Disability blog formatting guide

This is a reference guide to the standardized formatting that should be used for all disability blogs to ensure consistency and to ensure that blogs both appear to be written by the same entity and don't appear to be haphazard copy/paste jobs!

Generally speaking, the 'standard' settings to be used unless otherwise specified is Times New Roman, 'Normal' font size, 'Normal' in the heading menu, no bold, italics, or underlines.

Headings

As in the above example, major headings should be in 'Large' font size, 'Heading' from the dropdown menu and both bolded and italicized. Major headings are the same as those listed in Brandon's disability outline table linked below, slightly adapted for the particular disability you're talking about. You can omit headings if absolutely necessary, but any that you choose must be limited to the seven in the table.
http://2013wb.blogspot.ca/2013/05/outline-for-disabilities.html

Note that major headings are the ONLY time you should use any setting in the dropdown menu at the top that isn't 'Normal'! The only thing that menu does is add spacing above and below text, which is beyond annoying if not used sparingly. 

Subheadings

Main sub-headings or important words within a paragraph (such as warning signs in the Blindness blog) should be bolded normal text. Use as many as you want as your discretion.

Sub-sub-headings

If you require a second tier of subheadings, the second tier should be normal italicized text.

• Listed items

If some information in your blog constitutes a list that doesn't have its own built-in pretty formatting from whatever source you got it from, use your own discretion as to whether each item would look better with either underlined items OR in bullet point form.

References

Generally speaking, we are not experts in most forms of disabilities. If you happen to have personal knowledge and/or experience in living with or working with people with a specific disability, then pleasefeel free to add information drawn from your own experiences while trying your best not to inject personal opinions or biases. For all other information, try to use sources whenever possible. If you use a source, they should have a in-text reference directly below the quoted text, on its own seperate paragraph. This reference should be Small font size, italicized, and begin with From:.    

Resources

For the resources section at the end of each blog, each resource should have a title in normal bolded text, then the resource link in normal text on the next line. Put a space between each resource, but ensure that there is no space between the title and link of the same resource.

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Blindness

Blindness General Information 

 Blindness is the condition of lacking visual perception due to physiological or neurological factors. Total blindness is the complete lack of form and visual light perception and is clinically recorded as NLP, an abbreviation for "no light perception."^[1] Blindness is frequently used to describe severe visual impairment with residual vision. Those described as having only light perception have no more sight than the ability to tell light from dark and the general direction of a light source
.
To determine which people may need special assistance because of their visual disabilities, various governmental jurisdictions have formulated more complex definitions referred to as legal blindness. In North America and most of Europe, legal blindness is defined as visual acuity (vision) of 20/200 (6/60) or less in the better eye with best correction possible. This means that a legally blind individual would have to stand 20 feet (6.1 m) from an object to see it—with corrective lenses—with the same degree of clarity as a normally sighted person could from 200 feet (61 m). In many areas, people with average acuity who nonetheless have a visual field of less than 20 degrees (the norm being 180 degrees) are also classified as being legally blind. Approximately ten percent of those deemed legally blind, by any measure, have no vision. The rest have some vision, from light perception alone to relatively good acuity. Low vision is sometimes used to describe visual acuities from 20/70 to 20/200.


By the 10th Revision of the WHO International Statistical Classification of Diseases, Injuries and Causes of Death, low vision is defined as visual acuity of less than 20/60 (6/18), but equal to or better than 20/200 (6/60), or corresponding visual field loss to less than 20 degrees, in the better eye with best possible correction. Blindness is defined as visual acuity of less than 20/400 (6/120), or corresponding visual field loss to less than 10 degrees, in the better eye with best possible correction.


^{From http://en.wikipedia.org/wiki/Blindness}

^{Blindness Warning Signs} 

^{If you notice your child seems to be having trouble seeing things or struggling with his vision, it is advised to bring him to an eye clinic for a test. If your child is old enough, you can ask about the following symptoms, which are possible indicators of vision problems:}
 
Floaters: Two-thirds of the eye is filled with vitreous, a jelly-like substance which begins to contract with age. “Occasional spots, threads or webs ‘floating’ across your field of vision are actually condensed strands of vitreous causing shadows on the retinal surface,” says Branch. A sudden onset of floaters, particularly dark splotches, may signal the start of a retinal tear.
Flashers: Flashing lights, like tiny lightning bolts or strobes, in your peripheral vision indicate the vitreous is tugging on the retina and may cause it to come loose from its normal position.
Shadow Effect: A sense of a shadow, or gray curtain, rising or dropping over your field of vision could be a sign the retina is peeling away from the back of the eye.

