Freedom of speech in America is different than Europe or other countries of the world. In America you are not free to insult your goverment or your neighbor, you are not free to roast your neighbor in ovens, or hang your neighbor from trees like fruit. You are not free to throw out goverment just because you do not like them, your vote is your voice, not your fist. Freedom of speech is the right to adress your goverment without fear of punishment, and there is a system and procedure for that freedom. Americans fought and died for its freedom, and it is wrong for new comers to try to change and disrespect its meaning. We need to cool down our speech, and think before we speak, then shut up. We have bigger problems, and that is the mental strength of our children.

Freedom of speech is dangerous, and not part of the American cultural pattern. Irish slaves and indentured servants learned what to say and when to speak, and they survived to become leaders of the greatest nation in modern history. African slaves learned when to speak and adjust behavior designed to protect the body and spirit of an oppressed people. The African slave survived to become one of the wealthiest most educated peoples of color with a purchasing power in the trillions.


Historical Black Churches benefiting from segregation had the opportunity to instruct students in the art of excellence in character and presentation even in the face of strong adversity. The Catholic Church with its wisdom and dedication to serving the poor, turned the poor from the slums of America into captains of industry by not permitting students to express and act out frustrations on the self and others, with the help of a cross in each classroom holding the body of a suffering and bleeding Christ, the poor developed physical and psychological strengths.


The Historical Black Church and the Catholic Church were educational centers, designed to produce healthy Americans. The voice of the mentally challenged was not permitted or heard. There was no place or time for the inner challenges of the mind to find a fertile or nurturing environment for survival. The challenges of living in centers of diversity required the development of strong neurological tools for survival. Wrong speech could result in a slap from a parent, a rap by a ruler from the teacher, or a busted mouth by a rival street gang.


The environment necessitated the development of sharp awareness to detail and behaviors. Poverty sharpened cognitive skills, as psychology, sociology, political science, anthropology, religion, and spatial alertness became required survival social emotional development. Communication skills had to be perfect, and knowing what to say and what not to say was critical to health. Through this environment process and out of necessity and intent came a structure for living together in the nation of diversity. You may have a thought about a person place or thing, but the disciplined constructions of the mind, place in filters for survival. Resulting in the common sense belief, “if you cannot say something safe, keep your mouth shut.” The exodus of families from the urban university ghettos, placed individuals in environments of free though and free speech, and it became clear after one generation that the children of the exodus families were “good” but they were crazy, and the children of the families remaining in the “inner cities” were bad, but healthy, and bad can clean up. Today, those who are observing are noticing a backdoor return to the emotional safe “inner cities.” The missing variable of struggle, control of speech and behavior are required for healthy development.


Autism at Highest Rate Among Wealthy, White, College Educated?

Wednesday January 6, 2010 By Lisa Jo Rudy, Guide to Autism


Researchers at the MIND Institute in San Francisco went looking for autism clusters in California. 

Their hope was to find an environmental factor that might warrant special study.  What they found, instead,

was that wealthy, white, college educated parents seem to have more children diagnosed with autism.

This finding raises some interesting questions – though it almost certainly says nothing about environmental

factors related to autism.

One question, of course, is – “is there a genetic factor here?  are we looking, perhaps, at the outcome of the .com revolution

of the 90’s, during which time many highly technical, somewhat introverted (perhaps mildly autistic) individuals

migrated to California, met one another, and married?”

The second and equally interesting question is – “Are wealthy, white, college educated people more likely to seek

out diagnoses and services for their children whose social/communications skills don’t fit their expectations?” 

Connected to this question is the reality that these folks are far more likely than most other groups to have access to

high end health care – and often can afford more private services.

If this is the case, we are looking at a cultural and economic trend that, in my opinion, is having a significant

impact on our understanding of autism spectrum disorders.

According to an article on the ABC News site:

The researchers looked at about 2.5 million births recorded in California from 1996 through 2000.

About 10,000 of those children were later diagnosed with an autism spectrum disorder, according to

the state’s department of developmental services.

Using data from birth records, the team found a strong link between parental education and the

high rates of autism.

“In this particular case, we found 10 clusters of autism across the state of California. When we

looked further, we discovered virtually all of them were areas where there was a higher level of

education among the parents who were giving birth in those years,” Hertz-Picciotto said.

