How Can Cerebral Palsy Be Diagnosed?

Doctors and Scientists are amazed at the way the brain works and its growth is even more unbelievable. This is what nature has given us a startling piece of mini computer fitted neatly inside our tiny cranium. It is when this tiny piece of matter happens to have a small problem that a human being gets affected with some disorder. It so happens, that when a baby is in the neo natal stage or is just being born, there are chances that the area of ​​the brain that is in charge of muscle control can be damaged and this leads to what is called Cerebral Palsy. While “Cerebral” refers to the brain, “palsy” refers to the condition of the muscles.

Many parents want to know what symptoms they should look for in their child if they need to find out if their child has cerebral palsy. There are various symptoms, which children who have cerebral palsy are likely to exhibit. These kids may appear clumps or they may not be able to walk steadily. It happens that many children with this disorder will find that use of their hands and feet become difficult. Some find it hard to breathe and can even struggle to say a few words. Children with cerebral palsy will not be able to have full control over their limbs, mouth, throat and tongue and that's why they are slow I what ever they do be it speech or walk or even moving their hands to hold anything. These are some ways through which cerebral palsy diagnosis can be done.

If you have a baby who is just a few months old, you will realize that your infant tends to become stiff or keeps arching its back or even keeps stretching out its neck whenever you happen to hold this child in your arms. Older infants will find it difficult to hold an object in their hands and may keep dropping them. They also show signs of slow growth in reaching the milestones like turning over, crawling; sitting which normal infections would do with ease. Most children also have seizures if they have cerebral palsy and have jerky movements that appear clumsy.

Most parents often notice that their children are exhibiting unusual behavior and so seek a pediatrician's advice. This will give them an insight that they have an abnormal baby in their hands and this child needs special care. Medical fraternity is yet to stumble upon any clear-cut diagnosis for cerebral palsy as there is no single test available for it yet. Only doctors after running a series of tests would be able to confirm if your child has cerebral palsy.

It is advisable for parents to seek medical help and advice immediately if they happen to notice any unusual behavior in their child. In addition, parents should notice if their infants have proper alignment of their eyes, as this is another important symptom that children with cerebral palsy exhibit. Doctors can diagnose cerebral palsy before a child is eighteen months old.

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What is Dyslexia? Dyslexia Types and Symptoms

There are some people in this world that face such a disease as dyslexia. The word “Dyslexia” originated from the Greek word that means “Dys” – impaired and “Lexis” word. Dyslexia can range from easy to severe conditions. There are many forms of this disease, therefore there are several types and symptoms of this illness. Every type is specified by the individual features of every human being separately. There is not such a “typical dyslexia”. In general, dyslexia is a learning disability of the brain, especially it manifests in reading and writing or spelling. Dyslexia is the result of the neurological disability, as people could not remember the name of the things, or to “connect” the name of an item with the definition, or mix words, numbers. Girls are less dyslectic than boys. There are two kinds of dyslexia- genetic and acquired:

1) genetic – transfers with the genes and

2) acquired one that occurs to brain damage in the left hemisphere that is responsible for language areas. So, that is why investigation of the disease reasons and after-effects has a great importance nowdays. It may bring to the knowledge in order to help people with dyslexia.

However, we must understand that is very significant to know on how to treat it and what the ways to prevent development of this disease are. What is difficult in this situation is that thing training. This notation has two sides. One is that people affected with those diseases are hard to understand, remember, and combine things, sounds, colors, meanings, definitions. And the other side is there is a need to train healthy people in order to help people with the dyslexia. First of all, let us have a look at the first side of this disease. Here is a sort of classification on the common types of dyslexia as well as their difference.

What are the symptoms of dyslexia?

It is rather simple to distinguish children affected with the dyslexia. They demonstrate difficulties in obtaining writing or reading skills. For example, let us have a look at the terms “dysphonetic” (or auditory) and “dyseidetic” (or visual) dyslexia. These two terms belong to different group. The first one relates to the person`s hearing, means that people can not connect the sound with the symbol, brain does not comply with the heard words, language. They hear the word, but can not match it with the thing, but can describe it. Also they can not spell the word. For instance, they spell “deen” instead of “need” All sounds are the same but in the incorrect order. As for the second type – dyseidetic dyslexia, it describes symptoms of visual deflection and refer to persons who have good phonetic perception, but have substantive trouble with the how person sees the words and mental processes, whole word identification and spelling.

Nowdays almost all types are treated in the same way. So, investigating and understanding the symptoms of dyslexia, it may, however, help the treatment of this disease. Thus, we can avoid any cases of poor teaching methods.

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Dolphin Assisted Therapy and Down Syndrome

Dolphin Assisted Therapy (DAT) is a reliably new treatment that is becoming popular for children with learning disabilities, such as autism, Down syndrome and attention deficit disorder, as well as patients with epilepsy, cancer and depression.