^{From: http://checkincalls.wordpress.com/2009/10/30/prevent-blindness-learn-the-warning-signs-of-eye-diseases/}

How can blindness affect my child?

Blindness is a purely physical disability. On its own, it has no effect on a person's emotional or intellectual ability. There are many different adaptation strategies available to allow a child with vision loss to do most or all of the everyday tasks that people with normal vision can do, as well as help them succeed in school, at home, in the playground or at future jobs and careers.

Options for Children with Vision Loss

Each vision loss case is unique. Parents should weight the myriad options against factors such as their child's age and maturity, degree of vision loss, and available resources and support. Also, it is important to remember that management strategies are not mutually exclusive - for instance, a child could find it beneficial to use both a guide dog and white cane.

Guide Dogs
 The benefits of guide dogs are numerous. Moving about in snow, ice, mud and other rough conditions is easier with a dog than a cane. The guide dog can plan a clear route from a distance, which may save time because you don’t have to investigate every pathway with your cane to find the right one. A guide dog can be taught to find many things like, trash cans, open places to sit, a bus stop, a soda machine, pay phone, or anything else you feel is important. Guide dogs cost more, take longer to learn to use, require much more maintenance, are not available 100% of the time and you have to think about social considerations.
You never know when the dog will get sick. Also not every place you go will be a good place to take your guide dog. And we must face up to the fact that we are going to need to make the decision to retire our dog at some point in time. It doesn’t always work out to begin working with the next dog immediately.

White Canes
A long white cane is the tool that most blind people choose. This is probably because it is the most basic, versatile and low maintenance option. Oh and cheap too! White canes require minimal training to get started moving about independently. In an afternoon you can get the basics of arc, walking in step, a light touch and shore-lining.  After a few months you will be getting better at more complex techniques like using the sun, wind, or sound around you to keep yourself oriented. Some potential disadvantages of using a cane vs. a guide dog are: You may only have tactile information available that is within the reach of your cane. Situations that require broad route planning are more difficult, places such as construction sites, large open areas like parks, outdoor festivals, and that sort of thing. Snow, mud and other off-road conditions are more difficult with a cane as compared to a guide dog.

Two possible reasons why blind and visually impaired people use white canes are safety and identification. A cane, used properly, can help you find curbs, stairs, stuff parked in your way, things you want to find and so much more. The visual presence of a cane helps other people realize that you are blind or visually impaired. This can help a lot with getting good directions or avoiding hurt feelings when you don’t wave back at people waving hello to you.

Enviromental management 

There are many, many different adjustments that can be made in environment that a blind person frequents such as their own home or their favorite spots that help them move around and interact with those environments smoothly and safely. Some examples include tactile labeling and organizing, never moving furniture or other objects, and so on. There are many online resources with information and tips on making your home a safe and secure place for a blind child.

Taken from and adapted from http://www.livingblind.com/

Blindness in the Classroom

As with any other child, the most important goal with a blind student is to help them become a competent and independent person. They must receive the same education, information and experiences as any sighted child so that they have the best chance to succeed. The child must know all that is going on in the classroom, and be included on the same level as other students. The following information is a small sampling of strategies and tips that can be used with blind children in the classroom. More exhaustive listings and details can be easily found elsewhere online.

What teachers and education assistants can do:
 

• Keep expectations high.
• Provide the same or equivalent information, experience, and education for the blind child as for the sighted children in the class.
• Build in the expectation, the instruction, and the practice time for independence in all areas-academic, social, and personal.
• The classroom teacher will assume the same responsibility for the education of the blind child as he or she assumes for the education of the sighted children in the room, i.e. speak directl to the child at all times, grade the child's papers, know the child's work, interact with the child daily, discipline the child, and so forth.
• Understand and respect the alternative skills the child will be learning, i.e. the use of Braille, cane, sound, touch, memory, various special tools, and so forth. 

