I am looking for educational and medical care for 3 year old autistic child.
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http://www.autismfl.com/index.php\n\nhttp://www.cfaii.org/\n\nhttp://www.autismlink.com/states.php?state=FL\n\nhttp://www.autismrecoverynetwork.org/
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It depends on which state you go to regarding the actual quality of services and available resources for when your child reaches adulthood.  My state (New Mexico) is actually very good in what it has to offer.\n\nIf your annual income is below $30,000 per year, all medical is covered (including therapies not provided by the schools...in other words...not of issue in accessing the educational environment) through Medicaid. If your income is above $30,000, your work's private insurance may not want to cover "developmental" medical and therapy.... check with your employer and the schools about funding supports.\nALL states must provide the following, per the laws "Individuals with Disabilities Education Act" (IDEA) and "No Child Left Behind Act" (NCLB).\n\n1. Child find -- From birth, state services are offered for therapies, respite care, and family supports (it's difficult to raise a special needs kid), coordinated by a social worker. The focus is to help the family cope with the additional demands of raising a special needs child, and to prepare that child for the school setting.\n\n2. At age 3 -- Pre-school for identified kids, provided through the public schools, brings various therapies in (speech, occupational, physical, counseling, etc.), and provides early exposure to academic and life skills training, as well as early training for successful participation in the school environment.\n\n3. At age 5 -- Direct educational services at the neighborhood school (except in rare instances, when there is a centralized program that will better benefit the child... for example, I have students transferred from other schools to participate in my gifted education program, another teacher has students transferred in to participate in the behavioral intervention program). This is provided through the concept of "Least Restrictive Environment," in which the primary question is how much of this child's education can be provided effectively in the regular ed classroom? Students are provided with pull-out (part-day programming) or segregated (all-day programming) programs based on their educational needs. The goal is to try to have the child participate with the regular educational community as frequently as possible, with a key components being learning effectiveness and student safety. Students are also provided with various therapies (as noted above in pre-school), assistive technology if needed, and parent education and supports through the special education social worker(s) for the school.\n\n4. at age 14 -- Transitional period. Students continue receiving the educational services above, plus the focus starts to change to how the child will live as an adult. A high-school coursework plan is put in place, and it is decided whether the child will work toward a standard diploma (just like the regular education students) or a certificate (for life skills training). Parents are linked to social services for adults as provided by the state and the local/regional community. The child now starts attending the planning sessions, and has a voice in how the committee decides his/her future.\n\n5. Age 18 -- unless the parents have extended their custody of the child through the state (usually done for Mentally Retarded or multi-disabled students), the student now has planning control of his/her education. The parent no longer attends the meetings, unless the student directly invites them.\n\n6. The year of the student's 22nd birthday -- if the student has not earned a standard diploma, the student "graduates" with the certificate indicating participation and learning growth in the individualized program. All services that might still be needed, are provided through state and community organizations, not the schools.\n\nIn New Mexico, the state program for severe and profound adults is called the "Developmentally Delayed Waiver." It "waives" the person's adult
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Asperger's Syndrome is a condition similar to autism, and the educational approaches work working with both are often similar. About the prognosis, I would say that it is often good, so don't despair! People with Asperger's Syndrome have won nobel prizes (Vernon Smith), become famous actors (Dan Ackroyd), or become successful computer programmers, scientists, etc.\n\nTo help your friend's child maximize his potential, I would recommend the following educational approaches. Since every child is different, these may or may not apply to your situation or work for you. I would encourage you to keep trying and find a system that works for you friend and their family. She may have already done so, but I would also recommend keeping in close contact with the child's teacher and school to make sure that he  is getting the support needed. Hope this helps! \n\n- Recognize your child's strengths and interests and use these as opportunities for education (for example, if your child is very interested in Star Wars, you can teach math problems about Star Wars, make cleaning up into a game about Jedi powers, etc.) You never know when an interest may turn into a possible career option for the future (I recently read a book written by a man with Asperger's who made his childhood interest in "The Wizard of Oz" into seveal job opportunities! ["Demystifying