Advocates claim that DAT boosts the immune system and increases the learning capacity by 2-10 times, with a retention rate of 50% in a year. However, this therapy is not without its critics. Researchers and psychologists are concerned that this growing fad is dangerous to humans and dolphins, overpriced and unproven scientifically. With that said, it is essential to understand the basics of DAT which lies within the communication of the dolphins.

A Dolphins language consists of a series of clicks, whistles, meows and barks. These sounds produce powerful sonar. Although complicated, the basics seem relatively simple: the waves of sonar resonate between the skull and the sternum, moving up through the spell, creating a relaxed state (similar to the brain wave called Alpha) where our bodies produce major infection and disease fighting T -Cells and endorphins. It also triggers a “phenomenon called cavitation, (a ripping apart of molecules).” (RB.Blow, 01, 1995). Appropriately this hole created by caviation fills with these critical healing molecules, and sends them out in force through the body.

LifePositive gives an example of the income: In 1995, “a child suffering from leukemia … with only a few months to live …,” received the therapy and is “enjoying a complete remission to this day.”

According to, working with dolphins increases learning for children with autism or Down syndrome from 2-10 times more quickly than those without DAT. Upon successful completion of targeted tasks, the children are rewarded with dolphin interaction. Because the children enjoy being with the dolphins as much as possible, this reward becomes an effective tool, which in turn creates positive memories associated with the task, resulting in long term retention.

With over 150 Dolphin Assisted programs worldwide, it would seem that this therapy is beyond criticism. That is not the case.

In 2007, Lori Marino, a researcher at Emory University, and Scott Lilienfield, a clinical psychologist, began campaign against DAT, stating, “DAT is bad for People and for Dolphins”. Their ratione is logical. No long term studies have proven the effectiveness of DAT, and “five studies [reviewed] for efficiency of DAT were invalid.” (From Wildlife Extra website)

Although sonar is used in modern medicine to break up kidney stones and gallstones, their contention is that the sonar used by dolphins is far less powerful, even if dolphins communicate regularly during therapy, which many do not. Their well-being is vital for their behavior and communication. But, with the demand of DAT, that is jeopardized very much. Currently, regulations' regarding the capture of dolphins is either non-existent or loosely enforced. Although most dolphins are bred in captivity in the United States, many are captured in the most brutal and tortuous ways and purchased by US facilities.

It is estimated that as many are caught, an equal amount are killed or wounded. Many are separated from their mates and / or calves. This can lead to aggressive and unpredictable behavior. This creates great risk for everyone involved, especially the children.

Dolphins are also highly social mammals. Captivity, separation, isolation and stress often lead to sickness and / or death. Putting children in a tank with a sick or dying dolphin may increase the risk of infection for both the child and the dolphin (s) involved.

Dolphin Assisted Therapy is clearly controversial. Sonar is a medically proven therapy and rewarding children with such a delightful adventure as swimming with dolphins would clearly promote effective teaching and learning strategies. However, the risks to these gentle and intelligent mammals, and those they are purportedly healing, should be carefully considered by all interested DAT. The risks involved are not without warrant, and are most certainly more clearly documented than the benefits.

In conclusion, before considering DAT, do your homework. Research the facility, and know how they attain and care for their mammals, as this will directly affect your child. Talk to professionals, as well as those who have completed the therapy, and be open to both the positive and the negative feedback. Remember that the goal of many facilities is not necessarily the care of your child or the dolphins involved.

These children and the dolphins are both at great risk and should be protected. Neither should be sacrificed in the name of therapy.

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Developmental Tools For Children With Down Syndrome

Developmental tools come in a variety of materials, and each can assist in establishing lifelong social, cognitive, mobility, speech and language skills. But, for children with special needs, such as Down syndrome, the tools used will become even more important, because those skills may be more difficult to attain due to learning and / or cognitive development issues. Knowing what tools during the right developmental period will be very important, but also realizing your child's needs will vary dependent upon your child and their level of disability.

Like all children, with or without special needs, each child learners and developers differently, so a guideline is given, but only to give an idea of ​​typical developmental stages. Your child may stay within the guidelines longer or excel beyond them sooner than other children. Your professional team, occupational and speech therapists can help you establish the best tools and practices for the right developmental stages of your child.

From birth through the first year, children's senses are being developed. Initially (0-3 months) hearing and visual stimulation, through soft music, the family's voices, and / or black and white objects are best. The child will seek out the source of sound and movement, helping to build muscle tone in the head, neck, and upper body. For children with Down syndrome, this is extremely important, due to hypotonia (lack of muscle tone) which is characteristic of this genetic disorder.

