Unit 05 Learner Exceptional Children Strategies

Children with disabilities

Are those who have a long-term physical, mental, intellectual, or sensory impairment that limits their
ability to participate in society. Some examples of disabilities include:

 Autism Spectrum Disorder (ASD): A cognitive and developmental disorder that can affect a
person's communication, behavior, and cognition.

 Learning disabilities: A disorder that affects one or more of the psychological processes
involved in using or understanding language.

 Sensory impairments: These include hearing loss, visual impairment, or deaf-blindness.

Children with disabilities may need focused remedial services based on a specific rehabilitation plan. A
team of individuals, including the child's parents, determines eligibility for special education and related
services on an individual basis.

Fifteen per cent of the world’s population – at least one billion people – have some form of disability,
whether present at birth or acquired later in life. Nearly 240 million of them are children.

The Convention on the Rights of Persons with Disabilities defines living with a disability as having a long-
term physical, mental, intellectual or sensory impairment that – in interaction with the environment –
hinders one’s participation in society on an equal basis with others.

Children and adolescents with disabilities are a highly diverse group with wide-ranging life experiences.
They live in every community, and are born with or acquire distinct impairments that, in relation to their
surroundings, lead to functional difficulties – like seeing, walking, communicating, caring for oneself or
making friends.

But the extent to which children with disabilities are able to function, participate in society and lead
fulfilling lives depends on the extent to which they are accommodated and included. No matter their
story, every child has every right to thrive.

Type Of Disability
A Wide range
As defined by the Americans with Disabilities Act, a disability is physical or mental impairment that
substantially limits one or more major life activities. The students we work with have a wide variety of
disabilities, including, but not limited to:

 Autism
An umbrella term that includes autistic disorder, Asperger's syndrome, and atypical autism. It affects
how the brain takes in and stores information.

 Intellectual disability
A lifelong condition that affects a person's intellectual skills and behavior. It can include difficulties with
reasoning, problem solving, planning, abstract thinking, academic learning, judgment, and learning from
experience

 ADHD
A neurobiological, genetic disorder that is characterized by difficulty sustaining focus and attention,
hyperactivity, and/or difficulty controlling behavior

 Cerebral palsy
A group of neurological disorders that appear in infancy or early childhood and permanently affect body
movement and muscle coordination

 Speech disorder
A communication disorder that can include stuttering, impaired articulation, language impairment, or a
voice impairment

 Dyslexia
A learning disability that makes it difficult to read words accurately and with ease, and may make it
difficult to spell or understand sentences

 Hearing
A hearing impairment describes an impaired ability to hear and/or discriminate sounds. There may be a
decreased ability to hear, no ability to hear at all, or a student may struggle with processing sounds, i.e.
(central) auditory processing disorder. Hearing impairments can occur in different areas of the hearing
pathway and may be genetic or caused by non-genetic factors.

 Learning Disability
The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability to mean “a
disorder in 1 or more of the basic psychological processes involved in understanding or using language,
spoken or written…” which may manifest “…in the imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations.” Associated diagnoses include: Reading Disorder, Mathematics
Disorder, Disorder of Written Expression, and Learning Disorder Not Otherwise Specified. While the term
“learning disability” is not expressly defined in the Americans with Disabilities Act, courts have referred
to the IDEA definition in cases involving the ADA. Additionally, the ADA expressly lists “learning” as a
major life activity.

 Medical
A condition that is medical in nature and currently impacts at least one major life activity, including
learning. Often the impact of a medical disability is unpredictable and can change depending upon
external stressors. Treatments for medical conditions are often more disabling than the condition itself.

These conditions include but are not limited to:

  Allergies

 Asthma

 Cancer

 Crohn’s Disease

 Cystic Fibrosis

 Epilepsy

 Fibromyalgia

 Irritable Bowel Syndrome

 Lupus

 Migraine Headaches

 Multiple Sclerosis

 Rheumatoid Arthritis

 Sickle Cell Anemia

 Ulcerative Colitis

 Physical/Mobility
A mobility impairment is a broad category that includes any condition that makes it difficult for the
student to move about and use upper and/or lower limbs.

 Psychological
Mental or behavioral patterns that may cause significant impairment or distress in several aspects of a
student’s life, such as school, relationships, career, etc. These conditions include but are not limited to:

 Anxiety

 Depression

 Bipolar Disorder

 Schizophrenia

 PTSD

 Traumatic Brain Injury (TBI)

A traumatic brain injury is an acquired injury to the brain. Brain injuries are complex, the effects of which
are often unique and can change over time. Resulting damage may occur in any category of brain
function – cognitive, physical, sensory, even psychosocial abilities.
  Visual
A visual impairment describes vision loss, resulting in either impaired vision or a complete lack of sight.
Visual impairments may be categorized as partially-sighted, low vision, legally blind or completely blind.