Some specifics for the classroom teacher:
 
After you work with a blind child for even a little while, you will probably find these simple adaptations have become second nature to you. Many classroom teachers report that they enrich the classroom experience for all the children. Here are some specifics:
 

• Be more verbal. Verbal description will help the child interpret what is going on in the classroom.
  --Use names when calling on children.
  --Provide precise verbal description in place of vague statements and/or motions when modeling an action. "Fold the paper lengthwise" instead of "Fold the paper like this."
  --Explain your routine a bit to help the blind child interpret situations which he/she cannot see. "I'm so glad you're all being quiet as I get the snack ready."
  --Verbalize what you write on the board or on overheads; spell out words when appropriate.
  --Add a few words of explanation when the illustrations in a storybook carry the plot (the blind child will not have access to the picture).
  --When referring to objects, think about attributes other than color, such as shape, weight, texture, size, and location.
  --Use normal language such as "look" and "see." 
• Help the child learn the workings of the classroom. Blind children in the early grades, like all children, have much to learn about classroom routine. You may need to teach the child:
  --to focus on the teacher;
  --to respond quickly to instructions;
  --how to respond (raising the hand, answering aloud, answering in unison, etc.);
  --when and where to move in the classroom;
  --how to determine what others in the room are doing; and
  --to work at an appropriate pace (please see the section on pace at the end of this list). 
• Organize the child's desk area and materials storage area for maximum independence.
•  Adapt materials or parts of the lesson when necessary. 
• Provide hands-on opportunities. These will make experiences more meaningful for the blind child.
• Model movements for songs, fingerplays, etc. that you want the whole class to learn by moving the blind child through the motions. Sighted children get the benefit of watching and the blind child can learn by experiencing his/her own movement. 
• Offer information instead of help. Instead of getting an object for the child, for example, give the child a chance to find it by describing its size, shape, and location. Then give the child enough time to explore and correct mistakes before you give more prompts.
• Understand and respect the skills of blindness. Learn the general sequence of the skills, provide opportunities in the class for the child to practice, and offer appropriate support as the child is working toward mastery.
  --Braille reading and writing is the equivalent of print reading and writing.
  --Information can be reliably perceived through the sense of touch.
  --The blind child should be moving about more and more independently as time goes on using orientation and mobility skills.
  --The child will learn to use sound, memory, mental mapping, and various special tools and will learn to ask for information when needed.

 From: https://nfb.org/images/nfb/publications/fr/fr15/issue3/f150302.html

 

Resources 

Living Blind Blog
http://www.livingblind.com

Blind Children's Resource Center
www.blindchildren.org  

National Federation of the Blind
www.nfb.org
  
 

 

 

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Depressive and manic disorders

General Information - Depressive and Manic Disorders

Disorders that fall under this general classification manifest in sufferers as some combination of periods of depressive and/or manic moods.

Depression is a state of low mood and aversion to activity that can affect a person's thoughts, behavior, feelings and sense of well-being. Depressed people may feel sad, anxious, empty, hopeless, worried, helpless, worthless, guilty, irritable, hurt, or restless. They may lose interest in activities that once were pleasurable, experience loss of appetite or overeating, have problems concentrating, remembering details, or making decisions, and may contemplate or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains, or digestive problems that are resistant to treatment may also be present.

From https://en.wikipedia.org/wiki/Depression_(mood)

Mania is a state of abnormally elevated or irritable mood, arousal, and/or energy levels. In a sense, it is the opposite of depression.Mania varies in intensity, from mild mania (hypomania) to full-blown mania with psychotic features, including hallucinations, delusion of grandeur, suspiciousness, catatonic behaviour, aggression, and a preoccupation with thoughts and schemes that may lead to self-neglect.Manic persons often can be mistaken for being on drugs or other mind-altering substances.

From https://en.wikipedia.org/wiki/Mania

Major depressive disorder is characterized by episodes of all-encompassing low mood accompanied by low self-esteem and loss of interest or pleasure in normally enjoyable activities.Major depressive disorder is a disabling condition that adversely affects a person's family, work or school life, sleeping and eating habits, and general health.

