto in the Cable's Restaurant Shopping Center) Woodland Hills, CA Order online, by phone, or in the store. Call us at 818-888-6338.

The Autism Spectrum: Social Relationships and the Inclusive Classroom

Cincinnati, OH - February 12 - 13, 2008Holiday Inn Eastgate

Tuesday, Feb. 12Building Social Relationships, with Bellini, Ph.D.This engaging workshop will provide an overview of a social skill instructional modeldeveloped by Dr. Bellini. The workshop will provide research on social-emotionalfunctioning as well as practical and effective strategies for teaching social interaction skillsto children and adolescents with autism spectrum disorders (ASD). The model provides a systematicand comprehensive framework to guide parents and practitioners in the development and implementationof effective social skills programming.

Wednesday, Feb. 13The Inclusive Classroom, with a Kluth, Ph.D.Participants will learn practical ways of supporting students with autism spectrumdisorders (ASD) and other significant disabilities. Topics addressed include defining ASD,differentiating instruction in the diverse classroom, encouraging literacy development,making the classroom comfortable for all learners, and supporting behaviors and bodies of studentswith a range of needs. This interactive presentation will focus on the importance of pushing beyondparticipation and inclusion to asking schools to understand every student as a complex and capablelearner.

Continuing Education: (Parents not eligible)Certificates of attendance will be given out. There are a total of 12 hours of lecture for the entire conference.Cancellation Policy:Cancellations made within two weeks of the conference will receive no reimbursement. Substitutions areallowed. Cancellations prior to two weeks to the conference will be subject to a $30 administration fee- thesewill be accepted only in writing.Meals:Lunch will be on your own. Breakfast and afternoon snack areincluded in your registration fee.Bookstore:We will have a large autism bookstore at the conference.Purchase orders, Visa, MC, checks and cash are accepted.Schedule for Conference Days7:00-8:00am Check-in8:00-9:30am Speaker9:30-9:45am Break9:45-11:30am Speaker11:30am-12:30pm Lunch (on your own)12:30-2:00pm Speaker2:00-2:15pm Break2:15-3:30pm SpeakerConference Location:Holiday Inn Eastgate4501 Eastgate Blvd.Cincinnati, OH 45245(513) 752-4400Free Parking. A limited block of rooms has been reserved for$89 plus tax/night. Please call the hotel to make reservations.

www.SpectrumTrainingSystemsInc.comPhone: (920) 749-0332Fax: (920) 882-0736

Grants for Families of Children with Autism

http://autism.about.com/b/2008/01/19/grants-for-families-of-children-with-autism.htmThere's no doubt about it: autism is expensive. For some families, though, the cost of autism can be devastating. That's why the National Autism Association has created a grant program specifically for families of children with autism who are in financial crisis. If you are a family residing in the United States with a child on the autism spectrum aged birth to 18, you may qualify for the grant. The maximum you may request is $1,500. Money from the grant may be applied ONLY to biomedical treatments, supplements or therapies for your child with autism - and the money is paid directly to vendors (not to families). Similar grants are offered to families by Act-Today for Autism, Autism Family Resources, and United Healthcare Children's Foundation. The important point to note is that money from these grants never goes directly to families - and it may be used only for autism treatments and related costs (not to, for example, keep the house warm in winter). If you are in search of a grant for autism treatment, these grant opportunities are legitimate resources. Many advertised grant opportunities, however, are not. A Google search will almost certainly lead you to sites and ads for "free grants for autism." Many of these organizations will require you to pay in advance for your "free grants" - an absurd idea, since grant, by their very nature, are "free." If any agency or individual requests money from you as part of a grant application process, run fast and far. Then, consider reporting that agency or individual to the police. Do you know of other legitimate grant programs for families coping with autism? If so, please let us know! Know of any to be avoided? Your help is appreciated!

Product: 15 Tips for Social Etiquette

One of the most endearing qualities of children on the autism spectrum is their forthright nature. Free of pretenses, un-swayed by public opinion and not concerned with making a good impression, spectrum kids simply are who they are! This refreshing quality sometimes makes us LAUGH and sometimes makes us GASP! Let’s take a lighthearted look at this charming quality along with 15 tips for social etiquette.

