AutismMaldives

އޮޓިޒަމް ހޭލުންތެރިކުރުމުގެ ދުވަސް

2011-04-02T11:56:00.001+05:00

މިމަހަކީ، އެޕުރީލް މަހަކީ އޮޓިޒަމް އާއި ގުޅިވައިގެން ދުނިޔޭގެ ކަންކޮޅުތަކުގައި ފާހަގަކުރާ މަހެކެވެ. ވަކިން ހާއްސަކޮށް 2 އެޕުރީލްވާ ދުވަހެވެ. މީހުން ހޭލުންތެރިކުރުވާށާއި އެކުދިންނާ މެދު ހާއްސަ ގޮތެއްގައި އަޅާލުމުގެ މަހެއްގެ ގޮތުގައެވެ. ހޭލުންތެރިކުރުވުމުގެ ބޭނުމަކީ އެކުދިން ލޭބަލުކޮށް ވަކިން ހާއްސަ ނަޒަރަކުން ދެކުމެއް ނޫނެވެ. އެހެނެއްކަމަކު، އެކުދިންގެ އަމިއްލަ އިހުތިޔާރުން ބޭރުގައި ކުރެވޭ ކަންތައްތަކާމެދު ތިމާމެން އެކަން ދަނެ، އެކުދިންނަށް ނުވަތަ އެކުދިންގެ މައިންބަފައިން ހިތުގައި ޖެހޭނެ އެއްޗެތި ނުބުނުމާއި އެކުދިންނާ ދިމާލަށް އެއްޗެތި ބުނެ ލޯއަޅާ ނުހެދުމެވެ.

އޮޓިޒަމް ޖެހިފައި ތިބޭ ކުދިންގެ އެއް ހާއްސަ ސިފައަކީ ބޮޑާހޭކުމާއި އަޑުގަދަކުރުމާއި އަމިއްލައަށް އަނިޔާ ދިނުމެވެ. މިއީ އެކުދިންގެ ތަބީއީ ސިފައެކެވެ. މައިންބަފައިންގެ ތަރުބިއްޔަތާ ގުޅިފައި ހުންނަ ކަންތައްތަކެއް ނޫނެވެ. އެހެންކަމުން، އެކުދިންގެ ތަރުބިއްޔަތާ ގުޅުވައިގެން އެއްޗެތި ނުބުނުމަށް އެހެން މީހުން ސަމާލުކަން ދޭންޖެހެއެވެ.

ހޭލުންތެރިކުރުވަން ޖެހޭ އަނެއްކަމަކީ އޮޓިޒަމް އަވަހަށް ދެނެގަތުމާއި އޭގޭ ފަރުވާ ކުރިން ފެށުމެވެ. ފަރުވާ ދިނުމަށް ވަސީލަތްތައް ގާއިމުކުރުމާއި އެކަމަށް މަގުފަހިކޮށްދިނުމެވެ. މިއީ ސަރުކާރުގެ މަސްއޫލިއްޔަތެކެވެ. އޮޓިޒަމް ފާހަގަކުރާ މިމަހުގައި ރާއްޖޭގައި އޮޓިޒަމް ދެނެގަނެވޭނެ ގާބިލު ޑޮކުޓަރުންތަކެއް ތަމުރީނުކުރެވިފައި ނެތުމާއި އެކަމާ ގުޅޭ އެކަށީގެންވާ ފަރުވާތަކެއް ލިބެން ނެތުމީ އަހަރެމެން ހިތާމަކުރާ ކަމެކެވެ.

އެހެންކަމުން، މިހާއްސަ މަހުގައި މިކަންތަކުގެ މައްޗަށް އިތުރަށް ވިސްނައި ދިވެހި ސަރުކާރާއި ކަމާބެހޭ މުއައްސަސާތަކުން ހަރުދަނާ ފިޔަވަޅުތަކެއް އެޅުމަށް އިލުތިމާސްކުރަމެވެ. ވަކިން ހާއްސަކޮށް، މާލެއިންނާއި ސަރަހައްދީ ހޮސްޕިޓަލްތަކުން ބަހުގެ ތެރަޕީ (ލޭންޖުއޭޖް ޕެތޮލޮޖީ) އާއި އޮކިޔުޕޭޝަނަލް ތެރަޕީ ލިބޭނެ މަގު ފަހިކޮށްދިނުމަށާއި އާނލީ އިންޓަވެންސަން ސެންޓަރުތައް އެންމެ ކުޑަވެގެން ޕޮރޮވިންސް ފެންވަރުގައި ގާއިމުކުރުމަށެވެ.

