Information on Disabilities
Autism
As the name "autism spectrum disorder" says, ASDs cover a wide range of behaviors and abilities. People who have ASDs, like all people, differ greatly in the way they act and what they can do. No two people with ASDs will have the same symptoms. A symptom might be mild in one person and severe in another person. Some examples of the types of problems and behaviors a child or adult with an ASD might have follow. Social skills: People with ASDs might not interact with others the way most people do, or they might not be interested in other people at all. People with ASDs might not make eye contact and might just want to be alone. They might have trouble understanding other people's feelings or talking about their own feelings. Children with ASDs might not like to be held or cuddled, or might cuddle only when they want to. Some people with ASDs might not seem to notice when other people try to talk to them. Others might be very interested in people, but not know how to talk, play, or relate to them.
Speech, language, and communication: About 40% of children with ASDs do not talk at all. Others have echolalia, which is when they repeat back something that was said to them. The repeated words might be said right away or at a later time. For example, if you ask someone with an ASD, "Do you want some juice?" he or she will repeat "Do you want some juice?" instead of answering your question. Or a person might repeat a television ad heard sometime in the past. People with ASDs might not understand gestures such as waving goodbye. They might say "I" when they mean "you", or vice versa. Their voices might sound flat and it might seem like they cannot control how loudly or softly they talk. People with ASDs might stand too close to the people they are talking to, or might stick with one topic of conversation for too long. Some people with ASDs can speak well and know a lot of words, but have a hard time listening to what other people say. They might talk a lot about something they really like, rather than have a back-and-forth conversation with someone.
Repeated behaviors and routines: People with ASDs might repeat actions over and over again. They might want to have routines where things stay the same so they know what to expect. They might have trouble if family routines change. For example, if a child is used to washing his or her face before dressing for bed, he or she might become very upset if asked to change the order and dress first and then wash.
Children with ASDs develop differently from other children. Children without ASDs develop at about the same rate in areas of development such as motor, language, cognitive, and social skills. Children with ASDs develop at different rates in different areas of growth. They might have large delays in language, social, and cognitive skills, while their motor skills might be about the same as other children their age. They might be very good at things like putting puzzles together or solving computer problems, but not very good at some things most people think are easy, like talking or making friends. Children with ASDs might also learn a hard skill before they learn an easy one. For example, a child might be able to read long words, but not be able to tell you what sound a "b" makes. A child might also learn a skill and then lose it. For example, a child may be able to say many words, but later stop talking altogether.
Social skills: People with ASDs might not interact with others the way most people do, or they might not be interested in other people at all. People with ASDs might not make eye contact and might just want to be alone. They might have trouble understanding other people's feelings or talking about their own feelings. Children with ASDs might not like to be held or cuddled, or might cuddle only when they want to. Some people with ASDs might not seem to notice when other people try to talk to them. Others might be very interested in people, but not know how to talk, play, or relate to them.
Speech, language, and communication: About 40% of children with ASDs do not talk at all. Others have echolalia, which is when they repeat back something that was said to them. The repeated words might be said right away or at a later time. For example, if you ask someone with an ASD, "Do you want some juice?" he or she will repeat "Do you want some juice?" instead of answering your question. Or a person might repeat a television ad heard sometime in the past. People with ASDs might not understand gestures such as waving goodbye. They might say "I" when they mean "you", or vice versa. Their voices might sound flat and it might seem like they cannot control how loudly or softly they talk. People with ASDs might stand too close to the people they are talking to, or might stick with one topic of conversation for too long. Some people with ASDs can speak well and know a lot of words, but have a hard time listening to what other people say. They might talk a lot about something they really like, rather than have a back-and-forth conversation with someone.
Repeated behaviors and routines: People with ASDs might repeat actions over and over again. They might want to have routines where things stay the same so they know what to expect. They might have trouble if family routines change. For example, if a child is used to washing his or her face before dressing for bed, he or she might become very upset if asked to change the order and dress first and then wash.
Social skills: People with ASDs might not interact with others the way most people do, or they might not be interested in other people at all. People with ASDs might not make eye contact and might just want to be alone. They might have trouble understanding other people's feelings or talking about their own feelings. Children with ASDs might not like to be held or cuddled, or might cuddle only when they want to. Some people with ASDs might not seem to notice when other people try to talk to them. Others might be very interested in people, but not know how to talk, play, or relate to them.
