Autism Diagnosis

Autism Learning Disabilities Diagnosis Currently, there are no objective medical tests for the diagnosis of autism and no reproducible genetic or biological markers for the disorder. The diagnosis is made with a multidisciplinary approach involving a developmental pediatrician, psychologist, speech and language professional, audiologist, and special educator.

Using a standardized rating scale, the specialist closely observes and evaluates the child's language and social behavior. A structured interview is also used to elicit information from parents about the child's behavior and early development. Reviewing family videotapes, photos, and baby albums may help parents recall when each behavior first occurred and when the child reached certain developmental milestones. The specialists may also test for certain genetic and neurological problems.

There is no conclusive scientific evidence that any part of a vaccine or combination of vaccines causes autism, even though researchers have done many studies to answer this important question. There is also no proof that any material used to make or preserve the vaccine plays a role in causing autism. Although there have been reports of studies that relate vaccines to autism, these findings have not held up under further investigation.There is no cure for autism , nor is there one single treatment for autism spectrum disorders. But there are ways to help the symptoms of autism and to maximize learning .

Behavioral therapy and other therapeutic options
Behavior management therapy helps to reinforce wanted behaviors, and reduce unwanted behaviors. It is often based on Applied Behavior Analysis (ABA). Then Speech-language therapists can help people with autism improve their ability to communicate and interact with others. Occupational therapists can help people find ways to adjust tasks to match their needs and abilities. Physical therapists design activities and exercise to build motor control and improve posture and balance.

Educational and school-based options
Public schools are required to provide free, appropriate public education from age 3 through high schools or age 21, whichever comes first. Typically, a team of people, including the parents, teachers, caregivers, school psychologists, and other child development specialists work together to design an Individualized Education Plan (IEP) to help guide the child's school experiences.

Medication options
Currently there are no medications that can cure autism spectrum disorders or all of the symptoms. The U.S. Food and Drug Administration has not approved any medications specifically for the treatment of autism, but in many cases medication can treat some of the symptoms associated with autism. Selective serotonin reuptake inhibitors (SSRIs), tricycles, psychoactive or anti-psychotics, stimulants, and anti-anxiety drugs are among the medications that a health care provider might use to treat symptoms of autism spectrum disorders. Secretin is a hormone that helps digestion but it is not recommended as a treatment for autism.

Autism Spectrum Disorders Treatment for Emergency
Emerging and alternative treatments for autism range from medical treatments to diets to eastern and holistic interventions. Find out more about options for treatment, weigh the possibilities, and learn how to evaluate the usefulness of different treatments for the autistic person in your life.

Causes of Autism

No one really knows for sure what causes autism. Most experts will say that autism is probably caused by a combination of genetic and environmental factors. Even those experts, though, do not have a definite answer. For many people, this uncertainty is terribly frustrating. On the plus side, interest in and funding for autism research is on the rise, so new and better information should be forthcoming in the next months and years.

Controversial Topic causes Autism

Autism is highly controversial but what causes is unknown. Many people are passionate about the issue, and hold strong beliefs. Recent books, articles and TV programs have raised awareness and heated up the argument. This article provides an overview of different theories, all of which have strong supporters.

Vaccines Causes Autism

There are two theories that link autism and vaccines. The first theory suggests that the MMR (Mumps-Measles-Rubella) vaccine may cause intestinal problems leading to the development of autism. The second theory suggests that a mercury-based preservative called thimerosal, used in some vaccines, could be connected to autism.

Genetic Causes Autism

It is very likely that autism has a genetic basis of some sort. Many studies have shown that parents from families with autistic members are more likely to have autistic children. It is also the case that many families with one autistic child are at increased risk of having more than one autistic child.

Bad Parent Causes Autism

No. Dr. Kanner, the man who first identified autism as a unique condition, had the idea that cold refrigerator mothers caused autism. He was wrong. Dr. Kanner's misinterpretation of autism created a generation of parents carrying the guilt for their child's disability. Autism runs in families. Twins are very likely to share autistic traits. While these facts suggest that autism is genetic. Fortunately, our generation is spared that burden.

Typical Brain Development Causes Autism

Researchers have found differences between the autistic brain and the typical brain. Autistic individuals seem to have larger brains. They also seem to process information differently; in other words, their brains are wired differently.

Immune Deficiency Causes Autism

There is some evidence that autism is linked to problems in the immune system. Autistic individuals often have other physical issues related to immune deficiency. Some researcher's say they have developed effective treatments based on boosting the immune system. The NIH, however, states that the evidence is not yet strong enough to show a causal relationship

Food Allergies Causes Autism

There is some evidence that allergies to certain foods could contribute to autistic symptoms. Most people who hold to this theory feel that gluten (a wheat product) and casein (a dairy product) are the most significant culprits.

Poor Nutrition Causes Autism

It seems unlikely that malnutrition, per se, can cause autism. But mega vitamin therapies have been used for many years to treat autistic symptoms. Dr. Bernard Rim-land, of the Autism Institute, has been a leader in this area.

It seems likely, given the research so far, that several factors combine to cause autism. For example, it may be that certain children are genetically more susceptible to certain types of food allergies, or more likely to react badly to certain environmental toxins. Until we have more definitive answers, though, it seems to make sense to focus more on treatments and to support researchers as they learn more about causes. Recent research has turned up new information about genetics, brain structure, environmental issues and more. As scientists build consensus, they are closing in on possible causes and cures for autism.

Symptoms of Autism

Communication - both verbal (spoken) and non-verbal (unspoken, such as pointing, eye contact, and smiling)

Social - such as sharing emotions, understanding how others think and feel, and holding a conversation.

Routines or repetitive behaviors such as repeating words or actions, obsessively following routines or schedules, and playing in repetitive ways.

The symptoms of autism can usually be observed by 18 months of age.

does not respond to his/her name.

cannot explain what he/she wants.

language skills are slow to develop or speech is delayed.

doesn't follow directions.

at times, the child seems to be deaf.

seems to hear sometimes, but not other times.

doesn't point or wave "bye-bye."

doesn't understand the concept of pointing; will look at the hand pointing rather than the object being pointed at.

used to say a few words or babble, but now he/she doesn't.

throws intense or violent tantrums.

has odd movement patterns.

likes to spin around in a circle.

is overly active, uncooperative, or resistant.

doesn't know how to play with toys.

doesn't smile when smiled at.

has poor eye contact.

gets "stuck" doing the same things over and over and can't move on to other things.

seems to prefer to play alone.

gets things for him/herself only.

is very independent for his/her age.

does things "early" compared to other children.

seems to be in his/her "own world."

seems to tune people out.

is not interested in other children.

dislikes playing pretend.

walks on his/her toes.

shows unusual attachments to toys, objects, or schedules

spends a lot of time stacking objects, lining things up or putting things in a certain order.

unconcerned about - or completely oblivious to - dangers around him/her

Autism Spectrum Disorder

The autistic spectrum is a developmental and behavioral syndrome that results from certain combinations of characteristically autistic traits. Although these traits may be normally distributed in the population, some individuals inherit or otherwise manifest more autistic traits. At the severe end of the spectrum is low-functioning autism which has profound impairments in many areas, to Asperger's syndrome, which is usually mistaken as a form of autism, and high-functioning autism, to "normal" behavior and perhaps hyper-socialization on the high end of the spectrum.

