Thursday, 23 May 2013

Tourette Syndrome Awareness Month...

Did you know that May 15th - June 15th is Tourette Syndrome Awareness Month?

What is Tourette syndrome?

Tourette syndrome (TS) is a neurological disorder characterized by repetitive, stereotyped, involuntary movements and vocalizations called tics. The disorder is named after Dr. Georges Gilles de la Tourette, a pioneering French neurologist in the 1800s. Tourette syndrome becomes evident in early childhood or adolescence before the age of 18 years.  Tourette syndrome is defined by multiple motor and vocal tics lasting for more than one year.  The first symptoms usually are involuntary movements (tics) of the face, arms, limbs or trunk.  These tics are frequent, repetitive and rapid.  The most common first symptom is a facial tic (eye blink, nose twitch, grimace), and is replaced or added to by other tics of the neck, trunk, and limbs.

          These tics occur as involuntary actions, usually outside the patient's control. The tics may also be complicated, involving the entire body, such as kicking and stamping. Many persons report what are described as premonitory urges -- the urge to perform a motor activity. Other symptoms such as touching, repetitive thoughts and movements and compulsions can occur.

          There are also verbal tics.  These verbal tics (vocalizations) usually occur with the movements.  These vocalizations include grunting, throat clearing, shouting and barking.  The verbal tics may also be expressed as coprolalia (the involuntary use of obscene words or socially inappropriate words and phrases) or copropraxia (obscene gestures). Despite widespread publicity, coprolalia/copropraxia is uncommon with tic disorders.

          Neither echolalia (echo speech) or coprolalia/copropraxia is necessary for the diagnosis of Tourette syndrome.  However, for a confirmed diagnosis of TS both involuntary movements and vocalizations must be present.  Echo phenomena are also reported, although less frequently.  These may include repeating word of others (echolalia), repeating ones own words (palilalia), and repeating movements of others.

          Although the symptoms of TS vary from person to person and range from very mild to severe, the majority of cases fall into the mild category. Co-occurring conditions can include Attention Deficit Hyperactivity Disorder/ Attention Deficit Disorder (ADHD/ADD), impulsivity, and obsessive compulsive behavior.  There is usually a family history of tics, Tourette Syndrome, ADHD, Obsessive Compulsive Disorder (OCD).  Tourette Syndrome and other tic disorders occur in all ethnic groups.  Males are affected 3 to 4 times more often than females.

           A child with Tourette Syndrome in the classroom may bear the outward appearance of a child with behavior problems: defiant, stubborn, emitting sounds, displaying unusual physical mannerisms, unwilling to cooperate. He or she may be disciplined for things he or she cannot control and given low grades for things he or she cannot accomplish. They are probably teased and sometimes imitated by other students.

          Most people with TS and other tic disorders will lead productive lives.  There are no barriers to achievement in their personal and professional lives.  Persons with TS can be found in all professions. It's important for people to be aware and to get informed about this condition to avoid unnecessary stigma. It's also important educate both patients and the public of the many facets of tic disorders.  Increased public understanding and tolerance of TS symptoms are of paramount importance to people with Tourette Syndrome.




Sources:
http://tsa-usa.org
http://www.ninds.nih.gov/disorders/tourette/detail_tourette.htm

Thursday, 16 May 2013

My Passion for Special Education...


"Faith makes all things possible. Love makes all things easy."

 -Dwight Lyman Moody


As a Special Education Professional, I love to teach students who have special needs. These special needs may include Autism Spectrum Disorder, various behavioral, emotional, or physical developmental issues, or just difficulty in learning. I use various kinds of unique teaching methods and tools (which are research-based) to be able to get my student to learn. Using ordinary teaching methods such as the alphabet or addition may not work fully with these special students. In many cases, their learning might include how to speak, how to play with toys or other children, how to dress themselves or use the bathroom, etc. In order to know what tools to use or what approach to take, I must first evaluate the needs of the child.

Evaluation involves special tests, observation, and discussions with other significant adults in the child’s life. Once the needs of the child is determined, a plan is made and carried out either in a private one-on-one session, or in the classroom. I may use special teaching aids with pictures, or special toys that help the child develop muscles or create certain activities that help engage the child in the task at hand. I also observe the child daily to determine the level of progress being made, and I usually compile a chart with my findings to share with the parents, therapists and other teachers the child may have.


Friday, 3 May 2013

Autism Awareness Seminar in Lafia, Nassarawa State, Nigeria


The Emmanuel Igoniwari Foundation, a Non-Governmental Organisation in Nigeria, organised a seminar/lecture on Autism Awareness in Lafia, Nassarawa State on 27 March 2013. I was there to speak on Autism. The event was covered as shown in the following photographs.