އޮޓިޒަމްއަކީ އެހެން ނުކުޅެދުންތެރިކަމާ ހިލާފަށް ފަރުވާކުރެވިދާނެ ކަމެކެވެ. އުމުރުގެ ކުރީކޮޅު ދެވޭ ފަރުވާއިން އޮޓިޒަމް ޖެހިފައި ތިބި ކުދިން ރަގަޅުވެފައި އެބަތިއްބެއެވެ. އަދި އާނލީ އިންޓަވެންސަންގެ ތެރެއިން ތިންބައި ކުޅަ އެއްބައި ކުދިން ރަގަޅުވާކަމަށް ދިރާސާތަކުން ދައްކައެވެ. ގިނަ ކުދިންނަކީ ބޭރު ފުށުން އެއްވެސް އުނިސިފަ ފެންނަން ނުހުންނަ، ވިސްނުމުގެ ގޮތުން އެއުމުރުގެ އެހެން ކުދިންނެކޭ އެއްފަދަ ބަޔެކެވެ. ދުނިޔޭގެ އެހެން ގައުމުތަކެކޭ އެއްފަދައިން، މިކުޑަކުޑަ ރާއްޖޭގައި އޮޓިޒަމް ޖެހޭ ކުދިންގެ ނިސްބަތް އިތުރުވާކަން އެއީ ހަގީގަތެކެވެ. މާލީގޮތުން އެހާ ފުއްދުންތެރި ބަޔަކަށް ނުވިޔަސް ފަރަދުންގެ ފެންވަރުގަޔާއި، ޖަމާއަތުގެ ފެންވަރުގަޔާއި ސަރުކާރުގެ ފެންވަރުގައި ކަންތައްތަކެއް ކުރަން މިމަހު އަޒުމު ކަނޑައަޅަމާތޯއެވެ؟

ދިވެހި އަކުރުގެ ކާޑު ސެޓު

2011-03-29T18:40:00.002+05:00

ބަހެއް އުގަންނައިދިނުމުގައި އެންމެ މުހިއްމު އެއްޗަކީ އެބަހެއްގެ އަކުރުތައް ނުވަތަ އަކުރުތަކުގެ އަޑު ދަސްކޮށްދިނުމެވެ. މިކަމަށް މަގުފަހިކުރުމުގެ ގޮތުން އެވަނީ ދިވެހި އަކުރު ތަކުގެ ކާޑު ސެޓެއް ތައްޔާރު ކުރެވިފައެވެ. މިކާޑު ބޭނުންކުރުމުގައި ބަލަންވީ ކަންތައްތަކަކީ:
1. ކުއްޖާއަށް އަކުރުތަކުގެ މަހުރަޖަތައް ނުވަތަ އަކުރުގެ އަޑު ރަގަޅަށް ކިޔުވުން
2. އަކުރާއި އެއަކުރުގެ އަޑު ދެނެގަތުމަށް ދަސްކޮށްދިނުމެވެ.

ކާޑުސެޓު ޑައުންލޯޑުކުރޭ: ކުޑަ ކާޑު ސެޓު | ބޮޑު ކާޑު ސެޓު

Announcement: A specialist is to visit Male'

2011-03-04T17:20:00.008+05:00

A specialist in Autism is scheduled to visit Autism Association of Maldives, a local NGO based in Male'.

So, if you have a child with Autism or suspect your child for Autism please call 7529901 (Ms. Aishath Zila) and book an appointment to consult the visiting specialist.

Date: 13 March 2011
Venue: Autism Association of Maldives, Ma. Eureka, Vaidheri Hingun, Malé.
Time: appointment only.

If your child has any two of the following symptoms you ought to make an appointment.
1. The child avoids looking at faces.
2. The child cannot communicate or engage in a dialogue.
3. The child engages in repeated behaviours. That is, the child likes to do the same thing again and again.
4. The child puts hands over the ears in loud environments.
5. The child does not know how to play toys properly.
6. The child does not sleep properly throughout the night.
7. The child cries or laughs for no reason.
8. The child bangs head on the wall or inflict any kind of self injury.
9. The child does not follow instructions.
10. The child has sensory issues like no reaction to heat, loud noise, injury, etc.

Additional Information: Autism Association of Maldives is the first NGO established in the country for the Autism cause. Their mission is to assist children with Autism Spectrum Disorders live a happy life and attain their full potential. Their email is info@autism.mv. Click here to download their information brochure.

ހާށަވިޔަނި ކާޑު

2010-07-27T11:49:00.022+05:00

ކުއްޖަކަށް ތާނަ ލިޔަންކިޔަން ދަސްކޮށްދިނުމުގައި ފުރަތަމަ ފަށައިގަންނާނެ ހިސާބަކީ، 1. ތާނަ އަކުރު ދެނެގަތުމަށް ދަސްކޮށްދިނުމާއި 2. ތާނަ އަކުރުން ނުކުންނަ އަޑު ދަސްކޮށްދިނުމެވެ. މިމަރުހަލާއަށް ތަސްވީރު ބޭނުންކުރެވިދާނެއެވެ. އޮޓިޒަމް ހުންނަ ކުދިންނަކީ ތަސްވީރުން ކަންތައްތައް ދެނެގަންނަ ބަޔެކެވެ. އިގިރޭސިން ބުނާނަމަ ވިޒުއަލް ރީޑާސް (visual readers) އެވެ.

މިކަމަށް ބޭނުންކުރުމަށްޓަކައި ހާށަވިޔަނީގެ ކާޑު ސެޓެއް އެވަނީ އަޕުލޯޑުކުރެވިފައެވެ. ޕުރިންޓުކުރުމަށްފަހު، ކާޑުތައް ކަތުރުން ކަފާލައިގެން ފަހަރަކު 1 ކާޑު ބޭނުންކުރާށެވެ. އަޑު ދަށުން ކިޔުވައި، އަޑު ހާނުވާށެވެ. މިއަށް އިގިރޭސިބަހުން ކިޔަނީ އާޓިކިޔުލޭސަން (articulation) އެވެ.