Autism spectrum disorder is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related conditions such as PDD-NOS and Asperger's syndrome. Although the classic form of autism can be easily distinguished from other forms of autism spectrum disorder, the terms are often used interchangeably.A related continuum, Sensory Integration Dysfunction, involves how well humans integrate the information they receive from their senses. Autism, Asperger's syndrome, and Sensory Integration Dysfunction are all closely related and overlap.

Some people believe that there might be two manifestations of classical autism, regressive autism and early infantile autism. Early infantile autism is present at birth while regressive autism begins before the age of 3 and often around 18 months. Although this causes some controversy over when the neurological differences involved in autism truly begin, some speculate that an environmental influence or toxin triggers the disorder. This triggering could occur during gestation due to a toxin that enters the mother's body and is transferred to the fetus. The triggering could also occur after birth during the crucial early nervous system development of the child.

Autism is not the result of emotional deprivation or emotional stress.A willful desire to avoid social contact.Due in any way to parental rejection or cold parenting.In any way class related.A mental illness.

Asperger Syndrome

In people with Asperger's Syndrome, deficits in social interaction and unusual responses to the environment, similar to those in autism, are observed. Unlike in autism, however, cognitive and communicative developments are within the normal or near-normal range in the first years of life, and verbal skills are usually an area of relative strength. Idiosyncratic interests are common and may take the form of an unusual and/or highly circumscribed interest. There is some suggestion of an increased incidence of this condition in family members. The validity of this condition, as opposed to high-functioning autism, remains a topic of debate .Inconsistencies in the way the term has been used and the lack, until quite recently, of recognized official definitions have made it difficult to interpret the research available on this condition. Even now, some clinicians will use the term to refer to persons with autism who have IQs in the normal range, or to adults with autism, or to PDD-NOS; recent official definitions emphasize differences from autism, e.g. in terms of better communication (particularly verbal) skills. It also seems likely that that the condition overlaps, at least in part, with some forms of learning disability, e.g., the syndrome of Nonverbal Learning Disability.

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder (ADHD) is a situation that becomes apparent in some children in the preschool and early school years. ADHD is hard for these children to control their behavior and pay attention. It is estimated that between 3 to 5 percent of children have a disorder characterized by consistent inattention, hyperactivity, and impulsiveness. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.

ADHD was previously considered to be a neurological disorder, which usually shows up during the early childhood years. Children with ADHD find themselves unable to control their behavior and not able to close attention to lot of things.

All children cannot stay put at times. All may be inattentive and fantasize to pass the time away or may act without thinking at times, but when the child's hyperactivity, inattentiveness, poor concentration or impulsiveness start to negatively affect his performance in school, his demeanor at home or interfere with his relationship with other children, the presence of ADHD may be considered.

There are three types of ADHD based on the primary symptoms exhibited by an individual.

Hyperactivity-Impulsivity
Hyperactive children always seem to be constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.

Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they're upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.

Inattention
Children who are inattentive have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. If they are doing something they really enjoy, they have no trouble paying attention. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult.

Homework is particularly hard for these children. They will forget to write down an assignment, or leave it at school. They will forget to bring a book home, or bring the wrong one. The homework, if finally finished, is full of errors and erasures. Homework is often accompanied by frustration for both parent and child.

The third type is combined type. These children display symptoms of the two earlier types.

Because all children may exhibit some of the symptoms stated above such as hyperactivity, inattentiveness and impulsiveness at times, strict guidelines have been set for diagnosing the disorder. Among the requirements for determining whether the symptoms indicate ADHD.

Symptoms of ADHD
The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.

Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD. All children are sometimes restless, sometimes act without thinking, and sometimes daydream the time away. When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.

The symptoms of ADHD fall into the following two broad categories

Inattention

Failure to pay close attention to details or making careless mistakes when doing schoolwork or other activities

Trouble keeping attention focused during play or tasks

Appearing not to listen when spoken to

Failure to follow instructions or finish tasks

Avoiding tasks that require a high amount of mental effort and organization, such as school projects

Frequently losing items required to facilitate tasks or activities, such as school supplies

Excessive distractibility

Forgetfulness

Procrastination inability to begin an activity

Difficulties with household activities.

Difficulty falling asleep, may be due to too many thoughts at night

Frequent emotional outbursts

Easily frustrated

Easily distracted

Hyperactivity-impulsive behaviour

Fidgeting with hands or feet or squirming in seat

Leaving seat often, even when inappropriate

Running or climbing at inappropriate times

Difficulty in quiet play

Frequently feeling restless

Excessive speech

Answering a question before the speaker has finished

Failure to await one's turn

Interrupting the activities of others at inappropriate times

Impulsive spending, leading to financial difficulties

Causes of ADHD
There is little compelling evidence at this time that ADHD can arise purely from social factors or child-rearing methods. Most substantiated causes appear to fall in the realm of neurobiology and genetics. This is not to say that environmental factors may not influence the severity of the disorder, and especially the degree of impairment and suffering the child may experience, but that such factors do not seem to give rise to the condition by themselves.

The parents' focus should be on looking forward and finding the best possible way to help their child. Scientists are studying causes in an effort to identify better ways to treat, and perhaps someday, to prevent ADHD. They are finding more and more evidence that ADHD does not stem from the home environment, but from biological causes. Knowing this can remove a huge burden of guilt from parents who might blame themselves for their child's behavior.

Over the last few decades, scientists have come up with possible theories about what causes ADHD. Some of these theories have led to dead ends, some to exciting new avenues of investigation.

Environmental Agents Causes
Studies have shown a possible correlation between the use of cigarettes and alcohol during pregnancy and risk for ADHD in the offspring of that pregnancy. As a precaution, it is best during pregnancy to refrain from both cigarette and alcohol use.

Another environmental agent that may be associated with a higher risk of ADHD is high levels of lead in the bodies of young preschool children. Since lead is no longer allowed in paint and is usually found only in older buildings, exposure to toxic levels is not as prevalent as it once was. Children who live in old buildings in which lead still exists in the plumbing or in lead paint that has been painted over may be at risk.

Brain Injury Causes

One early theory was that attention disorders were caused by brain injury. Some children who have suffered accidents leading to brain injury may show some signs of behavior similar to that of ADHD, but only a small percentage of children with ADHD have been found to have suffered a traumatic brain injury.