Types Of Psychological Disorders:

There are many types of psychological disease list is below;

 Depression: A mood disorder characterized by persistent feelings of sadness and loss of

interest.
 Eating Disorder: A mental health condition involving unhealthy eating habits that affect
physical and mental health.
 Separation Anxiety Disorder: Excessive fear or anxiety about being apart from attachment
figures.
 PTSD: A mental health condition triggered by experiencing or witnessing a traumatic event.
 OCD: A disorder involving recurring, unwanted thoughts (obsessions) and repetitive behaviors
(compulsions).
 Personality Disorders: Enduring patterns of behavior and inner experience that deviate from
societal norms.
 Schizophrenia: A severe mental disorder affecting thoughts, feelings, and behaviors, often
with hallucinations and delusions.
 Bipolar Disorder: A mood disorder marked by extreme emotional highs (mania) and lows
(depression).
 Substance Use Disorder: Dependence on or addiction to drugs or alcohol that impairs daily
functioning.
 Dissociative Identity Disorder: A disorder characterized by the presence of two or more
distinct personality states.
 Panic Disorder: Recurrent, unexpected panic attacks accompanied by intense fear and
physical symptoms.
 Psychotic Disorders: Mental disorders involving distorted reality perceptions, such as
hallucinations or delusions.
 Generalized Anxiety Disorder: Persistent and excessive worry about various aspects of
daily life.
 Impulse-Control Disorder: Difficulty resisting urges or impulses that may harm oneself or
others.
 Borderline Personality Disorder: A disorder marked by unstable moods, behavior, and
relationships.
 Factitious Disorder: A condition where a person fakes or induces illness for attention or care.
 Mood Disorders: Disorders involving disturbances in mood, such as depression or bipolar
disorder.
 Specific Phobia: An intense, irrational fear of a particular object, situation, or activity.
  Social Anxiety Disorder: Extreme fear or anxiety in social situations due to fear of judgment.
 Anorexia: An eating disorder marked by severe restriction of food intake and intense fear of
gaining weight.
 Antisocial Personality Disorder: A pattern of disregard for and violation of the rights of
others.
 Narcissistic Personality Disorder: A disorder characterized by an inflated sense of self-
importance and need for admiration.
 Neurodevelopmental Disorder: Conditions affecting brain development, such as ADHD or
autism spectrum disorder.
 Paranoia: Excessive and irrational mistrust or suspicion of others.

Learning disability:
Learning disabilities are a group of neurodevelopmental disorders that can significantly hamper a
person’s ability to learn new things. As a result, the person may have trouble with tasks such as speaking,
reading, writing, paying attention, understanding information, remembering things, performing
mathematical calculations, or coordinating movements.

People with learning disabilities generally have average to superior intelligence and are often gifted in
science, math, fine arts, and other creative mediums. However, there can be gaps between their
potential and the skills expected from a person of their age.

Nevertheless, some of history's most accomplished, influential people had learning disabilities, including
Albert Einstein, Leonardo da Vinci, Thomas Edison, and Winston Churchill.

Types of Learning Disabilities

“Learning disability” is an umbrella term that encompasses many types of specific learning disorders,
including:

 Dyslexia: Dyslexia is the most common learning disability, accounting for 80% of all learning
disability cases.6 It is a language processing disorder characterized by difficulty with speaking,
reading, writing, or understanding words. This can cause the person's vocabulary to develop at a
slower pace and lead to issues with grammar, reading comprehension, and other language skills.

 Dysgraphia: People with dysgraphia may have difficulty putting their thoughts into writing due
to issues with vocabulary, spelling, grammar, memory, and critical thinking. This condition is
characterized by poor handwriting, as the person may struggle with letter spacing, spatial
awareness, and motor planning. Dysgraphia can make it hard for the person to think and write
simultaneously.

 Dyscalculia: Sometimes known as “math dyslexia,” this condition includes learning disorders
related to mathematics, such as difficulty with numbers, concepts, and reasoning. People
with dyscalculia may struggle to count money, read clocks and tell time, perform mental math
calculations, identify number patterns, and apply mathematical formulae.
  Auditory processing disorder (APD): People with APD may have difficulty processing
sounds because their brain misinterprets auditory information received by the ear. As a result,
they may confuse the order of sounds in certain words, or they may not be able to distinguish
between sounds such as the teacher’s voice and the background noise in the classroom.

 Language processing disorder (LPD): This is a subset of APD, characterized by difficulties

with processing spoken language. The person may have difficulty attaching meaning to sound
groups representing words, sentences, and stories.

 Nonverbal learning disabilities (NVLD): NVLD is characterized by difficulty interpreting

nonverbal cues such as facial expressions, body language, tone of voice, and other nonverbal
signals.

 Visual perceptual/visual motor deficit: People with this condition may have difficulty
with hand-eye coordination and motor activities. They may frequently lose their spot while
reading, demonstrate unusual eye movements while reading or writing, confuse similar-looking
letters, have difficulty navigating their environment, and struggle to manage items like pens,
pencils, crayons, glue, and scissors.

Symptoms of Learning Disabilities

These are some of the symptoms of learning disabilities:

1. Poor memory 2. Difficulty focusing

3. Short attention span 4. Difficulty with reading or writing

5. Inability to distinguish between sounds, letters, or 6. Difficulty sounding out words

numbers
7. Tendency to put numbers or letters in the wrong 8. Difficulty telling time
sequence
9. Confusion between right and left 10. Tendency to reverse letters

11. Difficulty grasping certain words and concepts 12. Disconnect between words and meaning
13. Delayed speech development 14. Disorganization

15. Trouble with listening and following instructions 16. Inappropriate responses

17. Restlessness and impulsiveness 18. Tendency to act out

19. Difficulty with discipline 20. Resistance to change

21. Inconsistent performance on a daily or weekly basis 22. Poor hand-eye coordination

23. Difficulty expressing thoughts and emotions

ADHD Attention deficit hyper activity disorder:
Introduction ADHD:
ADHD is a neurodevelopmental disorder that begins during the childhood years and progresses into the
teenage years and adulthood. A majority of children who have ADHD have various symptoms that
include inattention, impulsivity, or hyperactivity. When the condition was first identified, it was referred
to as Attention Deficit Disorder, ADD up until the 1980s.

