BOOKS ON AUTISM, LEARNING DISABILITIES, AND DOWN SYNDROME

AUTISM, LEARNING DISABILITIES AND DOWN SYNDROME

Understanding developmental disabilities and its solutions

Many children throughout the world are born each year with cognitive and developmental conditions that falls under the categories such as Autism, Learning Disabilities, and Down Syndrome. These are the more common developmental conditions that result in difficulties with learning, daily living, and communication.

In the US alone, there are millions of children under the age of 18 being classified as having a disability due to a physical or mental health impairment.

Some common conditions that can lead to disability in children

1. Attention Deficit/Hyperactivity Disorder (ADHD)

ADHD is a disorder that makes it hard for children to sit still, control their behavior, and pay attention. It is usually diagnosed before the age of 7, but not always. According to research, children with this condition always seem to be in motion. They will dash around touching or playing with whatever is in their sight and talk incessantly. They will speak out and act impulsively without thinking of the consequences or grab a toy from another child or hit out when they are upset. Doctors aren't sure what causes ADHD, but studies support the theory that it is related to an imbalance of certain chemicals in the brain called neurotransmitters. There is no quick treatment for ADHD, but the symptoms can be managed.

2. Autism/Pervasive Developmental Disorder (PDD)

Autism is a kind of PDD. Children who have some, but not all the features of autistic disorder and/ or Asperger syndrome are said to to have a Pervasive Developmental Disorder. Most have milder symptoms than autistic disorder but do not possess the good language and above average intelligence of Asperger syndrome. Asperger Syndrome is closely related as well. The US Disabilities Education Act defines autism as, "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance." Children with autism have a wide range of abilities, intelligence, and behaviors. Early diagnosis is important. Again, experts are not sure what causes autism, but the symptoms can be managed. Many children who have autism grow up to be productive, functioning adults.

3. Down Syndrome

Down syndrome is the most common chromosomal related cause of mental retardation. For unknown reasons, a child with Down syndrome ends up with an extra chromosome, which interferes with the orderly development of the body and brain. Some of the more common signs of Downs are poor muscle tone, slanted eyes with folds of skin at the inner corners, short, broad hands and feet, and a short neck with a small head. Children with Down syndrome may also have other health problems. There tends to be a wide variation in mental and physical abilities among the Down population, but early intervention is the best course of action to prevent as much disability as possible.

4. Learning Disabilities

Learning disability is a term that means the child has trouble learning and using specific skills. Some of the more common skills affected are reading, writing, speaking, reasoning, and doing math. Learning disabilities can vary greatly from child to child. Experts believe that learning disabilities are caused by differences in how a person's brain works and how it processes information. Children with learning disabilities are not stupid or lazy. Indeed, they often have average or even above average intelligence. There is no cure, but children can be taught to work around their disability and learn successfully.

Unfortunately, it is beyond the scope of this article to go into detail about any of these conditions, but you can find a lot of information and helpful tips on dealing with disabilities by researching; books (vast pool of information), online resources and certain organizations. Finding ways to cope is essential to the well being and the future of the individual.

Mission:

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Providing the best choices

To provide a special place for people and families of people with special needs like autism, learning disabilities, ADHD and down syndrome to find many useful products that suit their specific requirement. This site is design for easy navigation with instructions, captions and search boxes included. It is simple to view without getting lost, just use back arrow to backtrack. This is a one stop center for books, apps, games, information, articles and more. You can locate useful information and proven methods of help through thousands of books available and listed by categories to make your search easier. For example if you are interested to know more about the type of diet that would suit an autistic person, you can look for it under BOOKS ON AUTISM: "Autism Diet." There are many choices, so do click on the image and check the free review to get a better idea. Books are good resources for structured and organized ways to present ideas, explanations, methods, advices, tips, techniques, and more.

There is a page on APPS For SPECIAL NEEDS that has a selected number of useful and popular apps that been used successfully to assist them. Those apps can be used interchangeably among different type of conditions depending on needs. Some of the area of difficulties that these individuals have are with: understanding emotions, social situations and manners (apps for social story/ communication can help); reading, writing and spelling (words, handwriting and spelling apps are useful); understanding the relationship of things (relationship apps); overall learning (apps for learning) and more. It is good that some of these apps have multiple function. Each app has a short description below it to make the task of locating the right apps simpler and less tedious. For a more detailed review click the image. Based on the positive feedback from parents, we believe that apps are very useful and effective tools that are worth looking into.

There are also some games set (below) that offer some of the same kind of functions as apps that caters to people who are not keen on using electronic devices.

