BBB AUTISM SUPPORT NETWORK/
AUTISM SOCIETY ONTARIO
(YORK REGION CHAPTER)
OUR FAVORITE ARTICLE
...the good IEP!!
by Linsday Moir, Comhnadh Consultants http://www3.sympatico.ca/l.moir/index.html
recently doing a workshop for a group of educational assistants...it was a
rather in-depth, intense workshop where we examined the characteristics of needs
statements, and then followed up with “walking through” the entire process
of developing the Individual Education Plan for a real student presented by the
EA. Obviously, for many of the participants, this was the very student
they worked with on a day-to-day basis... they had a lot invested in the
exercise!! During the process we constantly referred to “buzz words” such as
clear, concise, measurable, evidential, and individual to help us identify good
needs statements and strategies. In fact, these words brought a knowing
smile to our lips as we visited and revisited them throughout the day!
About ten minutes from the
end of our long, exhausting, intense time, I made a “fatal” pedagogical
error... I asked a summative question!! ( Who can tell me when you know you have
a good IEP?). Honestly, I expected to hear back our “buzz words”.
An experienced Educational Assistant, smiled and said, “I know.” The
answer that was forthcoming was so unexpected and profound, that it was 45
minutes of spirited discussion before we left.
She said, “ That’s
easy......if it is a good IEP it will be on the desk, wrinkled and coffee
stained...... all the bad ones are crisp, pristine and in a file.
you reflect on this statement you will get a picture of the process and its
flaws. Resource teachers generate pieces of paper because they are
mandated or because the are needed to justify staffing or funding.
These are often generated from computer software without any editing, customizing or individualizing.
It must be very frustrating to spend precious time creating a piece of paper for
a file! These teachers are often exasperated when parents want to exercise
their right to participate in this process.... But if the plan is used
daily by the classroom teacher and the EA, if it is the result of meaningful
consultation with the parent, if it clearly outlines what is to done and each
person’s role, ONLY THEN is it worth the time and effort put in to its
So, is your IEP worthy of a “Tim Horton” ring?? Is it on the
desk or in a file? Is it a cooperative effort or is it spun out of a
Over the past year,
the Ministry of Education has strengthened the requirements for IEP’s. They
legislated new “Standards for the IEP” (Nov 2000). There is no doubt in my
find that the IEP is fast becoming the most important piece of paper in Special
Education. Is yours “on the desk, wrinkled and coffee stained?”
“ Comhnadh Comments” may be reprinted in any not-for-profit newsletter issued by parents groups or community groups who support parents of exceptional children, provided that proper attribution is given. As a courtesy, please send a copy of the newsletter to Comhnadh Consulting, 92 Cumberland Crescent, LONDON, Ontario Canada N5X 1B6
for Your Child - Getting Started (from Wrights Law) http://www.wrightslaw.com/
Good special education services are intensive and expensive. Resources are limited. If you have a child with special needs, you may wind up battling the school district for the services your child needs. To prevail, you need information, skills, and tools.
Who can be an advocate? Anyone can advocate for another person. Here is how the dictionary defines the term “advocate“:
ad-vo-cate – Verb, transitive. To speak, plead or argue in favor of. Synonym is support.
1. One that argues for a
cause; a supporter or defender; an advocate of civil rights.
2. One that pleads in another’s behalf; an intercessor; advocates for abused children and spouses.
3. A lawyer. (The American Heritage Dictionary of the English Language, Third Edition)
Our IEP Experiences by BBB Member Khris
IEP ADVICE FROM SUE
by BBB Member Sue
About IEPs... as in Intellectually
Exasperating People you have to sit through meetings with once a year? Whadya
wanna know, girlfriend? I'll do my best... just keep in mind that I might have
been in one or a few too many, and have PTSD or something... could interfere
with my usually utterly objective viewpoint.
I did resort to joining that Yahoo group a few
months ago, when this teacher's IEP was giving me fits. It's http://groups.yahoo.com/group/IEP_guide
. There are about 1200 members, and I suggest opening a whole new e-mail
account just to handle this one very active group, as you get tons of
attachments, along with the information and support. Lots of good stuff but it
really is intensely overwhelming if one does not have good organizational skills
and a lot of online time for sorting though this stuff.
The most important thing to remember about IEP
meetings is that you should never, ever go alone. Always have a witness. Keep in
mind that the people in this meeting usually do not have the child's best
interests at heart, no matter what they say. If you happen to have a best friend
who is either a member of the bar, or who is trained in hostage negotiation
techniques, bring them. If you don't, find the most impressive person you can
find to accompany you.
