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Meeting Special NeedsA contractor's guide to special-education installations. 9/01/2006 8:00 AM Eastern
Meeting Special Needs
Sep 1, 2006 12:00 PM, By Rosanne Soifer
A contractor's guide to special-education installations.
The phrase "special education" never elicits a mild response. To a parent with a child in a special-ed class, it may mean heartbreak, nightmares about the child's future, and frustration about just what, exactly, the special-education program is supposed to accomplish. To parents of children without special needs, the phrase may elicit relief that the description doesn't apply to their children.
Today's special-education industry has drawn criticism from parents and educators alike. Controversy has sprung up as some schools and parents are accused of putting students with relatively minor behavioral and emotional problems into special-ed classes simply to qualify schools for more state and federal funding. Arguments also rage about how special-ed students affect standardized school test scores, and on and on it goes.
But this article isn't designed to discuss the special-education industry generally — it's designed to provide independent AV contractors interested in working in special-education settings a detailed look at a growing, but largely untapped, market.
According to an April 21, 2006, AP wire report by Ben Feller and Andrew Welsh-Huggins, the No Child Left Behind Act promises parents of children attending a school that gets federal poverty aid a free tutor for any child who has not made steady progress for three straight years. The goal of the law is to make sure all kids can read and do math at their grade level. But this requirement can also benefit the installers who collect public money to help schools meet the law's requirements.
Sound & Video Contractor recently spoke with a variety of educators at public and private schools, foundations, and special-education facilities to offer guidance to independent AV contractors interested in becoming involved with special-education installation.
According to Linda Tsurouka, a music and theater teacher at the Henry Viscardi School at the Abilities Center in Albertson, N.Y., most special-education schools and centers do the purchasing, installing, and setup themselves because the whole field is so individualized. In most cases, students bring their own customized equipment. Motorized wheelchairs, for instance, are usually owned or leased privately, or assigned to students by the school.
Contractors who work in this field generally either start as educators and get involved in the technology because they have to, and have a knack for it (as well as perhaps a hobbyist interest), or they start as tech people and get more deeply involved in using the technology for education. Many of the jobs at special-ed centers, schools, and programs are staff jobs, which means regular salaries and benefits.
First, contractors interested in working on special-education installations should familiarize themselves with basic terminology: For instance, which is the right expression? Handicapped? Disabled? Exceptional? Differently abled? Impaired? Special-ed student? Developmentally delayed? It varies, say experts in the field.
"Special-ed refers more to educational curriculum adaptations than to people, explains Tsurouka. "Children in special-ed are given special programs, not necessarily equipment. Handicapped or disabled refers more to physical limitations."
United Cerebral Palsy of New York (UCP/NYC) uses the term "persons with disabilities," rather than "handicapped" or "disabled." In fact, UCP/NYC prefers to dispense with labels altogether; in its literature, it instead refers to the people it serves as consumers, with a clear emphasis on the individual, not the disability.
According to Jose Torres, the technical director at Cooke Center for Learning and Development in New York, an institution that provides school-based special-education services that promote inclusion, "handicapped" means "physically handicapped," while "disabled" means "learning disabled." Torres defines special education as "school-age education outside the mainstream."
Media teacher Tina Perretti at the New York Institute for Special Education (NYISE) in New York says, "Visual impairment is an inconvenience. 'Special-ed' is a label. Politically correct is 'a person with a disability.'"
Math teacher Gian Pedulla, himself visually impaired, adds, "To work in this field you must understand the disability. Blindness is an inconvenience — nothing more."
The technology used in the special-education field is referred to as "assistive technology." Related terms include, but are not limited to, "adaptive," "augmentative," or "enabling." Most contractors are somewhat familiar with assistive-listening devices for auditoriums, conference rooms, and the like, but the field is much more varied than that.
When working on a special-education installation — especially a classroom — contractors need to consider the facility's physical space to a greater extent than if they were simply refurbishing or upgrading technology in, say, a club, restaurant, or public area. Annette and Jeff Walsh, who head the music and theater program at NYISE, say that once a space such as theirs is divided into separate functional areas, it cannot be casually changed around, since this would cause visually impaired students confusion and loss of mobility confidence.
