Candice Lange

Candice Lange tag:www.candicelange.com,2012://1 2012-02-07T01:44:26Z Making Connections. Finding Solutions.™ Movable Type 3.32 Quality of Life: Children With Intellectual Disability and the Siblings' Perspectives tag:www.candicelange.com,2012://1.458 2012-02-07T01:42:53Z 2012-02-07T01:44:26Z

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2011.01393.x/full A study in the January 2012 issue of Journal of Intellectual Disability Research by researchers affiliated with Ghent University (Belgium) examined quality of life from a sibling, rather than a family perspective, using in-depth interviews. Authors report that siblings' definitions of quality of life differ from a family quality of life concept. Full text is available at no cost.]]> Dr. Dobyns Seattle Research - Free MRI Review tag:www.candicelange.com,2012://1.424 2012-01-25T03:34:13Z 2012-01-28T19:57:36Z

Dr. Dobyns moved his research lab and all projects to Seattle, WA in 2010. 2012 Update: Yes, Dr. Dobyns is still doing research on pachygyria as well as providing free reviews of MRI’s. The information is on the website or...

2012 Update: Yes, Dr. Dobyns is still doing research on pachygyria as well as providing free reviews of MRI’s. The information is on the website or you can contact Hailly directly. The website has the MRI request information listed. Hailly Butler, BS, CCRP Clinical Research Associate Seattle Children¹s Hospital Research Institute Center for Integrative Brain Science 1900 Ninth Avenue Mailstop C9S-10 Seattle WA 98101 (206) 884-1277 office (206) 884-1210 fax hailly.butler@seattlechildrens.org NEW Website http://depts.washington.edu/dlab/home.php The website also lists interesting information on Dr. Dobyns research, publications and so much more. ]]> 2010 Information - please confirm with Hailly for current instructions: The Dobyns / Millen / Christian research projects have moved to Seattle Children's Research Institute. Please send all samples and records to: Seattle Children's Research Institute 1900 Ninth Avenue, 10th Floor Seattle, WA 98101 206-884-1025 To schedule a clinic appointment with Dr. Dobyns: Contact the Family Service Coordinators for Genetics 206-987-2665 William B. Dobyns, M.D. Seattle Children's Research Institute Center for Integrative Brain Research 1900 Ninth Avenue M/S C9S-10, Room 1020 Seattle, WA 98101 Office: 206-884-1025 Fax: 206-884-1210 e-mail: wbd@u.washington.edu ]]> Will my next child have Pachygyria? tag:www.candicelange.com,2012://1.457 2012-01-25T03:15:49Z 2012-01-25T03:47:45Z

This has been a big question asked many times on this site and rightfully so. We all want our children to be healthy and have the best outcome in life. Yet we would never not want our child who has Pachygyria. We love them dearly. Do we have another child or play it safe without? How will we know? The best way to find out is to have genetics done on your child. Talk with the genetic specialist who will be able to look at your history and the genetic test outcome. I was already pregnant with Ashley when we found out Corey had Cerebral Palsy. It wasn't till years later the final diagnosis was given or put into the words of Pachygyria. Ashley is a typical, healthy child. We did do genetics on Corey to find out the likelihood Ashley would carry it on to her future children and I was interested in the research programs. Emory Genetics did the first test which was negative. Univ. of Chicago did the second test which was also negative. Dr. Dobyns research did several other tests which also came out negative. I think that was a good sign for Ashley being typical. It is likely that her children will also be typical. The doctors did not have information on what would happen if Corey had children. Later we found it was reassuring to family members who were contemplating getting pregnant and wanted to know if they could also have a child with Pachygyria. On the other side, there are families that do have multiple children with Pachygyria. From my conversations with the research doctors, it seems the families with multiple cases have genetic markers found in the first test or two. India families that are intermarried have many children with Pachygyria and large families, sometimes 6 children with Pachygyria in one family. That is mainly where the researchers go for candidates to test. I have heard of a family in the US with multiple members having Pachygyria but I do not know if it was a mild case or the genetic results. From the current families with mild cases on this site, they all have typical children beforehand and/or after. It would be interesting and helpful for other families to add their point of view and information they have gathered on this subject. Thank you! PS. If you do go through genetic testing, consider signing up for one or more of the Pachygyria research programs. It would be wonderful to have a cure or more readily available information on Pachygyria. Check into the research requirements first prior to doing the genetic testing. They may offer it for free or need a sample of the blood along with the results from the lab. The Next Stop - Social Community for Adults tag:www.candicelange.com,2011://1.456 2011-11-17T04:21:44Z 2011-11-17T04:29:16Z