Looks count. You want someone who is
intellectually, socially and/or economically intimidating. Brute strength
usually doesn't work, so you can leave your biker buddies home.
There are people who are professional or lay
advocates. Do check them out. Someone who actually understands the rules can be
helpful. Beware of those who recommend "compromise with the schools".
They are vampires at night, and will break your spirit and bleed you dry before
the meeting begins.
In the meantime, (((Hugs)) from Cynical Sue
BBB Member Gabrielle
Helpful hint for IEPs: Save all the old
paperwork, especially evaluations!
They can save you someday. My son struggled
for years with his motor skills, and spent quite a bit of time with the school
OT. At the end of his kindergarten year, the OT decided that he was in the
"normal" range, and didn't need her services anymore. Three years
later he was re-evaluated, and was found to be in the "low-normal"
range in the area of balance. I wanted him to receive OT services again, to get
him caught up to his peers, but was unsuccessful...until I compared his old
evaluation to the new one. The papers showed that his balance had gone from
being a strength to a real hindrance. We got the OT services.
Calling for Help
effective phone calls about your child
• Always know with whom you are talking. Keep a note of the name, and the date and time of call.
Identify yourself and specifically state the purpose of your call.
• Be prepared to offer basic facts
about your child, which are relevant to the agency you are calling.
• Have records available (with
identification numbers, dates, etc) and encourage immediate action.
• Be goal-orientated. Know exactly
what you want. Focus on your goal until it has been achieved.
Be direct and confident, yet positive and polite.
•If you are not satisfied, ask who
else you may speak to.
•Convey a sense of cooperation. For
example, "How can we work with each other?"
The IEP Process or more Appropriately Labeled Anxiety
BBB Member Chris
As a 5 year IEP veteran, can clearly remember feeling
as though I was entering at ground level, complete with a real life boot camp
experience, separated by familiarity and faced with task upon task heaped on an
exhausted mind. Being new to the experience, our first IEP was very school
driven with a lot of compliance, fear, and disorientation by myself, the new
recruit. I was already shell shocked and not really sure what we needed, but
very sure the school did know. signed on the line, fought back tears and
hoped for the best. As I learned more about autism, therapies and programming,
while a good program, it was far from tailored to my sons' specific needs. I
learned I needed to advance my rank and become an "Advocate".
That year I read and attended conferences and networked with
other parents and professionals in order to get a clear understanding of what my
son would need specifically and how to present that information at the next IEP
to the "TEAM". I learned I didn't always have to be a player but could
design my own plays and present them. A very helpful book I read was
"Creating a "Win-Win IEP" for Students with Autism: A How-To
Manual for Parents and Educators by Beth Fouse, Ph.D. It provides a road map
through the process as well as sample letters, listings of state regulations
with timelines, and checklists for parents through the process. It provided me
the references I needed to advocate effectively.
All IEP's following have been much less anxiety-ridden as the
recruit and handled by the "Advocate" with the newly earned knowledge,
preparation, and tools to map our course.
Whether the school has contacted me or not, I provide them a
month ahead of time my proposed IEP. They are able to know my direction
and we can communicate prior to the actual meeting about issues. I even write
the goals and objectives, and have also rejected a behavior plan and written my
own that was implemented. I think it is crucial to assert yourself as a team
member making clear your knowledge of autism and your IEP rights. A daily
journal or checklist is also crucial to provide communication between home and
school, and to identify triggers and patterns that may develop behaviorally that
only a parent may recognize. I think it is crucial to have this written in the
IEP. Our school has also implemented a "Passport" which is a list of
modifications that travel with the student so a consistent environment can be
The IEP process need not be an exercise in anxiety. Being
prepared, being open minded, and willing to compromise and recognize the most
important elements and focus energies on these, can create the best educational
opportunities for our children.
A Cute Story
BBB Autism member Diana
are still not sure what is happening about A. and an EA, so I have been a bit
distracted and not around here much....but, he has been adjusting to the new
school quite well.
Yesterday, his IBI therapist ( who has been with him this week, to help with the transition). was with the EA at recess watching A. She told me this story...
A. was walking around the portable He seemed to be doing it very repetitively, he had been around 5 times already and she just kept an eye that he kept coming around this one corner. Well on the 6th time around, a little boy from his class was behind him, following him. On the 7th time around the corner there were two boys behind A.
