Lesley Alderman, writing in the New York Times, offers a roadmap for parents who suspect their child might have a learning disability. While schools are legally obligated to assess children for learning disabilities, Alderman says, “what the law promises and what the schools can realistically provide are sometimes at odds.”

“The law was created with the idea that parents and schools would collaborate on their child’s education,” says Neal Rosenberg, an education lawyer in Manhattan who worked for the New York City Board of Education when the law was first drafted. “But the relationship can sometimes turn adversarial.”

Alderman suggests that parents press for an assessment as early as possible, document their requests, be knowledgeable about their legal rights, and consider talking with a lawyer.

Bypassing the school assessment process can be effective but expensive, Alderman says, as private assessments can cost up to $5,000.

In a wide-ranging interview with the Wall Street Journal, Temple Grandin shares some of the insights she’s gained as “easily the most famous autistic woman in the world.” Among the nuggets:

– Parents should not stop vaccinating kids because of autism fears, although they might space out the vaccinations.

– She’s not convinced that autism’s on the increase. “You know the geeks have always been here,” she says.

– She’s seen some “very big improvements”  with special diets, but she doesn’t think there’s a “magic cure” for the disorder.

– Kids with autism need 20 to 30 hours weekly of intense, one-on-one learning time, coupled with high expectations.

– People with autistic traits make important advancements, particularly in engineering, science and technology.

From the Pittsburgh Post-Gazette:

Giving gifts to a people with developmental disabilities, like Sarah Michael (left, with her family), during the holiday season can put their government benefits in jeopardy if not done properly.

If the gifts or benefits exceed $2,000 in total assets, the government can freeze critical benefits such as Medicaid, Medicare, Supplemental Security income or Social Security income.

“We see a lot of holiday celebrations, birthdays, communions and bar mitzvahs where people make several small monetary donations to special needs children, and if those compile over $2,000, their benefits are in jeopardy,” said Helen Sims, a special care planner with the Downtown financial planning group Guyaux Mandler Mah, which is affiliated with MassMutual Group.

… Families with disabled children can provide more security for them without disqualifying the child from government benefits by creating a special needs trust.

(Post-Gazette photo)

From the [Riverside, CA] Press-Enterprise:

Squeezed between the rising needs of students with autism and declining state and federal funds, California educators say they are seeking creative solutions.

Among the ideas they’re trying: Setting up foundations to raise funds; writing grants; and forging partnerships with other districts, parents, and organizations to use successful programs as models rather than developing new programs.

In Riverside County, the school district is paying about $36,000 per student to educate children with severe autism in small classes, compared with about $8,600 for typical students.

Theo Emery writes in the New York Times: The Choice Blog that applying to college can pose more hurdles for students with learning disabilities than for their nondisabled peers.

After attending a workshop titled, “Supporting the Transition to College for Students with Learning Disabilities,” at a conference of 5,000 admissions officers and counselors in Baltimore, Emery offers some suggestions for applicants with disabilities including dyslexia, ADHD and Asperger’s Syndrome.

• Decide whether you want to disclose your disability and take advantage of campus disability services. While it is illegal for admissions officers to ask, applicants may benefit if their disability status is known.
• Assess a college based on accommodations it is willing to make, services it will provide, and availability of programs for people with disabilities.
• Be aware of the contents of your transcript and psychoeducational evaluation, and let that information help guide your choice of where to apply.

From the Associated Press:

Of the first 36 U.S. children to die of the swine flu since it was identified in April, almost two-thirds had epilepsy, cerebral palsy or other neurodevelopmental conditions, according to a report from the U.S. Centers for Disease Control and Prevention. In a previous flu season, only a third of the children who died of the flu had comparable underlying conditions.

See also:

Ed. Dept. Gives Guidance on Providing Special Education During a Swine Flu Outbreak — Education Week blog

From the Washington Times:

Twenty-three-year-old Melissa Gurman (left) says she “accomplished her college dream” when she graduated in May from George Mason University’s Learning Into Future Environments (LIFE) program, a postsecondary program for students with intellectual disabilities.

Students in the LIFE program learn independent living skills and take courses for basic literacy, math, and other subjects. The program costs $16,000 per year, not including room and board. The 2008 Higher Education Opportunity Act will soon help students with intellectual disabilities offset the costs of postsecondary education with federal loans or scholarships.

Debra Hart of the Institute for Community Inclusion (ICI) at the University of Massachusetts-Boston says some 200 similar programs have sprung up across the nation, most within the past 10 years. She says research suggests that students like Gurman who receive some form of postsecondary education are more likely to find a job and earn higher pay than peers who don’t.

(Washington Times photo)