the Autistic Experience" by William Stillman"]) (Source #1)\n\n- People with autism/Asperger's are often visual learners and learn well with pictures, charts, step-by-step written instructions, etc. (Source #1)\n\n- Consider reading books by authors with Autism/Asperger's (while these are often geared towards adults, I think they offer valuable information) Authors to consider include Temple Grandin, Edgar R. Schneider, Jerry Newport, Stephen Shore, and William Stillman (Source #1)\n\n- I would also advise you to often require him to look at your or participate in some activity with you. Just anything so that he is engaged with you. If he does not respond, you could repeat your instruction, wait, then (if necessary) gently prompt him physically to give you a high-five by touching your hand to his or something like this. Then, when he does it, reinforce this behavior with lots of praise and perhaps a small portion of a favorite snack or something else he likes. It is importnat that he is engaged with a person or an activity (such as reading or a puzzle, etc) on a somewhat frequent basis. That being said, he also will most likely need some time where he is allowed to relax and "be engrossed in his own world." You may also want to develop a system where he can say one word or hand you a card with the word "break" written on it so that he can tell you when he is feeling overwhelmed and needs a break from the situation or activity. (Source #1)\n\n- To motivate him to use language, you could, for example if you know he wants juice, don't just give it to him becuase you know that's what he wants. Have him say, "juice," or if he is not ready for that yet, just the first sound of the word before you give him any juice. Gradually, very slowly, require him to say additional words such as, "want juice," then "want juice please," then "I want juice please, etc." before you give him the juice. Start with him requesting with one word for most of the things he wants, before starting to require sentences. (Source #1)\n\n- "Many children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think there needs to be much more emphasis on developing the child's talents. Talents can be turned into skills that can be used for future employment." (Source #2)\n\n- "Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be
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Check out the National Autistic Society in the UK \n\nhttp://www.nas.org.uk\n\nVolunteer opportunities:\nhttp://www.nas.org.uk/nas/jsp/polopoly.jsp?d=151
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Decide first what kind of approach you are interested in for your child.  Typically with autism there are three approaches to education: 1) The teach method (not sure how to spell it\n2) ABA - applied behavior analysis\n3) another one called floortime, or floor technique or something like that\n\nABA is what I am most familiar with.  It is best for children with Autism whom are not high functioning socially.  Many states have great ABA programs in their public schools, as well as private institutions which only service children with Autism.  NY has a great deal of private ABA schools, but the waitng list may be long. You might want to research the techniques first and then look at the state's facilities. \n\nGood luck with whatever you do.
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Here are some places to start:\n\nhttp://www.chaddmi.com/\nhttp://www.bridges4kids.org/PAC.html (scroll down to list of parent advocacy groups)\nhttp://www.bridges4kids.org/HelpForKids.html\nhttp://www.conductdisorders.com/\nhttp://www.wrightslaw.com/\nhttp://www.causeonline.org/\n\n\nFor someone who is ED, learning proper behavior is difficult. For the "normal" person, behavior reflects feelings, and is appropriate for the social context. However, B/ED people have feelings that do not match their environment, and/or their natural behavioral responses are not socially acceptable.  Therefore, their big challenge in learning is to build "unnatural" behavior patterns to meet society's expectations. The world will not change to fit them...they must change to fit the world. Life is not fair...and never has been.\n\nThe purpose of special education is to help children who are different, learn to function effectively in the mainstream society. If your child does not learn to control his own behavior by the time he is an adult, he WILL end up in prison (the prison population is full of people with ADHD, ED, etc.). \n\nYour son is not in special education to be coddled, "allowed to be himself," or enabled in his use of maladaptive behaviors. He is in special education so that he can be guided toward appropriate behaviors.\n\nThe question you should be raising is not "why are they appearing to attack my son?" but rather "Are they providing appropriate instruction in behavior skills so that HE can learn to control himself?" AND "Am I being trained, as a parent, in these techniques so that I can use them at home and provide him with stability across all environments?"  AND "What am I already doing at home to bring about changes in his behavior so that my baby boy won't spend a life behind bars?"
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I am a certified music therapist, and there is a lot of research on the use of music to help autistic children.  There are many music therapists who work in school districts and you can request it for your child.  Check out this website www.musictherapy.org.  It will give you all the info. about music therapy and autism.  Click on frequently asked questions.