Besides the above, there are some interesting articles that are a good read. And for those looking for the addresses of organizations/ associations that provide support, please look for them under the respective condition/ page like autism, learning disabilities (ADHD included) and down syndrome.

Only the individual and family members can fully understand and comprehend what the area of difficulties and needs are, and the challenges he or she faces. Therefore, knowing what to look for is very important and also very personal. We hope that we what we have compiled is sufficient in making the process less complicated and easier. It is important to stay motivated and keep moving forward. For most of the time growing and learning is a continuous process, and in return this process keeps us going.

The believe that there is difference between each individual is true without question. Those who have a disability are not just different, they also bring to life a unique perspective and awareness that life is not just the ability to be successful, but, to live with dignity.

Looking for the right way to assist should be kept as simple as possible. First, find appropriate information to understand the conditions better. Then, choose the method that best suit your need. Persistence, trial and error, will be the process that is necessary to ensure success.

People with cognitive disability

"Cognition" refers to the ability to comprehend what you see and hear, and to infer information from social cues and body language. People with impaired cognitive functions may have trouble learning new things, generalizing from one situation to another, and expressing themselves through spoken or written language. Cognitive disabilities are sometimes referred to as "developmental disabilities" because they are manifested before the person reaches adulthood and they affect cognitive development. As children, people with these kinds of impairments might have been classified in school with one of the following conditions: learning disability, mental retardation (now called intellectual disability), autism, multiple disabilities, having a head injury, or Down syndrome.

When working with someone whose cognitive functioning is different from yours, it is important to distinguish between learning and working style preferences and disabilities.

People with autism have a complex neurological disability that affects the functioning of the brain, which typically appears during the first three years of life. Autism ranges from mild to severe. Typically, people with autism have some difficulties in verbal and non-verbal communication, processing information, social interactions, and leisure or play activities. They may exhibit repeated body movements (such as hand flapping or rocking), unusual responses to people or attachments to objects, and resistance to changes in routines. However, autism does not affect intelligence. Therefore, many people with autism function very well in the workplace and can perform the duties of virtually any job.

People with intellectual disabilities (formerly, mental retardation) may have average or superior abilities in some areas, while at the same time, are slower to learn or retain skills in other respects. Intellectual disability should not be confused with psychiatric disability, learning disability, or behavioral and emotional disability.

While it is true that some people with an intellectual disability are not able to think, reason, or remember as well as others, the effects of the disability can be lessened. Skills and abilities are increased through rehabilitation, education, and experience on the job.

Most people with an intellectual disability want to be independent and responsible for their own support. For them, success on the job often depends upon the willingness of coworkers to devote reasonable time and interest to helping these individuals adjust initially and meet new challenges as they arise.

To achieve workplace success, some people with an intellectual disability may utilize a "job coach" to facilitate and support their mastery over assigned tasks. This "supported employment" model helps the employee navigate the workplace.

Early intervention

Educate through effective ways

Do you know of someone who is worried about her child's language development? Maybe your own child needs additional help to help her speak better. If you are concerned about your child's language development, one of the things you can do is to speak to a speech language pathologist or try to find out more by reading up on the subject. Sometimes, parents are adopt a "wait and see" approach as their child will most probably grow out of a language problem. However, data from the United States have pointed to about 5 - 8% of preschool children experiencing language delays which continue into adulthood. So it becomes important for this child to receive help in learning language and to communicate well as early as possible.

In the past, early intervention for language was confined to clinical sessions or speech therapy, where a SLP would help the child develop speech and language, with or without the parents involved in the sessions. However, current research into how children acquire language suggests that they learn best from their parents or caregivers, in a naturalistic and familiar environment.

As a result, most SLPs now will provide training to parents to become effective language facilitators. This means that apart from the regular speech therapy sessions with the SLP, the child will have an enriched language learning experience at home. A SLP will educate parents on how to make use of everyday situations, such as mealtimes or trip to the supermarket, to facilitate language development.

The most important thing to remember is that communication can be and should be fun. The more fun your child has, the more she will want to communicate. Some apps that provide the settings of different social situations (social stories) can be used together with communication and speech apps to help the child improve on not only her language, but also her social skills and appropriate behavior.

Is early intervention really effective?

After nearly 50 years of research, there is evidence--both quantitative (data-based) and qualitative (reports of parents and teachers)--that early intervention increases the developmental/educational gains for the child, improves the functioning of the family, and reaps long-term benefits for society. Early intervention has been shown to result in the child: (a) needing fewer special education and other habilitative services later in life; (b) being retained in grade less often; and (c) in some cases being indistinguishable from non-handicapped classmates years after intervention.

