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Are You a Parent of Autistic Child?

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"Once you get a diagnosis, you can't be a parent, you      have to be a case manager, an education specialist,     You've got to figure out the medical system. It's  overwhelming to think I have to advocate and navigate  the system. The level of stress is terrifying."

"It is only the Parents that care for the Parents. They are the only ones who are motivated to know it all, try it all.They pay for their education and for the research. They are the truly Autism Specialists.The rest is waste of time."

Resources


Virus Myths Exposed --The True Causes of Pandemics PDF Print E-mail
Wednesday, 13 May 2009 12:44

pandemicsIn the light of the recent public scare of the Swine fly pandemic, we desided to post the letter from Dr. Andreas Motitz with the permission of it's owner.

By Andreas Moritz
May 5, 2009

Dear Friend,

In the past few weeks I have received hundreds of inquiries about the recent outbreak of swine flu. My views on the subject may be controversial to some of you, but they may not come as a surprise to those who have read my books.
I do not pretend to know everything about the subject at hand, but I have studied the reasons behind flu outbreaks for many years, and have arrived at some startling conclusions. I would like to share these with you in this piece.

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So if Retention is so harmful, what should we do? - TEACH! PDF Print E-mail
Monday, 16 March 2009 13:54

Heading Toward a Long-term, Systemic Solution

By Alice Thomas, M.Ed

thomas_alice_copyFor over 40 years, study after study on grade retention has reached the same conclusion: Failing a student, particularly in the critical ninth grade year, is the single largest predictor of whether he or she drops out (Edley, 2002). Widespread retention further exacerbates the achievement gap. In Massachusetts, for example, across all grades, African-American and Hispanics are retained at over three times the rate of whites (Edley, 2002).

According to research (Anderson, Jimerson and Whipple, 2002; NASP, 2003; Jimerson, Anderson and Whipple, 2002; Setencich, 1994), some of the devastating effects of retention are:

  • Most children do not "catch up" when held back.
  • Although some retained students do better at first, these children often fall behind again in later grades.
  • Retention is one of the most powerful predictors of high school dropout; holding a child back twice makes dropping out of school 90% certain.
  • In 2001, 6th grade students ranked grade retention as the most stressful life event, followed by losing a parent and going blind.
  • Students who are held back tend to get into trouble, dislike school, and feel badly about themselves more often than children who go on to the next grade.
  • The weakened self-esteem that usually accompanies retention plays a role in how well the child may cope in the future.
Last Updated on Monday, 16 March 2009 14:08
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Exercise Stimulates The Formation Of New Brain Cells PDF Print E-mail
Thursday, 01 January 2009 15:04

ScienceDaily (June 29, 2007) — Exercise has a similar effect to antidepressants on depression. This has been shown by previous research. Now Astrid Bjørnebekk at Karolinska Institutet has explained how this can happen: exercise stimulates the production of new brain cells.

Last Updated on Thursday, 01 January 2009 15:06
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Risk Takers, Drug Abusers Driven By Decreased Ability To Process Dopamine PDF Print E-mail
Thursday, 01 January 2009 15:02

ScienceDaily (Dec. 31, 2008) — For risk-takers and impulsive people, New Year's resolutions often include being more careful, spending more frugally and cutting back on dangerous behavior, such as drug use. But new research from Vanderbilt finds that these individuals--labeled as novelty seekers by psychologists--face an uphill battle in keeping their New Year's resolutions due to the way their brains process dopamine.

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Vaccines in the school PDF Print E-mail
Wednesday, 15 October 2008 08:40

How School Vaccine Mandates Came About

In 1809, the first state law mandating vaccination was enacted in Massachusetts. By 1855, Massachusetts became the first state to enact a school vaccination requirement for Smallpox. By the twentieth century, roughly half of the states had enacted vaccine mandates for children before they could enter school; however, they were not strictly enforced. The Diphtheria vaccine was introduced in the 1920’s, but only a few states made the Diphtheria vaccine compulsory for two decades. By the early 1950’s, with the licensure of the Diphtheria and Tetanus vaccines, state and local health departments began more aggressive vaccination programs. When the Salk Polio vaccine was licensed in 1955, only a few states passed laws that mandated it for school entry. The polio vaccine also led to federal funding of state and local vaccine programs. In 1962, the Vaccination Assistance Act established a federally coordinated program that would supply funds for the purchase and administration of childhood vaccines. By 1963, several vaccines were mandated, but there was no enforcement by all states. The New York City health commissioner opposed making the Polio vaccine mandatory in 1965.

Compulsory vaccination made some radical changes by the late 1960’s and 1970’s. In 1970 a nationwide rubella vaccine campaign was launched. It was recommended by the Department of Health for all 11-13 year old girls. Then the CDC moved on and began leading a nationwide effort to eradicate Measles. In 1968, only a half the states required one or more vaccines for school entry. By the early 1970’s, the Measles Initiative program was started. By 1976-77, health officials strictly enforced the vaccine mandate for Measles under the Childhood immunization Initiative. Its purpose was to raise vaccination coverage in children to 90% by 1979. The largest component of this initiative was to enact and enforce school vaccination mandates.

By 1981, all fifty states mandated Measles vaccine along with all others for school entry. Nearly all states had school vaccination mandates covering Kindergarten through 12th grade levels, and mandates for licensed preschools. State mandated vaccine laws specified which vaccines would be required and the number of doses. Some states authorized the public health boards to designate which vaccines and doses would be required. States were not uniform in what vaccines they require, or how many doses. This still holds true today. In 1980, the state of Wisconsin passed the No-immunization-No School law and was enforced by March 1981. Other states soon followed.