Food Additives and Sugar Causes

It has been suggested that attention disorders are caused by refined sugar or food additives, or that symptoms of ADHD are exacerbated by sugar or food additives. In 1982, the National Institutes of Health held a scientific consensus conference to discuss this issue. It was found that diet restrictions helped about 5 percent of children with ADHD, mostly young children who had food allergies. A more recent study on the effect of sugar on children, using sugar one day and a sugar substitute on alternate days, without parents, staff, or children knowing which substance was being used, showed no significant effects of the sugar on behavior or learning.

In another study, children whose mothers felt they were sugar-sensitive were given aspartame as a substitute for sugar. Half the mothers were told their children were given sugar, half that their children were given aspartame. The mothers who thought their children had received sugar rated them as more hyperactive than the other children and were more critical of their behavior.

Genetics Causes
Attention disorders often run in families, so there are likely to be genetic influences. Studies indicate that 25 percent of the close relatives in the families of ADHD children also have ADHD, whereas the rate is about 5 percent in the general population. Many studies of twins now show that a strong genetic influence exists in the disorder.

Researchers continue to study the genetic contribution to ADHD and to identify the genes that cause a person to be susceptible to ADHD. Since its inception in 1999, the Attention-Deficit Hyperactivity Disorder Molecular Genetics Network has served as a way for researchers to share findings regarding possible genetic influences on ADHD.

Applied Behavioral Analysis

Applied Behavioral Analysis (ABA)

Applied Behavioral Analysis (ABA) is the oldest and most fully researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training, which focuses on teaching particular skills. If any autism-specific therapy is offered by your school and/or covered by your insurance, this will probably be the one.

Speech Therapy

Almost all people with autism have issues with speech and language. Sometimes these issues are obvious; many people with autism are non-verbal or use speech very poorly. Sometimes the issues relate not to articulation or grammar but to "speech pragmatics" (the use of speech to build social relationships). Across the board, though, speech and language therapy is likely to be helpful for people with autism.

Occupational Therapy

Occupational therapy focuses on building daily living skills. Since many people with autism have delays in fine motor skills, occupational therapy can be very important. Occupational therapists may also have training in sensory integration therapy - technique which may help autistic people manage hypersensitivity to sound, light, and touch.

Social Skills Therapy

One of autism's "core deficits" is a lack of social and communication skills. Many children with autism need help in building the skills they need to hold a conversation, connect with a new friend, or even navigate the playground. Social skills therapists can help out setting up and facilitating peer-based social interaction.

Physical Therapy

Autism is a "pervasive developmental delay." Many autistic people have gross motor delays, and some have low muscle tone (they're unusually weak). Physical therapy can build up strength, coordination, and basic sports skills.

Play Therapy

Strange as it may sound, children with autism need help learning to play. And play can also serve as a tool for building speech, communication, and social skills. Play therapists may have training in particular therapeutic techniques such as Floor time or The Play Project - or they may incorporate play therapy into speech, occupational or physical therapy.

Behavior Therapy

Children with autism are often frustrated. They are misunderstood, have a tough time communicating their needs, suffer from hypersensitivities to sound, light and touch ... no wonder they sometimes act out! Behavior therapists are trained to figure out just what lies behind negative behaviors, and to recommend changes to the environment and routines to improve behavior.

Developmental Therapies

Floor time, Son-rise, and Relationship Development Intervention (RDI) are all considered to be "developmental treatments." This means that they build from a child's own interests, strengths and developmental level to increase emotional, social and intellectual abilities. Developmental therapies are often contrasted to behavioral therapies, which are best used to teach specific skills such as shoe tying, tooth brushing, etc.

Visually Based Therapies

Many people with autism are visual thinkers. Some do very well with picture-based communication systems such as PECS (Picture Exchange Communication). Video modeling, video games and electronic communication systems also tap into autistic people's visual strength to build skills and communication.

Biomedical Therapies

Biomedical treatments may include pharmaceuticals, but most often biomedical treatments for autism are based on the DAN approach to autism therapy. Doctors trained in the DAN, "protocol" is likely to prescribe special diets, supplements, and alternative treatments. The FDA or CDC has approved none of these treatments, but there are many anecdotal stories of positive outcomes.

Autism

Autism is a behavior disorder, characterized by impairment in social communication, social interaction, and social imagination. Those with autism often have a restricted range of interests and display repetitive behaviors and mannerisms, along with altered reactions to the everyday environment. Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Children and adults with autism are unable to relate to others in a socially meaningful way.

Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder. It is well known that autism occurs in differing degrees of severity and in a variety of forms. The term's Spectrum and Continuum of disorders are commonly used to group people together that have a shared difficulty in making sense of the world.

Their ability to develop friendships is impaired, as is their capacity to understand other people's feelings. People with autism can often have accompanying learning disabilities. There is also a condition called Asperger's syndrome, which many experts - but by no means all - believe falls at the higher-functioning end of the autistic spectrum. All people with autism have impairments in social interaction, social communication and imagination.

This is referred to as the triad of impairments, Social interaction like difficulty with social relationships means appearing aloof and indifferent to other people. Then Social communication like difficulty with verbal and non-verbal communication that means not really under-standing the meaning of gestures, facial expressions or tone of voice and Flexibility in thinking and behaving like difficulty in the development of play and imagination that means having a limited range of imaginative activities, possibly copied and pursued rigidly and repetitively.

Dyspraxia Learning Disability

Dyspraxia
Dyspraxia is refers to difficulties with coordination and the organization of movements. People with Dyspraxia have difficulty planning and completing intended fine motor tasks. It is estimated that as many as 6% of all children show some signs of Dyspraxia, and in the general population, about 70% of those affected by Dyspraxia are male. They have particular difficulties with complex tasks that require a high level of coordination.

The term dyspraxia in the Greek "dys" means bad and "praxis", means action .Dyspraxia is usually apparent in childhood that manifests as difficulty in thinking out, planning out, and executing planned movements or tasks. Dyspraxia can affect different areas of functioning, varying from simple motor tasks such as waving goodbye to more complex tasks like brushing teeth.


The Dyspraxia younger persons will have delayed motor milestones such as crawling, walking, and jumping. Older persons may present with academic problems such as difficulty with reading and writing or with playing ball games.

Developmental verbal Dyspraxia (DVD), a type of Dyspraxia, can manifest as early as infancy with feeding problems. Children with DVD may display delays in expressive language, difficulty in producing speech, reduced intelligibility of speech, and inconsistent production of familiar words.


Symptoms of Dyspraxia

· poor balance and coordination

    vision problems
    perceptual problems
    poor spatial awareness
    poor posture
    poor short-term memory
    difficulty planning motor tasks
    difficulty with reading, writing, and speech
    emotional and behavioral problems
    poor social skills

Oral Dyspraxia

Oral Dyspraxia is a difficulty with planning and executing non-speech sounds, such as blowing, sucking or individual tongue and lip movements. This may indirectly affect speech and swallowing skills.

Verbal Dyspraxia

Verbal Dyspraxia is a speech disorder that affects the programming, sequencing and initiating of movements required to make speech sounds.