Disadvantaged and gifted preschool-aged children benefit from early intervention as well. Longitudinal data on disadvantaged children who had participated in the Ypsilanti Perry Preschool Project showed that they had maintained significant gains at age 19. These children were more committed to schooling and more of them finished high school and went on to post secondary programs and employment than children who did not attend preschool. They scored higher on reading, arithmetic, and language achievement tests at all grade levels; showed a 50% reduction in the need for special education services through the end of high school; and showed fewer anti-social or delinquent behaviors outside of school.

Treatment options

Having the right knowledge is crucial

There is no single best treatment package for all children with special needs. One point that most professionals agree on is that early intervention is important; another is that most individuals with special needs respond well to highly structured, specialized programs. Before you make decisions on your child’s treatment, you will want to gather information about the various options available. Learn as much as you can, look at all the options, and make your decision on your child’s treatment based on your child’s needs. You may want to visit public schools in your area to see the type of program they offer to special needs children.

Guidelines used by the Autism Society of America include the following questions parents can ask about potential treatments:

Will the treatment result in harm to my child?
How will failure of the treatment affect my child and family?
Has the treatment been validated scientifically?
Are there assessment procedures specified?

How will the treatment be integrated into my child’s current program? Do not become so infatuated with a given treatment that functional curriculum, vocational life and social skills are ignored.

The National Institute of Mental Health suggests a list of questions parents can ask when planning for their child:

How successful has the program been for other children?
How many children have gone on to placement in a regular school and how have they performed?
Do staff members have training and experience in working with children and adolescents with autism?
How are activities planned and organized?
Are there predictable daily schedules and routines?
How much individual attention will my child receive?
How is progress measured? Will my child’s behavior be closely observed and recorded?
Will my child be given tasks and rewards that are personally motivating?
Is the environment designed to minimize distractions?
Will the program prepare me to continue the therapy at home?
What is the cost, time commitment, and location of the program?

Among the many methods available for treatment and education of people with autism, applied behavior analysis (ABA) has become widely accepted as an effective treatment. Mental Health: A Report of the Surgeon General states, “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior.” The basic research done by Ivar Lovaas and his colleagues at the University of California, Los Angeles, calling for an intensive, one-on-one child-teacher interaction for 40 hours a week, laid a foundation for other educators and researchers in the search for further effective early interventions to help those with ASD attain their potential. The goal of behavioral management is to reinforce desirable behaviors and reduce undesirable ones.

An effective treatment program will build on the child’s interests, offer a predictable schedule, teach tasks as a series of simple steps, actively engage the child’s attention in highly structured activities, and provide regular reinforcement of behavior. Parental involvement has emerged as a major factor in treatment success. Parents work with teachers and therapists to identify the behaviors to be changed and the skills to be taught. Recognizing that parents are the child’s earliest teachers, more programs are beginning to train parents to continue the therapy at home.

As soon as a child’s disability has been identified, instruction should begin. Effective programs will teach early communication and social interaction skills. In children younger than 3 years, appropriate interventions usually take place in the home or a child care center. These interventions target specific deficits in learning, language, imitation, attention, motivation, compliance, and initiative of interaction. Included are behavioral methods, communication, occupational and physical therapy along with social play interventions. Often the day will begin with a physical activity to help develop coordination and body awareness; children string beads, piece puzzles together, paint, and participate in other motor skills activities. At snack time the teacher encourages social interaction and models how to use language to ask for more juice. The children learn by doing. Working with the children are students, behavioral therapists, and parents who have received extensive training. In teaching the children, positive reinforcement is used.

Children older than 3 years usually have school-based, individualized, special education. The child may be in a segregated class with other autistic children or in an integrated class with children without disabilities for at least part of the day. Different localities may use differing methods but all should provide a structure that will help the children learn social skills and, functional communication. In these programs, teachers often involve the parents, giving useful advice in how to help their child use the skills or behaviors learned at school when they are at home.

In elementary school, the child should receive help in any skill area that is delayed and, at the same time, be encouraged to grow in his or her areas of strength. Ideally, the curriculum should be adapted to the individual child’s needs. Many schools today have an inclusion program in which the child is in a regular classroom for most of the day, with special instruction for a part of the day. This instruction should include such skills as learning how to act in social situations and in making friends. Although higher-functioning children may be able to handle academic work, they too need help to organize tasks and avoid distractions.

