Retinitis pigmentosa awareness month
February is retinitis pigmentosa awareness month.
Learn more about this potentially disabling condition characterised by night blindness and "tunnel vision”.
What is Retinitis pigmentosa?
Retinitis pigmentosa (RP) is an eye condition characterised
by progressive loss of visual field, diminished dark adaptation (night blindness)
and damage to the retina. In patients with retinitis pigmentosa, peripheral
(side) vision is lost, making moving around safely difficult. Thirty million people
worldwide are afflicted with age-related macular degeneration
and retinitis pigmentosa.
What causes Retinitis pigmentosa?
Retinitis pigmentosa is caused by mutations in genes that are
active in retinal cells. Gene mutations are programmed into cells at the
time of conception. Retinitis pigmentosa is not caused by injury, infection or
exposure to any toxic substance.
What Are the symptoms of Retinitis pigmentosa?
Many people with retinitis pigmentosa disease retain some sight all their lives. Others may go completely blind from Retinitis pigmentosa, in some cases as early as childhood. Patients with Retinitis pigmentosa have trouble adjusting well to dark and dimly-lit environments. They often experience vision loss in their mid-periphery with some vision in their very far periphery.
In some forms of Retinitis pigmentosa, prolonged, unprotected exposure to sunlight may accelerate vision loss.
However, since Retinitis pigmentosa is an inherited disorder and runs in families, the disease is not preventable. Therefore, if someone in a family is diagnosed with retinal degeneration, it is strongly advised that all members of the family contact an eye care professional. There is no known cure at present.
What Are the Symptoms of Retinitis pigmentosa?
Normal visual acuity in early stages, possibly progressing to no light perception
Visual field loss progressing to loss of peripheral vision
Night blindness
Decreased response to magnification
Need for more light
Sunday, February 14, 2010
Saturday, February 13, 2010
Aspergers Syndrome
ASPERGERS SYNDROME
What is Asperger Syndrome?
Asperger syndrome (AS) is a developmental disorder. It is an Autism spectrum disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior.
The most distinguishing symptom of Aspergers Syndrome is a child’s obsessive interest in a single object or topic to the exclusion of any other. Children with Aspergers Syndrome want to know everything about their topic of interest and their conversations with others will be about little else. Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors. Other characteristics of AS include repetitive routines or rituals; peculiarities in speech and language; socially and emotionally inappropriate behavior and the inability to interact successfully with peers; problems with non-verbal communication; and clumsy and uncoordinated motor movements.
Children with AS are isolated because of their poor social skills and narrow interests. They may approach other people, but make normal conversation impossible by inappropriate or eccentric behavior, or by wanting only to talk about their singular interest.
Children with AS usually have a history of developmental delays in motor skills such as pedaling a bike, catching a ball, or climbing outdoor play equipment. They are often awkward and poorly coordinated with a walk that can appear either stilted or bouncy.
An effective treatment program builds on the child’s interests, offers a predictable schedule, teaches tasks as a series of simple steps, actively engages the child’s attention in highly structured activities, and provides regular reinforcement of behavior. It may include social skills training, cognitive behavioral therapy
With effective treatment, children with Aspergers Syndrome can learn to cope with their disabilities, but they may still find social situations and personal relationships challenging. Many adults with AS are able to work successfully in mainstream jobs, although they may continue to need encouragement and moral support to maintain an independent life.
What is Asperger Syndrome?
Asperger syndrome (AS) is a developmental disorder. It is an Autism spectrum disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior.
The most distinguishing symptom of Aspergers Syndrome is a child’s obsessive interest in a single object or topic to the exclusion of any other. Children with Aspergers Syndrome want to know everything about their topic of interest and their conversations with others will be about little else. Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors. Other characteristics of AS include repetitive routines or rituals; peculiarities in speech and language; socially and emotionally inappropriate behavior and the inability to interact successfully with peers; problems with non-verbal communication; and clumsy and uncoordinated motor movements.