From 3-7 months, colors will begin to stimulate, and touch, smell and taste will become instrumental, as the child begins to put items in their mouths. Items such as teeth rings will also help in fine motor skills, such as grasping, while activity quilts can help develop vision, auditory, mobility and motor skills, as they listen, look, grab, stretch and reach for items within their range.

Generally, at 8-12 months, hand and eye coordination becomes the next stage, as children begin exploring the world around them. Crawling, shaking toys, sorting shapes, sucking and chewing on everything (make sure everything is baby safe!), Pop up toys, as well as bath toys all became useful tools for building muscle and mobility while initiating interest in the world around them and helping to promote language skills.

Language and social skills begin developing from 6 months to approximately 3 years. Language can become more developed by playing and interacting with other children. Social skills, such as sharing, cooperative, turn taking, and role playing are being introduced. Physical and fine motor skills (playing catch, throwing balls, riding tricycles, running, etc) as well as learning to problem solve and understand the relationship between cause and effect are also being internalized. Blocks, board games, lacing and or sorting toys, math items, such as toy clocks and numbers, music, and puzzles are all excellent tools for this stage in your child's development.

As your child reaches pre-school age, their gross and fine motor skills, self-esteem, listening and social skills, or lack thereof, will become more apparent. Building upon them will be crucial, and encouraging social interaction with board games, puppets, dressing up, etc. can help promote positive interaction, language, social skills and the important self-esteem that is necessary for your child to move smoothly through and into their next stage.

Moving into their elementary and junior high years, the child will find new stimulus through peers and social interaction. Sports, school activities, games (such as UNO or Guess Who) in social settings, and just hanging out with friends will help in establishing the ever increasing need for good social interaction skills. Here it will be important to stress what is and is not appropriate behavior with those around them, especially since children with Down syndrome tend to be extremely affectionate.

All these stages require safety and structure, even into their mid to young adult years. Here, a developing a sense of belonging and membership within their peer group will be strong, so learning self-advocacy will be an important tool. Establishing self-worth and self-esteem will stem from contributing to their friendships, family, and the world around them. Jobs, based upon their skill and interest level will play a key factor in becoming mature. They will begin to seek independence and initiate control over their own lives and begin eliminating their relationships based on emotions and closeness.

Developmental tools, from birth to adult, build upon each other in building lifelong mental, cognitive, physical, language and social skills. Almost everything in a child's world can be used in a positive manner to help your child develop and mature successfully. Understanding their need and meeting them on their level, with patience and love, will create the learning environment needed to make all their life stages of life happy and successful.

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Helping Families and Caregivers of Special Needs and Down Syndrome Children

Families caring for children with special needs, such as Down syndrome, face tremendous obstacles and challenges, yet they exhibit extraordinary courage that focuses on the care, nurturing and protection of their child that is special in so many ways.

Children, with any disabilities, require endless hours of attention: medical appointments, therapies such as speech and / or occupational, hippo therapy, hospital visits, and / or surgeries. Parents and caregivers spend sleepless nights watching, listening, comforting and worrying.

However, add to those responsibilities the normal routines of life, and we can imagine the tremendous affect on every family member in the home.

The hours of care may mean that siblings will not always have immediate needs / and or wants met. Mom or dad may miss games, practices, recitals or bedtimes. Daily responsibilities, such as laundry, cleaning, and cooking may not get done, or may be dispensed with older children, while youngger children may feel neglected, scared or confused.

The expenses and the financial means (or lack of) may be overwhelming. Insurance may be insufficient to meet all the medical needs. Second mortgages may be needed and life-savings may be wiped out to make sure that every necessary treatment, surgery and the best possible care is provided. Days that seemed short before suddenly run together when the responsibilities of running a home and the immunity strain, concern and care of a special child collide.

Seeking help outside of the immediate realm of friends and family are often times difficult for these families. Many do not want to impersonate others, may be embarrassed or ashamed, thinking that they should be able to handle it on their own, or simply do not know where to turn.

If only a few people see and understand the needs of such a family, and come together to assist, they can bring tremendous relief in unlimited ways. By educating a community, and working together, a family with a special needs child will have less stress and more time to not only care for their child, but the entire family unit.

Local clerges and parishes are considered caregivers, and have vast resources and abilities which bring financial, emotional, and spiritual support. Fund raisers, such as bake sales, may not only provide financial relief, but also brings awareness to other individuals and businesses locally, creating more resources that can benefit a family in need.

Local high schools may have teens that are willing to offer child care, outings to local parks or trips to the library. Others may offer lawn care and simple maintenance work to ease the upkeep of the home. Individuals who enjoy garage and yard sales, can bring entire neighborhoods together, donating the proceeds to the family. Many more may supply items. Those that enjoy cooking may band together and offer weekly meals, while others may offer to shop, clean or provide rest to an exhausted caregiver.

