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By Bonnie Yates
Nick just called me from school to ask for help on a scholarship application. I told him that I was busy doing “work” and had to call him back. After I got off the phone, I felt guilty. Too busy to talk to my son who is away at school in a different [...]

UPDATED: From the Parents – Life Afterwards: Hope After Autism

Join us on Thursday, February 4th at 7:00pm for our parents panel:
“Life Afterwards: Hope After Autism”.
This will be a unique opportunity to hear from parents whose children have recovered from autism.
The panel discussion will have seven or more families whose children have completed ABA programs and are now living independently in their communities, in most [...]

NOTE: If You Are Planning to Attend Our Feb 4 Parents Panel on Recovery

If you will be attending our event, Life Afterwards: Hope After Autism Parents Panel, please take a minute to make a reservation to confirm your attendance. We are expecting a large turnout, and Sony requires a confirmed list of attendees for parking purposes.
You can call Jennifer Olson at (310) 204-6624 or email Jennifer@bonniezyates.com.
This will be [...]

The Meaning of Least Restrictive Environment (LRE)

By Shannyn Riba, Esq
This requirement on the District’s part includes those children who are in public school, private school or any other care facilities.
Each school district must ensure that children with disabilities are, to the greatest extent possible, educated in an environment with children who are non-disabled. This requirement on the District’s part includes [...]

Preventing Harmful Restraint and Seclusion in School Act (HR 4247)

On December 9, 2009, the “Preventing Harmful Restraint and Seclusion in School Act” was introduced to Congress. This Act finds that physical restraint and seclusion have resulted in physical injury, psychological trauma and death to children in public and private schools. Based upon national research, students have been subjected to physical restraint and seclusion in schools as a means of discipline, to force compliance, and as a substitute for appropriate educational support. Further, this research confirms that such practices are not therapeutic, nor are they effective means to calm or teach children, and may have an opposite effect while simultaneously decreasing a child’s ability to learn.

Families and Schools: A Level Playing Field Allows For Open Communication

As a special education attorney, I help improve the communication between parents and schools so that they can work together as a team to develop appropriate special education programming for the child.

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