Let’s look at Inclusive Classrooms…what does that mean?  Dyslexia Dublin CETC © 2013

The definition might suggest many things. Let’s take a look - Including or covering all the services, facilities, or items normally expected or required.

The definition of inclusive education is… ‘Inclusive education is a process whereby the school systems, strategic plans and policies, adapt and change to include teaching strategies for a wider more diverse range of children’.
Equality and diversity that encompasses all and is not rigid, it can move with the times.

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Students are those with a physical disability or specific learning need and would be better placed in main stream education and we could say all students in education would benefit from an inclusive learning environment...
Making an Inclusive Classroom effective  and areas that breed successful integration:

• Allow all Students the opportunity to be active, not passive, learners. Interaction can be aided by skilful teaching… if a nervous student gives part of an answer, help them to expand or maybe add some suggestions and make sure the answer is acknowledged… either verbal recognition or on the whiteboard.

• All students should be encouraged to make choices as often as practical/possible. A good teacher will allow students some time to flounder, as some of the most powerful learning stems from taking risks and learning from mistakes.

• Feedback from parents is as important, as not all students will tell you how they feel about their learning experience.
• Trust is a big one… go slowly as you move towards the inclusive teaching practice and allow students to feel comfortable about the new style of learning. Discipline is still required to hold this together.
•Students with disabilities must be free to learn at their own pace and resource for note taking and readers for exams needs to be in place. Make sure you have a comprehensive course folder (this is so important for supply teachers coming in).
•All students need to taste success… lesson plans and learning objectives need to be very relevant and attainable with targets that are measurable.
Front load courses where possible, as students become jaded towards the end of the terms and academic year.
Facilitator first, Teacher second:
The role needs to reflect an interested partner that is in the room to inspire and encourage learning to take place. This is achieved by structuring lessons that flow freely and are full of interaction between students and facilitator/ teacher, keeping the class manageable and on course and in line with the syllabus by accurate and relevant questioning. Encourage by giving a slightly incomplete answer to a scenario and getting the students to add to or give alternative answers.

Always take into account learning styles that will cover all learners in the group and if not in one lesson, some rotation to stimulate all learners. Use the board freely and take a back seat on occasions and allow students to present their findings… start to use micro groups to research pieces of work and then pull this altogether and give an evaluation of the task. Use brain dumps and let them go for break after they have written on the board or answered a question. This acts as a little treat and stimulates responses from all in the group.

If resources are tight maybe you could get some help from a panel of parents/parents association to make this more achievable.
How would I recognise an Inclusive Classroom?
The room would include lots of visual resources and have an active/positive feel to it. Furniture in micro groups or horse shoe to make the students feel part of the group… lots of large and small group activities built into the lesson plan.
Observation of a range of exercises that will encompass all lesson styles with students actively involved… role play is a great way to stimulate learning.
Interactive whiteboard with suitable software and a teacher that occasionally sits back and lets the students take turns to direct class.
The students are all informed of the session/lesson aims.
Sessions are well planned to keep students engaged… allows the learners at all levels to gain knowledge from the session.
Class rules are a great idea if agreed at the start of the year/term… let them feel part of the decision making process:
1) Acceptable noise level
2) Time keeping
3) Use of toilets and hygiene
4) Tidying classroom and work areas
5) Temperatures (this will vary from child to child) - try to strike a happy medium.
6) Anti-Bullying
7) Mentor for new students
8) Buddy system for someone who misses a lesson
It is important that learning is constantly checked… random sampling of homework should take place on a regular basis… brain dumps (encourage students to answer questions based on lesson content at the end of lesson). The whiteboard can be used for this.
Keep an eye on quality during the early days of transition and don’t give up… It WILL work!

