Wall Street Journal Article

[Guest guest]

I, too, went on the antivirals for several months, and didn't really have

postitive effects, though I am convinced Lerner is on to something with the

viral cardiomyopathy theory, and I do have the holter monitor abnormalities

he studies. I'm looking into chlamydia pneumonaie now, which can also damage

the heart tissue.

Please let us know more about the WSJ article.

Peggy

[Guest guest]

Does anyone know if the WSJ published follow-up letters to the Lerner

article? I thought they might, because I wrote the author of the article and

he wrote back a couple of sentences saying he was amazed by the volume of

responses. Just curious. If anyone does know, could you print them here? I

want to closely follow the Lerner stuff.

[Guest guest]

EAting just prior to going to bed seems to promote this. I avoid eating for

a couple of hours before I go to bed...

Mikee

In a message dated 1/14/2005 2:58:27 P.M. Eastern Standard Time,

Lhanno@... writes:

To ALL, there was a lengthy article published on the front page of the Wall

Street Journal on Friday, January 14, 2005 regarding Dr. Rutledge and the

minigastic bypass. The main point of the article seemed to be the increased

risk of bile reflux and eventually cancer. This really concerns me because

I know that I do suffer from this. I also know that I can control the

effects of reflux by what I eat and how much I eat. Knowing that there

could be an increased risk of cancer, I will certainly control my diet more

instead of thinking that I can eat anything I want. I'd love to hear from

others after you read this article. Thanks, Lori H

Dr. Rutledge 4/23/03

5'2 "

205/now 123

[Guest guest]

Dear Fellow Sufferers,

I had thought you all knew about the Wall Street Journal Article " Court of

Opinion: Experts Wear Two hats " Etc.

I also thought you had the CT Physician's Guide to mold illness.

So now you will find both these files in the files area.

Stensrud

[Guest guest]

,

Thank you for uploading these to the files. But they both have been

posted to the board many times. Any other files you would like to

upload you are more than welcome.

KC

--- In , " stenjess " <stenjess@...>

wrote:

>

>

> Dear Fellow Sufferers,

>

> I had thought you all knew about the Wall Street Journal

Article " Court of Opinion: Experts Wear Two hats " Etc.

>

> I also thought you had the CT Physician's Guide to mold illness.

>

> So now you will find both these files in the files area.

>

> Stensrud

>

>

[Guest guest]

I think a lot of times parents go along with the IEP

recomendations, as the educators are the " experts " in

educating children. However there are so many chidren

with so many different disabilities that the teachers

and administrators are NOT educated on. I think it is

so important that each and every child's teacher be

brought into the loop and educated. Parents know

thier child better than anyone else and can be very

instrumental in educating the teachers. It is not

enough to say this child has autism and is prone to

outbursts or aggression and our IEP states that the

child be given such and such provision in the case

of... I promise you that does not help the general

education teachers one bit. I have sat in on several

staff meetings and IDT meetings where several teachers

beg for help. They love the children but don't know

how to help. They need more specific details of what

does it mean when you say your child is autistic? We

all know that means very diferent things for each and

every child - the behaviors, the reactions to

different events, sensory issues, etc. The teachers

at my school want to know what they can expect to have

to deal with and then they want to know the ways that

you as parents have found that work to help the child

overcome those issues. Most teachers admit that they

don't know anything about the special needs

population, yet have to teach them and don't always

know how because they don't have the background and

detaills they need. I also think it is more of a

problem in the middle school and high school when

teachers have way more students to keep track of. Our

school never uses restraints. We have a police

officer that handles anything that gets totally out of

control.

My mother in law has been a kindergarten teacher for

over 30 years. She gave me the best advice when I

began teaching when she said " When you start having

behavior problems in your class you know that you are

expecting too much at that point. You may need to

slow down, or go back and reteach. " It is so true.

And don't you know who the first kids to exhibit

behavior problems? It's the ones with IEP's. However

when I stop and say " ok, how's everyone doing - are

you understanding, etc " the rest of the class needs

some help too.

I can so see my child acting like that in school when

he is 8. He is like that now. If you back him into a

corner or try to force him to do something he goes

balistic - turning over everything in sight. He has

pulled several things down on top of himself -

including the tv which ended him up in a cast. I

thought defax was going to show up at one point

because we were at the dr for injuries so often. But

when I transition him and let him be in control of

actually turning the tv off it works. If I turn it

off we have major behavior problems. Now all I have

to do is say it is time to turn the tv off. He says

no. Then I say I need you to turn the tv off or I

will do it. He tells me " don't turn it off " watches

the part he needs to then turns it off and is ok.

Weird, but it works, and I just have to be patient.

As a teacher if I knew a student had an issue like

that I would let him be the one to turn off the tv

after a movie - bad example I know - but you have to

educate and re-educate your child's teachers!