ކާޑުސެޓު ޑައުންލޯޑުކުރޭ: ކުޑަ ކާޑު ސެޓު | ބޮޑު ކާޑު ސެޓު

ބޭނުން ހިފިދާނެ އިތުރު ވިޑީއޯތައް:

އޮޓިޒަމްޖެހިފައިވާ ކުދިން ބަލާބޮޑުކުރުމުގައި ބެލެނިވެރިން ތަހައްމަލުކުރާ ވޭނާއި ފިކުރު

2010-07-26T05:06:00.020+05:00

"ކީއްވެ އެކުދިން މަރާލީ؟" 911 ގެ އެމެޖެންސީ ނަމްބަރުގެ އޮޕަރޭޓަރު ސުވާލުކުރިއެވެ. "އެދެކުދިންނަށްވަނީ އޮޓިޒަމް ޖެހިފައި. އަހަރެންނެއް ބޭނުމެއްނޫން އެފަދަ ކުދިންނެއް. އަހަރެން ބޭނުމީ އާދައިގެ ކުދިން" ޖަވާބުގައި ސާއިގާ އަހުތަރު މިދިޔަ ހޯމަދުވަހު ބުންޏެވެ. ޒައިން އަހުތަރު (5 އަހަރު) އާއި އޭނާގެ ކޮއްކޮ ފަރިޔާލް އަހުތަރު މަރާލުމުގެ ކުށުގައި އެމެރިކާގެ ޓެކްސަސްގައި ދިރިއުޅޭ އެކުދިންގެ މަންމަ ސާއިގާ (30 އަހަރު) ވަނީ މިދިޔަ ހޯމަދުވަހު ފުލުހުންގެ ބެލުމުގެ ދަށަށް ގެންދެވިފައެވެ. މިއީ މިދިޔަ ހަފުތާގައި ހިގާދިޔަ ހަގީގީ ހަދިސާއެކެވެ.

އޮޓިޒަމްޖެހިފައިވާ ކުއްޖަކު ބަލާބޮޑުކުރުމަކީ ގިނަ ތަކުލީފުތަކެއް އެކުއްޖާގެ ބެލެނިވެރިން އުފުލަންޖެހޭ، ހާސްކަމާއި ފިކުރުންފުރިފައިވާ ކަމެކެވެ. ސަބަބަކީ އެއްވެސް ސަބަބަކާ ނުލައި ކުއްލިއަކަށް ރުޅިއައުމާއި، ބޮޑާހޭކުމާއި، އަތުންފައިން ގޯސްހެދުމެވެ. ގިނަ ކުދިންނަކީ ވާހަކަ ނުދެއްކޭކުދިންކަމުން، މައިންބަފައިން ދަރިފުޅަށް ވިސްނައިދޭން ކުރާ މަސައްކަތް ކޮޅެއްގައި ނުޖެހުމެވެ. މިހުރިހާ ކަމަކަށްވުރެންވެސް، އެފަދަ މައިންބަފައިންނަށް ބޮޑު ހިތްދަތިކަމެއް ލިބެނީ، ދަރިފުޅު ބޮޑާހާކާއިރުގައި ތިމާ ވަށައިގެން އުޅޭ އެހެންމީހުންގެ ލޯއެޅުންތަކުންނާއި ތިމާ ވާށައިގެން އުޅޭ މާހައުލުގައި އުޅޭ އެހެންމީހުން ވިސްނާނުލައި ބުނާ ބަސްތަކުންނެވެ.

"ހާދަ ބަސްނާހާ ކުއްޖެކޭ.. އެކުއްޖާ އެހުރީ ލޯބިން ހަލާކުކޮށްފައޭ.. ދަރިން ތަރުބިއްޔަތު ކުރާކަށް ނޭގެއޭ.. ހާދަ ގޯސް ބެލެނިވެރިންނެކޭ.. " މިފަދަ ބަސްތަކަކީ އޮޓިޒަމްޖެހިފައިވާ ކުދިންގެ މައިންބަފައިން މުޖުތަމައުގެ އެހެންމީހުންގެ ފަރާތުން ގިނަގިނައިން އަޑުއަހާ ބަސްތަކެވެ. އެއިން ކޮންމެ ބަހަކީ ތާއަބަދު ފިކުރުކުރުންމަތީގައި އުޅޭ މައިންބަފައިންނަށް ލިބޭ އިތުރު ހިތާމައަކާއި ވޭނެކެވެ. މިފަދަ ބަސްތައް ބުނާ ގިނަ މީހުންނަކީ އޮޓިޒަމްއަކީ ކޮންއެއްޗެއްކަމާއި، އެކުއްޖާގެ ފަރާތުން އެފެންނަ ކަންތައްތަކަކީ ހަގީގަތުގައި އޮޓިޒަމްގެ ސަބަބުން މެދުވެރިވާ ކަންތައްތަކެއްކަން ނޭގޭ މީހުންނެވެ.