20% off EVERYTHING you orderUse the coupon code 7749297A $30 order becomes $24A $50 order becomes $40A $70 order becomes $56Only while quantities last! Natural Learning Conceptshttp://www.nlconcepts.com

"Talk Therapy" Workshop 2008 - Charlotte and New Orleans

February 19th & 22nd INTRODUCING ONE OF EUROPE’S OUTSTANDINGPRESENTERS ON BEHAVIOR AND COMMUNICATION Dr. Kirsten CallesenFROM DENMARK Co-author with Dr. Tony Attwood of The CAT-Kit(The Cognitive Affective Training Kit ) THIS COMMUNICATION WORKSHOP EMPHASIZES “HANDS-ON†TECHNIQUES TO INCREASE COMMUNICATION USING RESOURCES THAT ARE “USER-FRIENDLY†TO TEACHER & STUDENT! In groups of 8 or less, attendees will work with this new strategy. THIS WORKSHOP IS DESIGNED TO GIVE YOU PRACTICAL SKILLS THAT CAN BE USED IMMEDIATELY! NO EXTRA CHARGE FOR CEU’s For more information or to register call 1-800-489-0727 or find us online atwww.FHautism.com/conferences.htm

Television Show Eli Stone to feature Autism Related Story Line

http://www.nytimes.com/2008/01/23/arts/television/23ston.html?ex=1201755600 & en=f62a85bbb9fa978d & ei=5070 & emc=eta1By EDWARD WYATTPublished: January 23, 2008LOS ANGELES — A new legal drama making its debut this month on ABC is stepping into a subject that is the source of heated debate among some parents — the relationship between autism and childhood vaccines — and seemingly coming down on the side that has been all but dismissed by prominent scientific organizations.The drama, “Eli Stone,†scheduled to be broadcast at 10 p.m. on Jan. 31, centers on a lawyer who begins having visions that cause him to question his life’s work defending large corporations, including a pharmaceutical company that makes vaccines.The title character of “Eli Stone,†adopting the message of his visions to fight for the little guy, takes his first case: suing his former client on behalf of the mother of an autistic child who believes a mercury-based preservative in a vaccine caused her son’s autism.For the last decade some parents and advocates for autistic children have championed the theory that a mercury-based vaccine preservative called thimerosal, developed in the late 1920s and used in many childhood vaccines until about seven years ago, is a primary cause of autism in young children.Autism often is diagnosed in children between their first and fourth years, during the time that many children begin receiving regular rounds of vaccinations.But reams of scientific studies by the leading American health authorities have failed to establish a causal link between the preservative and autism. Since the preservative was largely removed from childhood vaccines in 2001, autism rates have not declined.While police and legal dramas often use ripped-from-the-headlines topics as the basis of episodes, rarely do broadcast networks allow themselves to stray into the middle of heated debates that contain such emotional touchstones for large segments of their audience, if only because another big segment of a network’s audience is likely to be on the other side of the debate.With “Eli Stone,†however, neither ABC nor its ABC Studios production unit has expressed any qualms about the story, according to Greg Berlanti, a co-creator and an executive producer of the series, who said he believed that the script showed both sides of the argument. “I think they wanted us to do our homework about all of it, which we did,†he said.But the script also takes several liberties that could leave viewers believing that the debate over thimerosal — which in the program’s script is given the fictional name mercuritol — is far from scientifically settled.Through a spokeswoman, ABC declined to offer an executive to discuss the show.The issue is a potentially delicate one for ABC. Eli Lilly & Company, which developed thimerosal, and the two companies that now make the bulk of childhood vaccines used in the United States, GlaxoKline and Sanofi-Aventis, spent an estimated $138 million for advertising on ABC last year, according to Nielsen Monitor-Plus, though little to none of it was spent advertising vaccines.Representatives of all three companies expressed dismay about the series, of which they said they were unaware until called by a reporter. Pekarek, a spokeswoman for GlaxoKline, said the episode raised public-health concerns. “If parents watching this fictional series make that incorrect conclusion about a link†between vaccines and autism “and as a result choose not to vaccinate their own children, the consequences could be devastating,†she said.Doctors have previously expressed