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Autism and Child Mental Health National Research Council, Educating Children with Autism (2001. Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. This 276 page publication from National Science Academy is being used as evidence in due process hearings on behalf of children with autism. Includes research about effective educational programs for children with autism; early intervention; recommends one-on-one therapy or direct instruction a minimum of 25 hours a week, 12 months a year; more. You can download free from National Academy Press (one page at a time) or purchase from the NAP.
Office of the Surgeon General, Report on the Surgeon General's Conference on Children's Mental Health - A National Action Agenda (2001).
This Report from the Surgeon General describes a crisis in mental health for children and adolescents. 1 in 10 children and adolescents suffer from mental illness that is severe enough to cause impairment; fewer than 1 in 5 children receive needed treatment. This report includes goals and objectives, and focuses on the need to use science-based prevention and treatment services.
To order bound copies, contact The National Institutes of Mental Health, Office of Communications and Public Liaison, 6001 Executive Blvd., Room 8184, MSC 9663, Bethesda, MD 20892-9663.
Phone: 301-443-4513
Office of the Surgeon General, Children and Mental Health: A Report of the Surgeon General (2000). According to the landmark "Global Burden of Disease" study, 4 of the 10 leading causes of disability for people 5 years of age and older are mental disorders. Children and Mental Health describes normal child development; risk factors and prevention; describes mental disorders in children, including ADHD, depression, anxiety disorders, autism, disruptive disorders, substance abuse, and eating disorders and effective treatments for these disorders. Download Full text of Mental Health: A Report of the Surgeon General High-Stakes Tests Disability Rights Advocates, Do No Harm - High Stakes Testing and Students with Learning Disabilities (2001). Describes accommodations, alternate assessments, appeals, procedures, and other safeguards that should be implemented for statewide assessment systems to comply with the law and guarantee educationally sound opportunities to students with learning disabilities. Download To order bound copies, contact Disability Rights Advocates, 449 15th Street, Suite 303. Oakland, CA 94612-2821. Phone: 510-451-8644 IDEA and Special Education Finn, Chester E., Andrew J. Rotherdam, Charles R. Hokanson, Jr. Rethinking Special Education for a New Century (2001).
Volume of 14 papers jointly published by The Fordham Foundation and the Progressive Policy Institute. Examines special education provided to 6 million children with disabilities, identifies problems, analyzes causes, suggests solutions; recommends sweeping changes in federal special ed policy. Consumers and providers should read this book. Download (374 pages) Order a free bound copy from The Fordham Foundation at 1-888-823-7474. National Education Association, The New IDEA Survival Guide (2000).
Written to help teachers understand their responsibilities under the IDEA. Parents will learn from this publication too! Information divided into five sections: each section includes scenarios followed by what the IDEA says and a discussion of myths and reality. 1. Developing IEPs
2. Managing Paperwork
3. Dealing with Discipline
4. Training Teachers and Support Staff
5. Communicating with Parent National Council on Disability, Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind (2000). The National Council on Disability found that all states were out of compliance with the Individuals with Disabilities Act law and that " efforts to enforce the law over several Administrations have been inconsistent, ineffective, and lacking any real teeth." Download To order bound copies, contact the National Council on Disability, 1331 F. Street, NW, Suite 1050, Washington, DC 20004-1107. Phone: 202-272-2004 Individualized Education Programs (IEPs) ERIC Clearinghouse on Disabilities and Gifted Education, Designing Individualized Education Program (IEP) Transition Plans (2000). The Individuals with Disabilities Education Act (IDEA) requires schools to prepare students with disabilities for employment and independent living. Transition planning that involves students and their families leads to post-school success and independence. Article describes how to design quality IEP transition plans. Download To order bound copies, contact The Council for Exceptional Children, 1110 N. Glebe Rd., Arlington, VA 22201-5704. Phone: 1-800-328-0272
Reading Moats, Louisa, Whole Language Lives On: The Illusion of "Balanced" Reading Instruction (2000). "Three things are clear about early reading: First, it isn’t being handled well in American schools. Four in ten of our fourth-graders lack basic reading skills. Millions of children are needlessly classified as “disabled” when, in fact, their main problem is that nobody taught them to read when they were five and six years old."
"Second, we know what works for nearly all children when it comes to imparting basic reading skills to them. Third, we also know what doesn’t work for most children. It’s called “whole language.”
"Yet whole language persists, despite efforts by policymakers and reading experts to root it out. Today, though, it often disguises itself, not using the term “whole language” but, rather, wearing the fig leaf of “balanced” instruction." Download National Institutes of Health. Report of the National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (2000). To order as NIH Publication Number 00-4769, contact NICHD Clearinghouse at 1-800-370-2943 Retention and Social Promotion National Association of School Psychologists, Retention and Promotion: A Handout for Parents (1998). Finds that "research does not support the notion that retention helps children to 'catch up' and that 'social promotion' - sending children on to the next grade regardless of performance -pushes children through the school system without requiring mastery of basic skills." Download National Association of School Psychologists, Position Statement on Student Grade Retention and Social Promotion (1998). "The National Association of School Psychologists promotes the use of interventions that are effective and research-based and discourages the use of practices which, though popular or widely accepted, are neither not beneficial or are harmful to the welfare and educational attainment of America's children and youth. Through many years of research, the practice of retaining children in grade has been shown to be ineffective in meeting the needs of children who are academically delayed." Download Zero Tolerance and Discipline Harvard Civil Rights Project, Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies (2000). Under Zero Tolerance Policies, children from kindergarten through 12th grade receive harsh punishments, often for minor infractions that pose no threat to safety. Compelling research indicates that these "get-tough" disciplinary measures fail to meet sound educational principles. In many cases, their application defies commonsense.
To order bound copies, contact The Civil Rights Project, Harvard University, 124 Mt. Auburn Street Suite 400, South Cambridge, MA 02138. Phone: 617-496-6367. To recommend a free online newsletter that is not included in this listing, please
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