I know it has been a very long time since I have had the time to post something new and I am sorry, but I have some news! After 14 months of fighting for Preston to get a diagnosis we finally know what is going on with our little guy. A couple weeks ago he was diagnosed with Aspergers by the Alberta Childrens Hospital. It was so refreshing to have some people reconize and accept what has been happening to Preston. They were so kind and great to us and Preston, and very detailed when it come to diagnosing him. He does of course have other symtoms on the spectrum that are not usually found with Asperger children, which is normal they say, and They did find some muscular diffencys that he needs a OT to help with. But in my mind now we can move forward with him and finally get him the assistance he needs to learn to cope with this disorder. I do have mixed feelings about this diagnosis, I think because it is hard for a parent to hear that your child has something "different" about him... but I am also relieved and happy. It is difficult for me to sort out these emotions... I am confused... and unsure which emotion is appropriate. Is it even possible to feel conflicted in this situation... Advice please I'm not sure how to feel!

Well it has been a while since my last entry and a lot, A LOT has happened, therefore this entry is quite lengthy. (10+ pages) TO ARMS TO ARMS (More on My Son Part 35) ... I am loading up and about to let out a battle roar that WILL be heard throughout the school district. I strike tomorrow morn. This will be no sneak attack this will be a full frontal assault. No secret weapon they, have had a full week to see this one coming. They tried to make some last minute attempts to placate, but it is too little too late. One week ago today, I was called to be informed that my son was sent to the principals office. I was called by the Autistic Itinerant (AI). The first week after the last IEP there were no, I mean zero, cases where he had to be removed from the classroom, this is also the week one of the behavior interventionist was on hand the entire week to work with CJ and help teach the other members of the IEP support team how to implement the intervention techniques resulting from the previous IEP. Before this first week had ended I contacted the Director of Autism Services for the County, who was present at the last IEP meeting, requesting the Behavior Interventionist remain for at least another week to help continuing to ease my son through the newly implemented interventions techniques being used to help prevent his meltdown. I was denied being assured that the interventionist's work with team members during the first week should be very adequate... obviously NOT! Excuse me... I digress... during the phone call from the school I was asking the AI what was the difference and she was unable to tell me, I then proceeded to ask for copies of the all the collected data since the last IEP. (During the last IEP it was determined that a number of team members would be observing him and collecting data [some specifically type of data mentioned to be collected include: Scatterplots (refusals, hitting, running); ABC (Antecedent – Behavior – Consequences) chart data; Observation Notes; Data Logs; just to name a few). To make sure my strong desire to get this data was not misunderstood, I left immediately to get to the school by the time my son was let out. (This was kind of a challenge as I take the bus to work about an hour away from his school.) Irregardless, I got to the school and when the AI finally came to the office, all I was provided was 2 sheets of scatter plots, taken over a 2 week period by only 2 team members. Of course, I expressed shock and disappointment. I informed her I expect the remaining data to be sent him with my son the following day. When I got home I put in a call to the school Psychologist to discuss this and essentially was answered with 'I have not personally observed your son since the last IEP, and I do not have all the data compiled yet'. I explained to him I wanted copies of ALL the data being used for the FBA by the end of school Friday. I received NO data the next day. No Data came home on Friday. I spoke with the Director of Autism Services for the County, over the weekend and was told she was meeting with the school psychologist on Monday to review and begin analyzing the collected data. During this phone call I express my concern that not enough data has been collected by the team members for a good analysis, she assures me there has been. Monday rolled around (Note, we are now four days away form the follow up IEP)... and still nothing NO collected data came home. I call her again and am told she will make sure it is sent home on Tuesday. Guess what did not come home on Tuesday. I reach the school psychologist and tell him I expect copies of all the data to be at the school, when my wife drops him off, for her to pick up. He says it will be ready. Surprisingly, it is ready when she drops him off in the morning. All 15 pages (sarcasm): 2 were copies of the disciplinary ref feral to the office forms; 3 pages of the scatter plots I already got the previous Thursday; 2 pages of 1-2 sentences of notes spanning from the beginning of school, until the day before, taken during his time in Speech; 2 pages of behavior notes spanning a single day (I expected a lot more of these; also could not help but notice the date on the these notes was just this past Monday, after I asked for the notes on the day the information was supposed to be analyzed); 1.5 pages of notes taken over a ½ period by the psychologist on a day 2 weeks before the first IEP; 2 more scatter plot; 2 pages were double copied. Over half the data was from a period before the IEP in which we discussed data would be taken, so I expected a lot more data from the weeks following the first IEP. I was so disappointed. I called the Director of Autism Services for the County, and even though she admitted on the phone there was not a lot of data, no ABC data, and definite inconsistencies among the team members who did collect the data there would be enough for a good analysis and she would send me a copy of her report by the evening via email. 