What Do You Hear What Do You Say.com

Schwallie Family Scholarship Program - Autism

2007-09-14T23:00:00.000-04:00

Schwallie Family Scholarship Program

The Organization for Autism Research (OAR) is delighted to announce the Schwallie Family Scholarship, established in 2007 to support qualified individuals with autism or Asperger Syndrome in the United States pursuing postsecondary education. Beginning with the spring semester 2008, OAR will present one award of $3,000 in each of three categories: 1) four-year undergraduate college or university; 2) two-year undergraduate college; and 3) trade, technical or vocational school. These will be one-time awards for any recipient.

Any individual with an established autism or Asperger Syndrome diagnosis and who has been accepted to, or is currently attending, an accredited institution of higher education is eligible to apply. The application is available at http://www.researchautism.org/news/otherevents/documents/SchwallieFamilyScholarshipApplication.pdf.

OAR will accept applications in PDF form via e-mail to scholarship@researchautism.org up until midnight, Friday, September 28, 2007. Hard-copy applications sent by U.S. mail or other delivery services must be postmarked September 28, 2007, or before. OAR will announce the scholarship awards in early November and award the funds for the spring 2008 semester.

Financial questions? Dennis Burbridge CPA - dburbcpa.com

Back-to-School Tax Breaks Help Teachers

2007-09-11T13:41:00.000-04:00

Back-to-School Tax Breaks Help Teachers Pay
Classroom Costs; Aid Parents, Students With College Tuition

WASHINGTON — With the new school year now under way, the Internal Revenue Service today reminded teachers, parents and students that saving receipts and keeping good records can help them take advantage of various education-related deductions and credits on their 2007 federal income tax return.

“The start of the school year is a good time to remind parents, students and teachers to save all receipts related to tax-advantaged education expenses,” said IRS Acting Commissioner Linda Stiff. “Good recordkeeping makes sense because it can help avoid missing a deduction or credit at tax time.”

Deductions reduce the income on which tax is figured. Credits reduce the overall tax. Though both can lower a person’s year-end tax bill or increase their refund, credits normally result in greater tax savings.

The educator expense deduction allows teachers and other educators to deduct the cost of books, supplies, equipment and software used in the classroom. Eligible educators include those who work at least 900 hours during a school year as a teacher, instructor, counselor, principal or aide in a public or private elementary or secondary school.

Worth up to $250, the educator expense deduction is available, whether or not the educator itemizes their deductions on Schedule A. In tax-year 2005, teachers and educators deducted just over $893 million of these out-of-pocket classroom expenses. Under current law, this deduction is scheduled to expire at the end of this year.

Three key tax breaks—the tuition and fees deduction, the Hope credit and the lifetime learning credit—help parents and students pay for the cost of post-secondary education. All three are available, regardless of whether an eligible taxpayer itemizes their deductions. Under current law, the tuition and fees deduction is scheduled to expire at the end of this year, but the two credits remain in effect. In tax-year 2005, taxpayers claimed tuition and fees deductions totaling nearly $11 billion and education credits of almost $6.2 billion.

Normally, a taxpayer can claim tuition and required enrollment fees paid for their own and their dependent’s college education. A taxpayer cannot take both an education credit and the tuition and fees deduction for the same student in the same year. Income limits and other special rules apply to each of these provisions. Education credits are claimed on Form 8863, and the tuition and fees deduction for 2007 will be claimed on new Form 8917.

IRS Publication 970, Tax Benefits for Education, can help eligible parents and students understand the special rules that apply and decide which tax break to claim. The publication also describes other education-related tax benefits, including qualified tuition programs (also known as 529 plans), the student loan interest deduction, Coverdell education savings accounts and the education savings bond program.

Need assistance? Contact dburbcpa

'Holy Grail' of Hearing: True Identity of Pivotal Hearing Structure Is Revealed

2007-09-06T22:51:00.000-04:00

Our ability to hear is made possible by way of a Rube Goldberg-style process in which sound vibrations entering the ear shake and jostle a successive chain of structures until, lo and behold, they are converted into electrical signals that can be interpreted by the brain. Exactly how the electrical signal is generated has been the subject of ongoing research interest.