ބުނާއަޑުނޭހުމާއި ބޮޑާހޭކުމާއި އަތްފައިންގޯސް ހެދުމަކީ އާދައިގެ ކުދިންގެ ތަރުބިއްޔަތާ ގުޅިފައިވާކަމަށް ވާއިރު، މިއީ އޮޓިޒަމްގެ ހާއްސަ އަލާމާތްތަކެވެ. އޮޓިޒަމްޖެހިފައިވާ ކުއްޖާ އޭނާގެ އިހުތިޔާރުގައި ކުރާ ކަންތައްތަކެއް ނޫނެވެ. އޮޓިޒަމަކީ ކުއްޖާ އުފެދުމުގައި ސިކުޑި ހެދިބޮޑުވާންވީގޮތަށް ތަރައްގީނުވުމުގެ ސަބަބުން މެދުވެރިވާ ކަމެކެވެ. ބައްޔަކަށްވުރެން ބޮޑަށް ޑިސްއޯޑައެކޭ ކިޔަނީ އެހެންވެއެވެ. މިހެންވުމުގެ ސަބަބުން، ވާހަކަދެއްކުމާއި، ކަންކަމާމެދު ވިސްނުމާއި، އިޖުތިމާއީ ގުޅުމަށާއި ތިމާގެ އަމަލުތަކަށް އޭގެ އަސަރުކުރަނީއެވެ. އޮޓިޒަމް ޖެހެން މެދުވެރިވަނީ ކޮން ސަބަބަކާހުރެކަން މިހާތަނަށް ހެދިފައިވާ ހޯދުންތަކުން ޔަގީންކަމާއެކު އެގޭކަށްނެތެވެ. ނަމަވެސް، ޔަގީނުންވެސް އެގޭކަމަކީ މިފަދަ ކުދިން އެއްދުވަހުން އަނެއްދުވަހަށް ދުނިޔޭގެ އެހެންގައުމުތަކެކޭ އެއްފަދައިން ރާއްޖޭގައިވެސް އިތުރުވަމުން އަންނަކަމެވެ.

އާދައިގެ ކުދިން ބަލާބޮޑުކުރާ މައިންނަށްވުރެ، އޮޓިޒަމްޖެހިފައިވާ ކުއްޖަކު ބަލާބޮޑުކުރާ މަޔަކު ނަފުސާނީގޮތުންނާއި ކުދިންބަލާބޮޑުކުރުމުގައި ކުރަންޖެހޭ ފިކުރުތައް ބޮޑުކަމަށް ގިނަ ދިރާސާތަކުން ދައްކައެވެ. "ކުއްޖަކު އޮޓިޒަމަށް ޖެހިފައިވާކަން އެގުމަށްފަހު، ބެލެނިވެރިޔާގެ ދައުރު ބަދަލުވެގެންދެއެވެ. އެކުއްޖާގެ ހާލަތުގާތުންބަލައި އެކަންބަލަހައްޓާމީހަކަށް ބަދަލުވެގެންދެއެވެ. އަދި ހާއްސަ ޓީޗަރަށް ބަދަލުވާން މަޖުބޫރުވެއެވެ. (އެބަހީ: އެކުއްޖާއާ މުއާމަލާތްކުރާގޮތާއި އެކުއްޖާއަށް ކަންތައް އުގަންނައިދޭގޮތަށް ބަދަލު ގެންނަންޖެހެއެވެ.) އެކުއްޖާއަށް ބޭނުންވާ ފަރުވާ ހޯދައިދެވޭނެ ގޮތަކާމެދު ވިސްނައި ފިކުރުކުރަންޖެހެއެވެ. ކަންކަމާމެދު ވަކާލާތުކޮށް ކަންތައްތައް ފަހިކުރެވޭތޯ ބަލަންޖެހެއެވެ. މިއީ (އެފަދަ ބެލެނިވެރިއަކަށް ނޫނީ) ވިސްނައިނުގަނެވޭހާ ބޮޑު ތަކުލީފަކާއި ފިކުރެކެވެ." އެމެރިކާގެ އޮޓިޒަމް ޖަމުއްޔާގެ ނައިބު ރައީސް މާގުރައިޓް ކޮލްސްޓަން ވިދާޅުވިއެވެ.

ސުޕީޗު ތެރަޕީ(speech therapy)، އޮކިޕޭސަނަލް ތެރަޕީ(occupational therapy)، އަދި ބިހޭވިއަރަލް ތެރަޕީ(behavioural therapy) ފަދަ އޮޓިޒަމް ޖެހިފައިވާ ކުއްޖަކަށް ބޭނުންވާ ޒަރޫރީ ފަރުވާތަކަކީ އަގުބޮޑު ހިދުމަތްތަކެވެ. ރާއްޖެއިން ލިބެން ނުހުންނަ ހިދުމަތްތައް ކަމުން ރާއްޖެއިން ބޭރަށް ދާން މަޖުބޫރުވެއެވެ. އެހެންވުމުގެ ސަބަބުން، މާލީ ދަތިތަކާ އެފަދަ މައިންބަފައިން ކުރިމަތިލާންޖެހެއެވެ. މީހުން ކައިރިއަށް ސަލާންޖަހަން މަޖުބޫރުވެދެއެވެ. ދަރިފުޅުގެ ކަންތައް ބެލެހެއްޓުމަށްޓަކައި ވަޒީފާއިން ކެޑި، ބެލެނިވެރިންކުރެ އެކަކު ގޭގައި ހުރުމަށް ނޫނީ ގެއަށް މީހަކު ހޯދަން މަޖުބޫރުވެއެވެ. ދިރިއުޅުމުގެ އުފަލާއި އަރާމުން އެއްކިބާވެ، ދަރިފުޅުގެ ކަންތައްތަކަށް ވަގުތުދޭންޖެހެއެވެ.