Children with AS are isolated because of their poor social skills and narrow interests. They may approach other people, but make normal conversation impossible by inappropriate or eccentric behavior, or by wanting only to talk about their singular interest.
Children with AS usually have a history of developmental delays in motor skills such as pedaling a bike, catching a ball, or climbing outdoor play equipment. They are often awkward and poorly coordinated with a walk that can appear either stilted or bouncy.
An effective treatment program builds on the child’s interests, offers a predictable schedule, teaches tasks as a series of simple steps, actively engages the child’s attention in highly structured activities, and provides regular reinforcement of behavior. It may include social skills training, cognitive behavioral therapy
With effective treatment, children with Aspergers Syndrome can learn to cope with their disabilities, but they may still find social situations and personal relationships challenging. Many adults with AS are able to work successfully in mainstream jobs, although they may continue to need encouragement and moral support to maintain an independent life.
Saturday, January 23, 2010
TO ALL WHO ARE / COULD BE CONCERNED
Did You Know?
- Mental Retardation is different from Menal illness and children with Mental retardation are not mentally ill. Persons with mental retardation are called persons with Intellectual Challenges.
- Down Syndrome condition is caused due to the presence of an extra chromosome in some cells in the body
- Autistic Children are not schirzophinic.
- Cerebral palsy refers to a group of disorders of movement and posture
- ADHD – Children with Attention Deficit Disorder have problems in learning,memory & attention
- Dyslexic children have problems in reading and writing
- Learning-disabled children will have difficulty with the mechanical aspects of writing,and problems with spelling, punctuation, and handwriting
- Mental Retardation is different from Menal illness and children with Mental retardation are not mentally ill. Persons with mental retardation are called persons with Intellectual Challenges.
- Down Syndrome condition is caused due to the presence of an extra chromosome in some cells in the body
- Autistic Children are not schirzophinic.
- Cerebral palsy refers to a group of disorders of movement and posture
- ADHD – Children with Attention Deficit Disorder have problems in learning,memory & attention
- Dyslexic children have problems in reading and writing
- Learning-disabled children will have difficulty with the mechanical aspects of writing,and problems with spelling, punctuation, and handwriting
Autistic Savant
'Autistic savant' means a person with Autism who has a special skill. 'Savant' comes from the French word for 'knowing' and means 'a learned person'. A person with this condition was once known as an 'idiot savant', since 'idiot' was an acceptable word for mental retardation in the late 19th century, when the phenomenon was first medically investigated. Around 10 per cent of people with autism show special or even remarkable skills. For example, a person with autism, who may be intellectually disabled in most ways, could have an exceptional memory for numbers.
A range of savant abilities
Around 10 per cent of people with autism show special or even remarkable skills. The skills range includes:
Splinter skills - the most common type. The person, like an obsessive hobbyist, commits certain things to memory, such as sports trivia.
Talented skills - the person has a more highly developed and specialised skill. For example, they may be artistic and paint beautiful pictures, or have a memory that allows them to work out difficult mathematical calculations in their head.
Prodigious skills - the rarest type. It is thought that there are only about 25 autistic savants in the world who show prodigious skills. These skills could include, for example, the ability to play an entire concerto on the piano after hearing it only once.
Specialised skill
In all cases of savant syndrome, the skill is specific, limited and most often reliant on memory. Generally, savant skills include:
Music - the piano or keyboard is the most popular instrument. For example, the skill may be the ability to play the instrument without being taught.
Art - such as the ability to draw, paint or sculpt to high standards. For example, Richard Wawro is an autistic savant who is also blind, but his crayon drawings command up to $10,000 each.
Mathematics - for example, the ability to work out complicated sums in their head, or to calendar calculate (for example, work out what day it was on 1 June1732).
Language - in rare cases, the person may be unusually gifted in languages.
Other skills - such as knowing the time without seeing a clock, untaught mechanical skills, having an unfailing sense of direction or the ability to commit maps to memory.