11:00 that night rolls around and I get a call from her, to discuss why she has no finalized report yet. We also again discuss the inconsistent data collection techniques and the overall lack of data, especially form the time period following his first IEP. Several times she agreed with me and finally asked me “So do you want me to come down on the school psychologist since he is supposed to be in charge of the FBA?” I was shocked she said that, I did tell her I am not asking her to come down on anyone, because if she did that then whoever was supposed to be overseeing his data collection should be gotten onto as well (this would have been her). I did tell her I fully expect the lack of data and inconsistent data collection to be addressed during the IEP on Friday, and I will do it if she does not want to. I also told her I have a list of questions I want answers to prior to any other discussion at the IEP. I told her I feel like we not only wasted time, but also almost 4 weeks of my son's education & opportunity to learn. That when just 3 years ago, when he was in the ECD program at the school, his teacher submitted his casework as a highlight of progress to a National Study of ECD Programs. So my question to her is what broke? (Please feel free to go back and read my previous blogs and compositions heralding the phenomenal teaching skills of his ECD teacher.) She also told me she is picking up a Behavior Consultant, contracted through the county to assist and advise them with their autism services for the county schools, from the airport and wants her to observe my son with a fresh perspective and get their input before finalizing her report. I informed her she picked a bad time to do that, since the next day (now today) his class is on a field trip. The field trip was not until 10:00, so she assured me he would be observed before 10:00. My wife thought this was good, but by now, most of my faith in the support team was like trusting Hugh Hefner not to take Viagra. I googled the name of the consultant and found nothing but what seemed like major credentials and positive testimonials from a number of different sites. I am going in not only loaded for bear but for mutant, ninja bears from outer space. But I am not going in alone, my advocate, who I forwarded all the collected data to as well, is incredulous and just as mad at the poor quality & quantity of data collected since the last IEP, said he would be there with me knee deep in the sewage of a mess. That was my original intended post....intended to be posted on October 22nd the night before his IEP things changed.... The morning of the IEP, at about 6AM (less than 3 hours before the IEP) I received emails with tons of data collected, the whole smash: ABC Charts, Scatterplots, detailed data logs, Behavior Assessments... mountains of data.  This was bad for me, not having to deal with this before I quickly recognized it was way more data than I could process and analyze, and understand in just a few short hours.  I forwarded everything to our advocate and printed a few copies.  I headed to the school early, hoping to have some time with the advocate prior to the IEP.  I arrived at the school just as the advocate did.  He did not have a chance to check his email that morning so had no idea about all the new information until I handed him the printouts. He eagerly sat down and began to pour through the data, a few minutes later the coordinator for the county's autism services walked up and handed us both a new piece of data. The results of a Functional Behavior Analysis conducted by her and the consultant over a period of about 90 minutes the day before. When I told him the name of the consultant he was excited she conducted the analysis. I was not impressed, still angered that all the data I got that morning via email had not made it's way to me earlier after a full week of requesting all data be turned over to me in time for me to review. I have to admit I question the authenticity of the data since all of it came within days (in some cases hours) before the IEP. Seemed strange it took them this long after initially being requested.   Based on this significant turn of events, I will shamefully admit I was overwhelmed. Due to work obligations my wife was unable to attend this IEP. When the IEP began an agenda was passed, not that we have followed any agenda in any previous IEP nor adhered anywhere close to the prescribed timetable on the agenda. I expressed my immediate concern over the delay of all the data, and felt that the team members were not communicating with each other in regards to my son's behavior in between their sparse observations, sparse as indicated by the dates on their observation notes. At any rate the meeting proceeded with each member giving overview of their observation notes and talking about my son's behaviors. As the each told of their observations I was having a new picture painted for me. A nightmare for any parent, a painting of my son I did have never seen, did not know, dared not to imagine. I began to break... knowing it was better for me to talk only as mush as absolutely needed. Unable to discharge the verbal volleys I had planned so carefully the night before. Relying more heavily on the advocate than I intended. They also discussed how he is currently testing below the average skills for a first grader and fear this would only degrade further very quickly unless his behavior is addressed very quickly. After all this an option was laid out before me, he could be moved to a different school with a «program» to handle children with behavior issues. A self contained classroom with only 5 other students, the teacher of this class would be instructed and trained in a protocol being recommended by the Autism coordinator and the consultant. A protocol, which was not even in the room. It would be emailed to me that afternoon when the coordinator returned to her office. The coordinator had to leave the IEP meeting early for another obligation, but left with saying she would «support any recommendations made by the team. » A very key phrase that my advocate took to heart... and later so would I. Being very subdued, shocked and overwhelmed by this time, I was close to completely breaking down in front of them... I didn't... but did refuse to be painted into a corner and accept just self contained classroom option. It was decided that my wife or I would visit the program in the nearby school within the next 2 weeks before any other decisions or actions would be made. It took the last bit of voice I had left to thank his teacher and let her know we appreciate all her continuing patience and efforts. End of IEP.   Outside the school, I walked with the advocate toward the parking lot. Almost there I asked him «What are all of our Options? » Letting him know I found it hard to believe they were talking about my son. I did tell him we would be relying heavily on his recommendations. He told me that if he were I and was forced to make a decision right then and there. He said it would be simple... He stays HERE in this school, they helped to create the problem, by at the least not recognizing this problem coming since he had been at the school for three years prior and taking the necessary steps at the first signs to prevent it from escalating to where it is now. That and moving him to a completely new environment would hamper or at best delay any change in behavior. It would be too much of a break from his routine before any progress if any would be seen.   