ICSPP.org a Must-Read.

From: kathleen (kathleen.dickson_at_snet.net)
Date: 03/20/05 

Date: 20 Mar 2005 03:34:40 -0800

Parents have to read these TRUE statements
about what may happen to their kids, because, like
DCF, the other moronical State employees can
bring in federal revenue this way (teachers and
school psychologists).

The Rowlandgate scandal was exactly about this- only it
was DCF and DMHAS. Kidnapping and kiddrugging, availed the Tomassos
the federal millions to build more juvenile
courthouses and prisons- that was the "TREA" organization,
and it was a "racket," an "enterprise," and was described
as such by the US Attorney who is still prosecuting it.

http://icspp.org/index.php?option=com_content&task=view&id=38&Itemid=48
- - - - -

The Reauthorization of the Individuals with Disabilities Act:
The Reauthorization of the Individuals with Disabilities Act:
Its Impact on the Diagnosis and Treatment of Children with Mental and
Emotional Disorders

International Center for the Study of Psychiatry and Psychology IDEA
Task Force
Karen R. Effrem, M.D., chairperson and lead author
Doretta Hegg, M.A.
Grace Jackson, M.D.
Bob Jacobs, Psy.D.

SUMMARY: Although well intentioned, the Individuals with Disabilities
Education Act has resulted in perverse financial and policy incentives
for too many children to be labeled with mental and emotional disorders
and learning disabilities whose criteria are extremely vague,
controversial, and too easily misinterpreted. Besides burdening a child
with a label that will stay for the rest of one's academic and
employment career, far too many children are placed on powerful
medications. These drugs have dangerous side effects with no long-term
research to expose potential harm from chronic/acute use when there are
many other reasons for that child's difficulties in school. These other
causes include illiteracy, nutritional deficiencies, other medical
problems, and social issues. Instead of reducing the number of children
placed in special education, more and earlier behavioral screening will
only result in more children being labeled and drugged, because the
criteria are vague and the process is inaccurate. Before full funding
is attained, IDEA needs massive reform that will change these perverse
incentives. The needed reforms must prevent a disability or disorder
label by prioritizing other interventions. First, literacy of children
must be targeted using intensive systematic phonics. Second, parents
must not be coerced into placing their children onto medications whose
efficacy and safety remain questionable. Third, appropriate attention
must be paid in identifying and ameliorating the medical,
psychological, and social causes of a child's behavioral and emotional
symptoms. Finally, medications must be seen as one of many possible
interventions, and their use must be accompanied by fully informed
consent. Families must be adequately warned about all of the potential
serious side effects of these medications; ultimately, the prescription
of these drugs must be chosen by families, and not coerced by school
systems.

BACKGROUND: This "special education" legislation was passed in 1975 to
allow all children with disabilities access to public education. All
children with disabilities are to receive a "free appropriate public
education" in the "least restrictive environment." Congress promised to
pay forty percent of the expenses to allow that access, but has never
paid more than about seventeen percent. This has resulted in a huge
un-funded mandate for the states.

IDEA started with payments to schools for children with physical
disabilities, such as blindness, cerebral palsy, and orthopedic
problems. In 1991, the criteria were changed to include children with
mental and emotional disorders. The definition of a child with a
disability in the law, particularly regarding mental and emotional
problems is terribly vague: "a child with mental retardation... serious
emotional disturbance ...autism, traumatic brain injury, other health
impairments or specific learning disabilities..."1

Attention Deficit Hyperactivity "Disorder," the most common mental or
behavioral label given to children, is in the "other health impairment"
category.

