Autism Research Progress To Date In Two Words: Lovaas, ABA

Research to date benefiting persons suffering from autism disorders can be summed up in two words: Lovaas, ABA. The work done by Dr. Ivar Lovaas has been applied successfully for decades as reported by the US Surgeon General's office (1999) and by the American Academy of Pediatrics (2007), reaffirmed (2010):

The effectiveness of ABA-based intervention in ASDs has been well documented through 5 decades of research by using single-subject methodology21,25,27,28 and in controlled studies of comprehensive early intensive behavioral intervention programs in university and community settings.29–40 Children who receive early intensive behavioral treatment have been shown to make substantial, sustained gains in IQ, language, academic performance, and adaptive behavior as well as some measures of social behavior, and their outcomes have been significantly better than those of children in control groups.31–4

American Academy of Pediatrics, Management of Children with Autism Spectrum Disorders

Read more »

New Brunswick is a Canadian (and North American) Leader In Early Autism Intervention and School Autism Services

New Brunswick is a Canadian, and North American,  leader in early autism intervention and school autism services.  I do not doubt that that statement is enough to prompt a retort from many jurisdictions.  New Brunswick is not one of the wealthiest jurisdictions in Canada, let alone North America, but the fact is that New Brunswick has had publicly provided early ABA autism intervention to the extent of 20 hours per week for ages 2-5 for several years.  700-800 education aides and resource teachers also  received the same UNB-CEL Autism Intervention training.  

These services have been provided by both Liberal and Conservative governments.  The drive to put these services in place resulted from intense, persistent and well organized parent advocacy.  Above all we had the advantage of guidance from local autism experts.  The UNB-CEL program that provided these autism services was able to do so in both of New Brunswick's official languages, French and English, even though the French language Université de Moncton chose not to participate in developing the program.  Ultimately NB was recognized as a leader in provision of early intervention by Dr. David Celiberti of the Association for Science in Autism Treatment.  

Over the past year several international and local experts, listed in the attached letter from Nicole Gervais, Executive Director, have developed an on line program which has provided ABA based autism training to NB teachers and aides. They did so in conjunction with the NB government's new, combined Department of Education and Early Childhood Development. The predecessor Department of Education's officials had long felt that paying the UNB-CEL for the autism training was too expensive and were clearly annoyed that the program resulted from parent advocacy, professional advice and direct political initiative. Officials including the Director of Student Services moved to assert control over autism programs in the Education Department, even going so far as to threaten me with legal notice to stay out of a meeting between the Department and ASNB at which autism training was discussed. Nonetheless senior department officials essentially claimed ownership of the program developed by UNB-CEL and have, over the past year, developed the in house departmental training program described in Ms Gervais letter:

I am very impressed with both the international and local autism expertise involved with developing the program and I have to believe that this program will bode well for New Brunswick children and youth with autism spectrum disorders. Many of the concerns which I raised in a  recent letter to NB autism officials, and raised several years ago, as an Autism Society New Brunswick representative, when advocating for provision of UNB-CEL autism training for resource teachers and aides are dealt with in this program as described. Given the recognized expertise of those who developed the UNB-CEL program further I am certain that the program itself will be excellent.  

I am much less assured though by the in house elements of the program, particularly the evaluation of the candidates practicum completion, in the context of a collective bargaining environment where the parties conducting the evaluations are representatives of the employer in the collective bargaining relationships with NBTA and CUPE Local 2745 representing the teachers and aides respectively.  I have 30 years experience as a labour lawyer in New Brunswick and federally. I have also been very active as an ASNB representative on autism education issues over the past dozen years. On these issues I do not defer to the Department autism experts or to their in house legal advisers.  There will be grievances filed if any aides or teachers fail their evaluations with resulting pressures on those conducting the evaluations.

CUPE Local 2745 in particular has been averse to even supporting autism training for the aides they represent for fear that older aides would be unable to complete training and their ability to utilize their seniority for preferred assignments would be compromised.  As an ASNB president I had invited and met with the then CUPE Local 2745 President to discuss autism training for TA's (Education Aides) at a breakfast meeting at Bolden's Cafe in Fredericton.   She was totally disinterested in my suggestion that CUPE support parents in advocating for autism training for teachers and education aides.  Her successor, the current CUPE Local 2745 President, Sandy Harding, has been much more openly hostile to our efforts advocating for autism trained education aides in their bargaining unit. 