All our articles are for guidance only and professional advice should always be sought.
For a quality and extensive range of resources check out our online shop at www.dyslexiadublin.ie

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Top  Anger Management (part three) - Inside the mind of the angered and angry child
Dyslexia Dublin CETC © 2013

What happens when a meltdown occurs is very important and the key is to reduce its longevity…it can be over in seconds or could take hours, depending on how it’s handled. One method is to try and be neutral in your emotional approach. Unstable reactions to an individual’s behaviour cause the situation to become more volatile. Emotion may give you feelings of being in free fall (lacking control). This will undoubtedly affect and may even frighten your child, this again could lead to a flight or fight situation leading to a point of no return
This may also lead to a permanent belief that your child has the upper hand and may encourage regular conflict as direct connection, albeit strained communication, is made between child and parent/carer.
Save the emotion for times when you want to reinforce positive behaviour, and then pour it on. When dealing with negative behaviour, try to stay unemotional and matter-of-fact. Quite often energy is found and it’s not unlike fuelling a fire. You are far better stifling the conflict by not reacting and you may well find the temper tantrum will simmer far quicker than you being verbally reactive…save that for promoting good behaviour.
Try to be more proactive, and less reactive. The best way to handle bad behaviour (and now I might be guilty of stating the obvious) is not to let the opportunity to arise in the first instance and moreso with children with specific educational needs, as their understanding of good and bad behaviour is far different than that of a fully able child. Looking at bad behaviour and then reflecting on the problems that led up to the event is a very worthwhile opportunity to prevent a repeat occurrence.
I often use a reflective diary during tuition with students/parents who come to me…get them to reflect on their day…good and bad (don’t worry about the information being legible). It’s very important to allow your child to communicate and at the same time allowing him/her to download information and switch off and relax/sleep easier at night.
One other thing you could do is use a colour coded week planner to identify the things your child likes to do and things they don’t like to do…encourage positivity by using their favourite colour for the things they least like to do and their least favourite colour for the things they like to do (reverse psychology)…image with specific educational needs children is everything.
Try keeping a reflective diary yourself and log down all of the immediate activities that led up to the meltdown. This will allow you to plan for the future and at least remove some of the events that lead to your child getting confused, then frustrated and then angry…things can then start to become a lot more fun and reduce stress levels in all quarters and there will a be a far more positive feel/bond between you and your child which will improve their social skills too.
Remember listen to every statement your child makes, as you might be agreeing to something that you will come to regret and promise nothing unless you intend to deliver on your promises. Time is another big thing…allow more time and try not to be late as again this can cause meltdowns.
Try to limit change…painting bedrooms , changing room layouts, etc…even changing the car should be gradual as children with specific educational needs enjoy stability and, believe me, they notice far more than you give them credit for…even seating arrangements whilst eating at home or even dining out are so very important to stop your child from feeling isolated or indeed the opposite... suffocated.
Please remember this information was based on parental experience…teaching and researching the work of others and should only be used as a guide.
I hope you have enjoyed reading these 3 posts on Anger Management and we look forward to posting more items on Specific Learning Needs.
Toby Lee Dyslexia Dublin CETC ©

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 Living with Dyspraxia by  @