Speech, language, and communication: About 40% of children with ASDs do not talk at all. Others have echolalia, which is when they repeat back something that was said to them. The repeated words might be said right away or at a later time. For example, if you ask someone with an ASD, "Do you want some juice?" he or she will repeat "Do you want some juice?" instead of answering your question. Or a person might repeat a television ad heard sometime in the past. People with ASDs might not understand gestures such as waving goodbye. They might say "I" when they mean "you", or vice versa. Their voices might sound flat and it might seem like they cannot control how loudly or softly they talk. People with ASDs might stand too close to the people they are talking to, or might stick with one topic of conversation for too long. Some people with ASDs can speak well and know a lot of words, but have a hard time listening to what other people say. They might talk a lot about something they really like, rather than have a back-and-forth conversation with someone.
Repeated behaviors and routines: People with ASDs might repeat actions over and over again. They might want to have routines where things stay the same so they know what to expect. They might have trouble if family routines change. For example, if a child is used to washing his or her face before dressing for bed, he or she might become very upset if asked to change the order and dress first and then wash.
Social skills: People with ASDs might not interact with others the way most people do, or they might not be interested in other people at all. People with ASDs might not make eye contact and might just want to be alone. They might have trouble understanding other people's feelings or talking about their own feelings. Children with ASDs might not like to be held or cuddled, or might cuddle only when they want to. Some people with ASDs might not seem to notice when other people try to talk to them. Others might be very interested in people, but not know how to talk, play, or relate to them.
Speech, language, and communication: About 40% of children with ASDs do not talk at all. Others have echolalia, which is when they repeat back something that was said to them. The repeated words might be said right away or at a later time. For example, if you ask someone with an ASD, "Do you want some juice?" he or she will repeat "Do you want some juice?" instead of answering your question. Or a person might repeat a television ad heard sometime in the past. People with ASDs might not understand gestures such as waving goodbye. They might say "I" when they mean "you", or vice versa. Their voices might sound flat and it might seem like they cannot control how loudly or softly they talk. People with ASDs might stand too close to the people they are talking to, or might stick with one topic of conversation for too long. Some people with ASDs can speak well and know a lot of words, but have a hard time listening to what other people say. They might talk a lot about something they really like, rather than have a back-and-forth conversation with someone.
Repeated behaviors and routines: People with ASDs might repeat actions over and over again. They might want to have routines where things stay the same so they know what to expect. They might have trouble if family routines change. For example, if a child is used to washing his or her face before dressing for bed, he or she might become very upset if asked to change the order and dress first and then wash.
Children with ASDs develop differently from other children. Children without ASDs develop at about the same rate in areas of development such as motor, language, cognitive, and social skills. Children with ASDs develop at different rates in different areas of growth. They might have large delays in language, social, and cognitive skills, while their motor skills might be about the same as other children their age. They might be very good at things like putting puzzles together or solving computer problems, but not very good at some things most people think are easy, like talking or making friends. Children with ASDs might also learn a hard skill before they learn an easy one. For example, a child might be able to read long words, but not be able to tell you what sound a "b" makes. A child might also learn a skill and then lose it. For example, a child may be able to say many words, but later stop talking altogether.
WHAT IS CEREBRAL PALSY ?
Symptoms Of Cerebral Palsy
There are many symptoms of cerebral palsy such as: retardation learning disabilities
sight and hearing problems
seizures
walking problems.
People can also experience balance loss, shaking, and can be paralyzed in certain body parts.
Cerebral Palsy is a disorder of movement. It is caused by an injury to the brain that affects control of the muscles of movement that commonly occurs during foetal development or around the time of birth. It can happen to anyone. It is no respecter of class, religion or nationality. It exists worldwide. Cerebral palsy is not a straightforward disorder. It affects different people in different ways. Many have associated handicapping conditions which may include mild to severe mental retardation, hearing loss, partial sightedness, perceptual disorders, epilepsy and learning difficulties. CP is a multi handicapping condition.
HOW MANY PEOPLE HAVE CEREBRAL PALSY ?
The incidence of CP in Europe, North America and Australasia is estimated to be 2.5 per thousand live births. Despite advances in medical care, the incidence of CP is not falling. The frequency in developing nations is thought to be higher.
CAN CEREBRAL PALSY BE CURED?
CP cannot be cured but we know at ICPS from our vast experience that it can be greatly improved by early diagnosis and treatment, proper medical support and education programmes for those with special needs. We know two things. First, that if all available knowledge were put into practice, 40% of cerebral palsy could be prevented. Secondly, that relating to the prevention of CP. Regarding the second 60% goal - ICPS work is a catalyst to that end.
retardationlearning disabilities
sight and hearing problems
seizures
walking problems.