By understanding the needs of those with these extraordinary circumstances, willingly offering skills, talents and time, and educating those around them, a community can participate in the care and well-being of a member of their own family: their neighbor.

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How to Talk to Children With Down Syndrome

Learning to talk to children with Down syndrome has a few special challenges simply because of the nature of the disorder. These special children have developmental delays which vary from mild to severe in learning, speech and cognitive development. Help them to learn to verbalize, pronounce and enunciate, to the best of their ability, will require learning to talk to them.

The common areas of weakness in speech development for children with Down syndrome do not needlessly lie within their ability to understand or comprehend, but in being able to process and form words in response. Poor phonics skills, poor auditory memory, and / or their passive temperaments may all influence those around them to simply respond to their needs, which may be given by gestures, grunts, or their own version of sign language, without encouraging verbalization. Given that bit of information, you will realize that talking with these very special children are not much different than talking with any other child. It just requires a little more patience, and an understanding that you are both learning as you go.

First and foremost, never underestimate their ability to comprehend and understand. Talk to them as you would any child their age. Just because they may have difficulty finding the right word to respond with or difficulty forming it, does not mean they do not get it. Even if they do not understand exactly at that moment – at some point they will.

When a child with Down syndrome grunts, signs or gestures for a need or want, encourage them to say the word. If they want a hug, have them attempt to say the word HUG. Exaggerate the pronunciation as dramatically as necessary. Praise them for any attempt and celebrate ALL successes. Encourage and praise will be crucial to their continued effort.

When talking to a child with Down syndrome, ALWAYS allow them time to respond. We can not always find the right words at times – and they just need a little longer. If they are having trouble with pronunciation, that's ok. Accept any attempt in the beginning. As they become more confident over time, gently prompt with the correct pronunciation. Remember, they are just learning at a slower pace and need lots of practice.

Down syndrome children also have the tendency of being passive by nature, so they may rarely demand attention. Therefore, it is not uncommon for them to be ignored in social settings. Including them in conversations will increase their comprehension, social, verbal, and auditory skills. It is also a major influence on their self-esteem as well.

Every moment and action is an opportunity to build the language skills of a Down syndrome child. Simple conversations become catalysts for understanding the world around them. Knowing them time to respond, and striving every attempt, will give them the practice they need to communicate not only with family, but with the outside world. And that will truly be something to celebrate with them.

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Feeding Difficulties in the Schools

Children spend 7-8 hours per day within the school setting. During that time they eat at least one meal, and usually a snack. This can be an extremely difficult task for children with feeding disorders that can exacerbate the problem even more. How many of you find yourself packing the same exact lunch every day, just to make sure your child eats something while they are at school? This can be very difficult for both you and your child.

There are several reasons why eating at school can be difficult for any child, but especially hard for children with feeding disorders.

  • Sensory overload – school cafeterias can be a sensory nightmare for children with feeding disorders. If we stop for a moment and think of all of the senses that are being affected within the cafeteria, it is no wonder that children have difficulty eating while at school. The lights are very bright and reflect off the shiny floor. The noise can be deafening, not to mention the fact that most cafeterias echo. The tables and chairs are very close together, and it is very crowded. Depending on the menu for the day, the multitude of smells within the cafeteria can be completely overwhelming. On top of all of this, your child is invited to sit in a hard plastic chair where his / her feet may or may not touch the ground; and eat a lunch that presents its own sensory input.
  • Socialization – lunch is a very social time within the school setting, and this can have a big impact on children with feeding difficulties. What happens during a typical lunch time at school? Kids sit around a table and chat. They sometimes even do silly things with their food to try to get their peers to laugh. Not only does this limit the good models a child with feeding difficulties needs at meal times, but it is a source of distraction that reduces the amount of time a child spends eating. A child who has motor difficulties that result in messy eating behavior may well encounter social stigmatization in this setting.
  • Time – the amount of time to eat lunch in schools is often limited to 15-20 minutes. This is a very short amount of time for children with feeding disorders. Not only are many children with feeding difficulties slow eaters, but they feel further pressure to eat quickly based on what they see their peers doing. If children see their friends finishing lunch in a short amount of time, this may cause the child to eat only a small portion of their lunch or not eat at all.

When you take all of these factors into account it is a wonder that children with feeding difficulties eat anything while at school. There are some children who do not. As adults, we know that when we are feeling stressed or overwhelmed we have difficulty focusing and following through with tasks. In some cases, we even shut down or quit all together. This is the same experience children with feeding difficulties have when faced with eating in the school cafeteria day after day. These children tend to give up, shut down, or eat only a minimal amount of food at lunch.

It is important that parents and school staff are aware of these difficulties, and do what they can to minimize the negative effects of sensory overload, socialization, and time on children with feeding difficulties.