Dyslexia Dublin CETC © 2013



We are mature adults and parents who have lived a lot of years…spent quite a few of them comparing ourselves to others and deep down we probably knew we were somewhat different.
How can we begin to explain what it’s like…how it feels…how many have to cope with being dyspraxic? It's a hard condition to explain to people who don't have it, a task many dyspraxics face a lot of the time. There are so many aspects to it which make it very difficult to explain...want to explain or even admit it. You go through a phase of denial and inward beating yourself up (why me?) and then the comes a point where you start to make things happen and the world, in part, stands up and begins to slowly take note of you. That is the time you are happy to stand up in a crowd and feel quite happy to say ‘I am dyspraxic... look at what I have achieved…practice really does make perfect!’.
Dyspraxia causes a variation of disrupted signals to various parts of our brain. In short, it prevents messages to and from the brain being received and transmitted precisely. By and large it affects our intellect…emotions…our physical activities…language…social skills and our sensory processing.
Dyspraxic children can present with variety of problems or a mere few. For example, some have problems with balance and co-coordinating (gross motor skill) and others are very good at sport…they in turn might be poor academically. Dyspraxia is quite different in most every individual, although there is a general list of problems many dyspraxics face every day.
Dressing in the early years can be difficult and take some mastering (boys doing up a shirt is a big thing). It’s so important to start at the very bottom or very top button. Post-It notes can help with building a dressing and hygiene routine.
Short socks are far easier to master and also a small bit of talc on the feet will help them slide on much easier…coloured heels help line up the sock. Trousers start off with Velcro fasteners or track suit bottoms, if allowed, and the same with trainers/shoes. With jumpers, remove the label from the back and sew one in the front, it’s easier to see if the garment is the right way around just by looking at the label when the garment is on.
Coughing (with hand over mouth or using a tissue), nose blowing and licking lips, etc. are all things that children with dyspraxia often forget to do. It’s wise to practice these on a regular basis till they do them naturally. Remind them also about going to the toilet...the reason it’s so often a rush and embarrassing mistakes can happen is they just simply get so engrossed in an activity and forget until it’s almost too late.
Is your child reluctant to clean their teeth? You could try plaque disclosing tablet dye (can be purchased online). The dye simply colours the plaque on your teeth allowing you to easily see areas that need special attention…most children find it fun and cannot believe how stained their teeth are! The special dye is easy to remove with a toothbrush.
Going to the loo can be a task in itself…have baby wipes on hand and encourage their use. Quite often children will wipe briefly after going to the loo and not clean thoroughly…the wipe will speed this process up.
Wiping our mouths whilst eating…make this a positive habit with tissues always available and encourage use at all meals, but don’t keep at them about it in the presence of guests as this tends to embarrass the child, just leave the tissues for them to use themselves. Cut up food initially to reduce the size of meat especially…never buy tough meat as this will be taken out of the mouth after a short period…some dyspraxic children have poor gag reflex.
Let them try as many different foods as possible…it’s all about taste plus texture. Some fruits are a no no…pears are quite stringy as are some peaches…most would dislike the taste and texture of an apple skin but would be quite happy with the apple peeled. Trial and error is the best way.
I would like to point out as always I am not a psychologist but a teacher of specific learning needs for well over twenty years and a parent of children who also has dyspraxia. From my own childhood and being a parent of dyspraxic children (and now grandchildren!), these are some of the things I have seen, tried, used and even invented!.. all to provide practical support to make my child’s life that bit easier when growing up. Maybe some of these you may find of help to you...and any feedback or contributions would be most welcome!
And finally.... praise, praise, tons of praise when they get it right! This is the key, as self-esteem is 9/10’s the key in overcoming obstacles!

This is my story and based on fact...you are welcome to share my experiences above but please mention the origins and author of the post and feel free to comment Toby Lee

Additional information available on our web site www.dublin-cetc.com

Anger Management continued part two gaining an insight into the frustrated mind
By Dyslexia Dublin CETC © 2013

Weak Cognitive Connections: Children with Processing disorders and other specific cognitive impairments ADHD Asperger’s/Autism may not understand events in the same way others do or indeed the way they tend to react to commands and some portrayed moments are quite different to their able peers. We who have an immediate responsibility and indeed onlookers need to determine to gain strong understanding of the child or adults thought process before and during any (melt down) uncomfortable event. Many less able might not even show outward signs of distress and this needs to be closely monitored but may still leave them with an inward feeling of discomfort. Quite often the situation leads the child to believe it is a fight or flight situation…this is the opposite of where we appear to be most of the time (Parasympathetic) certainly in the main with able children/adults …in most cases children do not sense they are moving into the Sympathetic nervous state…we adults always see this first and its often the way we react that can infuse or defuse the situation.
Children and some Adults might mirror your reaction taken from a previous outburst (monkey see monkey do)used in a previous/similar situation…they don’t always understand how they should respond at their own age range and in turn can be colourful and graphical and use swear words they don’t fully understand and they will struggle to understand an Adult reaction and comment on their behaviour (if met with an adult response from a child…don’t react by giving an adult response)?.

Talking through anything needs to be specific, but put over in a very simple way; quite often a graphical approach will be the way forward as it is very often difficult for the child to understand the spoken word (flashcards are good) also emotions cards. We need to filter what images and words are within the auditory or visual reach of our children as most things are taken quite literally. If they witness a plane crash in the paper or on the news they might be reluctant to go on holidays if a plane is part of the travel arrangements.

Students with learning needs might be able to well require a different type of approach/supports to maybe their able siblings; this will largely depend on the individual’s level of maturity. Many students are able to process discipline, while others have specific deficits in this area. Some will take what you say to the letter even if you are only trying to get your point across with some degree of exaggeration.
Be careful when giving traumatic news to children with learning needs and also explain events they might witness (car accident etc.) in away appertain to the child’s age or level of maturity as this might be a degree below their chronological age...