--- sif367 <suzanne@...> wrote:

> This article ws in yesterdays Wall Street Journal

> that is definitely

> worth the read about the use of restraints and

> seclusion in public

> schools. You can also go to

>

http://link.brightcove.com/services/link/bcpid452319854/bctid111296765

> 4

> to see a 3 minute video.

>

> When Discipline Starts a Fight

> Pressured to Handle Disabled Children,

> A School Tries Restraints, 'Isabel's Office'

> By ROBERT TOMSHO

> July 9, 2007; Page A1, The Wall Street Journal

>

> WAUKEE, IOWA -- When Eva Loeffler walked into her

> daughter Isabel's

> classroom at Waukee Elementary School on Dec. 15,

> 2004, she says a

> male guidance counselor was trying to contain the

> shrieking 8-year-

> old by wrapping his arms around hers in a restraint

> hold.

>

> Isabel, suffering from autism and other

> disabilities, had a history

> of aggressive behavior, but Mrs. Loeffler had never

> seen her so

> agitated. Her eyes were glazed and her face was red.

> " She was like a

> wild animal, " says Mrs. Loeffler, who, at the time,

> felt sorry for

> the counselor who had to deal with her daughter in

> such a state.

>

> That sympathy waned as Mrs. Loeffler and her husband

> learned all the

> measures the school district used on Isabel. These

> included restraint

> holds by three adults at once and hours in a

> seclusion room that

> teachers called " Isabel's office. " There the girl

> sometimes wet

> herself and pulled out her hair, according to

> documents filed in a

> 2006 administrative-law case the Loefflers brought

> against the school

> district.

>

> In March, the presiding administrative-law judge

> ruled that the

> district had violated federal law by educating

> Isabel in overly

> restrictive settings and failing to adequately

> monitor its methods.

> The district has appealed. Its lawyer,

> Peeler, says it

> used " established educational principles " in

> addressing Isabel's

> problems, and made adjustments when its discipline

> wasn't

> working. " We are not dealing with an exact science

> here, " says Mr.

> Peeler.

>

> As public schools come under pressure to teach more

> children with

> behavioral disabilities, the use of restraint and

> seclusion has

> become a contentious issue. Faced with laws that

> make it more

> difficult to expel or suspend misbehaving

> special-education students,

> educators say they need to use harsh tactics

> sometimes to protect

> other children and teachers.

>

> The danger comes when schools turn methods designed

> for extraordinary

> circumstances into routine disciplinary tools. The

> result can be a

> vicious cycle of punishment and rebellion, hurting

> the very children

> who were supposed to benefit from attending a

> mainstream school.

>

> Some states are taking action. Last year, Michigan

> barred schools

> from restraining students by holding them face-down

> on the floor. The

> move was sparked by the case of Renner-

> III, an autistic

> 15-year-old who died in 2003 after being restrained

> in that manner at

> a Kalamazoo-area high school. This year, Kansas and

> Connecticut have

> stepped up reporting requirements for school

> districts using

> restraint or seclusion.

>

> At psychiatric hospitals that receive federal funds,

> only licensed

> medical personnel may order a troubled patient to be

> put into a

> restraint hold or locked in a room. The subject must

> receive a face-

> to-face evaluation within an hour. Even with these

> rules, restraint

> and seclusion result in as many as 150 deaths a year

> in health-care

> settings, according to the U.S. Department of Health

> and Human

> Services, which is campaigning to eliminate the

> practices.

>

> By contrast, there is little regulation in public

> schools. The

> federal government doesn't gather incident data.

> About half the

> states have no standards and most that do have no

> reporting

> requirements, says Reece , a

> special-education professor at

> the University of Nebraska-Lincoln who has studied

> the issue.

>

> Earlier this year, Colorado's federally funded

> disability advocacy

> office accused a Colorado Springs-area school

> district of abuses

> including allowing students to beat themselves

> bloody while being

> held in seclusion rooms. A similar office in

> Oakland, Calif.,

> recently accused six California schools of routinely

> using restraint

> and seclusion in place of proper behavior plans for

> special-education

> students.

>

> " Why do we allow the place where children spend the

> most time to be

> the place where they get the least protection from

> these deadly

> tactics? " says Rocky Nichols, executive director of

> the Disability

> Rights Center of Kansas, a Topeka-based advocacy

> group.

>

> Decades ago, schools often denied enrollment to

> students with serious

> behavioral disorders or assigned them to segregated

> facilities.

> Conflicts over disciplinary methods often played out

> far from public

> view. Then came the 1975 federal law now known as

> the Individuals

> with Disabilities Education Act. It requires schools

> to provide

> disabled students with individualized education

> plans and put them in

> the least-restrictive appropriate setting -- which

> often means a

> regular public school. The idea is that children

> with disabilities

> will mature and learn more if they have contact with

> peers in regular

> schools.