Notwithstanding my concerns over the in house elements of the program I do recognize the considerable expertise both of the international and the local experts involved in the development of the program and that expertise bodes well for New Brunswick children and students ... particularly if the Department officials have the will to properly evaluate those who take the training.  If education officials can stand up to CUPE 2745 pressure and provide honest, accurate evaluations of autism course participants New Brunswick will continue as a North American leader providing early autism intervention and autism school services to ALL students not just those who can afford specialized instruction or live in Fredericton where evidence based intervention and autism instruction have historically been embraced.

Read more »

Conor Countdown Continues In Support of FLEXIBLE, EVIDENCE BASED Inclusion

The Conor Countdown continues, as Conor gets up each day at 6 am and changes the number reflecting the number of days until school resumes.

My son Conor, and his autism disorder disability,  have been well accommodated in schools here in Fredericton, New Brunswick, Canada.  He has benefited both from the assistance of education aides and resource teachers trained in the UNB-CEL Autism program and by placement, at our request, outside the regular classroom for his ABA based instruction.

 His placement is not segregation in the sense of the racial segregation which once prevailed in the American south.  His placement reflects the fact that Conor's autism based sensory sensitivities and need for predictable routine, coupled with his individualized learning style and instruction methods require a quieter learning environment. 

In the regular classroom, early in Conor's education,  he bit his hands every single day until he was removed to a quieter location where the self injurious biting ceased. Now in high school his individualized instruction continues but he has many, many opportunities for socialization at the Leo Hayes High School Resource Centre with other students with special needs, in common areas and activities like school outings, visits to the cafeteria and ... Conor's favorite by far ... in weekly visits to the Nashwaaksis Middle School swimming pool. 

Conor loves his flexible, evidence based schooling so much that the summer, with no school, is a difficult time for him.  We do our best to help him during this period and Conor does his best to help himself.  One of the activities that helps him get through the summer break is the "Countdown".  Each day, every day, at 6 am Conor gets up and changes the number on his board under the question "How Many Days Until School?"  He can see the number getting smaller each day, he can take steps each day to make the number smaller reducing his anxiety and frustration.

Conor's self injurious biting while placed in the regular classroom was a vote against the extreme, non evidence based "regular classroom for all students" philosophy. Now, during the school year Conor packs his lunch bag every night and puts it in front of the side door to the driveway and Dad's car. During the summer Conor does his "How many days until School" countdown.  Both activities are strong compelling statements from Conor in support of the flexible, evidence based, inclusive education he has received at school since being removed from the regular classroom.

Read more »

Medicare's Orphans: Jean Lewis On The Struggle for Autism Treatment In Canada

The video and clip below are from the Medicare for Autism Now web site and feature MFAN co-founder Jean Lewis, one of Canada's foremost autism advocates, providing an articulate, personally informed summary of the struggle for autism treatment in Canada.  

Jean keeps the discussion on a non-partisan level and discusses the fight to end Canada's inhumane and  discriminatory exclusion of treatment for those with autism disorders in the context of other historic struggles for liberation from discrimination based on race and gender. A very important point to remember in Jean's message is that such struggles are never overnight affairs.  They are essentially political wars which involve many battles before the wars are won.  

For those of us who are parents it is difficult  but it is, and always will be, necessary to stay engaged in the battles, to continue the fight and to assist newcomers who need to join the political armies fighting for a humane, Canadian  government to fulfill the promise of Medicare of which Canadians are justifiably proud  and ensure coverage of evidence based treatment for autism disorders. 

Jean Lewis, co-founder of Medicare for Autism Now and Civil Rights Now and co-producer of Medicare’s Orphans discusses the purposes of the film — which are provide a detailed history of the autism treatment movement, and to help maintain momentum in the campaign for justice.

 

Read more »

Dear Honourable Ministers: Conor Has Voted Again for Flexible, Meaningful Inclusion, Alternative Learning Arrangements

Conor, anxious to get to Leo Hayes High School, to the resource center with other challenged kids for socialization, and to his individual learning area for his ABA based instruction, watches the clock this morning. Conor votes YES for flexible inclusion with meaningful access to learning.

Minutes before departure Conor, on his own initiative, brings Dad his sneakers to make sure I don't forget to drive him to school on time. 

Honourable Jody Carr Minister of Education and Early Childhood Development
Honourable Dorothy Shephard Minister of Healthy and Inclusive Communities

Dear Honourable Ministers:

I am forwarding the above composite picture of my son Conor, seated in the kitchen watching the clock at 7:30 am this morning.  Conor, now 16 years old, has severe Autistic Disorder and is assessed with profound developmental delays.  He was not placed on a "time out" chair for having behaved badly.  He was sitting there of his own choice because he was, as he is every day, anxious to get to school at Leo Hayes High School, an experience he truly loves and one which he misses during the summer months.  