At this point, the therapist stepped in and stopped the "train", and prompted A. to say "Hi" to the boys and say their names, which he did. The boys smiled and then they continued walking around the building...BUT after this, A. would stop periodically on his own and look at the boys and smile!!!
My therapist was in tears telling me this story...those boys joined in all on their own!!...and A. wanted to keep the game going!!
Gives me a lot of hope you know?
Parent Empowerment Workshops
Fall 2001 Lineup
Presented by Autism Society Ontario ~ York Region Chapter
Registration Required, Limited Enrollment. E-mail email@example.com
Location: 11181 Yonge Street, Richmond Hill
IF YOU ARE NOT CURRENTLY A PAID-UP MEMBER OF AUTISM
SOCIETY ONTARIO, MEMBERSHIP
APPLICATIONS WILL BE AVAILABLE AT EACH WORKSHOP. PAID-UP MEMBERSHIP OF $30.00
ANNUALLY WILL IMMEDIATELY ENTITLE
YOU TO THE MEMBERS’ RATE. FEES WILL BE COLLECTED AT THE DOOR, AND ARE ON A
‘COST-RECOVERY’ BASIS ONLY.
Strategies for Targeting Problem Behaviours in Autism
September 25th , 7:30 pm – 9:30 pm, 2nd Floor
Advocacy & Case Management Lyn
Ziraldo, Executive Director, Learning
Disabilities Association York Region.
October 9th , 7:00 pm
– 9:00 pm, room B13
Effective Needs Statements
Moir, Educational Consultant http://www3.sympatico.ca/l.moir/index.html
October 23rd, 7:30 pm – 9:30 pm, 2nd Floor Boardroom
Special education is a ‘needs’driven’ process and boards have a
statutory obligation to MEET the needs of the exceptional pupil. As an
arbitrator, Lindsay has often found that parents have difficulty in enunciating
their child’s needs and the school often doesn’t know what the parents
expect. Good programming starts with clear communication of the students’
Concerns & Taxes
Morty Cohen, Chartered Accountant
November 6th, Room B13
Integration Make ‘n Take Workshop Instructor Shirley Sutton, Occupational Therapist
November 17th Room B 13
9:30 a.m. – 3:30 p.m.
Picture Exchange Communication System "A Short Cut to PECS"
November 20th, 7:30 pm – 9:30 pm, 2nd Floor Boardroom
Shana Elman, Speech & Language Pathologist with Bloorview MacMillan
Visual communication materials to aid and facilitate learning and leisure
by ‘Graduate Beginnings’ will
be available for sale, and custom orders can be taken.
Care and Autism with Dr. David Isen AT
HIS OFFICE – Anaesthesia Associates http://www.sleepfordentistry.com/, 4800 LESLIE STREET SUITE 111, NORTH
December 4th, 7:30 pm – 9:30 pm
With Asperger’s Syndrome.
Gary Waleski, An Adult With
Asperger’s Talks About His Experiences
December 18th, 7:30 pm – 9:30 pm, 2nd Floor Boardroom
Understanding how the disorder affects the child and tips on how to
effectively deal with children in your care. To help parents, teacher and EAs
better understand and help facilitate the child’s growth in school. Gary is
totally independent, works fulltime, has further career goals, does frequent
public speaking presentations on autism/PDD, and is newsletter editor for Autism
Society Ontario – Halton Chapter. He has a large circle of friends, many
hobbies & interests and leads a well-balanced and fulfilling life.
Coming in the new year.....
Rose Ann Punnett – Kerry’s Place http://www.kerrysplace.org/ - “Asperger’s Disorder”
Dr. Adrienne Perry – Autism in General
Margo Allen (EIS), Darlene Spence (YBMS), and Liz C (BBB Autism) – Your Preschooler with Autism
Robyn Solnik – Solnik and Solnik – Wills and Estates
Art Therapy – Nancy Wood
Deanna Pietramala – Leaps and Bounds - Autism and Sexuality
Deanna Pietramala – Leaps and Bounds – Social Skills
Lindsay Moir School Discipline and the Exceptional Student
Deanna Pietramala – Leaps and Bounds – Behavior Management
…and more, more, more!!!
In Volume 1; Issue 6 "Back to School", IEP was referred to as
"Individual Education Program" in an article from NICHCY. For
those of you who contacted us asking if this was a misprint, I would like to
thank you for your input, and let you know this article was cut and pasted
(credits appear below it) verbatim, nothing was changed. Our policy has always
been that we don't change wording on such articles.