ދެމަފިރިންމެ ތާއަބަދު ދަރިފުޅުގެ ކުރިއެރުމާމެދު ވިސްނައި، ކަންތައް ރަނގަޅުކޮށް، ކުރާ ހަރަދު ދެކޮޅު ޖެއްސޭނެގޮތަކާމެދު ފިކުރުކުރަން ޖެހިދެއެވެ. އެއްކުއްޖަކަށް ސަމާލުކަންދޭތީ އެހެންކުދިން މައްސަލަޖައްސަން ފަށައެވެ. ސަކުވާކުރެއެވެ. ބަޔެއް ފަހަރަށް، ދިރިއުޅުމުގެ އާއްމު ހާލަތު ދަށަށްގޮސް، އާއިލާ ތެރޭގައި މައްސަލަޖެހެން ފަށައެވެ. އާއިލާގެ އެހެން މެމްބަރުންގެ އެހީތެރިކަމާ މަދަދު އިންތިހާއަށް އެފަދަ އާއިލާތަކަށް ބޭނުންވަނީ އެހެންވެގެންނެވެ. ނަމަވެސް، ގިނަ ބަޔަކަށް އެކަމެއް ނޭގެއެވެ. ތަރައްގީވަމުން އަންނަ ގައުމުތަކުގައި، އެއްބަޑު އެއްބަފާ މީހުންނާއި އާއިލާގެ އެހެން މެމްބަރުން އެފަދަ އާއިލާތަކާ ދުރަށްޖެހެނީ މާލީގޮތުން އެއްޗެއް ދޭންޖެހިދާނެތީވެއެވެ. ނުބައި ތަރުބިއްޔަތެއްގެ ސަބަބުން ދަރިން ހަލާކުކުރިކަމުގެ ނަންމަތިކޮށެވެ.

ރާއްޖޭގައި މިހާލަތު ބަދަލުކުރެވޭނީ
1. ކުއްޖާގެ ޅައުމުރުގައި އޮޓިޒަމް ޑައިގުނޯސް ކުރެވޭ ފަދަ މީހުން (އުފެދުމާބެހޭ ކުޑަކުދިންގެ ހާއްސަ ޑޮކުޓަރުން، އުފެދުމާބެހޭ ސައިކޮލޮޖިސްޓުން.ސައިކޭޓުރިސްޓުން އަދި އޭބީއޭ ސެޓިފައިޑް ތެރެޕިންޓުން) ބިނާކޮށްގެންނާއި؛
2. ރާއްޖޭގެ އެކި ކަންކޮޅުތަކުގައި ކުއްޖާގެ ޅައުމުރުގައި އުފެދުމުގެ މައްސަލަތަކަށް ފަރުވާދެވޭނެ ސެންޓަރުތައް (early intervention centres) ސަރުކާރާއި އަމިއްލަ ފަރާތްތައް ގުޅިގެން ގާއިމުކޮށް ގެންނާއި؛
3. އެފަދަ އާއިލާތަކުން އެކުދިންގެ ފަރުވާއަށް ކުރާ ހޭދައިގެ ސަބަބުން ދިމާވާ މާލީ ނުތަނަވަސްކަން ފިލުވާލަދިނުމަށް ސަރުކާރުން މަސައްކަތްތަކެއް ކުރަން ފަށައިގެންނާއި؛
4. ރާއްޖޭގެ އާއިލާތައް ހޭލުންތެރިކުރުވައި އެފަދަ އާއިލާތަކަށް އާއިލާގެ އެހެން މެމްބަރުންގެ އެހީތެރިކަމާއި އެއްބާރުލުން ލިބޭނެ މާހައުލެއް ގާއިމުކޮށްދީގެންނާއި؛
5. މުޖުތަމުގެ އެހެންމީހުން ހޭލުންތެރިކުރުވައި، އެފަދަ ކުދިންގެ އާއިލާތަކާމެދު ދެކޭ ނުބައި ވިސްނުން ބަދަލުކޮށް، އޭގެ ބަދަލުގައި އެފަދަ އާއިލާތަކާމެދު އަޅާލާ އެހީތެރިވެދޭ ބަޔަކަށް ހަދައިގެންނެވެ.

ގާނޫނު ތަންފީޒުކުރުމަށްޓަކައި ސަރުކާރުން އަމަލީ ޕުލޭނެއް އެކުލަވާލަންޖެހޭނެ

2010-07-11T23:05:00.025+05:00

ޖޫން 22 ގައި ރައްޔިތުންގެ މަޖިލީހުން ފާސްކޮށް، 8 ޖުލައި ގައި ރައީސް ނަޝީދު ތަސްދީގުކުރެއްވި ނުކުޅެދުންތެރިކަން ހުންނަ މީހުންގެ ހައްގުތައް ރައްކާތެރިކުރުމާބެހޭ ބިލަކީ އެތައް ގޮތަކުން ފާހަގަކުރެވޭ ބިލެކެވެ. ފުރަތަމަ ކަމަކީ، މިވީހާ ދުވަހު ނުކުޅެދުންތެރިކަން ހުންނަ މީހުންގެ ހައްގުތައް ރައްކާތެރިކުރުމަށް ސިޔާސަތުގެ ފެންވަރުގަޔާއި އަމަލީ ފެންވަރުގައި މާ އެދެވޭ މަސައްކަތްތަކެއް ރާއްޖޭގައި ކުރެވިފައިނުވުމާއި، އެފަދަ މީހުންނާއި ކުދިން ބޭނުންވާ ޒަރޫރީ ފަރުވާތައް (ސުޕީޗު ތެރަޕީ، އޮކިޔުޕޭސަނަލް ތެރަޕީ، އަދި ބިހޭވިއަރަލް ތެރަޕީ) އެދެވޭ ފެންވަރެއްގައި ރާއްޖޭގައި ލިބެންނެތުމެވެ. ދެވަނަ ކަމަކީ، މިބިލު މިހާރު އޮތް ފެންވަރަށް އިސްލާހުކުރުމަށްޓަކައި އަމިއްލަ ޖަމުއްޔާތަކުންނާއި އެކުދިންގެ ބަލަދުވެރިން ކުރެއްވި އިހުލާސްތެރި މިންނަތް މަސައްކަތެވެ. ތިންވަނަ ކަމަކީ، މިގާނޫނުގެ ސަބަބުން މިހާރު އަމަލުކުރެވެމުންދާ ސަރުކާރުގެ ގިނަގުނަ ސިޔާސަތުތަކެއް ބަދަލުކުރަންޖެހުމާއި، އާއްމު ހިދުމަތުގެ ގޮތުގައި ބޭނުންކުރަމުން އަންނަ ވަސީލަތްތަކާއި ތަންތަނަށް ބޮޑެތި ބަދަލުތަކެއް ގެނައުމަށް އެގާނޫނު ބާރު އަޅާތީވެއެވެ.