Many children have difficulties with their level of social prowess, and may need far greater instruction anger management…levels of tolerance to movement, noise etc. will vary hugely and good communication is paramount as in all cases of managing anger and tolerance of things that are initially out of the control of the individual concerned. It is so important to take the approach as Rome was not built in a day and all this will take considerably longer…also be careful when looking back to the way you where parented as communications amongst many things has changes so much.

Our posts are for guidance purposes only and professional advice should also be sought .

You can find resources for a range of learning needs at www.dublin-cetc.com

The Why’s and How’s of the IEP and the benefits to individuals in the learning environment by Toby Lee Dyslexia Dublin CETC © 2013

Specific Needs Education is the education of students with special needs in a way that addresses the students' individual differences and needs. This process involves the individually planned scheme of work with an agreed level of help…sometimes intense help… to achieve a learning objective, such as learning the alphabet for example. This will also give an outline of the resources required to achieve an outcome equal or close to their peers (see article on Accommodation for further details).
This will include provision of in class support (SNA) and one to one (resource teacher), requiring extra resource hours.
There are a range of learning needs and not all children in a class would have been through a diagnosis. The school however should be able to identify such students and should offer as much support as they possibly can. Parents must also be informed of this, which is key to helping move their individual child forward.
In most countries, inclusive education is in place; schools and teachers are changing the way in which they teach, to accommodate all students and allowing far more children with specific learning needs to be taught in the mainstream school.
Integration is less likely to cause stigma amongst the students as they are submersed in this modern learning environment. Inclusive education, with adequate resources and qualified knowledgeable staff, can offer almost everything to everyone in regard to education.
Specific learning needs students can be identified early in the learning process…observation of work and participation in group and solo activities can be monitored, along with performance in both testing and homework. These would all help to identify individuals that are struggling to understand the information being presented.
IEP (Individual Education Plan)
A learning programme should be agreed between teachers and this should also involve parents and the support staff within the school. This will vary from country to country and will be unique to the student that has been identified with a learning need. The IEP will set out the support and resources required to help the individual and will also document the resource hours and in-class provision (scribe…reader, etc.) required to help the student cope within the mainstream class.
As schools become more familiar with the range of individual needs, they will resource accordingly. This will require changes in the way they accommodate all within the group and this could be down to gaining physical access to classrooms (old schools) with the use of lifts to upper levels, to the introduction of computers for children who cannot write because of a physical disability. They must also take account of the child’s needs outside of the classroom during break times, to include access to the playground, toilets and eating facilities.
In the case of a child on the Autism Spectrum, it might be necessary to school them in a smaller group or classroom. This can also be the same with children who have SPD if they are tactile or not tactile, they might struggle to concentrate and would need to be positioned accordingly. This would also be the same for children with auditory processing problems and also those who may have visual stress.
Modifying the Lesson to include the IEP.
Students workload can be reduced and be more specific…for instance, handwriting can be in print rather than cursive to help students keep up with lessons that are dictated.
Project work can be assisted by giving the student a text book and also an audio or DVD to watch, such as Michael Morpurgo’s ‘War Horse’, for example.
Reduced homework given on a more consistent basis, with maybe one subject per night instead of several subjects…this also means there is less to forget and fewer books for the student to carry home.
Students should be given access to certain resources during testing, like the use of a calculator or having a bank of words to aid comprehension. Extra time for tests can also be agreed during the construction of the IEP.
ECM (every child matters) is an integral part of every school and classroom, or should be. The Teacher is responsible for ensuring the safety of all children in their care and take appropriate advice/action to maintain the safety of all.
The information is for guidance only and advice should be sought from learning providers.