Motor Dyspraxia

Motor Dyspraxia is a difficulty in planning, sequencing and then executing the correct movement to perform age appropriate skills in a smooth and coordinated manner at will or on command.

Dyspraxia Diagnosis

The diagnosis of Dyspraxia is based on observation of a person’s symptom and on results of standardized tests. Findings from a neurological or neurodevelopment evaluation may also be used to confirm a suspected diagnosis. The process of making a diagnosis of Dyspraxia can be complex for a number of reasons. Dyspraxia may affect many different body functions, it can occur as a part of another syndrome, and symptoms of Dyspraxia overlap with similar disorders such as dyslexia.

There is no cure to Dyspraxia, however early intervention can help a person learn to deal with his or her difficulties. Depending on the severity of the disability, work with occupational, speech and physical therapists can greatly improve a person's ability to function and succeed independently.

Beginning at an early age, it is vital that parents offer their child patience and encouragement. It can be very frustrating to have difficulty communicating or moving, and a parent can ease that frustration by offering help and support in overcoming these difficulties.

All people with Dyspraxia need help practicing simple tasks and can benefit from step-by-step progress into more complex activities. Encouraging easy physical activities that develop coordination can increase confidence. It is also important to encourage friendships to broaden a person's experience and understanding of social relationships.

Dysphasia Learning disabilities

Dysphasia Learning disabilities

Dysphasia is an inability to associate meaning with words. Receptive dysphasia indicates a disorder in understanding spoken language. Expressive dysphasia is a disorder in using language for effective oral communication

Dysphasia is a speech disorder in which there is an impairment of speech and of comprehension of speech.The term dysphasia has been eclipsed by the modern usage of the term aphasia. The term of word Dysphasia comes from the Greek.It is caused by brain damage, usually in the left side of the brain which is responsible for language and communication.

Dysphasia has been eclipsed by the modern usage of the term "aphasia" particularly in the field of speech and language pathology so as not to confuse with the swallowing disorder dysphagia. Aphasia literally means no speech. But the speech impairment in aphasia could range from complete absence of speech to difficulty in naming a few objects.

Aphasia has been the focus of scientific study only since the mid-nineteenth century. Although aphasia can be caused by a head injury and neurological conditions, a disruption of blood flow to the brain, which affects brain metabolism in localized areas of the brain. The onset of aphasia is usually abrupt, and occurs in individuals who have had no previous speech and language problems.

Aphasia is at its most severe immediately after the event that causes it. Although its severity commonly diminishes over time through both natural, spontaneous recovery from brain damage and from clinical intervention, individuals who remain aphasic for two or three months after its onset are likely to have some residual aphasia for the rest of their lives. The severity of aphasia is related to a number of factors, including the severity of the condition that brought it about, general overall health, age at onset, and numerous personal characteristics that relate to motivation.

Symptoms of Dysphasia

Has difficulty gaining meaning from spoken language

Demonstrates poor written output

Exhibits poor reading comprehension

Shows difficulty expressing thoughts in verbal form

Has difficulty labeling objects or recognizing labels

Is often frustrated by having a lot to say and no way to say it

Feels that words are “right on the tip of my tongue”

Can describe an object and draw it, but can’t think of the word for it

May be depressed or having feelings of sadness

Has difficulty getting jokes

Global Aphasia

The symptoms of global aphasia are those of severe clinical neuropsychology and cognitive neuropsychology combined. There is an almost total reduction of all aspects of spoken and written language, in expression as well as comprehension. Improvement may occur in one or both areas over time with rehabilitation.

Wernicke's Aphasia

Wernicke's aphasia in clinical neuropsychology and cognitive neuropsychology, is a type of aphasia often caused by neurological damage to Wernicke's area in the brain. This is not to be confused with Wernicke's encephalopathy or the Wernicke-Korsakoff syndrome. If Wernicke's area is damaged in the non-dominant hemisphere, the syndrome resulting will be sensory dysprosody - the lack of ability to perceive the pitch, rhythm, and emotional tone of speech.Speech is preserved but language content is incorrect. This may vary from the insertion of a few incorrect or nonexistent words to a profuse outpouring of jargon. Rate, intonation and stress are normal. Substitutions of one word for another are common. Comprehension and repetition are poor.

Broca's aphasia

Broca's aphasia in clinical neuropsychology and agrammatic aphasia in cognitive neuropsychology, is an aphasia caused by damage to anterior regions of the brain, including the left inferior frontal region known as Broca's area.

Sufferers of this form of aphasia exhibit the common problem of agrammatism. For them, speech is difficult to initiate, non-fluent, labored, and halting. Intonation and stress patterns are deficient. Language is reduced to disjointed words and sentence construction is poor, omitting function words and inflections

Conduction aphasia

Conduction aphasia, also called associative aphasia, is a relatively rare form of aphasia, thought to be caused by a disruption in the fiber pathways connecting Wernicke's and Broca's areas. The arcuate fasciculus has previously been implicated as this fiber bundle, however more recent evidence suggests that the extreme capsule connects Wernicke's and Broca's areas

Transcortical Sensory Aphasia

Transcortical Sensory Aphasia, or TSA, is a type of Aphasia where sufferers have poor comprehension, but have fluent, grammatical speech. Patients can communicate well and are capable of good repetition. The main problem lies within the brain in a region known as the Temporal-occipital-parietal junction, located behind Wernicke's area. This disruption causes TSA sufferers to have Semantic paraphasia wherein aphasics do not use the correct word, but use another word of similar content . Lesions of the left posterior temporo-occipital lobe associated.

Transcortical Motor Aphasia

Transcortical Motor Aphasia (TMA) results from an injury to the anterior superior frontal lobe. The injury is typically caused by a cerebrovascular accident (CVA), commonly referred to as a stroke. The area of insult is sometimes referred to as a watershed region, a region surrounding Broca's area. The insult typically involves the left hemisphere as most people are left hemisphere dominant for language.

Diagnosis Dysphasia

As an aid to accurate diagnoses immediately following stroke, it is important to differentiate aphasia from cognitive disorders such as confusion and disorientation. To this end, brief, but general testing of the language functions can be incorporated into broader testing that might determine other cognitive functions. Evaluators must remember that language is the medium though which most of these other functions are observed. Therefore, language should be assessed first; if extensive aphasia is present, then only cautious interpretations of other cognitive functions may be given. At present, there are few available objective and standardized measures for testing during the acute phases of disorders such as stroke.

A number of standardized measures are available that provide an inventory of aphasic symptoms. These tests are useful in providing baseline and follow-up assessments to measure progress in treatment, as well as to guide the treatment itself. A fairly general feature of aphasia tests is that individuals without aphasic symptoms should perform with almost no errors on them. Tests are available to measure the extent and severity of language impairments as well as to provide information about functional skills and outcomes. Finally, there are assessments designed specifically to look at quality of life with aphasia.