I encouraged Conor to engage in other activities instead of just sitting on the chair and he did so. At precisely 7:55 though Conor, again on his own initiative, brought me a pair of my sneakers and handed them to me,  as a polite reminder to Dad to get ready to take him to school. To the far left of the picture is a red object. It is his school back pack including his lunch pack which he packs the night before and placed in the fridge.  In the morning, on his own initiative, he places the lunch pack inside the back pack and places them near the exit door to ensure that it is with him when Dad drives him to school in the morning.  

With these actions Conor indicates clearly what a positive experience his flexible inclusive education at Leo Hayes HS is for him.  Conor does not, at our request receive his instruction in a regular classroom. Some autistic children can prosper in a regular classroom and some, like Conor, require instruction outside the regular classroom in a quieter space where he is not overwhelmed by noise and other distractions. 

Conor started his schooling in a regular classroom and came home every day with self inflicted bite marks  on his hands and wrists. (self injurious behavior is a recognized condition commonly associated with autism disorders). Once removed the biting ceased and Conor received his instruction in an individualized area in grade school, middle school and high school.  His instruction has been provided by education assistants/teacher aides trained at the excellent UNB-CEL Autism Intervention Training program.  

Conor's socialization has NOT been impaired by these arrangements.  Throughout school he has, in consultation with us, his parents, been involved in various outings and activities within his abilities including some specified gym activities, swimming (his favorite), outings like apple picking (another favorite) and last year he even attended a play put on at Fredericton's playhouse. Other students have ALWAYS greeted Conor warmly at every level of school. Some have even sought him out at our home in order to say hello to him outside of school. At Tim Horton restaurants Conor has been greeted by staff who are were students at school and knew him through Best Buddies. I underline these facts because it is important to realize that full regular mainstream inclusion is NOT necessary to ensure a full social learning experience for children with severe challenges like my son.  

One of the greatest socialization assets for Conor has been the Resource Center at the Leo Hayes High School. The RC is well staffed with trained experienced personnel that know how to manage children with extra needs in as stress free a manner as possible.  It also provides a variety of tools and sharing of information directly by people who are actually working directly with challenged children.  Stigmatization does not occur by placing challenged children in a resource center for parts of the day.  Stigmatization and outright harm occurs by pretending that all children regardless of cognitive level and regardless of disability based sensory and behavioral challenges,  must receive instruction in the same area as their chronological "peers". 

I have made these statements again on Conor's behalf, as I have made them throughout his education because of the constant threat posed to the flexible mode of inclusion that has benefited him in his education. The ideologically based every child in the regular classroom model to which this current administration and its most trusted advisers subscribe would be detrimental and harmful to my son if inflicted upon him, if his ABA based learning in an alternative area or if his socialization, security and happiness in the Leo Hayes High School are targeted for elimination.

Conor demonstrates the success of the current flexible model of inclusion, of the ABA instruction he has received outside the regular classroom, of the security and opportunity for socialization that the Leo Hayes High School Resource Center provides.  Please do not ignore Conor's story while making decisions affecting his future and the future of other children who need accommodation outside the regular classroom.

Although I am a lawyer by profession I try to avoid making legal arguments in education discussion since they can unfortunately lead to confrontation when cooperation and understanding are so badly needed to ensure proper education and development of children.  Having said that I will provide you, with respect, to two links to documents summarizing leading precedents in Canadian jurisdiction concerning the need meaningful access to education of children with disabilities written by Yude Henteleff QC a distinguished lawyer and Order of Canada member who has represented many disability organizations in Canada. Without getting too detailed I believe these documents can be summarized by saying that case law has established that an ideological insistence on regular classroom placement of all children regardless of disability considerations, and without providing alternative arrangements to accommodate their disability based challenges can constitute unlawful discrimination:

1. The Fully Inclusive Classroom Is Only One of the Right Ways to Meet the Best Interests of the Special Needs Child.  (2004) Yude M. Henteleff 

2. MEANINGFUL ACCESS, INCLUDING THE PROVISION OF A WIDE RANGE OF PLACEMENTS, AS AN INTEGRAL PART OF INCLUSIVITY IN EDUCATION by Yude M. Henteleff C.M., Q.C., LL.D. (Hon.) (2012)

