Attention deficit hyperactivity disorder (ADHD) 

Introduction 

Attention deficit hyperactivity disorder (ADHD) is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness.
Common symptoms of ADHD include:

• a short attention span or being easily distracted
• restlessness, constant fidgeting or overactivity
• being impulsive

ADHD can occur in people of any intellectual ability, although it is more common in people with learning difficulties. People with ADHD may also have additional problems, such as sleep and anxiety disorders.
Symptoms of ADHD tend to be first noticed at an early age, and may become more noticeable when a child's circumstances change, such as when they start school. Most cases are diagnosed in children between the ages of 6 and 12.
The symptoms of ADHD usually improve with age, but many adults who are diagnosed with the condition at a young age will continue to experience problems.
Read more about the symptoms of ADHD.

Getting help 

Many children go through phases where they are restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.
However, you should consider raising your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or GP if you think their behaviour may be different to most children their age.
It's also a good idea to speak to your GP if you are an adult and you think you may have ADHD, but you were not diagnosed with the condition as a child.
Read more about diagnosing ADHD.

What causes ADHD?

The exact cause of ADHD is unknown, but the condition has been shown to run in families, and research has identified a number of possible differences in the brains of people with ADHD compared to those who don't have the condition.
Other factors that have been suggested as potentially having a role in ADHD include:

• being born prematurely (before the 37th week of pregnancy)
• having a low birthweight
• smoking, alcohol or drug abuse during pregnancy

Read more about the causes of ADHD.

How common is ADHD?

ADHD is the most common behavioural disorder in the UK. It's unknown exactly how many people have the condition, but most estimates suggest if affects around 2-5% of school-aged children and young people.
Childhood ADHD is more commonly diagnosed in boys than girls.
Girls with ADHD often have a form of the condition where the main symptoms relate to problems with attention rather than hyperactivity, which can cause less noticeable symptoms. It is therefore possible that ADHD could be underdiagnosed in girls, and could be more common than previously thought.

How ADHD is treated

There is no cure for ADHD, but it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medication, if necessary.
Medication is often the first treatment offered to adults with ADHD, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.
Read more about treating ADHD.

Living with ADHD

Looking after a child with ADHD can be challenging, but it is important to remember that they cannot help their behaviour.
Some issues that may arise in day-to-day life include:

• getting your child to sleep at night
• getting ready for school on time
• listening to and carrying out instructions
• being organised
• social occasions
• shopping

Adults with ADHD may also find they have similar problems, and some may have issues with drugs, crime and employment.
Read about living with ADHD for information on ways to cope with these issues.

Child health 6-15

Information on child health, including healthy diet, fitness, sex education and exam stress

Page last reviewed: 15/05/2014

 

Special child Success Stories

Success Stories

My daughter, Aimee, is autistic. She didn’t talk and would not give me any eye contact. I had traveled to visit my mother, and before I left, I had purchased pull-ups for nighttime, but I forgot to bring them.
It was evening and Aimee had some orange juice. She gave me the sign language for more. I then said (more or less to myself rather than her), "Oh, I forgot the pull-ups. I’m afraid if you have too much to drink you’ll wet the bed. I should’ve brought them." She continued to sign "more." I continued to mutter. Finally, she looked me in the eyes, and fervently said, "I," pointing to herself, "want more," giving sign for more, "or-ange juice, please." Needless to say she got her juice! - L.T., Hamilton, NJ

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I am not a parent, but a proud older sister of a 15-year-old brother who is blind and autistic. As a child, Meir would constantly get upset when something would bother him. Getting upset included screaming uncontrollably and getting completely out of hand. With the loving and constant guidance of my parents, Meir (even though he has a long way to go), expresses himself way better than before. - S.S., Brooklyn, NY

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My youngest son, Brayden, was born three months premature with heart and brain defects. He is now 4 ½ years old. He is multi-handicapable. When he was young, the doctors told us he probably wouldn't survive, much less ever sit, walk, talk, or eat. He began eating orally a year and a half ago. He began talking one year ago, and is now nearly age appropriate in expressive communication! The most exciting accomplishment, however, is his walking. He had a bilateral tendon release on his hamstrings and gastrocs last November. Since recovering from the surgery, he began pulling to stand, cruising furniture, and could take up to 6 independent steps, even without his walker! Only other parents of children with special needs can understand the intense emotion that surrounds such feats!
Now, he is walking around the house with little assistance and now able to squat to pick something up and stand up again without help!! I cannot wait for the day that he can walk up to those nay-saying doctors and show them who is really in charge!! - J.B., Bartlesville, OK

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My almost 7-year-old is only about 4 months in her development and very tiny (the size of a 15-month-old). She has never done anything "age appropriate" til now... she just lost her first tooth and has 3 more loose ones, just like a "normal" 6-year-old. It's funny to see my family so excited about something so small to most people. - J.J., Denton, MD