We set up a time for the advocate to come observe our son during some of his home ABA therapy and to meet him the first time.   The following Thursday morning my wife met with the county Autism Coordinator at the self contained classroom. Unfortunately due to work I was unable to accompany her on the visit. There were 5 other students: 2 - 5th graders, 2 - 3rd graders, and 1 other first grader. All on different curriculums. None with Autism. My wife thought the teacher was very nice and seemed to have a good handle on everything in the classroom; it appeared there was very little to no social interaction among the students. We felt it was not a good option for our son, let alone the first option.   That same afternoon was the observation and visit from the advocate. He observed our son during for the last half of his home ABA therapy and then we all discussed the best option. We came to the agreement that some behavior protocol had to be implemented very soon and we would be willing to try the protocol outlined in the document provided to me by the Autism Coordinator, but wanted the it implemented at his current school, by all the resources and members of the team. He was happy that my wife visited the other program saying it would demonstrate due diligence on our part. I asked him if we would do most of the talking on our behalf during the meeting, fearing I would either lose my temper or make a wrong, impulsive decision. He agreed, but he wanted to make certain we thoroughly understood all of our options and he thoroughly understood out desires and positions. Lengthy discussion followed. As mentioned in an earlier entry we all agreed his Autism Itinerant at the school should be removed from the team. Our new plans were laid out.   5 days later the next IEP.   Our IEP meetings had steadily increased in terms of attendees the past 3 times and this was no exception. Some new players... I had assumed that the County Autism Coordinator was as high as we could go in this matter... I was wrong attending this meeting would be a Dr who was over the Special Needs program for the county (a higher umbrella under which Autism Services Coordination fell). And a representative from the new organization we would be receiving his home ABA Therapy services from. [Not sure if I mentioned in previous entries we were switching therapy service providers.. I will have to check and if not that would make a good subject for a future entry.] Trying to keep this entry only long instead of obscenely long, the first third of the meeting was the team seemingly trying to convince us of the self contained classroom option. When my wife finished relaying her observations and our concerns of the self contained class option, she had to leave the room to calm herself from having an anxiety attack. As she was sitting directly beside me and was watching reactions from the other people in the room and taking notes on their responses I did not see this and just assumed she was going to the restroom. The Dr did get up and follow her out, but I still did not pick up on anything wrong, because in meetings when one person gets up to relieve themselves other see it as a good opportunity to as well. Some discussion did continue when they were out of the room and finally the advocate began to control the conversation more. Saying that we wanted to review other options and cease discussions on the self contained classroom at this point. The Dr. Who came back in the room by this point agreed and discussion began on how to implement a behavior plan here at his current school. The advocate was quick to point out that the Autism Coordinator at the last meeting assured support of any decision of the team. It was determined that the behavior protocol we were provided since the last IEP could not be implanted unless in the self contained classroom. So a new one would have to be developed. His IEP is being rewritten almost from the ground up, his resource times are being increased again, and his teacher has been assured extra and additional support in the classroom during his times of inclusions in regular education instruction. [{1*} God Bless his teacher and her efforts... more on that a little later.] His future home ABA Therapist spoke up with numerous ideas on how to get his behavior under control [(2*) I just realized I had not gone into detail about the apparent underlying cause of his behavior more on that to come as well.]. His new ABA Therapist used to be a school teacher and behavior pathologist in a neighboring school district before deciding to during this outside of the ditrctict's employ. Ideas for improving and behvaior adjustment begainto take shape. The new IEP is being drafted and another meeting will be held to review it and make sure ALL the team members are on the same page and receive training and resources need to be consistent at all time when working the new protocol to adjust his behavior.   {1*} Our son's 1st grade regular education teacher. We'll go with Ms. L. She also has a special needs son. Not sure what the special need is, but it is not our place to ask. With the behavior described to us by the IEP team, Ms. L must be on the candidate list for sainthood or beatification at least. She really is taking efforts for our son to heart and it shows. I am sure he stretches her patience and compassion to it's very limits. Following the last 2 IEP meetings, when we make it point to thank her and reassure her we know she is doing all she can you can tell she is holding back tears and barely hear a soft «Thank You». She took off the day after the most recent IEP. {2*} Our son's behavior. All the data, assessments, & analysis while it first seemd to indicate our son was exhibiting «attention seeking» behaviors, the recent barrage of information seemed to indicate our son's was exhibiting «controlling behavior». Things being done on his terms. A good example of this, is this past weekend while we were preparing for a Halloween Party we bought him 2 accessories for his Power Ranger costume. He got one reight away but told him he had to help us get ready for the party to earn the second one. We asked him if he wanted to perform 10 or 15 helping tasks. He asked for 12, at first I thought it was compromise, but after hearing about his other behaviors at school I realized HE picked the number, not choosing either option we gave him. At shcool if they asked him to sit at the desk he would go stand in the corner, if you put him in time out in the corner he would go sit at the table. There were numerous examples of this type of behavior demonstrated by the collected data. So now everyone agrees that he always wants to exert some level of control over his actions. While this can be seen as confidence later in life is not so great right now and hurting his socialization and academics.   .... WOW, before I could even finish this blog entry my wife called me on the phone crying... He is being suspended for a day (the next day) for hitting another student and his teacher (we latyer found out that he hit his school ABA therapist, not his teacher). Now do not misunderstand me, these are very, very serious disturbances. I definitely understand the need to remove him from the classroom. The last IEP meeting, the team agreed to the parents being called for «out of control» behavior. My first though, is that we all know we are working to put a behavior plan in place can and is this an appropriate action since a Behavior Plan is being put in place? We contacted the advocate and his thoughts are similiar to mine: «Why suspend him now for behavior he has already exhibited in the past, and this action was not perceived as necessary?» Well, I contacted the Special Needs supervisor (the Dr. As refferred to above). She seemed very concocerned to learn that he had 'hit' people before, but could not answer my question; rather, she continued to impress on me how serious a 'hitting' offense is and should be dealt with. I could not help it at this point and asked her if she was familiar with my son's situation, of coures she said she had and said she was at the last IEP meeting. I then reminded her that information is documented and was even presented during that meeting he had 'hit' in the past. She then just proceeded to tell me she cannot override a suspension, that power is reserved to the school principal almost exclusively. Seeing this was going nowhere I went to my second question: «Where was the aide that was suppossed to be in the regular education room with my son?» I was told that it had only been 2 days since this was decided in the IEP and it would take some time to make this happen, due to staffing. This is where the conversation just got incredulous to me.   I asked her, if I could fund, from my pocket, an ABA Therapist to be in his regular education class for at least 1 hour a day to help him, and take some pressure off the teacher. This would only be temporary until they got one put in place. ...   Dr> No. Me> How long will it take for y'all (hey, this is acceptable vernacular down here in the South) to get one place. Dr> A few days at least at most a few weeks. Me> I told her I do not understand, here you have two parents very concerned and involved in their son's education and school; the school (individually and county wide) is always clamouring for help and parental involvement; yet, we are being told no we cannot do that. Dr.> The person must be on the County Schools Payroll Me.> Y'all have told me in the past I can have an ABA Therapist come observe correct. Dr.> Yes Me> Why don't we schedule the observation for that time. Dr.> We could not have an observer every day and that person would have to strictly obervse and could not assit with our son. Me> Ok, let's make sure I understand, even if you would let me put an observer in there, if she saw my son about to have a meltdown, she could not intervene and possible prevent it, is this waht you are saying? Dr.> Correct. Me> Do you realize how strange that sounds? You will let me put someone in the classroom on occasion to observe, but under no cicrumstances intervene, even if they saw his behavior getting to a pont that may cause him to want to hit someone. Dr.> Correct. Me> That is like saying lets saying we think a fire may start here so come watch, if it does do not help prevent nor put it out... where is the logic here? Dr.> We are trying to do what is best for your son as well, it will just take some time to put in place --then we had almost a repeat of the above conversation... me offering to pay to put someone in the classroom to help but being told that I can do that.   In the end she told me she would cancel her morning meeting and go to the school to look into what happened and work with the Autism Coordinator to get something worked out. She would call tonmorrow as soon as she had more information.   She did call the next afternoon and said she had made a resource available and the IEP team each underwent some 1 on 1 training with the Autism Coordnator with a proven protocol, so everyone would implement the same techniques qhen working with our son.   Still, the conversation from the day before bewilders me.   Now, today is his first day on this new protocol. I take the morning off from work and join my wife in dropping him off at school. We spent the weekend reviewing with him that in the morning he will go to Ms. C's class instead of his usual Ms. L's class. He seems ok with that. We walk him in the school and he shows us where Ms. C's class is. As he walks in she stops him at a blue line taped on her floor and tells him this is where he removes his bookbag and coat and tells her “good morning” before proceeding to put his things away and begun his morning work. He is a little confused by this at first and when my wife and begun to repeat and explain the instructions to him Ms. C interupts us and explains that this is her classroom and it is very important for him to understand that she is in charge of the classroom. A little taken aback, but glad to see a new approach is being taken with him from the start. We say we understand, tell him goodbye and leave the school. Now everytime my cellphone rings I dread hearing the school principal or worse my wife in tears. More than a 100 short prayers escape my lips during his school hours.   All Aboard!! (More on My Son Part 36) Well, so here we are 5 days into the implementation of the new protocol. We have been receiving daily behavior reports which have shown some level of improvement over the course of the week. An exception being Tuesday when we were called to come remove him from the school, because he “head-butted” a teacher. To be more clear on this... one step in the behavior protocol, is that if he refuses a hand over hand prompting method is used. Turns out when the autism resource tried this he slung his head back and the back of his head caught her in the chin. While no doubt his intention was move her head from being so close behind his, I am not sure if he intention was to hurt her or protect his personal space. We all know sometimes encroaching on a autistic child's personal space without at least letting them know at first is not always s a wise idea. Hence the school considered it his intention to hurt and strike a teacher and thus he must be sent home. Turns out it was about 2 days later before the details explained above was made known. Anyway fast forward to today, it is my Friday off, so I get to take my son to school, truly one of the joys I look forward to. As I walk him to his classroom, and let him go in alone , I here him removing his coat and telling Ms. M “good morning”. Then I hear him say “wait, I need to tell daddy something.” He pokes his head out of the classroom door and says ”Daddy you have a good day too and go on back to your truck.”