In a study published in the September 6 issue of the journal Nature, researchers have shed new light on the hearing process by identifying two key proteins that join together at the precise location where energy of motion is turned into electrical impulses. The discovery, described by some scientists as one of the holy grails of the field, was made by researchers at the National Institute on Deafness and Other Communication Disorders (NIDCD), one of the National Institutes of Health (NIH), and the Scripps Research Institute in La Jolla, CA.

"This team has helped solve one of the lingering mysteries of the field," says James F. Battey, Jr., M.D., Ph.D., director of the NIDCD. "The better we understand the pivotal point at which a person is able to discern sound, the closer we are to developing more precise therapies for treating people with hearing loss, a condition that affects roughly 32.5 million people in the United States alone."

When a noise occurs, such as a car honking or a person laughing, sound vibrations entering the ear first bounce against the eardrum, causing it to vibrate. This, in turn, causes three bones in the middle ear to vibrate, amplifying the sound. Vibrations from the middle ear set fluid in the inner ear, or cochlea, into motion and a traveling wave to form along a membrane running down its length. Sensory cells (called hair cells) sitting atop the membrane "ride the wave" and in doing so, bump up against an overlying membrane. When this happens, bristly structures protruding from their tops (called stereocilia) deflect, or tilt to one side. The tilting of the stereocilia cause pore-sized channels to open up, ions to rush in, and an electrical signal to be generated that travels to the brain, a process called mechanoelectrical transduction.

Most scientists believe that the channel gates are opened and closed by microscopic bridges — called "tip links" — that connect shorter stereocilia to taller ones positioned behind them. If scientists could determine what the tip links are made of, they'd be one step closer to understanding what causes the channel gates to open. This is no easy feat, however, because stereocilia are extremely small, scarce, and difficult to handle. Several proteins had been reported to occur at the tip link in earlier studies, but results have been conflicting to this point.

Cadherin 23 and Protocadherin 15 Unite to Form Tip Link

Using three lines of evidence, NIDCD scientists Hirofumi Sakaguchi, M.D., Ph.D., Joshua Tokita, and Bechara Kachar, M.D., together with Piotr Kazmierczak and Ulrich Müller, Ph.D., of Scripps Research Institute, and other collaborators have demonstrated that two proteins associated with hearing loss — cadherin 23 (CDH23) and protocadherin 15 (PCDH15) — unite and adhere to one another to form the tip link. Mutations in CDH23 are known to cause one form of Usher syndrome as well as a nonsyndromic recessive form of deafness, and mutations in PCDH15 are responsible for another form of Usher syndrome. (A syndrome is a disease or disorder that has more than one feature or symptom, while the term "nonsyndromic" refers to a disease or disorder that is not associated with other inherited characteristics.) Usher syndrome is the most common cause of deaf-blindness in humans.

"Cadherin 23 and protocadherin 15 have been implicated in a variety of forms of late- and early-onset deafness, and a whole range of mutations can produce different outcomes," says NIDCD’s Kachar, a co-senior investigator on the study. "Now that we know how these two proteins interact at the tip link, we can perhaps predict how different types of hearing loss can take place depending on where a mutation is located."

Three Lines of Evidence

The researchers first created antibodies that would bind to and label short segments on the CDH23 and PCDH15 proteins in the inner ears of rats and guinea pigs. (Both proteins were identified at the tip link, respectively, in earlier studies.) Using green fluorescence and electron microscopy studies, they showed that CDH23 was located on the side of the taller stereocilium and PCDH15 was present on the tip of the shorter one, with their loose ends overlapping in between. The researchers were able to identify both proteins, while earlier studies had not, because they removed an obstacle to the antibody-binding process: calcium. Under normal conditions, CDH23 and PCDH15 are studded with calcium ions, which prevent antibodies from binding to the targeted sites. When calcium was removed through the addition of a chemical known as BAPTA, both labels became visible.