During middle and high school years, instruction will begin to address such practical matters as work, community living, and recreational activities. This should include work experience, using public transportation, and learning skills that will be important in community living. All through your child’s school years, you will want to be an active participant in his or her education program. Collaboration between parents and educators is essential in evaluating your child’s progress.

Special needs books are good resources to look into for advice, effective methods of help, and general information

Search for thousands of books (Also available are addresses of respective organizations on the same page as): Books on Autism, Books on Learning Disabilities & ADHD, Books on Down Syndrome.

Below are some interesting games that help with learning, memory, relationship recognition, & recognizing emotions:

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Families with special needs: caregiving tips

Whether your family member with special needs is a child or an adult, combining personal, caregiving, and everyday needs can be challenging. Below are general caregiving tips and links to information on specific health topics to help you and those you care for stay safe and healthy.

Caregiving Tips Be informed.

Take time to learn about your family member’s condition and special need requirements.
Talk to health care providers and other health professionals that work with families with special needs.
Understand the needs of you and your family, and work together to make good choices about housing, schools, health services, and more.
Be aware of signs of mental or physical abuse. Notice how others care for the person with special needs.

Get support.

Seek help from family and friends when you need it.
Join a local or online support group.
Expand your search for local and national groups that provide services, recreation, and information for families with special needs, and not just a specific issue.
Find out about local, state, federal, or other programs that may be available.

Be an advocate.

Ask questions, and know your rights.
Become familiar with the Americans with Disabilities Act, the Family Medical Leave Act, and other state and national provisions. Know how and when to apply them to your situation.
Inform other caregivers of any special conditions or instructions. Always remind dental or medical staff of this information each time you visit.
Document the medical history of your family member with special needs, and keep this information current.
Make sure your employer understands your circumstances or limitations. Arrange for flexible scheduling when needed.

Be empowering.

Focus on what you and your family member with special needscan do.
Recognize appropriate milestones to celebrate. Look for memorable events and achievements to honor family members with special needs.

Take care of yourself.

Stay healthy for yourself and those you care for.
Work to maintain your personal interests, hobbies, and friendships. Balance is key.
Set reasonable expectations about caregiving. This may lower stress and make you a more effective caregiver.
Take a break. Short or long breaks can be helpful.

For more articles from CDC:

_CDC.gov (www.cdc.gov) is your online source for credible health information and is the official Web site of the Centers for Disease Control and Prevention (CDC).

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Finding the right method to learn can make a big difference

You can click on the image below to view parents' comments on the books before deciding on your purchase

Recommended special needs books with reviews:

This book comes complete with a broad view on autism. Easy read with many scientific facts. Contain years of valuable resources. Especially suitable for parents of newly diagnosed children.

Easy to follow lessons with many pictures and flashcards. Nationally proven methods. This system which has been tested for many years is designed to be both fun and motivating. Successful reading well into adulthood.

An inspiring journey that shows that an autistic child can learn and have unique abilities. It is a hopeful testament to those who don't give up. Her poetry is both insightful and profound.

Comes together with beautiful images and inspiring stories. The message it carries is about life not having to stop just because of a disability. People with down syndrome can developed strong self-esteem with love and support.

Gifted children with ADHD, aspergers and other learning difficulties. Definitions and differences. Topics covered are cognitive issues, creativity, emotions, social and relationship issues, assessment and resources.

Different aspect of ADHD and how to develop the gifts of ADHD through fun and learning activities. Many clear and easy to follow tips. Having a confident child by working on your child's strength.

Dr Frank E. Bowers is the proud parent of of successful adult ADHD son. This very personal account provides a great self help philosophy to mentor and guide your child through workable and effective ways.

A comprehensive, practical and problem-solving guide for ADD/ learning disabilities teens. Develop academic, emotional and social skills through tested strategies, tips and tools. Help with impulsivity, procrastination and defiant behavior.

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AUTISM, LEARNING DISABILITIES AND DOWN SYNDROME

Contents:

Mission:

_

Early intervention

Treatment options

Search for thousands of books (Also available are addresses of respective organizations on the same page as): Books on Autism, Books on Learning Disabilities & ADHD, Books on Down Syndrome.

Below are some interesting games that help with learning, memory, relationship recognition, & recognizing emotions:

_________________________________________________________

Families with special needs: caregiving tips

For more articles from CDC:

_CDC.gov (www.cdc.gov) is your online source for credible health information and is the official Web site of the Centers for Disease Control and Prevention (CDC).

_________________________________________________________

Recommended special needs books with reviews: