Could autism be an autoimmune disorder?


Interesting article, what are your thoughts???

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When a woman is pregnant, the baby is protected by the womb as well as the placental barrier. As an additional level of protection, immune proteins from the mother will cross over the placental barrier to shield the baby from foreign bacteria and infections.

Sometimes, however these immune proteins do their job a little too much and begin to not only attack bacteria and viruses, but also the  brain tissue in the unborn baby’s head, according to a study published in Translational Psychiatry in 2013. (1)

A second study also found that the immune system proteins in attacking the brain can cause some of the symptoms of autism; most commonly the inability to communicate as well as repetitive behaviors.

Researchers believe that they have identified a type of Autism that can account for over 20% of children on the spectrum. They’re calling it MAR, or “Maternal Antibody Related”. (2)

Right now, Pediatric Bioscience is working with researchers to possibly release a test that will be able to detect whether or not the mother has the antibodies. If she does, it would be almost certain that the child will be born with Autism. If she does not have the antibodies, the child could still have autism, but it would be for other reasons.

If this is found to be accurate, which is seems to be at this point, we could be one step closer to finding out more about the cause of autism.

A cause is one step closer to a cure.

Sources:
(1) (2) http://www.nature.com/tp/journal/v3/n7/full/tp201347a.html

Could Epigenetics be the solution to Autism?


I have seen something about Epigenetics twice in one day, I am sharing this in the hopes that it might help someone improve their diagnosis….  

DNA is like an instruction manual in creating all parts of our body. It sounds pretty simple, the body just follows these instructions and we grow and develop based on DNA, right? Only halfway right.

The DNA portion of the markup is unchangeable. It’s a firm plan. The DNA in our bodies are wrapped around Histones, a protein. Attached to the histone and DNA are other chemical tags called Epigenomes. While DNA itself isn’t able to be changed or modified, epigenomes are reactive based on external factors like diet, stress, and environmental factors. The epigenome adjusts genes based on what we are subjected to around us.(1)

It is widely believed that Autism Spectrum Disorders are genetic. However, there is also reason to believe that some of the factors of how the disorder affects someone can be traced to epigenomes, and how environmental elements affect them.  There are several chromosomes that have been traced to cases of Autism. (2)

Studies suggest that there is a connection between Autism / ASD and the chromosomes 15Q, 7Q, and X.

Duplications of chromosome 15Q (11-13) are commonly recurrent cytogenetic aberration associated with ASD. This occurs in 5% of patients with Autism Spectrum Disorders. The 15Q (11-13) chromosome is responsible for normal neurodevelopment.  The duplication of this chromosome is dependent on which parent the allele is derived from. Duplications in the maternal copy of this chromosome have been found to result in more cases of Autism. Overexpression of maternal genes is believed to be a cause of Autism. (2)

With chromosome 7, it has been found that changes in the number or structure of chromosome 7 (We normally have 2 copies of this chromosome), can causes delayed growth, mental disorders, and delayed speech. (3)

In the case of the x-chromosome, it’s important to note that there is a distinctive gender bias when it comes to Autism. There are 4 times as many males affected by Autism/ASD than there are females.

Based on the results of a study on females with Turner syndrome, a hypothesis involving epigenetic mechanisms was proposed to help describe the gender bias of ASD. Turner syndrome patients have only one X chromosome which can be either maternal or paternal in origin. When 80 females with monosomy X were tested for measures of social cognition, the patients with a paternally derived X chromosome performed better than those with a maternally derived X chromosome. Males have only one X chromosome, derived from their mother. If a gene on the paternal X chromosome confers improved social skills, males are deficient in the gene. This could explain why males are more likely to be diagnosed with ASD. (4)

Sources:
(1) http://hmg.oxfordjournals.org/content/15/suppl_2/R138.full
(2) Schroer R.J., Phelan M.C., Michaelis R.C., Crawford E.C., Skinner S.A., Cuccaro M., Simensen R.J., Bishop J.,  Skinner C.,  Fender D., et al. Autism and maternally derived aberrations of chromosome 15q. Am. J. Med. Genet. 1998;76:327-336.
(3) Schanen N. C. (2006). “Epigenetics of autism spectrum disorders”. Human Molecular Genetics 15: R138–R150.
(4) Skuse, D.H., James, R.S., Bishop, D.V., Coppin, B., Dalton, P., Aamodt-Leeper, G., Bacarese-Hamilton, M., Creswell, C., McGurk, R. and Jacobs, P.A. (1997). “Evidence from Turner’s syndrome of an imprinted X-linked locus affecting cognitive function”. Nature 387 (6634): 705–708.

A report of our current state of parental rights


“The information below is from parentalrights.org which keeps you updated and informed of the current threats to our rights as parents.  This is their last report of what was accomplished or still in progress in 2014.  Please consider supporting them in the fight that will allow parents the ability to choose what is right for their children.”
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The State of Parental Rights in America 2015
January 28, 2015

The State of Parental Rights in America 2015

Last January’s “The State of Parental Rights in America” was so well received – and so helpful for informing parents and policy-makers about the growing parental rights issue – that we decided to make it an annual report.

Sadly, not a lot has changed in the past year, and much of what has changed has been for the worse. Progress has been made in a few states, but the overall picture remains grim. Here is an overview of parental rights in America as we begin 2015.