I would ask you foremost though to simply look at these pictures of Conor and take my word as his parent, as a long time autism advocate and representative of the Autism Society New Brunswick during the MacKay and Ministerial Committee inclusive education reviews (and current acting ASNB President). Not all children, and certainly not ALL autistic children function well in the regular classroom.   The ASNB position that children should be educated in a manner consistent with an evidence based determination of their best interests is consisted with the policies of the Canadian Learning Disabilities Association. It is also consistent with the first section of the PNB definition of Inclusive Education that resulted from the Ministerial Committee review of inclusive education:

"Inclusive Education

I. Vision

An evolving and systemic model of inclusive education where all children reach their full learning potential and decisions are based on the individual needs of the student and  founded on evidence." (underlining added - HLD)

I ask both of you Honourable Ministers to be faithful to the above definition of inclusive education fashioned after years of consultation conducted by Ministers of the Lord and Graham governments and examined the evidence of my son and other children with needs that require education outside the regular classroom.  Please continue the option for individualized education outside the regular classroom for those like my son who require that arrangement.  And please do not eliminate valuable, proven resources like the Leo Hayes High School Resource Center that have contributed so much in the way of socialization, security and friendship for my son and others with similar needs.

Respectfully,

Harold L Doherty

Fredericton NB

Read more »

Meaningful Access: Yude Henteleff (2012) Critiques Full Inclusive Education as a Non Evidence Based, Discriminatory Philosophy and Recommends A New Paradigm

The image above is the cover page of the paper MEANINGFUL ACCESS, INCLUDING THE PROVISION OF A WIDE RANGE OF PLACEMENTS, AS AN INTEGRAL PART OF INCLUSIVITY IN EDUCATION by Yude M. Henteleff C.M., Q.C., LL.D. (Hon.). The paper is available in PDF format on the Atlantic Human Rights Centre web site by clicking on the title. 

I had the privilege of meeting Mr. Henteleff at the recent Atlantic Human Rights Centre inclusive education conference in Fredericton at which he presented this paper.  His earlier work on this subject provided a thorough analysis of Canadian jurisprudence, including Supreme Court of Canada jurisprudence, concerning the accommodation of students with special needs in inclusive education.  His earlier work was the road map I followed in trying to chart a path for my severely autistic, developmentally delayed son toward achieving a meaningful  education in the extreme inclusion Province of New Brunswick.  

Mr. Henteleff's latest work updates that road map and should be mandatory reading for anyone involved in the education of students in New Brunswick schools. I absolutely recommend it for parents and their legal counsel should legal proceedings be necessary to ensure the protection of their children's best interests in New Brunswick school. 

I was able to thank Mr. Henteleff face to face for his contribution to my son's positive education experience during the AHRC inclusive education conference in Fredericton. I would like to acknowledge that contribution again publicly in this commentary and say Thank You Mr. Henteleff.

I will not summarize Mr. Henteleff's entire paper in this comment.  Following though are some statements which he stated in his paper he strongly supports and principles derived from high legal authority in Canada and the United States. 


I humbly agree with the statements Mr Henteleff supports and with his interpretation of relevant legal authorities and the principles derived from them.  I have, in my own way, articulated these principles during my participation in the Mackay, Ministerial Committee and Porter Aucoin inclusive education reviews in New Brunswick and in more recent media appearances. 

These comments reflect the fact that full inclusion is a philosophy that requires regular classroom placement for all students regardless of their individual situations. As such full inclusion philosophical education practice discriminates by failing to provide an evidence based an evidence based determination of each student's best interests with respect to the place of learning.  It is a simplistic philosophy with an egalitarian feel good tone that makes "true believers" of otherwise learned educators.  

Following are some of the brief introductory comments by Yude Henteleff which highlight the problems with full inclusion, philosophy based education practices:

R. v. The Board of Education for the Region of York

This is a decision of the Ontario Special Education (English) Tribunal File #10. It was appealed to the High Court of Justice 63 O.R. (2d) 767 and to the Ontario Court of Appeal 69 O.R. (2d) 543 on issues unrelated to the issue of best interests. Accordingly, the decision by the Ontario Special Education Tribunal as to placement remains. 

The Tribunal in respect to segregation v. integration and the child's best interests found as follows: It is the firm opinion of this Tribunal that the wholesale integration of exceptional pupils into regular classes, solely on the basis of philosophical principle, untempered by due and informed consideration of each individual situation, is directly counter to the best interests of all pupils. [My emphasis] 

In The Journal Focus on Exceptional Children2, the authors, James A Kaufman and Patricia Pullan, explored a number of widely held myths about children with disabilities and special education. One of the myths they explored is the devotion to the ideology of full inclusion. They stated that the myth is appealing because of the simplicity (that is one placement for all students) and egalitarianism (students are not physically separated from the mainstream) so they are assumed to be integrated and treated equally. They stated that the consequences of this myth include the placement of students with disabilities in general education classrooms in which neither they nor their classmates can be well-served, and the abandonment of pull-out programs such as special classes in schools that were in fact the least restrictive environment most appropriate for such students.