From https://en.wikipedia.org/wiki/Major_depressive_disorder

Bipolar disorder is any of a number of disorder subtypes that present as episodes of mania, often but not always alternating with depressive episodes.
- Bipolar I: One or more manic episodes.
- Bipolar II: No manic episodes, but one or more hypomanic episodes and at least one major depressive episode.
- Cyclothymia - Similar to Bipolar II, but the depressive episodes do not meet the criteria for major depression.
- Bipolar NOS - Any other presentation of bipolar disorder that does not fit within another existing subtype

Dysthymia - Similar to major depressive disorder, with less severe but longer lasting depressive episodes and persisting for at least two years.

Warning Signs that your child may have a depressive and/or manic disorder:

Depression and mania have very different presentations. If your child exhibits symptoms of either depression or mania or both, it might be prudent to get a more indepth examination done. Any exact diagnosis of a possible manic/depressive disorder should be made by a qualified psychologist or psychiatrist. People with this type of disorder may suffer from one or any of the following at different times - depression, mania, hypomania or mixed episodes. 


Signs of depression:

• Feeling hopeless, sad, or empty.
• Irritability
• Inability to experience pleasure
• Fatigue or loss of energy
• Physical and mental sluggishness
• Appetite or weight changes
• Sleep problems
• Concentration and memory problems
• Feelings of worthlessness or guilt
• Thoughts of death or suicide

Signs of mania:

• Feeling unusually “high” and optimistic OR extremely irritable
• Unrealistic, grandiose beliefs about one’s abilities or powers
• Sleeping very little, but feeling extremely energetic
• Talking so rapidly that others can’t keep up
• Racing thoughts; jumping quickly from one idea to the next
• Highly distractible, unable to concentrate
• Impaired judgment and impulsiveness
• Acting recklessly without thinking about the consequences
• Delusions and hallucinations (in severe cases)

Signs of hypomania:

 Hypomania is a less severe form of mania. People in a hypomanic state feel euphoric, energetic, and productive, but they are able to carry on with their day-to-day lives and they never lose touch with reality. To others, it may seem as if people with hypomania are merely in an unusually good mood. However, hypomania can result in bad decisions that harm relationships, careers, and reputations. In addition, hypomania often escalates to full-blown mania or is followed by a major depressive episode.


 Signs of a mixed episode:

A mixed episode of bipolar disorder features symptoms of both mania or hypomania and depression. Common signs of a mixed episode include depression combined with agitation, irritability, anxiety, insomnia, distractibility, and racing thoughts. This combination of high energy and low mood makes for a particularly high risk of suicide. 
 
From http://www.helpguide.org/mental/bipolar_disorder_symptoms_treatment.htm
©Helpguide.org. All rights reserved. Helpguide.org is an ad-free non-profit resource for supporting better mental health and lifestyle choices for adults and children.’

How can Depression or Mania disorders affect my child?

Each individual's experience is different. Some people may have ongoing chronic moods that affect their everyday lives, but do not prevent them from taking care of themselves. Others may have long periods free of symptoms, then suddenly suffer severe episodes that leave them unable to take care of themselves, attend school, socialize, and so on.

Options for Children with Depression or Mania Disorders

There are as many ways to treat depression and mania as there are sufferers of such episodes. A qualified medical professional can offer options tailored to each individual case. Psychotherapy is one common treatment, where the child works with a psychologist to manage his issues. Medication is also another common option, especially where the child has more severe episodes. Some examples of less commonly used treatments are biological therapies such as electroconvulsive therapy or deep brain simulation, acupuncture, or lifestyle and diet changes. Not all treatments will be effective for all cases.

Depression and Mania in the Classroom

Depression in the Classroom



Mania in the Classroom



Depression/Mania Resources

Canadian Mental Health Association
http://www.cmha.ca/mental-health/understanding-mental-illness/bipolar-disorder/  

Depression Hurts
http://www.depressionhurts.ca/en/ 

Students FIRST Project  
http://studentsfirstproject.org/

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Generalized Anxiety Disorder

Generalized Anxiety Disorder General Information

Feeling slightly stressed, anxious, or worried every so often is normal for everyone but when it starts to consume your life, it becomes a major issue. Generalized Anxiety Disorder (GAD) is a condition where a person will worry excessively about various aspects of their everyday life and the worrying is distorted or exaggerated compared to the actual circumstances.

The clinical diagnosis of GAD requires that worrying and anxiety persists for 6 months or more. The anxiety must stem from at least 2 life circumstances and also must be debilitating to the extent that it affects the everyday life.