. I walk away with a proud smile on my face and full of hope for the day. Well that feeling lasted as long as it could, until I reached the office and the principal saw me and asked if I had a few minutes. She led me aside into the conference room and told me she expected yet another IEP meeting will be called within a week. I was surprised and asked her why. She told me that a few members of the IEP team were not happy with the revised schedule for my son, did not think it was working and wanted to pursue other options. She was also concerned about the liability for her and a few others, in light of recent events in a nearby town where 4 faculty members at another are being charged with abuse of an autistic student. (In that case form what I understand a special needs teacher was seen pulling the child by their hair across the room and forcing them to sit in a chair at the table. The other three were accused of trying to cover up the incident, the teacher supposedly even going so far as telling the arresting officer “What happens in the classroom, stays in the classroom”.) His principal was also concerned that marks mught be left on him during times when he has to be physically removed from the classroom, such as yesterday when he refused to do his work and crawled under the table and started screaming while the other students in the class looked at him terrified, and she was scared they might be thinking 'why are they hurting him'. Trying to address her concerns in order, I reminded her that their first two proposals concerning sending him to a self-contained classroom at a different school were given time frames of 6 week to 3 months respectively, and here people seemed ready to give up after less than a full week of implementing a new protocol, and even then not every member on the team was doing so yet, which was required as of the last meeting. I mean we just received the Behavior Intervention Plan (BIP) this past Tuesday! I pointed out that by looked at the behavior sheets over the past showed improvement and with one teacher in particular the numbers were astounding, by comparison. So why can't the other members talk to that one teacher and see what she was doing to make it work so well. She tried to explain that , that specific teacher had a lot more extensive experience in behavior techniques whereas the other did not and it was also understood when that specific teacher came to work at the school, it was understood behavior for special needs would not be her primary job. At this point I decided the best I could do was get out of there before telling her what I though of her weak and lame responses, and how inappropriate it was for her to even bring up the other news incident in comparison to my son and how it was an obvious sign in the lack of faith and professionalism she had in herself and her faculty. My only response to her was to say, “We can discuss all this at the next meeting if we have one.” as I turned my back and walked out of the school. When I get home, I put a phone call in to our advocate, who re-affirmed my thoughts on the meeting and also confirmed my intentions to contact the county autism coordinator and even a little higher Dr. G (over special needs in general) and relay my feelings and thoughts. I had to leave a message with the autism coordinator, but did reach Dr. G. I explained to her that I feel efforts are still underway to pressure us to remove my son to the self contained classroom program at the other school and that as of now I do not even consider that option in the same room, let alone on the table and do not want it discussed any further in any manner until we have exhausted our current plan and even a few other options. I told her how the principal also assured me if the plan failed it would not be by lack of their efforts, yet she was ready to call an IEP to discuss other options after less than a week. If she felt her staff was not adequately trained to carry a plan they all agreed to just a week ago, then her focus should be to get the faculty and better trained. Dr. G explained to me that principal's often take always their concern for their facutly and school as an utmost priority and have learned in the past removing a problem they deem as a suitable, and realistic solution. I told her if that worked for this principal in the past it is a very sad and disturbing estimation of their problem solving ability and devotion to teaching. I told her I expected everyone on the team to be on board with implementing the current plan or remove them from the team. I also told her that I understand certain methods and protocols are in place and approved by the county and state as appropriate for removal of students from the classroom, therefore the principal need not be concerned if the staff followed those rules. I continued by telling her I understand small adjustments might need to be made and I still definitely want to be informed when they are, but did not feel like another meeting was needed yet as this one has not been given a fair shot, by a unified and devoted team. She informed me that his Autism Itinerant had already been replaced. She also assured me I would hear from the Autism Coordinator within the hour and she would personally contact the principal in regards to this matter at once and that she is taking this very seriously. She also agreed that bringing up the events that occurred in the other county was not professional. True to her word I received a phone call from the Autism Coordinator, she offered to meet that afternoon at the school to explain the protocol to me and his home ABA Lead Therapist if she could attend. (This meeting was canceled earlier in the week because the Autism Coordinator was not available, but after talking to Dr. G this morning she was able to change her schedule to make it happen.) She also told me there there would be a slight change in his schedule to minimize the number of different adults working with him throughout the day. Hopefully this would reduce his anxiety and apprehension. When I found out who it would be reduced to, I was pleased and hoped for continued improvements. She also gave obvious hints as to the faculty that was complaining, but asked me not to mention to anyone at the school this afternoon in regards to the reduction of staff interacting with him, until she had worked out the details. When arriving at the school that afternoon for the meeting, the principal asked the three of us as we were walking into the conference “did we have a meeting this afternoon?” I chose not to answer and let the Autism Coordinator respond. So now here we are another fresh new week, with yet another slightly adjusted behavior plan for my son. God Bless and prayers continue at least a couple of times an hour. **This blog may not reproduced or re-distributed without the expressed written consent of the author.