Online Special Education Courses

Online Special Education Courses
Online special education courses work primarily through a set of modules provided by facilitators to educators. Each of the modules highlights categories and sections designed for certain teaching goals or objectives such as: to properly introduce and acquaint the teachers to the nature of special education and their future students, to orient and prepare them to the kind of environment they will be working in, introduction to specialized theories and research; systematic teaching strategies and identifying needs, methods and applications for successful student-teacher learning and more.

Teaching methods and applications can vary depending on the school that you have chosen. There are those that give emphasis on service and assistance, improved effectiveness in handling special students, training performance and application, among others. While there are also those that focus on foundations and methodologies for higher learning, proper management of students, supervised student teaching and individualized teaching methods.

Nowadays, the need for special education is given priority attention, as it should. This is because the number of students who need to undergo special education is growing. And early identification and intervention is the first step in helping these students learn to rise above their situations and succeed in life.

It is a must for special education teachers to hold degrees to prove their competency, depth of training and exposure in the field. Although, because of the need, some are teaching with emergency certificates to immediately deal with the needs and requirements of these special kids. To address this issue, popular international schools have made special education courses available online to interested individuals regardless of where they maybe living. Thus, in effect, it speeds up the process of acquiring degrees and training certificates for those who want to teach children with special needs.

Special Education Teach
Special education can be defined as specially configured instructions and other education-related services to meet the educational, social, emotional, and vocational needs of students with disabilities. Special education teachers educate students who have various types of disabilities, including speech or language impairments, mental retardation, emotional distress, hearing impairments, orthopedic impairments, multiple disabilities, specific learning disabilities, visual impairments, autism, combined blindness and deafness, traumatic brain injury, and other health impairments. A special educator has to work with students of all ages from infants and toddlers, students in elementary, middle, and high schools, as well as youths. The special educator's job also involves working with a team of professionals, i.e., doctors, speech pathologists, social workers, orthopedists, psychiatrists, counselors, etc. The teaching methods and techniques in special education would vary based on the disability and it would also vary from individual to individual.

The teaching methods include individual instructions, problem-solving techniques, group work, and special assignments depending upon the needs of the individual. They can also develop individual educational programs for each student to help with the child's activities of daily living. As technology plays an important role in special education, a teacher is expected to instruct the students and their parents on the latest instrumentations and its usage in disability, as the case maybe. For instance, interactive software and computers that talk are now available in the market, which would be of great help for students with speech impairments. It requires a lot of enthusiasm, optimism, patience, tolerance, and perseverance for one to be a special education teacher as the job involves a lot of interaction with students of all age groups and with other people.

In the United States, all states demand special education teachers to be licensed. The special education teacher has to complete of a teacher's training program and must have a Bachelor's degree or a Master's degree. As they deal with students with mild to profound disabilities, their job demands specialization in either one or other areas of disability, which would enable the teachers to develop their own curriculum materials and teaching techniques to meet the needs of the student.

Special Education Inclusion
Special education inclusion signifies the participation of special education students in regular education classrooms and provision of support services to these students. The main objective of inclusion education is that all students in a school, regardless of their strengths and their weaknesses in any area, become part of the school community. Every student develops a feeling of belonging with other students, teachers, and support staff. In segregated special education, children will not learn how to function in a non-disabled world.

Attention Deficit Disorder

Attention Deficit Disorder
Early described as a clinical syndrome in the 1930s with the name hyperkinesias, this syndrome has evolved over the last sixty years. Dr. Bradley described the paradoxical calming that Benzedrine caused in these children in 1937. In the 1960s this syndrome was called Minimal Brain Dysfunction. Later, it became Attention Deficit Disorder with Hyperactivity (ADDH). By 1980 the diagnosis shifted to Attention Deficit Disorder which remains current.

Types of Attention Deficit Disorder

Inattention/distractibility

Impulsivity

Hyperactivity

The first two must be present and documented by the age of seven, according to the Diagnostic and Statistical Manual. There is a great deal of debate about whether ADD is true illness, a personality variant, or a cultural response.

The Statistical of ADD in United States 6% of school age children receive this diagnosis and associated pharmacological treatment, whereas in other countries such as England it is closer to 1%. The occurrence of ADHD varies from 2% to 6.3% on numerous studies. Some communities show rates as high as 12% of school-age children. The proportion of Boys and girls at least 4:1 with ADHD, whereas girls are more likely to evidence ADD. Often, children with ADHD grow out of it, typically in puberty. The hyperactivity is often the first trait to disappear. Now a day 40% to 60% of children carry these traits, especially inattention and impulsivity into adulthood. Therefore ADD has been much more attention given to diagnosing and treating adults.

The most frequent symptoms for adults are difficulty in finding and keep jobs, poor job performance, inability to concentrate, poor organization, poor self-discipline, and low self-esteem. Inattention and impulsivity are a rather nonspecific neurological expression. Often, it is the result of a neurodevelopment delay. As would be expected, there is a significant genetic component. They have a first degree relative with this pattern. Furthermore, studies in twins show that 50% of the explainable variance is accounted for by genetics.

Symptoms of Attention Deficit Disorder (ADD)

The syndrome of ADD remains somewhat nonspecific. People of ADD symptoms can be triggered by a number of wide-ranging causes. The condition of mild to moderate lead intoxication causes a pattern of ADD symptoms. Childhood depression can make children inattentive, restless, or impulsive. Children with PTSD or severe anxiety can exhibit all of these traits as well. Fetal alcohol syndrome typically causes a rather severe and unremitting form of ADHD. Also, Fragile X and Tourette’s syndrome are typically associated with ADHD symptoms. Many mild to moderate closed-head injuries result in similar symptoms.

Reasonable Scientific Basis

Herbs

There is no solid evidence for using single herbs to treat ADD. However, there is good evidence for the use of herbs in psychiatric disorders: St. John’s Wort for depression and anxiety, Kava for anxiety. It makes some sense to use these in cases where anxiety or depression is a component. Ginkgo Biloba has been documented to improve cerebral blood flow. This could enhance frontal lobe function, which appears to be deficient in ADD. I commonly prescribe Ginkgo Biloba, 60-120 mg twice daily, as an adjunct treatment.

Thyroid Hormone Resistance

A recent article in NEJM documented a correlation of resistance to thyroid hormone and ADHD. If the child has a positive family history of thyroid disorder or clinical indicators, evaluation and appropriate treatment is indicated.

Amino Acids

Amino acids, which enhance the effect of nor epinephrine and dopamine should be of benefit. DL Phenylalanine and L-Tyrosine are the respective amino acid precursors of those neurotransmitters. 500-1000 mg of each twice daily between meals is a safe method to assess response.

Cranial Manipulation

The gentle manipulation of cranial bones is a variation of osteopathic manipulation. Some early research is coming out now which supports this in PTSD. The University of Arizona is exploring its value in otitis media. Any history of head trauma or complicated delivery makes this a reasonable recommendation.