People can also experience balance loss, shaking, and can be paralyzed in certain body parts.
The incidence of CP in Europe, North America and Australasia is estimated to be 2.5 per thousand live births. Despite advances in medical care, the incidence of CP is not falling. The frequency in developing nations is thought to be higher.
CAN CEREBRAL PALSY BE CURED?
CP cannot be cured but we know at ICPS from our vast experience that it can be greatly improved by early diagnosis and treatment, proper medical support and education programmes for those with special needs. We know two things. First, that if all available knowledge were put into practice, 40% of cerebral palsy could be prevented. Secondly, that relating to the prevention of CP. Regarding the second 60% goal - ICPS work is a catalyst to that end.
HOW MANY PEOPLE HAVE CEREBRAL PALSY ?
The incidence of CP in Europe, North America and Australasia is estimated to be 2.5 per thousand live births. Despite advances in medical care, the incidence of CP is not falling. The frequency in developing nations is thought to be higher.
CAN CEREBRAL PALSY BE CURED?
CP cannot be cured but we know at ICPS from our vast experience that it can be greatly improved by early diagnosis and treatment, proper medical support and education programmes for those with special needs. We know two things. First, that if all available knowledge were put into practice, 40% of cerebral palsy could be prevented. Secondly, that relating to the prevention of CP. Regarding the second 60% goal - ICPS work is a catalyst to that end.
What Is Asperger Syndrome?
By Barbara L. Kirby
Founder of the OASIS Web site (www.aspergersyndrome.org)
Co-author of THE OASIS GUIDE TO ASPERGER SYNDROME (Crown, 2001)
Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and communication skills. In spite of the publication of his paper in the 1940's, it wasn't until 1994 that Asperger Syndrome was added to the DSM IV and only in the past few years has AS been recognized by professionals and parents.
Individuals with AS can exhibit a variety of characteristics and the disorder can range from mild to severe. Persons with AS show marked deficiencies in social skills, have difficulties with transitions or changes and prefer sameness. They often have obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and very often the individual with AS has difficulty determining proper body space. Often overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. It's important to remember that the person with AS perceives the world very differently. Therefore, many behaviors that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting".
By definition, those with AS have a normal IQ and many individuals (although not all), exhibit exceptional skill or talent in a specific area. Because of their high degree of functionality and their naivet, those with AS are often viewed as eccentric or odd and can easily become victims of teasing and bullying. While language development seems, on the surface, normal, individuals with AS often have deficits in pragmatics and prosody. Vocabularies may be extraordinarily rich and some children sound like "little professors." However, persons with AS can be extremely literal and have difficulty using language in a social context.
At this time there is a great deal of debate as to exactly where AS fits. It is presently described as an autism spectrum disorder and Uta Frith, in her book AUTISM AND ASPERGER'S SYNDROME, described AS individuals as "having a dash of Autism". Some professionals feel that AS is the same as High Functioning Autism, while others feel that it is better described as a Nonverbal Learning Disability. AS shares many of the characteristics of PDD-NOS (Pervasive Developmental Disorder; Not otherwise specified), HFA, and NLD and because it was virtually unknown until a few years ago, many individuals either received an incorrect diagnosis or remained undiagnosed. For example, it is not at all uncommon for a child who was initially diagnosed with ADD or ADHD be re-diagnosed with AS. In addition, some individuals who were originally diagnosed with HFA or PDD-NOS are now being given the AS diagnosis and many individuals have a dual diagnosis of Asperger Syndrome and High Functioning Autism.
Diagnostic Criteria For 299.80 Asperger's Disorder
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
failure to develop peer relationships appropriate to developmental level
a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)
lack of social or emotional reciprocity
B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
apparently inflexible adherence to specific, nonfunctional routines or rituals
stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
persistent preoccupation with parts of objects
C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning
D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)
E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about the environment in childhood
F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia
ADHD is characterised by one or more of three core symptoms: inattention, hyperactivity and impulsivity. Children suffering from ADHD find it difficult to pay attention, often are fidgety and interrupt others and aren't often able to control their own reactions. 
Although symptoms are a 'good indicator' of the condition, they are not always easily identifiable and recognised.
1. Give out only one task at a time.
2. Monitor frequently and be supportive.
3. Determine specific strengths and weaknesses of each student.
4. Modify assignments as needed based on an individualized education program and consultation with special education personnel.