Resources can be seen at our online shop and more information is available at www.dyslexis-dublin.com

Dyslexia/Dysgraphia and Improving Comprehension - The Why’s and how to spot some of the Signs and improve your fluency by  Dyslexia Dublin CETC © 2013

We all like to listen to a good debate or story…fluent reading is very expressive and can captivate the listener even if they have little knowledge of the subject being read or discussed, some of the great narrators are gifted with their use of accurate, and appropriately paced delivery. Few can read to this high level of fluency. The author has written the book so as to be read in such a way that it takes in all who lifts the cover and continue to do so till the last page, firstly you have to enjoy what you read and also be able to retain much of the information gleened from reading. Reading should be fluid, silk like and expressive, sounds like talk, approaches the speed of normal conversation, and preserves the author’s original thoughts in their narrative. Fluency of reading is not a knee jerk start to gaining good sound comprehension, but it goes a long way in suggesting that children/adults understand what they have been listening too or indeed have read. Fluency and speed reading are an art that like any other has to be learnt. Speed reading becomes a further extension of this and allows those with some knowledge of a given subject to cover more ground whilst still retaining the content of a speech or the written word.
People who suffer with dyslexia and dysgraphia often feel left out or poor relations in this area of literacy…fluency can be improved like anything in life…it just has to be worked at...short term memory is a powerful tool when it comes to reading accuracy and speed, there are many resources available to help improve memory.

Generally speaking, high-fluency readers comprehend better, read faster, and read with greater accuracy than low-fluency readers (National Centre for Education Statistics, 1995). High-fluency readers differ markedly from their low-fluency classmates, and these differences are readily noticeable by the fourth grade. In a nationwide study of reading fluency, the National Centre for Education Statistics (NCES) found that high-fluency fourth graders read with expression and grouped words into meaningful phrases, whereas low-fluency fourth graders ignore sentence structure and read in one- or two-word phrases (1995).
How can you improve:
*Read books around your reading age
*Read books where you have a genuine interest
*Read books that captivate your imagination
*Read short stories to start with
*Make notes as you read through
*Make reflective notes after reading
*Get others to listen to you reading (this will build confidence)
*Tell others about the book and its content (this will gauge how much you have taken in).
We cannot under estimate the knock on effects from having good comprehension not just for reading and speaking but for building a firm base for improving academic ability in all subject areas.
There are many resources available to help improve comprehension and fluency in reading…We stock the Barrington Stoke dyslexia friendly range of books…these books have been taken by some of the great authors and reduced in complexity to allow those with a low reading age to read books with a greater interest and age range.
These books and a whole range of resources are available from our web site at www.dyslexiadublin.ie

Why not try our 2create a story software and bring your own book to life?

Top Tip’ Dysgraphia -The Whys and How’s’ Dysgraphia by  Dyslexia Dublin CETC © 2013