The Next Stop The Next Stop is a place where adults with mild to moderate intellectual disabilities in our community can come and continue to have opportunities to socialize, enjoy recreation and learn life skills in a club like setting. The Next Stop is an organization who provides a setting for individuals with special needs to learn life skills, social skills, cooking skills, recreational skills and other skills that facilitate and support higher functioning in all aspects of life. Mission To provide a program where adults with mild to moderate intellectual disabilities can enjoy social, recreational and learning opportunities with their peers. The Next Stop meets Tuesday, Wednesday, Thursday each week from 1:00-5:00 pm. Members enjoy stimulating afternoons filled with activities designed to support personal interaction, new experiences and fun filled learning. We are located inside the Suwanee Sports Academy in Suwanee, GA. 162 Woodshyre Ct. (business address), Lawrenceville, GA 30043 404.932.3953 vicki@thenextstop.org http://www.thenextstop.org http://www.facebook.com/pages/The-Next-Stop/178811798607?sk=info Founded August 2006 The Next Stop Foundation, Inc.]]> Behavior Issues and Epilepsy - A Mom's Question tag:www.candicelange.com,2011://1.455 2011-10-27T15:16:10Z 2011-10-27T15:19:30Z

">http://my.clevelandclinic.org/multimedia/transcripts/1200_mood-disorders-in-epilepsy.aspx MOM: My 14-year-old son has a brain injury and subsequently has epilepsy. Aggression has been a problem in the past, although he takes Lamictal® as a mood stabilizer and he takes Tenex® (guanfacine) to help with the side...

http://my.clevelandclinic.org/multimedia/transcripts/1200_mood-disorders-in-epilepsy.aspx MOM: My 14-year-old son has a brain injury and subsequently has epilepsy. Aggression has been a problem in the past, although he takes Lamictal® as a mood stabilizer and he takes Tenex® (guanfacine) to help with the side effects of aggression associated with Vimpat® (lacosamide). How do I differentiate adolescent/teen behaviors due to puberty/hormones that need discipline and guidance verses depression that needs treatment/counseling? Since he functions as an 8 to 10-year-old academically and socially, and has other social limitations, some of the emotional issues may stem from lack of social interaction and isolation from "non-disabled" peers. How do I identify the differences? Dr__Tatiana_Falcone: It is difficult to differentiate which behaviors are related to the epilepsy, which behaviors are related to the hormones, and which behaviors are secondary side effects of the medications. The important question is how much these behaviors are different from his peers and how much these behaviors are affecting his every day social interaction. Tenex® is a good medication to help with aggression. I believe a social skills group might also be very beneficial. To differentiate if some of these behaviors are related to the epilepsy, you can create a calendar and track the seizures and the behaviors, and see if the day he is having more seizures he is also having more problems with his behaviors. Behavior therapy is also a great tool to help with aggressive behavior. Online Help http://my.clevelandclinic.org/multimedia/transcripts/1200_mood-disorders-in-epilepsy.aspx 800.223.2273 10 a.m.-1:30 p.m., M-F EST See site for more information and assistance. ]]> EEG Children's Social Stories and Info tag:www.candicelange.com,2011://1.454 2011-10-27T15:09:30Z 2011-10-27T15:15:48Z

Several sites I used to educate and desensitize Corey to the EEG process. We also worked on putting on hats of varying tightness, then to rubbing his head to be similar to the EEG application and then to "sticking on...

http://www.oneplaceforspecialneeds.com/main/library_eeg_test.html http://www.maxishare.com/included/docs/eeg_book_printable.pdf http://www.kidsvideoeeg.com/index.html ]]> SeizureTracker.com - Web and Iphone tag:www.candicelange.com,2011://1.453 2011-10-20T17:48:36Z 2011-10-20T17:50:06Z