The brain's right hemisphere
Autistic savant behaviour is so far unexplained. However, researchers think it might have something to do with the right hemisphere of the brain.
The brain is divided into two hemispheres, left and right, bridged by a thick band of nerve fibres called the corpus callosum. While left hemisphere skills are involved with symbolism and interpretation (such as understanding words and body language), the skills of the right hemisphere are much more concrete and direct (such as memory).
CT and MRI scans of the brains of autistic savants suggest that the right hemisphere is compensating for damage in the left hemisphere. It seems that the right hemisphere of an autistic savant focuses its attention on one of the five senses - for example, if it concentrates on hearing, then the autistic savant may have a special skill in music. Research is ongoing.
Their skills may be reinforced
It is thought that habitual memory centres of the brain take over from higher memory centres, which helps to explain why some autistic savants are like obsessive hobbyists who do the same thing over and over. Apart from habitual memory, other factors that may help an autistic savant to hone their special skill could include:
The ability to focus and concentrate
The desire to practise endlessly
Positive reinforcement by family, friends and caregivers.
A range of savant abilities
Around 10 per cent of people with autism show special or even remarkable skills. The skills range includes:
Splinter skills - the most common type. The person, like an obsessive hobbyist, commits certain things to memory, such as sports trivia.
Talented skills - the person has a more highly developed and specialised skill. For example, they may be artistic and paint beautiful pictures, or have a memory that allows them to work out difficult mathematical calculations in their head.
Prodigious skills - the rarest type. It is thought that there are only about 25 autistic savants in the world who show prodigious skills. These skills could include, for example, the ability to play an entire concerto on the piano after hearing it only once.
Specialised skill
In all cases of savant syndrome, the skill is specific, limited and most often reliant on memory. Generally, savant skills include:
Music - the piano or keyboard is the most popular instrument. For example, the skill may be the ability to play the instrument without being taught.
Art - such as the ability to draw, paint or sculpt to high standards. For example, Richard Wawro is an autistic savant who is also blind, but his crayon drawings command up to $10,000 each.
Mathematics - for example, the ability to work out complicated sums in their head, or to calendar calculate (for example, work out what day it was on 1 June1732).
Language - in rare cases, the person may be unusually gifted in languages.
Other skills - such as knowing the time without seeing a clock, untaught mechanical skills, having an unfailing sense of direction or the ability to commit maps to memory.
The brain's right hemisphere
Autistic savant behaviour is so far unexplained. However, researchers think it might have something to do with the right hemisphere of the brain.
The brain is divided into two hemispheres, left and right, bridged by a thick band of nerve fibres called the corpus callosum. While left hemisphere skills are involved with symbolism and interpretation (such as understanding words and body language), the skills of the right hemisphere are much more concrete and direct (such as memory).
CT and MRI scans of the brains of autistic savants suggest that the right hemisphere is compensating for damage in the left hemisphere. It seems that the right hemisphere of an autistic savant focuses its attention on one of the five senses - for example, if it concentrates on hearing, then the autistic savant may have a special skill in music. Research is ongoing.
Their skills may be reinforced
It is thought that habitual memory centres of the brain take over from higher memory centres, which helps to explain why some autistic savants are like obsessive hobbyists who do the same thing over and over. Apart from habitual memory, other factors that may help an autistic savant to hone their special skill could include:
The ability to focus and concentrate
The desire to practise endlessly
Positive reinforcement by family, friends and caregivers.
