Child Behavioral Disorders Overwhelm Schools Worldwide While Health and Environmental Protection Agencies Dither

Mar 9, 2019 by

What are schools to do while government health and environmental departments throughout the industrialized world are doing little to arrest the increasing incidence of autism and related neurological and mental health disorders? What have national governments done to diminish what many scientists believe are factors contributing to the increase of chronic diseases especially the neurological ones among children that drive parents and teachers crazy? What have they done to …

  • Reduce exposure to electro-magnetic radiation (EMR) that prevents cells from eliminating toxins that oftentimes provoke chronic diseases such as cancer, autism, ADD, diabetes and asthma in susceptible individuals?
  • Reduce the number of required vaccines and ensure their safety both individually and in combination with other vaccines?
  • Remove from vaccines the aluminum adjuvants that inflame the brain, especially during critical periods of the child’s brain development?
  • Prevent contamination of our water and food by unsafe pesticides, herbicides, animal hormones, antibiotics, prescription drugs, and (largely unsafe) genetically engineered organisms (GMOs)?

While government health and environment protection agencies dither and falsely testify that people needn’t worry about vaccines, EMR, GMOs and the various contaminants of our food and water (follow the money, folks!), schools have done little to learn how to handle disruptive kids other than ask for more money. Unfortunately, most waste their special ed funds by not hiring and keeping qualified staff or not keeping and verifying accurate program statistics. Without such stats how do governmental authorities, parents and taxpayers assess whether special ed programs are getting better or worse? How do parents discern whether their child had learned anything with the assigned staff, especially if the child cannot speak and relay to parents what is happening at school? How do they determine whether all that data the school is collecting truly reflects the child’s progress or is just made up to ensure the provider gets paid?

Part of the problem is that public schools have a major CONFLICT OF INTEREST. They provide all three functions for special ed: (1) diagnosis, (2) prescription (IEP), and (3) filling the prescription (therapy/education). One way to break up their monopoly while gaining more cost-effectiveness is to split up these three functions. Schools currently do it all, and they often misuse funds to keep costs down especially during hard times. 

Suppose schools were to only fill prescriptions while a state agency or contractor would diagnose, prescribe and then dole out to providers enough funds to adequately fulfill the child’s prescription (IEP). Both public and private providers would compete to enroll these kids once they know what they could earn by educating them. Parents who disagree that school applicants can do the job with current staff and programs could opt to use these state funds to hire their child’s therapists and teachers, as suggested here:

Barry E. Stern, Ph.D. is a consultant on education and career development and parent of a young adult with autism

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