Dysgraphia can affect many people in various ways…it is generally regarded as deficiency in the ability to put pen to paper in terms of the written word. It can b...e a handwriting issue, or a cognitive issue…taking thoughts from the mind and putting them down on paper, and can also be down to agraphia. We all have moments when our mind goes blank whilst writing or in conversation… with dysgraphia and agraphia this is more profound and on-going. One of the problem areas is the using of graphemes (single letter and often silent in writing – as in debt). Although this is thought to be very much of a cousin to dyslexia, it does not actually bear any relation in so far as many with Dysgraphia and Agraphia students have little if any problems with their reading or spelling.
Dysgraphia is, as mentioned, a lack of connection from the information stored in our brain and the lack of moving that information when commanded by the brain to the hand (fine motor)…this can be seen as comorbid (exists with other conditions) as it can be seen in children/adults with poor motor skill, such as DCD…Verbal Dyspraxia…ADD…ADHD.
Agraphia, whilst having the same symptoms as dysgraphia, is often caused by damage to the temporal or parietal lobes and also in the motor cortex, which can be as a result of a stroke or other brain injuries. Although we talked about high intellect earlier, this can co-exist with dyslexia in some cases.
Poor motor skills can result in dysgraphia due in part to immature fine motor skills and poor co-ordination (dexterity)… the most common being weak hand/arm muscles. Poor posture can also add to this, especially in DCD children and adults…they tend to tire very quickly and their writing space becomes very crowded.
Students can often present with poor writing and this is down to spatial and even scoptopic issues (visual stress)…they can view the paper as if its tapered top to bottom and their writing moves away from the margin…or their writing simply gets bigger as they work across the page.
Taking down the written word requires huge concentration and you can often find that writing starts off fairly legible and then quickly deteriorates…it can also become slow and laborious due to poor retention of the information being dictated or from a whiteboard, etc.
It is worth checking to see if your child is writing with the correct hand…I too often find that a left dominant student is writing with the right hand and this was never corrected at the early stage of learning to write.
Very often we put people in boxes (jump to the wrong conclusion) and in doing so miss diagnosing the actual cause of many areas such as dysgraphia. The student does not lack motivation or evade the learning process…it is important for all parents and teachers to observe students in their charge as vigilance will tell a lot. It is important to look out for:
Students who work head down covering their work…this is often through embarrassment (fear of their peers looking at their work and making negative comments).
Crabbing the wrist and fingers whilst writing…could also be a sign of using the wrong hand to write with.
Fingers tiring quickly (hand shaking) when writing even short passages of texts.
Constant correction of work (tipex-ing or rubbing out).
Moving to upper and lower case in the same word.
Letters growing in size or, as mentioned, moving away from the margin (visual stress).
Inability to keep up with teacher or peers dictating (writing speed).
Lack of attention to detail (just want to get it over with).
Constantly looking to the board to re-affirm words (also poor short term memory can cause this).
Faint and illegible writing (can also be due to poor coordination and pressure on the paper).
Poor handwriting (can so often lead people to believe that the student is dyslexic).
Poor Comprehension…unable to build a story from scratch.
Students often complain of feeling tired and will yawn a lot while writing.
How can Dysgraphia be helped:
By introducing gross and fine motor exercises…this will improve posture and also arm, wrist, hand and finger strength and as well as reducing fatigue.
Using whiteboards to practice on and gain correct tip pressure of pen or pencil.
Introducing pen and pencil grips or stubby pens and pencils.
Using a multi-sensory teaching package.
Having a test for visual stress and the possible introduction of filters and coloured writing books.
Students with learning difficulties put far more effort into everything they do even though on the flip side teachers will often disagree…these students are, as previously mentioned, very clever and will in usually excel in subjects other than those that involve writing copious notes.
Dyslexia Dublin.ie carries a huge range of resources to help with Dysgraphia and we ship worldwide.
Please feel free to comment on any of our posts…the information we use in our posts is that of our own opinion and research and occasionally will include the work of others. It is for reading and guidance only and should never be taken literally.
Toby Lee Dyslexia Dublin CETC © 2013

Top Tip Visual Stress  @ Dyslexia Dublin CETC 2013 ©

Visual stress (don’t call me stupid) can cause many people to stop reading due to eye strain and result in possible headaches.
Around two in every ten people can suffer with visu...al stress. Constant use of laptops and computers can irritate sufferers of visual stress and also working for long periods in artificial light and unfiltered UV light can also put a huge strain on the eyes.
What is the main cause of strain and irritation? This occurs when the eyes are working overtime trying to focus, in particular, on written script, be it in hard copy or on a computer screen. Words seem to crash into each other, no apparent gaps between letters.

A VISUAL STRESS QUICK CHECKLIST:
(In the case of schools, keep your eyes open for children in class who...)
- Fatigue....tires quickly when working with text.
- Have problems copying from the whiteboard board.
- Seem to experience increased difficulty reading after an initial period of about 10 minutes.
- Keep moving their head or body position, or moving closer to or further away from the page.
- Read slowly and haltingly.
- Track with their finger.
- Yawn while reading.
If any of these points are noticeable, you can contact us for more details on Visual Stress and what can be of help.
What can be done to help sufferers of visual stress?... early intervention and testing is vital. We at Dyslexia Dublin CETC offer a screening test that will give you a clear indication and results will not only indicate that you might be suffering with visual stress but will suggest filters and other resources that will help to remove the problem, so you can get on with your life.
We also stock intervention products such as: overlays…reading rulers…exercise books…software etc visit our online store dylexiadublin.ie or order a catalogue

The Day you thought your World had Ended (Handling the Diagnosis),  Dyslexia Dublin CETC ©2013

The initial moments of hearing a report or diagnosis or indeed as in my case, my son’s Headmaster our hearts sink…we question why and how…you are told a multitude of reasons why… but none of this helps at this early stage.

We, at this very point, feel alone and with little support

We need to slow it all down, take five and then start to try and make sense of it all…turning to friends is ok for personal support but if they are not in your position they will be of little help.