SeizureTracker.com - Free online tools to provide people living with epilepsy and their doctors with a better understanding of the relationship between seizure causes or triggers, seizure activity, seizure medications, along with other seizure treatments. Users have the capability of logging seizure activity on their personal computer, on any web enabled mobile device including the iPhone, or on paper forms that correspond to the online logging forms. Reports generated on SeizureTracker.com include detail graphing capabilities and are easily sharable with caregivers.]]> Natural Approaches to Epilepsy tag:www.candicelange.com,2011://1.452 2011-10-14T07:55:30Z 2011-10-14T08:00:39Z

Alternative Medicine Review 2007 (Mar); 12 (1): 9–24 This article reviews research on the use of diet, nutritional supplements, and hormones in the treatment of epilepsy. Potentially beneficial dietary interventions include identifying and treating blood glucose dysregulation, identifying and avoiding...

http://www.chiro.org/research/ABSTRACTS/Epilepsy.shtml]]> How Chiropractic Care Relates to Seizures Chiropractic care works by locating and correcting subluxations (spinal misalignments), which cause interference to the proper functioning of the nervous system. Subluxations are problem areas of the spine that affect the entire nervous system. In these problem areas the spinal bones are misaligned or have lost their normal range of movement. This can irritate or put pressure on local nerves, which may interfere with the communication between your brain and body. Chiropractic adjustments work to remove the interference to the sensory nerve fibres. The chiropractor does not treat epilepsy or the seizures directly, but rather corrects the spinal nerve stress (vertebral subluxations). Without spinal nerve stress, the body functions better. It has been suggested that when a vertebral subluxations occurs, there will be a pathophysiological change in the nerve, muscle, ligaments, vascular and connective tissue. This causes aberrant nerve impulses from groups of nerve cells, resulting in a seizure. Chiropractic adjustment reduces the aberrant nerve impulses which lead to a decrease or cessation of the seizure activity. Research has shown that there is a correlation between the removal of the vertebral subluxations and the reduction and/or cessation of some seizure disorders. Spinal damage has been related to many neurological conditions and physical trauma is noted as one of the causes of epilepsy that is seen in all age groups. It is thought that trauma may produce a lesion in the brain stem or upper spinal cord which may, in turn, cause seizures to originate in the spine and its immediate connections. Therefore, it is suggested that anyone with a neurological disorder, including epilepsy, polio, cerebral palsy, deafness or a learning disorder, see a doctor or chiropractor to ensure that his/her spine is free form vertebral subluxations or spinal nerve stress. Several single case studies have shown that chiropractic adjustment helps to decrease the frequency of a patient's seizures, as well as decrease the severity and duration of seizures. Chiropractic care has also been found to lead to the disappearance of seizures. Careful investigation into each case may reveal possible avenues that may eventually help the patient reduce or, in some cases, entirely eliminate the need for drug therapy. http://www.yourspine.com/Chiropractor/Chronic+Conditions/Seizures.aspx]]> 18-21 Job Training Programs in Gwinnett tag:www.candicelange.com,2011://1.451 2011-10-12T15:54:33Z 2011-10-12T16:00:34Z

STRIVE (Supported Training and Rehabilitative Instruction In Vocational Education) http://www.gwinnett.k12.ga.us/OaklandSchool/strive.htm Gwinnett County Public Schools aim to provide students with opportunities and training for a successful future. The school system's STRIVE program helps students reach their potential and become functional members of the community. STRIVE prepares students, ages 18-21, for involvement within their community by providing on-the-job training. ]]> Eligibility: * Students who have received a Special Education diploma from Gwinnett County Public Schools. * Recommendation based on a student's Individual Education Plan (IEP). Curriculum: * Students spend their school day on a job site and train in two job sites each year, one on Monday- Wednesday-Friday and another on Tuesday-Thursday. * The program prepares students to become functional members of their communities, as well as self-reliant, productive citizens. * STRIVE uses the expertise of certified special education professionals to translate business needs into learning experiences. Instructional staff remain on the job site and have the knowledge, experience and enthusiasm to help students learn vocational and social skills. * Many STRIVE graduates have been successful in the work force in a variety of work situations: competitive employment, supported employment, work-activity center employment, sheltered work employment, and as volunteer workers. * Support services are available including speech therapy, physical therapy, occupational therapy, and vision or hearing impaired assistance as needed per the IEP. * The business aspect of this program, along with the commitment and responsibility assumed by students, parents, teachers and employers makes this program a success. ************************************************************************************ ADAPT at Monarch School http://monarchschoolonline.com/meet_monarch.shtml ADAPT program serves GCPS special needs students ages 18-21 who have completed high school and would benefit from additional services in order to transition to adult life. These students receive job skills training at job sites around Gwinnett County, as well as instruction in community skills, daily living, and recreation.]]> Ten Common Mistakes Parents Make During the IEP Meeting tag:www.candicelange.com,2011://1.450 2011-10-12T11:36:20Z 2011-10-12T11:39:03Z