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I would like to share with you my story of my son. "S" was born at 26 weeks gestation weighing 880 grams (1 lb. 15 oz). After 81 days in the NICU and a typical course of being a preemie with all of their complications, he came home weighing 4 lbs. 3 oz. Such a joy! He received early intervention services for a time, but was discharged after about a year because he was hitting his developmental milestones and seemed to be on track.
When he was 18 months old, we were in a car wreck which left him a low-level quadriplegic. After five months of the ICU, rehab, and another stay in the ICU, he came home. Such a joy! He again received early intervention services under a new diagnosis and later was transitioned into the school system for services. He has since had multiple hospitalizations for pneumonia, seizures, and surgeries (the most recent being anterior and posterior spinal fusion).
"S" is now 13 years old and a Boy Scout Second Class. Two weeks ago he was inducted into the National Junior Honor Society - SUCH A JOY! I am very proud of my son! - A.S., Fredericksburg, VA

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My son, Christian, was born with a genetic anomoly (2p+) and has since been diagnosed with autism. My wife and I went through the typical grieving and realignment of our own expectations through his younger years. Through all of the doctors, teachers and therapists, we have asked for just one blessing for our family: We prayed that he would be able to communicate with us.
We moved to Houston a couple of years ago and enrolled him in the school program. He has a teacher that loves him dearly and several assistants that take exceptional care of him. His language skills had blossomed from a single word to several one-word responses in a short period of time. One weekend, my wife had left town to attend a family wedding, and I had stayed behind with Christian and his brother, Noah. We went to a local amusement restaurant, since they enjoy playing the games and watching the activities. That evening, as we drove home from the restaurant, Christian began speaking in whole sentences and just "talked my leg off" the entire way home. We joked and he told me all about his evening. Christian's language explosion has continued for several months and has even expanded. He is able to communicate all of his wants and needs and is able to respond to many questions from his parents and teachers.
His language skills are not 100% and they probably never will be, but we could not ask for more than we have already received. Our son can now talk with us and we are grateful. - J.H., Houston, TX

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I have so many success stories with my 15-year-old non-verbal autistic son. Communication breakthroughs are my favorites. My favorite moment was when I truly realized that there is a real normal boy inside my son that just can't get out in the typical ways. I had been trying to teach my son how to nod his head yes. He could say the word, "no," but he had no way to indicate the word "yes." So, when he was 13 years old, I decided to work hard on teaching him to nod. He would come home from school and we would work hard on nodding. One day, once again, I said to my son "Eric, nod your head yes," and he looked at me and struggled for a moment and very clearly said, "I can't." I wasn't sure I had heard right so I asked him to nod his head again and he said, "I can't." For two weeks, whenever I asked him to nod, he would say "I can't." I was so incredibly excited. He was right, he couldn't nod his head yes. So, I then taught him to say hmm-mmm for yes and he is able to do that. Now he can communicate yes!
One other moment that truly made me look at Eric different was at lunchtime one day. I was making him choose between lunch items and he was having a hard time. For 15 minutes we went back and forth on choosing. He kept changing his mind. Finally, out of exasperation, he yelled, "Make 'em both!!" My husband and I looked at each other and about died laughing. Guess what? He got both items for lunch!
This boy never ceases to amaze us. He is so intelligent, but he just can't get it out so the world can see. We see, however, and we thank God every day for blessing us with a very special child. - L.P., Kennesaw, GA

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They say God only gives special kids to special people, and I really didn't think I was that special to get two of them! But my boys compliment each other well! Matthew keeps Justin physically active and mentally stimulated, and Justin aides Matthew's social abilities and really brings out his personality. They greet each other after school with big hugs - they are brothers AND best friends!!
My oldest son, Justin, is 5 ½ years old and has Down syndrome. He is in a Life Skills class this year, but after Christmas break he started integrating into regular kindergarten class for social times (centers, library, music, recess, etc.). This has helped both his speech and socialization. We just had his end of year ARD and I am very proud of several points. 1) He is scoring, on average, approximately a 4-year-old level academically. 2) He will remain in Life Skills as core class, but has been moved up to FIRST GRADE for inclusion opportunities. 3) Testing done indicated Justin scored 109 in SOCIAL SKILLS (normal range is 90 to 100). He is my social butterfly and everyone instantly falls in love with him. It is nice when I pick him up from school and several other kids from different classes run up to tell Justin "BYE." Everywhere we go, I see kids tapping there mom saying, "Momma, Momma - that's Justin!" He makes me very proud!
Outside of school, we are involved in Special Olympics. He has recently taken pictures on a police motorcycle to be used for fund-raising and at a law enforcement recruitment for personnel to participate in the annual "Torch Run." The Torch Run is law enforcement’s effort to support Special Olympics both personally and financially.
Justin and Matthew have learned to swim without any "floatie" assistance! They are even diving in the shallow end of the pool picking up objects off the bottom, and swimming greater distances underwater. They go swimming at least 2 or 3 times a day!

Autism Spectrum Disorders
Autism Spectrum Disorders (ASD) are a set of neurodevelopmental disorders that affect how an individual processes information and interprets the world. Core features of autism are persistent deficits in social interaction and communication and restricted, repetitive or stereotyped patterns of behavior, interests or activities. Each individual with ASD displays a unique combination of characteristics, ranging from mild to severe, requiring individually determined educational and treatment programming.

