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The Special Ed Epidemic: Burying Our Heads and Crippling Our Economy. Part 2 of 4.

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WMP Note: In this 4-part series, World Mercury Project partner, Focus For Health,  examines the special needs epidemic and its effects on schools, the US economy, life after age 21 and the many theories that point to potential causes of the explosion of chronic disease and disability in our children.

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A recent survey of early childhood teachers asked “What is your greatest concern?” The majority of teachers reported “Managing challenging behaviors in our classroom,” according to Mary Ann Hansen, the director of First 5 Humboldt, a county-based commission in California which provides programs for children under age 5. She went on to say “We hear this over and over again, that teachers are struggling.” Sadly, many students are also struggling as their needs are unable to be met in a classroom environment that lacks support, proper teacher training, and the funding necessary to provide a quality education which addresses their varying needs.

With an increasing number of children requiring special education services in the schools, significant demands are being placed on both special and regular education teachers. Learners with differing educational, behavioral, and medical needs are both financially and emotionally challenging for both their school districts and teachers alike. School budgets are being depleted rapidly as districts attempt to provide a free and appropriate education (FAPE) for all, especially when Individualized Education Plans (IEP) require extensive special services including speech, physical, occupational therapy, nursing, counseling, behavioral services, in-class support, and personal aides.

Providing for the many needs of children classified in special education costs our nation an estimated $50 billion annually, and that number is likely outdated as it is based on data from the 1999-2000 SEED study, which doesn’t reflect the rise in students requiring special education since 2000.

The average annual cost for a general education student is $7,552, while the average cost per special education student is $16,921. However, approximately 330,000 students with exceptionally high-needs cost their districts $100,000 or more on an annual basis.

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Students identified with one of 13 disabilities listed under the Individuals with Disabilities Education Act (IDEA) are classified in school and provided with an IEP identifying learning goals, necessary accommodations,  and describes the special services to be provided by the school, free of charge to the families.  Students who do not qualify for an IEP may receive a 504 plan. This plan may provide specific accommodations, supports, or services for a child with any disability which can include learning or attention issues. It has a broader definition of a disability, but it does not have to be a written document.

The number of students ages 6-21 with disabilities rose to 5.83 million by fall 2014. Chronic health issues such as epilepsy, mental health disorder, attention deficit hyperactivity disorder (ADHD), and mobility impairments, classified in school as “other health impaired,” increased nearly 51%, between 2005-06 and 2014-15 school years. In the same age group, students classified with autism spectrum disorder had risen 165% nationwide. Children classified with “autism” or “other health impaired” account for more than 1 in 5 school-aged children covered under IDEA nationwide.

The least restrictive environment (LRE) mandate within IDEA requires that all students in special education be educated with typical peers to the greatest extent possible to prevent segregation, while still providing a free and appropriate education. This means children with IEP’s or 504 plans and their typical peers are integrated in one classroom with a general education teacher when possible. While some students receive in-class support with the help of an aid and sometimes a special education teacher, many general education teachers report they lack the support, training, and resources necessary to teach classified students appropriately.

Chronic health issues such as epilepsy, mental health disorder, attention deficit hyperactivity disorder (ADHD), and mobility impairments, classified in school as “other health impaired,” increased nearly 51%, between 2005-06 and 2014-15 school years.

In addition, some children presenting with emotional and behavioral issues, who have not been identified or classified at all, do not receive any accommodations for educational or behavioral support. As a result of limited funding and teacher shortages, general education teachers are often challenged to divide their time and attention teaching the curriculum to general education students while managing classified as well as unclassified students with attentional, emotional and behavioral issues at once. These issues affect the quality of education for all students.

MENTAL HEALTH ISSUES IN THE SCHOOLS

Mental health problems often develop during childhood and adolescence and are treatable if recognized and diagnosed. Students with mental health issues present challenges to teachers and commonly have social-emotional issues affecting peer relationships. Studies show that mental health disorders are at the root of some bullying behavior occurring in schools. School nurses report frequent complaints of “stomach aches” and “headaches” because an individual’s mental health is intertwined with their physical being. Yet research shows most children who need a mental health evaluation do not receive services. Because schools are often understaffed with social workers, counselors, and school nurses, the burden is placed on the classroom teachers who are with the students throughout the school day.