The criteria for emotional disturbance, while trying to maintain the
aura of clinical credibility, are appallingly vague. These criteria are
completely in the eye of the beholder, and with the states and schools
having incentives to identify children; it is rather like a fox
guarding the henhouse. These criteria also leave open the possibility
that a child could be labeled for political reasons. For example, what
standards are to be applied, and who is authorized to determine whether
or not a child displays "inappropriate types of behavior or feelings
under normal circumstances," a "pervasive mood of unhappiness or
depression," or an "inability to build or maintain satisfactory
interpersonal relationships with peers and teachers"?? 2

PROBLEMS WITH IDEA:

1. Skyrocketing diagnosis of children since 1991 - These mental and
emotional "disorders" can be "treated" by the schools at very low cost
to them. The parents have to purchase the medication while the schools
receive the funding and expend few or no other funds to help the child
in any other way. Here are some examples of this alarming trend from
various reports:

? According to a 2002 report by President Bush's Commission on
Special Education entitled A NEW ERA: Revitalizing Special Education
for Children and their Families, 90% of students served under IDEA have
"high incidence" disabilities such as mental, emotional, specific
learning disabilities or "other health impairments."3

? The "other health impairment" category has "increased 319% in
the last ten years" (since mental and emotional disorders were added to
IDEA in 1991). "Some of the growth in the OHI category is the result of
the growth in children identified as having ADHD, where a physician's
signature is generally sufficient to trigger the eligibility process."
4

? Using just the state of Minnesota as an example, the rate of
designation for emotionally and behaviorally disturbed children has
increased 36% and OHI, which includes ADHD, has gone up 930% since
1991.5

2. Skyrocketing use of psychotropic drugs in children - Here are
several disturbing reports:

? Prescription of psychotropic drugs, particularly Ritalin, for
2 to 4 year old children, increased 300% between 1991 and 1995.6
Ritalin (methylphenidate), along with amphetamine and methamphetamine
are in the stimulant class of psychiatric medications. Ritalin is the
drug most commonly used on children labeled ADHD.

? Data on "'drug mentions' that occur during a hospital or
office visit when a doctor provides or prescribes a medication, or
orders it refilled" was analyzed by the National Center for Health
Statistics for a Sacramento Bee story. According to that data,
stimulants such as Ritalin were mentioned 5.3 million times in the year
2000, which was nearly twice as often as they were mentioned in
1995-1996.7

3. No concrete tests or reproducible criteria for diagnosis - As
ICSPP IDEA task force member, Bob Jacobs, Psy.D., has stated in his
Australia-based report on ADHD for the Queensland Youth Affairs Network
entitled Queensland's Children at Risk, "The undisputed clinical
reality in July of 2002 is this: Physicians are identifying a "disease"
based SOLELY on reports and observations of behavior. The only "tests"
are questionnaires about the child's behavior, usually completed by the
parents or teachers whose frustration with the child prompted the
doctor visit in the first place. There is no confirmatory physical
examination, EEG, CT-scan, X-ray, PET scan or any other diagnostic
instrument because there is nothing to look for. By all standards of
medicine these are healthy children whom we are arbitrarily declaring
"sick" because people are not happy with their behavior." Here are
several other reports and statements from around the world to confirm
that clinical reality:

? The New Era report says that children with these "high
incidence" 'disorders' "cannot be identified on the basis of acuity,
physical or neurological findings."8

? The 2001 World Health Report by the World Health Organization
states, "Childhood and adolescence being developmental phases, it is
difficult to draw clear boundaries between phenomena that are part of
normal development and others that are abnormal."

? The 1999 Surgeon General's Report on Mental Health says, "The
diagnosis of mental disorders is often believed to be more difficult
than diagnosis of somatic or general medical disorders since there is
no definitive lesion, laboratory test or abnormality in brain tissue
that can identify the illness"

? "Finally, why must the APA (American Psychiatric Association)
pretend to know more than it does? DSM IV (the fourth edition of the
Diagnostic and Statistical Manual) is the fabrication upon which
psychiatry seeks acceptance by medicine in general. Insiders know it is
more of a political than scientific document."9

4. Harmful side effects of psychotropic drugs used in children
without long term safety studies - The stimulant class of medication,
which includes Ritalin, can cause a whole host of extremely serious
side effects.