The first signs of autism appear in early childhood and can be detected by an experienced professional as early as 18 to 24 months of age. Early and accurate identification and intervention can change the trajectory for many children on the autism spectrum.
Professional and Family Resources
Autism Navigator, LLC presents About Autism in Toddlers--a free resource for parents and professionals interested in learning more about the early signs of ASD in young children. About Autism in Toddlers was developed by the Autism Navigator creators at the Florida State University Autism Institute. Their professional development courses have been piloted in five states and will soon be available throughout the U.S. and internationally. Autism Navigator for Early Intervention Providers and Autism Navigator for Primary Care.

The National Professional Development Center on Autism Spectrum Disorders (NPDC) promotes the use of evidence-based practices for children and youth with ASD, birth to 22 years of age.

Autism Focused Intervention Resources and Modules (AFIRM) is a free online resource designed to teach the step-by-step process of planning for, using and monitoring evidence-based practices for individuals with ASD. Supplemental materials and handouts are available for download.

Autism Internet Modules (AIM) is a free online resource designed to provide high-quality information and professional development for anyone who supports, instructs, works with or lives with someone with autism.

Positive Behavioral Interventions and Supports http://adf.ly/1PNjon(PBIS) is a framework or approach for helping schools select and organize evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

Hearing Impairment

Hearing Impairment: Deaf & Hearing Loss Information

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Definition

Hearing impairment as a disability category is similar to the category of deafness, but it is not the same. The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness.'” Thus, knowing the definition of deafness is necessary to understand what sort of disabilities are considered hearing impairments. A hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment.

Hearing is one of the traditional five senses. It is the ability to perceive sound by detecting vibrations via an organ such as the ear. The inability to hear is called deafness. A hearing impairment or hearing loss is a full or partial decrease in the ability to detect or understand sounds. Caused by a wide range of biological and environmental factors, loss of hearing can happen to any organism that perceives sound.
Hearing loss can also be classified based on which portions of the hearing system (auditory system) are affected. When the nervous system is affected, it is referred to as sensorineural hearing loss. When the portions of the ear that are responsible for transmitting the sound to the nerves are affected, it is referred to as conductive hearing loss.
A sensorineural hearing loss is due to insensitivity of the inner ear, the cochlea, or to impairment of function in the auditory nervous system. It can be mild, moderate, severe, or profound, to the point of total deafness. This is classified as a disability under the ADA and if unable to work is eligible for disability payments.
There are two main types of hearing loss.

• One happens when your inner ear or auditory nerve is damaged. This type is permanent.
• The other kind happens when sound waves cannot reach your inner ear due to ear wax build up, fluid or a punctured eardrum.

Hearing loss is categorized by its severity and by the age of onset.
Two persons with the same severity of hearing loss will experience it quite differently if it occurs early or late in life. Furthermore, a loss can occur on only one side (unilateral) or on both (bilateral).
Hearing impairment may be ranked as mild, moderate, moderately severe, severe or profound:

• Mild:
  for adults: between 26 and 40 dB HL
  for children: between 20 and 40 dB HL
• Moderate: between 41 and 54 dB HL
• Moderately severe: between 55 and 70 dB HL
• Severe: between 71 and 90 dB HL
• Profound: 91 dB HL or greater
• Totally Deaf: Have no hearing at all.

Hearing loss can be inherited.
Both dominant gene and recessive genes exist which can cause mild to profound impairment. If a family has a dominant gene for deafness it will persist across generations because it will manifest itself in the offspring even if it is inherited from only one parent. It is estimated around half of all deafness and hearing impairment can be prevented.
People who are severely deaf rely a lot on lip-reading, even with a hearing aid.
Profoundly deaf people can also use sign language to communicate. Hearing impaired persons with partial loss of hearing may find that the quality of their hearing varies from day to day, or from one situation to another or not at all. They may also, to a greater or lesser extent, depend on both hearing-aids and lip-reading.
Any form of communication between people is a two way street. It is very important then to determine how a deaf person prefers to communicate. There are a number of options available to them such as sign language, lip reading or using text. There will be a way of making a connection. It may sometimes be difficult or awkward but the effort is well worth it.
The commonest cause of hearing loss is ageing, and three-quarters of people who are deaf are aged over 60. At around 20 years of age, our hearing starts a gradual decline. Higher frequencies are usually the first to go. This age-related hearing loss is normal and doesn't lead to total loss of hearing. Age-related hearing loss (presbycusis) typically begins with the loss of higher frequencies, so that certain speech sounds - such as 's', 'f' and 't' - end up sounding very similar. This means the older person can hear, but not always understand.
Many people who are deaf consider spoken language their primary language and consider themselves "hard of hearing". How one classifies themselves relative to hearing loss or deafness is a very personal decision and reflects much more than just their ability to hear.

If your child has a hearing impairment, it might mean there are challenges ahead. But with early intervention and modern technology, children with a hearing impairment can be healthy, happy and able to reach their full potential.

What is hearing impairment?