Tsurouka works mostly with wheelchair-bound students with multiple handicaps. She says any technology used must take into account the spatial needs of wheelchairs, some of which are heavy and wide, and may include attachments for crutches, oxygen tanks, and tabletops. Multiple power outlets are needed, and should be easily visible and placed at approximately waist level. Torres adds that extra space is also needed for supervising staff, who generally number more than in a mainstream classroom.
Another key factor to consider is the issue of upgrading an existing technology infrastructure. NYISE technology teacher John Hernandez states, "In an ideal world, all computers and technology would be accessible to all persons with or without a disability. Microsoft has made some nice accommodations in Windows with its Accessibility Options in the control panel. This is a good beginning and should be expanded. At NYISE, the main large-print and speech-access software is delivered to computers from a central server. Wired classrooms and delivery of digital information should be the norm now, and especially in the future. Good bandwidth is as important in education as in business."
"Technology levels the playing field and must address the disability — and, in that way, circumvent the challenges," adds Perretti. "For instance, computer software that speaks to those who can't see and enlarges letters for those with low vision. [Freedom Scientific's] JAWS program [Job Access With Speech] actually 'speaks' to the user and should be a given."
Brad Jacobsen, a computer specialist at UCP/NYC, adds that having classrooms networked makes it easier for professionals to share files such as pictures and graphics so electronic tools that are adapted or individualized to accommodate one student's needs can easily be accessed by a teacher in another classroom for a student with similar needs.
All of this leads to the next key factor: adapting standard, existing audio, video, and computer technology for these kinds of applications. Adaptations to existing technology in such situations can work if the contractor understands that there may be some school/facility standards and guidelines that simply must be followed with no exceptions, and that the client's primary concerns are safety and accessibility, rather than aesthetics.
In the world of audio, for instance, most existing audio setups in an educational environment can be fairly easily upgraded for the visually impaired simply by increasing the volume overall, and labeling every control in Braille. The standard Sound Blaster sound card available in almost all modern PCs, for instance, is fine in most cases.
Most rooms in such facilities, though, would normally call for more than the standard number of speakers an AV specialist would put into a room of that size. And, of course, they are only interested in speakers that contain easily accessible headphone jacks.
Likewise, microphones in such settings need battery backup beyond usual requirements. Individualized lapel mics and individual headphone receivers can be a major boon in the educational quest of learning-disabled students who have trouble hearing or speaking. Such headphones should be sturdy, padded, and easily adjustable to fit around protective helmets.
When it comes to video, it's important to remember that while the blind hear what the deaf can't, the deaf see what the blind can't. Movies and video content in general, therefore, remain popular teaching tools for visually impaired, deaf, and learning-disabled students who have trouble grasping elementary reading concepts. Ideally, such equipment should encompass the latest headset technology and the ability to enlarge for impaired sight, and be equipped with wide screens to accommodate that enlargement. The NYISE also uses a separate low-vision magnifier for reading.
Computers — particularly the PC — have transformed how handicapped people go about their daily lives in a variety of ways, and the Internet has opened up whole vistas previously closed to them. At the Henry Viscardi School, laptops are used rather than desktop computers for increased portability, and paralyzed students are regularly equipped with computer "joysticks" on their hat and/or in their mouth. Variations on this theme include onscreen keyboards with which the user's headstick can point directly at letters.
Physical and electronic security is another important issue to consider in installations at special-education facilities. Putting in a security desk with closed-circuit capabilities and requiring badges for faculty and staff are not the only steps that need to be taken. Exit signs, for example, need to be illuminated better, often with flashing strobe lights, and bells need to be greatly amplified.
For safety and health reasons, any facility serving special-needs students also needs to be directly linked to local police and fire stations, without the need to dial 911. Normal business precautions, such as cable locks for computers and locks for closets and rooms containing expensive equipment and supplies still apply.
Educators also advise contractors entering the special-education world for the first time to be careful about terminology as they set about figuring out what kind of technology and techniques to use at a facility. Tsurouka explains, "The terms handicapped and special ed [normally] shouldn't be lumped together, but schools do it because of funding necessities."
Contractors need to be aware of the facility's current lingo, which often changes from year to year, when attempting to get their projects or budgets approved. Funding for technology may come from a variety of state or private sources, such as tuition or companies lending or donating products and services. It may be easier to get payment from a school/facility via a private source or donation than to navigate the myriad of forms, bureaucracy, and wasteful spending endemic to the public sector. This is often all-too-clearly demonstrated in large urban school districts. It seems that the administration of special-ed programs can easily spin out of control; therefore, contractors need to do their homework before jumping into the fray.