If anything, they may suffocate you with ideas and good intent.  They will also say that the information given to you was wrong as there is nothing wrong with your child…but you know that is far from the truth.  You have had your suspicions for quite some time and, after all, that’s what drives us to seek advice or diagnosis.  Don’t blame yourself… “You know how to parent!”.  We were told several things about delivery problems, stress in pregnancy, breast feeding… none of this has been proven and certainly in my family line we have siblings and children with all manner of deliveries, some bottle fed and others breast fed and most went through near perfect pregnancies.

Once you have taken stock of the situation it is time to bring things into focus.  Make a reflective diary as far back as you can for your son/daughter or self, make notes of certain things that stand out and vary from children/adults of a similar age.  Talk to your school when you have your list and of course seek professional advice.

Have a plan in your mind but don’t let your plan frustrate you and make sure it’s workable…time is very important for intervention and time is often something we have little of. We found out when my son was five and now he has moved on and is in a much better place (thirteen and in secondary school).

You will find, or are finding, it very tough at times having a specific needs child/adult in the house and yes managing that at times takes you to your limits, but you cope and will continue to cope because love conquers everything, whilst the emotions of the moment cannot always fix the problem.

I have avoided till now the use of the word ‘special needs’ as my preference is ‘specific needs’. People will tag your child with this but that is just the way of the world… don’t take it personally as it is often meant with genuine concern.

Always look at the positives in your child even though he/she has, or is about to be diagnosed with a specific need.  He/she is still your child and a person in their own right.

You will be offered lots of opinions… listen only to the ones that make sense and when you get the diagnosis you will no doubt look at it and deal with it in a different way to me or the next person and that is not a problem.

Try not to overwhelm yourself with information, go at a sensible pace.

Use social network sites, published material (books, magazines) and Google…try and make sure that when you speak to the SEN/SNA…OT… Ed. Psych, that they are happy and aware of the particular needs of your child (especially for dyspraxia). 

If you want to research the diagnoses keep a structure to it.  Knowledge of a subject is a very powerful tool and it will ensure that people in authority will listen to you and not talk down or try to brow beat the way they might with a person that has no background information.   Also, keep emotions out of this if possible, as time with schools or Ed Psych and OT’s is precious.

Make sure you keep a good filing system as it will be invaluable at some point… keep all the information ready to hand, you never know when that all important call may come through. Keep a note of all questions for any professional visits, as not all children with specific learning needs present with the same symptoms.

It is essential that you allow yourself some space… it will allow you to think much clearer and you need to be fresh for the next phase.  You will get down and your network around you will too and that is okay and it is also okay to let others know how you feel when that happens, but try not to let it dictate to the point where you might push those close away.

Let others know how they can help and remember, most offers of help are given with good intent.

Often you need support in other ways and it is important to ask as if you don’t ask how will others know?

Look at modifying the way day-to-day events happen and try and be flexible, but dependable.  One thing all children/adults with specific needs cry out for is the feeling of being safe and in a stable environment.

Look around at your local resource, there could be help at hand (local health clinics etc.).

I cannot stress how important it is to include all of the children in the family unit…this will prevent them from feeling  pushed out and isolated.  Let them take some ownership in planning tasks aimed at helping their sibling.  It’s worth remembering that others feel stress too.

You may indeed be in a second relationship and don’t know how to fit in to the new unit and one that includes a child with learning needs…this might be a first for you.  A good start is to read as much as you can on the learning need and time your opportunity to talk to your new partner about your concerns and indeed, if needs be, fears.

Be careful how you introduce new potential family members and make them fully aware of the learning need…friction is one to avoid as it lasts longer than you may think.

Books on the subject (ie. My Friend Has Dyspraxia) are a great way of sitting down with the family and getting to understand what this means and how to move forward.

The one thing you must learn to do is adjust to the new situation and never make obvious changes where the child with learning needs is concerned, but be there in a supporting role.  From experience, I can say we don’t want to feel different and we have qualities that are greater in certain areas than our peers.  It is very important to refer to this and indeed mention to your child that we all bring different gifts to life’s party.

It is very important for your unit to remain the status quo as it probably was before the diagnosis.  Nothing has changed, with the exception of this paper and it has possibly confirmed what you have always suspected…the positive is that it allows you to structure things and get the help you require. Your family unit must keep as near to normality as possible, as change often brings blame.