Hearing impairment is when your child’s ears can’t do all the things they should be able to do. For example, your child might have muffled hearing, or she might not be able to hear sounds coming from some directions, or she might have trouble hearing certain frequencies or sounds.

Types of hearing loss

There are two main types of hearing impairment – conductive and sensorineural.
Conductive hearing impairment is when sounds from outside your child’s ear have trouble getting to or going through the different parts inside the ear. Conductive hearing impairment is usually temporary.
In sensorineural hearing impairment, the nerves that are in charge of receiving sound and sorting out what it means don’t work properly. Sensorineural hearing impairment can be mild, moderate, severe or profound.
Sensorineural hearing impairment usually lasts for life and can worsen over time.
Some children have only conductive hearing impairment. Others have sensorineural hearing impairment as well. This is called a mixed hearing loss.

Universal newborn hearing screening

In Australia, universal newborn hearing screening is an essential part of diagnosing hearing impairment in children.
All Australian states and territories have a universal newborn hearing screening program that aims to:

• screen the hearing of all babies by one month of age
• refer any babies with possible hearing impairment for diagnostic testing with an audiologist by three months of age
• start early intervention for those babies with hearing loss by six months of age.

What is screening?
Screening equipment plays specific sounds into your baby’s ears and records the responses from your baby. The screening technology might be different in different parts of Australia.
In most places, your baby will be screened in hospital, before you take your baby home. Each state has its own way of following up on babies who don’t have a hearing screen in hospital.
Each state also has its own way of referring babies to audiology and supporting parents and families.
Hearing screening isn’t compulsory. You have to give your permission for your baby to be screened, which means signing a consent form.
If the screening test doesn’t pick up any hearing problems at birth, or your child didn’t have his hearing screened as a newborn, but you’re concerned about your child’s hearing, speech or language development, ask your doctor to refer you to an audiologist to get your child’s hearing tested.
Early diagnosis of hearing impairment means your child can get early intervention and support. This can make a big difference to her language development. If your child has undiagnosed hearing impairment in early childhood, she could miss out on essential learning and development opportunities.

Effects of Hearing Loss on Development

It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an underidentified and underserved population.
The earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.
There are four major ways in which hearing loss affects children:

1. It causes delay in the development of receptive and expressive communication skills (speech and language).
2. The language deficit causes learning problems that result in reduced academic achievement.
3. Communication difficulties often lead to social isolation and poor self-concept.
4. It may have an impact on vocational choices.

Specific Effects

Vocabulary

• Vocabulary develops more slowly in children who have hearing loss.
• Children with hearing loss learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a.
• The gap between the vocabulary of children with normal hearing and those with hearing loss widens with age. Children with hearing loss do not catch up without intervention.
• Children with hearing loss have difficulty understanding words with multiple meanings. For example, the word bank can mean the edge of a stream or a place where we put money.

Sentence Structure

• Children with hearing loss comprehend and produce shorter and simpler sentences than children with normal hearing.
• Children with hearing loss often have difficulty understanding and writing complex sentences, such as those with relative clauses ("The teacher whom I have for math was sick today.") or passive voice ("The ball was thrown by Mary.")
• Children with hearing loss often cannot hear word endings such as -s or -ed. This leads to misunderstandings and misuse of verb tense, pluralization, nonagreement of subject and verb, and possessives.

Speaking

• Children with hearing loss often cannot hear quiet speech sounds such as "s," "sh," "f," "t," and "k" and therefore do not include them in their speech. Thus, speech may be difficult to understand.
• Children with hearing loss may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking.

Academic Achievement

• Children with hearing loss have difficulty with all areas of academic achievement, especially reading and mathematical concepts.
• Children with mild to moderate hearing losses, on average, achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs.
• Children with severe to profound hearing loss usually achieve skills no higher than the third- or fourth-grade level, unless appropriate educational intervention occurs early.
• The gap in academic achievement between children with normal hearing and those with hearing loss usually widens as they progress through school.
• The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive.

Social Functioning

• Children with severe to profound hearing losses often report feeling isolated, without friends, and unhappy in school, particularly when their socialization with other children with hearing loss is limited.
• These social problems appear to be more frequent in children with a mild or moderate hearing losses than in those with a severe to profound loss.

What is disability? Who are disability ? What are the most common causes of disability?

 

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In advance of preaching about a abnormalities, really need to express normality.
Skill the strength to the total capacity to undertake to act psychologically, in your mind plus under legal standing.

What the heck is impairment?
Impairment is definitely the result of a strong incapacity that will be natural, cognitive, brain, physical, emotionally charged, developing, and also quite a few blend of all these.
A pattern base illness-related phenomena will be displayed expressing a further more further evolvement when:
Disorder " Incapacity " Impairment " Handicap.
Incapacity: Natural, Biological shape ruin and also losing every an area of the shape
Impairment: When every natural, biological shape ruin and also losing every an area of the shape often be interrupted due to a losing competence.
Handicap: Public hurdles
Impairment is definitely consequently not just a health issue. This is the elaborate event, reflecting a connections amongst things about your person’s shape plus things about a world whereby the person everyday life. Eliminating the problems presented by way of people who issues necessitates surgery to eradicate geographical plus public hurdles.
Who sadly are impairment?
Small children plus men and women by using issues will be all those long-term natural, brain ‍and a boosting difficulties and also will be sensual, that is certainly the basis with equal rights by using some around world around relaxation together with the lots of boundaries recommended to their 100 % plus helpful fellow member, disruptive.