Amy Sklar, an occupational therapist for the NYC Board of Education, comments that once a student has been evaluated as needing special education, three options are generally available. The student can be kept in a mainstream classroom; put into a self-contained class; or enrolled in a District 75, a special educational district responsible for administering special-education programs all over the city. Yet, the purchasing of technology and services happens at a far different level, and bureaucratic traffic jams are everyday occurrences.
Equipment is purchased and owned by the board of education, but routinely used by students, leading to typical wear-and-tear and pilferage. In New York, equipment is supposed to follow a student all the way through graduation, but veteran special-education teachers say there is apparently no reliable or consistent system in place to track the equipment if a student moves or changes schools.
It is also unclear what happens to old or "post-graduation" equipment. Is it sold? Donated? Traded in for something newer? Bought back or rebated for some kind of future discount? Scenarios such as these could provide enterprising contractors with a potentially lucrative "after-job" follow-up gig: tracking, placing, replacing, or brokering all that used technology.
Partnering with manufacturers of assistive/adaptive technology isn't done much, surprisingly enough. Instead, a practice called cause-related marketing is seeing increasing use. In cause-related marketing, a not-for-profit organization partners with industry for some mutual benefit. The charity benefits by access to the resources of the business, and the business gains credibility by being associated with a highly regarded charity. Ultimately, the consumer benefits from these increased resources, which are often in the form of valuable information for people with disabilities and their families. This can encourage sales of the product, as well as raising funds for the charity.
According to educators, a little extra patience and effort is needed for contractors wishing to work in special-education settings.
"Take the stuff home and be willing to make time and learn how to use them," advises Perretti.
Hernandez agrees, and adds, "A person needs to be flexible and willing to take time to learn a device or softwear that will only be used by a limited number of persons."
"You don't really know the field until you get involved with it, and you must be able to teach a teacher how to use the technology in such a way that he/she can teach the kids," points out Torres.
Overall, as Jacobsen and Liz Voluz of UCP/NYC emphasize, the pace of understanding and incorporating high-end technology into special-education facilities is "different — a little slower."
Installers may well have to involve themselves in learning more about special education generally, and teacher training specifically, before they take on such jobs.
Special thanks to: Edie Goldman, Alison Holden, Liz Voluz, Amy Sklar, Jose Torres, John Hernandez, Brad Jacobsen, Tina Perretti, Gian Pedulla, Paul Rutkowski, Annette and Jeff Walsh, Linda Tsuruoka.
Advice for Dealers
While any business obviously requires potential vendors to be intimately familiar with their clients' needs, manufacturing devices and technology for the handicapped requires something extra that is harder to quantify. Perhaps it might be called, simply, empathy. Or, as Mike Subrizi, VP of database operations at marketing firm MDR, states in an April 21 AP wire report by Ben Feller and Andrew Welsh-Huggins, "We know we want to make money. But we believe we're in a worthy cause."
In any case, there are certain basics manufacturers should comprehend if they want to be in this space. Neal Kuniansky of Duxbury Systems says, "An authorized reseller should be able to show a knowledge in Braille production and related access areas, and provide customer support."
Indeed, an understanding of the importance of Braille and how to get it onto equipment is crucial in this arena. For instance, as Charlie Kiefer, product manager at Enabling Technologies, which makes Braille embossers, points out, "Our dealers have earned the respect and confidence of the Braille community."
"You must realize that there's no such thing as putting in one computer model that everyone can use. One size never fits all, and, ideally, everything needs adaptive pieces for each [special] need," says John Hernandez, a technology teacher at NYISE.
RESNA, the Rehabilitation Engineering and Assistive Technology Society of North America, now offers a credentialing program to help assistive-technology providers learn about working in the field.
Bob Stimolo, president of Connecticut-based School Market Research Institute (www.school-market.com), which helps companies sell products to schools, offers this advice: Keep your perspective, pay attention to your base business, and be aware that the No Child Left Behind program may be replaced (or changed) one day by the federal government.
Obviously, serving special-education needs involves more than just reselling a company's products and services.
General Guidelines for Special-education Installers
- Know the terminology — what is appropriate and when. If you're not sure, ask.