I need a little advice on WHY the ORS (Office of recovery services) is taking ALL of my child support ($360 mo) plus an extra $180 from me! I am completely broke! The hospital say they are not collecting any money from me. I don't understand!!!! HELP!

Hi all, I read this article this morning and thought to share, it has some really helpful tips in detoxification. I am Mexican, so I do consume fresh cilantro a lot, however the only way that sometimes I can get my son to consume it is by making him some 'Guacamole'. He has to look at me make it though, and then I take advantage and add as much cilantro to it as I can while I blend it with the hand blender, I am not sure why, but Hendrix loves to watch me make it and that's the only way he will actually eat it... Anyway here is the article, enjoy :) (NaturalNews) Heavy metals are extremely toxic to human neurology. Mercury, lead and cadmium all contribute aggressively to the deterioration of neurological function. Fortunately, there's a simple, natural way to detox your body and remove these toxic substances from your tissues. The solution is cilantro. It's that magical-tasting herb often used in Mexican food recipes. As it turns out, cilantro not only taste great, it also binds to heavy metals and helps remove them from your body. Below, we're collected some important research on this remarkable ability of the cilantro herb. Read them all to learn more, then whip up your own delicious recipes using raw cilantro in your own kitchen! Food, after all, is really potent medicine. You can also purchase cilantro liquid extracts from places like Baseline Nutritionals (their product is called "Metal Magic") or other vendors of quality superfood supplements. Cilantro removes heavy metals Supplements helpful in the detoxification process include: cilantro, Vitamin C, selenium, garlic and others. Eating a clean diet, free of pesticides and hormones, is a must for a detoxification program. I encourage my patients to eat whole foods, with adequate amounts of protein. Eliminating the "whites"-- refined sugar, refined flour, and refined salt will help any health condition and help any detoxification program. The glycemic index of carbohydrates can be a helpful guide on which carbohydrates to eat and which to avoid. - The Miracle of Natural Hormones by David Brownstein Add cilantro to meals; it can help remove heavy metals. Add dark green leafy vegetables, which contain chlorophyll, a helpful detoxifier. Get curcuminoids from spices such as turmeric. Try herbal detoxification teas containing mixtures of burdock root, dandelion root, ginger root, licorice root, sarsaparilla root, cardamom seed, cinnamon bark, and other herbs. - Ultraprevention : The 6-Week Plan That Will Make You Healthy for Life by Mark Hyman, M.D. There are several natural chelation products that use only the cilantro and chlorella to extremely positive effect supporting the basic premises being put forth here. The addition of ALA brings in the leading work of Dr. Andrew Hall Cutler, who is one of the world's leading experts on mercury detoxification. His extensive and successful use of ALA has won him a large devoted audience. - Transdermal Magnesium Therapy by Mark Sircus Metal Magic is made from two simple herbs: cilantro and chlorella. Alone, each of these has the ability to bind with heavy metals, and together they make a very powerful metal detoxification substance that can literally pull mercury, lead, cadmium, and other heavy metals right out of your body, thereby sparing your body the damage that would normally be caused by those heavy metals. This is potentially a life-saving product, and it can certainly save the health of a fetus, if you happen to be pregnant or you plan to have a pregnancy in the near future. - Natural Health Solutions by Mike Adams Eat more foods that contain Vitamin C, such as the supergrain Chia, or red-colored fruits and vegetables, for about ten days. Use cilantro leaves and green leafy vegetables in every main meal to help clear mercury and other metal deposits from the body. Drinking several cups of Pau d'Arco (Lapacho) tea per day, or taking four capsules of its extract three times daily for two weeks may greatly assist you in the detoxification of the blood, liver and kidneys. - Timeless Secrets of Health & Rejuvenation: Unleash The Natural Healing Power That Lies Dormant Within You by Andreas Moritz Since 1 couldn't afford $9,000 for those treatments, I intensified my detoxification program by taking in more wheatgrass, the sea vegetable chlorella and cilantro, reputed to be a good heavy metal chelator. Fasting is also effective at reducing the body's toxic burden. Third, make sure you get enough sleep. Studies show that people who don't sleep enough have intensified appetites due to a lack of the hormone leptin. I have also found coconut oil or butter to be extremely helpful in burning fat. Coconut oil contains medium chain fatty acids, or triglycerides (MCTs). - The Live Food Factor: The Comprehensive Guide to the Ultimate Diet for Body, Mind, Spirit & Planet by Susan E. Schenck As you can see from the following recipes, I adore cilantro! It is said to be a good heavy metal chelator to aid in detoxification. I put an entire bunch of it in almost anything that is not a dessert. Feel free to reduce the amount. You could also use parsley or your own favorite herb as a substitute. When I first started preparing raw dishes, I omitted many of the fresh herbs because I didn't want to pay two dollars for some fresh