fears that the popularity of the antivaccine movement could have adverse effects. In Britain a widely publicized — and since discredited — research paper published in 1998 started a scare over the safety of the vaccine for measles, mumps and rubella, drawing a potential link to autism. Though the premise of the research did not concern thimerosal, vaccination rates plunged in Britain. Over the next two to six years, outbreaks of measles soared in Britain and Ireland, causing at least three deaths and hundreds of children to be hospitalized.Among the organizations that have studied possible links between autism and the preservative in vaccines are the Centers for Disease Control and Prevention, the Food and Drug Administration, the Institute of Medicine, the World Health Organization and the American Academy of Pediatrics. Each of them has largely dismissed the idea that thimerosal causes or contributes to autism, and five major studies have found no link.Since 2001, no vaccine routinely administered to children in the United States had more than half a microgram of mercury, about the amount found in an infant’s daily supply of breast milk.But plenty of parents, as well as groups like SafeMinds, continue to say that a link exists. “We feel it is still an open question,†said Theresa Wrangham, president of SafeMinds, a nonprofit parent organization. Their position has been supported in recent years by some members of Congress and by public advocates including F. Kennedy Jr.The initial episode of "Eli Stone" posits that the child received a flu vaccine containing the preservative; in recent years vaccine makers have produced new versions of the flu vaccine for children that do not contain the mercury-based preservative.“Is there proof that mercuritol causes autism?,†Eli Stone says to the jury in summing up his lawsuit against the vaccine maker. “Yes,†he says. “Is that proof direct or incontrovertible proof? No. But ask yourself if you’ve ever believed in anything or anyone without absolute proof.â€The script also draws a parallel with research linking smoking and cancer, saying three decades passed between the first lawsuit charging a connection and the first jury award against a tobacco company. After the dramatic courtroom revelation that the chief executive of the vaccine maker did not allow his daughter’s pediatrician to give her the company’s vaccine, the jury in “Eli Stone†awards the mother $5.2 million. (In each episode Eli Stone takes on a different cause; in other episodes sent to television reviewers for preview, he wages court battles against a pesticide maker and a priest.)In the last two years Mr. Berlanti, who created “Eli Stone†with Marc Guggenheim, has become a major contributor to ABC’s primetime lineup. He also is an executive producer of “Brother & Sisters†and “Dirty Sexy Money.†Mr. Guggenheim is a lawyer who has worked on several law-related series, including “The Practice†and “Law & Order.â€In interviews both men said they did not have any personal ties to the subject of autism and childhood vaccines. Mr. Guggenheim, who has two young children, said he had questioned his pediatrician about the number of vaccines his children were receiving. “I haven’t vaccinated them as aggressively as I could,†he said.Both of the producers also said that they wanted “Eli Stone†to provoke conversation.“A lot of TV these days is not talking about the same things that the nightly news is talking about,†Mr. Berlanti said. “As a show, we want to keep the conversation going after people turn off the television.â€

Parenting Class for Parents of Children with Autism

Nationwide Children’s Hospital’s Center for Autism Spectrum Disorders will be offering a 6-week parenting class geared for parents or adult caregivers raising a child with an autism spectrum disorder. This class will be held Thursday evenings from 5-6:30pm beginning February 7, 2008 and running through March 13th. The cost for the 6 week series will be $30.00 per person or $50.00 per couple. The program will be held at the Center for Autism Spectrum Disorders, 187 W. Schrock Rd. Westerville, Ohio 43081. Space is limited and registration will close at 20 participants. For more information please contact an Autism Resource Coordinator at 614-355-8315, or to register please contact the Education Department @ 614-355-0662. LawrenceCommunity and Family Services SupervisorNationwide Children's HospitalAutism Center187 West Schrock Road.Westerville, Ohio 43081Phone 614.355.8315 ext. 82024Fax: 614.355.8361www.nationwidechildrens.org

.Lawrence@...