ސަރުކާރުގެ ސިޔާސަތުތަކަށް އަންނަންޖެހޭ ބައެއް ބަދަލުތައް
1. ނުކުޅެދުންތެރިކަން ހުންނަ ކުދިންނާއި މީހުން ސަރުކާރުގެ ހަރަދުގައި އިންސުއަރަންސްގައި ބައިވެރިކޮށް، ބޭނުންވާ ފަރުވާ ލިބޭނެ މަގުތަނަވަސްކޮށްދިނުން. ރާއްޖެއިން ލިބެންނެތް ފަރުވާ އަވައްޓެރި ގައުމުތަކުން ހޯދައިދިނުން.
2. ނުކުޅެދުންތެރިކަން ހުންނަ މީހުންނާ ރައްޓެހި މާހައުލެއް ބިނާކުރުމަށްޓަކައި ދައުލަތުގެ މުއައްސަސާތަކުގަޔާއި އާއްމުތަންތަނުގައި ނުކުޅެދުންތެރިމީހުންނާ ރައްޓެހި ފާހާނާތައް ހެދުމާއި، އުދަގުލަކާނުލައި ފުރޮޅުލީ ގޮޑި ދުއްވޭގޮތަށް މަގުތަކާއި، މަގުފާހަގަތަކާއި، ޕޭމަންޓަށް ބަދަލުގެނައުމާއި، އެފަދަ މީހުންނަށް ވަދެނިކުމެވާގޮތަށް ތަންތަނުގެ ދޮރުތަކާއި ގޭޓުތަކަށް ބަދަލުގެނައުން. އަދި އެފަދަ މީހުންގެ ދުއްވާ އުޅަދު ޕާކުކުރާނޭ ހާއްސަ ތަންތަން ކަނޑައެޅުން.
3. ނުކުޅެދުންތެރިކަން ހުންނަ ކުދިންނަށް އިތުރު ކުލާސްތައް ޕުރޮވިންސްގެ ފެންވަރުގަޔާއި، އަތޮޅުފެންވަރުގަޔާއި، ރަށުފެންވަރުގައި ހެދުމާއި، ސުޕެޝަލް އެޑިޔުކޭސަން ޓީޗަރުން ތަމްރީނުކުރުން. އަދި އެފަދަ ކުދިންނާއި މީހުންނަށް ބޭނުންވާ ޒަރޫރީ ހިދުމަތްފަދަ ސުޕީޗު ތެރަޕީ، އޮކިޔުޕޭސަނަލް ތެރަޕީ އަދި ބިހޭވިއަރަލް ތެރަޕީގެ މާހިރުން ސަރުކާރުގެ ހަސްފަތާލުތަކަށް ހޯދުން.
4. ނުކުޅެދުންތެރިކަން ހުންނަ ކުދިންގެ ތެރެއިން މެއިން ސުޓުރީމު ކުރެވޭނެފަދަ ކުދިންނަށް އާދައިގެ ސުކޫލުތަކުން އެފުރުސަތު ހޯދައިދިނުމާއި އެކަމަށް ސުކޫލުގެ މެނޭޖުމަންޓުތަކަށް ހިތްވަރުދިނުން. މިހާރު ވާގޮތަކީ، އޭސްޕާޖާސް ހުންނަކުދިން ނުވަތަ އޮޓިގަމް ކުޑަކޮށް ހުންނަ ކުދިންނަކީ އާދައިގެ އެހެން ކުދިންނެކޭ އެއްގޮތަށް މެއިން ސުޓުރީމު ކުރެވިދާނެ ކުދިންނަށްވާއިރުވެސް، އެފަދަ ފުރުސަތަށް ސުކޫލުގެ މެނޭޖުމަންޓުން ޖާގަދިނުމުގެ ބަދަލުގައި ނުކުޅެދުންތެރިކަން ހުންނަ އެހެން ކުދިންނާއެކު އެއްކުލާހެއްގައި ބައިތިއްބުމެވެ.
5. ނުކުޅެދުންތެރިކަން ހުންނަ މީހުންނަށް މަލާމާތްކުރެވޭގޮތަށް ހުންނަ އިސްތިހާރާއި ވީޑިޔޯ އުފެއްދުން ހުއްޓުވުމާއި އެކަމާ ދެކޮޅަށް ފިޔަވަޅުއެޅުން.