5. Make sure you test knowledge, not attention span.
6. Give extra time for certain tasks. Do not penalize students with ADHD who may work slowly and need more time
7. Remember children with ADHD are easily frustrated. Stress, pressure, and fatigue can lead to poor behavior
1. What is ADHD?
Attention Deficit Hyperactive Disorder is a condition that affects people of all ages but is most commonly identified as a problem in young people between 5 and 15. It is widely believed to be a neurobiological condition and has a wide-ranging impact on a person's behaviour. Despite big advances in research in the last 20 years, there remains a lot that is unclear about ADHD.
2. Who is affected by ADHD?
It is thought that ADHD has a significant impact on about 5% of young people in the UK. About 2% of the whole population seem to be seriously affected. ADHD affects not only the lives of those who suffer from it but also the people around them, especially family members, teachers and friends.
3. Why do people get ADHD?
It is still uncertain exactly why people get ADHD. Environmental causes have not yet been entirely ruled out but current research strongly indicates that biological factors are responsible. Many people with ADHD seem to have slight differences in the levels of some chemicals in their brains, but experts don't yet know what causes these, or even whether they are directly responsible for ADHD. There seems to be a tendency for ADHD to occur more than once within certain families but no hereditary pattern has been proven.
4. What are the main symptoms of ADHD?
ADHD manifests itself in 3 primary forms of behaviour: Hyperactivity, impulsivity and inattentiveness. Hyperactivity is typified by an excessive amount of movement, talking and fidgeting along with high levels of restlessness. Impulsivity may be observed in a lack of social restraint and a tendency to 'do' without thinking. Highly impulsive youngsters often get in trouble for interrupting and shouting out answers in class. Inattentiveness is characterized by an inability to concentrate and listen carefully. Inattentive people are easily distracted, forgetful, careless and disorganized. If inattentiveness is a problem in the absence of hyperactivity/impulsivity, experts tend to diagnose 'predominantly inattentive ADHD'. In the past this was often referred to as ADD (Attention Deficit Disorder) but the two have increasingly been brought under the single heading of ADHD.
5. How is ADHD diagnosed?
ADHD must be diagnosed by a medical professional and may be done on the basis of a combination of medical, psychiatric, educational, behavioural, personal, family and social histories. It is a difficult condition to diagnose as the main symptoms are found, to some degree, in most young people! It is a question, therefore, of the intensity of the symptoms and the impact they have on the life of the young person. To be diagnosed as having ADHD, someone must experience significant problems with symptoms in at least two different environments (eg. home, school, work, playing). There are no 'medical' ways of testing for ADHD such as blood-tests or scans. The diagnosis is made on the basis of an essentially observational assessment of behaviour. Further complications arise due to the commonality of the main symptoms of ADHD with other conditions and also the high incidence of other conditions co-existing with ADHD.
6. How is ADHD treated?
It is widely accepted the most effective treatment of ADHD involves a combination of strategies rather than any one single course of action. Making people aware of the situation is a good place to start as this gives the maximum possible chance for a young person with ADHD to be understood. Working with supportive parents, teachers and friends, a young person may identify the times of day in which they most struggle with their behaviour. Steps can be taken to aid concentration during these times. Much has been written about the effectiveness of using dietary control as a means of controlling ADHD. It is clear that different treatments work for different people. By far the most well-known and indeed controversial form of treatment for ADHD is the use of methylphenidate and other such CNS stimulants. These have been shown to have a high success rate in helping to manage the behaviour of young people with ADHD. However, there continues to be a sizable body of opinion that holds reservations about these Class B, Schedule 2 drugs and their use in treating young people with ADHD.
The Disabilities
It is simplistic to talk of ‘the disabled’ as if they were a homogeneous group because the term includes the deaf, blind, amputees, paraplegics, those with cerebral palsy and the mentally handicapped, each with their own hopes and aspirations.
Quantifiable data on participation in sport by disabled people is difficult to obtain, but evidence of local initiatives shows a wide range of provision for people with different disabilities.
National and Internationally recognised classification is the first essential step towards giving ‘the disabled’ the recognition and status they deserve.
The recognised disability groups are: -
Paraplegic/Tetraplegic
Amputee
Les Autres
Cerebral Palsy
Visual Impairment
Hearing Impairment
Mental Handicap
PHYSICAL DISABILITY
Physical disability refers to any condition of the body, which brings about a movement restriction and/or functional limitation. It can be temporary or permanent, stable or progressive, congenital, i.e. present at birth or adventitious, i.e. acquired during life as a result of accident or disease, and it can involve any or all parts of the body.