- Understand and respect a potential client's invoice process. It may take a while to get paid because of budget/funding issues and administration.
- Understand each technology company's sub-dealer/vendor agreements. As in any area, they are all slightly different. Some give finder's fees to non-dealers, some don't.
- Clarify or develop your own policy on working with existing equipment and technology that has been lent to the client by a third party. Become aware of any pre-existing agreements or insurance issues.
For More Information
General information and resources:
Answers.com — Special Education
A-Z to Deafblindness
Closing the Gap
The Council For Exceptional Children: Technology and Media Division
Disabled World
No Child Left Behind
Rehabilitation Engineering and Assistive Technology Society of North America
United Cerebral Palsy of New York City
Assistive technology for the visually impaired:
American Printing House for the Blind
C Tech
Duxbury Systems
Enabling Technologies
Freedom Scientific
Kurzweil Educational Systems
Assistive technology for those who have difficulty communicating, such as those with cerebral palsy:
AAC — Augmentative and Alternative Communication
Attainment Company
Enabling Devices
Prentke Romich Company
Software and hardware:
Don Johnston
RJ Cooper and Associates
Rosanne Soifer is a New York-based professional musician and writer. She may be reached at firstname.lastname@example.com.
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Nobel Laureate to Address Human Rights and Indigenous Peoples
October 3, 2005
Nobel Peace Laureate Rigoberta Menchú, a Guatemalan activist, will speak on "Human Rights and Indigenous Peoples" in Mondavi Center's Jackson Hall at UC Davis at 8 p.m. Friday, Oct. 21.
Awarded the Nobel Peace Prize in 1992, the year of the 500th anniversary of Columbus' first voyage to the New World, Menchú is considered one of today's premier spokespeople for human rights, Latin Americans, indigenous peoples and women.
Menchú takes indigenous peoples' ancestral spirituality as a source of wisdom, interpretation, inspiration and energy. As a survivor of genocide in Guatemala, she seeks the observance of a code of ethics for an era of peace as her contribution to humanity.
"There is no peace without justice, no justice without equality, no equality without development, no development without democracy, no democracy without respect to the identity and dignity of cultures and peoples," she has said.
"Although we are especially interested in reaching people with interests in or personal roots in Central America, Rigoberta Menchú's message is one that everyone should hear," said Thomas Holloway, director of the UC Davis Hemispheric Institute on the Americas. "We also want to reach young people -- those for whom 1992 was a long time ago."
Best known in the U.S. for her 1984 autobiography "I, Rigoberta Menchú, an Indian Woman in Guatemala," Menchú was born in 1959 and spent her early years in a remote village in the Guatemalan highlands.
In addition to her work as head of her namesake foundation, Menchú since January 2004 has held the position of Good Will Ambassador for the Peace Accords in Guatemala, in the administration of President Oscar Berger.
She started as a social activist at age 11, in a Catholic organization called the Daughters of Mary. Through the 1970s and '80s, Menchú continued her social and political activities on behalf of indigenous peoples, even as most of her family died in the political violence that plagued Guatemala in that era.
Soon after Menchú first became involved in social reform activities through the Catholic Church as a teenager, she became prominent in the women's rights movement. Such reform work aroused considerable opposition in influential circles, especially after a guerrilla organization established itself in the area.
The Menchú family was accused of taking part in guerrilla activities, and Rigoberta's father, Vicente, was imprisoned and tortured for allegedly having participated in the execution of a local plantation owner. After his release, he joined the recently founded Committee of the Peasant Union.
In 1979, Rigoberta, too, joined the union. That same year, the army arrested, tortured and killed her brother. The following year, security forces in the capital killed her father when they stormed the Spanish Embassy where he and some other peasants were staying. Shortly afterward, her mother also died after having been arrested, tortured and raped.
Menchú figured prominently in a 1980 strike that the union organized for better conditions for farmworkers on the Pacific Coast and, on May 1, 1981, she participated in large demonstrations in the capital. She joined the radical 31st of January Popular Front. She contributed by educating the Indian peasant population in resistance to massive military oppression.
In 1981, Menchú went into hiding in Guatemala and then fled to Mexico. That marked the beginning of a new phase in her life: as the organizer abroad of resistance to oppression in Guatemala and the struggle for Indian peasant peoples' rights.