Next, the researchers built a structure resembling a tip link by expressing the CDH23 and PCDH15 proteins in the laboratory and watching how they interacted. When conditions were right, the two proteins wound themselves tightly together from one end to the other in a configuration that mirrored a naturally occurring tip link. The results were surprising, since the scientific consensus had been that these proteins would not interact at all. As with normal tip links, the structure thrived in calcium concentrations that paralleled those found in fluid of the inner ear, while a drastic reduction in calcium disrupted the structure.

Lastly, the scientists found that one mutation of PCDH15 that causes one form of deafness inhibited the interaction of the two proteins, leading them to conclude that the mutation reduces the adhesive properties of the two proteins and prevents the formation of the tip link. In a second mutation of PCDH15, the tip link was not destroyed; the scientists suggested that the deafness is not likely caused by the breakup of the tip link but by interference with its mechanical properties.

Knowing precisely the composition and configuration of the tip link, scientists can now explore how these proteins interact with other components to form the rest of the transduction machinery. In addition, scientists can study how new treatments might be developed to address the breaking up of tip links through environmental factors, such as loud noise.

"Now that we understand what the tip link is made of and what conditions are required to assemble it," says Kachar, "we can study what it might take to rejoin tip links as a possible method for restoring hearing in people with some forms of hearing loss that may have resulted from disruption of the tip link."

Funding of the study was principally provided by the NIDCD. Other NIH institutes and centers that contributed funding were the National Institute of General Medical Sciences (NIGMS), the National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS), and the National Center for Research Resources (NCRR).

The NIDCD supports and conducts research and research training on the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language and provides health information, based upon scientific discovery, to the public. For more information about NIDCD programs, see the Web site at www.nidcd.nih.gov.

The National Institutes of Health (NIH) — The Nation's Medical Research Agency — includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. It is the primary federal agency for conducting and supporting basic, clinical and translational medical research, and it investigates the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov.

Fulbright-Hays Group Projects Abroad Program

2007-09-06T00:42:00.000-04:00

Federal Register: August 31, 2007 [CFDA# 84.021A]

Purpose of Program: The Fulbright-Hays Group Projects Abroad (GPA)
Program supports overseas projects in training, research, and
curriculum development in modern foreign languages and area studies
for groups of teachers, students, and faculty engaged in a common
endeavor.

Projects are short-term and include seminars, curriculum
development, or group research or study. This competition also
will support advanced overseas intensive language projects, which
give advanced language students the opportunity to study languages
overseas.

Applications Available: August 31, 2007.

Deadline for Transmittal of Applications: October 4, 2007.

Eligible Applicants:(1) Institutions of higher education
(IHE), (2) State departments of education, (3) Private nonprofit
educational organizations, and (4) Consortia of these entities.

Estimated Range of Awards: $50,000-$90,000 for short-term
projects; $50,000-$375,000 for the advanced overseas intensive
language projects.

Estimated Average Size of Awards: $74,000 for short-term abroad
projects and $104,000 for the advanced overseas intensive language
projects.

Estimated Number of Awards: 45.

Additional Information: Applicable regulations, priorities, and
other information are available in the Federal Register notice.

Additional information is available online at:
http://www.ed.gov/legislation/FedRegister/announcements/2007-3/083107c.html

Ask your Legislators to Cosponsor the ADA Restoration Act of 2007

2007-08-21T20:59:00.000-04:00

After a month-long break from Washington, D.C., Congress returns to work after Labor Day. A number of important bills will be debated affecting people with disabilities.

On July 26th, House of Representatives Majority Leader Steny Hoyer (D-Md.) and Congressman Jim Sensenbrenner (R-Wis.) introduced the Americans With Disabilities Act (ADA) Restoration Act of 2007 (HR 3195). Senator Tom Harkin (D-Iowa) and Arlen Specter (R-Pa.) introduced the companion bill in the Senate (S 1881). The Americans with Disabilities Act, now 17 years old, extends federal civil rights protections to people with disabilities in employment, services provided by state and local governments, public accommodations, such as restaurants and hotels, transportation and telecommunications. WhatDoYouHearWhatDoYouSay.com strongly endorses the ADA Restoration Act. This legislation is necessary to reaffirm that Congress fully intended the ADA to cover all people with disabilities. The legislation is in response to federal court rulings in which people with epilepsy, diabetes and intellectual disabilities such as mental retardation were deemed ineligible for coverage under the ADA.

