The DBTAC - Network of ADA Centers is pleased to announce the release of the 2009 Americans with Disabilities (ADA) Anniversary Tool Kit. The Tool Kit offers informative materials designed to help you plan and publicize ADA activities during the ADA Anniversary and throughout the year. The Tool Kit includes: · Overview of the Americans with Disabilities Act and the ADA Amendments Act of 2008 · ADA - Findings, Purpose, and History · The Americans with Disabilities Act from a Civil Rights Perspective · Americans with Disabilities Act Resources and Publications · Americans with Disabilities Act and Olmstead Resources · ADA Amendments Act of 2008 (ADAAA) Summary and Resources · Statistics You Can Use · The White House Agenda on Disabilities · Tips on Writing a News Release · Sample Proclamation: ADA Anniversary · National DBTAC Initiatives

Revised June 2009 OSERS issues this Q&A document to provide guidance on discipline policies enacted for school-age students to personnel in State educational agencies (SEAs) and local educational agencies (LEAs), and families. This Q&A document represents the Department's current thinking on this topic. It does not create or confer any rights for or on any person. This guidance does not impose any requirements beyond those required under applicable law and regulations.

June 2009 Regulations for Part B of the Individuals with Disabilities Education Act (IDEA) were published in the Federal Register on August 14, 2006, and became effective on October 13, 2006. Additional regulations were published on December 1, 2008 and became effective on December 31, 2008. Since publication of the regulations, the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education (Department) has received requests for clarification of some of these regulations. This is one of a series of question and answer (Q&A) documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics. Each Q&A document will be updated to add new questions and answers as important issues arise or to amend existing questions and answers as needed.

Revised June 2009 Regulations for Part B of the Individuals with Disabilities Education Act (IDEA) were published in the Federal Register on August 14, 2006, and became effective on October 13, 2006. Additional regulations were published on December 1, 2008 and became effective on December 31, 2008. Since publication of the regulations, the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education (Department) has received requests for clarification of some of these regulations. This is one of a series of question and answer (Q&A) documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics. Each Q&A document will be updated to add new questions and answers as important issues arise or to amend existing questions and answers as needed.

As an occupational therapist, I work with learning disabled children who are average to above average in cognitive/intelligence, with a "glitch" in one or two areas of learning. They need help and yet they are often denied services, told by their teachers they could do it if they want to and just need to try harder. These children look bright, they seem to be listening, they can repeat what the teacher is saying and for all intent and purposes, seem as if they understand. But when the connections are not secure, the communication is like hearing a phone conversation with static on the line, and some crucial information is missed. This can happen if a child has an auditory processing disorder, attention deficit, sensory motor issues or a myriad of other "soft" developmental disabilities. These children "look" so good that the natural assumption is often that they're not listening and just need to "try harder."

The potential benefits of a gluten-free casein-free (GFCF) diet for children with autism may not be worth the risk of poor nutrition from the restricted diet. This author states that current studies have not shown consistent benefits of a GFCF diet for many children with autism. However, many parents currently are enthusiastic about the GFCF diet. Nutritionists think that parents should be educated about following the diet. Parents need to make sure they provide children with good overall nutrition, whether on the GFCF diet or not.

Two tech-savvy families connected on the Internet and created a therapy tracking tool for their children with autism. ChARM or Children's Autism Recovery Map allows parents to keep logs of their child's interventions, therapies, and diet in a central location online. In addition, the information is available to share with other family members. The software is free to families, however, medical providers must purchase a professional version.

The authors note that parents really need therapies for their children that work. This review article describes two fad autism therapies: sensory integration therapy and Relationship Development Intervention (RDI). They define fad treatments as treatments that do not have quality research showing that they work. Fad treatments cost money, can be hard on the emotions of the parents, and give false hope. Many parents turn to fad treatments because they want to do as much as they can for their child as fast as they can.

This review article describes the guidelines of ABA therapy and looks to see how ABA is being used in the schools. ABA can be used to help teachers study the classroom and predict the behavior of the child with autism in response to the classroom. People who practice ABA are guided by five documents that describe the ethics of ABA therapy. ABA methods have been used in education, health, and parenting. The Individuals with Disabilities Education Improvement Act (IDEIA) in the United States requires that schools provide ABA therapy to students who need it.