You can also get comes with all five geographical issues which will minimize exercises and also constrain fellow member:
• Products and solutions plus know-how.
• Habitat plus human-made variations to barefoot jogging.
• Aid plus connections.
• Thinking; plus
• Expert services, models plus insurance plans.
Virtually no usa includes wiped out most of the geographical hurdles this develop impairment.



Are you ready for most commonly encountered cause of impairment?
Injury on the job? Freak crashes? It is really real, people materialize. Although the truth of the matter could wonder you actually.
Diseases for instance many forms of cancer, soul harm and also diabetes induce almost all long-term issues. Backside suffering, injury, plus osteoporosis are usually sizeable factors.
Lots of people are never work-related, therefore never included in workers' pay.
Chosen lifestyle decisions plus very own tendencies this bring on overweight come to be big giving issues.
Musculoskeletal symptoms could be the #1 root of issues. Examples include; osteoporosis, backside suffering, spine/joint symptoms, fibromytis, etcetera.
Here's some of the graph or chart with lay claim verdict areas around rest expressions to give very clear a example of prevalent cause of impairment.

Ahead of speaking about your abnormalities, should declare normality.
Potential the facility for the potential to perform to do something literally, psychologically along with by law.

What on earth is disability benefits?
Disability benefits can be the result of the disability which might be actual physical, cognitive, mind, physical, emotive, developing, as well as a number of combined these kind of.
Your string main illness-related phenomena can be seen demonstrating your even more acceleration while:
Ailment inch Disability inch Disability benefits inch Handicap.
Disability: Actual physical, Physiological composition destruction as well as decrease of just about any section of the system
Disability benefits: Even though just about any actual physical, physiological composition destruction as well as decrease of just about any section of the system always be disturbed because of a decrease of know-how.
Handicap: Cultural limitations
Disability benefits can be as a result really not a health condition. It is just a sophisticated happening, showing your connection involving popular features of a new person’s system along with popular features of your modern society through which he / she existence. Defeating the down sides encountered by simply those with afflictions calls for surgery to take out ecological along with cultural limitations.
Who will be disability benefits?
Young children along with folks using afflictions are generally those people long-term actual physical, mind ‍and your raising issues as well as are generally fragile, and that is the foundation involving equal rights using people throughout modern society throughout a good relationship while using a lot of obstructions thus to their entire along with powerful taking part, bothersome.

In addition there are involves a few ecological components which could restriction pursuits as well as reduce taking part:
• Solutions along with technological innovation.
• Environment along with human-made alterations for it.
• Assist along with human relationships.
• Behaviour; along with
• Solutions, devices along with plans.
Zero land features taken away each of the ecological limitations that will help with disability benefits.


What are most popular reasons behind disability benefits?
Incidents in the office? Fanatic injuries? It can be genuine, that they come about. Though the simple fact may possibly amaze anyone.
Conditions similar to melanoma, cardiovascular invasion as well as diabetes bring about virtually all long-term afflictions. Rear ache, incidents, along with osteo-arthritis are important will cause.
Nearly every one is certainly not work-related, and thus certainly not included in workers' reimbursement.
Life style selections along with personalized actions that will bring about unhealthy weight have grown to be significant adding to components.
Musculoskeletal ailments include the #1 source of afflictions. These include; osteo-arthritis, rear ache, spine/joint ailments, fibromytis, and many others.
This is the data involving assert examination types throughout put words to deliver crystal clear instances of widespread reasons behind disability benefits.

How to lower your odds of becoming disabled

An ounce of prevention, the old saying goes, is worth a pound of cure. That's certainly true about disability. You can immediately reduce your odds of becoming disabled by making a few commonsense improvements in the way you live.

Embrace a healthy lifestyle

Oh, you've heard this one before? It's still true. Shedding bad habits and adopting healthier ones creates an abundance of benefits - not just for you, but for the people who love you and want you to stick around a long time.