organic herbs when the recipes called for so little of them. - The Live Food Factor: The Comprehensive Guide to the Ultimate Diet for Body, Mind, Spirit & Planet by Susan E. Schenck We helped him detoxify from this mercury poisoning with foods such as kale, watercress, and cilantro; herbs such as milk thistle; nutrients such as selenium and zinc; and chelating medications that helped him overcome his genetic difficulties getting rid of toxins. We lowered his cholesterol with diet, herbs, and exercise. We lowered his homocysteine with high doses of folate, B12, and B6 to overcome his weak MTHFR gene. And we added an extra, special form of folate called methyl folate, the active form that bypasses the ineffective gene. - The Live Food Factor: The Comprehensive Guide to the Ultimate Diet for Body, Mind, Spirit & Planet by Susan E. Schenck Initial studies indicate that fresh cilantro may be extremely effective in helping flush heavy metals out of the blood. Taking 400 mg of cilantro a day can pretty much clean heavy metals out of the body in just 2 weeks. Dr. David Williams has a great recipe for cilantro pesto in his June '98 Alternatives newsletter. Process one cup packed fresh cilantro and six tablespoons of olive oil in a blender until the cilantro is chopped. Add one clove garlic; a half cup almonds, cashews, or other nuts, and two tablespoons lemon juice. Blend to a lumpy paste. (Add a little hot water if necessary.) - Whole-Body Dentistry: Discover The Missing Piece To Better Health by Robert C. Atkins MD Cilantro stimulates the body's release of mercury and other heavy metals from the brain and CNS into other tissue. Cilantro's postulated mechanism of action is to act as a reducing agent changing the charge on the intracellular mercury to a neutral state allowing mercury to diffuse down its concentration gradient into connective tissue. - Transdermal Magnesium Therapy by Mark Sircus The amount of cilantro varied by individual because some subjects did not like either cooked or raw cilantro, but the researchers found that cilantro worked synergistically with antibiotic drugs and rapidly reduced symptoms and infection. They also found that cilantro accelerated the elimination of mercury, lead, and aluminum through the urine. They hypothesized that certain infectious organisms somehow use mercury or lead to protect themselves from antibiotics or that deposits of heavy metals somehow make antibiotics ineffective. - Disease Prevention and Treatment by The Life Extension Editorial Staff Organic foods decrease the toxic burden that pesticides cause. Cilantro, parsley, dark leafy greens help to bind up toxins, such as heavy metals, for excretion. Goat milk, yogurt and cheese are more readily digested than cow dairy products. Rice and soya milk are alternatives to goat or cow milk. Cottage cheese and plain cow milk yogurt are acceptable. Oatmeal, buckwheat, quinoa and brown rice are healthy grains that do not contain gluten. Sometimes oatmeal is cross-contaminated with wheat, which contains gluten. If you are a celiac, be careful with oats. - Your Drug-Free Guide to Digestive Health by Heather Caruso Oral chelators such as zeolite, cilantro, chlorella, the sulfur amino acids - methionine, cysteine and cystine - plus all sulfur containing foods, are preferred from a strictly natural health point of view. Exercise that produces perspiration, saunas, and steam baths in combination with the foods indicated above, are also helpful in eliminating heavy metals. Synthetic chemicals and their combinations pose a serious threat to health. It is reported that 80,000 chemicals are in use today, and that this number increases yearly. - Conscious Health: A Complete Guide to Wellness Through Natural Means by Ron Garner The essential oils of cilantro are considered to have antifungal and antibacterial properties (Omura et al. 1995; 1996). In studies at the Heart Disease Foundation (New York), Omura et al. (1995; 1996) found that antibiotics used to treat infection were not effective in the presence of heavy metals such as mercury and lead. These metals appeared to coexist with infections such as Chlamydia trachomatis and Herpes simplex, as well as with cytomegalovirus and other microorganisms, including viruses responsible for cancer. - Disease Prevention and Treatment by The Life Extension Editorial Staff Buzz up!4 votes About the author: Mike Adams is a holistic nutritionist with a passion for teaching people how to improve their health He is a prolific writer and has published thousands of articles, interviews, reports and consumer guides, impacting the lives of millions of readers around the world who are experiencing phenomenal health benefits from reading his articles. Adams is an independent journalist with strong ethics who does not get paid to write articles about any product or company. In 2007, Adams launched EcoLEDs, a manufacturer of mercury-free, energy-efficient LED lighting products that save electricity and help prevent global warming. He also launched an online retailer of environmentally-friendly products (BetterLifeGoods.com) and uses a portion of its profits to help fund non-profit endeavors. He's also the CEO of a highly successful email newsletter software company that develops software used to send permission email campaigns to subscribers. Adams volunteers his time to serve as the executive director of the Consumer Wellness Center, a 501(c)3 non-profit organization, and pursues hobbies such as Pilates, Capoeira, nature macrophotography and organic gardening. He's also author of numerous health books published by Truth Publishing and is the creator of several consumer-oriented grassroots campaigns, including the Spam. Don't Buy It! campaign, and the free downloadable Honest Food Guide. He also created the free reference sites HerbReference.com and HealingFoodReference.com. Adams believes in free speech, free access to nutritional supplements and the ending of corporate control over medicines, genes and seeds. Known as the 'Health Ranger,' Adams' personal health statistics and mission statements are located at www.HealthRanger.org