Our Favorite Links
Please note: We have
provided the following links below, but it is most important to note that the
strategies, samples forms and letters etc. are only providing guidelines. You
will have to customize all to fit your own child and/or situation. Many thanks
to Khris D. and Chris T. for help with the U.S. links. Additional thanks belong
to Lynda B. and Verna S. for help with the Ontario information.
Reed Martin http://www.reedmartin.com/esy.html
State-by-State Special Education Web Pages http://lisa_kalp.tripod.com/IEPGuideindex.html
Sample Compliance Complaint in California http://www.pai-ca.org/Pubs/Compliance
Protection & Advocacy (California): (this site has an online copy of Special Education Rights and Responsibility which is the parents guide to special ed law in California) http://www.pai-ca.org/pubs/401601.htm
Links to IDEA http://www.dssc.org/frc/idea.htm
Where can I find an Advocate? An Attorney? http://www.wrightslaw.com/info/advo.referrals.htm
Directory of Parent Training Information Centers http://www.wrightslaw.com/links/ptis.htm
The IEP Cycle http://www.teachervision.com/lesson-plans/lesson-5581.html
What to Include in an IEP http://www.teachervision.com/lesson-plans/lesson-5594.html
Two Powerful Documents to Take to the IEP http://www.geocities.com/Athens/Oracle/1580/twin_documents.html
The Pediatrician's Role in Development and Implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP) http://www.aap.org/policy/re9823.html
Accommodations for Students with Communication and Learning Disorders http://www.coping.org/involvepar/accomform.htm
504-Handicapped Student Accommodation Plan
Academic Plan for Students with Disabilities http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.charleston.k12.sc.us%2Fccsdpages%2FPPSforms%2FAcademicPlanAP.html
IEP Goals and Objectives http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.charleston.k12.sc.us%2Fccsdpages%2FPPSforms%2Fiep-5_1.htm
Find more of these forms by copy/pasting this URL you’re your browser; http://specialed.about.com/cs/formssamples/index.htm?rnk=r2&terms=special+education+forms
British Columbia Ministry of Education: Special Education http://www.bced.gov.bc.ca/specialed/
British Columbia Ministry of Education: A Parent's Guide to IEP http://www.bced.gov.bc.ca/specialed/iep/cover.htm
Alberta Learning http://www.learning.gov.ab.ca/
Manitoba Special Education http://www.edu.gov.mb.ca/metks4/instruct/specedu/
Manitoba: IEP Resource http://www.edu.gov.mb.ca/metks4/instruct/specedu/iep/index.html
New Brunswick: Education http://www.gov.nb.ca/education/default.htm
Newfoundland and Labrador: Student Support Services http://www.edu.gov.nf.ca/division/stsuppsv/studsrv.htm
Nova Scotia: Education http://www.ednet.ns.ca/
Prince Edward Island: Department of Education http://www2.gov.pe.ca/educ/schools/index.asp
Quebec MINISTÈRE DE L'ÉDUCATION Publications http://www.meq.gouv.qc.ca/GR-PUB/m_englis.htm
Government of Saskatchewan: Special Education Unit http://www.sasked.gov.sk.ca/k/pecs/se/index.html
Yukon Educational Student Network http://www.yesnet.yk.ca/
Opportunity Windows http://snow.utoronto.ca/siteindex.html
Ontario Ministry of Education: Special Education Monographs #4 "Students with Autism" http://www.edu.gov.on.ca/eng/general/elemsec/speced/monog4.html
Ontario Ministry of Education: Student Focused Funding http://www.edu.gov.on.ca/eng/funding/index.html
Ontario Ministry of Education: Special Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html
Comhnadh Consulting; Special Needs Consulting in Ontario http://www3.sympatico.ca/l.moir/index.html
Ontario Individual Education Plans: Standards for Development, Program Planning and Implementation http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
Ontario Ministry of Education: The IPRC http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html
Highlights of Regulation 181/98 http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html
A Model for the Provision of Speech and Language Services (As applicable to the Education Act) http://mettowas21.edu.gov.on.ca/extra/eng/ppm/model.html
OAFCCD: Preparing for an IPRC http://www.cyberus.ca/oafccd/factshee/fact19.htm
Special Education Terms used in Ontario: http://www.cyberus.ca/oafccd/factshee/fact21.htm
ASSORTED LINKS TO HELP EVERYONE
Looking for solutions http://www3.sympatico.ca/l.moir/solutions.htm
Meeting Management for Parents
How to Be Your Child's Champion
International School Website Registry
Tips for Parents When Dealing With School Personnel
The Art of Writing Letters
The Art of Teaching
Bilingual Special Education http://www.teachervision.com/lesson-plans/lesson-6048.html
Communicating with Culturally Diverse Parents of Exceptional Children http://www.teachervision.com/lesson-plans/lesson-6048.html
Learning Disabilities: Glossary of Terms http://www.teachervision.com/lesson-plans/lesson-5332.html
Positive Descriptions of Student Behavior http://www.teachervision.com/lesson-plans/lesson-5589.html
Preparing for an IEP http://www.teachervision.com/lesson-plans/lesson-5583.html
The Council of Educators for Students with Disabilities, Inc. Section 504 and IDEA Training and Resources for Educators http://www.504idea.org/
Wright's Law Communities
IEP Group on Yahoo http://groups.yahoo.com/group/IEP_guide
United Parents (Ontario, Canada): http://groups.yahoo.com/group/unitedparents/
A SPOONFUL OF HUMOR....