Dear Colleague Letter: Access by Students with Disabilities to Accelerated Programs

http://www.ed.gov/print/about/offices/list/ocr/letters/colleague-20071226.html

OFFICE OF THE ASSISTANT SECRETARY

DEC 26, 2007

Dear Colleague:

I am writing to advise you of an issue involving students with disabilities seeking enrollment in challenging academic programs, such as Advanced Placement and International Baccalaureate classes or programs (accelerated programs). Specifically, it has been reported that some schools and school districts have refused to allow qualified students with disabilities to participate in such programs. Similarly, we are informed of schools and school districts that, as a condition of participation in such programs, have required qualified students with disabilities to give up the services that have been designed to meet their individual needs. These practices are inconsistent with Federal law, and the Office for Civil Rights (OCR) in the U.S. Department of Education will continue to act promptly to remedy such violations where they occur.

As you know, OCR is responsible for enforcing two Federal laws that protect qualified individuals with disabilities from discrimination. OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and its implementing regulations at 34 CFR Part 104, which prohibit discrimination on the basis of disability in programs or activities receiving Federal financial assistance. OCR is also responsible, in the education context, for enforcing Title II of the Americans with Disabilities Act of 1990 (Title II) and its implementing regulations at 28 CFR Part 35, which prohibit discrimination on the basis of disability by entities of State and local government. Although this letter discusses aspects of the Section 504 regulation, Title II provides no lesser protections than does Section 504. Also relevant are the requirements of the Individuals with Disabilities Education Act (IDEA), which is administered by the Department’s Office of Special Education Programs (OSEP). The IDEA provides funds to States and school districts in order to assist them in providing special education and related services to eligible children with disabilities. The IDEA’s implementing regulations are located at 34 CFR Part 300. OCR consulted with OSEP in drafting this letter.1

As an initial matter, I want to commend the efforts so many of you have made to ensure that placement decisions for all students are based on each student’s individual academic abilities regardless of the presence, nature, or severity of a disability. I want to ensure that all of you are aware of the Federal civil rights requirements discussed below.

Prohibition Against Disability-Based Discrimination in Accelerated Programs

The practice of denying, on the basis of disability, a qualified student with a disability the opportunity to participate in an accelerated program violates both Section 504 and Title II. Discrimination prohibited by these laws includes, on the basis of disability, denying a qualified individual with a disability the opportunity to participate in or benefit from the recipient’s aids, benefits, or services, and affording a qualified individual with a disability with an opportunity to participate in or benefit from the aid, benefit or service in a manner that is not equal to that offered to individuals without disabilities. 34 CFR 104.4(a), ((1)(i), ((1)(ii); 28 CFR 35.130(a), ((1)(i), ((1)(ii).

Under Section 504 and Title II, a recipient may not utilize criteria or methods of administration that have the effect of subjecting qualified individuals with disabilities to discrimination on the basis of disability. 34 CFR 104.4((4) and 28 CFR 35.130((3). A public entity also may not impose or apply eligibility criteria that screen out or tend to screen out an individual with a disability or any class of individuals with disabilities from fully and equally enjoying any service, program, or activity, unless such criteria can be shown to be necessary for the provision of the service, program, or activity being offered. 28 CFR 35.130((8). Public school students with disabilities who require special education and/or related services receive them either through implementation of an individualized education program (IEP) developed in accordance with Part B of the IDEA or a plan developed under Section 504. 34 CFR 104.33. It is unlawful to deny a student with a disability admission to an accelerated class or program solely because of that student’s need for special education or related aids and services2, or because that student has an IEP or a plan under Section 504. The practice of conditioning participation in an accelerated class or program by a qualified student with a disability on the forfeiture of special education or of related aids and services to which the student is legally entitled also violates the Section 504 and Title II requirements stated above.