Henteleff provides a thorough analysis of the relevant jurisprudence to support the critique of full inclusion practices.  He also goes beyond criticism and sets out the principles, all supported by the case law, and supported by education authorities and proposes a new paradigm for inclusive education, a paradigm which supports the legal requirements of meaningful access for all students including special needs students:

In order to assure that the best interests of SSN are met in its school system, provincial governments must establish a legal framework within its School Act for the application of the concept of meaningful access to educational services that incorporates the strands of Canadian jurisprudence to date including the international considerations which are relevant in the Canadian context. 

Meaningful access to educational services is the compilation of principles enunciated in the legal decisions, namely the paramountcy of education, the best interest of the child principle, and the right to necessary resources (to enable access) to the point of undue hardship. Such a context specific and substantive legal framework would be in line with the evolving Supreme Court of Canada jurisprudence of Berg, Eaton, Eldridge, Grismer, and Via Rail, and in light of US case law previously referred to, which has interpreted the concept of "meaningful access" in the education context. Accordingly, it is critical that provincial governments establish a clear framework for the application of the legal concept of meaningful access to educational services and that the objective to achieve inclusivity in the school system must incorporate the right to meaningful access. 

Meaningful access to educational services is achieved when SSN receive an education in a most enabling environment. A most enabling environment is one that: is based on correctly identified needs; is implemented by appropriately trained persons in a timely fashion, with input from caregivers and where appropriate the student; is carried out in an environment best suited to that student's needs, socially, physically, emotionally, mentally, behaviourally and cognitively;  provides those resources that reasonably enhances the student's ability to make the fullest use of the programs provided by the school system to all students;  and provides a range of placement options, each being particularly suited to meet the child's identified best interests.

Each strand as noted has the force of law. The foregoing strands collectively comprise meaningful access incorporating the fundamental principles emerging from the court decisions noted. Meaningful access, as above defined, is a legal paradigm that is context specific and which provides substantive remedy in accordance with the Charter and therefore positive outcome for all SSN.

It is critical that the School Act incorporates the right to meaningful access as above noted as an integral part of inclusion, so as to assure that all students with special needs receive the services they are entitled to in the most enabling environment and in a timely fashion. This will in turn assure that the social contract with every SSN, namely the receipt of all those resources that facilitate the fullest access possible to education services is fulfilled.

In the best interests of students with special needs, nothing less will do.

Read more »

Severe Autism and Education: Conor Doherty Votes Yes! to FLEXIBLE Inclusion

Conor receives what full inclusion advocates call a "segregated" education because he receives his ABA based instruction, for his autistic disorder, in a quiet location outside the regular classroom. (Although he does have many activities with other children for outings and other events, such as swimming, apple picking, visits to the Playhouse in Fredericton). 

As his father, I consider the combination of individualized learning environment combined with group outings and activities to be an evidence based approach to accommodating Conor's severe autism challenges that is done in his best interests. In the yellow board picture Conor votes YES! to this evidence based, flexible inclusion approach that has worked so well for him.

Conor loves his schooling as it now is and loves attending school.  Summer vacation is difficult for Conor and he gets very frustrated at times.  One of the tools we came up with for managing his frustration is to have him write on a board the number of days until school with Conor changing it each day.  At 6 am every day Conor jumps up, unprompted, and changes the number.  It helps him understand that school, and the so called "segregated" education he loves, will return. 

Conor has been well accommodated with his individualized learning environment combined with ample opportunities to mix with other kids at school outings.  He loves school and he knows a lot more about his own needs then the full inclusion ideologues who dominate education policy in the current New Brunswick government and who would take the schooling Conor loves away from him.

Read more »

Autism Society New Brunswick 2005 Submission to the MacKay Inclusive Education NB Review

May 24, 2005

  

AWM Legal Consulting Inc.
7071 Bayers Road R.P.O. box 22076
Halifax,  Nova Scotia  B3L 4T7 

To Whom It May Concern:

The following  is Autism Society of New Brunswick’s submission to the Inclusive Education: A Review of Programming and Services in New Brunswick committee.