Educating children with mental health issues is not the only challenge for general education teachers. More and more teachers are reporting explosive outbursts by students including hitting, scratching, and flipping desks, putting teachers at risk, while at the same time they are trying to protect other students in the classroom. Disciplinary actions including suspensions are on the rise across the nation. Classified students with behavior issues are frequently sent home from school when teaching assistants are not available to shadow them. For students with autism who have complex behavior issues, physical restraints have become commonplace and can occur daily. Add to it the significant rise in self-harm and teen suicides; schools are being forced to look at this epidemic and to provide solutions at all costs. Some schools are attempting to mitigate the issues by creating sensory rooms and calming stations, while others have even created new mental health clinics on site to help manage the behavioral issues.

Compared to the national average, only 40% of students with emotional, behavioral, and mental health disorders graduate.

Studies looking at teacher job stress in early childhood education show that teacher-child conflicts are more common where workplace stress is higher. Essentially, this reduces the ability of the teachers to work effectively with students with emotional and behavioral problems. These teachers also report they felt mentally, emotionally, or physically exhausted or overwhelmed by working with these children, ultimately leading to burnout and staff turnover.

WHAT ABOUT THE SEVERELY DISABLED?

Children with severe disabilities have even more difficulty getting their needs met in district as the school may not have the resources on site to accommodate their various educational and healthcare needs. In such cases, these high-needs students may be offered placements in private schools for the disabled outside of the local school district. Children diagnosed with autism spectrum disorder, cerebral palsy, and other medically complex disabilities require services beyond what most districts can afford to provide because they require specialized training and care. This can include nursing, advanced technologies for communication and learning, special transportation, and more. While providing out of district placement can cost an average of $10,000 more per student than placements within district for similar students, keeping them in-district may not be cost effective if they need to hire staff and purchase equipment for just a few high-needs individuals.

ACCOMMODATING CHRONICALLY ILL KIDS

The number of children in the US with chronic health conditions has dramatically increased in the past 4 decades, doubling from 12.8 percent in 1994 to 26.6 percent in 2006.

With chronic health conditions on the rise, schools are faced with additional challenges of providing for the medical needs of children with severe health issues. Food allergies now affect 1 in 13 children, and asthma affects 1 in 10 children, requiring nursing staff on site to help care for these students. In addition, juvenile diabetes increased 23% between 2001 and 2009, while epilepsy/seizures affect 1 in 20 children. Some schools are opening health clinics on site to manage the medical needs of the student population. Unfortunately, the cost of building and staffing such clinics is prohibitive for most districts which already lack funding to meet the basic needs of special education students.

WHO PAYS FOR ALL OF THIS?

2015_10_14 iStock Chronic Illness square

You do. We all do. Federal, state and local governments all contribute to fund K-12 public special education. IDEA was established to provide the bulk of federal funding contribution for special education and governs how states and public agencies provide early intervention, special education, and related services. The states distribute funds to local agencies to be used in accordance with state and federal law, and allocation is based upon the local district’s tax structure. The local district budgets vary greatly and are dependent on local revenues resulting, however, in significant disparities.

Unfortunately, Congress historically fails to fully fund IDEA. While they have authorized special education funding equal to 40% of the national average per pupil expenditure (APPE), spending typically ranges between 10-20% per child.

This leaves the burden on the states to make up the difference. IDEA funding is based on FY 1999. This formula was derived from the number of children identified with disabilities in each state in relation to total state population. However, populations within states have increased or decreased, as have the number of children with disabilities within each state yet the base award has not changed. This creates a wide disparity in funding across the US. Additionally, when a state decides to accept federal funds, mandates apply in association with those programs. Despite this funding, many states find it insufficient to cover the local costs of meeting those program’s requirements. Consequently, districts are often compelled to tap into their general education funds to meet those requirements.

The number of students with disabilities and chronic health issues are rising across the nation while programs and services are being cut to save money. Currently, all taxpayers are bearing the financial burdens of the local school districts as property taxes help fund special education programsAlthough Medicaid helps to offset the gap by covering health-related expenses for students with disabilities, cuts in Medicaid funding are frequently threatened.  Without appropriate education, therapies, and medical services, these children will grow up to be adults who may not reach their full potential. In turn, employability will decrease, and without sustainable jobs, they may not become productive, self-sustaining adults. 1 in 36 children between 3-17 yrs. of age have ASD now; this means in the next 1-15 years, these individuals will become adults. Individuals with ASD have a normal life expectancy, and many will outlive their parents, requiring other family members to take care of them, if willing and able. And if not, tax-payers will be responsible for funding supportive housing and living costs, including health care, for those unable to live and care for themselves.