Please note that nothing in Section 504 or Title II requires schools to admit into accelerated classes or programs students with disabilities who would not otherwise be qualified for these classes or programs. Generally, under Section 504, an elementary or secondary school student with a disability is a qualified individual with a disability if the student is of compulsory school age. However, schools may employ appropriate eligibility requirements or criteria in determining whether to admit students, including students with disabilities, into accelerated programs or classes. Section 504 and Title II require that qualified students with disabilities be given the same opportunities to compete for and benefit from accelerated programs and classes as are given to students without disabilities. 34 CFR 104.4((1)(ii) and 28 CFR 35.130((1)(ii).

Furthermore, a recipient’s provision of necessary special education and related aids and services to qualified students with disabilities in accelerated classes or programs must be consistent with the Section 504 and Title II requirements regarding free appropriate public education (FAPE).

Free Appropriate Public Education

In general, conditioning participation in accelerated classes or programs by qualified students with disabilities on the forfeiture of necessary special education or related aids and services amounts to a denial of FAPE under both Part B of the IDEA and Section 504.

Section 504 requires a recipient that operates a public elementary or secondary education program or activity to provide FAPE to each qualified person with a disability who is in the recipient’s jurisdiction, regardless of the nature or severity of the person’s disability. 34 CFR 104.33(a). Under Section 504, the provision of an appropriate education is the provision of regular or special education and related aids and services that satisfy certain procedural requirements and that are designed to meet the individual education needs of persons with disabilities as adequately as the needs of persons without disabilities are met. 34 CFR 104.33((1)(i). School districts may create a plan or other document to provide students with disabilities with FAPE pursuant to Section 504. The Section 504 FAPE requirement may also be met through the implementation of an IEP developed in accordance with Part B of the IDEA. 34 CFR 104.33((2).

Part B of the IDEA requires that FAPE be made available to eligible students with disabilities in certain age ranges. The IDEA defines FAPE as special education and related services that: are provided free of charge; meet State standards; include an appropriate preschool, elementary school, or secondary school education; and are provided in conformity with a properly developed IEP. 20 USC § 1401(a)(9); 34 CFR 300.17.3

Participation by a student with a disability in an accelerated class or program generally would be considered part of the regular education or the regular classes referenced in the Section 504 and the IDEA regulations. Thus, if a qualified student with a disability requires related aids and services to participate in a regular education class or program, then a school cannot deny that student the needed related aids and services in an accelerated class or program. For example, if a student’s IEP or plan under Section 504 provides for Braille materials in order to participate in the regular education program and she enrolls in an accelerated or advanced history class, then she also must receive Braille materials for that class. The same would be true for other needed related aids and services such as extended time on tests or the use of a computer to take notes.

Conditioning enrollment in an advanced class or program on the forfeiture of needed special education or related aids and services is also inconsistent with the principle of individualized determinations, which is a key procedural aspect of the IDEA, Section 504 and Title II. As noted above, under Section 504, the provision of FAPE is based on the student’s individual education needs as determined through specific procedures--generally, an evaluation in accordance with Section 504 requirements. 34 CFR 104.35. An individualized determination may result in a decision that a qualified student with a disability requires related aids and services for some or all of his regular education classes or his program. Likewise, the IDEA contains specific procedures for evaluations and for the development of IEPs that require individualized determinations. See 34 CFR 300.301 through 300.328. The requirement for individualized determinations is violated when schools ignore the student’s individual needs and automatically deny a qualified student with a disability needed related aids and services in an accelerated class or program.

I urge you to use the information provided in this letter to continue to evaluate whether your school district is in compliance with these anti-discrimination requirements. OCR remains willing to continue supporting you in these efforts. We provide technical assistance to entities that request assistance in voluntarily complying with the civil rights laws that OCR enforces. If you need additional information or assistance on these or other matters, please do not hesitate to contact the OCR enforcement office that serves your state or territory. The contact information for each office is available online at: http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm. I thank you in advance for your cooperation and assistance in this important matter.

Sincerely yours,

J. Monroe

Assistant Secretary for Civil Rights

1 You may contact OSEP to address any issues that relate specifically to the requirements of IDEA. Contact information for OSEP is available online at: http://www.ed.gov/policy/speced/guid/idea/monitor/state-contact-list.html.2 The term "related aids and services" as used here is intended to include both the Section 504 requirements at 34 CFR 104.33© and the equivalent requirements under the IDEA, i.e. related services, supplementary aids and services, program modifications and supports for school personnel. See 34 CFR 300.34, 300.42, and 300.320(a)(4).3 Among other things, an IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and those without disabilities. An IEP also must contain an explanation of the extent, if any, to which the child will not participate with children without disabilities in the regular class and in these activities. 34 CFR 300.320(a)(4)-(5).