  

Thank you,

Luigi Rocca

President, ASNB

            

“If a child cannot learn in the way we teach, then we must teach in the way he can learn.”  Ivar Lovaas.

Autism presents one of the biggest challenges to the New Brunswick Government’s inclusion policies.  According to the Department of Education’s own numbers, there are no less than 1,000 students in the public school system with Autism Spectrum Disorder.  In the majority of cases, these students are not receiving a meaningful education.  

What Inclusion means to Autism Society of New Brunswick

Inclusion is a philosophy, not a methodology.

-          Inclusion should provide autistic school children access to a REAL education in a positive learning environment which may be inside or outside the classroom, or a combination of both, depending on the individual circumstances of the student with autism with the support of an individually assigned and dedicated Teacher Assistant (TA) formally trained in Applied Behavioural Analysis (ABA) methodologies.

-          Inclusion is more than simply including students with an Autism Spectrum Disorder (ASD) physically in the classroom.

-          “The philosophy of “full inclusion” is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services rather than being placed in special education classrooms or schools.”  Medical School, University of North Carolina.

Although the goals and values underlying full inclusion are laudable, neither research nor thoughtful analysis of the nature of supports concurs.  There is very little empirical evidence to support the above definition of full inclusion as it relates to students with autism.

-          Numerous studies clearly show students with an ASD cannot learn in a typical classroom environment.  Students with an ASD learn in a one-to-one setting, exclusive of the classroom.

-          Students with an ASD who have no supports will not learn.  If students with an ASD have supports such as formally trained TA’s in ABA methodology, reinforcers, trials, rewards, visuals, etc., learning occurs.

-          ASD, by its very nature, manifests itself differently with each student.  Therefore, flexibility is absolutely crucial with respect to classroom inclusion.  Some students with an ASD, particularly lower functioning students learn better in a quieter setting outside the classroom while some can learn in a room with their peers; most will benefit from a judicious mix of the two settings.  It is imperative that each student be properly assessed by trained individuals so that a proper and individualized learning environment can be designed for each student.

-          Many students with an ASD will be following a completely distinct curriculum.

-          It is critical to take into account the needs and characteristics of the individual student with autism and apply flexible inclusion policies so as to ensure the highest quality education and development.

What Do We Need

-          Ideally, parents of students with an ASD would benefit most by having teachers trained in ABA methodologies to teach their children on a one-on-one basis.  We realize that with the one-to-one methods required for most autistic students, it would be unrealistic to expect this of the public school system.

-          In general, New Brunswick has some of the highest quality teachers anywhere.  They are, however, sorely lacking in the training and knowledge necessary to plan and implement effective strategies for students with an ASD.

-          The Department of Education does not provide the proper training in ABA to work one-to-one with ASD students.  Faced with this reality, parents have asked for dedicated, individually assigned TA’s trained in ABA.

The Department of Education, the Teachers Union, and CUPE Union representing TA’s have to understand this reality, and adjust their collective agreements to reflect it.  It is imperative that no student be denied a meaningful education due to union or collective agreement issues.  Unfortunately, this often what happens so it is critical that the current mindset be changed.

-          Parents are frustrated and angry at the Department of Education policy on TA assignment, as the TA is for the teacher not the individual student.  Also, TA’s changing on a regular basis from year to year, multiple TA assignments to a student with autism throughout the school day, no guarantee that a TA trained in ABA methodologies will be assigned to an ASD student.

-          The TA Union needs a special designation of TA’s with ABA training to be matched with students   with an ASD.  Currently TA’s with special training in tube feeding or catherization are matched to students with this type of need and the same standard needs to apply with ABA training of TA’s.

-          The members of the Unions should have their rights but they should also be part of a regime which reflects more expressly the need to protect students with autism who are sometimes hurt by job competition process and work jurisdiction disputes between the Teacher and TA unions.

-          Faculties of Education need more learning in Special Education given the number of special needs students.  Universities should be offering degrees in Special Education.

-          To achieve inclusion for students with an ASD proper support is needed in the form of TA’s who can work one-to-one with students with autism, and who are formally trained in ABA methodology, which has been proven effective in educating students with autism.

 A Service Delivery Model 

        -   In New Brunswick ABA Training is available through the College of              Extended Learning: Autism Intervention Training.  The Department of Education to date has not seen fit to provide this training to its TA’s and Methods & Resource Teachers (M&R).  Yet, it is this very training which would squarely meet requirements to teach students with an ASD.