* Take Action: Ask your lawmakers to restore the Americans With Disabilities Act.

Grants - Centers for Independent Living Training & Technical Assitance

2007-06-26T13:15:00.000-04:00

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Centers for Independent Living -- Training and Technical Assistance (Federal Register: June 22, 2007 [CFDA# 84.132B]) ******************************************************************* Purpose of Program: To provide training and technical assistance with respect to planning, developing, conducting, administering, and evaluating centers for independent living to the following entities: Centers for independent living (CILs), eligible agencies, and Statewide Independent Living Councils (SILCs). ... The purpose of independent living services is to maximize independence, productivity, empowerment, and leadership of individuals with significant disabilities and integrate these individuals into the mainstream of society.

Eligible Applicants: Entities that have experience in the operation of centers for independent living.

Priority 1: Centers for Independent Living (CILs) Training and Technical Assistance Center.
Priority 2: Statewide Independent Living Councils (SILCs) Training and Technical Assistance Center.

Applications Available: June 22, 2007.
Date of Pre-Application Meeting: July 2, 2007.
Deadline for Transmittal of Applications: August 6, 2007.
Deadline for Intergovernmental Review: October 3, 2007.
Estimated Available Funds: $1,329,327 ($1,004,327 for Priority 1 and $325,000 Priority 2).
Estimated Number of Awards: 2 (one for Priority 1 and one for Priority 2).

Additional Information: Applicable regulations, priorities, and other information are available in the Federal Register notice.
Additional information is available online at: http://www.ed.gov/legislation/FedRegister/announcements/2007-2/062207b.html

Vaccines and Autism

2007-06-12T01:36:00.000-04:00

More than 4,800 claims have been filed against the federal government during the past six years alleging that a child contracted autism as a result of vaccines. (June 11)

Circumventing an IEP is illegal .........

2007-06-10T18:27:00.000-04:00

Circumventing an IEP is illegal
UFT demands proper services for special ed kids

New York Teacher - June 1, 2007

This is part of a series of periodic articles on issues the NYSUT Special Education Committee is addressing

Upholding the force of law behind a student's Individualized Education Program, the State Education Department has ordered a New York City high school to deliver mandated IEP services and not make changes without a review meeting.

In a major win for the United Federation of Teachers, NYSUT's affiliate in New York City schools, an SED investigation upheld the majority of allegations that some 100 students were not receiving mandated services at the High School of Arts and Technology, just west of Lincoln Center. Of the school's 108 IEPs, the state confirmed 93 were not administered correctly.

The UFT filed the complaint in January after numerous IEPs for students were changed last fall after the annual review and without a formal meeting, according to Carmen Alvarez, UFT vice president for special education. For example, in September, IEPs for all students who were recommended for special ed teacher support services were changed en masse so the students would receive less intensive consultant teacher services. An 11th-grade self-contained class was disbanded and the IEPs for the students in the class were changed to call for consultant services such as homework help and test preparation.

The SED investigation included interviews with students who explained they were not getting promised services. Jessica Salgado, who has since transferred to another high school where she is getting the services she needs, said she was promised there would be staff coming into the classroom to work with the students who needed extra help, but no one did.

"I had no one to help me with my work or the things I have a hard time with," said Salgado, after she lost her resource room services. "When I spoke to other students who were supposed to get these services, I found that none of them were getting the things they needed, either."

Salgado said she knows her old school gets funds for special education, but wonders where the money is going.

Alvarez said the union is carefully monitoring the city's shortchanging of special ed students. "From the systemwide dragging of feet on referrals to rewriting IEPs to suit the needs of administrators rather than the needs of students, the current leaders of the city's public schools have consistently failed to provide special ed students with the kind of nurturing atmosphere that they need, deserve and, by law, are entitled to," Alvarez said.

