Research that Benefits Children and Families

     I often hear Holly Robinson-Peete discussing her son who is affected by Autism and being that I have several students with this disability I have always kept abreast on ways to best understand and help them make progress in school and in their daily lives.  “Now at the age of 13, he is a well adjusted and happy child who tries new food and gets along well with friends and classmates. (Robinson-Peete, H., 2007).” Recent calculations found that about 1 in 150 children have autism spectrum disorder (ASD). This estimate is higher than estimates from the early 1990s. However, some people believe increased exposure to a new crystalline compound, from the extra new vaccines recommended for children, explains the higher occurrence in recent years. However, evidence from several studies does not support such an association. 

     While researchers are scrambling to determine whether autism is linked to genetics, environmental factors or a combination of both there are many who seem to think it is related to vaccines.  In 2004, Pediatrics conducted a study done in Atlanta comparing ages of children who received their first measles-mumps-rubella (MMR) vaccination with children with autism and children who did not have autism. The children researched involved 624 cases (identified from multiple sources) and 1824 controlled   children (identified and matched based on age, gender, and location of school).  The study clearly showed that vaccinations were more common among case children than control children, as they are enrolling in early intervention programs.  While the CDC recognizes the alarm for finding causes and healing for autism, they are unyielding in partnering with research centers, governmental agencies and parents in ensuring that early detection, awareness, and diagnosis are key factors in understanding and finding treatment.

     I recognize that parents feel challenged but there is plenty of parental support throughout the communities.  There are groups established by parents of children with autism spectrum disorder (ASD) who have worked tirelessly to advocate for increased funding for autism research and treatment.

    

References:

Robinson-Peete, H. (2007). Fighting Autism. Retrieved from http://hollyrod.org

Centers for Disease Control and Prevention (2010). Concerns about Autism. Retrieved from http://www.cdc.gov.

DeStefano, F., Bhasin, T., Thompson W., Yeargin-Allsopp M, Boyle, C., (2004). Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: a population-based study in metropolitan Atlanta. Pediatrics 113: 259–266.

Personal Research Journey

     The topic I have chosen for the simulation is differentiation instruction.  This year I have a vast number of students that I teach in Math and Reading that need so much individual instruction that I am not able to provide, in a class of 10.  Therefore, I find myself continuously researching for new ideas and strategies to teach to the standard within different grades (first through third graders, all at one time).  Their ability level ranges from Kindergarten to mid-second grade.  However, I am finding it difficult to teach grade level text to students that need so much individual instruction and whom do not understand the basic skills, especially in Math.

     I have researched several websites, and have found some credible information and data.  I have even come across an individual who is known within the early childhood field and has years of experience and expertise with differential instruction, Carol Ann Tomlinson.  I have tried unsuccessfully to contact her, by phone and email, but hope to touch base with her before this course is over.  There are several books and organizations I am looking into (National Institute Materials Accessibility Standards (NIMAS), How to Differentiate Instruction in Mixed-Ability Classrooms and Differentiated Instruction and RTI:  A Natural Fit that I have been recommended by colleagues, who are in the special education field that I intend to check-out at the library, review for credibility, clarity and are able to provide answers to any questions that I may or start me to think in other directions.

     Please know if there is any assistance that you can give me or forward me to, I would be much obliged.