During the last decades ago, as autism became an ever—increasing diagnosis, taking giant steps in the rate every two years or so, people wanted to know where it was coming from. Experts didn’t have a clue, but they did have guesses and lots of dead—end studies to support them. The two most often cited were BETTER DIAGNOSING, and GENETICS, although either one made any sense.
First of all, IF all the children with autism were nothing new, then we should have been able to find comparable rates among all ages of adults, and no one has ever done that.
Second, a dramatic change in genetics in a generation or two is simply impossible.
Never mind. The only task for the medical community and health officials was to pretend NOTHING WAS WRONG. The fact that 30 percent of parents reported that their child was normal and then dramatically lost learned skills and regressed into autism was never a concern.
To further muddy the waters, lots of time, money and expertise was spent making meaningless associations between autism and bad parents—especially BAD MOMS (very similar to the old “refrigerator mom” theory): old moms, moms who marry old dads, fat moms, drinking moms, moms on anti-depressants, smoking moms, moms who have babies too close together, moms who have preemies, pregnant moms who don’t get enough vitamin D, and moms who live too close to freeways.
MOST OF ALL, experts were out to kill the claim that vaccines were the cause. Endless dollars went into disproving any link between our ever—expanding vaccine schedule and the development of autism.
And it worked. Today, if a child loses the ability to talk or interact after previously meeting every milestone, resulting in an autism diagnosing—it’s just what happens. It’s all so confusing. It’s why we use a puzzle piece. Autism will remain a mystery.
Simple truth: No official knows anything for sure about autism. We don’t even have new official rate. AND NO MATTER WHAT THE RATE, no one in charge will ever admit that an increase means that more kids have autism.
SO is it one in 36 CHILDREN? http://www.ageofautism.com/2017/12/autism-1-in-36-asd-rate-set-a-new-record-high-in-2016.html
Or is it one in 68 CHILDREN, as unconcerned reporters blithely tell us every day?
Or is it one in 45 CHILDREN, as we were told by officials in 2014?
Or is it one in 38 CHILDREN, as Autism Speaks found in their Korean study in 2011?
IT DOESN’T MATTER. Numbers will NEVER MATTER when it comes to autism. There will ALWAYS be some explanation. There has to be because IF all the kids with autism are a new phenomenon, then we would have to do something. We would have move mountains to STOP IT. No one in authority wants to look at autism like this, so we do nothing.
NOW THE NEWEST EPIDEMIC
Thousands of news reports over the last couple of years indicate something more is happening. Not only are there more and more kids in our schools with a diagnosis of autism, but there are massive increases in kids who have special needs. Kids who can’t learn like kids have always learned. They can’t behave. Schools have to have accommodations—more aides, more counselors, special rooms where students can calm down, ways to restrain and isolate out-of-control students, modified curriculums, and therapy dogs.
Special education isn’t so much about academics—cognitive learning problems—today, but instead SPED is about kids with behavioral/emotional issues. It’s a whole new world for teachers. I have the proof: thousands of stories collected over the past 16 months, all showing schools are forced to deal with a crisis in education.
QUESTION: Are the changes we’re seeing in regular ed kids related to what we’ve seen with autism?
It’s accepted that part of autism is behavioral. ASD kids have sensory issues and they can be prone to meltdowns. Suddenly, we’re talking about addressing these same problems in children without a diagnosis of autism? Could there be a link?
I substitute teach in pre-K to 12th grade, and I see this all the time. Students with “problems” have “time—spaces,” weighted blankets, and special seating. They’re allowed to pace or leave the room when stressed. Teachers will tell me that a particular student is “probably on the spectrum, but there’s nothing official.” We have all come to accept autism as a fact of life for children today…and we’re rapidly coming to grips with lots more kids who have the same signs and symptoms. (And don’t forget the soaring rates of autoimmune issues in so many children—asthma, diabetes, seizure disorders and more) We’ve come to accept that our kids are sick.
The following recent stories prove all my claims. I read dozens more than the sample here.
What I really see happening is that the Centers for Disease Control and Prevention has already taken control of this issue.
SO MANY STORIES acknowledge that YES, children are struggling. There are huge behavior issues. But the CDC is right there with THEIR SCIENCE. Reporters are now telling us that in the 1990s, the CDC did research on Adverse Childhood Experiences and how they damage kids.
Teachers are now being trained in recognizing ACEs. They’re taught they shouldn’t ask, WHY DID THIS CHILD DO THIS? Instead, they should ask, WHAT HAPPENED TO THIS CHILD [AT HOME]?