NYSUT has been out front raising questions about SED proposed regulations that would change the process for amending a child's IEP. SED is proposing many changes in special education to conform with the federal Individuals with Disabilities Education Act.

The reauthorized IDEA allows states to permit changes to be made to a child's IEP after the annual meeting for a school year. The parent of a child with a disability and the school district may agree not to convene an IEP team meeting for the purposes of making those changes.

"We're urging SED to take a broader interpretation of the IDEA and move forward with standards that would give parents and students greater protection," said NYSUT Vice President Maria Neira. "Parents must be provided with adequate information about proposed changes, including an opportunity to discuss proposed changes with the children's special education teacher or service provider."

As the New York City complaint shows, Neira said, some districts may make IEP changes for administrative purposes — not what's in the best interest of the individual student.

— Sylvia Saunders

2007-04-19T01:19:00.000-04:00

New Jersey Caregivers, Adults with Developmental Disabilities Secure A Say Over State Aid

A unanimous decision handed down by the New Jersey Supreme Court on March 1 struck down rules that currently determine qualifications for services of adults with developmental disabilities. The decision could affect thousands of families that have cared for their loved ones before applying for services from the Department of Developmental Disabilities (DDD) later in life.

The ruling eases the standard for families by giving greater weight to a family member’s story describing a loved one’s disability. Prior to the state’s high court decision, families were denied services if they failed to prove the disability occurred before the individual reached the age of 22, which was the state and federal benchmark. Families had to dig up documentation, such as medical and school records, to verify proof, which naturally posed obstacles in seeking services for adults, some over 50 years old.

In its decision the court said that the DDD overstepped the Developmental Disabilities Act, saying it was inappropriate to cast off the testimony of family members. The decision stems from a 55 year-old man, T.H., diagnosed with Asperger’s Ssyndrome, who was cared for by his parents until their deaths in 2000. It was then that T.H.’s sister applied for services through DDD and was subsequently denied.

“This is good news for a large number of adults with autism, particularly Asperger’s Syndrome, who have not been known to DDD,” said COSAC Executive Director Paul Potito. “Also, family experiences are an invaluable consideration and we are pleased that DDD must now recognize that value.” Potito said.

Paul Prior, of Hinkle, Fingles and Prior, who represented T.H. and his siblings said that, “many families choose to provide for their loved ones at home . . . To be punished for such a choice is blatantly unfair.”

“Families can rest easier knowing that they can appeal bureaucratic decisions and get services for their loved ones if they can persevere,” said COSAC’s Director of Adult Resources Leslie Long. “Siblings in particular can take comfort in the fact that there is help for their adult brothers or sisters with autism.”

2007-04-18T17:36:00.001-04:00

IRS Gives Northeast Storms Victims Until April 26 to File Tax Returns

IR-2007-92, April 18, 2007

WASHINGTON — Taxpayers affected by the major storm that hit the Northeastern United States April 16 now have until Thursday, April 26 to file their tax returns, the Internal Revenue Service said today.

Earlier this week, the IRS gave taxpayers directly impacted by the storm an additional two days beyond the April 17 deadline to meet their tax filing obligations without incurring late filing and payment penalties. After further assessment of conditions across the region affected by the April 16 storm, the IRS has decided to allow affected taxpayers an additional seven days to fulfill their tax filing obligations.

Power outages and public transportation problems made it impossible in some cases for some taxpayers and tax professionals to meet the April 17 filing deadline.

Affected taxpayers can mark their paper tax returns with the words “April 16 Storm.” Taxpayers who e-file their returns can use their software’s “disaster” feature, if available.

This news release supercedes IR-2007-89.

President Bush Releases FY 2008 Budget

2007-02-18T15:41:00.000-05:00

President Bush Releases FY 2008 Budget
Critical autism and disability programs are underfunded

On February 5, 2007, the President submitted his Fiscal Year 2008 budget to Congress for its review. With an aim toward reducing the deficit and balancing the budget by 2012, the President's budget included more than $100 billion in cuts to Medicare and Medicaid, and kept many other critical programs constant.