? According to research highlighted by psychiatrist, Dr. Peter
Breggin in his book Talking Back to Ritalin,10 these medications
actually cause the same symptoms they are supposed to treat -
hyperactivity, impulsivity and inattention, which can lead to a vicious
cycle of incorrect and dangerous dosage increases.

? These drugs work by altering brain function, causing a
short-term change in behavior that may actually interfere with
learning. They produce rote compliance in structured environments at
the cost of spontaneity, creativity and social interaction. The
stimulant drugs also impair flexible problem-solving and divergent
thinking. James Swanson, a researcher for the U.S. Department of
Education and leading Ritalin advocate, stated in a 1992 review of the
medical literature that this type of "cognitive toxicity may occur at
commonly prescribed clinical doses of stimulants," and in up to 40% of
patients.11

? There has never been a single long-term study showing
academic or social benefit of the stimulant medications. The 1999
Surgeon General's report said, "However, psychostimulants do not appear
to achieve long-term changes in outcomes such as peer relationships,
social or academic skills, or school achievement," and that is just one
of many similar quotes. Obviously Ritalin and other members of its
class are making learning more difficult, which is not what is wanted
for special needs children served under IDEA.

? Other very worrisome side effects include sleeplessness,
weight loss, growth retardation including decreased brain growth, heart
damage including cardiac arrest, atrophy (shrinkage) of the brain,
psychosis, and violence.12 Particularly concerning is a 1986 study that
showed cortical atrophy in 50% of a group of 24 young adults who had
been on Ritalin for several years in their childhood.13 Neither the
Food and Drug Administration nor the pharmaceutical manufacturers have
ever followed up this study. Dr. Breggin reiterates this concern by
saying, "Brain structural abnormalities found in children diagnosed
with ADHD and treated with stimulants - to the extent that they are
valid findings - are almost certainly due to the stimulants and other
psychiatric medication to which they have been exposed. These studies
add to the accumulating evidence that psychostimulants cause
irreversible brain damage."14

? Psychosis is one manifestation of the kind of brain damage
that can occur from use of the stimulants. The risk of psychosis is
listed in the package insert, but receives little attention from
physicians and is rarely discussed with parents. Psychosis may happen
as a toxic reaction to the stimulant medications or as they are
withdrawn after long-term use. Previously thought to occur in 1% of
patients on the stimulants, a 1999 study from the Canadian Journal of
Psychiatry showed that the incidence of drug-induced psychosis is
closer to 9% and that is probably an underestimate.15 A 1993 study by
Koek and Colpaert states that Ritalin "induces a psychopathology that
seems to mimic schizophrenic psychosis more closely than amphetamines
and cocaine."16 These schizophrenic-like and manic-like reactions to
stimulants are thought to lead to violence as well as depression and
suicide.17 All four of the perpetrators of the major school shootings
were taking psychiatric drugs, some including Ritalin, at the time of
their crimes.18

? The package insert for Ritalin confirms that there are no
long-term studies on the effects of these medications on young
children's growing brains. It says in the "WARNING" section,
"Sufficient data on safety and efficacy of long-term use of Ritalin in
children are not yet available," and Ritalin should not be used in
children under six years, since safety and efficacy for this age group
have not been established." Yet, both of these warnings are routinely
ignored as described by the Zito study in Problem 2 above.

5. Invalid screening process for behavioral and emotional disorders
with resulting labels having profound, long-lasting negative effects on
a child - Early intervention programs within the field of mental health
engender serious dilemmas. The contemporary example of pre-psychotic
treatment programs was analyzed by ICSPP IDEA Task Force member Grace
Jackson, M.D. and may be used to illustrate a variety of methodological
flaws associated with premature screening and preventive pharmacology
for attention deficit disorder, which in some studies has been used as
a marker for schizophrenic psychosis:19

? Specificity: Problems with specificity arise from the use of
screening instruments that incorrectly identify healthy individuals as
abnormal. In many investigations, the use of ambiguous features to
identify patients (or pre-patients) has led to inappropriate labeling
and treatment.