Causes and Contributing Factors

ADHD was a result of a combination of genetic and environmental factors:
Genetic Factor: A history of ADHD and other neurodevelopmental disorders in family members also
increases a person's risk for developing ADHD. ADHD tends to run in families and, in most cases, it's
thought the genes you inherit from your parents are a significant factor in developing the condition.
Research shows that parents and siblings of someone with ADHD are more likely to have ADHD
themselves.
However, the way ADHD is inherited is likely to be complex and is not thought to be related to a single
genetic fault.
Environmental Factor: Prenatal exposure to toxins, alcohol, or other drugs. Exposure to lead or
other harmful substances during early childhood.

Symptoms and Signs:

The symptoms of ADHD have been categorized into three categories:
 Inattentive Symptoms: Has little or no ability to keep focus
Cannot even follow simple instructions
Disorganized
 Hyperactive Symptoms: Overactive and fidgeting constantly; can't sit still
Interferes continuously. Acts impulsively without consideration of consequences
 Impulsivity Symptoms: Engages in reckless behavior and does not think beforehand
Lack self-control, and unable to control emotions and behavior
Chronic mood swings

Diagnostic Criteria
ADHD can be diagnosed only with the presence of the following features:
 Symptoms are present in several settings-school, work, or home.
 The symptoms cause significant impairment in daily life.
 The symptoms are persistent-long time-more than six months.
 Other possible conditions should be ruled out-features of a learning disability, a diagnosis of
ASD, and/or bipolar disorder.

Treatment:
Treatment for attention deficit hyperactivity disorder (ADHD) can help relieve the symptoms and make
the condition much less of a problem in day-to-day life.
ADHD can be treated using medicine or therapy, but a combination of both is often best.
Treatment is usually arranged by a specialist, such as a pediatrician or psychiatrist, although the
condition may be monitored by a GP.

Therapy
As well as taking medicine, different therapies can be useful in treating ADHD in children, teenagers and
adults. Therapy is also effective in treating additional problems, such as conduct or anxiety disorders,
that may appear with ADHD.
Here are some of the therapies that may be used.

Psychoeducation
Psychoeducation means you or your child will be encouraged to discuss ADHD and its effects. It can help
children, teenagers and adults make sense of being diagnosed with ADHD, and can help you to cope and
live with the condition.

Behavior therapy
Behavior therapy provides support for carers of children with ADHD and may involve teachers as well as
parents. Behavior therapy usually involves behavior management, which uses a system of rewards to
encourage your child to try to control their ADHD.
If your child has ADHD, you can identify types of behavior you want to encourage, such as sitting at the
table to eat. Your child is then given some sort of small reward for good behavior.
For teachers, behavior management involves learning how to plan and structure activities, and to praise
and encourage children for even very small amounts of progress.

Parent training and education programmed

If your child has ADHD, specially tailored parent training and education programmed can help you learn
specific ways of talking to your child, and playing and working with them to improve their attention and
behavior.
You may also be offered parent training before your child is formally diagnosed with ADHD.
These programmers are usually arranged in groups of around 10 to 12 parents. A programmed usually
consists of 10 to 16 meetings, lasting up to 2 hours each.
Being offered a parent training and education programmed does not mean you have been a bad parent –
it aims to teach parents and carers about behavior management, while increasing confidence in your
ability to help your child and improve your relationship.
Social skills training
Social skills training involves your child taking part in role-play situations and aims to teach them how to
behave in social situations by learning how their behavior affects others.

Cognitive behavioral therapy (CBT)

CBT is a talking therapy that can help you manage your problems by changing the way you think and
behave. A therapist would try to change how you or your child feels about a situation, which would in
turn potentially change their behavior.
CBT can be carried out with a therapist individually or in a group.

Other possible treatments

There are other ways of treating ADHD that some people with the condition find helpful, such as cutting
out certain foods and taking supplements. However, there's no strong evidence this work, and they
should not be attempted without medical advice.

Diet
People with ADHD should eat a healthy, balanced diet. Do not cut out foods before seeking medical
advice.
Some people may notice a link between types of food and worsening ADHD symptoms. If this is the case,
keep a diary of what you eat and drink, and what behavior follows. Discuss this with a GP, who may refer
you to a dietitian (a healthcare professional who specializes in nutrition).

Supplements:
Some studies have suggested that supplements of omega-3 and omega-6 fatty acids may be beneficial
for people with ADHD, although the evidence supporting this is very limited.
It's advisable to talk to a GP before using any supplements, because some can react unpredictably with
medicine or make it less effective.
You should also remember that some supplements should not be taken long term, as they can reach
dangerous levels in your body

Autism (ASD):
Autism (ASD) constitutes a diverse group of conditions related to development of the brain. ASD is
characterized by some degree of difficulty with social interaction & communication. Autism spectrum
disorder (ASD) is a neurological and developmental disorder that affects how people interact with
others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as
a “developmental disorder” because symptoms generally appear in the first 2 years of life.