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(Note: You may need to alter the gender references in the letter below if your child is a girl. The note is written using "he.") A letter for your school principal (and nursing staff) From: (Your name here) Date: (Insert date here) RE: Request for NON-vaccination of my child (insert child's name here) Dear Principal Johnson (and the nursing staff), This letter is to inform you that as a parent of a child in your school, I do not consent to any H1N1 (Swine Flu) vaccination of my child, (insert child's name here), and that if my child is subjected to such a vaccine without my permission, I will consider that a gross violation of not only my parental rights, but the civil rights of my child. The H1N1 swine flu vaccines currently being given to schoolchildren in America were approved by the FDA using an unlawful waiver that allowed the vaccines to be approved with absolutely no credible scientific testing. No adequate safety or efficacy testing has been conducted on any of the swine flu vaccines, and those children who are being injected with the vaccines are being treated as human guinea pigs. H1N1 swine flu has also turned out to be so mild that it can be easily overcome with a healthy immune system aided by healthy levels of circulating vitamin D. My child takes vitamin D supplementation and therefore has an extremely healthy, active immune system that can easily mount its own antibody response against swine flu or other forms of influenza. Because of his immune system health and nutritional regimen, my child poses no health threat as a "carrier" of the swine flu, even without being vaccinated. As a parent, part of my responsibility to my child is to protect them from potentially dangerous chemicals or unproven medications that may cause neurological side effects. A previous batch of swine flu vaccines in 1976 are now known to have caused Guillain-Barre Syndrome (GBS), a serious neurological disorder that can cause paralysis or death. The risk of such side effects may be small, but they are permanent and not worth the claimed protection against a disease that, according to CDC statistics, is many times less virulent than regular seasonal flu. Please make note that my child is not to receive any vaccinations without my prior written consent, and that if my child is subjected to vaccines of any kind without such permission, I will immediately seek legal counsel in an attempt to hold your school responsible for all long-term medical costs potentially associated with the vaccine side effects. I will also sue for violation of my child's civil rights. Should such a scenario unfold, I also plan to go public with this story at both the local and national levels in order to bring increased awareness to this gross violation of parental rights. A copy of this signed and dated letter will be made available to the press to prove that I clearly and specifically requested my child NOT be vaccinated. I will also be happy to provide this documentation to whatever state regulators or law enforcement investigators may become involved at that point. You may avoid all of this by honoring my request to safeguard my child from any and all H1N1 (Swine Flu) vaccines being given at your school. Regards, (Your name here) (Notary stamp here) Final Note: If your child is violated with a vaccine without your permission, please contact NaturalNews so that we may bring awareness to your story (if you wish). Your credibility will be greatly improved if you have a signed, notarized and dated letter (along with proof of mail delivery) stating your desire to avoid having your child vaccinated

Got a notice from Madera Unified last night stating that the schools here in town will be holding H1N1 clinics every evening and on Saturdays too...I wrote back on the consent form in huge black letters ABSOLUTLY NOT!!!! What are they thinking.,,THIS IS STILL A FREE COUNTY AND I MAKE THE CHOICES FOR MY CHILD.

#1 Vitamin D activates your immune system to respond to any viral exposure (not just one virus). #2 Vitamin D naturally belongs in your body. #3 Vitamin D has been functioning as medicine in the human body since the beginning of the human species. #4 Vitamin D is available right now and there's no shortage of it. #5 V......itamin D won't cause your brain to swell and put you into a coma. #6 Vitamin D doesn't require an injection with a scary needle. #7 Vitamin D is found naturally in many foods such as sardines or salmon. #8 Vitamin D has a perfect safety record. No one ever died from consuming it. #9 Vitamin D is affordable. You can even get it for free (from sunlight). #10 Vitamin D doesn't contain viral fragments from diseased animals (like vaccines often do). #11 Vitamin D doesn't contain thimerosal or other chemical preservatives. #12 Vitamin D doesn't need a warning sheet describing possible side effects. #13 Vitamin D doesn't hurt your arm when you take it.