Dr. Suess' IEP's
Contributed by Krista Long-Shroyer
DR. SEUSS' IEP'S
(Rhythm from Green Eggs & Ham)
Do you like these IEPs?
I do not like these IEPs
I do not like them, Geez Louise
We test, we check
We plan, we meet
But nothing ever seems complete
Would you, could you like the form?
I do not like the form I see
Not page 1, not 2, not 3
A brand new box
I think we all
Have lost our rocks
Could you all meet here or there?
We could not all meet here or there
We cannot all fit anywhere!
Not in a room
Not in the hall
There seems to be no space at all
Would you, could you meet again?
I cannot meet again next week
No lunch, no prep
Please hear me speak
No not at dusk. No not at dawn
Could you hear while all speak out?
Would you write the words they spout?
I could not hear, I would not write
This does not need to be a fight
Sign here, date there
Mark this, check that
Beware the student's ad-vo-cat(e)
You do not like them
So you say
Try again, try again!
And you may
If you will let me be
I will try again
I almost like these IEPs!
I think I'll write six thousand three
And I will practice day and night
Until they say
"You've got it right!"
Brought to you for your enjoyment by The Autism Society of California, ASA
Assertiveness and Effective Parent Advocacy
by Marie Sherrett
find that parents of children with special education needs come in several
Which are you?
Parents are not assertive if they:
What do you do?
Does this describe you?
Advocacy helps you get services
for all special education children in the least restrictive environment. Then
you can participate, plan for educational programs, and get legislation passed.
Advocacy opens new doors so
children may become part of the community. Advocacy knocks down barriers and
prepares children for independence.
To meet others, you can
None of this is easy but the
rewards can be fantastic!
Remember: Parents put together Public Law 94-142. Parents who vote urged Congress to pass the law that became the Individuals with Disabilities Education Act.
You can make things better for the
next generation without filing for due process. How?
You must learn the art of persuasion, advocacy-style!
There is both safety and strength in numbers.
If you can go over a hill and change a classroom, you can go over a mountain and change a state's respite care services, early infant and toddler program, inclusive educational situations and training manuals. There is no end to the positive changes one parent can achieve! Together, we are more powerful!
Now these things cannot occur
overnight. But if a parent says to me, "What can I do? I'm only one
person," I say, "You have no idea the power you have."
In five years, our Chapter made
local and state changes. None of our parents felt alone.
You, too, can change the world for those with special education needs and disabilities.
Am I asking a lot? Yes, I am.
I am asking you to learn, read and network. You must take these steps for your children and the children who will come along behind your children.
INDIVIDUAL EDUCATION PLAN (IEP) - A GUIDE FOR PARENTS
From the York Region District School Board
What is an IEP?
An IEP is a written plan. It is a working document, which describes the strengths and needs of an individual exceptional pupil, the special education program and services established to meet that pupil's needs, and how the program and services will be delivered. It also describes the student's progress.
The IEP Summarizes the Following:
* student's strengths and needs
* medical/health information
* assessment data
* student's current level of achievement in each program area
* goals and specific expectations for the student
* program modifications (changes required to grade-level expectations in the Ontario Curriculum)
* accommodations (supports, services that will help your child access the curriculum and demonstrate learning)
* special education services provided to the student
* assessment strategies for reviewing the student's achievements and progress
* regular updates, showing dates, results and recommendations
* a Transition Plan (over age 14)
How Does an IEP Work?