Classifications of physical disabilities are many and varied, some being based on the cause of disability (hereditary, accident, disease) ; others on the body system involved (muscular, bone, nerve joints etc) ; and still others on parts of the body which may be affected by the disability (arms, legs, back, lungs, heart). Some of the generally recognised conditions are :
Paraplegia/Tetraplegia
Spinal cord injury produces paralysis which, depending on the level of damage, can either take the form of paraplegia or tetraplegia. There is also loss of sensation and sphincter function.
If the damage at any level is incomplete then partial forms of the paralysis may exist.
An injury occurs mainly from road traffic accidents, sport and other forms of violent trauma, although congenital and medical forms might occur.
Amputation
The absence or removal of a limb, again usually following accident or disease, but sometimes existing from birth.
Stroke
A cerebro-vascular accident (bleeding in the brain) which can cause paralysis of varying extent on one side or the body and/or impair bodily functions and speech.
Cerebral Palsy (CP)
Injury of the brain which affects control of movement. It is not a single disorder, but a variety of conditions with many causes. Cerebral Palsy causes movement problems in varying degrees from barely noticeable to extremely severe. No two people with CP are the same. It is as individual as the people themselves.
People who are unable to control their facial expressions are often assumed to have a mental disability, but appearance and mental palsy have higher than average intelligence, others have severe learning difficulties: -
Cerebral Palsy is not a disease nor an illness. It is not generally inherited. It is most commonly caused around the time of birth.
Muscular Dystrophy (MD)
And Multiple Sclerosis (MS)
MD and MS, although clinically quite different, are similar and equally noteworthy in that both are progressive, often both will affect the whole body and eventually lead to immobility, dependence on others and confinement to a wheelchair. It is worth noting, therefore, that these problems invariably result in an individual being able to participate less and less in their chosen activities.
Les Autres
In principle, this encompasses all people with a locomotor disability including spina bifida, polio, thalidomide and the disabling consequences of many other lesser know diagnoses.
It is important to note at this point that one of these conditions, regardless of severity or number of body parts involved, is not necessarily accompanied by any form of mental handicap. It cannot be assumed that, because an individual cannot move or cannot control his or her movements, he or she is also incapable of coherent thought. The rang of intellectual capabilities among physically disabled people is essentially the same as that of non-disabled people, and a great many severely physically disabled people are intellectually superior to the norm, with interests, ambitions and, given the opportunity, life-styles to match.
Sensory Impairment
Sensory disability or impairment refers to conditions, which produce a reduced efficiency or total loss of function in one or more of the sense organs. Although these can be said to include sight, hearing, touch, smell and taste, it is usually only a deterioration in the condition of the first two (sight and hearing) and, in a few severe cases of the third (touch), often involving a physical disability as well, which has a significant impact on the individuals lifestyle.
Visual Impairment
This includes no light perception at all in either eye (total blindness and a variety of forms of partial sight including myopia (short sightedness) presbyopia (age related failing eyesight), and a variety of field restrictions such as tunnel vision or the more obvious consequence of having the use of only one eye. The effect of visual impairment on daily life is infinitely variable and may not be unrelated to personal history and in particular to whether or not the condition has existed at birth.
Auditory Impairment
This includes different forms of deafness. The person with conductive deafness will nearly always hear and understand speech provided we make it loud enough. The person with sensori-neural deafness, reacts quite differently. She/he is deafened, not helped, by noise. All people with hearing or auditory impairment may have a broad range of level of what is termed residual hearing. This level can vary much as it does in the able bodied. If one has a heavy cold the hearing can be affected by the infection.
Deafness, as it is an invisible disability, often causes communication problems of considerable magnitude.
There are many problems associated with blindness and deafness in their various forms. Neither impairment necessarily incorporates any other physical or mental disability. For everyone the main challenge will always be communication. There are available many ways of communicating with people with sensory disabilities and most of these methods are easy to learn and use.
Mental Disability
Mental handicap can cover a wide rang of mental impairment or poor functioning. It is generally characterised by low intelligence, slowness to learn, how to relate socially with other people and other problems such as forgetfulness, or difficulty in concentrating.
It occurs when the brain and the central nervous system failed to develop properly or when they suffered damage through injury or illnesses such as encephalitis.
Mental handicap is a permanent disability and should not be compared with mental illness
People with mental handicap are in general mentally healthy but simply of low intellectual ability.