• Quit smoking
  It's no secret that nicotine use has been linked to a variety of life-threatening illnesses, from cancer to heart disease and stroke. If you're a smoker, make quitting your top priority. Need help kicking the habit? The American Cancer Society can help.
• Get regular checkups
  Think of your doctor as an ally who helps keep you well, not just the person who treats you when you're sick. Regular checkups and screenings are vital, especially if you or your family are predisposed to certain medical conditions. Wondering about which screenings and immunizations you need? Ask your primary healthcare provider or visit the US Department of Health and Human Services website.
• Get regular cancer screenings
  Early detection saves thousands of lives every month. Your family history and certain risk factors sometimes indicate that a person's screenings should start at a younger age. Ask your doctor, or visit the American Cancer Society website for more information.
• Watch your weight
  Those extra pounds can cause big trouble. They strain your heart, raise your blood pressure and significantly increase your risk of a heart attack. Eat more high-fiber, nutrient-rich fruits and vegetables, and fewer high-fat foods. For more dietary information visit the US Department of Agriculture's Choose. Calculate your body mass index (BMI), to assess your personal situation, with this tool from the National Heart Lung and Blood Institute.
• Get regular exercise
  A healthy life requires periodic physical activity. To prevent heart disease, cancer, high blood pressure and obesity, the American Heart Association recommends 30-60 minutes of exercise at least four times a week.
• Avoid excessive drinking
  While drinking in moderation is usually fine, heavy drinking can lead to liver damage and other serious health risks. The Substance Abuse and Mental Health Services Administration can answer your alcohol questions.
• Become safety-minded
  Disability-causing incidents can spring up when you least expect them. Stay alert for possible dangers. Drive defensively. Wear your seat belts. At work or play, always use the recommended safety equipment. For more information, visit the National Safety Council.
• "Watch your back."
  Back injuries and arthritis are the leading causes of disability. You can reduce your chances of injury by losing weight, do gentle stretching exercises before a rigorous workout, and practice sound weightlifting techniques. The Cleveland Clinic Health Information Center is an excellent source of information.
• Cultivate your mental and emotional health, too
  Good relationships and a positive mental attitude really help. Maintain contacts with family and friends. Stay active and involved through work, recreation and perhaps volunteer work in your community. Yes, it's a 24/7 world but no one can work 24 hours a day. Take time for relaxation and doing things that make you happy. Reducing stress reduces the likelihood of some physical illnesses. For more information, visit visit Mental Health America.

Source: http://www.disabilitycanhappen.org/chances_disability/causes.asp

What are the most common causes of disability?

Injuries at work? Freak accidents? It's true, they happen. But the truth might surprise you.

• Illnesses like cancer, heart attack or diabetes cause the majority of long-term disabilities. Back pain, injuries, and arthritis are also significant causes.
• Most are not work-related, and therefore not covered by workers' compensation.
• Lifestyle choices and personal behavior that lead to obesity are becoming major contributing factors.
• Musculature disorders are the #1 cause of disabilities. Examples include; arthritis, back pain, spine/joint disorders, fibrosis, etc.
  • Here is a chart of claim diagnosis categories in lay language to provide clear examples of common causes of disability.

Disability in America

Disability is already a widespread problem, and the threat is growing at an alarming rate.

• More than 30 million Americans between the ages of 21 and 64 are disabled, according to the most recent U.S. Census.
• 2.3 million people filed disability claims with Social Security in 2008.
• 25+ million American lives are restricted by the effects of disability, according to the Centers for Disease 

Source: http://www.disabilitycanhappen.org/chances_disability/causes.asp

Disability Impairment Blogging - Help a Genaration: Defination of disability

Disability Impairment Blogging - Help a Genaration: Defination of disability:

What do we mean by Disability

 
What is disability? Disability is the consequence of an impairment that may be physical, cognitive, mental, sensory, emotional, develop...

How do I know if I am eligible for support?

ALS can support disabled and dyslexic students who are studying:

• Foundation studies
• Full time and part time undergraduate studies
• Full time and part time post graduate studies
• Nursing studies
• Distance learning studies

The definition of disability is broad; if you have a physical, mental or sensory impairment which you feel requires support to enable you to study at University, then you may be eligible for support.  The Disability Advisors at ALS will be pleased to discuss with you, your personal circumstances to help you decide if you should apply for support.

Some examples of disability are listed below:

• Specific Learning difficulty, such as dyslexia, dyspraxia or attention deficit disorder
• Asperger/Autism
• Mental health condition
• Mobility issues
• Long term medical conditions, e.g. chronic fatigue syndrome, diabetes, asthma, cancer, endometriosis, lupus
• Deaf/hard of hearing
• Blind/Visual impairment

 Students will need to have medical proof or a diagnostic report to apply for support. The following types of evidence/report may be required.

• Letter from your Doctor or specialist
• Audiology report
• Blind/visual impairment registration
• Diagnostic report from an educational assessor or PATOSS registered Specialist Teachers report
• Letter or report from Community Mental health team or Psychologist

Disability Classification

Although disabilities have been the subject of health care research and services for many years, the field remains in conceptual disarray. Even today, health professionals share neither a common means of defining disabilities nor a common sense of the health care industry's role with regard to people with disabilities. This chapter addresses some of the difficulties and trade-offs involved in selecting a disability classification system to solve these problems and explains the committee's reasons for advocating the World Health Organization's International Classification of Impairments, Disabilities, and Handicaps.

Why pursue a new means of classifying disability? Issues of disability classification have often revolved around the politically sensitive task of deciding whether particular individuals are eligible for social insurance programs, a process that in many circumstances provokes significant controversy. Many health professionals have, therefore, attempted to avoid these controversies by avoiding disability. With the prospect of providing care for an ever-larger aging population, however, the problems of disability classification deserve fresh attention. Older people are more likely to experience chronic illness that, over time, may contribute to disability, and the current lack of organization of disability concepts may leave American health care unprepared to deal with the growing future needs of this population. The committee's efforts, therefore, have been directed toward the identification of a disability classification system that offers a framework

sensitive to the long-term needs of people with disabilities and that is likely to lead to a more unified understanding of these concepts among health professionals.