Menchú became a member of the National Coordinating Committee of the Committee of the Peasant Union in 1986, and the following year she performed as the narrator in a film, "When the Mountains Tremble," about the struggles and sufferings of the Maya people. On at least three occasions she returned to Guatemala to plead the cause of the Indian peasants, but death threats forced her to return to exile.
Since she was awarded the Nobel Peace Prize, Menchú has become widely known as a leading advocate of Indian rights and ethno-cultural reconciliation, not only in Guatemala but also in the Western Hemisphere, and her work has earned her several international awards.
She also started the Rigoberta Menchú Tum Foundation with the cash award that accompanied the Nobel Peace Price. In Guatemala, the foundation carries out projects directed at education, health care, and human rights, with an emphasis on citizens' civil rights. Menchú's group is also aiding the return of indigenous Guatemalans exiled since the early 1980s in southeast Mexico.
Menchú's visit to UC Davis is sponsored by the Hemispheric Institute on the Americas and a number of UC Davis units concerned with human rights and Latin American issues.
Tickets cost $10 for general admission, and $5 for students and those under 18.
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Ukraine Claims Three Russian Tanks Moving in Separatist East
Video Shows Aging T-72 Tanks Rolling Through Donetsk Oblast
Ukrainian officials are claiming something of a Russian invasion against the eastern separatist-held region of the country today, releasing video of three aging T-72 main battle tanks rolling through the streets of Snizhne, in eastern Donetsk Oblast.
Ukraine claims the tanks, backed by armored personnel carriers, "snuck into" Donetsk across the border, at checkpoints held by the rebels. Russia denied the report and said they had no information about the tanks.
The T-72 was the backbone of the Soviet Union's armored forces, and both Ukraine and Russia's militaries have thousands stored in reserve. It is unclear who is in control of these three particular tanks, though there is some speculation that the rebels acquired them somehow.
Ukraine is insisting that the tanks are proof Russia is arming the rebels, though that is unclear at this point, and indeed, three T-72 tanks don't seem likely to amount to a serious game-changer on the ground.
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6 Responses to "Ukraine Claims Three Russian Tanks Moving in Separatist East"
These are actually T-64BV tanks, which are in active service in Ukraine, but have been withdrawn from Russian service for years. Clearly these are Ukrainian tanks that have been acquired by the rebels.
The referenced video shows a convoy being led by a military cargo truck with a Russian flag flying in the back, followed by three tanks and brought up in the rear by another military cargo truck towing a small howitzer. I guess the armored personnel carriers that Kiev claims were part of this "invasion" got lost in city traffic.
Yeah, three tanks all by their lonesome with no AA support or infantry. How ordered a suicide mission?
Also, that DAILY FAIL article
> "Russia uses T-72 tanks but Ukraine does not."
> "Pictured is a Ukrainian tank during a battle with pro-Russian separatists at Slovyansk last week"
prolly an amwrikan provocation..DUH AND DAH
The whole thing looks like a publicity stunt by the rebels and confirms that they are on their last legs. The tanks were in all probability stolen from the Ukrainina army but as Mr Ditz points out, the Russian army has the same decrepit equipment. It could well be an attempt to provoke the confrontation Putin has so carefully avoided. Tanks cannot slip past border police unnoticed! Another possibility is that the tanks are a diversion designed to allow the identified leaders of the rebellion to slip accross into Russia. Since tanks are the ultimate gas guzzlers, I can't imagine that the rebels will be able to make much use of them for very long.
The separatists captured the tanks from the Ukrainian neo-nazis. Ukraine has been using white phosphorus weapons against civilians in Slavyansk. A US military transport aircraft has been recorded at Kiev airport a da or so ago.


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What Makes Subtle Differences In Our Summer Weather?
SEATTLE - Tony wondered why is it that the weather is usually different around here, even over short distances. For example, Olympia tends to be hotter than Seattle in the summer.
The difference are mainly due to the mountains and our proximity to the Pacific Ocean and Puget Sound. Olympia gets warmer in the summer because they don't get as much of the cooling effects of Puget Sound. Even in Seattle -- West Seattle tends to be cooler than Capitol Hill and Northgate because they get the sound breezes.
Everett tends to be cooler than Seattle and Olympia because they get the westerly breeze off the Strait of Juan de Fuca in addition to being next to the Sound, adding to the cooling.