Symptoms of Autism:
The symptoms of autism can vary widely depending on the individual and the severity of the disorder.
Some common symptoms of autism include difficulty with social interaction, communication challenges,
and repetitive behaviors. Children with autism may experience difficulty making eye contact, responding
to their name, or engaging in social play with others. They may also have difficulty with spoken language,
gestures, or facial expressions. Children with autism may engage in repetitive behaviors, such as flapping
their hands, spinning in circles, or lining up toys. Additionally, children with autism may be sensitive to
certain sounds, textures, or smells. They may also seek out certain sensory experiences, such as spinning
or rocking.

Diagnosis:
Diagnosing autism can be a complex process, and it is typically done by a team of healthcare
professionals, including a pediatrician, psychologist, and speech-language pathologist. The diagnosis is
based on a combination of behavioral observations and standardized assessments. Early diagnosis is
critical, as it allows for early intervention and support.

Types of Autism
 Kanner's Syndrome. ...
  Asperger's Syndrome. ...
 Rett Syndrome. ...
 Childhood Disintegrative Disorder (CDD) ...
 Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)

Level 1 autism spectrum disorder

The term Asperger’s Syndrome is no longer considered an official diagnosis, but is still widely used in the
autism community. Instead, the correct term is Level 1 autism spectrum disorder. Most people with this
disorder are of normal or above-normal intelligence and possess strong verbal skills, but social
communication is a challenge.
Level 1 ASD is sometimes described as “high functioning” autism. People with Level 1 ASD tend to
struggle with social cues and often develop an intense interest in one or two subject areas. A speech
delay is not typically associated with this type of autism, and in some cases, children may have an
advanced vocabulary for their age.

Rett Syndrome
Rett’s Syndrome was disqualified as a part of the autism spectrum in recent years.
However, it primarily affects girls and begins to become evident around 6 months old.
Symptoms associated with Rett’s Syndrome include social communication and an impaired ability to use
one’s hands (such as difficulty with gross and fine motor skills or repetitive hand and arm flapping),
symptoms that are also indicative of autism spectrum disorders.
Childhood Disintegrative Disorder (CDD)
Perhaps, you have heard stories of children who are developing on pace and hitting all of their
developmental benchmarks when they suddenly hit a wall and begin regressing around the age of two.

This type of autism can seem especially crushing for parents as it often spawns confusion and fear.
Children who once seemed to be developing well, were socially interactive, and talked and made eye
contact suddenly cease being themselves and shut down. Doctors postulate a correlation between this
type of autism and disorders resulting in seizures.

Kanner’s Syndrome
Kanner’s Syndrome is the type of autism most people think of when picturing children on the autistic
spectrum. This type of autism is also known as Classic Autistic Disorder, and its symptoms can include
challenges communicating or understanding others, engaging in virtually no eye contact, and a
hypersensitivity to stimuli (smell, light, noise, taste, or touch).
Children who have been diagnosed with Kanner’s Syndrome display a profound need for routine and
often display no interest in the world around them. These children turn their attention inward and show
little desire to interact with others.

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)

This form of autism is generally less severe than others. Children with this type of autism may have
experienced delays in benchmarks, such as speaking or walking, and often lag behind other children who
are on pace to hit their developmental milestones. Children with PDD-NOS are able to manage the
symptoms of this milder form more easily than those who have been diagnosed with the more pervasive
forms of autism.

Causes
Available scientific evidence suggests that there are probably many factors that make a child more likely
to have autism, including environmental and genetic factors.
Extensive research using a variety of different methods and conducted over many years has
demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were
interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that
influenced what they reported about their research (2,3,4).
Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research
into the preservative thiomersal and the additive aluminum that are contained in some inactivated
vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of
autism.

Treatment:
There is no cure for autism, but there are many therapies and interventions that can help manage
symptoms and improve quality of life. The most effective treatment for autism is a personalized
approach that takes into account the individual needs and strengths of each person. Some of the most
common treatments for autism include:

1. Applied Behavior Analysis (ABA): ABA is a type of therapy that uses positive reinforcement to
teach skills and reduce problem behaviors. It is a highly structured and intensive therapy that can be
tailored to meet the individual needs of the child.

2. Speech Therapy: Speech therapy can help children with autism improve their communication
skills, including spoken language, gestures, and social communication. It can also help with articulation,
pronunciation, and language comprehension.

3. Occupational Therapy: Occupational therapy can help children with autism improve their sensory
processing skills and develop strategies for coping with sensory challenges. It can also help with fine
motor skills, coordination, and self-care skills.

4. Medications: There are several medications that can be used to manage symptoms of autism,
including anxiety, depression, and hyperactivity. However, medication should be used in conjunction with
other therapies and under the guidance of a healthcare professional.

Society’s View of Children with Autism:

Unfortunately, children with autism often face stigma and discrimination from society. Many people do
not understand the complexities of autism and may view children with autism as "weird" or "difficult."
This can lead to social isolation and exclusion, which can have a significant impact on the child's well-
being and development.
It is important to remember that children with autism are just like any other children and deserve to be
treated with respect and kindness. Educating others about autism and advocating for acceptance and
inclusion can help reduce stigma and create a more supportive society for children with autism. This can
include providing education and resources to teachers and parents, promoting inclusion in schools and
community activities, and working to improve accessibility and accommodations for people with autism.