? Validity: Due to the complex or vague nature of symptoms used
to define categories of mental disease, it is frequently impossible for
health professionals to agree upon the presence of pathology, the onset
or resolution of illness, or the advisability or effectiveness of
particular interventions, such as treatment with psychostimulant
medication.

? Amplification: The emerging and expanding use of
"subthreshold" or "pre-syndromal" symptoms to identify individuals at
risk for specific disorders appears to amplify the prognostic
implications of irrelevant or even normal mental states, by identifying
them as precursors of severe disease.

? Kindling: By suggesting that unmedicated symptoms inevitably
progress to serious and specific disease, researchers ignore the fact
that many individuals fail to develop the conditions that the kindling
model predicts. Furthermore, there is little evidence to substantiate
the claim that the best method of disease prevention lies in the early
administration of treatments that would otherwise be reserved for the
true disease. [The fallacious reasoning here would recommend that bone
fractures be prevented by early casting; breast cancer, by preventive
mastectomy; and diabetes, by preventive use of insulin.]

? Results of Labeling: Regardless of the benevolent intentions
that inspire them, all interventions with diagnostic labels give rise
to potentially adverse consequences:

o Self-fulfilling prophecy (the Pygmalion effect) - suggests
that individuals fulfill others' conscious and unconscious
expectations, be they positive or negative.

o Special attention (the Hawthorne effect) - suggests that
individuals are strongly influenced by the mere process of being
observed. It reminds us that the true potential of an individual might
have far less to do with innate capacities than with the social forces
and relationships to which he or she is exposed.

o Stigma - When it is associated with the pronouncement of a
specific disorder, stigma can be devastating, due to ensuing
restrictions in education and employment opportunities; disruption in
critical relationships; the ability to obtain and afford medical
insurance and most importantly, destruction of self-confidence and
self-esteem. To do this to a young child at the beginning of the
academic career would be especially damaging. Additionally, because
federal education mandates are causing academic achievement to be
closely linked to psychological parameters such as attitudes, values,
and beliefs, screening will allow political issues to factor into the
realm of already less than valid psychiatric diagnosis and coercive
treatment.

6. Coercion of parents to drug their children - ICSPP IDEA task force
member, Doretta Hegg, M.A., founder of C.H.I.L.D., sees repetitive
intimidation and suggestive coercion employed by schools that panic
parents into putting their child on a psychotropic medication. Here are
a few examples from around the country:

? In New York, Patricia Weathers20 and the Carroll21 families
were threatened or charged with child abuse for wanting to take their
sons off of stimulant medications following adverse reactions. The
Carroll family was ordered by a judge to continue the medication
despite the drug's severe adverse effects on Kyle's sleep and appetite.
According to New York Post reporter Douglas Montero, "Assemblyman Felix
Ortiz, the Brooklyn Democrat trying to create a law banning educators
from verbally prescribing Ritalin, said that since last week, his
office has received 63 phone complaints from parents."22

? Neil Bush, brother of President George W. Bush, stated that
he endured pressure from a private school in Houston to medicate his
son Pierce with Ritalin for ADHD incorrectly diagnosed by the school.
"There is a systemic problem in this country, where schools are often
forcing parents to turn to Ritalin," said Bush, 47, who spent years
researching the issue. "It's obvious to me that we have a crisis in
this country." Neil Bush also said, "The problem is, it isn't the kids
that are broken. It's the system that is failing to engage children in
the classroom," and "My heart goes out to any parents who are being led
to believe their kids have a disorder or are disabled." 23

? Paul Johnston of West Virginia began kindergarten as an
exuberant and very normal five year old until the teacher began
pressuring his parents to have him evaluated for ADHD. The parents were
coerced into starting him on Ritalin, and he was eventually "treated"
with a total of sixteen different psychotropic medications and
experienced seven hellish years of drug-induced psychosis. He was
finally released from an institution after a court battle and was
carefully withdrawn from the medication by Dr. Breggin.24

7. Ignorance or neglect of the numerous other reasons children might
have behavior or emotional problems before medications are recommended
- Here are some examples in the main categories:

? Medical

o Other undiagnosed illnesses25

o Reactions to medications for almost any illness26

o Nutritional/Metabolic27

? Artificial colors in food

? Hypoglycemia

? Food allergies and intolerances

? Vitamin and mineral deficiencies

? Hormonal imbalances - esp. thyroid

? Amino acid imbalances

? Essential fatty acid deficiencies

? Inherited metabolic disorders

o Environmental allergies and toxicity28

? Pesticides and chemicals used in homes and schools

? Pollution

? Radon

? Hormones and antibiotics in meat

o Heavy metal toxicity

? Lead

? Mercury - from vaccines and dental fillings29

? Cadmium

o Vaccine Reactions30

o Overuse of antibiotics / yeast31

? Educational

o ILLITERACY - "up to 90 percent of children identified as SLD
have reading as their primary area of difficulty32

o Increase in per pupil funding for schools (IDEA and Elementary
and Secondary Education Act) - Schools may exempt IDEA children from
the federally mandated assessments that determine the majority of
federal funding states and school districts receive based on "adequate
yearly progress" under the ESEA33. This is done frequently for minority
students, which is one reason so many minority students are labeled as
emotionally disturbed or mentally retarded.34 The per pupil funding in
IDEA was changed in the 1997 reauthorization to prevent over-labeling,
but that did not go into effect until 2000, so it is unclear that it
has helped.

o Outcome based education via federal mandates (Goals 2000,
School to Work, and ESEA) - These mandates the teaching of a
psychosocially based curriculum35 that creates cognitive dissonance in
children when taught by the schools to believe things other than those
on which they have been raised.36 This curriculum also deprives poor
children of the academic basics that they desperately need to obtain a
better life. The boredom and frustration can lead to behavior problems
and even violence.37

o Attempt to gain correct though and action based on federal
curriculum - Much personal and psychological data is collected on
students via surveys and assessments.38 One example from the Cornell
Review and Fox News, which documented in January, 2002 is a stunning
example of grading based on attitudes, which could easily lead to
labeling for special education: "School officials in Ithaca, N.Y., are
requiring that first- and second-graders there be graded on their
tolerance, reports the Cornell Review. The kids will get grades based
on how well they 'respect others of varying cultures, genders,
experiences, and abilities.' The grade will appear on report cards
under the heading 'Lifelong Learning Skills.' It appears well before
social studies, science, reading, or writing." Lifelong Learning is
part of the School to Work program, which also passed in 1994. STW
tracks children into jobs chosen by big business and the government.
Success in this system depends not on what one knows, but rather what
one thinks and believes.39

o Effort to gain academic advantage (e.g. untimed tests)

o Boring, ineffective, and unsafe classrooms

? Societal

o Behavior control tool for parents and teachers

o Societal changes and pressures

? Divorce

? Daycare

? Teen parenthood

? "Hurried" child

o Temptation for people to want to receive Social Security
disability income

o Feminism - The War Against Boys40

o Drug company profits

8.

RECOMMENDATIONS:

1. Change the financial and policy incentives for schools to label
children with mental and emotional disorders or learning disabilities
that have vague criteria - Data need to be collected and evaluated to
make sure that the 1997 changes to IDEA are working to prevent schools
labeling children to receive more funding. Amendments to the Elementary
and Secondary Education Act (ESEA) are needed that will prevent a
special education label just so schools can exclude special education
children in assessment scores to increase federal funding. Both of
these will help IDEA funds to go to the children who truly need them,
those with more verifiable, less controversial disorders.

2. Limit acceptable emotional disorders under IDEA to those with
demonstrable organic etiology - To prevent the harm of an emotional,
behavioral, or psychiatric label and the potential for treatment with
powerful, dangerous psychiatric drugs, the disorder must be verifiable.

3. Investigate dangers of psychiatric medications, such as cortical
atrophy, psychosis, violence, suicide, and cardiac arrest - Congress
needs to exercise its legitimate oversight authority of the Food and
Drug Administration and call for thorough investigations into the role
of these drugs in the problems listed.