Some of the audience actually had either a child or a relative living with Autism, but my attention was drawn to the keen interest exhibited by the attendees in general.  I was very delighted that my answers to some of their questions gave them renewed hope and even inspired others to seek to know more about Autism and other special needs that people cope with.

Photo of me delivering my lecture.

Photo of me making a point.


Adelola Edema a fellow guest speaker.


L-R: Lola Aneke and Adelola Edema  

The organisers and other participants.

Various participants listening with rapt attention.

Participants during the interactive session.







Tuesday, 23 April 2013

WOW D.I.V.A.S. 3rd Annual Autism Awareness Seminar.


The WOW D.I.V.A.S (Women of Worth, Divinely Inspired Victoriously Anointed Sisters) is a network of purposeful women from a diverse mix of backgrounds, involved in various charitable causes in countries around the world.  The WOW D.I.V.A.S. 3rd Annual Autism Awareness Seminar themed "Striking the Right Balance" was held in Lagos, Nigeria on 20 April 2013. The aim of the seminar was to educate, motivate and encourage parents and caregivers who are dealing with young people living with the Autism Spectrum Disorder (ASD) towards defeating the condition and stigma. 

I was privileged to be one of the speakers at the event and my topic was: EFFECTIVE EDUCATIONAL SERVICES FOR CHILDREN WITH SPECIAL NEEDS (AUTISM SPECTRUM DISORDER IN FOCUS).



Here are some of the photographs from the event:

Photo of me & Mrs Udo Maryanne Okonjo CEO of Fine & Country International and visioner of WOW D.I.V.A.S.

Photograph with Mr Kerry Brooks, Founder/President Autism2Awesome Inc.  

Group photograph with some of the WOW D.I.V.A.S.



Group photograph with some WOW D.I.V.A.S. and other speakers at the event.

Wednesday, 17 April 2013

Common Misconceptions about Learners with Autism Spectrum Disorder


MYTH: Autism is a single, well-defined category of disability.

FACT:   Autism comprises a wide spectrum of disorders and ranges from very severe to very mild.

MYTH: People living with autism spectrum disorders are intellectually disabled and can't be involved in higher education professions.

FACT:   Autism spectrum disorders include people from full range of intellectual capacity. Although a high percentage do have intellectual disabilities, many with milder forms, such as Asperger syndrome, are highly intelligent, earn graduate degrees, and are successful professionals.

MYTH: All people living with autism are impaired in some cognitive are highly intelligent or geniuses in other areas.

FACT:   Only a few people with autism have extraordinary skills. Called autistic savants, these individuals are not geniuses in the traditional senses, but they possess very highly developed splinter skills - skills that are in isolation from functional skills.

MYTH: There is an autism epidemic that must be due to something dangerous in our environment, such as toxin or virus.

FACT: The number of diagnosed cases of autism has undoubtedly increased. Most authorities assert that this can be accounted for by three things: a widening of criteria used to diagnose autism, including the recognition of milder forms such as Asperger syndrome; greater awareness and diagnosing people as autistic who previously would have received a different diagnosis, e.g., intellectual disability (mentally retarded).

MYTH: The measles, mumps, and rubella (MMR) vaccine causes autism.

FACT:   The institute of Medicine of the National Academies commissioned a review of available evidence and concluded that the evidence favors rejection of causal relationship between MMR vaccine and autism.

MYTH: Bad parenting, especially cold, non responsive mothering ("refrigerator moms") can cause autism.

FACT:   No evidence indicates that bad parenting can cause autism. Furthermore, even if parent is relatively unresponsive, this might be in reaction to the infant's low  level of arousal or because of parental stress regarding the child's abnormal behavior.



Source: Hallahan, D.P.., Kauffman, J.M., & Pullen, P.C. (2012). Exceptional learners: An introduction to special education. (Ed.12). Pearson.

Saturday, 13 April 2013

Quick info about Autism...

Autism has been described as extreme social withdrawal and impairment in communication. It often includes stereotyped movements, resistance to change, and unusual response to sensory experiences; usually manifest before 3 years of age.

Early Signs


6 Months
* No big smiles or other warm, joyful expressions

9 Months 
* No back-and-forth sharing of sounds, smiles, or other facial expressions

12 Months 
* No consistent response to own name
* No babbling
* No back-and-forth gestures, such as pointing, showing, reaching, waving, or three-pronged gaze (e.g., child looks at adult, looks at toy to indicate interest in it, looks back at adult to communicate something about the toy)

16 Months 
* No words

24 Months 
* No two-word meaningful phrases (without imitating or repeating)

*Any loss of speech or babbling or social skills at any age.

Source: Exceptional Learners By Hallahan, Kaufman & Pullen.