Dyslexia:
Introduction:
is a lifelong learning disorder that affects reading and spelling. It can also cause problems with writing
and math.
Dyslexia is the most common specific learning disability. It’s not clear exactly how many people have it.
Expert opinions vary widely, and estimates of the rate of dyslexia in kids range from 5 to 17.5 percent.
Since people don’t outgrow dyslexia, it’s common in adults, too. But “lifelong” doesn’t mean that people
have the same difficulties throughout life.
Because it affects reading, some people think dyslexia is a problem with vision. It’s not. Dyslexia is a
problem with language processing. Reading starts with being able to recognize and work with the sounds
of spoken language. This skill is called phonological awareness.
Dyslexia doesn’t look the same in all people. There are many aspects to reading, and people can struggle
with some skills more than others. The difficulties can vary in degree, too.
There’s no cure for dyslexia, but there is help. Specialized reading instruction and supports like
accommodations can improve skills and reduce challenges at school and at work.

Causes of dyslexia:
Dyslexia is a neurodevelopmental disorder. It’s caused by differences in how the brain develops and
functions. (The same is true of other learning disorders and ADHD.)
Researchers have used brain-imaging scans (fMRIs) to compare what happens in the brain when people
with and without dyslexia read and process language. They’ve found that different areas of the brain are
active in people with dyslexia.1
Also, dyslexia run in families.1 Researchers have been looking into the role genes might play. A large-scale
study from 2022 showed many genetic differences that are linked to problems with reading and with
processing language.

Symptoms Of Dyslexia:
Signs of dyslexia vary from person to person and can change over time. They’re often different in kids
than in adults. If you have dyslexia, your symptoms as an adult may not look like the symptoms you had
as a child. But in general, people with dyslexia have trouble with:
 Decoding (sounding out words)
 Encoding (spelling words)
 Fluency (reading at a good pace and without mistakes)

Symptoms in kids
A key sign of dyslexia in kids is trouble with sounding out words and knowing how to blend sounds. But
dyslexia symptoms can appear as early as preschool — before kids are learning to read. If your child has
dyslexia, you may notice symptoms such as:
 Mispronouncing words
 Struggling to learn nursery rhymes or song lyrics that rhyme
  Mixing up letters that look similar
 Not being interested in learning about letters and sounds

Signs in adults
Some signs of dyslexia in adults are related to reading skills. Others are the result of reading challenges.
These signs might involve emotions or behavior.
For example, you may get anxious when you read or are asked to read out loud. This can happen even
after you’re able to read quickly and without many mistakes.
Other signs include:
 Not understanding what you’ve read
 Making a lot of mistakes when reading
 Quickly forgetting names of people and places
 Feeling tired after reading
 Avoiding reading
 Difficulty with spelling and writing

Diagnosing dyslexia
While the term dyslexia are widely used, you might hear different terms for it, depending on the setting.
For example, schools use the term specific learning disability in reading when they evaluate students for
special education services. That’s the official term in the special education law IDEA. (Schools may also
say dyslexia, though.)
When outside professionals make a diagnosis, they refer to a specific learning disorder with impairment
in reading. That’s the official term in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
Dyslexia isn’t the only reason people struggle with reading. The only way to know what’s causing the
difficulty is through a complete evaluation that looks at a range of skills.
Schools test for reading problems as part of a broader evaluation for special education services.
Evaluations done at public schools are free.
Outside professionals also do evaluations — both for adults and kids. Private evaluations can be
expensive, though. Some insurance companies cover this type of testing.

Treatment:
There are no medications for dyslexia. But special instruction can help people with dyslexia improve
reading, spelling, and writing skills.
A widely used approach is called Orton–Gillingham (OG). It’s highly structured, meaning that reading
skills are taught in a direct way and in a logical order.3 (You might hear it called structured literacy.)
Common reading programs for dyslexia are based on it. These include the Barton Reading System and
the Wilson Reading System.
OG also involves multisensory instruction. It engages people’s senses and gives them more than one way
to connect with what they’re learning.
Proper dyslexia instruction doesn’t just improve skills. Research has shown that it can actually change
how the brain functions, creating the pathways needed for reading.4
The earlier people get specialized instruction, the better. But it’s never too late to get help to become a
more fluent reader. Some private reading specialists work with adults, using approaches that are similar
to the ones they use with kids.
Bipolar Disorder:
Introduction
Bipolar Disorder, formerly known as manic-depressive illness, is a mental health condition characterized
by extreme mood swings. These mood changes can range from manic (high-energy, euphoric, or irritable
states) to depressive (low-energy, sad, or hopeless states). It affects a person's energy levels, behavior,
and ability to function in daily life.

Types of Bipolar Disorder

Bipolar I Disorder
Bipolar I am the most severe form of the disorder. It is defined by the presence of at least one manic
episode that lasts for at least 7 days or is so severe that it requires hospitalization. Depressive episodes
are common but not mandatory for diagnosis. Mania in Bipolar I may include heightened energy,
euphoric moods, racing thoughts, risky behaviors, and psychotic symptoms like delusions or
hallucinations. These episodes can significantly disrupt personal, social, and professional life.

2. Bipolar II Disorder
This type is characterized by at least one hypomanic episode and one major depressive episode.
Hypomania is a milder form of mania and does not cause extreme disruptions or hospitalization.
However, depressive episodes in Bipolar II are often severe and disabling. Symptoms of hypomania
include elevated energy, increased activity, and improved focus, but without psychosis. The depressive
episodes involve persistent sadness, fatigue, and potential suicidal thoughts, making Bipolar II often
more challenging due to frequent depressive symptoms.