Message from the Autism Society of Greater Cleveland

Welcome to 2008! The ASGC has experienced unprecedented growth in 2007, thanks to you, and we anticipate more of the same this year. In our strategic plan we chose to give high priority to raisingawareness, helping schools of religion and training first responders on autism and autistic behavior. Here’s how we fared in each area: It is understood that we can only serve people if they know who we are. In our efforts to raise awareness, we doubled our newsletter list, attracted the attention of the local media with our fundraising and support efforts and saw our meetings grow to 40-60 attendees each month. We also held our first holiday party, expecting 125 people and realizing over 200. Our marquee annual event, The Greater Cleveland ChiliCook-Off for Autism hosted over 600 people, double the previous year’s attendance. A volunteer program was begun reaching out to schools of religion and we had volunteer aids assist in such schools as the PSRprogram at St Basil’s of Brecksville. The results to date have been very positive and we plan to expand these services throughout the area in the upcoming year. We held two seminars with internationally acclaimed speaker Dennis Debbaudt. His Autism and Safety seminar was attended by over 60 Police, Fire and EMS workers from Avon to Ashtabula. He also held a seminar for parents giving them valuable tips on how their family members with autism can build positive relationships with first responders in their area. We look forward to having Dennis back in 2008. We are convinced his seminars have saved lives in the U.S., Canada and the U.K. We are very proud of our growth and realize that it is all due to the generosity of our friends and members and the outstanding efforts of our volunteer staff. We cannot thank you all enough. If you would like to join them, reach out to us at support@... or 216.556.4372. It is always welcome and deeply appreciated. For our February meeting, we welcome Henry, Executive Director of OCALI, Ohio Center for Autism and Low Incidence. OCALI serves families, educators, and professionals working with students with autism and lowincidence disabilities, including autism spectrum disorders. More on their efforts can be foundat www.ocali.org. We are grateful to for taking time out of his very busy schedule to come up north and address our membership. Please feel free to join us. Thanks again- and here’s to a great 2008!Gus Gallucci - ASGC VP

For a complete copy of their newsletter and more information, visit www.asgc.org

Biomedical Support Group Meeting

Date: January 29, 2008 7:30 to 9 pm

What: Biomedical Support Group Meeting

Meeting location: 1 Community Drive, Brecksville at the Brecksville Community Center

We will have three special guests at this meeting. Two of them are parents to children with ASD from Columbus who come to attend this meeting to share their experiences with both biomedical interventions and the support group they have been running there very successfully.

One of the guests will be Shoemaker, Physician-to-Parent Liaison at both offices of Dr. DeMio (www.drdemio.com). She is working with Dr. DeMio in the biomedical treatment of the children and patients of all ages. Her role is to work directly with patients in any and all aspects of their medical care. also founded the Columbus support group and is a mother to a child who has recovered from ASD through biomedical interventions.

Terry Schwallie is the other mom from Columbus who has been involved with the support group in Columbus and is pursuing biomedical interventions with her children.

Our third guest will be n Helmick, moderator of the will also be there who will talk about her journey with her son Davey, who has made significant gains through dietary intervention.

Our goal is to make these meetings regular with speakers by professionals and other experts on a variety of topics that interests us.

If you would like to join us, please RSVP to Pattison with NAA-NEO at (216) 544-1231, by January 28, 2008.

The meeting is organized with support from the National Autism Association - Northeast Ohio Chapter and from the online support group.

Computers for Ohioans with Disabilities

Assistive Technology of Ohio has a statewide program that helps people with disabilities obtain their own computer. Knowledge of how to use a computer, the Internet and e-mail are becoming fundamental basic skills necessary to compete in today's working and educational world. Recent studies have shown that, due to financial considerations, people with disabilities are among the most likely group of people to not own a computer. People with disabilities -- those who can benefit the most from owning and using a computer -- are often the most likely not to be able to afford one.