And, as a story from Roseburg, OR recently told us, there has been a “tripling of child maltreatment.” https://www.nrtoday.com/news/health/study-shows-childhood-trauma-related-to-chronic-health-conditions/article_667a7b06-0653-5961-8eac-68fb4f0f2b7a.html Parenthood is changing. Moms and dads increasingly don’t care about their children.
So the child with the behavior issues should be seen as a victim of abuse. The parents are the abusers. (By the way, ACEs can even be things like “loss of a loved one,” or “divorced or separated parents.”)
The child with chronic health problems is also a victim of ACEs. These illnesses can result from bad parents.
I personally see this as an updated version of the “refrigerator mom” theory of autism. And if the CDC had this research twenty years ago, why is it just showing up now?
So get used to hearing about ACEs, TOXIC STRESS, SOCIAL—EMOTIONAL LEARNING.
**Notice that the UK story from the Liverpool Echo below shows us boys with autism—ADHD, sensory processing disorder AND AUTISM. There are now a number of studies out there linking ADHD and ACEs. So what happens when a child has ASD and sensory disorders too? When will all these problems be linked to what happened at home?
It’s the new focus of education in the 21st century. Schools have to address the damage parents are doing. Moms and dads everywhere should be ashamed.
April 4, 2018, Roseburg (OR) News—Review: Study shows childhood trauma related to chronic health conditions
The link between childhood trauma/toxic stress and adult health outcomes is striking. A study done by Kaiser Permanente and the Center for Disease Control and long-term effects of Adverse Childhood Experiences found a strong graded relationship between ACEs and many chronic health conditions. As ACEs went up, so too did the diabetes, obesity, cancer, heart disease, COPD, liver disease, etc. …
By any definition, the tripling of child maltreatment is a public health emergency — one that will impact the health of our community for years to come. These children are in schools, become adults, work in our workforce, populate our jails, and will have families with children of their own….
The evidence has been mounting for over 20 years that the chronic diseases that plague communities, schools, agencies and institutions, and which physicians, dentists and mental health providers treat in adulthood, are rooted in a disease of childhood — ACEs; but the science has not yet been connected with our practices. …
April 5, 2018, (UK) Bedford Today: New school for children with special needs planned for Kempston
… “We’ve already got some brilliant special schools in the borough, but there’s also massive demand and it’s something which the system is catching up with. “As a Bedford boy it’s brilliant to see this coming to where we live.”…
While there is already pressure on the limited number of school spaces for children with disabilities and SEN in Bedford Borough, it is believed an extra 700 such places will be needed by 2030. …
“This proposed school will increase capacity, develop greater specialisms and ease the growing pressure on current capacity.”
April 5, 2018, Boston Globe: Triton towns will vote on overrides
“The current spending plan is an increase of $2.27 million, which is actually now below level services,” said Triton Superintendent Brian Forget. “The largest budget driver this year was increased special education costs, including approximately $1 million in new spending on tuition for students in outside placements, as well as two new special educators in the district.”
April 5, 2018, (UK) PutneySW15, An update from your local ward Councillors and candidate …
The Council investment will also support children with special needs. Investment of £350,000 will allow two new classes at Paddock special school in Roehampton, which caters for children with learning difficulties, and Riversdale School in Southfields will see a new £450,000 unit to support children with special needs.
Sarah added: "Putney schools are achieving some exceptional results, so it’s essential to meet the rising demand for places, and the Council’s extra investment in special needs provision will directly benefit some of Putney's most vulnerable children".
April 5, 2018, (UK) Wessex 96/97.2 FM: Multi-million pound investment for special needs education in Dorset £3M to be invested in education for children with special needs.
Over the last 22 months, Dorset has seen a 49 per cent increase in children with an Education, Health and Care Plans (EHCP).
April 5, 2018, NBC26, Green Bay, WI: Partners in Education: Mindfulness room set to help students 'de-escalate'
"It's a place that students can go to when they're having a hard time regulating their emotion.. so when students are having a hard time in the classroom focusing, they can go to this classroom they can center themselves bring themselves back, and efficiently learn," said Brittni Lesuise, a Nicolet private banker, but also a part of Leadership Green Bay.
It's a project that's still in it's early stages, but the plan is to get the room equipped, with sensory kits, which is comprised of weighted blankets, bikes, dry erase boards, and bean bags. …
April 5, 2018, Wicked Local Medford, MA: Highlights from second night of interviews with Medford superintendent finalists
…“Currently, I have several schools that have integrated sensory rooms: a space within school where there are squishies, bean bags, balls, etc. That’s something I would advocate for. Sometimes, [it’s] just having an area with sensory tools, things you can squeeze or touch or maybe color. Another school has little toolboxes that have social emotional tools within them.