Ten Common Mistakes Parents Make During the IEP Meeting by Matt Foley, M.Ed., L.P.C. & DeAnn Hyatt-Foley, M.Ed. 1. Believing the professionals are the only experts. It can be very intimidating to sit at a table with several educators and...

1. Believing the professionals are the only experts. It can be very intimidating to sit at a table with several educators and professionals. Professionals/Educators do bring a great deal of knowledge and experience to the table. Although most parents do not have a background or degree in education, they have a great deal of knowledge and experience regarding their child. Parents are experts in their own right; they also provide historical information and the big picture from year to year. They know what works and does not work with their child and can be a great asset to the IEP team. Parents have an intuitive sense as to what is appropriate for their child. After working with parents for nine years, we are still amazed at how parents are usually intuitively correct about what will work for their child. We encourage parents to follow their hunches. If something does not sound right, check it out. Usually after some research, parents will discover their hunch was correct. 2. Not making requests in writing. Any request a parent makes needs to be in writing. This includes requests for assessments, IEP meetings, correspondence, related services, etc. Written requests are important because they initiate timelines that the school district must follow in response to your request. This will also create a paper trail. When you write a letter be sure to send it certified mail. When you have a discussion by phone with a school official, write a letter that briefly outlines what you talked about. Documenting your conversations helps prevent miscommunication. Documenting requests (i.e., teaching assistant, speech, etc.) for the IEP committee clarifies to the committee what you are requesting and allows you to use your own words (as opposed to the note taker paraphrasing your request). We encourage parents to type exactly what they think their child needs and list why they think it is educationally necessary. This helps parents think through why they are requesting a service for their child. Have the IEP committee record the written request as part of the IEP minutes. At this point, the IEP committee has one of two choices: the committee can accept or deny the request. If the committee denies the request, then they must follow the procedural safeguards in IDEA and provide written notice of why they are denying the parents’ request. This method makes it difficult for an IEP committee to tell parents “no” without thinking through the options. If the request is not written down, the school district is not obligated to provide the service. Make sure you write it down. ]]> 3. Not being familiar with Prior Notice of the Procedural Safeguards (34 CFR 300.503) All sections of the Procedural Safeguards are important to parents. This particular section gives parents some leverage during the IEP meetings. Whenever parents make a request for their child in the IEP meeting, the IEP committee is required under Prior Notice to provide the parents with written notice with a reasonable period of time. The notice must include the following: A description of the action proposed or refused. An explanation of why the agency proposes or refuses to take the action; A description of any other options that the agency considered and the reasons why those options were rejected.; A description of each evaluation procedure, test, record, or report the agency used as a basis for the proposed or refused action; A description of any other factor that is relevant to the agency’s proposal or refusal. We have found many instances where a parent requests an assessment or service only to have the IEP team tell the parent it cannot be done. By making all requests in writing and by requiring the IEP team to provide Prior Notice, the parents make the team accountable for its decisions. This practice also takes issues out the emotional areas, allowing all team members to focus on IDEA standards. 4. Requesting a related service instead of an assessment that supports the need for a related service. Many times parents will request services such as speech, occupational therapy, physical therapy, etc. in the IEP meeting. Frequently the IEP committee will respond by stating that the student does not need the service. We recommend that parents do not request the service but request the assessment that supports the need for the related service. For example, instead of requesting speech for your child request a speech assessment. Only a certified or licensed professional is qualified to determine if a child needs or does not need a particular related service. As in #2, list the reasons why you think an assessment is educationally necessary for your child and submit your request to the IEP committee as part of the IEP minutes. 5. Accepting assessment results that do not recommend the services you think your child needs. Sometimes parents receive assessment results that do not accurately describe their child and/or do not recommend the amount and duration of services the parents think the child needs. Under 34 CFR 300.352. Independent Educational Evaluation (IEE), parents of a child with a disability have the right to obtain an independent evaluation at public expense if they disagree with the results of the school’s assessment. When the parent requests the IEE (in writing) the school has one of two choices: they may either provide the IEE in a reasonable period of time or they may take the parents to a due process hearing. When an IEE is agreed upon, parent and school must come to an agreement as to who is qualified to assess the student. The examiner for an IEE cannot be employed by the school district . Parents should request the school district’s policy on guidelines and qualification for their examiners. 6. Allowing the assessment information to be presented for the first time at the IEP meeting. Parents are entitled to have the assessment information explained to them before the IEP meeting. we encourage parents to have the person who administered the assessment give them a copy of the report and meet with them to explain the report several days before the IEP meeting. This enables the parents to think through the information before making decisions for their child. If all IEP decisions are based on the information from the assessment, it only makes sense for the parents to be knowledgeable and informed about the assessment results in a way they can understand. 7. Accepting goals and objectives that are not measurable. Measurable goals and objectives are paramount for your child’s IEP. Without measurable goals and objectives, it is difficult to determine if your child has had a successful school year. In working with parents, we have encountered many IEP goals and objectives that are not measurable. All goals and objectives should come from assessment data. Assessment has four different components: 1) Formal assessment (i.e., WIAT, Woodcock-Johnson, Brigance), 2) Informal assessment (i.e., classroom work), 3) Teacher/parent observation, and 4) Interviews. After the information has been collected about the student it is compiled into an assessment report. Recommendations on how to work with the student are listed toward the end of the report. If you receive an assessment report that does not give recommendations for potential goals and objectives, the assessment is not complete. After the assessment has been completed, the IEP committee determines the student’s present level of performance (PLOP) and states what the student is currently able to do. The committee then develops the IEP goals and objectives. The goals state what the student is expected to accomplish by the end of the year. Objectives break the goals down into increments. For example: PLOP Based on the Brigance and classroom work, Johnny is currently able to read on a fourth grade level with 90% mastery. Goals By the end of the school year Johnny will be able to read on a fifth grade level as measured by the Brigance and classroom work with 80% mastery. Objectives By October 1, Johnny will be able to read on fourth grade, second month level with teacher assistance as measured by the Brigance and classroom work with 80% mastery. By January 1, without teacher assistance, Johnny will be able to read on a fourth grade, sixth month level as measured by the Brigance and classroom work with 80% mastery. A method of determining if your goals and objectives are measurable is to ask someone who is not on your IEP team to read them (i.e., a teacher, another parent, advocate, etc.). Then ask “Hypothetically, if you were to go into the classroom, would you be able to see my child working on these goals and objectives?” If someone outside of your IEP team cannot answer “yes”, then your goals and objectives are not measurable. 8. Allowing placement decisions to be made before IEP goals and objectives are written. Many times after assessment is discussed, the IEP committee will determine the child’s placement. Goals and objectives are always written before placement is discussed. To ensure that the child is placed in the Least Restrictive Environ-ment (LRE), the IEP committee must determine: Which of these goals and objectives can best be met in the general classroom? With any remaining goals and objectives that cannot be met in the general class-room, the committee determines: Which of these goals and objectives can be best met in the general classroom with modifications and support? This line of inquiry continues until all placement options have been decided upon for all the goals and objectives. The committee must always start with the LRE and then work toward a more restrictive environment only as necessary. IDEA is very clear that the IEP committee must always consider the general education classroom as the first option for students with disabilities. 9. Allowing your child’s IEP meeting to be rushed so that the school staff can begin the next child’s IEP meeting. This practice is particularly common at the end of the school year when educators are frantically trying to have IEP meetings for all the students who receive special education services. IEP meetings may be held one right after another. There is no problem with this practice as long as the members of the IEP team feel that all issues have been adequately discussed. Many times, however, parents feel rushed. It is important that all issues are adequately addressed before ending the IEP meeting. When the educators have not planned adequate time to address all relevant issues, request that the IEP team meet again at a more convenient time to further discuss your child’s education. 10. Not asking a lot of questions. It is very important to ask questions and lots of them. Educators use many terms and acronyms specific to special education. Parents may become confused when these terms are used during the IEP meeting. This can add to the frustration that a parent may already be feeling when they do not under-stand what is being said. It is important to ask what the terms or acronyms mean. Unless a parent has a background in special education, they are not expected to know the terms and acronyms. Informed decisions cannot be made when parents do not understand what is being discussed. At some point in time we have made all the mistakes listed above. We developed the habit of debriefing after every IEP meeting to discuss our performance during the meeting. We have gradually accumulated information and developed skills and we continue to trust our intuition. We have found that when parents apply the suggestions listed above while working with their IEP committee they will see results. It is important that parents continue to accumulate information and develop skills related to the IEP process. Most parents feel overwhelmed by the special education process. Do not be discouraged in your pursuit to obtain the supports and services your child needs. We found it helpful to break the process down into small steps. When you use the suggestions listed above, you will be that much closer to obtaining your child’s Free Appropriate Public Education. After using each suggestion listed, pat yourself on the back for becoming an even better advocate for your child. Copyrighted 2001 Kids Together, Inc. www.kidstogether.org Filed under: ARTICLES | ]]> Sunday School Learning Guides for Special Needs tag:www.candicelange.com,2011://1.449 2011-10-09T23:31:05Z 2011-10-17T16:05:17Z