3. Cyclothymic Disorder (Cyclothymia)

Cyclothymia is a milder, chronic form of bipolar disorder. Individuals experience numerous periods of
hypomanic symptoms and mild depressive symptoms for at least two years (one year in children and
adolescents). The symptoms do not meet the criteria for full manic, hypomanic, or depressive episodes.
While the mood changes are less severe, they can still affect relationships and daily functioning due to
their persistent nature.

4. Other Specified and Unspecified Bipolar Disorders

These categories are for individuals who exhibit some symptoms of bipolar disorder but do not fit neatly
into the criteria for Bipolar I, Bipolar II, or Cyclothymia. Examples include mood episodes caused by
substance abuse, shorter durations of mania or hypomania, or mood symptoms linked to medical
conditions. These forms still cause distress or impairment and require proper management.

Causes
The exact cause of bipolar disorder is not fully understood, but several factors are believed to contribute:
1. Genetic Factors:
bipolar disorder often runs in families, indicating a strong genetic component. If a person has a
close relative, such as a parent or sibling, with the disorder, their chances of developing it are
 significantly higher. Researchers have identified specific genes that may increase susceptibility,
but no single gene has been pinpointed as the definitive cause. The interaction of multiple genes
likely contributes to the hereditary nature of the condition.
2. Brain Structure and Function:
Studies suggest that individuals with bipolar disorder may have structural differences in certain
areas of the brain, such as the prefrontal cortex, which is responsible for decision-making and
emotional regulation. Additionally, abnormal activity in neural circuits that regulate mood can
contribute to the extreme highs and lows experienced by those with the condition. Functional
imaging studies have also shown irregularities in brain connectivity and activity patterns during
mood episodes.
3. Environmental Triggers:
While genetic and biological factors lay the groundwork, environmental factors often trigger the
onset or exacerbate bipolar episodes. Stressful life events, such as losing a loved one, divorce, or
financial difficulties, can act as catalysts for mood changes. Trauma, particularly during
childhood, is another significant risk factor. Additionally, lifestyle habits like sleep disruption or
substance abuse can worsen symptoms or increase the likelihood of an episode.
4. Biochemical Factors:
bipolar disorder is closely linked to imbalances in brain chemicals, or neurotransmitters, such as
serotonin, dopamine, and norepinephrine. These neurotransmitters play a crucial role in mood
regulation, and their dysregulation can lead to the manic and depressive episodes characteristic
of the disorder. For instance, excessive dopamine activity may contribute to mania, while
insufficient serotonin levels are often linked to depression.

Diagnosis
Diagnosis is based on a combination of:
1. Psychiatric Evaluation: A mental health professional assesses mood patterns, behaviors, and
family history.
2. DSM-5 Criteria: The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides
standardized criteria for diagnosis.
3. Physical Exam and Lab Tests: Tests may rule out medical conditions like thyroid dysfunction
that mimic bipolar symptoms.
4. Mood Charting: Tracking mood changes over time helps identify patterns.

Signs and Symptoms:

Manic or Hypomanic Episodes
 Increased energy or activity levels.
 Euphoric or excessively happy mood.
 Irritability or agitation.
 Decreased need for sleep.
 Racing thoughts or rapid speech.
 Risky behaviors (e.g., impulsive spending, reckless driving).
Depressive Episodes
 Persistent feelings of sadness or hopelessness.
  Fatigue or low energy.
 Difficulty concentrating or making decisions.
 Changes in appetite or weight.
 Insomnia or excessive sleep.
 Thoughts of death or suicide.

Treatment
1. Medication
 Mood Stabilizers: Lithium is commonly used to stabilize mood swings.
 Antipsychotics: Medications like olanzapine or risperidone may help with severe symptoms.
 Antidepressants: Sometimes prescribed to treat depressive episodes, but typically combined
with mood stabilizers.
 Anti-Anxiety Medications: Benzodiazepines may be used short-term for agitation or insomnia.

2. Psychotherapy
 Cognitive Behavioral Therapy (CBT): Focuses on identifying and changing negative thought
patterns.
 Interpersonal and Social Rhythm Therapy (IPSRT): Helps stabilize daily routines and sleep
patterns.
 Family-Focused Therapy: Involves family members to improve communication and support.

3. Lifestyle Management
 Maintaining a regular sleep schedule.
 Avoiding alcohol and recreational drugs.
 Stress management techniques like yoga, meditation, or exercise.
 Tracking mood changes through journaling or apps.
4. Electroconvulsive Therapy (ECT)
 Used in severe cases when other treatments are ineffective.

5.Prognosis and Management

 Bipolar disorder is a lifelong condition but can be managed effectively with the right combination
of treatment.
 Regular follow-ups with a psychiatrist and adherence to treatment plans are critical for
maintaining stability.

Schizophasia:
Schizophasia refers to an intense and irrational fear of schizophrenia, either the fear of developing the
disorder oneself or interacting with individuals who have been diagnosed. It is not a clinical diagnosis in
itself but is recognized as a specific phobia under anxiety disorders. This fear can stem from stigma,
misinformation, or personal trauma and often leads to avoidance behaviors, anxiety attacks, and
disruptions in daily life. Schizophasia is fueled by the misrepresentation of schizophrenia in society,
which labels individuals with the disorder as dangerous or unpredictable. Understanding and addressing
this phobia requires a combination of psychological therapy, education, and societal efforts to reduce
stigma.