With respect to funding for autism, the President's budget contained no new funding for the Combating Autism Act (CAA). Although the budget includes level funding (estimated at $115 million) for existing surveillance and research programs at the Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH), it falls far short of the $168 million authorized in the CAA for FY 2008.

Special education programs are also significantly shortchanged in the proposed budget. The President's budget flat-funds the Individuals with Disabilities Education Act (IDEA) State Grant, the Preschool Grant and the Part C Early Intervention programs. The proposed funding level for the IDEA State Grant would actually decrease the per pupil federal share of funding for students with disabilities below 17 percent, well below the authorized amount of 40 percent. It also includes a $64 million cut for IDEA National Activities programs. Perhaps most problematic, the proposal includes no new funding for special education teacher preparation program, even as school districts are struggling to hire highly qualified teachers to meet the requirements of the No Child Left Behind Act.

Other key disability programs are similarily affected. The budget eliminates the Supported Employment State Grant program, cuts 46 percent from the Section 811 HUD Supportive Housing program, and cuts 32 percent from the Department of Labor's Office of Disability Employment program. Vocational rehabilitation funding is reduced by $54 million, even failing to add the CPI increase (as required by law) to its budget request. Other cuts include the State Assistive Technology Programs and Technical Assistance, and the Projects with Industry program.

It is important to note, however, that the President's budget is only the first step in a lengthy budget and appropriations process. In the coming weeks and months, Congress will formulate its joint budget resolution, which will serve as the blueprint for changes to the Medicare and Medicaid program, as well as set overall funding levels for programs such as special education, biomedical research and services.

ASA has already begun to meet with our Congressional champions to build support for additional funding for autism related programs and priorities. The budget process will likely kick into high gear in the next couple of weeks, and we will be calling on ASA members and supporters to help in the effort.

Incredible 5-Point Scale ¿ Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses

The boy with the Incredible brain.... Savant autism Clip 2

2007-02-14T23:17:00.000-05:00

Part 2 of 2. A second set of clips from this British documentary. In this clip, you will meet the original Rain man, the inspiration for the movie.

The boy with the Incredible brain.... Savant autism Clip 1

2007-02-14T22:50:00.000-05:00

I found these clips very fascinating. Enjoy Part 1 of 2. from the British documentary on Savantism

Autism Prevalence in the U.S. Rises to 1 in 150

2007-02-08T23:08:00.000-05:00

Bethesda, MD (February 8, 2007) The Autism Society of America (ASA) welcomed the new CDC studies on the prevalence numbers of autism spectrum disorder (ASD) in the United States as tremendously significant data that will help the cause of improving the lives of all those affected by autism. In data collected from its Autism and Developmental Disabilities Monitoring Network (ADDM), a population-based, multi-state surveillance network that surveyed 8 year olds in 2000 and 2002, the CDC found that the data confirm that ASD prevalence affects approximately an average of 1 child in every 150. The data represents 10 percent of the U.S. population of 8 year old children.

ASA believes the CDC numbers are tremendously significant. "Finally, we can end the debate on the prevalence of autism in our nation and focus on getting the services and supports the families need," said Lee Grossman, ASA president and CEO. “Autism is a treatable lifelong condition that affects tens of millions of Americans today. It is time to aggressively address this national health crisis.” The CDC is recommending public health actions to improve early identification of ASD.

The CDC study includes children with behaviors consistent with autism, Asperger’s and pervasive developmental delays not otherwise specified (PDD-NOS). The data came from 14 sites in five states (Arizona, Georgia, Maryland, New Jersey, South Carolina and West Virginia). The study also found higher prevalence in boys than girls (a range of 2.8 6 boys to girls, depending on the state) and no statistically significant difference among non-Hispanic whites and non-Hispanic black children.

Colleen Boyle of the CDC noted that the study showed the age of diagnosis (at between 4-5 years of age) was much later than the age at which developmental concern was registered (before 24 months), underscoring the need for earlier identification of autism.

Your webmaster will keep you up to the minute on this late breaking story. Stay tuned!