Prayer

Authors such as Larry Dossey, M.D., have documented the efficacy of prayer for many medical problems. We can always pray for our patients.

Some Research Base

EEG Biofeedback.

In this treatment children receive biofeedback training to modulate their own EEG. Preliminary research is promising, but it takes many sessions and is quite costly.

Use of Vitamins and Minerals

A few studies indicate a benefit to nonverbal intelligence / academics with a simple multivitamin/mineral supplement. It’s cheap and has no down side. A daily multivitamin plus a separate calcium/magnesium and B-6 (50 mg) is my recommendation.

Food Allergies

Numerous studies document the value of a hypoallergenic diet in some children with ADHD. The diets are tedious and can be difficult to enforce. Start with elimination of dairy products, peanuts, corn, citrus, and tomatoes, all of which are common allergens. If you believe in a food allergy-related cause for the current epidemic of otitis media, then you can begin to understand the documented correlation between recurrent otitis media and later ADD/ADHD. I push this avenue if significant indicators of allergies exist (hay fever, history of colic, rhinitis, asthma, eczema, etc.).

Essential Fatty Acids (EFAs).

The Omega-3 and Omega-6 oils control the functioning of the pervasive prostaglandin system. Also, eicosanoids are produced from EFAs. These hormone-like substances mediate physiological functions throughout the body and the prostaglandin system. ADD children are found to have deficient patterns of EFAs in their plasma. The associated symptoms are dry skin, increased thirst, frequent urination, eczema, and asthma. Other symptoms of this imbalance are somatic complaints (headaches, stomachaches, diarrhea, constipation, or insomnia). Supplementation with Omega-3 and Omega-6 oils makes great sense. Also, we are now seeing in psychiatry the use of fish oil (Omega-3) as an effective treatment for mood disorders and mood instability.

I generally recommend supplementation with EPA/DHA (fish oil/Omega-3) 1,000 mg once or twice daily before meals or on an empty stomach. Also, Black Current, Borage, or Evening Primrose Oil (Omega-6), 1,000 mg once or twice daily with meals. Additional Vitamin E (400 u/d) makes sense as well. The herbs Ginger and Turmeric may also be of benefit in balancing these pathways. There is very little evidence concerning the use of EFA to treat ADD/ADHD, but the basic science and documentation of deficiency pushes this toward solid science.

Mentalin

This proprietary ayurvedic preparation, which contains the herbs Gotu Kola, Rosemary, Ginger, and Bacoba, has significant research efficacy in India. In my experience, it works well for mild to moderate cases of ADD/ADHD by providing a centering, calming effect. Dosage is two to four tablets twice daily.

Homeopathy and Acupuncture

It has a breadth of scientific support as well as a research base. Very little specifically relates to ADD. But it can be considered as a reasonable adjunct in some cases.

No Clear Scientific Base

A variety of supplements

It has been proposed as effective treatments for ADHD. Such things as pycnogenol like an antioxidant and spirulina like blue green algae are marketed for this. If the product is presented as a cure-all, has a multi-level marketing distribution, and has vague documentation, I am immediately suspicious.

Complex Homeopathy

This involves the use of various computerized biofeedback devices that give a detailed printout of imbalances as well as creating its own homeopathic remedy. Often, many combination remedies are taken concomitantly. Although popular and occasionally miraculous, I know of no research at any level that supports this approach. I remain curious but skeptical.

Irlen Approach

This controversial approach uses color filters to help children read and focus. It seems to help those with perceptually-based learning and attention problems.

ADHD is a common syndrome in child psychiatry. Often misdiagnosed and mistreated, the most important step is solid diagnosis. From there we now have many effective conventional and a number of promising alternatives to offer our young patients. Matching treatment recommendations to both the severity of the patient and the belief system of the family makes good sense.

Special Education

The first push for special education started when a group of parent-organized advocacy groups surfaced. In 1947 one of the first organizations, the American Association on Mental Deficiency, held its first convention. The parent advocacy groups dating back to 1947 laid the ground floor for government legislation being approved by Congress in 1975 that was called the education for All Handicapped Children Act (Public Law 94-142). This act went into effect in October of 1977 and it was the beginning for federal funding of special education in schools nationwide. The act required public schools to offer "free appropriate public education" to students with a wide range of disabilities.

The law from 1977 was extended in 1983 to offer parent training and information centers. Later in 1986 the government started programs targeting youngsters with potential learning disabilities. The Act from 1975 was changed to the "Individuals with Disabilities Education Act" (IDEA) in 1990.

Children with special education needs are guaranteed rights to services in schools under federal and state laws. These laws include Americans with Disabilities Act (ADA), Section 504 of the Vocational Rehabilitation Act, Individuals with Disabilities Education Improvement Act (IDEA 2004), Individuals with Disabilities Education Act of 1997 (IDEA 1997), and No Child Left Behind (NCLB). These laws guarantee special education programs and financial assistance for disabled children and youth in the United States.

Special education refers to unconventional education services designed to cater to the needs of individuals suffering from physical and mental drawbacks such as physical handicaps, sensory of visual and hearing impairments, intellectual capacity like mental retardation and autism, learning disabilities reading and writing skills, speech impairment and those with behavior disorders. Special education seeks to address problems of the individual, as well as provide effective solutions through a set of formulated instructions, service aids and supports, learning techniques and transitions services.

The goal of special education is to address the needs of these special individuals for children, youth or adults and ensure that they gain equal access to quality education regardless of their condition. In effect, it encourages them to keep up with the challenges of normal education and help improve their chances for success in life.

The most important focus of this type of special education is to provide support and learning techniques to the individual. Children are properly educated in the most learning-conducive environment to help them discover their in-depth skills and abilities hidden behind the disabilities they might have.

But not everyone can employ this educational service. As such, before the person can avail of it, different levels of evaluations must take place. The processes can vary, though the primary stages include referral, parental consent, child evaluation and review and recommendation of appropriate institutionalized methods.

Now a day society there are more than 6 million children and youth estimated to be suffering from disabilities, and the demand for special education has grown by leaps and bounds. By properly dealing with the issues and problems concerned and finding solutions, special education can give them the chance to stand up and be on equal footing with their peers, drawing out their true potentials as key movers and prime contributors to society regardless of their physical and mental difficulties.

Online Special Education Courses

Online special education courses work primarily through a set of modules provided by facilitators to educators. Each of the modules highlights categories and sections designed for certain teaching goals or objectives such as: to properly introduce and acquaint the teachers to the nature of special education and their future students, to orient and prepare them to the kind of environment they will be working in, introduction to specialized theories and research; systematic teaching strategies and identifying needs, methods and applications for successful student-teacher learning and more.

Teaching methods and applications can vary depending on the school that you have chosen. There are those that give emphasis on service and assistance, improved effectiveness in handling special students, training performance and application, among others. While there are also those that focus on foundations and methodologies for higher learning, proper management of students, supervised student teaching and individualized teaching methods.