The prevalence of ASD in the US reportedly increased from 2.24% to 2.76%…indicating 1 in 36 children have autism, up from 1 in 45 in 2014; however, the CDC has not released a statement acknowledging this increase.

This system is unsustainable, and it is spiraling out of control, yet few people are talking about it. More importantly, nobody is asking “What is happening to our children?” In fact, the latest report just released by The National Center for Health Statistics within the US Department of Health and Human Services, does the opposite. Authors of the 2017 report “Estimated Prevalence of Children with Diagnosed Developmental Disabilities in the United States, 2014-2016” point out the prevalence of children aged 3-17 years who had ever been diagnosed with a developmental disability has increased from 5.76% to 6.99%. This increase of 1.23% is STATISTICALLY SIGNIFICANT. The prevalence of autism spectrum disorder in the US reportedly increased from 2.24% to 2.76%, a difference of .52%. According to NCHS, this increase is not statistically significant. While the article failed to disclose the sample size, the fact is, both increases are alarming.

According to the Centers for Disease Control (CDC) “The mission of the National Center for Health Statistics (NCHS) is to provide statistical information that will guide actions and policies to improve the health of the American people. As the Nation’s principal health statistics agency, NCHS leads the way with accurate, relevant, and timely data.” The first step to making change is acknowledging we have a problem. A .52% rise in ASD indicates I in 36 children have autism, up from 1 in 45 in 2014; however, the CDC has not released a statement acknowledging this increase. The CDC must stop burying its head and work to address this problem first, by admitting we have one, and second, by identifying the causes with trustworthy science so that we may stop this epidemic. Until then, this and many other systems are destined to fail, affecting not only those individuals with special needs and their families, but every citizen in our nation.

REFERENCE

    1. https://www.cdc.gov/mmwr/pdf/other/su6202.pdf
    2. https://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.159.9.1548
    3. https://www.ncbi.nlm.nih.gov/pubmed/22550686
    4. https://www.nimh.nih.gov/news/science-news/2011/majority-of-youth-with-mental-disorders-may-not-be-receiving-sufficient-services.shtml
    5. https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6433a11.htm
    6. https://www.npr.org/sections/ed/2016/08/31/464727159/mental-health-in-schools-a-hidden-crisis-affecting-millions-of-students
    7. http://www.acmh-mi.org/get-help/navigating/problems-at-school/
    8. https://www.theatlantic.com/education/archive/2016/01/the-charade-of-special-education-programs/421578/
    9. https://edsource.org/2017/addressing-early-childhood-trauma-requires-shift-in-policy-more-training-for-teachers/587756/
    10. http://www.edweek.org/ew/articles/2016/04/20/number-of-us-students-in-special-education.html
    11. https://www.edweek.org/ew/articles/2016/04/20/number-of-us-students-in-special-education.html/a>
    12. http://www.pbs.org/newshour/rundown/one-five-children-mental-illness-schools-often-dont-help/
    13. https://www.usnews.com/news/healthcare-of-tomorrow/articles/2017-09-29/improving-care-of-the-medically-fragile-child/
    14. http://www.asha.org/Advocacy/schoolfundadv/Overview-of-Funding-For-Pre-K-12-Education/
    15. https://www.cbpp.org/research/health/medicaid-helps-schools-help-children
    16. https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans
    17. https://www.cdc.gov/nchs/about/mission.htm
    18. https://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.159.9.1548

This concludes Part Two: “The Special Ed Epidemic: Burying Our Heads and Crippling Our Economy.” Part Three, “What Happens When They Age Out of School?” will explore the exploding financial burdens to taxpayers as the children exit school and looks deeply into the options for individuals who have aged out of IDEA, which only mandates services be provided until age 21. So what happens next?

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U. S. Congressman-Elect Tells Constituents Vaccines May Cause Autism

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In Brief

  • The Facts:

    Congressman-Elect Mark Green told his constituents not only that he believes there may be a causal relationship between vaccines and autism, but that the Centers for Disease Control has 'fraudulently managed' their research data on vaccine safety.

  • Reflect On:

    Does the unusually bold statements of a public official against the CDC's vaccine safety narrative represent the next step in our getting to the truth about vaccines?

If you are someone who has been following the vaccine/autism debate for a while, you are no doubt aware that public figures rarely take on the Big Pharma-CDC Axis, as they are prone to face serious and debilitating consequences at their own peril. Doctors like Andrew Wakefield, who famously published a study in 1998 in The Lancet that linked the MMR vaccine to autism, experienced the full weight of the medical establishment muscle when sales of the MMR vaccine were threatened.

As far as Western Medicine is concerned, Dr. Wakefield’s study has been ‘debunked’ as a result of their concerted campaign to say and do whatever they could to invalidate his main point by attacking ancillary facts that really had nothing to do with the evidence. You can read our recent article ‘A Statistically Strong Relationship Has Been Found Between The MMR Vaccine & Autism‘ to see how Dr. Brian Hooker has resurrected the study to make an argument in favor of the strong correlation found in the study between the MMR vaccine and autism, and judge for yourself.

While the majority of people probably believe that the safety of vaccines has been proven, the veils of mainstream deception are starting to get threadbare. And with this, whistleblowers, researchers and other challengers to the mainstream notion are starting to get bolder and more forthright. Researcher Judy Mikovits and others like her paved the way by standing firmly in the truth of her research and refusing to buckle under the pressure and coercion of the Western Medical Establishment to recant studies that are threatening to the pharmaceutical industry, as detailed in the article ‘Researcher Jailed After Uncovering Deadly Virus Delivered Through Human Vaccines.’

Congressman-Elect Makes Bold Claim

Still, researchers are one thing. Politicians are a whole different kettle of fish. It is still a relatively new occurrence that a politician could speak out against the vaccine industry and not be committing political suicide and open him or herself up to massive attacks from the Western Medical Establishment. It was helpful, perhaps even groundbreaking, that Donald Trump staked his claim on this matter while campaigning for the presidency:

“When I was growing up, autism wasn’t really a factor, and now all of a sudden, it’s an epidemic. Everybody has their theory. My theory, and I study it because I have young children, my theory is the shots. We’ve giving these massive injections at one time, and I really think it does something to the children.” (source)

Now, according to this article in the Tennessean, Congressman-Elect Mark Green told his constituents not only that he believes there may be a causal relationship between vaccines and autism, he suggests the Centers for Disease Control has ‘fraudulently managed’ the research data that the CDC uses to say there is no link between vaccines and autism. As the video below confirms, Green, who by the way is also a licensed doctor, is truly throwing down the gauntlet against the CDC.

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“Let me say this about autism. I have committed to people in my community, up in Montgomery County, to stand on the CDC’s desk and get the real data on vaccines. Because there is some concern that the rise in autism is the result of the preservatives that are in our vaccines.

As a physician, I can make that argument and I can look at it academically and make the argument against the CDC, if they really want to engage me on it. But it appears some of that data has been, honestly, maybe fraudulently managed. So we’ve got to go up there and stand against that and make sure we get that fixed, that issue addressed.”

The Takeaway

The challenges to the official narrative that vaccines are proven to be safe and do not correlate with the incidence of autism is like chipping away at an old brick wall. With each brick that is removed, more and more people see the holes in the mainstream narrative, and opponents to vaccine safety are becoming bolder and more direct with their challenges. I believe that in the not-so-distant future we will look back to this time and history and be amazed that it took us so long to see through the industry-sponsored fraud of vaccine safety.

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“5G: The Most Censored Story Of 2018” – Journalist Masterfully Educates Houston City Council

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In Brief

  • The Facts:

    Derrick Broze, a journalist and activist recently presented to Houston about the new proposed 5G network. He points to multiple studies and scientists outlining serious health concerns for all.

  • Reflect On:

    What can you do to mitigate this? There are solutions presented in the article but are you taking any? How can our regulatory agencies approve a technology that's so harmful to human biology? What is going on here?

The 5G network is new, and it’s being accepted, approved and implemented already without any appropriate safety testing nor discussion with the public.

Recent research has revealed that the frequencies utilized in crowd control weapons are the same as the frequencies used in the 5G network, and there is absolutely no question about the fact that these electromagnetic frequencies impact our biology in multiple harmful ways. With more than 2000 peer-reviewed studies on the subject, thousands of scientists raising multiple causes for concern, hundreds of scientists petitioning the United Nations, and absolutely no oversight, regulation or safety testing, how is it that this type of thing is legal and allowed to be approved?

Well, the 5G, and the entire global network of wireless technology is controlled by a few people and corporations. This highlights the relationship that western corporations have with government regulatory agencies. These corporations sit above the government, and through lobbying, corporations provide instructions to government regulatory agencies. Our regulatory health agencies are a cesspool of corruption as well, so much to the point where those who work within these agencies are actually starting to have a shift in consciousness and are speaking out. The problem has become so big and widespread that they cannot remain silent. The SPIDER papers from multiple CDC scientists was an excellent example, outlining the grave concern about the CDC’s relationship with corporations and the stranglehold these corporations have over them.

Multiple countries around the world have banned WiFi and the building of cell phone towers near primary schools and nurseries, among many other places due to the evidence that shows they are not safe and can implicate the health of young children and adults.

Dr. Devra Lee Davis,  founding director of the board on Environmental Studies and Toxicology of the U.S. National Research Council, National Academy of Sciences, founding director of the Center for Environmental Oncology, University of Pittsburgh Cancer Institute, and President of the Environmental Health Trust stated:

“If you are one of the millions who seek faster downloads of movies, games and virtual pornography, a solution is at hand, that is, if you do not mind volunteering your living body in a giant uncontrolled experiment on the human population. At this moment, residents of the Washington, DC region – like those of 100 Chinese cities – are about to be living within a vast experimental Millimeter wave network to which they have not consented – all courtesy of American taxpayers,”

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Journalist Presents to Houston City Council

That’s why the video below is so important, it’s a video of Derrick Broze, founder of the Conscious Resistance network.  Not only are scientists speaking out about this issue, and continuing to publish eye-opening research, much of which can be found at The Environmental Health Trust, but citizens and activists are getting involved too.

The speech below takes place at a hearing in Houston. This, like so many other health issues we are facing, is important to raise awareness about together. The more people speaking up and creating awareness, the more chances we have of that this awareness leads to action or at the very least, a deep realization by council members that they are being bullied by corporations, much like we’re seeing in France.

A Little More On 5G

Dr. Sharon Goldberg, an internal medicine physician and professor also recently gave her testimony regarding the dangers of electromagnetic radiation. She says:

Wireless radiation has biological effects. Period. This is no longer a subject for debate when you look at PubMed and the peer-review literature. These effects are seen in all life forms; plants, animals, insects, microbes. In humans, we have clear evidence of cancer now: there is no question We have evidence of DNA damage, cardiomyopathy, which is the precursor of congestive heart failure, neuropsychiatric effects…5G is an untested application of a technology that we know is harmful; we know it from the science. In academics, this is called human subjects research.” – Goldberg

You can watch her testimony and read more about it here.

Again, if you want to look at the science/research, a good place to start is with the Environmental Health Trust.

The Takeaway

There are multiple solutions for reducing your exposure to EMF radiation. You could have a wired internet connection at home, which is actually faster. You could unplug your devices before bed, you can purchase electromagnetic radiation shielded clothing from multiple providers. You can also purchase small devices that go right on your phone that help protect against this radiation. Do your research on ‘EMF protection devices’ to find what works for you.

You could also mitigate some effects by living a more healthy lifestyle. This includes diet, nature exposure, limiting screen and phone time and other wellness practices.

The key thing here is to recognize that, in a world where our voice is constantly being silenced and information is swept under the rug for the sake of profit and control (among other reasons), we do still have a voice, and we have to use it.

We are so caught up in our own lives, doing our own thing that we’ve neglected the planet and fail to even look into what’s going on. We’ve given our consciousness away to others who are manipulating it. It’s time to take it back, to wake up, and to start thinking for ourselves instead of relying on a group of powerful people to disseminate information.

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A Statistically Strong Relationship Has Been Found Between The MMR Vaccine & Autism

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In Brief

  • The Facts:

    Dr. Brian Hooker, one of multiple people who received committed data from a CDC senior scientists regarding a 2005 MMR autism vaccine study has done a reanalysis that clearly shows a statistically significant relationship.

  • Reflect On:

    Why are negative aspects and important research/testimony regarding vaccines completely ignored? Why are people believing that vaccines are safe and effective if all of the evidence points otherwise? Why is the only response ridicule?

After four long years, CHD Board Member, Dr. Brian Hooker‘sreanalysis of the CDC’s MMR-autism data from the original DeStefano et al. 2004 Pediatrics paper has been republished in the Winter 2018 Edition of the Journal of American Physicians and Surgeons. The data, when properly analyzed, using the CDC’s own study protocol, show a strong, statistically significant relationship between the timing of the first MMR vaccine and autism, specifically in African American males. In addition, a relationship also exists in the timing of the MMR vaccine and those individuals who were diagnosed with autism without mental retardation. These relationships call into question the conclusion of the original DeStefano et al. 2004 paper which dismissed a connection between the MMR vaccine and autism.

Main Points from Reanalysis:

  • The rate of autism diagnoses has increased alarmingly in the U.S., and is about 25 percent higher in black children. Boys are far more likely than girls to receive this diagnosis.
  • As early as 2001, the Centers for Disease Control and Prevention (CDC) had data showing an increased rate of autism diagnoses in black male school children in Atlanta who received their first measles-mumps-rubella (MMR) vaccination before 36 months of age.
  • The original publication concerning the data downplayed the association, and no follow-up was conducted.
  • Dr. Hooker noted that the CDC deviated from its original data analysis plan, possibly because of unwanted results.
  • The relationship loses its statistical significance if the analysis is restricted to children with a Georgia birth certificate, which decreases the sample size by about 40 percent.
  • Dr. Hooker reanalyzed the same data set using the same methodology of conditional logistic regression but didn’t exclude children lacking a Georgia birth certificate.
  • By stratifying data for African-American males by birth year, Dr. Hooker also found a statistically significant higher risk of an autism diagnosis in children who had received the first MMR vaccine 1 year earlier, only in children born in 1990 or later. Thimerosal exposure increased in the early 1990s, and it was not removed from most pediatric vaccines until 2001-2004. Dr. Hooker suggests the possibility that there may be some interaction between increased mercury exposure and early MMR vaccination. Further study would be needed to explore this possibility.
  • Dr. Hooker’s interest was sparked, he reports, by communication with a CDC whistleblower, a senior scientist, who had retained some of the original analyses.
  • Dr. Hooker concludes that failure to follow-up on these observations represents a huge lost opportunity to understand possible reasons for the enormous increase in this devastating neurological disability.

Introduction from Dr. Hooker’s article:

“This study is a re-analysis of Centers for Disease Control and Prevention (CDC) data pertaining to the relationship of autism incidence and the age at which children got their first measles-mumps-rubella (MMR) vaccine. Statistically significant relationships were observed when African-American males were considered separately while looking at those individuals who were vaccinated prior to and after a 36-month age cut-off. CDC officials observed very similar relationships as early as November 2001, but failed to report them in their final publication. In addition, a relationship is seen when specifically considering children who received a diagnosis of autism without mental retardation. Although this was reported in the original 2004 paper, it was not discussed, nor was any follow-up study conducted. Preliminary results also suggest the possibility of a synergism between thimerosal exposure and MMR timing leading to a greater risk of autism.”

Conclusion from Dr. Hooker’s article:

“The first data set used by DeStefano et.al represents a huge lost opportunity to understand any role between the timing of the first MMR vaccine and autism. The re-analysis presented here elucidates effects that should at least merit further investigation. Specifically, increased risks of earlier vaccination are observed for African-American males and among cases of autism without MR. Both phenomena deserve additional study that could yield important clues regarding the current enormous increase in autism.”

Dr. Hooker’s Reanalysis of CDC Data on Autism Incidence and Time of First MMR Vaccination was published December 7, 2018 in the Journal of American Physicians and Surgeons.

Important Reminder From Collective Evolution

Dr. William Thompson (senior CDC scientist), who is  mentioned above as co-author of this study, blew the whistle and admitted that he was pressured to omit statistically significant data, and that there is a connection between this vaccine and autism. He released this statement in an official capacity, as explained by the Congressman in the video below. This story was an has been completely ignored by mainstream media.

Dr. Hooker and Thompson were in touch, Hooker was the one who did the reanalysis as you can see above.

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