For the latest information, visit the Autism category at WhatDoYouHearWhatDoYouSay.com

SLP & Audiologist Positions in Ireland, New Zealand

2007-02-05T23:36:00.000-05:00

WhatDoYouHearWhatDoYouSay.com welcomes HCL International.

HCL posted offerings in Ireland and New Zealand.

In just over three years HCL has become a pioneering force in Health and Care recruitment and workforce solutions by offering a wealth of expertise, knowledge and passion in this niche field.
With highly trained consultants based in the UK and worldwide we offer international, national and regional searches for medical professionals including Doctors, Allied Health Professionals and Social Care Specialists, through their group of agencies.

See their offerings in our CLASSIFIED ADS SECTION

View our Classified Ads

Free Classifieds by Bravenet.com

Free Trial of New Software for Designing Autism Intervention

2007-02-02T22:20:00.000-05:00

Free Trial of New Software for Designing Autism Intervention

Canadian software company Virtual Expert Clinics (VEC) recently announced that AutismPro, the world’s first online software for autism intervention, is available for free for a limited time in a scaled down version, called AutismPro First Steps.

AutismPro is a subscription-based 9-step program delivered over the Internet. “We have had both parents and professionals excited in trying out AutismPro in order to really understand what it is,” said Cynthia Howroyd, President and CEO of VEC. “They can now go on to our website (autismpro.com) and subscribe for free to AutismPro First Steps.”

The AutismPro First Steps free release illustrates a beginning intervention program for a preschooler with severe autism. “It serves to illustrate a part of the total program,” said Ms. Howroyd, “which includes dozens of video components, hundreds of learning objectives, and thousands of activities designed for supporting intervention with children across the autism spectrum.”

“When families first get a diagnosis the first place they often go to is the web. AutismPro will provide a tool for them to not only gather information initially about their child but it will help them to organize that information and to put together goals and objectives and programming strategies for their children.” Said Dr. Cathy Pratt, Chair of Autism Society of America. “ The other positive aspect of Autismpro is that it will also allow teams to work collaboratively on behalf of these children.”

AutismPro First Steps will be available for a limited time through http://www.autismpro.com/

WhatDoYouHearWhatDoYouSay.com nor it's parent company, Sanchez Inc nor it's affiliates have any financial or business relationship with the above.

Combating Autism Act of 2006

2007-01-13T02:56:00.000-05:00

"For the millions of Americans whose lives are affected by autism, today is a day of hope. The Combating Autism Act of 2006 will increase public awareness about this disorder and provide enhanced federal support for autism research and treatment. By creating a national education program for doctors and the public about autism, this legislation will help more people recognize the symptoms of autism. This will lead to early identification and intervention, which is critical for children with autism. I am proud to sign this bill into law and confident that it will serve as an important foundation for our Nation's efforts to find a cure for autism."

- President George W. Bush, 12/19/06

2007-01-11T06:49:00.000-05:00

Speech-Language Pathologists and Audiologists in the Top 25 Careers for 2007
US News & World Report has again ranked speech-language pathologists and audiologists in the top 25 careers for 2007.

Recent grant opportunities from the U.S. Department of ED

2007-01-04T02:32:00.000-05:00

*******************************************************************
Using Assistive Technology to Support Development and Learning of
Infants and Toddlers with Disabilities, Birth Through Two
(Federal Register: December 19, 2006 [CFDA# 84.327X])
*******************************************************************
Purpose of Program: The purpose of the Technology and Media
Services for Individuals With Disabilities program is to: (1)
Improve results for children with disabilities by promoting the
development, demonstration, and use of technology, (2) support
educational media services activities designed to be of educational
value in the classroom setting to children with disabilities, and
(3) provide support for captioning and video description that is
appropriate for use in the classroom setting.
Applications Available: December 19, 2006.
Deadline for Transmittal of Applications: February 2, 2007.
Eligible Applicants: State educational agencies (SEAs); local
educational agencies (LEAs); public charter schools that are LEAs
under State law; institutions of higher education (IHEs); other
public agencies; private nonprofit organizations; outlying areas;
freely associated States; Indian tribes or tribal organizations;
and for-profit organizations.
Estimated Available Funds: The Administration has requested
$31,063,000 for the Technology and Media Services for Individuals
With Disabilities program for FY 2007, of which we intend to use an
estimated $435,000 for the Using Assistive Technology To Support
Development and Learning of Infants and Toddlers With Disabilities,
Birth Through Two competition. The actual level of funding, if
any, depends on final congressional action. However, we are
inviting applications to allow enough time to complete the grant
process if Congress appropriates funds for this program.
Estimated Number of Awards: 1.