Nowadays, the need for special education is given priority attention, as it should. This is because the number of students who need to undergo special education is growing. And early identification and intervention is the first step in helping these students learn to rise above their situations and succeed in life.

It is a must for special education teachers to hold degrees to prove their competency, depth of training and exposure in the field. Although, because of the need, some are teaching with emergency certificates to immediately deal with the needs and requirements of these special kids. To address this issue, popular international schools have made special education courses available online to interested individuals regardless of where they maybe living. Thus, in effect, it speeds up the process of acquiring degrees and training certificates for those who want to teach children with special needs.

Special Education Teach

Special education can be defined as specially configured instructions and other education-related services to meet the educational, social, emotional, and vocational needs of students with disabilities. Special education teachers educate students who have various types of disabilities, including speech or language impairments, mental retardation, emotional distress, hearing impairments, orthopedic impairments, multiple disabilities, specific learning disabilities, visual impairments, autism, combined blindness and deafness, traumatic brain injury, and other health impairments. A special educator has to work with students of all ages from infants and toddlers, students in elementary, middle, and high schools, as well as youths. The special educator's job also involves working with a team of professionals, i.e., doctors, speech pathologists, social workers, orthopedists, psychiatrists, counselors, etc. The teaching methods and techniques in special education would vary based on the disability and it would also vary from individual to individual.

The teaching methods include individual instructions, problem-solving techniques, group work, and special assignments depending upon the needs of the individual. They can also develop individual educational programs for each student to help with the child's activities of daily living. As technology plays an important role in special education, a teacher is expected to instruct the students and their parents on the latest instrumentations and its usage in disability, as the case maybe. For instance, interactive software and computers that talk are now available in the market, which would be of great help for students with speech impairments. It requires a lot of enthusiasm, optimism, patience, tolerance, and perseverance for one to be a special education teacher as the job involves a lot of interaction with students of all age groups and with other people.

In the United States, all states demand special education teachers to be licensed. The special education teacher has to complete of a teacher's training program and must have a Bachelor's degree or a Master's degree. As they deal with students with mild to profound disabilities, their job demands specialization in either one or other areas of disability, which would enable the teachers to develop their own curriculum materials and teaching techniques to meet the needs of the student.

Special Education Inclusion

Special education inclusion signifies the participation of special education students in regular education classrooms and provision of support services to these students. The main objective of inclusion education is that all students in a school, regardless of their strengths and their weaknesses in any area, become part of the school community. Every student develops a feeling of belonging with other students, teachers, and support staff. In segregated special education, children will not learn how to function in a non-disabled world.

Section 504 and the ADA

Selection 504 of the Rehabilitation Act of1973 and the Americans with Disabilities Act (ADA) of 1990 are major federal legislative acts that are designed to protect the civil rights of individuals with disabilities. The intent of these two laws is to prevent any form of discrimination against individuals with disabilities who are otherwise qualified. Section 504 applies to entities that receive federal funds, and the ADA applies to virtually every entity except churches and private clubs.

Section 504 and the ADA are beginning to have a major impact on public schools across the United States. Originally, Section 504, which was part of the broader 1973 Rehabilitation Act, was rarely addressed by school personnel to ensure equal educational opportunities. Public Law 94-142, the Education for All Handicapped Children Act, passed in 1975, was the federal legislation that initially resulted in major changes in the way schools served children with disabilities. This law, now called the Individuals with Disabilities Education Act (IDEA), was accompanied by federal funds, was the focal point of schools in serving children with disabilities, and Section 504 and the ADA, which provided no funding, were often considered less important for schools.

Recently, the role played by Section 504 and the ADA in schools has increased substantially; no longer are schools able to ignore these two acts. As parents and other advocates for children with disabilities learn more about Section 504 and the ADA, schools are needing to respond to requests for protections and services under these laws. There are several reasons Section 504 and the ADA have become more prominent in public schools, but the primary reason is that Section 504 and the ADA use a different definition of disability and a different approach to eligibility than does the IDEA, resulting in many children who are not eligible under IDEA being protected by Section 504 and the ADA.

Regardless of the specific reason for the increase in attention to Section 504 and the ADA, more and more parents are beginning to request services and protections under these two acts. As a result, schools must learn the legal requirements of these acts and specific actions and services that are required.

Individuals covered under section 504 and the ADA

Because the definition of disability drives eligibility for protections and services under Section 504 and the ADA, it is the basis for determining who receives services and protections. Because the definition used in these two laws differs significantly from the definition used in the IDEA, different individuals are covered than would be eligible for special education services under the IDEA. Martin suggested that the following types of disabilities are likely covered under Section 504 and the ADA but not under the IDEA:

Students with attention-deficit disorder or ADHD,

Students with learning disabilities who do not manifest a significant discrepancy between intellectual ability and achievement,

Students who are transitioned out of special education programs,

Students who are considered to be socially maladjusted,

Special Education

The first push for special education started when a group of parent-organized advocacy groups surfaced. In 1947 one of the first organizations, the American Association on Mental Deficiency, held its first convention. The parent advocacy groups dating back to 1947 laid the ground floor for government legislation being approved by Congress in 1975 that was called the education for All Handicapped Children Act (Public Law 94-142). This act went into effect in October of 1977 and it was the beginning for federal funding of special education in schools nationwide. The act required public schools to offer "free appropriate public education" to students with a wide range of disabilities.

The law from 1977 was extended in 1983 to offer parent training and information centers. Later in 1986 the government started programs targeting youngsters with potential learning disabilities. The Act from 1975 was changed to the "Individuals with Disabilities Education Act" (IDEA) in 1990.

Children with special education needs are guaranteed rights to services in schools under federal and state laws. These laws include Americans with Disabilities Act (ADA), Section 504 of the Vocational Rehabilitation Act, Individuals with Disabilities Education Improvement Act (IDEA 2004), Individuals with Disabilities Education Act of 1997 (IDEA 1997), and No Child Left Behind (NCLB). These laws guarantee special education programs and financial assistance for disabled children and youth in the United States.

Special education refers to unconventional education services designed to cater to the needs of individuals suffering from physical and mental drawbacks such as physical handicaps, sensory of visual and hearing impairments, intellectual capacity like mental retardation and autism, learning disabilities reading and writing skills, speech impairment and those with behavior disorders. Special education seeks to address problems of the individual, as well as provide effective solutions through a set of formulated instructions, service aids and supports, learning techniques and transitions services.

The goal of special education is to address the needs of these special individuals for children, youth or adults and ensure that they gain equal access to quality education regardless of their condition. In effect, it encourages them to keep up with the challenges of normal education and help improve their chances for success in life.

The most important focus of this type of special education is to provide support and learning techniques to the individual. Children are properly educated in the most learning-conducive environment to help them discover their in-depth skills and abilities hidden behind the disabilities they might have.