Types of Schizophasia
1. Fear of Developing Schizophrenia
This form involves an overwhelming anxiety that one might develop schizophrenia. Individuals may
obsess over normal behaviors like stress, forgetfulness, or occasional mood changes, fearing they are
early signs of schizophrenia. This type often leads to hyper-vigilance about one’s mental health and
excessive self-monitoring. People with a family history of schizophrenia may be particularly vulnerable to
this fear.

2. Fear of People with Schizophrenia

This type involves an avoidance of individuals diagnosed with schizophrenia due to misconceptions
about their behavior. Media portrayals often depict such individuals as violent or unstable, which fosters
fear. A person with this type may avoid places or situations where they might encounter individuals with
mental illnesses, such as therapy groups or psychiatric clinics.

3. Social Schizophasia
This type is characterized by a fear of being judged or stigmatized due to a connection to schizophrenia.
For instance, a person may avoid sharing that a family member has the condition out of fear of social
rejection. This fear can lead to isolation, secrecy, and feelings of shame.

4. Medical Schizophasia
This involves fear of medical environments associated with schizophrenia, such as psychiatric wards,
mental health clinics, or even counseling sessions. A person may avoid seeking professional help due to a
fear of being diagnosed with schizophrenia or being exposed to others undergoing treatment.

Causes of Schizophasia
1. Stigma and Misinformation
The societal stigma surrounding schizophrenia plays a significant role in causing schizophasia. Many
people view individuals with schizophrenia as unpredictable or dangerous, largely due to media
portrayals that exaggerate negative stereotypes. These misconceptions lead to fear and avoidance,
further isolating individuals with the disorder and perpetuating the cycle of stigma.

2. Personal Experiences
Trauma related to mental illness can trigger this phobia. For example, witnessing a loved one experience
severe psychotic episodes or suffering abuse at the hands of someone during an episode may create a
lasting association of fear with schizophrenia. Additionally, someone with a family history of the disorder
may develop a heightened fear of genetic inheritance.

3. Anxiety and Personality Traits

Individuals who are naturally anxious, hypersensitive, or prone to overthinking may be more likely to
develop schizophasia. They may ruminate excessively on the possibility of developing schizophrenia or
focus on rare and extreme cases they’ve heard about.

4. Lack of Understanding
A lack of knowledge about mental health disorders contributes to irrational fears. Many people confuse
schizophrenia with conditions like multiple personality disorder or assume it always involves violent
tendencies, leading to an exaggerated and misplaced fear of the condition.

5. Cultural Beliefs
In some cultures, schizophrenia is misunderstood or attributed to supernatural causes, which can
amplify fear and avoidance. Misinterpretation of symptoms as dangerous or abnormal behavior adds to
the phobia.

Signs and Symptoms of Schizophasia

1. Psychological Symptoms
 Persistent and irrational fear of developing schizophrenia or being around those diagnosed with
it.

 Constant worry about mental health, often misinterpreting harmless symptoms (e.g.,
forgetfulness) as early signs.

 Intrusive thoughts about schizophrenia or psychosis.

 Intense anxiety when discussing schizophrenia or related topics.

2. Physical Symptoms
 Rapid heartbeat, sweating, and trembling when exposed to triggers (e.g., psychiatric settings or
individuals with schizophrenia).

 Shortness of breath, dizziness, or nausea during anxiety episodes.

 Muscle tension and headaches caused by prolonged fear.

3. Behavioral Symptoms
 Avoidance of doctors, therapists, or psychiatric evaluations out of fear of diagnosis.

 Refusing to interact with individuals who have schizophrenia, often isolating oneself.

 Excessive reassurance-seeking from friends, family, or the internet about mental health
symptoms.

Treatment for Schizophasia

1. Cognitive Behavioral Therapy (CBT)
CBT is a highly effective treatment for phobias, including schizophasia. The therapy focuses on identifying
and challenging irrational fears, replacing them with balanced and evidence-based thoughts. For
example, a therapist might help a patient understand that schizophrenia is not "contagious" or
inherently dangerous.

2. Exposure Therapy
In exposure therapy, individuals gradually face their fears in controlled and safe environments. For
instance, they might start by reading about schizophrenia, then progress to watching videos or
interacting with individuals who have the disorder. This process helps desensitize them to the phobic
trigger.

3. Psychoeducation
Education about schizophrenia is critical in reducing fear. Learning that schizophrenia is a manageable
condition with treatment and understanding the realities of living with it can help dismantle irrational
fears. Education also addresses common myths, such as the belief that all individuals with schizophrenia
are violent.

4. Medication
For severe anxiety associated with schizophasia, medications such as selective serotonin reuptake
inhibitors (SSRIs) or benzodiazepines may be prescribed. These are used to manage symptoms like panic
attacks or chronic worry but are typically combined with therapy for long-term relief.

5. Support Groups
Joining support groups where individuals share experiences with specific phobias or have family
members with mental illnesses can provide emotional support and validation. These groups often
provide coping strategies and help normalize the fear, making it easier to overcome.

6. Stress Management Techniques

Practices like mindfulness meditation, yoga, or progressive muscle relaxation can help individuals
manage the physical symptoms of anxiety. Regular exercise and a healthy lifestyle also contribute to
overall mental well-being.

Gifted Children:
Introduction:
Gifted children are individuals who exhibit exceptional abilities, talents, or intelligence in one or more
areas compared to their peers. These children often excel in academic, artistic, or creative pursuits,
displaying advanced skills, quick learning capabilities, and a unique way of thinking. However, being
gifted is not solely about high IQ scores or academic achievements—it encompasses emotional, social,
and developmental differences as well. Recognizing and nurturing giftedness is crucial to their overall
growth, as they may face unique challenges such as social isolation, boredom in regular educational
settings, or heightened emotional sensitivity.