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Travelling to GlencoE
Discounted Car Hire
Customers of Clachaig Inn and Clachaig Holidays can now take advantage of discounted car hire rates with Rhino Car Hire.
To obtain a genuine 10% discount on car hire from a variety of pick up locations using our preferential discount booking form on this link.
Arrival in Glencoe
Clachaig Inn is clearly signposted from the A82 and we look forward to welcoming you to Glencoe at the end of your journey.
If arriving for for our self catering properties, please note that they are generally available from 4pm on the day of arrival, though we will endeavour to have them ready if we know that you hope to arrive earlier in the day.
All keys can be collected from reception at Clachaig Inn, including those for Arivonie Lochside Cottage, Riverbank Holiday Cottages, or Quarry Cottages, Ballachulish.
Planning Your Journey
Here's a handful of useful resources for planning your journey to Glencoe and travelling around when you get here.
- Traveline – Useful resource for planning any travel by public transport in the UK.
- Traffic Scotland – Up to date road information across Scotland. Also check the Live Eye cameras for the latest snow (or not) on Rannoch Moor.
- Scottish CityLink Coaches – Travel to Glencoe by coach. Good connections to from Glasgow.
- Stagecoach – For more local bus services such as Glencoe, Fort William, Kinlochleven etc.
- National Express – National Bus and Coach timetables.
- Scotrail – Let the train take the strain, though the nearest stations are either Bridge of Orchy or Fort William.
- Harveys Maps – Get yourself a map of Glencoe for when you arrive.
Local Taxis
- Ali's Taxi – Tel: 01855 811136
- Kenny – Tel: 01855 811764
- Jean – Tel: 01855 821428
Getting to Glencoe
Clachaig Inn & Clachaig Holidays are located in Glencoe, approximately 2 hours drive from either central Glasgow or Stirling. We're located just off the A82 in the heart of Glencoe.
Glasgow (inc. Airport)
Head along the M8 and cross the Erskine Bridge where you'll join the A82 for Glencoe and the North West.
Edinburgh & the South
Follow routes to Stirling (M9 or perhaps M6/M74) and then follow signposts for Callendar and the A84. Once at Crainlarich, this road joins the A82.
From the North
Glencoe is about 30 minutes south of Fort William on the A82.
The nearest train station is in Fort William. Citylink bus services pass through Glencoe en route to Fort William and Skye.
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IAYT Member Schools offer self-described yoga therapy training programs, including general, specialty, and, eventually, IAYT accredited programs. All are important parts of the 'ecosystem' of the emerging field of yoga therapy and all are making a substantive contribution to the development of the field through their trainings and supporting the development and implementation of credible professional standards through their membership dues.
How to Become a Member School
The Member School Program
An explicit goal of the Member School Program is to support our field as a whole by providing the financing to develop and implement standards for the training of yoga therapists and to support well informed communication among the schools and our membership on this challenging issue.
IAYT efforts in this area include the initial surveys of yoga therapist training programs in 2007 and 2008 and the annual Meetings with Schools held just prior to IAYT's annual conference, the Symposium on Yoga Therapy and Research (SYTAR). All developments on standards have provided careful consideration for process, transparency, communication, education and feedback. IAYT gratefully acknowledges the support and encouragement of the Academic Consortium for Complementary and Alternative Health Care (ACCAHC) in this process.
The development of educational standards for the training of yoga therapists was led by IAYT's Educational Standards Committee, a diverse and representative group of 10 experienced trainers of yoga therapists, with the help of an experienced consultant in the field of emerging complementary and alternative healthcare fields. Members of the committee are posted on IAYT's website. The Committee began work in 2009 and the final standards were approve by the IAYT board of directors and posted on the IAYT website in 2012.
The IAYT Accreditation Committee was formed in 2012 to develop and implement an accreditation process for programs that meet the IAYT Educational Standards for the Training of Yoga Therapists. Members of the Committee are posted on IAYT's website. The first meeting to review this process was held at the Meeting with Schools at SYTAR 2013. Application materials are posted on the IAYT website. Applications are open to all IAYT member schools. We hope to announce the first set of accredited programs by mid-2014.
Updates on the progress of the committee are regularly published in Yoga Therapy Today and on IAYT's website.
IAYT has published many articles and perspectives on this subject in the International Journal of Yoga Therapy and Yoga Therapy Today, including two invited articles.
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