It is important to note that people with GAD may worry about the same aspects that others typically worry about. It is the large extent, length of time, and effect on their lives that classifies it as a disability. Simple comments that may seem trivial to others can become a debilitating source of worry for someone with GAD. The source of worrying may shift from one thing to another over time as well. GAD may be hard to identify for both individuals themselves and family members since the onset is gradual.

GAD is the most common anxiety disorder and has a lifetime prevalence of 5% in the Canadian population (as reported by the Statistics Canada, 2012). Women are more likely to have GAD than men and it typically begins during childhood and adolescences. However, late onset is not uncommon.

From http://www.anxietycanada.ca/english/GAD.php, http://www.statcan.gc.ca/pub/82-619-m/2012004/sections/sectionb-eng.htm#a4 and http://www.helpguide.org/mental/generalized_anxiety_disorder.htm 

Risk Factors

Though the exact cause of GAD is unknown, there are certain risk factors that increase the chances of developing it:

Environmental

·         Constant stressful life situations and serious illness

·         Parental interaction during infancy and early childhood where parents neglect the child’s desire to establish intimacy or the parent is inconsistent on showing affection

Behavioural

·         Personality types that are naturally more insecure or anxious

Genetic

·         Inherited traits that cause the chemicals in the brain to be disrupted

*It is important to always keep in mind that genetic predisposition does not always result in developing GAD. There must always be some interaction with the environment that allows GAD to develop. For example, if someone is inherently more likely to develop GAD but they live in an environment where they are exposed to very little stress, they may not develop GAD.

From http://www.anxietycanada.ca/english/pdf/GADEn.pdf

Warning signs and symptoms that a child may have Generalized Anxiety Disorder

·         Focusing a lot of time on “what ifs” and constantly worrying

·         It has been a long time since they can remember feeling relaxed

·         Feeling controlled by anxiety

·         Difficulty concentrating

·         Feeling overwhelmed

·         Physically feeling tense, fatigued, sweating, or stomach discomfort

·         Sleeplessness caused by constantly thinking about one or more life aspects

·         May have fits of anger because they feel a lack of control

From http://www.helpguide.org/mental/generalized_anxiety_disorder.htm and http://www.statcan.gc.ca/pub/82-619-m/2012004/sections/sectionb-eng.htm#a4 

Distinguishing normal worries from Generalized Anxiety Disorder

Separating what is normal worrying versus GAD is sometimes a difficult task. Though the DSM-IV (a manual for diagnosing mental disorders) does have a specific criteria as stated in the clinical diagnosis paragraph, it may be hard to identify if you are starting to develop GAD, have another anxiety disorder, or there is some other temporary cause of worries (this ambiguity may ironically make you more worried). Here is a simple chart from helpguide.org that is an excellent resource for early identification:

"Normal" Worry vs. Generalized Anxiety Disorder (GAD)
“Normal” Worry:	Generalized Anxiety Disorder:
Your worrying doesn’t get in the way of your daily activities and responsibilities.	Your worrying significantly disrupts your job, activities, or social life.
You’re able to control your worrying.	Your worrying is uncontrollable.
Your worries, while unpleasant, don’t cause significant distress.	Your worries are extremely upsetting and stressful.
Your worries are limited to a specific, small number of realistic concerns.	You worry about all sorts of things, and tend to expect the worst.
Your bouts of worrying last for only a short time period.	You’ve been worrying almost every day for at least six months.

From http://www.helpguide.org/mental/generalized_anxiety_disorder.htm http://www.anxietycanada.ca/english/GAD.php and

http://www.anxietycanada.ca/english/pdf/GADEn.pdf

Generalized Anxiety Disorder in the Classroom

Experiencing a few stressful periods are common for children/adolescence such as during finals or balancing schoolwork and a new extracurricular activity. However, prevalent stress that begins to affect a child’s daily life is a problem and needs to be addressed. GAD can cause a child to perform poorly in school because they begin to avoid tasks they perceive as too difficult. They may not develop good social relationships with peers because they are too occupied with worrying what others may think about them (and other general worries as well). This can cause other students to actually perceive them as disinterested in friendship especially if they seem constantly nervous when others try to interact with them.