I feel like the way to address [social emotional needs] is to address them proactively, so that when a child is in crisis, you have a plan of action.”
April 5, 2018, Central Maine: RSU 9 directors to begin deliberations on budget, superintendent—One need considered critical is an alternative education program at the elementary school level for 'non-regulated' students
Principals gave an overview in December of what is happening in classrooms with students who are considered “non-regulated.”
The term refers to students whose behavior “exceeds typical, occasional, inappropriate behavior, lacking control of emotions and impulses,” according to administrators.
These pupils typically do not meet the eligibility standards for special education, according to administrators. There could be many reasons for the behavior, including adverse childhood experiences.
Parents spoke to the board Tuesday about the effects of non-regulated pupils on other children, who sometimes do not feel safe in school.
April 6, 2018, Charlotte (NC) Observer: Students need trauma-informed care
The Centers for Disease Control began a study in the mid-'90s which continues to this day called the Adverse Childhood Experiences study. The study’s lead investigator concluded that childhood trauma, stemming from experiences such as abuse, neglect, loss of a loved one and food insecurity, represents the nation’s #1 public health problem. Trauma victims who do not cope with their experiences in healthy ways increase their risk of depression, drug and alcohol addiction, domestic violence, chronic disease, mental illness and suicide.
In our classrooms, the impact of trauma can range from distractibility to difficulty relating to others and managing emotions. Teachers may perceive that a student just has behavior problems or is not interested in learning, when the reality is that student is simply too overwhelmed to learn. Trauma can lead to behaviors which result in lost instructional time, reduce graduation rates and set our students on the road toward joblessness and poverty.
April 6, 2018, Washington, DC, The Hill: We now know the importance of trauma-informed care, but there is more work to be done
Oprah nailed it. During her recent 60 Minutes special on childhood trauma, she concisely defined the essence of trauma-informed care so everyone can understand it. She said, “It comes down to the question of not, ‘What's wrong with you? What's wrong with that kid?’ but, ‘What happened to you,’ which is a very different question.” This shift in perspective leads to solutions that get to the root cause of children’s issues, rather than a quick reaction that often stops at punishment.
April 6, 2018, (Ireland) Dublin People: School praised for asthma initiative
A NORTHSIDE school has been praised for embracing an asthma-friendly initiative.
An Asthma Information Evening was held recently at St Brigid’s Girls’ National School, Killester, where it was announced they got a bronze award for becoming the first asthma-friendly school in Dublin. …
Ms Quinn highlighted how big an issue asthma is in Ireland and how Irish people are predisposed to the condition due to environmental and genetic factors and how there is one death per week due to asthma. …
Ms Quinn explained how one in five children in Ireland suffer from asthma, some diagnosed, some not.
April 7, 2018, Chicago Daily Tribune: How one suburban district is helping traumatized students succeed
Educators nationwide are recognizing that early psychological traumas can have a huge impact on children's brain development and learning.
Just how teachers and schools can support students affected by adverse childhood experiences, or ACEs, is not quite a science. …
This school year, roughly 100 students in first through fifth grades at Perry Elementary School in Carpentersville struggling with emotional traumas and behavioral issues are receiving additional support in smaller classroom settings to improve their academic performance and overall health.
April 8, 2018, (UK) Liverpool Echo: What life is really like for families living with autism in Liverpool
Liverpool is aiming to become the UK’s first autism-friendly city – but what’s it really like for people living with the condition here?
The ECHO spoke to families affected by autism and found a mixed picture, with many saying parents are still struggling to access the help they need. …
Around one in every 100 people in Britain is believed to be autistic, with boys more often diagnosed than girls. …
“The city has come a long way – but there’s still a way to go”
Organisation Liverpool Autism Champions, works throughout the city to promote autism-awareness training in the workplace.
But Nicola Powell, whose son has the condition told the ECHO: “Support, resources and staff training in mainstream schools is poor and places available in specialist schools are extremely limited.
“I don’t feel that things are moving as quickly as they should. We need to build more specialist schools that meet the needs of children in Liverpool who are on waiting lists and desperate to get the appropriate support in the right environment.”…
“Everything Liverpool has to offer has been through the hard work of parents and carers.
Louise McGuirk's ten-year-old son has ADHD, autism and sensory processing difficulties. She says she is extremely grateful for awareness courses but Liverpool needs more
“The city has come a long way but still has a long way to go.” …