But not everyone can employ this educational service. As such, before the person can avail of it, different levels of evaluations must take place. The processes can vary, though the primary stages include referral, parental consent, child evaluation and review and recommendation of appropriate institutionalized methods.

Now a day society there are more than 6 million children and youth estimated to be suffering from disabilities, and the demand for special education has grown by leaps and bounds. By properly dealing with the issues and problems concerned and finding solutions, special education can give them the chance to stand up and be on equal footing with their peers, drawing out their true potentials as key movers and prime contributors to society regardless of their physical and mental difficulties.

Non-Verbal Learning Disabilities

Non-Verbal Learning Disabilities

A nonverbal learning disability is a condition in which an individual does not accurately process information that is not verbal or linguistic, such as visual-spatial information, facial expressions, or social cues. It has been found that more than 65% of all communication is actually conveyed nonverbally. Although intelligence measures are designed to evaluate both the verbal and nonverbal aspects of intelligence, educators tend to ignore evidence of nonverbal deficiencies in students. Or worse, they brand students with nonverbal learning disabilities as "problem" children.

A person who speaks eloquently and has a well-developed vocabulary tends to be accorded more credibility than an individual who makes constant grammatical errors and demonstrates a limited vocabulary. A student who has innate difficulties reading, spelling, and expressing herself stands out in most classroom situations. And likewise, a student who is a top reader achieves excellent spelling scores and expresses herself articulately usually does not prompt her teacher to consider a learning disorder. But, this is often exactly the presentation a child with nonverbal learning disabilities (NLD) syndrome manifests in the early elementary grades.

NLD generally presents with specific assets and deficits. The assets include early speech and vocabulary development, remarkable rote memory skills, attention to detail, early reading skills development and excellent spelling skills. In addition, these individuals have the verbal ability to express themselves eloquently. Moreover, persons with NLD have strong auditory retention.

The four major categories of deficits and dysfunction present as follows:

• Motoric such as lack of coordination, particularly on the left-hand side of the body, severe balance problems, and difficulties with graphomotor skills).
• Visual-spatial-organizational (lack of image, poor visual recall, faulty spatial perceptions, difficulties with executive functioning and problems with spatial relations).
• Social (lack of ability to comprehend nonverbal communication, difficulties adjusting to transitions and novel situations, and deficits in social judgment and social interaction).
• Sensory (sensitivity in any of the sensory modes: visual, auditory, tactile, taste or olfactory).

Motoric

This type of child generally has a history of poor psycho-motor coordination. Motor clumsiness is often the first concern his parents observe. There may be a recognizable difference between the dominant and non-dominant sides of the body with more noticeable problems on the left side of the body. He will avoid crossing his body midline.

Visual-spatial-organizational

Problems with spatial perceptions; spatial relations; recognition, organization, and synthesis of visual-spatial information; discrimination and recognition of visual detail and visual relation-ships, visual-spatial orientation (including right-left orientation problems); visual memories, coordination of visual input with the motoric processes (visual-motor integration); visual form constancy; gestalt impressions; and concept formation are rooted in basic deficits in visual perception and visual imagery. This child does not form visual images and therefore cannot revisualize something he has seen previously. He focuses on the details of what he sees and often fails to grasp the "total picture."

Visual-spatial confusion underlies many of the unusual behaviors which are evident in a young child with nonverbal learning disorders. This child will endeavor to "bind" to an adult, through continuous dialog, in order to stabilize her position in a room. She needs to "verbally" (albeit subconsciously) label everything that happens around her, in order to memorize and try to comprehend the everyday circumstances which others instantly and effortlessly recognize and assimilate. Experiences are stored in her memory by their verbal labels, not by visual images or by proprioceptive recall. She will have a relatively poor memory for novel and/or complex material and/or material which is not easily verbally coded.

Social

Deficits in social awareness and social judgment, though the child is struggling to fit in and her actions are certainly not deliberate, will often be misinterpreted as "annoying" or "attention getting" behavior by adults and peers alike. It is clear that these students are motivated to conform and adapt socially, but sadly, they perceive and interpret social situations inaccurately. The blunders committed are usually not flagrant in nature, but rather incessant and tenacious; hence the label "annoying." Social competence disabilities are an integral component of the NLD syndrome and this aspect of the impairment may lead to an overdependence upon adults (especially parents).

The social indiscretions frequently committed by the child with NLD are representational of his inability to discern and/or process perceptual cues in communication. The aforementioned visual-spatial-organizational deficits cause him to be ineffective at recognizing faces, interpreting gestures, deciphering postural clues, and "reading" facial expressions. Conventions governing physical proximity and distance are also not perceived. Changes in tone and/or pitch of voice and/or emphasis of delivery are not noticed or distinguished. Likewise, this child will not appropriately alter his expression and elocution in speech. This can be evidenced in what may appear to be terse or curt response styles.

The signs of NLD

• Great vocabulary and verbal expression
• Excellent memory skills
• Attention to detail, but misses the big picture
• Trouble understanding reading
• Difficulty with math, especially word problems
• Poor abstract reasoning
• Physically awkward; poor coordination
• Messy and laborious handwriting
• Concrete thinking; taking things very literally
• Trouble with nonverbal communication, like body language, facial expression and tone of voice
• Poor social skills; difficulty making and keeping friends
• Fear of new situations
• Trouble adjusting to changes
• May be very naïve and lack common sense
• Anxiety, depression, low self-esteem
• May withdraw, becoming agoraphobic (abnormal fear of open spaces)

Some parenting tips for kids with NLD

• Keep the environment predictable and familiar.
• Provide structure and routine.
• Prepare your child for changes, giving logical explanations.
• Pay attention to sensory input from the environment, like noise, temperature, smells, many people around, etc.
• Help your child learn coping skills for dealing with anxiety and sensory difficulties.
• Be logical, organized, clear, concise and concrete. Avoid jargon, double meanings, sarcasm, nicknames, and teasing.
• State your expectations clearly.
• Be very specific about cause and effect relationships.
• Work with your child’s school to modify homework assignments, testing (time and content), grading, art and physical education.
• Have your child use the computer at school and at home for schoolwork.
• Help your child learn organizational and time management skills.
• Make use of your child’s verbal skills to help with social interactions and non-verbal experiences. For example, giving a verbal explanation of visual material.
• Teach your child about non-verbal communication (facial expressions, gestures, etc.). Help them learn how to tell from others’ reactions whether they are communicating well.
• Learn about social competence and how to teach it.
• Help your child out in group activities.
• Get your child into the therapies they need, such as: occupational and physical therapy, psychological, or speech and language (to address social issues).

The characteristics of nonverbal learning disabilities make it very common for children with NLD to experience anxiety. Their difficulty understanding other people and anticipating events can lead to a feeling of chaos and uncertainty. They are inclined toward developing secondary internalizing disorders such as stress, anxiety and panic, and phobias. Many teachers do not appreciate the daily level of stress these children experience. Adapting to new situations or changes in routine can be debilitating for children with NLD.