-          The Autism Support Worker (ASW) course offered through the College of Extended Learning is exactly what is needed for TA’s who work in the school system with students with autism.  It would be purely arbitrary to fail to provide the necessary training, or to provide less adequate training to the TA’s who work with students with an ASD in the more challenging school environment.

-          The Clinical Supervisor (CS) training offered through the College of Extended Learning is exactly what is needed for the Resource & Methods teachers.  These ABA trained teachers would be qualified to develop and monitor ABA programs designed specifically to each individual student with autism.  The ASW trained TA will be under the supervision of the trained M&R teacher, to implement the ABA programs with the individual student with autism.

-          Speech Pathology, Occupational Therapy, and Physiotherapy services are offered to students through the Extra Mural Program.  The input from these professionals, which is often required for the student with autism, can be incorporated into the individual ASD students ABA program by the CS trained M&R teacher, followed by the ASW trained TA to implement.

-          The teaching of life skills, especially in the Middle and High School levels; need to be incorporated into the autistic students education program.

-          A specific outline of transition protocols for transitioning from Elementary to Middle School, and Middle School to High School, based on the individual autistic student’s needs.

What Are the Systemic Barriers to Having Inclusion

Again…. Inclusion is a philosophy not a methodology.

-          A teacher cannot instruct an entire class and still provide the level of one-to-one instruction required by a student with an ASD.

-          Inconsistency and misinterpretations of the learning needs of students with an ASD at the Department of Education level, School District level, and School level.

-          Collective agreements between the NBTA and CUPE representing TA’s, do not address the interests of students with an ASD, and some procedures and rights within the contracts can be detrimental to the education of students with an ASD.  Two examples are work jurisdiction and seniority rights.

-          Long wait times for students with an ASD to access Occupational and/or Speech Therapy are not the exception, they are the norm.  Once recommendations are made, it is common for the recommendations NOT to be implemented.  School Administrations, teachers, and M&R teachers do not appreciate the “how” and “why” to implement these recommendations.

-          Organization of Team meetings often falls on the shoulder of the parents.

-          Schools have denied parents requests to have the Department of Education’s Autism Consultant involved.

-          The Department of Education’s required document of the SEP/IEP is not meaningful.  The goals are often vague, not clearly defined, and not a working document.  It is developed and utilized in a variety of ways throughout the province.  Often viewed by parents as a waste of time to incorporate.

-          Educators often label behaviors incorrectly i.e.: bold and rude, when in fact the behavior is communication impairment.  For example, we know of one high functioning student with an ASD who forced himself to vomit in order to have himself removed from the classroom which was causing him great anxiety.  This behaviour is often interpreted as “bad” when in fact from the student’s perspective, it is very rational.  In time, what is considered a normal environment for most students becomes torture for a student with an ASD and they will do whatever is necessary to stop it.  Any rational person would do the same thing.

-          Teachers and School Administration often inadvertently reward negative behavior of students with an ASD.  Thus increasing the negative behavior leading to student frustration, and at times, suspension.  Suspension is a consequence a student with an ASD might not have any ability to understand, thus leading to more complications for the student to receive a REAL education.  In addition, what is perceived by the teacher as a “punishment”, can actually be a “reward” for the autistic student because it removes him/her from the classroom.

Propose Alternative Methods of Delivery

-          The Department of Education needs to endorse having more than one Autism Consultant for the entire province.  One Autism Consultant is inadequate to serve a population of more than 1000 students.

-          Training of TA’s as ASW’s, and training of M&R teachers as CS’s through the College of Extended Learning: Autism Intervention Training.

Accountability Measures

-          The Department of Education fully endorse ABA, providing formal training to TA’s and M&R teachers.

-          Develop a legal and workable education tool to replace the SEP/IEP.

-          ABA was endorsed recently in the Department of Education’s Teaching Students with Autism Spectrum Disorder document.  However, the document is woefully inadequate on specifics of formal training and implementation of ABA methodologies.

-          ABA is endorsed by a wide variety of very credible institutions and research organizations.

-          Court cases have clearly outlined ABA as the only proven method for treating and teaching children with autism, and the child’s constitutional right to have it provided.

Auton, BC 2000

Deal, Tennessee 2001

Wynberg, Ontario 2005

Survey Results

Autism Society New Brunswick conducted a survey with parents of students with an ASD to get their views on the current system.  In the interest of brevity, we are not including the full results.  We can, however, summarize the views of parents in two words: frustration and despair.  The vast majority of parents, particularly those of low functioning ASD students, believe that the current inclusion policies are failing their children.  We will provide the details of the survey at your request.