While the computers distributed are not usually fresh off-the-shelf, state-of-the-art brand-spanking new, they do come with Internet capability, roomy hard drives, and run with speedy processors. Because of increased shipping costs, AT Ohio has had to raise the cost of the program to $50 per computer.

How Do I Get Involved?Contact AT Ohio first at 866-801-7306 to find out the availability of computers or to request an application. Or visit http://www.atohio.org/computers.html

Edelson Center Closed after Three Suits

Sun Jan 6, 2008 12:13 am (PST)

Alleging Fraud and Malpractice Barrett, M.D.Three families have sued the Edelson Center for Environmental and Preventive Medicine and its proprietor, B. Edelson, M.D., of Atlanta, Georgia, for medical negligence, breach of fiduciary duty, negligent misrepresentation, battery, and fraud. The first suit, was filed in 2001 in Atlanta by a California couple, individually and on behalf of their 7-year-old son [1]. The second suit was filed in 2002 by a Georgia couple on behalf of themselves and their 10-year-old son [2]. The third was filed in 2004 by a New Jersey couple on behalf of their 6-year-old son [3]. In October 2004, Edelson anounced that he was "retiring" from medical practice [4]. The Center's Web site was taken down shortly afterward.

For complete article, visit: http://www.quackwatch.org/11Ind/edelson.html

Autism One 2008 Conference

Autism Onewww.autismone.orgChicago, May 21-25, 2008Autism One 2008 Conference speaker, award-winning author Chantal Sicile-Kira, presents:Adolescents on the Autism SpectrumAdolescence is a difficult time for all teenagers, and even more so for those on the spectrum. Whether a child is on the more functionally able end of the spectrum or severely impacted by autism, puberty brings about many changes and areas of concern. Issues discussed include: puberty and hygiene, self-care, sexuality, and relationships. What to expect when a child on the spectrum develops into a “tween†and then a “teenager†are covered. Practical strategies for both school and home environments and different ability levels will be given. Preparing for the Real World of WorkAn overview of the different types of employment structures currently available - including self-employment - in the community will be given, as well as a description of 10 top attributes employers are looking for in a potential employee. Ideas for individuals of all different ability levels on the spectrum will be discussed. Areas to be covered include: specific ideas on how to prepare teens/young adults for making an income based on the individual's interest or ability to provide a needed service, the role of support staff, the importance of mentors, and approaching/informing potential employers and colleagues. And join Chantal as she returns to Autism One Radio at www.autismone.org/radio:January 29, 1:30 pm ET: Dr. Winnie Dunn, Professor and Chair of the Department of Occupational Therapy Education, University of Kansas Medical Center, discusses her new book Living Sensationally: Understanding Your Senses.February 5, 1:30 pm ET: (in French) Professor Philip of the CNEFEL in Suresnes, France discusses the education of children with autism in France.February 26, 1:30 pm ET: Savarese, inclusion specialist and mother of DJ Savarese (subject of the book Reasonable People) discusses what is necessary for successful inclusion.March 25, 1:30 pm ET: Polly Tommey, Editor of The Autism File (UK autism magazine sold in bookshops), discusses The Autism Trust, a non-profit based in the UK. Chantal Sicile-Kira, Director of Communications and Public Relations for Autism One, has over 20 years experience with autism spectrum disorders and is the founder of Autism Making a Difference, which provides consultation services on adolescent issues and transition to adulthood and self-employment. She recently served on the Taskforce on Transitional Services & Supports reporting to the California Legislative Blue Ribbon Commission on Autism. Chantal is the award winning author of Adolescents on the Autism Spectrum, as well as Autism Spectrum Disorders. Her next book to be published by Penguin in October 2008 is Autism Life Skills: From Communication and Safety to Self Esteem and More: 10 Essential Abilities Every Child on the Spectrum Deserves and Needs to Learn. Chantal has developed a Beginner's Guide to Self-Employment which will soon be available.To see a list of Autism One 2008 presenters, please visit the Speakers page at:www.autismone.org