The best way for teachers to help is prevention. For adolescences such as grade 7 and above, teachers can begin introducing what anxiety is. This introduction can address the fact that a huge amount of anxiety is not normal and students should talk to a counsellor, family member, or the teacher if experiencing excessive anxiety. Having special guests talk about their experiences in a presentation may also be an alternative. For students of all ages, it is beneficial to introduce strategies to cope with anxiety and stress. Keep in mind the age of the children: tips such as using a stress ball may be useful for middle school students but would not apply to elementary kids. “Take a deep breath when feeling overwhelmed” would be more appropriate for these younger children.

From http://www.anxietycanada.ca/english/youth/

Dealing with GAD

The first step to dealing with GAD is to talk to a family physician, psychologist, or psychiatrist. GAD is a condition that requires professional help. If someone is unsure if they have GAD, primary care physicians can help refer them to the appropriate resources. Students that experience any type of anxiety may visit their 

counselor or university services such as the Peer Support Centre at the University of Alberta.

The most common treatment for GAD is Cognitive Behavior Therapy (CBT). A therapist using CBT combines methods to help a person identify and correct distorted thoughts such as excessive worrying and also focuses on changing the behavior of a patient. Changing how someone with GAD behaves in certain situations help them learn to cope with anxiety inducing aspects of their lives.

Medicine may be prescribed to reduce the symptoms associated with GAD. An antidepressant is one such example. CBT and medicine are typically not used together but may be combined when a physician sees it as suitable.

Lastly, there are ways to reduce anxiety yourself! These methods should not replace the instructions of a physician or therapist but are helpful whether someone has an anxiety disorder or not:

Muscle relaxation involves intentionally focusing on relaxing the muscles. Most commonly, the focus starts with relaxing the muscles from the feet all the way to the head. This relaxation of the body allows the mind to relax with it.

Deep breathing and focusing on the breath helps because when someone is anxious, they begin to hyperventilate. The short breaths cause the person to feel uncomfortable

Talking with family members and friends helps get the worries out and that is often enough to relieve some stress. Family and friends may also provide advice and support.

From http://www.anxietycanada.ca/english/treatment.php and http://www.helpguide.org/mental/anxiety_therapy.htm

Resources

Anxiety Disorders Association of Canada

http://www.anxietycanada.ca/english/index.php

Statistics Canada

http://www.statcan.gc.ca/pub/82-619-m/2012004/sections/sectionb-eng.htm#a4

Helpguide.org

http://www.helpguide.org/mental/generalized_anxiety_disorder.htm

©Helpguide.org. All rights reserved. Helpguide.org is an ad-free non-profit resource for supporting better mental health and lifestyle choices for adults and children.

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Asperger Syndrome

Asperger Syndrome: General Information

Asperger syndrome (AS) is an autism spectrum disorder (ASD) characterized by difficulties in social interactions and repetitive patterns of behaviors and interests. It is different from other autism spectrum disorders due to its relative preservation of linguistic and cognitive development. The cause is unknown. Patients with Asperger Syndrome improve as they grow whereas social and communication difficulties persist. 

From: http://en.wikipedia.org/wiki/Asperger_syndrome

Diagnosis (Danielle Angel)

Sign	Explanation
Failure to develop friendships	-  Difficulties in making friends -  Lack of social skills -  Difficulties in talking to others or participating in group work
Selective mutism	-   Speak only with people they know -   Inability to speak to strangers
Inability to empathize	-  Inability to “put yourself in their shoes” -  Difficulties comprehending the emotions of others -  Although able to learn correct social responses, child is unable to understand the reasons behind the responses
Inability to make/forcing eye contact	- Difficulties in making or holding eye contact with people
Being “active but odd”	-  Formation of only a few close relationships  OR -  Many acquaintances but no deep friendships
Narrowed interest	-  Poor performance in school (with the possible exception of one specific subject) -  Obsessed with certain and specific interests such as playing video games, drawing, etc.
Sticking to routine	-  Follow a very specific routine -  Great distress and anxiety when forced to deviate from schedule
Literal interpretation	-  Literal interpretation of others’ statements -  Do not understand sarcasm but do understand humour -  Require frequent explanations during normal conversation
Excellent pattern recognition	-  Possess an amazing ability to recognize patterns -  Often display outstanding achievement in classes that require pattern recognition such as math or art
Poor motor skills	-  Poor handwriting due to poor hand-eye coordination -  Difficulties with gross motor skills i.e. walking