Even without many of the political pressures that accompany efforts to certify individuals for government benefits, the task of disability classification remains deeply complicated. There are major incompatibilities between the thinking that currently dominates American health care and the service needs of people with disabilities. The following sections give an account of these difficulties, discuss the current state of affairs in disability classification and its effects on disability research, and explain the committee's decision to advocate the World Health Organization's system.

DISABILITY AND THE DISEASE MODEL

The dominant framework for understanding the majority of health problems in the United States is that of the acute care community, that is, the disease model. Yet more and more health professionals are beginning to question the wisdom of using this approach to meet the needs of people with disabilities and those at risk for disability in particular, the elderly, the fastest growing group at high risk for disabilities^, An acute care framework provides a poor view of disability for a number of reasons. Acute care perspectives are primarily restricted to somatic conditions, yet contemporary concepts of disability include phenomena that go well beyond this sphere. Disability may limit an individual's capacity to live independently or care for him- or herself; it may interfere with maintaining or initiating relationships, pursuing career goals, or enjoying leisure activities. Disability may also erect barriers to personal autonomy (e.g., the inaccessibility of public accommodations) and political empowerment (e.g., through prejudice or discrimination) in American culture.

The acute care perspective on health is also problematic for understanding and meeting the needs of people with disabilities and those who are at risk for disability. In the acute care framework, health is most often associated with cure, a linkage that is too limiting in the disability arena. (Some of the problems inherent in the health-equals-cure perspective are apparent when one considers that there is a cure for tuberculosis but no counterpart in treatments for missing or dysfunctional legs.) Health care that reduces its ultimate goal to that of the strictly curative is also likely to make the implicit assumption that health and the absence of disease are essentially synonymous. This assumption makes room for primary

prevention, but it neglects the prevention of disabilities after a disease has been cured or measures to address the needs of individuals with chronic conditions.

Moving from the level of organ or cell function to a consideration of the social effects of disability exposes further incompatibilities between disease-centered thinking and broad notions of disablement. The effects of disease are located in well-defined spaces—the organs and tissues of the human body. By contrast, the spaces disabilities affect are not well defined. Unlike human organs, an individual's life in society cannot be neatly divided into separate parts or components; when such divisions are attempted, the enormous variety of human existence guarantees small likelihood of consensus regarding either the divisions themselves or what constitutes ''normal functioning" within them.

These incompatibilities are evident in the structure of acute care thinking. Each disease constitutes a paradigmatic set of signs and symptoms. Medical diagnosis is the categorical assignment of the patient's concrete and particular health problems to one or several universal disease types. Diagnosis therefore incorporates a shift in which a particular individual's sickness is assimilated into an established and consistent category that is (often) recognized universally within the health care system and associated with specific methods of treatment. Disease classification systems are designed to classify concepts that remain static and abstract.⁴ By contrast, the social manifestations of disabilities must be understood relative to the particular abilities an individual hopes to maintain or achieve. These abilities vary among individuals—they are often matters of individual preference, culture, and social expectations. Attempts to "diagnose" disability according to easily recognized physical abnormalities or by general standards of behavior and social performance may cause the personal aspects of disablement to be overlooked. For example, is it right—or, more important, will the necessary kind of care be delivered—if two wheelchair-bound individuals are classified as having the same disability if one is a mason and the other a writer? In this case, an apparently similar problem assumes quite different proportions and dimensions. Thus, social life not only resists well-defined divisions, but the uniqueness of an individual life makes it highly resistant to universal and abstract categories, which are an essential part of the logic of modern clinical methods. (It should be noted that the uncategorical nature of disabilities is not simply a problem for acute care thinking but for any and all methods that attempt to box a disabled person's difficulties into predetermined categories of ill health.)

Terminology

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Cerebralpalsy

What is Cerebral Palsy?

The term cerebral palsy refers to any one of a number of neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination but don’t worsen over time. Even though cerebral palsy affects muscle movement, it isn’t caused by problems in the muscles or nerves.  It is caused by abnormalities in parts of the brain that control muscle movements.  The majority of children with cerebral palsy are born with it, although it may not be detected until months or years later. The early signs of cerebral palsy usually appear before a child reaches 3 years of age.  The most common are a lack of muscle coordination when performing voluntary movements (ataxia); stiff or tight muscles and exaggerated reflexes (spasticity); walking with one foot or leg dragging; walking on the toes, a crouched gait, or a “scissored” gait; and muscle tone that is either too stiff or too floppy.  A small number of children have cerebral palsy as the result of brain damage in the first few months or years of life, brain infections such as bacterial meningitis or viral encephalitis, or head injury from a motor vehicle accident, a fall, or child abuse.

Is there any treatment?