In 1998–1999, all but four states (Louisiana, Michigan, South Carolina, and West Virginia) enacted mandates which covered Kindergarten through 12th grade. In 48 states, with the exception of Iowa and West Virginia, daycare mandates and Head Start program mandates were enacted. Thirty states mandated some requirements for college entrance. School vaccine mandates included:

All 50 states required: Diphtheria toxoid, Polio, Measles and Rubella vaccines

49 states required: Tetanus toxoid

46 states required: Mumps

44 states required: Pertussis

28 states required: Hepatitis B

During the late 1980’s and early 1990’s, state vaccine laws were tightened to make religious and philosophical exemptions harder to obtain. By the end of the 1990’s, the trend was reversed. Religious and Philosophical exemptions were made less restrictive through rewriting exemption clauses.

The Task Force on Community Preventive Services is an independent body carrying out evidence-based reviews of the literature to assess the claims that preventive interventions directed to populations are effective. One of the 17 interventions reviewed for vaccine-preventable diseases was mandatory vaccination requirements. The Task Force found that sufficient evidence existed to demonstrate the effectiveness of these requirements in increasing vaccine coverage, thereby reducing disease incidence, and so recommended their use.

U.S. Congress passed the National Childhood Vaccine Injury Act in 1986 and the Vaccine Compensation Amendments in 1987 and 1995. The NCVIA establishes a compensation system for people who may be injured by routine vaccinations. The National Childhood Vaccine Injury Act of 1986, Public Law 99-660, was signed by President Reagan in November 1986, however, it did not contain a funding mechanism to enable the compensation system to operate. In 1987, Congress passed amendments to the law and developed a plan to fund the system, which comes from a surcharge on each mandatory vaccine. The main purpose of the law was to create safety provisions for the administration of vaccines to help prevent future vaccine injuries, to promote the improvement of existing vaccines and develop safer vaccines. Another element was to create a no-fault compensation system alternative to suing vaccine manufacturers and physicians on behalf of injured or deceased people from reactions to mandated vaccines. Children and/or adults injured or killed from these vaccines are divided into two categories; those who were damaged or killed before October 1, 1988 and those who were damaged or killed after that date. In 1990, the FDA and the CDC developed the Vaccine Adverse Event Reporting System (VAERS), which allows public and private physicians to use one standard reporting form to report reactions.
http://explorevaccines.wordpress.com/2008/10/08/vaccine-state-mandates/#comment-41

 
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Testimonials

Milena Sideris is a parents advocate,  and practitioner in Phoenix, AZ who specializes in Autism Spectrum disorders. We have known each other for many years. She has been one of the instrumental people pointing me in the right direction to look for solutions for the treatment of AUtism Spectrum Disorders.

Milena s basically walking library on the topic, she knows pretty much everything that’s ever been said, proven or disproven that has to do with Autism. She  k now s the literature; she knows all the big heroes and their work in the field and all the fallen heroes as well. In the process she has developed her own supportive protocols and therapies, based on her extensive knowledge personal experience and expertise.

She works with me in the function of the patient advocate – I would do the early, kind of gross evaluation, pointing the child in the right direction, establish and write the treatment protocol then Milena takes over and guide the families through the ups and downs of treatment and interventions for the next few years and this has been a fantastic cooperation between us and one truly beneficial for the patients and their recovery. She is living, breathing encyclopedia on every topic related to neurological disorders such as ASD and developmental delays in children.

She is one of the most brilliant people I have ever met!

Dr. Dietrich Klinghardt MD, PhD
Medical Director of the Academy of Neurobiology, WA.
“The Healer if Healers”, " The Teacher of Teachers"


I have known Milena Sideris for a few years and  highly recommend her to anyone involved in Autism Spectrum Disorder( ASD). Milena's personal knowledge and understanding of ASD far surpasses anyone I have  ever come in contact with. She has medical knowledge greater then most doctors, and the dedication and passion that only a mother with an inflicted child could posses.

I have worked with her personally over the past years, and she has served as my trainer and mentor in understanding ASD. As a result, my ability to offer aid to families in need has drastically improved. I have also witnessed firsthand the benefit that children receive from even just an hour of her time. She is strongly intuitive, quick to action, and not afraid to put in all of her effort to help a child in need. Further, she knows exactly what is needed to be truly effective for children with special needs, the skill to train prospective therapists and providers, and the in depth understanding to revamp and revitalize stagnant intervention programs.
I strongly urge you to take advantage of her talent and can assure you that you will be impressed and pleased with the subsequent results.

Meghan Teixeira,
Therapist ASD

Dear Milena,

You are my life saver, you taught me so much, and you came into my life just on time that I was so desperate.

I met Milena just on time; I was like “Oh! Thank God, help has arrived!” I was that desperate .Milena has helped me with a lot of things.

She was interested not only in my child but with our entire family and life. I really did not receive that much from any other person or professional until then and I was not aware that autism effects the whole family.She taught me a lot from  homeopathy, detoxification, chelation, to  how to build better immunity, through diets, allergy treatments, electromagnetic fields protection, getting rid of chronic infections, to even  how to settle the room of the child, how to put a child to sleep, how to teach my child to pay  attention and focus on a task, which of the educational and interventional  approaches are good for my daughter, how to remain calm and focused on treatments and lots of more,,,, that wont fit here if I attempt to write it all down. I really understood how wonderful she is when I met her and her totally recovered son.

Thank you Milena!

Talya Susi
 Istanbul
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