From: http://www.activebeat.com/your-health/10-symptoms-of-aspergers-syndrome/

Warning Signs

Communication	Social	Behavioral
-   Loss of any language or social skills at any age -  No response when name is called -  Doesn’t show any gestures (such as hand waving) by 12 months -  Doesn’t speak in sentences of more than one word by 24 months -  Selective mutism (inability to talk to strangers) -  Poor handwriting due to poor fine motor skills	-  Avoids or ignores peers -  Doesn’t point to things that interest him/her -  Rarely smiles in public -  Doesn’t try to obtain parents’ attention -  Prefers to look at objects over peoples’ faces -  Interprets statements literally -  Requires frequent explanations during normal conversation -  Inability to empathize - “put oneself in another’s shoes” -  Difficulty making or holding eye contact -  Does not understand sarcasm	-  Doesn’t show interest in toys -  Playing with toys in unusual ways such as spinning/opening or using parts of a toy instead of using the toy as a whole -  Odd and repetitive movement with fingers or hands -  Unusual interest in certain objects such as light switches, doors, fans and wheels -  Displays outstanding achievement in fields requiring pattern recognition such as math or art -  Obsessive interest in specific hobbies such as video games or drawing -  Displays distress when forced to deviate from established routine

From: http://www.myaspergerschild.com/2010/10/warning-signs-of-aspergers.html

How Can Asperger Syndrome Affect a Child?

• Difficulties in problem solving and staying focused make it hard for them to get good marks in school
• Impaired language skill makes it hard for them to sustain conversations, contribute in the classroom, or communicate their needs or wants
• Immature behavior alienates them from their peer group
• Social difficulties can result in bullying
• Insistence on routine can cause difficulties when change inevitably happens

From: http://www.ask.com/answers/14476731/what-are-the-effects-of-asperger-s-syndrome

 

Options For a Child with Asperger Syndrome

• Develop routine for them in their lives. This is the only way the patients can have control over events. (Autism Initiatives)
• Provide key information during any conversation since people with Asperger Syndrome are unable to sift through the important and unimportant information. (Autism Initiatives)
• As people with Asperger syndrome perform any tasks, working with them and providing guidance and advises will increase their possibility of success.
• Keep in mind that people with Asperger syndrome may possess poor motor/ organizational skills and clumsiness. Therefore, show understanding for their performance as they engage in activities that require gross motor and social skills, such as playing football. 

From: http://www.autisminitiatives.org/about-autism/what-is-asperger-syndrome/how-to-help-a-person-with-asperger-syndrome.aspx

Asperger's in the Classroom

In the classroom, there are several ways to help children with Asperger Syndrome learn effectively.  First of all, pay attention to how your students with Asperger Syndrome respond to sensory inputs like high pitched noise and bright lights. Avoid the appearance of these sensory inputs in classroom since they distract the children and create anxiety. Second, use a lot of visual presentations since the students remember concepts better when they are presented visually to them. Third, students with Asperger Syndrome tend to focus on a single subject. Helping them shine in their area of interest will lead to amazing performances. Fourth; teachers should teach and let students with Asperger Syndrome learn how to calm themselves down. A couple method to reduce anxiety are asking for a break in the middle of classes. And writing what causes frustration. (Jerry  web) Fifth, teachers should provide home work, that take no more than 30 minute to the students. Anything that takes longer will make them frustrated and angry. They then will perceive homework as invasion their home turf. Lastly,  you should be flexible and supportive to them. Celebrate their success with them as they succeed in making friendship, when they participate approximately in collective groups and so on. Remember, people with Asperger Syndrome are just as normal as other people. Learn to respect and appreciate the special population (Jerry Web)

From: http://specialed.about.com/od/autismandaspergers/a/Aspergers-Syndrome-In-The-General-Education-Classroom.htm

Resources

Parenting Aspergers Children Facebook Support Group 

https://www.facebook.com/pages/Parenting-Aspergers-Children-Support-Group/101589699900722

Aspergers Teen Chatroom 

http://www.aspergersteenchat.com

Parenting Aspergers Children and Teens: Instructional Videos 

http://myaspergerschild.com/2010/08/aspergers-videos.html

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