Types of Giftedness
Giftedness can manifest in various ways, categorized into different types:

1. Intellectual Giftedness
This type refers to children with superior intellectual abilities, often measured through standardized IQ
tests. They are typically fast learners, have a deep understanding of complex concepts, and excel in
problem-solving.

2. Creative Giftedness
Creative giftedness is demonstrated through originality and innovation. These children often think
outside the box, generate unique ideas, and express themselves through artistic mediums like painting,
music, or writing.

3. Academic Giftedness
These children show exceptional performance in one or more academic areas, such as mathematics,
science, or literature. They can grasp new concepts quickly and often perform well beyond their grade
level.

4. Leadership Giftedness
Gifted leaders have a natural ability to inspire, guide, and influence others. They display strong decision-
making skills, confidence, and the ability to organize and motivate groups effectively.

5. Psychomotor Giftedness
This refers to children who excel in physical activities such as sports, dance, or acting. Their motor skills,
coordination, and reflexes are often superior to those of their peers.

6. Emotional or Social Giftedness

Emotionally gifted children demonstrate high levels of empathy, social awareness, and interpersonal
skills. They are sensitive to the emotions of others and often take on roles as mediators or caregivers in
social settings.

Causes of Giftedness
Giftedness is often the result of a combination of genetic, environmental, and developmental factors:

1. Genetic Factors
Giftedness can be inherited. Children with gifted parents or relatives are more likely to exhibit similar
traits. Genetic predispositions to advanced intellectual or creative abilities are often the foundation for
giftedness.
2. Environmental Factors
A stimulating environment plays a crucial role in nurturing giftedness. Early exposure to books, music,
technology, or creative activities can enhance a child's natural abilities. Parental involvement and
encouragement are key contributors.

3. Neurobiological Factors
Gifted children may have unique brain structures or neural pathways that enable faster information
processing, better memory retention, and heightened creativity. These biological differences often set
them apart from their peers.

4. Educational and Social Influences

High-quality education, access to resources, and interactions with supportive peers and mentors can
foster giftedness. Conversely, a lack of these influences can hinder the development of a child’s
potential.

Signs and Symptoms of Giftedness

Identifying gifted children early is essential for their development. Signs and symptoms often include:

1. Advanced Cognitive Abilities

 Exceptional memory and ability to learn quickly.

 Early development of language skills, including a large vocabulary.

 Curiosity and a deep interest in specific topics or subjects.

2. Intense Focus and Curiosity

 Ability to concentrate deeply on tasks that interest them.

 Asking profound or complex questions about the world around them.

3. Emotional Sensitivity
 High levels of empathy and awareness of others' feelings.

 Intense reactions to criticism or perceived injustice.

4. Creativity and Problem-Solving

 Ability to think outside the box and come up with innovative solutions.

 Enjoyment in exploring abstract ideas and concepts.

5. Social and Behavioral Traits

 Preference for older peers or adults due to intellectual compatibility.

 Sometimes struggling with boredom in traditional educational settings.

  Possible signs of perfectionism or self-criticism.

6. Physical and Artistic Skills

 Superior coordination or skill in activities like music, art, or sports.

 A keen eye for detail and aesthetics.

Challenges Gifted Children Face

While gifted children have exceptional abilities, they often encounter unique challenges:

 Social Isolation: They may feel out of place among peers due to their advanced abilities.

 Emotional Overexcitability: Heightened sensitivity can lead to stress, anxiety, or frustration.

 Educational Frustration: Traditional classrooms may not provide enough intellectual

stimulation, leading to boredom or underachievement.

 Perfectionism: Some gifted children set unrealistically high standards for themselves, resulting
in fear of failure.

Treatment and Support for Gifted Children

Supporting gifted children involves fostering their talents while addressing their emotional and social
needs.

1. Educational Enrichment
 Enroll the child in programs designed for gifted students, such as advanced placement (AP)
classes, honors programs, or specialized schools.

 Provide opportunities for independent projects or accelerated learning to keep them engaged.

 Encourage participation in extracurricular activities like music, art, or robotics clubs to develop
well-rounded skills.

2. Counseling and Emotional Support

 Gifted children often benefit from counseling to address emotional sensitivity, anxiety, or
perfectionism.

 Teach coping strategies for dealing with stress or criticism, helping them build resilience.

 Foster self-acceptance by celebrating their strengths and normalizing struggles.

3. Social Skill Development

 Facilitate interactions with like-minded peers through gifted programs, camps, or clubs.

 Encourage participation in group activities to improve teamwork and social bonding.

  Help the child navigate conflicts or misunderstandings with peers who may not share their
interests or abilities.

4. Parent and Teacher Training

 Educate parents and teachers on the needs of gifted children, emphasizing the importance of
balancing intellectual challenges with emotional support.

 Avoid pressuring the child to achieve constant perfection or overloading them with expectations.

5. Encouragement of Creativity and Passion

 Provide opportunities for the child to explore their interests and passions.

 Allow room for experimentation and failure to promote growth and resilience.

6. Balanced Lifestyle
 Encourage physical activities and hobbies to support overall well-being.

 Promote healthy sleep habits, as gifted children may have irregular sleep patterns due to their
active minds.

 Teach time management skills to balance academic, creative, and social activities.