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http://www.childu.com/\n\nbuy it
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call your local dept of human services....they usually keep a list of child care providers that they leave out for clients to browse through.\n\n\nALSO: put a ad in your local newspare...put out some flyers
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http://www.indigochild.com/  hope this helps
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Just call Riley's Children's Hospital. They'll be able to help you find the resources you need.
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The National Autism Association will be very helpful for you\n\nhttp://www.nationalautismassociation.org/
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First of all, ignore the post above. Chelation and oxygenation are for recent damage, usually caused by direct physical injury, and has only minor impact on recent biochemical injury... and note the word "recent." It has NOT been shown effective on Autism, and might do your son more harm than good. Even if it did help older injuries, the poster assumes your son's Autism was triggered by immunization. One cannot just assume that... While the incidence of Autism increased because those with the predisposition to have it were more frequently triggered by the mercury in the immunizations, Autism has been around since the beginning of time.\n\nIt is very difficult to ensure specialized care for any major disorder in rural areas. You may need to visit urban areas regularly in order to find the best care, especially medical, for your son.  I would like to suggest the following to help you get started. It is also important, once you get there, to find other parents dealing with Autism in their children, and learn from those already there.\n\nhttp://www.bbbautism.com/canada_contents.htm\nhttp://www.tvcc.on.ca/gateway.php?id=65&cid=4\nhttp://www.autismsociety.on.ca/\nhttp://www.cbc.ca/story/canada/national/2004/11/15/autism_lawsuit041115.html\nhttp://www.children.gov.on.ca/CS/en/newsRoom/newsReleases/050404.htm
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http://www.togetherforautism.org/\nhttp://www.autism-society.org/site/PageServer\nhttp://www.thegraycenter.org/autismdisorders.cfm\nhttp://www.paains.org.uk/\n\nThese are support network sites for families impacted by autistic loved ones.\n\nSince you used the word "mum", I assume you're in the UK, so I have included a resource in the UK.\n\nMy brother in law is affected by a mild form of autism called Asperger Syndrome.  He is a successful one man dot.com retailer specializing in recording studio equipment for home based musicians and composers.  He's a homeowner and engaged to be married.\n\nGood Luck and God Bless
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I would try the school. They should have given you a parental rights book when he was enrolled in the program. I lived there in Oklahoma previously, my brother went to Putnam City High school. They had a good program also, but I know you live in Norman. But check with the school and find out what programs they offer for special education. They should tailor the program to fit his needs.
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Do a search for "ABA" or "Applied Behavior Analysis".   That is the most commonly used and universally accepted therapies for children who are autistic.  The requirements to become an ABA therapist vary from state to state and province to province.  If you have any psychology background that should help.  If you don't, look into doing some psychology courses through an on-line univeristy while you also see if you can get involved in ABA training.  Atahbasca University is one that offers complete degreees on-line. \n\nI hope this helps.
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Unfortunately, you are living in a country where there is little help for children in your daughter's situation.  You may want to seek help from LD Worldwide. http://www.ldam.org/contact/index.html\nhttp://www.abainternational.org/sub/membersvcs/journals-pubs/newsletter/vol263/meast.asp\n\nHelping a child with a learning disability to learn effectively really does take specialized training. That is why in countries like the United States and Britain, specialized teachers earn advanced degrees in teaching children with special needs...even professional teachers with "standard" training have great difficulty in helping these students.\n\nFor now, as a Mom, here's what you can do.\n\nIn Math, practice counting all sorts of things with your daughter, grouping things in different ways, etc. For instance, when you are cooking, ask her for 3 eggs, and then 2 more eggs, and then count them together to find that you now have 5 eggs. Every chance you have, doing anything at all, where you are working with more than one thing, make counting and grouping with her a part of what you do.\n\nFor her handwriting, she needs Occupational Therapy. A good program you can try at home is "Handwriting Without Tears." Read the program book carefully, do not skip through it, and take it one item at a time. http://www.hwtears.com/  In my school we use it all the time as a support for the work our Occupational Therapists are doing with the students like your daughter.\n\nYour daughter does have one big advantage... a Mom who cares enough and is smart enough to try to find her help.