Lifeway Special Buddies material was highly recommended to me by a fellow mom. http://www.lifeway.com/n/Ministries/Special-Needs http://mintools.com/special-needs-ministry-resources.htm"> http://mintools.com/special-needs-ministry-resources.htm http://ministry-to-children.com/adapting-lessons-for-special-needs/...

http://www.lifeway.com/n/Ministries/Special-Needs http://mintools.com/special-needs-ministry-resources.htm http://ministry-to-children.com/adapting-lessons-for-special-needs/]]> www.pureministryproject.com P.O. Box 1009 Sautee Nacoochee, GA 30571 706-878-PURE (7873) ]]> Pure Ministry Project - Church tag:www.candicelange.com,2011://1.448 2011-10-04T17:37:06Z 2011-10-04T17:44:32Z

http://www.pureministryproject.com The P.U.R.E. Ministry Project is a nationwide effort to assist Christians in including, ministering to, and caring for disabled people and their families within the framework of their local church. P P erfectly created by a loving sovereign God, designed for His purposes. U U nique in his or her own gifts, blessings, talents, and desires. R R eceptive and responsive to our communication, touch, and acts of love. E E ternal - There are No Disabled Souls.]]> Pachygyria Family Contacts tag:www.candicelange.com,2011://1.380 2011-08-26T13:48:29Z 2011-08-19T02:28:14Z