An IEP outlines the special education programs and services your child will receive. There are five phases in the development of an IEP.
1. Gather information.
2. Set the direction.
3. Develop the plan.
4. Carry out the planned activities.
5. Review and update the IEP.
Contributions from as many sources as possible will benefit your child.
As the Parent, What Role Do I Play?
Parents play a powerful supporting role in the IEP process. It is important to understand and participate in the five phases of the IEP process. As well, be sure to ask for a copy of your child's IEP within 30 days, so that you can support the planned activities at home.
You know things about your child's approach to learning that no one else knows. Be sure to tell the teacher about your child's:
* likes, dislikes and interests;
* interest in extra-curricular activities;
* talents and abilities;
* family relationships and dynamics (including extended family and pets);
* peer relationships and dynamics; and
* family routines and schedules.
You may wish to consider making a 'portfolio' of this information for your child's teacher under the following headings:
ALL ABOUT ME:
Setting the Direction
Students are most successful when all team members work together towards achievable goals. As a parent:
* keep the focus on your child at all times;
* tell the teacher the hopes you have for your child's learning;
* bring ideas and information;
* ask questions; and
* value everyone's input.
Developing the IEP
How Can I Contribute to Planning Goals for My Child?
Beginning with your child's strengths and needs is an important first step. You can help by:
* including your child in the discussions; and
* telling the teacher what you hope your child will accomplish this year.
Carrying out the IEP
There are many things you can do at home to help your child to reach his/her goals.
1. Talk to the teacher about what s/he is trying to accomplish.
2. Do what you can at home to try to support your child's goals.
3. Take every opportunity to communicate with your child's teacher.
4. Provide additional insights and resources to the school.
5. Share significant personal/family events as relevant.
Review and Update the IEP
Your child's progress toward his/her goals will be reviewed. Then, the IEP will be updated to include different strategies, approaches and/or resources considered necessary to help the learning process.
* Talk to your child's teacher about the goals that have been set.
* Communicate regularly with your child's teacher regarding progress.
* Look for evidence of growth towards goals on your child's report card.
* Recommend changes in goals, strategies and/or resources or support where you see a need.
* Be actively involved in discussions at school when your child is changing grades, schools or moving into the workplace.
Many organizations are available to support you in understanding the IEP and/or to provide additional resources. Your school's principal can provide the names of the organizations that serve your area. This information is also available in the Special Education Advisory Committee's brochure, available at your local school.
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TO SET UP A HOME PROGRAM -
Guest hosted by Kathy Lear, creator of Help Us Learn http://www.helpuslearn.com/;
A Self Paced Training Program for ABA - Thursday, October 4 at 1:00 pm, eastern
INTEGRATION - EVERY DAY STRATEGIES - Guest hosted by Shirley
Sutton, co-author of "Building Bridges Through Sensory
dates, times and chat locations, please email email@example.com
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NOTE: TRANSCRIPTS FROM APRAXIA, CHALLENGING BEHAVIORS AND AUTISM AND ENZYMES
CHATS AVAILABLE UPON REQUEST firstname.lastname@example.org
"Autism and Essential Fatty Acids", "Central Auditory Processing
Disorders", "Siblings of Children with ASD", "ADHD/ADD and
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chats take place Mon-Fri at 2pm and 9 pm daily. If no one is in the chat room
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CONTAINS PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail mailto:firstname.lastname@example.org and ask for: (now available in PDF format)
2. Epsom Salts (long version)
3. Epsom Salts (condensed)
4. Pros and Cons of telling your ASD child his/her diagnosis
5. How we advocate for our children
6. Guide to holidays and large family gatherings
A notice to our readers...
The founders of this newsletter and the BBB Autism support club are not physicians.
This newsletter references books and other web sites that may be of interest to the reader. The editor makes no presentation or warranty with respect to the accuracy or completeness of the information contained on any of these web sites or in the books, and specifically disclaims any liability for any information contained on, or omissions from, these books or web sites. Reference to these web sites or books herein shall not be construed to be an endorsement of these web sites or books or of the information contained thereon, by the editor.
The editor reserves the right to make decisions as to whether contributions are appropriate with respect to content, length, etc. We will not publish offensive material using foul language, or contributions that are inflammatory or disrespectful to decisions by other parents (i.e. therapies). We do not generally accept contributions if they are ads for private service agencies/clinics. We are also unable to accept contributions after an issue has been completed. We reserve the right to edit content, but will inform you in advance if we are going to do this. J
(c) BBB Autism – September 2001
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