  • Sensory – think about the layout of the cafeteria, and where your child may best be positioned for the least amount of overload. Is it possible for your child to sit at a table away from the major of the crowd, or with his back to much of the visual stimulation? Try using noise cancelling head phones to reduce sound sensitivity. Provide a sensory break prior to the start of lunch to help the child feel calm before entering the situation. These are just some of the possible ways to reduce sensory stimulation within the cafeteria. Each child is unique, and what works for one will not work for another; so experiment, and find what works best for your child.
  • Socialization – often times, children are allowed to pick their own seats within the cafeteria. This can lead to difficulties for children with feeding difficulties, and add to the stress they are already feeling. It may be helpful to assign a seat to your child to reduce the anxiety that they may feel when faced with having to choose where to sit each day. Another suggestion may be to provide a lunch buddy for your child. This may be the same child for several days, or different children each day. It is a good idea to ask your child where s / he would like to sit or with what s / he would like to sit. Including him / her in the decision ahead of time can assist in empowering him / her and make for a more pleasant experience.
  • Time – it should be possible to allow for your child to have extended time to eat his / her lunch as needed. This could be set up by having your child go to the cafeteria a little early or stay a little late to provide adequate time to eat.

All of these suggestions can be easily implemented into the school setting, and make for a more tolerable eating experience for your child. Eating while at school can be very stressful for children with feeding disorders so we should assist in any way that we are capable.

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Definition of Bell’s Palsy

Symptoms of Bell's Palsy

The symptoms of Bell's Palsy tend to progress very quickly. The symptoms are often not recognizable at first but will develop over a period of a few days. The warning signs are usually neck pain, pain behind the ear or pain in the back of the head.

– Paralysis of the facial muscles
– Facial weakness
– Drooping or sagging mouth
– Drooling
– Facial pain or twitching
– Loss of taste
– Inability to close the eye, teething or dry eyes
– Dizziness
– Dry mouth
– Hypersensitivity to sound
– Impaired speaking

Help for Bell's Palsy

In mild cases of Bell's Palsy, treatment is not actually required, and the nerve will heal by itself in due course. However, more severe cases of this condition require treatment. Various types of treatments such as conventional medicine, complementary and natural therapy may be effective if incorporated into a broader treatment plan.

Using Conventional Medicines for Treatment

– Anti-viral drugs (such as acyclovir) may treat the herpes viruses if this is one of the suspected causes of Bell's Palsy and facial nerve damage Egypt

– Corticosteroids, such as prednisone, are used to reduce swelling and
inflammation of the facial nerve and prevent any possible or further facial
nerve damage.

– A Vitamin B12 injection can protect the nerves and reduce nerve
infection ensuring better nerve health.

– Botulinum toxin (Botox) can be injected into the upper eyelid to protect the eye and also to reduce facial spasm.

– If facial nerve damage occurs, surgical treatments such as facial nerve
repair, nerve substitution and muscle transposition may be needed if the
condition does not improve or remit, in order to reduce distortion of the
facial features and restore nerve health.

– A surgical procedure called tarsorrhaphy may improve eyelid closure.

– Plastic surgery may be performed to improve permanent facial drooping.

Tips for Managing Bell's Palsy

– Eating a healthy and balanced diet rich in leafy, green vegetables

– Exercising regularly

– Practice facial massage and facial exercises several times a day

– Increase intake of Vitamin B12, B6 and zinc supplements to promote nerve growth

– Manage stress levels by practicing relaxation exercises

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Music and My Beautiful Mind

One of the really cool things about being autistic is that I am incapable of focusing on the lyrics of a song at the same time that I am listening to the accompaniment music. Why is that cool? It's cool because I am not bound to appreciating songs only in languages ​​that I understand or that have lyrics that I like. I can really appreciate music for what it is without filtering what I like and do not like through the lyrics. This often leaves neurotypicals (not autistic) scratching their heads trying to understand how I can be enamored with a song in Korean, a language for which I only have a rudimentary understanding. However, the answer is simple. It would not matter if the lyrics were in English or Spanish. I would not pay paying attention to them either way.

This is a very common autistic trait and it does not just apply to music. While many of us are capable of intenet focus, it tends to be difficult, if not impossible, for us to focus on two or more separate tasks simultaneously. In my case, this affects me in a variety of different ways, the largest probably being eye contact. My ability to make eye contact with a person is very limited. The closest I can get is watching peoples' lips. Think about it. Eye contact is a task that is separate from listening to a person speak. I am completely overwhelmed by trying to do both. On the other hand, watching a person's lips as they are speaking is intricately connected to listening to them. This is easier for me.

Another way in which this affects me is that it is very difficult for me to watch a movie in a theater. The reason why is that people talk during the movie. They move around. They eat and drink. They get up and go to the restroom. All of these things serve as distractions that make it more or less impossible for me to watch the movie. Similarly, no one can talk to me when I am watching the television or reading. I can either listen to you or I can watch or read, but I can not do both.