These are families who have a child with Pachygyria and are interested in connecting with other families. **NOT for spam or solicitation. Please contact them if you have a child with Pachygyria only. Thank you. ** ----------------------------------------------------------- Candice Lange for Corey - Birthday 1998 - Georgia Diagnosis: Multifocal epilepsy, mild hypotonic cerebral palsy, global developmental delays and at 11 yrs became mild mental retardation, exotropia strabismus, near sighted, sensory integration dysfunction, dysthagia, mild (grade 4) posterior LIS or "paracentral pachygyria" or mild lissencephaly LIS1. Candice@sophtware.com ----------------------------------------------------------- Lisa Tonn for Chase - Birthday February 13, 1997- Minneapolis MN Diagnosis: Pachygyria, Nonverbal, seizures ltonn@NACR.com ----------------------------------------------------------- Kelly Kay Wynn & Donnie Wynn for Makenzie - Birthday February 7, 2010 - Mesquite, TX Diagnosis Neuronal Migration Disorder Pachygyria type in her frontal and temporal lobes with Infantile Spams (in remission due to Ketogenic diet!!!). Steroids stopped the hypsarrhythmia. kellykaywynn@hotmail.com cell phone (310) 749-6568 ----------------------------------------------------------- Daphni Hamilton for Conor - Birthday February 18th, 2011 - Austin, TX Diagnosis: Pachygyria/Mild lissencephaly LIS1 in the posterior part of the brain. Infantile Spasm Seizures. (started Keto 7/25/11) www.conorhamilton.com daphhami@gmail.com ----------------------------------------------------------- Kim and Mike Lange for Cadie (Cadence) - Birthday 1997 - Oregon (interestingly not related) Diagnosis: Hypotonic Cerebral Palsy until diagnosed at 6yr with Pachygyria in her frontal and parietal lobes. Infantile spasms but none since toddler years. langem2001@yahoo.com ----------------------------------------------------------- Justina for Trace Rich - Birthday 12/08 - Middleburg, Florida Diagnosis: Grade 4 liss/pachygyria with Predominant Persivilian Pattern http://www.tracesracewithliss.webs.com justina_rich@yahoo.com ----------------------------------------------------------- Jaci Robinson-Hutchens for Jake Hutchens - Birthday 2/26/07 - Indiana Diagnosis: Lissencephaly, Pachygyria, Isolated Lissencephaly Sequence 117 Edgewood Drive Bedford, Indiana 47421 812-675-8837 http://jakehutchens.webs.com/ ----------------------------------------------------------- Tabatha Huckeba for Travis - Birthday 2001 - S. Carolina Please visit the link below: 1. Go to www.carepages.com 2. Click "Visit a CarePage" 3. Register (first-time users only) 4. After you've registered, enter the exact CarePage Name: TravisHuckebasCarePage (no spaces) 803-325-1644 2709 Harmony Rd., Rock Hill, SC 29730 thuckeba@aol.com ----------------------------------------------------------- Amy Branaugh for Grant - Birthday 2009 - Nebraska amybranaugh@hotmail.com ----------------------------------------------------------- Jessica Drake for Mason - Birthday 2008 - New York sissyca@yahoo.com ----------------------------------------------------------- Children Diagnosed with Pachygyria and Diagnosis Changed: Note: Another child was switched from pachygyria to bilateral perisylvian polymicrogyria by the Walsh Lab. Second opinions are needed with this diagnosis. ----------------------------------------------------------- Bridget Lodge for Mary - Birthday 2002 - California 2010 Diagnosis changed to Bilateral Perisylvian Polymicrogyria with Worster-Drought Syndrome. 2008 diagnosis Pachygyria oraetlaboramama@hotmail.com ----------------------------------------------------------- Krista Karp for Jenna - Birthday 2004 - Wilmington, NC (2009 - possible perisylvian syndrome instead) doublemomATgmailDOTcom (take out the AT and the DOT and put in @ and . ) ----------------------------------------------------------- Nicholas and Samantha Isaacson for Hunter - 2/04/2010-7/6/2011 Missouri Diagnosis: Pachygyria, Microcephaly and seizures that are hard to control. 10/2010 changed to - Microcephaly with a simplified pattern, Cortical Eye impairment, infantile spasms, seizures & spots that he has all over his body. Visit Hunter’s website in two easy ways: 1. Visit the CaringBridge website by clicking the link below. http://www.caringbridge.org/visit/hunterisaacson 2. Enter the website name, hunterisaacson, at www.CaringBridge.org. or: http://hunterisaacsonandfamily.blogspot.com/ Contact: Samantha Isaacson E-mail: sam.isaacson@stlcommunications.net ----------------------------------------------------------- -----------------------------------------------------------]]> Teach 2 Talk - Learning DVDs tag:www.candicelange.com,2011://1.447 2011-08-23T20:17:13Z 2011-08-24T02:10:02Z

Learning DVDs by Jenny McCarthy and Sarah Clifford Scheflen, M.S., CCC-SLP : WH Questions! Series - Complete Four Volume Set - Who, What, Where, Why Behaviors! - Volume 1 - Behaviors with Friends Social Skills! - Volume 1 - Sharing and Taking Turns Social Skills! - Volume 2 - Conversations with Friends Social Skills! - Volume 3 - Emotions, Feelings & Empathy and more... teach2talk’s™ produces educational resources for children which target core speech and language, play and social skills using techniques including video modeling. Our products are created by a practicing speech language pathologist based on her clinical experience and her review of the peer–reviewed research of others, but are designed to be used by parents on their own without outside assistance. See their site http://www.teach2talk.com/ ]]> Medical Grant - UHCCF tag:www.candicelange.com,2011://1.446 2011-08-23T01:45:32Z 2011-08-23T01:46:55Z

What does the Foundation do? The UnitedHealthcare Children's Foundation is a 501(c)(3) non-profit charity dedicated to facilitating access to medical-related services that have the potential to significantly enhance either the clinical condition or the quality of life of the child...

http://www.uhccf.org/apply.html ]]>