>

> In 2005, 472,000 children were receiving

> special-education services

> for emotional disturbances. Of them, 35% were going

> to school

> in " fully inclusive " settings -- spending 80% or

> more of their day in

> regular classrooms -- up from 17% in 1990.

> Isabel Loeffler's story -- drawn from interviews,

> school records and

> court testimony -- reflects the struggle of schools

> to develop proper

> disciplinary techniques amid the pressure to

> " mainstream " disabled

> children.

>

> When Isabel was three, her parents took her to a

> specialist to

> determine why she was not speaking as well as other

> children her age.

> Other problems slowly surfaced. Doug Loeffler,

> Isabel's father, left

> his job in 2002 managing a Denver-area mutual fund

> to help sort out

> his daughter's problems.

>

> A slender girl with straight brown hair, Isabel

> often avoided direct

> eye contact and walked with an awkward, birdlike

> gait. Along with

> autism, her disabilities included mild mental

> retardation, diminished

> motor skills and a serious speech impediment. Isabel

> also

=== message truncated ===

[Guest guest]

I think a lot of times parents go along with the IEP

recomendations, as the educators are the " experts " in

educating children. However there are so many chidren

with so many different disabilities that the teachers

and administrators are NOT educated on. I think it is

so important that each and every child's teacher be

brought into the loop and educated. Parents know

thier child better than anyone else and can be very

instrumental in educating the teachers. It is not

enough to say this child has autism and is prone to

outbursts or aggression and our IEP states that the

child be given such and such provision in the case

of... I promise you that does not help the general

education teachers one bit. I have sat in on several

staff meetings and IDT meetings where several teachers

beg for help. They love the children but don't know

how to help. They need more specific details of what

does it mean when you say your child is autistic? We

all know that means very diferent things for each and

every child - the behaviors, the reactions to

different events, sensory issues, etc. The teachers

at my school want to know what they can expect to have

to deal with and then they want to know the ways that

you as parents have found that work to help the child

overcome those issues. Most teachers admit that they

don't know anything about the special needs

population, yet have to teach them and don't always

know how because they don't have the background and

detaills they need. I also think it is more of a

problem in the middle school and high school when

teachers have way more students to keep track of. Our

school never uses restraints. We have a police

officer that handles anything that gets totally out of

control.

My mother in law has been a kindergarten teacher for

over 30 years. She gave me the best advice when I

began teaching when she said " When you start having

behavior problems in your class you know that you are

expecting too much at that point. You may need to

slow down, or go back and reteach. " It is so true.

And don't you know who the first kids to exhibit

behavior problems? It's the ones with IEP's. However

when I stop and say " ok, how's everyone doing - are

you understanding, etc " the rest of the class needs

some help too.

I can so see my child acting like that in school when

he is 8. He is like that now. If you back him into a

corner or try to force him to do something he goes

balistic - turning over everything in sight. He has

pulled several things down on top of himself -

including the tv which ended him up in a cast. I

thought defax was going to show up at one point

because we were at the dr for injuries so often. But

when I transition him and let him be in control of

actually turning the tv off it works. If I turn it

off we have major behavior problems. Now all I have

to do is say it is time to turn the tv off. He says

no. Then I say I need you to turn the tv off or I

will do it. He tells me " don't turn it off " watches

the part he needs to then turns it off and is ok.

Weird, but it works, and I just have to be patient.

As a teacher if I knew a student had an issue like

that I would let him be the one to turn off the tv

after a movie - bad example I know - but you have to

educate and re-educate your child's teachers!

--- sif367 <suzanne@...> wrote:

> This article ws in yesterdays Wall Street Journal

> that is definitely

> worth the read about the use of restraints and

> seclusion in public

> schools. You can also go to

>

http://link.brightcove.com/services/link/bcpid452319854/bctid111296765

> 4

> to see a 3 minute video.

>

> When Discipline Starts a Fight

> Pressured to Handle Disabled Children,

> A School Tries Restraints, 'Isabel's Office'

> By ROBERT TOMSHO

> July 9, 2007; Page A1, The Wall Street Journal

>

> WAUKEE, IOWA -- When Eva Loeffler walked into her

> daughter Isabel's

> classroom at Waukee Elementary School on Dec. 15,

> 2004, she says a

> male guidance counselor was trying to contain the

> shrieking 8-year-

> old by wrapping his arms around hers in a restraint

> hold.

>

> Isabel, suffering from autism and other

> disabilities, had a history

> of aggressive behavior, but Mrs. Loeffler had never

> seen her so

> agitated. Her eyes were glazed and her face was red.