މަތީގައި ލިސްޓުކުރެވިފައިވަނީ ބޮޑެތި ބަދަލުތައްކަމުން، އެހެން ކަންތައް ލިސްޓުކުރުމަށް ކިޔުންތެރިންނަށް ދޫކޮށްލަމެވެ. އަހަރެމެންގެ އުއްމީދަކީ ސަރުކާރުގެ ކަމާބެހޭ މުއައްސަސާތަކުން މިގާނޫނު ތަންފީޒުކުރުމަށްޓަކައި ކުރަންޖެހޭ މަތީގައި ބުނެފައިވާ ފަދަ އެހެނިހެން ކަންތައްތައް ވެސް ދެނެގަނެ، އަވަސް ފިޔަވަޅުތަކެއް އަޅާނެކަމުގައެވެ. އެކަމަށް އަހަރެމެން ހިތްވަރުދީ، ގޮވާލަމެވެ. އަދި އެކަމާ ފަސްޖެހޭ ފަރާތްތަކާމެދު ގާނޫނީ ގޮތުން ދައުވާކޮށް އެކަމުގެ މާއްދީ، މާލީ، އަދި ނަފްސާނީ ބަދަލުހޯދޭނެ ފުރުސަތު މިހާރު ލިބިފައިވާކަން އާއްމު ރައްޔިތުންނަށް ހަދާންކޮށްދެމެވެ.

ގާނޫނު ޑައުންލޯޑުކުރޭ

Developmental Disorders: Create Awareness and Formulate Laws

2010-02-07T05:51:00.000+05:00

Developmental disorders are in rise in the country. Yet, we are too busy either formulating legal frameworks (bills and regulations) or talking about creating awareness about such. Recently a second lady returned from a seminar on autism in somewhere in US and had wanted to create awareness about autism. We do not know how far it had materialized and what goals had been achieved. Shall we think seriously about helping the needy?

Creating Awareness
Ask ourselves: why do we want to create awareness about autism and such? Is it because we want parents to identify these disorders at an early age so treatments can be sought at a young age? This brings us to the difficult question: Do we have diagnosis facilities or professionals for the job in the country? Our findings indicate that most paeds in the country either lack knowledge about development disorders or do not have expertise to diagnose disorders like autism, ppd-nos, aspergers and adhd. Even if we could diagnose them, do we have treatment facilities in Male’? Do we have developmental paeds, occupational therapists, speech therapists? Are we training parents and caretakers to deal with these children?

In the awareness programs we usually talk about how to identify children afflicted with these disorders. As a result, the public do nothing more than labeling these children or look at them differently where they previously assumed they are just typical spoilt kids. Is this what we want?

Formulating legal frameworks (bills and regulations)
In our country most of the good things are in black and white. Rights and privileges just stay there. People who do the actual works rarely consider them. Who is supervising if concerned bodies are sticking to the laws and who is taking action when they have failed? We have several laws for different issues, but ask ourselves what percentage of them are we actually implementing? Of course, we can sue a concerned body in the court of law when they have failed to afford that particular privilege stated in the law. Is this what we really want these laws for?

So, what do we really need to do?
1. We need to create awareness among parents to identify early symptoms of developmental disorders so that they can refer to professionals for advice. Simultaneously, we need to bring in experts from abroad to educate health personnel on identifying developmental disorders. Train them to carry out diagnosis.
2. We need to establish early intervention facilities throughout the country. Train and empower parents and preschool teachers with the necessary knowledge and expertise. Ministry of health must take initiatives to run or facilitate treatment facilities in all the 7 provinces.

Study suggests kids can ‘recover’ from autism

2010-02-06T05:16:00.007+05:00

CHICAGO - Leo Lytel was diagnosed with autism as a toddler. But by age 9 he had overcome the disorder.

His progress is part of a growing body of research that suggests at least 10 percent of children with autism can “recover” from it — most of them after undergoing years of intensive behavioral therapy.

Among them was Leo, a boy in Washington, D.C., who once made no eye contact, who echoed words said to him and often spun around in circles — all classic autism symptoms. Now he is an articulate, social third-grader. His mother, Jayne Lytel, says his teachers call Leo a leader. read more

Classes for special needs children faces closure

2009-08-07T10:04:00.003+05:00

source: minivannews.com

A Care Society project, providing educational services to 48 students with disabilities in Male’, is under threat because of a lack of funding.

The centre has been providing four weekly classes to the students, whose ages range from two to 26 years of age, since 2001.

“When we broke the news to the staff, they said, we might be able to find other work, but what about the students, where will they go?” said Fathimath Nizam, assistant director of the NGO.

With savings and donations for the NGO’s Care Development Centre (CDC) due to dry up at the end of September, Care Society is turning to members of the public, resorts and businesses to sponsor a student for Rf1,000 (US$78) a month for a minimum of a year.

Some parents had expressed a readiness to pay Rf1,000 a month, said Fathimath. “They said please don’t stop it, we are ready to pay the money. If you stop there’s no future for these students.”

But, she said she believed the financial burden would be too great for others to carry, especially as taking care of a child with a disability was costly.

Individual needs

The sponsorship money will be added to the Rf16,000 (US$1,245) a month pledged by the ministry of education to cover the salaries of four teachers.

Fathimath said the teachers were paid only a basic salary. “But they are working here because they are very passionate and they love these kids,” she said.

One of the teachers, Shiyaza Mohamed Didi, 29, who has been working at CDC for eight years, said the centre’s focus was on teaching independent, communication and social skills to the students.