If it’s hard for you to get out, invite friends and family over to you…it’s often a good idea to have slightly younger children around as children with learning needs are often slightly below their chronological age in regard to maturity in some, not all, areas.

If you are struggling to handle all the paperwork (eg. DCA, etc.), enrol a friend in this task… two heads are better than one.  It’s okay to enlist others and it will make them feel good… who knows they might even turn up with a packet of your favourite biscuits!

As many of you know I have dyspraxia and I can say I have lived a good life.  There are things I would have changed and that is one of the things that spurs me on to help others in my work.  I hope you have found this article useful and please feel free to comment…as with all my posts this is for guidance only and you should always seek the advice of professionals.

I have attached a podcast of a recent interview I gave on a disability radio show…hope you enjoy….Toby Lee Dyslexia Dublin CETC

1. http://ericisherwood.podomatic.com/entry/2013-02-12T14_57_28-08_00
   

Aspergers and Public Perception By Adam Harris Guest Blogger

I think the public have a terrible habit of stereotyping disability issues as a whole in Ireland but I think this is particularly true for conditions on the autistic spectrum. There is a habit of presuming people with autism are non-verbal, have low Iqs and will never live independently and that those on the Aspergers Syndrome end of the autistic spectrum are genuises, people who change the world and people who are like walking calculators.

 

Those of who know a little bit about autism realise that this is far from the truth – that every case on the autistic spectrum is unique and personal – there are people with autism who live very full lives and equally there are people with Aspergers Syndrome who struggle to even hold down a regular 9-5 job. It is with this view that I am delighted to be guestblogging here today, many people presume those with Aspergers Syndrome are automatically excellent academically however that truth is that around 75% of those diagnosed with the condition will have learning disabilities as well, with clear evidence in place to suggest that a person with either Aspergers Syndrome, ADHD, Dyslexia, Dycalculia or Dyspraxia at an increase chance of having another condition on the spectrum. For example, I myself am a person with Aspergers who also has dyspraxia and strong traits of ADHD.

 

On that basis I think a very important thing we must keep in mind when discussing diagnosis is that when someone has autism or has Aspergers or has a condition like dyslexia that the investigation does not stop there but rather additional investigation is sought to ensure any other condition which may be present in an individual is diagnosed officially also to ensure that the needs of the person concerned can be met. DSM-V, the new manual of mental health conditions, which takes effect in May has put all conditions (including Aspergers Syndrome and ADHD) on the autistic spectrum under one diagnosis type, A.S.D (Autistic Spectrum Disorder), on the very argument that more accurate, recognisable and definitive diagnosis is required – the new diagnosis form will also include 3 “levels” of Autism and allow doctors to attach labels to the diagnosis so for example “Aspergers-Like A.S.D”. There have been major questions raised about the new system but I hope that if it is to be implemented we will see the more robust diagnosis system in operation that is talked about.

 

Too often people with Aspergers Syndrome, ADHD or another condition on the autistic spectrum are in schools and in need of education learning support but not receiving the correct supprot because conditions like dyslexia or dyspraxia have not been identified after the official diagnosis of an autism related condition is in place. This is regretable because so much can be done to help peopel overcome such conditions.

 

On AspergersAdvice.org we are all about discussion and I would be keen to hear you own views on dual-diagnosis and your experiences of where conditions like dyslexia and dyspraxia cross-over. We have a forum for our members to share such experiences and start their own discussions and I really do hope that many of you will consider coming along and checking us out. We are also user-led our agenda is set by those who use the site, as too many disability services are created without the user in mind, and so I would also welcome any articles or issues you guys would like to raise on our site and you can get in touch with us on aspergersadvice.org. While our website is currently “garage-style” we are currently registering as a charity and look forward to unveiling a new look website in the coming months.

 

 Adam Harris is Founder of AspergersAdvice.org, an online information and social hub for those affected by Aspergers Syndrome (the site is currently expanding to cater for the whole autistic spectrum. To find out more about AspergersAdvice.org see:

 

Website: AspergersAdvice.org

                             

Twitter: Twitter.com/AspergersAdvice

 

Facebook: Facebook.com/pages/AspergersAdvice/322092317822597