Tuesday, January 5, 2010
Thursday, February 5, 2009
National Award
Prabhakar, former student of AIKYA received "National Role Model Award" of Government of India on world Disanility day on December 3, 2008 at Vignan Bhawan, New Delhi.
view the video here
http://gallery.me.com/shyamsubramanyan#100001
view the video here
http://gallery.me.com/shyamsubramanyan#100001
Tuesday, October 28, 2008
CREEDA - SPORTS CLUB FOR CHILDREN WITH SPECIAL NEEDS
CREEDA - Sports Club of AIKYA
AIKYA offers special coaching in extracurricular activities like Indoor and Out door sports
AIKYA offers special coaching in extracurricular activities like Indoor and Out door sports
Sporting Activities include :
Track and Field Events
Football
Handball
Volleyball
Bocci
Cycling
Trekking
Camping
Adventure Sports
For more details call AIKYA at 2461 2668 /9444 960643
Track and Field Events
Football
Handball
Volleyball
Bocci
Cycling
Trekking
Camping
Adventure Sports
For more details call AIKYA at 2461 2668 /9444 960643
------------------------------------------------------------------------
AIKYA is a comprehensive resource center on all matters concerning
children requiring special attention
AIKYA is a comprehensive resource center on all matters concerning
children requiring special attention
Importance of Extra Curricular activities in Schools
Exposure to a wide variety of activities contributes to learning in fun and non-stressful ways. It can give the students a sense of belonging and confidence. This is all the more true with and important to students with learning difficulties. The schools can help these students gain some perspective, and a self-esteem boost, by guiding them toward activities that play to their strengths and offer opportunities for success. The extra activities does not force the student to excel, but let him enjoy many new experiences. Help him set realistic goals and celebrate the small achievements. With each success, the student gains confidence that will spill over into other areas of his life.
Friday, September 5, 2008
Employers - Your kind attention please
“Employers - Your kind attention please –
I shall be an asset to your company. I am your opportunity ”
People with Down's syndrome are capable of learning, forming friendships,gaining employment and leading independent and active lives with differing levels of support.
Many people of working age with Down syndrome are out of work or are not given any opportunity to work
Research has shown that 80% of people with DS of working age want to work and can work.
EMPLOYMENT FOR PEOPLE WITH DOWN SYNDROME
Of a potential workforce of lakhs of people with Down syndrome in our country, hardly any will ever have the chance to prove that they are capable of contributing successfully to their employers or to the nation’s economy. With appropriate training and support, people with Down’s syndrome can and do make a huge contribution at their workplaces. Society must give people with Down's syndrome the same choices and chances as they do to others.
This is an appeal to you to help in making this a reality
SOME ADVANTAGES OF EMPLOYING PEOPLE WITH DOWN SYNDROME
People with Down's syndrome want to work so that they can be independent, earn their own money, learn new skills, meet new people and develop a sense of worth and good self-esteem.
.
In giving a person with Down's syndrome a chance, you will gain keen, reliable, flexible workers who are ready to start at short notice.
People with Down Syndrome bring many benefits to the workplace
- improved staff morale
- good business practice
- reduced staff turnover
- improved staff attendance
- access to an untapped pool of labour
- a positive corporate image, promoting social inclusion and adherence to equal opportunities requirements.
Research has shown that employees with disabilities generally stay in the job for longer than their non-disabled counterparts.
They have a strong commitment to work, as well as good punctuality records and low absentee rates.
Employers recognise that having a workforce that reflects the diversity of the community they serve, makes for good public relations. Having a person with a learning disability in your workforce will enhance your company's image!
What you can do to make it a success
• Look at your procedures to see whether they are difficult for an employee with learning disabilities to comply with.
• Recognise that changes to the job or hours of work, may be required as part of making 'reasonable adjustments'.
• Recognise the 'natural' support provided by work colleagues and nurture this. Provide shadowing or support from a more experienced worker
• Consider whether your methods of communication, and language used, could be made simpler and easier to understand. Speak clearly, avoid jargon, use short words, use short sentences, avoid metaphors. If someone doesn't understand, try asking the question in another way!
• Check that the person has understood and, if necessary, repeat instructions.
• Break the job down into separate tasks.
• Whilst giving information about the job, show the person how to do it!
• Invite the person to perform the task and, if necessary, show again.