Funding Model

One suggestion would be that the Province of New Brunswick acting through the Department of Education   ensure funding to ensure that TA’s are properly trained in ABA  and available to each student in the province that needs them, regardless of which school district they are located in. 

It should not be left to the individual school districts, and whatever funding model that is adopted should ensure this goal is met.

Final Comments

-          Until the Department of Education commits to ABA training of TA’s and M&R teachers, the outcome for quality education and more importantly a quality of life during the school years will continue to be bleak and discouraging.

-          Do not let students with an ASD currently in New Brunswick schools become a generation lost to bureaucratic inertia or lack of will.

We ask that the Department of Education formally train TA’s in ABA methodologies, who work with our autistic children.

Read more »

Conor Misses His So-Called "Segregated" Autism Schooling BUT Summer Helps A Lot

Conor Doherty, enjoying a summer outing with Dad 

in Fredericton, the green city.

In New Brunswick advocates of extreme, everyone in the classroom, inclusion like to describe my son's accommodations as "segration" as though it could be equated with the racially segregated schools of the old American south.  Conor in fact attends a neighborhood school and has ample opportunity to mix with other students, both challenged students in his High School Resource Centre and throughout Leo Hayes High School.  He is well liked and has friends in both the Resource Centre and in the rest of the school. I have often, and I am mean often, seen kids approach Conor with big smiles and greet him.  His instruction, his ABA based instruction, is received in a separate quieter area and he absolutely loves going to school.  Anyone who has worked with Conor in his high school or previously in middle or grade school can confirm these facts.  

Conor does not receive a "segregated" schooling to use the pejorative terminology of NB's very influential full inclusion activists in the CACL and NBACL.  He receives an evidence based, flexible, inclusive education that accommodates his serious autistic disorder and developmental delay hallenges. Conor loves school. When school ends each year it is a difficult time for him. 

Summer heat and humidity can cause problems too but we do get outdoors, a lot,  in Fredericton, the green city, which we both love and it helps a lot.  The last couple of days we have done some bridge walking to Fredericton's south side for fresh air, exercise and of course ... treats.  (Conor has a new "walking" shirt, one of Dad's old loose fitting shirts to go over his T-shirts).

Conor would like to see September arrive quickly, and resume the "segregated" education that Conor loves and some misguided adults demean,  but he and his ol' Dad will enjoy the summer in Fredericton,  this very habitable green city.

Read more »

Building a Bigger Tent Is A Badly Needed Critical Analysis of New Brunswick Inclusive Education Policies and the Porter Aucoin Report

New Brunswick Legislature Fredericton 

Photo By Harold L Doherty June 17, 2012

The New Brunswick government needs to do a critical analysis of the Porter Aucoin inclusive education report. Porter Aucoin is not an arms length objective review of NB inclusion practice and policy. Too many ties between Alward-Carr government and Porter-Auocoin-NBACL-CACL. Paul Bennett and Yude Henteleff are two excellent external critics whose views should be considered carefully by NB government in setting inclusion policies if the 2009 NB government policy defining inclusion as evidence based on the best interests of the individual child is to mean anything. Yude Henteleff's 2004 paper on flexible, evidence based inclusion recommendations consistent with Canadian jurisprudence is already posted and his presentation to Atlantic Human Rights Centre inclusive education review June 14-16-2012 at the Crowne Plaza in Fredericton will be posted on this site when it is made available to participants.

Building a Bigger Tent Serving all special needs students better in New Brunswick’s inclusive education system  by Dr. Paul W. Bennett, June 2012  is an arms length analysis that has been made available free of charge to New Brunswick. From the Building a Bigger Tent summary on the Atlantic Institute for Market Studies (AIMS) Facebook page:

"Many research findings in New Brunswick’s 2012 report Strengthening Inclusion, Strengthening Schools raise serious questions about whether the existing ‘full inclusion’ model can ever serve the diverse and complex needs of today’s students. There is a place – and perhaps a need – for specialized learning programs where provincial education authorities build a bigger tent. 

....

It’s time for New Brunswick to embrace 21st century education. Bennett recommends a provincial review of New Brunswick’s current model of special education delivery, and ultimately the development of a new continuum of service, including self-contained classes and special education alternative schools."

New Brunswick education policy is important to all New Brunswickers.  It is of particular importance to students with special needs who require accommodation within our education system, including those students for whom the mainstream classroom is not an appropriate or even a safe learning environment. The contributions of serious analysts like Yude Henteleff and Paul Bennett should not be ignored in  designing policies to address the complex and demanding challenges facing special needs students in our education system.

Read more »