“We already know that people with a higher education in the United States are more likely to

get a diagnosis of autism for their child. It doesn’t necessarily mean that autism occurs more

frequently in those families,” she said.

The study itself will be released today in the journal Autism Research.




Recent autism prevalence studies point to variability in methodology and bias

In Prevalence of autism spectrum disorders and influence of country of measurement and ethnicity , the authors look at ASD prevalence by country and ethnicity. They hypothesize that “methodological factors, socioeconomic variables, and bias” play a role in the variability in autism prevalence.

The disparities by geography and by ethnicity within the data reported within the U.S. has been a big concern of mine for some time. Clearly there is not an obvious difference between, say, New Jersey (with an estimated prevalence of 10.6/1,000) and Alabama (with an estimated prevalence of 6/1,000) to account for the large difference in estimated prevalence.

The prevalence of autism spectrum disorders (ASD) is generally somewhat lower in countries outside of North America and Europe. While there are culture-specific patterns of social cognitive processing, the influence of such patterns upon ASD prevalence has yet to be fully explored.
A comprehensive literature search for original articles reporting ASD prevalence was undertaken. Data across studies were compared with a particular focus on variables of geographic residence and ethnicity.
ASD prevalence varies across countries in a manner that appears to suggest that the greatest influence is due to methodological variables. The nature of a potential influence of culture-specific patterns of cognitive processing upon prevalence remains unknown. The available little data concerning the association between ethnicity and prevalence are limited to studies within the United States (US) showing differences in children of Hispanic descent relative to Whites, a finding for which a definitive explanation is lacking.
Available evidence suggests that methodological factors are largely responsible for differences in ASD prevalence across studies. The much discussed increase in prevalence in ASD has been observed worldwide, suggesting that the refinement of diagnostic methodology and/or broadening diagnostic concept is not limited to Western countries. Within individual countries, only in the US has the influence of ethnicity upon ASD prevalence been examined in depth. In the US, children of Hispanic descent have the lowest prevalence of ASD, while Whites tend to have the highest prevalence of ASD. Hypothesized etiological factors for such prevalence differences include methodological factors, socioeconomic variables, and bias.

In Racial Disparities in Community Identification of Autism Spectrum Disorders Over Time; Metropolitan Atlanta, Georgia, 2000-2006. African American (non Hispanic Black) students are less likely than Non Hispanic White students to be identified with “less severe” ASD’s. This even after controlling for socioeconomic status.

Racial Disparities in Community Identification of Autism Spectrum Disorders Over Time; Metropolitan Atlanta, Georgia, 2000-2006.

Jarquin VG, Wiggins LD, Schieve LA, Van Naarden-Braun K.

From the Division of Birth Defects and Developmental Disabilities, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA.

OBJECTIVE: Past research indicates that non-Hispanic black (NHB) children are less likely than non-Hispanic white (NHW) children to have an autism spectrum disorder (ASD) diagnosis, even if they seem to meet criteria for the disorder. This study examined differences in community identification of ASDs between NHB and NHW children identified by a population-based surveillance system.

METHODS: Participants were identified as an ASD surveillance case by the Metropolitan Atlanta Developmental Disabilities Surveillance Program in surveillance years 2000, 2002, 2004, and 2006. Health and education records were abstracted and reviewed to determine ASD surveillance case status; community identification was defined by a documented ASD diagnosis, special education eligibility, and behaviors noted in records. Children were placed in 1 of 5 mutually exclusive categories on the basis of ASD specificity.

RESULTS: Total ASD prevalence was higher for NHW than NHB children, but NHB children were more likely than NHW children to have autistic disorder and autism eligibility at a public school documented in records. NHB children were less likely than NHW children to have pervasive developmental disorder-not otherwise specified and Asperger’s disorder documented in records, even after controlling for socioeconomic status. NHB children were more likely than NHW children to have co-occurring intellectual disability.

CONCLUSION: NHB children were less likely than NHW children to have been identified with less severe ASDs, which might have prevented or delayed intervention services that would have catered to their needs. This study illustrates the need for continued professional education, particularly concerning milder ASDs in minority groups.

As a society, we have decided that autistic students often need educational supports distinct from those of children with other disabilities. Clearly if we are to serve our students appropriately, we should be accurately identifying each student’s disability (where they exist). The fact that we are not uniform in identifying autistic students indicates that we have far to go in this regard.


  • Author: Sullivan



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