You might be thinking, “I'm not autistic, but I experience similar difficulties.” Of course you do! Multitasking in my opinion is highly overrated. It has become the default mode when it really should be employed as a last-resort strategy. The difference between autistics and neurotypicals often is in matters of degree rather than distinct hits or behaviors. Let's consider eye contact again. Most neurotypicals from time to time experience difficulty making eye contact with certain people or in certain contexts. The difference between me and you is that I I experience difficulty all of the time and in all situations and contexts. Many neurotypicals are annoyed by the behavior of others in movie theaters but they still are able to watch the movie and at least get something out of it. This same situation is so overwhelming for me that I no longer can even see the screen. The closest analogy that I can use to describe it is that the distractions, no matter how seemingly unconsequential, cause what amounts to a panic attack in me. It is like seeing the picture degrade until it finally is just white noise. I must leave.

Returning to music, my unique listening style has caused me problems with friends and particularly romantic partners. For example, in the early 1990's, I was in a relationship with a controlling and insecure partner who was neurotypical. I had fallen in love with a popular song at the time by the group Zafra Negra called Sufriendo por Ella . In English this translates to Suffering because of her. I was obsessed with this song and listened to it constantly. Well. . . it is easy to see how my partner might feel threatened by this. She viewed it as a passive-aggressive way of telling her that I hated her. I was completely bewildered. I could not understand why she did not like that song. It had a catchy beat and great vocal harmonies. How could anyone not like it? Of course, I had no idea what the lyrics were conveying. I was enamored by the music. When I read the lyrics several years later and long after the relationship had ended, I understood why her reaction had been so strong. But I still like the song to this day!

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ADHD – How NLP Gives Back Control to the Child

More than 4 million American children ages 4 to 17 have been diagnosed with ADHD; more than half diagnosed are being treated with drugs. (Source. NCQA – National Committee for Quality Assurance)

Additionally almost 50% of children with AHDH have been suspended from school at some point.
ADHD is a neurobiological condition and a developmental disorder which results in problems with impulsiveness, attention span and hyperactivity.

It does not have to be that way. Neuro-Linguistic Programming offers amazing tools for children to take charge of their 'brains' and hence their actions. Misunderstood … certainly, drug treatment – not necessarily.

J … had a diagnosis of ADHD, was in Year 5 (aged 10) and had been excluded yet again for the day when I arrived at school. It was lunchtime and he rarely managed an afternoon. I had only read an article on NLP and ADHD at the weekend.

J … was not on my caseload of children at this school, but I needed to wait until lunch was over. I could not believe I had the opportunity to try out this stuff so soon.

I sat with J …, built rapport with him and engaged him in conversation. All the time he was playing with a 'Rubiks cube' and giving me virtually no eye contact. During the conversation he told me he had 'kicked off' in class. I went through the process I'd only read about at that time. I asked him about the images, sounds etc. he experienced in his head when he was 'kicking off.'

He told me they were Dexter cartoons, and that the sound was kind of slurry. We deal with his inner images and his slurry sound until he had one fixed color picture and sound was a normal speed.
He even tried to get back his old images, just to check it out for himself.

As we went through the process and 'chatted' he fiddled less and less with the Rubik's cube until he placed it on the table in front of him. Wow, he thenave me full eye contact and we just talked a normal conversation.

I told the Head teacher about our experience and she totally took it on board. When a 'kicking off' was anticipated she asked him, 'Do you remember the work you did with Mrs. O.? How many pictures do you have now?

He was able to adjust his internal images and calm himself down. With this input and a change of teacher the following year, not only did his exclusion stop – he was able to go on a one-week residential trip with his class.

Some say their brains do not work properly. Maybe no one has shown them how!

Following that I became a NLP Master Practitioner and NLP Life Coach, using my NLP tools extensively with children and adults in and out of school.

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Development Disabilities

This phrase is used for the description of people who have been subjected to a long term disability following injury to the mind, the body or a mixture of both of them before coming of age. Sometimes it is also employed as a phrase for the learning disabilities.

In fact this phrase is commonly employed in the United States; where it is used for reference to people who are impaired in three categories previously theability of independent living, personal care and economic insufficiency. In the West almost two percent of the people are affected with this disability. Whereas the statistics show that this ailment affects a little less than two percent people all around the globe. It is more prevalent among the males in contrast to the females. And as far as the location where this ailment strikes more often are the underprivileged areas where the rate of poverty is quite high.

The main causes that attribute to this ailment differ broadly and can be subcategorized into the social, physical and last but not the least the environmental factors. Amongst the very common causes are the injuries to the brain owed to natural disabilities following the complications during or post birth, problems in development because of nutritional nutrition, natural abnormality, over dose of medication and alcohol during pregnancy and last but not the least child abuse that may have an adverse reaction on his overall mental and physical health.