The Good News – Laws Protecting Families

Over the last two years, a handful of states have adopted legislation to protect the vital parent-child relationship. Nevada, Virginia, Arizona, Oklahoma, and Kansas have all adopted new laws protecting the fundamental right of parents to direct the upbringing of their children. Notable among these is Oklahoma, whose “Parents’ Bill of Rights” draws clear lines of instruction that state agencies must follow, encouraging respect and parental involvement especially in the education and medical care of each child.

Several states have also reconsidered their involvement in the Common Core State Standards Initiative. (Common Core is a program promoting a privately owned and copyrighted set of national education standards for public schools. Its full implementation includes curricula-shaping testing and student data sharing. Critics on both sides of the aisle oppose the program, because it places power over local schools in the hands of large corporations and the federal government.) While many states have put Common Core implementation on hold, ten states have rejected the program entirely; Oklahoma, Louisiana, South Carolina, Indiana, Nebraska, North Carolina, and Missouri have joined Texas, Virginia, and Alaska, who never signed on in the first place.

Unfortunately, these positive developments are only a small part of our parental rights review.

Medical Freedom – Hospitals:

Justina Pelletier finally made it home to her family in June of this year, after 16 months at the mercy of Boston Children’s Hospital (BCH) and the State of Massachusetts Department of Child and Family Services (DCFS). According to her doctors at Tuft’s Medical Center, the 17-year-old suffers from mitochondrial disease. But doctors at neighboring BCH diagnosed her instead with somatoform disorder – they believed her sickness was all in her head. Justina Pelletier homeCREDIT: A Miracle for Justina Facebook page

When Justina’s parents disagreed with BCH’s analysis, the hospital accused them of medical neglect and asked the state to take custody of her, which it did. Fit parents, backed by a fully licensed and well respected teaching hospital, lost custody of their daughter over a diagnosis dispute, and did not get her home for nearly a year and a half.

By the time it was over, the head of DCFS had resigned and the nation had been roused, but poor Justina’s body had been decimated for want of proper treatment. She is still struggling to recover.

Isaiah RiderCREDIT: Team Isaiah Rider Facebook page In most states, the law is not on your side. The state of Illinois took Isaiah Rider from his mother, Michelle, because she sought multiple opinions for treating her son’s pain. The teen suffers from neurofibromatosis, and has already lost a leg to the debilitating condition. The state of Arizona has taken Hannah and Kayla Diegel from their mother, as well, over what essentially appears to be another diagnosis dispute over mitochondrial disease.

Medical Freedom Elsewhere

But the hospital isn’t the only place your parental rights are at risk.

Detroit resident Maryann Godboldo was arrested in 2011 after a 10-hour standoff with police and CPS who claimed she was not giving her daughter proper medication. The state later discontinued the medication as well, returned the daughter, and dropped the charges – until the appeals court and prosecutors in 2013 opted to go after her again. It wasn’t until March of 2014 that those charges were finally dropped as well.

Meanwhile, a family from Clarke County, Virginia, lost custody of their two children when a Child Services Worker – with no medical or psychological training – determined that the mother was suffering from Munchausen Syndrome by Proxy. This outdated term (now called “medical neglect”) refers to a psychological disorder whereby the affected parent is driven to claim that their child is sick in order to draw attention to themselves.

Never mind that medical tests ultimately found the cause of the family’s ongoing maladies. The social services worker’s unqualified diagnosis led to removal of the children from their home for several weeks, during which time both already-ill children were exposed to tuberculosis. The son also suffered a broken ankle, which the state refused to treat, insisting it was only a sprain.

The law is not on your side. Despite the legislative gains, most judges still rubber-stamp intrusive investigations into homes where no evidence exists of abuse or neglect, just because a case worker disagrees with the judgment of fit parents. And states continue to pass laws restricting the right of informed parents to make vaccination and mental health decisions for their children.

Mental Health:

New laws in California, New Jersey, and now the District of Columbia make it illegal for teenagers struggling with unwanted same-sex attraction to seek reparative therapy, even if the teen, the professional counselor, and both parents agree on the desired treatment. Similar bills have been introduced in Illinois and other states. This viewpoint discrimination takes decision-making rights away from parents and tramples the doctor-patient professional relationship.

The law is not on your side.

Public School Access:

Though we have not seen new accounts in 2014, the following stories from last year still stir our ire:


In Tennessee, a dad was arrested trying to pick up his special-needs daughter at the end of the school day.
In Georgia a mom was banned from her child’s public school  because she posted a photo online of her new concealed carry permit. No threats to violate the “gun-free zone.” She simply earned her permit and was banned from the school.

The law is not on your side. Laws in a majority of states limit or entirely deny to parents any “right” to be present on school grounds where their child is in attendance. What’s more, some school districts have banned parents from sending a lunch with their child, requiring that they buy school-provided lunch instead. And a 2014 bill in New York would require that all parents attend state-provided parenting classes before their child can graduate the sixth grade.