4. Prohibit and penalize coercion of parents to drug their children -
Withholding federal IDEA funds or making schools financially
responsible for the costs of withdrawing children from psychotropic
medication and any adverse effects of those drugs are penalties that
are being discussed. Although some physicians are too eager to
prescribe these medications, at least the decision should be removed
from unqualified school personnel to parents and their family physician
without threat of child abuse charges or losing their children for the
parents or removal from the home, expulsion, or inappropriate
educational placement for the child.

5. Safeguard the rights of parents and children, by emphasizing the
need for fully informed consent and by demanding that prescribers
disclose the risks and potential adverse effects associated with the
use of psychoactive medications - No parent should have to find out
about the potential for cardiac arrest, growth retardation, cortical
atrophy, psychosis, violence, or suicide because it happens to their
child.

6. Ensure that other reasons for behavior or academic problems are
discussed before psychotropic drugs are suggested - The list above,
though incomplete, is quite long. No child has emotional or behavioral
problems due to a low blood level of any psychotropic drug. Making sure
that other causes are ruled out will allow scarce funds to go to
children who truly need them.

7. Focus on academic issues instead of expanded behavioral screening
- According to special education teacher, Mary Sue Laing, "EARLY
[ACADEMIC SCREENING and] INTERVENTION is of the utmost importance in
assisting students, especially young students. A month is a long time
in the life of a little child. Intervention should consist of using
highly structured methods that teach the student how to read, write,
and do math correctly from the beginning. In reading, only methods that
teach the sound-symbol relationship should be used. Visual guessing in
reading, invented spelling, and free play with math manipulatives are
inadequate methods for students who experience learning difficulties."
It is these activities upon which schools must concentrate. Given the
inaccuracy of the process and the invalidity of the diagnoses,
especially ADHD, expanded behavioral screening will result in more
children receiving labels with the harm described above and treated
with psychotropic drugs with all of the dangerous side effects also
described above.

8. Strictly enforce the 2001 Protection of Pupil Rights Amendments in
the ESEA that that require notice and right of parental inspection of
curriculum and physical or psychological evaluations, including
surveys, of students in school , as well as opting their children out
of these procedures and related curriculum.41

9. Strictly enforce the 2001 amendments to the ESEA that prohibit
assessments based on attitudes, values, and beliefs of students and
their families.42