Cerebral palsy can’t be cured, but treatment will often improve a child's capabilities.  In general, the earlier treatment begins the better chance children have of overcoming developmental disabilities or learning new ways to accomplish the tasks that challenge them.   Treatment may include physical and occupational therapy, speech therapy, drugs to control seizures, relax muscle spasms, and alleviate pain; surgery to correct anatomical abnormalities or release tight muscles; braces and other orthotic devices; wheelchairs and rolling walkers; and communication aids such as computers with attached voice synthesizers. 

What is the prognosis?

Cerebral palsy doesn’t always cause profound disabilities.  While one child with severe cerebral palsy might be unable to walk and need extensive, lifelong care, another with mild cerebral palsy might not require special assistance. Supportive treatments, medications, and surgery can help many individuals improve their motor skills and ability to communicate with the world.

What research is being done?

Researchers are investigating the roles of mishaps early in brain development, including genetic defects, which are sometimes responsible for the brain malformations and abnormalities that result in cerebral palsy. Scientists are also looking at traumatic events in newborn babies’ brains, such as bleeding, epileptic seizures, and breathing and circulation problems, which can cause the abnormal release of chemicals that trigger the kind of damage that causes cerebral palsy.  Researchers also hope to find ways to prevent white matter disease--the most common cause of cerebral palsy.  To make sure children are getting the right kinds of therapies, studies are also being done that evaluate both experimental treatments and treatments already in use so that physicians and parents have valid information to help them choose the best therapy.

Developmental Cognitive Disabilities
Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior that require special education and related services.

Access resources addressing the needs of students with Developmental Cognitive Disabilities (DCD) including students labeled DCD Mild-Moderate and DCD Severe-Profound. For current Minnesota language regarding DCD, use the link under offsite resources to view Minnesota Rule Chapter 3525.1333.

A 2007 public opinion poll from the Minnesota Governor’s Council on Developmental Disabilities regarding attitudes Minnesotans hold toward persons with developmental disabilities reflects the attitudinal changes of the general population in the last 45 years. The published results indicate ares of positive changes as well as areas that are of ongoing concern. Use the offsite resources link to view the results.

Assessmest

Brief of life

          SI. No--------------------                                                Date---------------

1.                 Interview give by :

2.                 Interview taken by :

3.                 Source of reference :

4.                 CLIENTS NAME:

(a)  Age  :                                         Date of birth :

(b)  Sex   :                                       

5.      Address :                                      Phone :

(a)  Present :                                     Date of birth :

    (b)  Permanent   :

5.                 FATHER/GURDIANS NAME:

Age :

Educational qualification :

Occupation:

(a)     Government service (specify) :

(b)     Semi-Government service (specify):

(c)     Private service (specify) :

(d)     Business service (specify) :

(e)     Any other (specify) :

7.      MOTHER`S NAME:

Age :

Educational qualification :

Occupation :

(a)     Government service (specify) :

(b)     Semi-Government service (specify):

(c)     Private service (specify) :

(d)     Business service (specify) :

(e)     Any other (specify) :

8.     Consanguinity (marriage among blood relation) :

9.     SIBLINGS  :

	1	2	3	4	5	6	7	8	9	10	11	12
Age
Sex
Education

10.                        Other members living together :

11.                        CHILD`S BIRTH HISTORY :

(a)     Prenatal :

(b)   Type of delivery :

(i)                    Forceps :

(ii)                 Caesarian :

(iii)              Normal :

     12.  (a)   Did the Child have any difficulties in the first four weeks ?

            (b)   Did the child suflet from any serious illnesses ?

     13.  MILESTONE DEVELOPMENT OF THE CHILD ?

(a)   Head Controlled :                     (e)  Walked alone :

          (b)   Sat :                                          (f)  Spoke  :

         

(c)   Crawled :                                  (g)  Present condition :

(d)  Stood with Support :

14.  GENERAL BEHAVIOUR :

          The will include problems associated with :

(a)   Appetite :                       

          (b)   Sleep :                                               

         

(c)   Play :                                

(d)  Fear :

15.  TEMPERAMENT OF THE CHILD :

          The will include problems associated with :

(a)   Cheerful :                       

          (b)   Jolly :         

          (c)    Quiet :                           

         

16.  DAILIY LIVING ACTIVITIES:

(a)   Toileting :                                 (d)   Grooming : 

         

                   (b)   Eating :                                               (i)   Brushing :

                   (c)    Dressing:                                           (ii)   Cleaning :

                                                                                       (iii)  Combing :

17.  COMPREHENSION :

(a)   Expression :                                                

                   (b)   Reception : 

18.  MENSTRUATION :

19.  School Performance :

(a)   Does the child attend school ?                                       

                   (b)   First admission in school including age :

                   (c)   Progress year by year :                     

20.  To whom was the child shown for the above problem ?

21.  PRESENT PROBLEM ?

(a)   By parents :                             

                   (b)   By Client :

22.  Test administered ?

23.  Result of the Test :

24.  Formulation and diagnosis :

25.  Present Problems Observed  :

26.  Observations during testing Period :

27.   Management programme and advice to the parents :

SUMMARY OF THE CASE AND CONCLUSIONS