Public School Content:

To say that American parents are concerned with the direction of our public schools would be an understatement. As mentioned above, a growing number of states are throwing out the Common Core, a set of “national curriculum standards” set up by the National Governors’ Association and required for schools to qualify for federal Race to the Top education funding. No Parents Allowed
image: istockphoto

The “standards” were adopted over the summer of 2010 without any review by parents or state legislatures. Last year, even the New York State Teachers’ Union voted to reject the standards, saying “We will be the first to admit it doesn’t work.” But the vast majority of states are still plowing ahead with the plan.

The law is not on your side as a parent. The Ninth Circuit in Fields v. Palmdale(2005) held that, “Parents…have no constitutional right…to prevent a public school from providing its students with whatever information it wishes to provide, sexual or otherwise, when and as the school determines that it is appropriate to do so.” (emphasis added)

And the First Circuit Court of Appeals in its Parker v. Hurley (2007) decision states, “Parents do have a fundamental right to raise their children. They are not required to abandon that responsibility to the state. [They] may send their children to a private school that does not … conflict with their religious beliefs. They may also educate their children at home.” (emphasis added) Essentially, they said that if parents want a say in what their children learn, they should keep them out of public schools. But even that may not be a permissible option for much longer, based on the ruling of 2014.

Educational Choice:

The Romeikes are a Christian German family who sought to teach their children at home according to their beliefs. But German law requires that all students attend state or state-approved schools. So the Remeikes fled to the U.S. in search of asylum.

In the case of Romeike v. Holder, the family argued that the right of parents to direct the education of their children is a fundamental human right, and that the denial of this right by the state of Germany constitutes tyranny. The Department of Justice argued to the contrary, that no such right exists and that if it does, its infringement by the government is still somehow acceptable.

In March of last year (2014), the Supreme Court declined to hear the case, allowing the lower court ruling – a ruling favoring the DOJ – to stand. The Romeikes’ asylum was revoked, and the right of parents to direct the education of their children was left on very shaky ground. (The Administration then reversed its deportation ruling and allowed the Romeikes to stay in the U.S., but the damage to parental rights remains.) gavel imageCREDIT: istockphoto

In fact, several academic journals over the last few years have featured claims by academic elites “that public education should be mandatory and universal.” Says Emory University Law professor Martha Albertson Fineman, “Parental expressive interest could supplement but never supplant the public institutions where the basic fundamental lesson would be taught and experienced by all American children: we must struggle together to define ourselves both as a collective and as individuals.”

In the last decade there have been at least 22 attempts to expand public pre-school education, at least 31 attempts to make kindergarten mandatory, and nearly 150 efforts in 43 states to otherwise expand the compulsory attendance age range for public schools. None of these measures has been shown to improve education outcomes; they only serve to give more control to the state and less control to parents as children develop and grow. Yet an effort to roll back one such law in Colorado failed just last week, never even getting out of committee.

Once again, the law is no longer on your side. And in terms of educational rights recognized in the courts, things are getting worse.

Bureaucrats Run Amok:

In Loudermilk v. Administration for Children, Youth, and Families, a federal district court ruled that Arizona social service case workers were protected by immunity when they forced their way into a family’s home without a warrant using threats of taking the couple’s children away. Such threats, according to the court, do not constitute coercion, so the parents’ Fourth Amendment rights – says the court – were surrendered voluntarily.

diabetic child stock photoCREDIT: istockphoto In California, a diabetic social services worker took a little girl from her mother’s care under the incorrect assumption that the diabetic girl’s blood sugar numbers should be comparable to her own. When checked at the local hospital, the little girl was found to be healthy and stable, her numbers improved from when she was recently diagnosed with the condition.

Yet social services workers and prosecutors withheld the doctor’s findings from the judge and parents through two separate hearings. They kept the child for more than a month before parents finally saw the report and had the child returned.

Meanwhile, social workers in Kentucky just a few years ago proved completely vindictivewhen one mother stood up to them. Social Services took her children, children of her relatives, and even removed the children of her lawyer from the lawyer’s home! Kentucky CPS victim

But the law is not on your side. Every state authorizes certain personnel – doctors, police, social workers (the list varies by state) – to remove your children from your care without a warrant, a court order, or any proof of abuse or neglect. In such an atmosphere, the abuses are getting worse every year.

What Can Be Done?

There is hope! This year more states than ever before have taken up parental rights legislation to protect families from state agency intrusion. And a proposed Parental Rights Amendment to the U.S. Constitution is planned for introduction in Congress in the weeks ahead. Once adopted, the PRA will guard the fundamental right of parents to make decisions – medical, educational, in fact all kinds of decisions – for their children.

To join the effort, sign the petition at parentalrights.org/petition.

To further support parental rights, visit parentalrights.org/donate.

Sincerely,

Michael Ramey
Director of Communications & Research

“Calming Stormy behaviors” tips


As I have been homeschooling my children for 11 years we have come to learn that each child is different.  With my youngest being autistic and struggles with learning these suggestions have now been taken into consideration.  My older children didn’t have the problems my son has such as environmental (easily distracted, difficulty with holding pencils, (texture), being scared of common objects (eyesight issues).

A few months back I had a discussion with my son’s eye doctor about him not keeping on his glasses. The doctor informed me that he has found if the glasses are helping a child to see they will keep them on no matter how much they don’t like them.  If they are not helping his eyesight he won’t, which could be why we were fighting him to keep them on.  This can make your schooling environment more difficult!

Little things such as textures, surroundings, and auditory sounds are now something to be taken into consideration now more than ever thanks to allergies, functioning disorders, ADHD, and autism. Objects and surroundings that didn’t affect students in previous years are now becoming top priority in a child’s academic success.

I have found that my son will do better with a bigger shaped pencil then a skinny, regular #2 pencil that I used to use.  Maybe he can hold it better I don’t know but it is something to consider in trying to get him to write.  Sometimes a certain flashcard will scare him and then we have to spend time determining what the issue is.

The article below from HSLDA member Krisa Winn may give you more suggestions on ways to make things a little simpler and a more productive learning environment for your child!  I really liked the suggestion of giving your child a few worksheets instead of a workbook to go through because for them it might feel insurmountable, keep it simple.

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Calming Stormy Behavior

By Krisa Winn
HSLDA Special Needs Consultant

Are you anxious and exhausted because of your child’s frequent behavior meltdowns? Have you concluded that something has to change because what worked with your other children is not working now? If so, this newsletter is for you.

About the Author

Learn more about our special needs consultants.

Krisa Winn

Obviously, there is much that can be said on this subject. My intent is to present general suggestions to get you thinking and exploring. Yes, maybe your child has autism or some other diagnosis, but why does he cry when it’s time to start math?

Does the texture of the workbook pages bother him? Is he hungry? Is there something going on outside (a daily siren or other environmental noise) that bothers him just as math begins each day? Was he engaged in a much-loved activity and doesn’t know any other way to describe his disappointment in having to stop?

These are all things to consider. I hope that what follows will help bring some calm to otherwise stormy behavior.

Be Pro-Active

I know it is exhausting and discouraging to weather those behavior meltdowns. It’s emotionally draining for everyone. Not only that, but meltdowns are huge time stealers—which adds to your worries: “How will we ever finish geometry if this continues?”

Sometimes it takes hours for things to get back to normal. That’s why it is so important to take the time before the storm to help your child learn to regulate his or her emotions and behavior. At first, your child may need your help in this, much like he or she needed your help in order to fall to sleep as a baby. In time, you will move to a less supportive role, and your child will be able to regulate himself independently. It’s all a process.

Here’s a very practical calming activity to teach a younger child. When I taught kindergarteners, I always had a STAR sign (a star glued to a large craft stick) near my chair. I taught my students what to do when they saw that sign: S-Stop, T-Take a deep breath, A-And, R-Relax. We practiced it a lot, so that when one or more of my students was melting down, they knew what to do when I raised the sign.

Dr. Karyn Purvis, director of the institute of child development at Texas Christian University in Fort Worth, Texas, and author of the book, The Connected Child, offers many intervention activities to use with children of all ages. For instance, you may help your teen devise a plan for what he will do when a certain situation triggers an emotional outburst. You do this when things are peaceful, not in the heat of the moment. It could be as simple as having him write out: “When _______ happens, I will ________.”

Even with older children, Dr. Purvis plays and has fun as she helps them learn healthy ways to relate to others. She encourages families to teach strategies for handling stressful situations through a playful, peaceful, joyful manner. She notes that it’s hard to be mean when you’ve played with someone.

Dr. Purvis’ passion is to help families who have adopted children from “hard places,” but the principles she presents are applicable to most, if not all children. Her website is here.

Rethink the Environment

Simple changes in the physical environment of your learning space could make a huge impact in your child’s behavior.

• Some people use a tension rod and simple curtain to hide shelves containing school materials such as notebooks, textbooks, and supplies. It reduces clutter some children may find overwhelming and distracting.

• Look at your child’s workspace. Are her feet dangling from the kitchen chair? Or is she bent over a table that is too small? Providing a chair and table the appropriate size for your student is best and will most likely help him or her stay focused.

• If you are conducting an activity on the floor, consider defining the space. In other words, help your child see and possibly even feel where the activity is taking place. To do this, you could use a rug, carpet squares, carpet samples, or even a blanket.

• Along those same lines, your student may do better sitting on a therapy ball or t-seat or using a foot fidget device. You can find these and similar products on website such as School Specialty or Special Needs Toys.

• If noises are troublesome, have your student wear headphones when he needs to concentrate. I’m thinking of the big, cushiony headphones, not earbuds; so that environmental noises are greatly reduced.

• Sometimes using a tri-fold stand (such as a science fair presentation board) helps to limit visual distractions. Using two folders on end is another option for creating a private “office” for your child. Open each folder to a 90-degree angle, and then bring the two ends together to form a “U” shape. Voila! A smaller, easy-to-stow tri-fold stand is created!

• Perhaps your child is actually over-stimulated by the movement, songs and sounds, smells, and teaching aids you use throughout the day. If you have a lot of posters and other things to look at, try taking those down and see if that helps. If you’re using CDs for music, try singing the songs without accompaniment.

• For students who shut down immediately upon eyeing the size of a textbook, Sue Patrick suggests simplifying textbooks by removing the spine and hole-punching the pages. This way, individual chapters or sections of the book are presented instead of the entire book at once. Sue also encourages parents to modify worksheets so that they are less cluttered and more “to the point.” This takes extra time, energy and planning, but the results could be well worth it.

• Along with furniture and room accessories, consider these factors: noises, smells, lighting, color, clothing, temperature, and food as other potential triggers to meltdowns. However, certain sounds, smells, lights, and colors can have a calming and positive effect. It’s important to provide a solid sensory diet based on your child’s needs. Weighted blankets, a rocking chair, a mini-trampoline, essential oils, are examples of items that might be found in a calming corner or sensory section of your homeschool.

In addition to the physical environment, take into account the less tangible aspects of your child’s environment. Dr. Purvis teaches parents to create an environment of predictability and control. I’ll address predictability in the next section. For now, I’d like to focus on creating an environment of control.

I once heard someone say that stress can be boiled down to one problem—a perceived lack of control. Sometimes giving a child appropriate levels of control can be as simple as offering meaningful choices: “Do you want to wear your tennis shoes or sandals?” “Do you want to complete your reading assignment first or work on English?”

Offering these types of choices goes a long way in making relational connections with your child. You’re creating an atmosphere that reduces stress which in turn reduces the fighting, the melting down, and avoidance.

Be Predictable

Sometimes children have difficulty changing gears. They feel a need to continue in the activity that they are currently engaged in, even when it’s in their best interest not to do so.

One way to help with this is to give verbal reminders of what is about to happen next. I mentioned this before in my “Tools for your Teaching Tool Box” newsletter, but it bears repeating. Starting at five minutes, you could say, “In five minutes we are going to meet at the couch for story time.” Do it again in three minutes, then one minute. If verbal reminders aren’t enough, you might invest in a Time Timer clock,(available at most school supply stores/catalogs) for a very visual reminder of how much time remains before a new activity begins.

Most children on the autism spectrum function better with a predictable schedule. Depending on your child’s age and development, a visual schedule may be in order as well. I’ve heard of some moms adding a “?” card to the daily schedule to represent those times of the day that don’t go exactly as planned. You can find resources for creating a visual schedule online.

Like environment, there is another aspect to being predictable. It’s important for YOU to be predictable—as much as possible. Your child needs to know that she can count on you to be consistent, even when she lashes out. If you lose your temper or display aggravation, model humility and ask for forgiveness. Especially for children who have attachment disorders, your consistent demonstration of unconditional love is huge!”

Autism symptoms are identical to encephalomyopathy…..


Big Pharma Admits that Vaccines Cause Autism

Read article here

Health Bites Online May 11, 2010

Am I seeing this right? *rubs eyes* Whoah! Big Pharma actually admits (albeit in very fine print) that vaccines cause autism?

Says the insert from MedImmune’s FluMist H1N1 vaccine, also known as Fluenz in the UK (download or read full document here):

6.2 Postmarketing Experience

The following adverse reactions have been identified during postapproval use of FluMist. [Translation: Our clinical trials involved too few people for too short a time to catch these extremely serious adverse effects because we wanted to rush this product through approval by our shareholdersesteemed colleagues at the FDA in a mere six months instead of the standard ten years—testing be damned—so you paid to be our guinea pigs – more money for us, mwahaha!]

Because these reactions are reported voluntarily from a population of uncertain size, it is not always possible to reliably estimate their frequency or establish a causal relationship to vaccine exposure. [Since it happened outside our controlled setting, you can’t legally stick it on us, nyah nyah!]

Congenital, familial and genetic disorder: Exacerbation of symptoms ofmitochondrial encephalomyopathy (Leigh syndrome).

What is mitochondrial encephalomyopathy and what’s it got to do with autism?

What is a mitochondrial disorder?

Mitochondria are the energy generators inside our cells.

Mitochondria are responsible for processing oxygen and converting food into energy for essential cell functions.

The process of converting food and oxygen into energy requires hundreds of chemical reactions, and each chemical reaction must run almost perfectly in order to have a continuous supply of energy. When one or more components of these chemical reactions does not run perfectly, there is an energy crisis, and the cells cannot function normally. As a result, the incompletely burned food might accumulate as poison inside the body.
This poison can stop other chemical reactions that are important for the cells to survive, making the energy crisis even worse. In addition, these poisons can act as free radicals (reactive substances that readily form harmful compounds with other molecules) that can damage the mitochondria over time, causing damage that cannot be reversed.

About 1 in 4,000 children in the United States will develop mitochondrial disease by the age of 10.

(Source: Mitochondrial Disease)

Mitochondria may not function correctly due to a genetic defect, damage caused by drugs, or damage caused by free radicals. Neurotoxins (such as the mercury in vaccines) disrupt mitochondrial respiration.

As for encephalomyopathy, encephalo means brain and myopathy means degeneration.

So mitochondrial encephalomyopathy means the malfunction of mitochondria leading to the degeneration of the brain. (Better to just get the flu, no?)

Mitochondrial encephalomyopathy is listed as a side effect of the FluMist vaccine. So the maker of FluMist admits that FluMist contains toxins potent enough to permanently damage your mitochondria, leading to the death of brain cells. In short, FluMist causes brain damage. If you know how Big Pharma works, you know that for them to admit anything this serious means that they can no longer get away with laughing it off or calling you a conspiracy theorist. They printed it in their own insert!

Now, what’s interesting is that they even specified the specific type of mitochondrial disease that it causes exacerbates — Leigh Syndrome.

What is Leigh Syndrome?

Leigh Syndrome is a rare inherited neurometabolic disorder characterised by degeneration of the brain, meaning that it gradually loses its ability to function properly.

Leigh Syndrome usually occurs between the ages of three months and two years. The disorder worsens rapidly; the first signs may be loss of head control, poor sucking ability, and loss of previously acquired motor skills, meaning the control of particular groups of muscles. Loss of appetite, vomiting, seizures, irritability, and/or continuous crying may accompany these symptoms. As the disorder becomes worse, other symptoms such as heart problems, lack of muscle tone (hypotonia), and generalized weakness may develop, as well as lactic acidosis, a condition by which the body produces too much lactic acid. In rare cases, Leigh Syndrome may begin late in adolescence or early adulthood, and in these cases, the progression of the disease is slower than the classical form.

(Source: Leigh Syndrome)

If you are a parent of a child with autism, you might be forgiven for thinking you were looking at the symptoms of autism. Here’s a comparison:

Anyone diagnosed with Leigh Syndrome already more than fulfills the criteria for autism. So for Big Pharma to say that their vaccine causes “mitochondrial encephalomyopathy” is to admit that it causes brain damage — not just any garden-variety brain damage like epilepsy or dyslexia, but a very, very specific type of mitochondria-induced brain damage — the type that meets all the criteria for a diagnosis of autism. And more.

So, what has mitochondrial damage got to do with autism?

Hannah Poling (below) made medical history in 2008 when the US Vaccine Court ruled that her regression into full-blown autism was caused by vaccines.

What happened to little, red-haired Hannah Poling is hardly unique in the world of autism. She had an uneventful birth; she seemed to be developing normally—smiling, babbling, engaging in imaginative play, speaking about 20 words by 19 months. And then, right after receiving a bunch of vaccines, she fell ill and it all stopped. “Something happened after the vaccines,” says her mom, Terry Poling, who is a registered nurse and an attorney. “She just deteriorated and never came back.”

A panel of medical evaluators at the Department of Health and Human Services concluded that Hannah had been injured by vaccines — and recommended that her family be compensated for the injuries. The panel said that Hannah had an underlying cellular disorder that was aggravated by the vaccines, causing brain damage with features of autism spectrum disorder.

(Source: Case Study: Autism and Vaccines)

The case also thrusts the family into a national spotlight in the controversial public debate over whether vaccines have played some role in the growing number of U.S. children diagnosed with autism. Of particular concern to some families is the mercury-based preservative thimerosal, not used in child vaccines (except for some flu shots) since 2001.

The family turned to leading experts in neurology. “I had to know. My daughter didn’t just suddenly develop autism for no reason,” Terry Poling said.

Hannah’s father co-authored an article about her case, which was published in the Journal of Child Neurology in 2006.

Hannah’s case was one of three vaccine-court test cases alleging that thimerosal caused the children’s autism.

The government’s Division of Vaccine Injury Compensation concluded that five shots Hannah received in July 2000, when she was 19 months old, “significantly aggravated an underlying mitochondrial disorder” and resulted in a brain disorder “with features of autism spectrum disorder.”

“The biggest question right now for the public is: How unique is Hannah’s case?” said Jon Poling. Poling said he suspects there are other children like Hannah.

(Source: Georgia Girl Helps Link Autism to Childhood Vaccines)

Indeed there are a whole lot more children like Hannah. A population study (2005)found that the incidence of mitochondrial disorders among autistic children is 7%. (So what caused autism in the other 93%?)

In a recent study (Apr 2010), researchers looked at a small group of children with both mitochondrial disease and autism. Here are some interesting things they found:

The frequency of autistic regression in the general population of patients with autism was estimated to be 25%.

[Regression is defined as a loss of developmental skills within 2 weeks after a fever.]

Autistic regression was identified in 60% of the study participants, representing a statistically significant increase over the estimated 25% reported in the general population of autistic spectrum disorders patients. Autistic regression was not identified in 40%.

The rate of autistic regression in this highly selected group of individuals was approximately twice the rate of regression reported in the general population of patients with autistic spectrum disorder. Fever is associated with regression in patients with many types of mitochondrial diseases as well as in a broad array of other classes of metabolic disease. In no case did we observe regression with vaccination unless fever was present.

Source: Full text (PDF)

That is to say, children with mitochondrial diseases are more than twice as likely as normal children to get autism after a vaccination. 70% of them regressed after experiencing a high fever. Could the raging fever be an indication that their bodies could not fend off the simultaneous assault by multiple viruses and toxic vaccine components and suffered damage as a result?

What would be interesting to know is:

• Do children with mitochondrial disorders already have the mitochondrial disorder before getting vaccinated, or did they develop a mitochondrial disorder as a result of getting vaccinated?

• What percentage of children who have a pre-existing mitochondrial disorder develop autism after getting vaccinated? How many have a mitochondrial disorder and but did not descend into autism after a vaccination?

• What percentage of normal, healthy children developed a mitochondrial disorder as the result of getting vaccinated?

• Is it possible to have a mitochondrial disorder and not be autistic? Hannah Poling’s mother, Terry Poling, has the same genetic disorder, but she’s not autistic. Can we then conclude that if you have a mitochondrial disorder, you can live a normal and healthy life until the day you meet a vaccine you can’t handle? Is Terry Poling an anomaly, or are there many more adults like her? Remember that when Terry was a child, she got only a quarter of the number of vaccines that the American child of today gets.

Here is the US vaccination schedule of 1983 vs. 2007:

(See here for the latest vaccination schedule and also that of past years – scroll down a bit.)

It would be difficult to find any child today who has not been vaccinated. It would be near impossible to find children with rare mitochondrial disorders who have also NOT been vaccinated. So don’t count on seeing any such studies anytime soon.

Do you think that the pharmaceutical companies producing these vaccines would test their products this thoroughly before releasing them to the public? In the six months that it took them to produce and push the H1N1 vaccine through FDA approval? (Drugs normally go through 10 years of development and testing before getting FDA approval, and even then, the testing is bloody hell shoddy – I should know, I used to work in clinical trials!) Has any vaccine been tested this thoroughly? (If you’re wondering, the answer is no.) In 6 months, there is no time to test anything. I doubt there were even human trials since it usually takes more than 6 months just to get funding for the study! YOU are their guinea pigs. And if you don’t educate yourself, there is only one way to find out—the hard way.

Why do you suppose they don’t give a crap about your child’s safety? Because you can’t sue them, that’s why. They’re free of liability. You can sue the crib maker if their crib choked your baby, you can sue the cigarette company if their cigarettes gave you cancer, but you can’t sue vaccine makers if their vaccines harmed or killed your child. That’s because they have colluded with their friends in high places to change the law to protect themselves that way. Ask yourself – why the need to do that? Could it be because they knew they were making an extremely unsafe product in the first place? You don’t see car makers getting the government to change the law to exclude themselves from being sued, do you? Those people protecting their interests (not yours) are the very people you elected and pay. (Read Evidence of Harm, by David Kirby, a very well-researched and truly superlative book on how and why the US government allowed mercury to be added to your children’s vaccines.) Like you, I too thought that the FDA and CDC worked to protect us.

But I never thought I’d live to see the day when Big Pharma THEMSELVES ADMIT that if your child has a mitochondrial disorder, you’d best not vaccinate them unless you want to give them autism as well. And this is the sort of autism that is lifelong because damage to mitochondria is permanent. If your doctor calls you a nut or a conspiracy theorist, just ask him to read the insert.

A little tidbit from my journey


It has been at least four years ago that I started writing about my journey with autism that somewhere my beginning is buried in the many posts I have done.  I didn’t suspect that I would be on a journey dealing with the affects of autism (which I am told) can have varying degrees.  According to medical specialists my son does not only suffer from autism but from a genetic problem leading to learning disabilities. This can be frustrating as he struggles with sensory overload and some of the other symptoms of autism but not being able to remember and retain what he is being taught is a challenge of its own.

I started out with a very difficult and trying pregnancy which we thought at 9 weeks gestation he would not survive.  We prayed and asked many others to join us and he was able to make it to 36 weeks.  Before we left the hospital he did not pass the normal newborn tests and was referred to our school for the deaf.  It was assumed our son had a hearing problem. After several hearing tests were done he was referred to a specialist for his speech.  We spent many days and weeks at the doctors office, specialists office, the hospital running tests and back home for therapy.  He received; physical, occupational and speech therapies. It wasn’t until he was about 3 years old that we finally had a diagnosis for autism.  His first diagnosis was cerebral palsy.

Looking back after many days and months reading every book I could get my hands on I finally realized that many of the tests and procedures that were done was most likely a symptom of autism.

We struggled with swallowing, stiff muscles (too much tension/tone), hand flapping, tip-toe walking, licking furniture and other items, putting on shoes – this was a major obstacle as he didn’t like shoes, his or anyone else’s.  I remember one time that I was at the store getting new shoes for myself and I put the ones I was going to purchase in the bottom of the cart and he started screaming.  If I removed the shoes from the cart he would stop but if I put them back in he freaked out. Where most children like new clothes or toys he didn’t like it at all, it took more time to get him used to the toy than to just keep the old one until it wore out. The majority of our struggles have been over sensory problems.  I have now learned there is a word and definition to sensory overload. Which is common in children with neurological disorders. For my son he has too much sensory and does not know how to relax in a proper way.

To be continued…..

Instrumental music helpful with teaching struggling learners


It had been a question of mine as to whether instrumental music can be helpful in an academic environment?  Trying to educate my son with schoolwork has been challenging and with my older children who are normal functioning teenagers we have found that playing classical music in the background had been helpful in understanding complex problems.

I tried this out with my son who has struggled with retaining the information we are teaching him.  Colors are still difficult for him to ascertain but we are noticing he is remembering as well as learning new concepts easier than before!

 

A young friend of our family has written instrumental music which is very good to work too, will be releasing his new album November 3rd, 2014.  You can listen to his music at this link and if you feel inclined help support his venues.

Please leave a comment as to whether instrumental music has been helpful to you.

am trying to contain my excitement while I suddenly realize that dawn light is releasing in less than 2 weeks! meanwhile, you should create your own Zachary Bruno station on Pandora. It helps me out tremendously
>> http://www.pandora.com/station/start/zachary-bruno

Pandora is free, personalized radio that plays music you’ll love. Discover new music and enjoy old favorites. Start with your favorite artist, song or composer and Pandora will create a custom station that plays similar…
PANDORA.COM

Request for calls to Senator regarding UN Disabilities Treaty!


A request from Home School Legal Defense to call your Senators now!

Dear HSLDA Members and Friends,

Please call your two U.S. senators right now, and urge them to reject the dangerous UN Convention on the Rights of Persons with Disabilities (UNCRPD).

The entire Senate is returning from six weeks of vacation. Tuesday will be their first full day back. It is crucial that they hear loud and clear today and tomorrow that Americans are firmly opposed to surrendering our sovereignty, parental rights, and the rights of people with disabilities to unelected, unaccountable UN bureaucrats.

You can reach your senators by calling the Capitol Switchboard at (202) 224-3121, by using our legislative toolbox to type your address and find their contact info, or by using HSLDA’s emailing tool to send a prewritten letter to your senators by filling out your information here and then clicking the red “Take Action” button.

Your message can be as simple as the following:

“I urge you to oppose the UN Convention on the Rights of Persons with Disabilities. This treaty surrenders U.S. sovereignty to unelected UN bureaucrats and will threaten parental care of children with disabilities. Our nation already has laws to protect Americans with disabilities. This treaty is unnecessary and will hurt families by giving bureaucrats the power to decide what is in the best interests of a child with disabilities, not the child’s parents.”

The Senate has a packed schedule before senators leave on September 23. At this point, we do not yet know if the UNCRPD will come up for a vote. But we cannot wait until it is too late. We must make our voices heard for parental rights and U.S. sovereignty.

Even as you call today and tomorrow, our staff and local homeschool families are visiting Senate offices and meeting with senators and their staff with one message: please defeat the UNCRPD.

Please visit HSLDA’s action page here to learn more about the CRPD, and you can read the text of the CRPD here. We thank you for standing together with us in defense of our freedom.

For liberty,

J. Michael Smith, Esq.
President, HSLDA

Please call your Senators regarding UN Disabilities Treaty!


Please Call Your Two U.S. Senators Right Now to Reject UN Disabilities Treaty

Dear HSLDA Members and Friends,

We have received intelligence that this week supporters of the UN Convention on the Rights of Persons with Disabilities (CRPD) will be lobbying in force for Senate ratification of this dangerous United Nations treaty. They are busing in activists, making phone calls, and pressuring lawmakers.

We must match their efforts. Please call your two U.S. senators right now and politely but firmly urge them to defeat the CRPD. You can reach your senators by calling the Capitol Switchboard at 202-224-3121 and asking for them. You can also email them with our prewritten letter to your senators by filling out your information and then clicking the red “take action” button.

What to Say

Your message can be as simple as the following:

“I urge you to oppose the UN Convention on the Rights of Persons with Disabilities. This treaty surrenders U.S. sovereignty to unelected UN bureaucrats and will threaten parental care of children with disabilities. Our nation already has laws to protect Americans with disabilities. This treaty is unnecessary and will hurt families by giving bureaucrats, instead of parents, the power to decide what is in the best interests of a child with disabilities.“

I know you are busy homeschooling your children. I know many of you have already called, and you may feel your senator is not listening to you. But I also know that your dedication to U.S. sovereignty, homeschool freedom, and parental rights made the difference in 2012 when the Senate rejected the CRPD. Please take the time to make these calls again. I know that if we are united in making our voices overwhelmingly heard, we can win again.

No Real Protection

Senate staffers may argue that the Senate Foreign Relations Committee added reservations, understandings, and declarations (“RUDs”) to the CRPD, including one which attempts to say that the treaty will not affect homeschooling. RUDs are considered to be weaker than treaty language under international law, as our recent analysis shows. Do we dare to trust our God-given right to direct the education and upbringing of our children to these RUDs?

Other staffers may argue that the treaty is only a statement of support for people with disabilities, and will not change U.S. law. Remind these staffers that Article VI of the U.S. Constitution says treaties that are ratified by the Senate “shall be the supreme Law of the land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.”

World Leader

The U.S. already is the world leader in advancing the rights of persons with disabilities—we don’t need to ratify a UN treaty to remain the leader.

Thank you for calling. Please forward this email to your friends, and urge them to call as well. At this point, the CRPD has not yet been scheduled for a floor vote, which means that supporters of the treaty still do not yet have the votes. Your phone calls and letters are making the difference. In fact, Senator Orrin Hatch (UT), just gave a powerful speech on the Senate floor against the CRPD. We encourage you to watch it here.

To learn more about the CRPD and to read it for yourself, please click here.

For liberty,

http://images.response.hslda.org/EloquaImages/clients/HSLDA/%7b7a94a12b-aaf7-4c4b-89fe-a3471dfdf864%7d_MFarris_sig.aspx.gif

Michael P. Farris, JD, LLM
Chairman, HSLDA

• • •

P.S. We greatly value you and your support—it is a privilege to serve you! If you or someone you know is not a member of HSLDA, will you consider taking a moment today to join or recommend us? Your support enables us to defend individual families threatened by government officials and protect homeschooling freedom for all. Join now >>

Home School Legal Defense Association • P.O. Box 3000 • Purcellville, Virginia 20134-9000
Phone: (540) 338-5600 • Fax: (540) 338-2733 • Email: info@hslda.org
Web: http://www.hslda.org