Additional Information: Applicable regulations, priorities, and
other information are available in the Federal Register notice.

Additional information is available online at:
http://www.ed.gov/legislation/FedRegister/announcements/2006-4/121906b.html

Governor's Initiative on Autism Offers $15 Million in Grants to Schools

2006-11-01T00:16:00.000-05:00

FOR RELEASE: IMMEDIATELY
Contact: Kathryn Forsyth, Director
(609) 292-1126

Governor's Initiative on Autism Offers $15 Million in Grants to Schools

New Jersey school districts now have the opportunity to apply
for state grants to establish, expand or enhance their programs and
services for students diagnosed with autism spectrum disorder. A notice
of grant opportunity for the Governor's Initiative on Autism has been
posted on the Department of Education Web site. Applications are due on
Dec. 14, 2006.

"During a time when we are faced with severe fiscal constraints,
we have found ways to protect and support our most vulnerable citizens,"
said Governor Jon S. Corzine, who established the Governor's Initiative
on Autism. "With these grants, children with autism will benefit from
the additional resources aimed at enriching and improving their academic
experiences. I strongly urge educators to take advantage of this new
opportunity."

In the fiscal 2007 budget, Governor Corzine also included an
additional $4.5 million for grants to address other special education
needs. DOE will issue a notice of grant opportunity for this initiative
in upcoming months.

"Governor Corzine has made a strong commitment to serving the
needs of children with autism spectrum disorders," said Commissioner of
Education Lucille E. Davy. "I am confident that these grants will help
ensure that districts that have seen notable increases in the number of
students with autism receive the support they need."

Approximately 7,400 New Jersey children between the ages of five
and 21 have been diagnosed with autism spectrum disorders. Individuals
with autism have marked deficits in attention, imitation, communication,
socialization, and motivation - skills that are the foundation for early
education. In order to address these needs, educators must develop and
implement an early and intensive educational experience to provide
opportunities for all students to learn.

Through the grant initiative, Governor Corzine seeks to address
some of the immediate needs of school districts that operate or plan to
operate programs for students with autism spectrum disorder. Districts
will be able to use these funds for planning and start-up activities, as
well as program expansion and enhancement, including professional
development, program coordination, behavior intervention, parent
outreach, transition planning, and instructional support.

Grant funds have been allocated in three categories:
* $8 million to establish new programs, with a maximum single
award of $850,000;
* $5 million to expand existing programs, with a maximum single
award of $750,000; and
* $2 million to enhance existing programs, with a maximum single
award of $225,000.

The Governor's Initiative on Autism is a competitive grant
program, open to local school districts and regional special education
public school providers, such as special services school districts,
educational services commissions and jointure commissions. A technical
assistance workshop is scheduled for Thursday, November 2, 2006 at the
Holiday Inn, National Conference Center, in East Windsor. Interested
applicants can register online at: http://education.state.nj.us/events/.

The grant program will run for 15 months, from April 1, 2007 to
June 30, 2008.
The Notice of Grant Opportunity (NGO) is posted on the New
Jersey Department of Education Web site at:
www.nj.gov/njded/grants/gropps.shtml.

For the grant application to be complete, the NGO must be used
in combination with the Discretionary Grant Application, available
online at: www.nj.gov/njded/grants/discretionary/apps/.

For more information, please contact the Department of Education
Public Information Office at (609) 292-1126.

INTERESTED IN GRANTS? Contact Dennis Burbridge CPA dennis@dburbcpa.com

2006-01-25T22:53:00.000-05:00

What Do You Hear, What Do You Say

2006-01-25T01:15:00.000-05:00