The education for people being afflicted by this sickness is very necessary along with the pre requisite training that will aid them later in life. Much focus and attention is being paid to the development of prospects for their inclusion in regular schools instead of the special ones, and the expansion in the later times is a testimony to this statement.

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What Are the Symptoms of Cerebral Palsy?

Cerebral palsy falls into three different categories sometimes spastic cerebral palsy, Athetotic palsy and Ataxic cerebral palsy. Cerebral palsy is a disorder that occurs when the part of the cells that makes up the part of the brain in control of muscular movements are damaged or destroyed.
The signs and symptoms of more than a single type of cerebral palsy can be seen in a mixed condition in some children. However, generally the signs and symptoms exhibited by children with cerebral palsy could have been mild to even severe. The symptoms of cerebral palsy however do not get worse as the child grows.

The signs and symptoms of cerebral palsy in children include stiffness in muscles and spasticity when the muscles become completely frozen, a walking gait that is asymmetrical with either one foot or leg, which they tend to drag. They have lack of muscle co ordination when they perform actions. Their muscles could be either too stiff or floppy and they will show signs of excess drooling because they are unable to swallow anything even the saliva. This can be seen especially when they suck something or when they are speaking. Tremors can be seen on their body and they will find it difficult to perform simple actions like buttoning a shirt or pair a pencil or pen to write something. Although some children with cerebral palsy can show signs of mental retardation, others are very bright and intelligent. While some may need assistance to go about their daily lives there are still others who may need special care and the use of a wheel chair.

In infants who are suffering from cerebral palsy the signs are obvious from an early age itself. If parents notice that their infants are not making the millions that infants of the same age group are making then they have to seek medical assistance to diagnoseose if their infant has cerebral palsy. Infants may take more time to roll over or even difficulty I control their heads. They may be very slow when it comes to crawling and standing or even walking. Parents need to watch for these signs in their infants and if they feel that their infant is not making any headway in walking or even crawling by the time it is 18 months old then it is obvious that their infant has cerebral palsy.

Another sign in children with cerebral palsy is seizures and abnormal movements. Seizures occur because of electrical short circuits that take place in the brain. If you happen to see a child who has difficulty in swallowing or even while speaking with their saliva drooling from their mouths then you can be sure that the child has cerebral palsy as drooling is a sign of this disorder. Drooling happens because of the child's difficulty to control and move not only its tongue and mouth but also its throats muscles.

All these above signs and symptoms are sure indications that you child has cerebral palsy. You need to consult your physician immediately.

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Developmental Disabilities

Often vaccines are blamed for autism and there may something to that, although some studies seem to indicate that ultrasounds during pregnancy might also be a real problem. This makes sense as the brain cells are forming in the beginning the slightest problem that could cause them to fail to make the needed connections. How can that happen? Well, because sound echoes inside the womb and heats up the unborn fetus, that would normally be protected against just about everything.

Under-stimulation of the cerebellum and thalamus affects both executive and motor functions. In other words, the cerebellum and thalamus (portions of the brain) are under-stimulated, and this affects the ability to move in a fully coordinated way and to think and process information in optimal ways.

Hints For Working with People with Developmental Disabilities

Tips and Suggestions:

SMILE and be friendly.
Focus on abilities, not disabilities.
Remember a person is a person first with a disability second.
Be positive, have a good attitude and be patient.
Encourage by praising good behavior.

Cognitive Training

Many children with problems are receiving extra help through teaching or have been placed in special education classes, as well as, being placed on medication. Often, these remedies are not producing the permanent results that parents and teachers had expected. Time is enemy for these children who are struggling and discouraged. Each day millions of parents are told their child has a learning disability.

Cognitive Therapy and Training For Children

Children start out in life eager to learn everything. When they start school, they enjoy learning and competitiveness with their classmates. When they realize that they are not able to keep up with their friends, they will try to compensate for their problem. When the problem becomes to much for them to master, they will give up and resort to a change in character. Then, not understanding what to do, parents will sometimes resort to punishment of some type or medicine. This will only enhance the problem.

Self-Injurious Behavior and Learning Disability

One of the reasons that self-harming behavior remains extremely enigma is that when useful studies are done or appropriate theories developed by them, too often, remain within a single domain such as mental health; and their broader application is not investigated. Therefore, a separate bodies of literature that considers the causes of self-harm for a particular group like people with learning difficulties are over due.

These pervasive developmental disabilities impair many areas of development including socialization, cognitive functioning, and physical ability. Autism tends to greatly impair the individual's ability to develop speech, as well as to interact socially (and appropriately).