“Gastrointestinal Issues and Autism – What You Need to Know†Presented byKurt Woeller, DO(Biomedical Specialist using the Defeat Autism Now! approach) WednesdayFEBRUARY 6, 20086:00 pm (Pacific Standard Time)6:00pm Los Angeles/Vancouver (PST) 7:00pm Denver/Calgary (MST)8:00pm Chicago/Dallas (CST) 9:00pm New York/Toronto (EST) These FREE web conferences will offer an invaluable resource for professionals and parents all over the country who want to find out more about the biomedical treatments for autism, developmental disorders and chronic neurological disorders. Dr. Woeller’s live web conference will be held on a monthly basis at 6pm (Pacific Standard Time). After a 60 minute slide presentation by Dr. Woeller, you will have a chance to ask questions on the presentation topic or related topics for 30 minutes. Helping individuals Reach their Maximum Potential

For more information and to register go:http://www.greatplainslaboratory.com/online-conference/online-conference.html

Multiple Perspectives On Access, Inclusion & Disability: Looking Back & Thinking AheadPre-conference April 21 - Full Conference April 22-23, 2008The Ohio State University Columbus, OhioOver 30 Concurrent Sessions -Presenters Include: Wodatch, U.S.DOJ; Novak, Unit. of San Francisco; Ben , Landmark College; Bruggemann, Ohio State University; Janet s, Great Lakes DBTAC; Mark Willis, State; Jaina Blakford, Lerner School For Autism; Steve Noble, Design Science; Parrey, University of Illinois at Chicago; Munger, University of Illinois at Chicago L. Lissner, Ohio State University; U.S. Dept. of Education, EEOC; Ohio Civil Rights Commission, and moreTwo half Day Pre-Conference SessionsAccess by Design: From Minimum Compliance to Universal Design (AIA CEUs Pending)From Legal Principles to Informed Practice: Non-lawyers Reading the Law? (SHRM CEUs Pending)Proposals for Student Posters will be accepted through March 21, 2008What is “Multiple Perspectives�As a modern land grant university Ohio State University's mission includes serving the community. Since 2001 The Ohio State University's ADA Coordinator's Office has hosted Multiple Perspectives On Access Inclusion & Disability. The conference offers a unique opportunity for professionals, scholars and advocates to discuss the full spectrum of disability issues and experiences. The annual gathering provides a forum for individuals and organizations to share their knowledge; broaden their perspectives; and increase community resources through the synergy of collaboration "I was able to attend last year's Multiple Perspectives Conference and thought that the content and quality was absolutely excellent." Each year Multiple Perspectives strives to present a program that can serve as a catalyst for change; providing a springboard for collaborations among individuals with and with out disabilities working in education, business, government and non-profits. The Conference’s presenters have included faculty, entrepreneurs, authors, artists and advocates as well as representatives from The U.S. Access Board, The EEOC, The Ohio Civil Rights Commission, The American Institute of Architects, The U.S. Department of Education, and The Department of Justice. "I walked away from each session knowing far more than when I entered; I left each session invigorated; and, I left each session tingling with the excitement of being in an environment where I can relate intellectually and experientially with others." Jerome F. Shapiro, Ph.D. The Disabilities Studies Quarterly; Volume 26; Number 4 AUDIENCE AT A GLANCE· 250 to 300 participants· 83% are Ohio residents· 71% of the participants influence or make purchasing decisions about accessible products & services· 69% of the participants have a disability· 20% are officials from Federal, State, County or City government· 18% are college and public school faculty · 15% represent private business· 13% represent disability rights advocacy groups· 13% are college service providers· 11% are students · 08% are architects· 06% sit on State, County or Municipal boards representing people with disabilities.Registration Openhttp://mpconference.osu.edu/ FOR ADDITIONAL INFORMATIONContact L. Lissner Phone: 614-292-6207TTY: 614-688-8605FAX: 614-688-3665E-Mail: ADA-OSU@...

Start the year off right. Easy ways to stay in shape in the new year.