> " She was like a

> wild animal, " says Mrs. Loeffler, who, at the time,

> felt sorry for

> the counselor who had to deal with her daughter in

> such a state.

>

> That sympathy waned as Mrs. Loeffler and her husband

> learned all the

> measures the school district used on Isabel. These

> included restraint

> holds by three adults at once and hours in a

> seclusion room that

> teachers called " Isabel's office. " There the girl

> sometimes wet

> herself and pulled out her hair, according to

> documents filed in a

> 2006 administrative-law case the Loefflers brought

> against the school

> district.

>

> In March, the presiding administrative-law judge

> ruled that the

> district had violated federal law by educating

> Isabel in overly

> restrictive settings and failing to adequately

> monitor its methods.

> The district has appealed. Its lawyer,

> Peeler, says it

> used " established educational principles " in

> addressing Isabel's

> problems, and made adjustments when its discipline

> wasn't

> working. " We are not dealing with an exact science

> here, " says Mr.

> Peeler.

>

> As public schools come under pressure to teach more

> children with

> behavioral disabilities, the use of restraint and

> seclusion has

> become a contentious issue. Faced with laws that

> make it more

> difficult to expel or suspend misbehaving

> special-education students,

> educators say they need to use harsh tactics

> sometimes to protect

> other children and teachers.

>

> The danger comes when schools turn methods designed

> for extraordinary

> circumstances into routine disciplinary tools. The

> result can be a

> vicious cycle of punishment and rebellion, hurting

> the very children

> who were supposed to benefit from attending a

> mainstream school.

>

> Some states are taking action. Last year, Michigan

> barred schools

> from restraining students by holding them face-down

> on the floor. The

> move was sparked by the case of Renner-

> III, an autistic

> 15-year-old who died in 2003 after being restrained

> in that manner at

> a Kalamazoo-area high school. This year, Kansas and

> Connecticut have

> stepped up reporting requirements for school

> districts using

> restraint or seclusion.

>

> At psychiatric hospitals that receive federal funds,

> only licensed

> medical personnel may order a troubled patient to be

> put into a

> restraint hold or locked in a room. The subject must

> receive a face-

> to-face evaluation within an hour. Even with these

> rules, restraint

> and seclusion result in as many as 150 deaths a year

> in health-care

> settings, according to the U.S. Department of Health

> and Human

> Services, which is campaigning to eliminate the

> practices.

>

> By contrast, there is little regulation in public

> schools. The

> federal government doesn't gather incident data.

> About half the

> states have no standards and most that do have no

> reporting

> requirements, says Reece , a

> special-education professor at

> the University of Nebraska-Lincoln who has studied

> the issue.

>

> Earlier this year, Colorado's federally funded

> disability advocacy

> office accused a Colorado Springs-area school

> district of abuses

> including allowing students to beat themselves

> bloody while being

> held in seclusion rooms. A similar office in

> Oakland, Calif.,

> recently accused six California schools of routinely

> using restraint

> and seclusion in place of proper behavior plans for

> special-education

> students.

>

> " Why do we allow the place where children spend the

> most time to be

> the place where they get the least protection from

> these deadly

> tactics? " says Rocky Nichols, executive director of

> the Disability

> Rights Center of Kansas, a Topeka-based advocacy

> group.

>

> Decades ago, schools often denied enrollment to

> students with serious

> behavioral disorders or assigned them to segregated

> facilities.

> Conflicts over disciplinary methods often played out

> far from public

> view. Then came the 1975 federal law now known as

> the Individuals

> with Disabilities Education Act. It requires schools

> to provide

> disabled students with individualized education

> plans and put them in

> the least-restrictive appropriate setting -- which

> often means a

> regular public school. The idea is that children

> with disabilities

> will mature and learn more if they have contact with

> peers in regular

> schools.

>

> In 2005, 472,000 children were receiving

> special-education services

> for emotional disturbances. Of them, 35% were going

> to school

> in " fully inclusive " settings -- spending 80% or

> more of their day in

> regular classrooms -- up from 17% in 1990.

> Isabel Loeffler's story -- drawn from interviews,

> school records and

> court testimony -- reflects the struggle of schools

> to develop proper

> disciplinary techniques amid the pressure to

> " mainstream " disabled

> children.

>

> When Isabel was three, her parents took her to a

> specialist to

> determine why she was not speaking as well as other

> children her age.

> Other problems slowly surfaced. Doug Loeffler,

> Isabel's father, left

> his job in 2002 managing a Denver-area mutual fund

> to help sort out

> his daughter's problems.

>

> A slender girl with straight brown hair, Isabel

> often avoided direct

> eye contact and walked with an awkward, birdlike

> gait. Along with

> autism, her disabilities included mild mental

> retardation, diminished

> motor skills and a serious speech impediment. Isabel

> also

=== message truncated ===