• Ability to learn can fluctuate from day to day. Once a task has been learnt, it will be retained but just revisit a task over a period of time to make sure!
• Some people may learn a task but develop their own individual way of accomplishing the task. If it gets the job done, allow the person room for development and creativity!
I shall be an asset to your company. I am your opportunity ”
People with Down's syndrome are capable of learning, forming friendships,gaining employment and leading independent and active lives with differing levels of support.
Many people of working age with Down syndrome are out of work or are not given any opportunity to work
Research has shown that 80% of people with DS of working age want to work and can work.
EMPLOYMENT FOR PEOPLE WITH DOWN SYNDROME
Of a potential workforce of lakhs of people with Down syndrome in our country, hardly any will ever have the chance to prove that they are capable of contributing successfully to their employers or to the nation’s economy. With appropriate training and support, people with Down’s syndrome can and do make a huge contribution at their workplaces. Society must give people with Down's syndrome the same choices and chances as they do to others.
This is an appeal to you to help in making this a reality
SOME ADVANTAGES OF EMPLOYING PEOPLE WITH DOWN SYNDROME
People with Down's syndrome want to work so that they can be independent, earn their own money, learn new skills, meet new people and develop a sense of worth and good self-esteem.
.
In giving a person with Down's syndrome a chance, you will gain keen, reliable, flexible workers who are ready to start at short notice.
People with Down Syndrome bring many benefits to the workplace
- improved staff morale
- good business practice
- reduced staff turnover
- improved staff attendance
- access to an untapped pool of labour
- a positive corporate image, promoting social inclusion and adherence to equal opportunities requirements.
Research has shown that employees with disabilities generally stay in the job for longer than their non-disabled counterparts.
They have a strong commitment to work, as well as good punctuality records and low absentee rates.
Employers recognise that having a workforce that reflects the diversity of the community they serve, makes for good public relations. Having a person with a learning disability in your workforce will enhance your company's image!
What you can do to make it a success
• Look at your procedures to see whether they are difficult for an employee with learning disabilities to comply with.
• Recognise that changes to the job or hours of work, may be required as part of making 'reasonable adjustments'.
• Recognise the 'natural' support provided by work colleagues and nurture this. Provide shadowing or support from a more experienced worker
• Consider whether your methods of communication, and language used, could be made simpler and easier to understand. Speak clearly, avoid jargon, use short words, use short sentences, avoid metaphors. If someone doesn't understand, try asking the question in another way!
• Check that the person has understood and, if necessary, repeat instructions.
• Break the job down into separate tasks.
• Whilst giving information about the job, show the person how to do it!
• Invite the person to perform the task and, if necessary, show again.
• Ability to learn can fluctuate from day to day. Once a task has been learnt, it will be retained but just revisit a task over a period of time to make sure!
• Some people may learn a task but develop their own individual way of accomplishing the task. If it gets the job done, allow the person room for development and creativity!
Parents Association of people with Special needs
About Tamil Nadu state co-ordination Committee of PAIVAAR – NFPA
We have the pleasure in introducing TNSC of Parivaar – the State Federation of the National Federation of Parents’ Associations for Persons with Mental Retardation, Autism, Cerebral Palsy and Multiple Disabilities which is a national level apex body of the parents for persons with these disabilities.PARIVAAR has a membership of more than 160 parents associations spread in 27 States and a Union Territory. Parivaar is a advocacy organization which takes up the issues concerning of persons with these disabilities and represent them to the Central and State authorities.
Parivaar conducts parent awareness programmes leading to formation of parents associations to provide various services to the persons with intellectual and developmental disabilities, conducts seminars, workshops on various subjects, undertakes media publicity, publishes newsletters etc. One of the important programmes is to conduct Roundtable conferences in various states to bring synergy among the professionals, parents and the Government representatives in order to implement various programmes for rehabilitation and well being of persons with disabilities.
Parivaar has very close coordination with the National Institute for Mentally Handicapped [NIMH], Secunderabad and National trust.
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