ENDNOTES:
1 Public Law 105-17, Section 602(3)(A)(i)
2 IDEA regulations as quoted in Hannah, Pediatric Annals, vol.31, no.
8, 8/02, p. 508
3 Presidential Commission Report - A NEW ERA: Revitalizing Special
Education for Children and their Families7/02, p. 21 at
http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/pcesefinalreport.pdf
4 Ibid., p.23
5 MN Dept of Children Families and Learning data from annual reports on
students receiving IDEA funds
6 Zito, JAMA, Vol. 283, No, 8, 2/23/00
7 See Pills or Patience? Sacramento Bee, 6/23/02 at
http://www.sacbee.com/content/news/story/3313233p-4344565c.html
8 A NEW ERA, p.21
9 Mosher, Loren, M.D., Psychiatrist, former Chief of the National
Institute of Mental Health's Center for the Study of Schizophrenia,
quoted in Death from Ritalin: The Truth Behind ADHD, available at
http://www.ritalindeath.com/Page/Contro4.html last visited 08/20/02
10 Breggin, P. (2001). Talking Back to Ritalin, revised edition.
Cambridge, MA: Perseus Publishing, p. 32
11 Ibid., pp. 49-50
12 Ibid., p. 32
13 Nasrallah, H., et.al., Psychiatry Research 17:241-246, 1986 as
quoted in ibid., p.67
14 Ibid., p. 69
15 Cherland and Fitzpatrick, Canadian Journal of Psychiatry, October,
1998, as quoted in ibid., p. 45
16 Koek, W., and Colpaert, F.C., Journal of Pharmacology and
Experimental Therapeutics, Vol. 267, p. 181-191, 1993 as quoted in
ibid, p. 46
17 Ibid., p. 47
18 See Farber, B., The Link Between Anti-depressants and Mayhem,
Newsmax.com, July 2, 2001 at
http://www.newsmax.com/archives/articles/2001/7/2/181622.shtml
19 NIMH document PKT 00-0016, October 1995, "Multimodal Treatment Study
of Children with ADHD," entitled "Cooperative Agreement for Multi-Site
Multimodal Treatment Study of Children With ADHD (MTA): Investigator
William E. Pelhan, Ph.D., Western Psychiatric Institute & Clinic,
University of Pittsburgh. Grant Title: Pharmacologic and Psychosocial
Treatment for ADHD (Uo1MH50467-01) as quoted from Eakman, B., (1998)
Cloning of the American Mind - Eradicating Morality Through Education,
Lafayette, LA, Huntington House, p. 103 and discussed on pp. 98-100 and
173-175
20 Montero, D., I was forced to dope my kid, New York Post, 8/7/02 at
http://www.nypost.com/news/regionalnews/54243.htm
21 Karlin, R., Court orders couple to give son drug (Ritalin) after
school turns parents in, Albany Times Union, 7/19/00
22 Montero, D., Bush's Bro: My Son was a Victim of School Rx, New York
Post, 8/14/02 at
http://www.nypost.com/seven/08142002/commentary/54735.htm
23 Ibid.
24 A Parent's Nightmare: Losing a Child to Drug-Induced Psychosis,
Education Reporter, June, 2002 at
http://www.eagleforum.org/educate/2002/june02/drug-induced.shtml
25 See any pediatric or internal medicine text book
26 See any edition of the Physician's Desk Reference or pharmacology
textbook
27 See, for example, Murray, M. and Pizzorno, J., (1998) Encyclopedia
of Natural Medicine, Revised 2nd Edition, Rocklin, CA, Prima Publishing
pp. 273-281
28 See, for example, Rapp, D., (1996) Is This Your Child's World? - How
You Can Fix the Schools and Homes That Are Making Your Children Sick,
New York, Bantam
29 Cave, S., (2001) What Your Doctor May NOT Tell You About Children's
Vaccinations, New York, Warner Books, p. 39-56
30 Ibid., pp. 57-78
31 Crook, W., (1991) Help for the Hyperactive Child, Jackson, TN,
Professional Books
32 A New Era, p. 22
33 See The No Child Left Behind Act of 2001, Section 1111, (b)(2)(C)
34 See (2002) Minority Students in Special and Gifted Education,
Washington D.C., National Academy Press,
http://books.nap.edu/books/0309074398/html/index.html, especially
Chapter 2
35 See the Goals 2000 chapter of Quist, A. The Seamless Web,
1999Mankato, MN Maple River Education Coalition at
http://mredcopac.org/Seamless%20Web/chap_01.pdf
36 Eakman, B., Bushwacking Johnny, Chronicles Magazine, September 2002,
pp. 41-43
37 Brunner, M., (1993) Retarding America, Imprisoning Potential,
Halcyon House as quoted in Eakman p. 385
38 See Effrem, K. Data Privacy Chapter of Quist, A., (1999) The
Seamless Web, Mankato, MN Maple River Education Coalition at
http://www.edwatch.org/seamless_web.htm
39 See Chapman, M., and Bachmann, M., US Policy embraces State-Planned
economy, Maple River Education Coalition at
http://mredcopac.org/upda0219.htm
40 See Sommers, C. (2001) The War Against Boys: How Misguided Feminism
is Harming Our Young Men, Touchstone
41 See The No Child Left Behind Act of 2001, Section 1061
42 Ibid., Sections 1111(b)(3)(C)(xiv) and 411(b)(5)(A), which say,
"...objectively measure academic achievement, knowledge, and skills,
and be tests that do not evaluate or assess personal or family beliefs
and attitudes, or publicly disclose personally identifiable information