The state of California spends over $ 200 million per year providing supported living services to developmentally disabled adults. According to California Department of Developmental Services, this number is expected to grow significantly as the population of people diagnosed with mental retardation, epilepsy, and other forms of developmental disorders arises. Of particular concern is a spike in the number of children diagnosed with autism. As these children become adults, they will require supported living services.

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State Some Causes of Cerebral Palsy

Many parents are happiest when they see their child for the first time right after its birth. No other moment is more scared than this. However, while some parents rejoice at the birth of their child other parents are crest fallen and dejected because their newborn child has been diagnosed with cerebral palsy. The question why does only my baby have cerebral palsy is in the minds of these affected parents. There is only one simple answer, which every physician gives to these exotic parents. Your child has brain damage!

Parents will then ask the next question to their doctor and that is “Why does my baby have brain damage in the first place?” Well the simple answer to both these questions would be children could get brain damage due to many causes and reasons. However, the main cause of cerebral palsy would be damage to the brain.

The brain consists of numerous tiny cells, which perform a number of actions. The brain is the smartest computer on earth and no other computer which is man made can compete with this tiny soft tissue of hundreds of cells. The brain is the authority, which gives commands to different parts of the body to perform different actions. When the part of the brain, which is in control of the muscles in the limbs, is damaged then the child develops cerebral palsy. There fore the main cause of cerebral palsy is damage to the brain. Injury to parts of the baby's brain while it is still in the womb, while being delivered, or just after birth can lead to cerebral palsy in the child.

The tissues and cells in the brain of an infant before and after it is born is very delicate. The brain needs oxygen to survive and develop. If it is denied the oxygen, it needs then the cells can die a natural death leading to cerebral palsy in the child. This can happen when the umbilical cord connecting the unborn baby and mother becomes coiled around the baby's neck causing an insufficient supply of oxygen to the brain of the infant. Some babies fail to get the desired volume of oxygen due to their mother's high blood pressure. This also can cause cerebral palsy by damaging certain cells in the brain.

Medical mistakes are also another major cause for cerebral palsy in babies and children. This usually happens during and after birth. Moms to be should also abstain from alcoholic drinks, drugs and any other illegal medicines that can lead to lack of brain development in the unborn child in the womb. These are some of the major causes of cerebral palsy in children. While most parents find it difficult to find out what exactly caused cerebral palsy in their children, researchers are trying their best to determine exact causes too. Researchers have found that birth trauma could have been a major cause of thousands of children suffering from cerebral palsy. This has led to more research so that exact causes of cerebral palsy can be determined.

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How Can Cerebral Palsy Be Prevented?

Cerebral palsy is a disorder that can occur in a child even before the child is born, during birth or after birth. This is a disorder where the part of the brain, which helps control muscles, is damaged. As the saying, 'Prevention is better than cure' goes; there are many preventive measures that pregnant women can take to safe guard their child in the womb. This will ensure that the child is not born with cerebral palsy.

Mothers to be need to have regular prenatal check up with their gynecologist to ensure that their baby is having proper nutrition and has a steady growth. They should avoid consuming alcohol, drugs, and avoid smoking altogether.

Preventive care for children would include safety seat belts in cars and wearing of helmets is made compulsory when riding a bike or skateboard. Any injury to the head can lead to cerebral palsy.
If your child has jaundice at the time of birth then he or she should be treated with phototherapy. In this method of treatment, babies with jaundice are exposed to special blue lights, which help to break down bile pigments. This will ensure that there is no build up of bile pigments, which can cause brain damage resulting in cerebral palsy in your child. In several cases of jaundice, blood transfusions are given.

An expectant mother should have herself vaccinated against German measles or rubella even before she intends to get herself pregnant. Rh incompatibility is another important factor that can lead to cerebral palsy.

The prognosis of this disease is that most people who have been diagnosed with cerebral palsy tend to lead a normal life span; it is only in severe cases of Cerebral palsy that their life span remains reduced. Prognosis shows that as people affected by cerebral palsy age they tend to show and experience several long term effects. Some of these include tightening of muscles, joint pains where they experience loss of flexibility of their joints; back pain becomes severe, severity of spasms, muscle contractures and reduced levels of energy. In presence is a symptom that is associated with cerebral palsy where the child is unable to control their urine and these leads them to wet their beds and even clothes at times. As patients of cerebral palsy beginning to age, this symptom of incontinence also increases and becomes more pronounced in many patients.

Many factors lead to all these problems mentioned above. They are poor posture and wheel chair seating, deformities in the spinal cord, which leads to back pain becoming severe, and weight gain. People with cerebral palsy will find it difficult to walk because of lack of muscle coordination. They are also stricken with severe learning disability because of slow movement of their tongue and throat muscles. It is important that patients suffering from cerebral palsy under regular check ups and physiotherapy and have plenty of exercises. This will help them maintain proper weight and help their joints to be flexible.

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