Each child undergoes a functional assessment so that a programme can be tailored to their individual needs, she said.

“They have the same rights as normal children and for the centre to close down would be depriving them of these rights,” said Shiyaza.

Progress

Salma Ali, the mother of a 14-year-old Ahmed Aleef, who suffers from cerebral palsy, said parents of the students were “very sad and very worried” to hear that the centre might be forced to close down.

She said Aleef, who had been attending classes for the past eight years had made great progress.

“His movements have improved and he’s now able to read and write,” she said. “He now reads stories for himself.”

Another concerned parent, the mother of a 12-year-old girl with autism, who spoke on the condition of anonymity, said her daughter was completely dependent on her before attending the centre two years ago.

She was now able to got to the toilet independently and alert her parents to her needs.

“I’m very worried, wondering what I’m going to do as there’s no place in the Maldives, however small, that provides services for children with special needs,” said the girl’s mother.

She told Minivan News she believed it was the government’s responsibility to provide financial assistance for the continuance of the programme and that every school should have at least one classroom to cater to children with special needs.

“Everyone should cooperate and try to help these children instead of letting them waste away,” she said.

Knocking on every door

Shifa Mohamed, deputy minister of education, said the Minister of Education Mustafa Luthfy had formed a committee to look into special needs after assuming office in November last year.

She added Care Society had played a major role in helping children with disabilities and opening up the issue of special needs to the whole nation.

“If funding will be stopped, it’s a concern for everyone,” she said.

Care Society first registered in 1998 and has been promoting the rights of people with disabilities, children and women as well as assisting survivors of natural disasters, such as the tsunami, since its inception.

At present, the NGO runs another two other projects, said Fathimath. The first is a community-based rehabilitation programme which assists people with disabilities living on Gaaf Dhaal atoll Thinadhoo and Addu atoll Hithadhoo.

The second is a disaster risk management programme which aims to help schools become safer environments. Both have sufficient funding until next year, said Fathimath.

“Right now we will be knocking on every door,” she said. “I feel that there are people who can contribute Rf1,000 (US$78) a month.”

To sponsor a student or find out more information, please contact Aminath Luha at the Care Society on +9603312491.

Trained ABA therapist in Male'

2009-08-03T17:46:00.000+05:00

Applied Behaviour Analysis, or ABA in short, is one of the many treatments for autism and similar developmental delays. It is widely acknowledged and accepted by developmental professionals as a scientifically proven method. It is, however, costly and a long time treatment. Yet, it is not the magic pill every parent is looking for. The improvements in the child depends largely on the quality of the programs and dedication of the parents. Whilst some children shows significant improvements with ABA, other treatments like RDI, Floortime and others can make much progress in other children.

With the understanding that there may be parents in Male' who are keen to set up an ABA program we wish to lend a helping hand. From 9th August to 9th September, one of our board members is available in Male' to discuss with individual families about how to start an ABA program. He has ample experience in running ABA programs at first hand and will be able to help kick off a home based ABA program. Help and guidance will be offered in preparing learning materials and setting up the therapy corner or room. As we understand the biggest worry of parents of these children is financial hardship, we ask for no fees or payments in return.

So, those parents who are interested, please contact us via our email autismmaldives@yahoo.com

An appeal to the Maldivan Government regarding the insurance package for all citizens.

2008-07-26T08:34:00.000+05:00

We have read in the news lately that the Maldivian government is considering to introduce an insurance package for every citizen in the country. This is a great news, of course. However, our concern is how much will such a package cover treatment towards disabilities and other life-long treatments, when they are the ones who need is most. We are surprised as to why the Maldivian media is silent on this issue.

Hence, we call upon the Maldivian government not to neglect or forget about those special children in our country when they are planning to introduce a nation-wide insurance package, as these special children are also part of our society and they need more help and care than anyone else. Most of these children in our society gets no treatment at all due to lack of funds. One such example that surfaced on the papers lately is that of Thaa. Kinbidhoo. We strongly believe the child under question was in a treatable condition but enough could not be done due to lack of awareness as to the nature of treatment, but mostly due to lack of funds to analyse the cause and seek proper treatment.

We know few families who are seeking ABA therapy and Floortime therapy abroad while others are fending themselves with worries not knowing what to do with their autistic children.

Floortime -- another therapy for autism/pdd!

2008-07-24T19:40:00.001+05:00

Unlike Applied Behaviour Analysis, Floortime is a not a behavioural approach. The main difference in ABA and Floortime is in ABA the therapist controls everything and dictates the child's behaviour while in Floortime the therapist flows the child's lead and try to interact with him or her.

Click here for an introducotry program on Floortime on Youtube.
http://www.youtube.com/results?search_query=DIR%C2%A9%2FFloortime%E2%84%A2+Seminar+-+Italy&search_type=

Click here for Parent's Guide Book For Setting up a Program of Floor Time Volunteers
http://www.coping.org/intervention/fltmvols.htm

How to deal with autistic symptoms?

2008-07-21T18:06:00.006+05:00

compiled by and with courtesy of asrik.net

below are some strategies to deal with developmental symptoms/pdd in a child.

Concern 1: Child has poor eye contact.
What you can do: 1. position yourself so that you are face-to-face with the child while talking, singing or addressing the child. 2. Whenever the child looks into your eyes reinforce the action immediately after. For example you can say: good looking, beautiful eyes, change your voice pitch, etc. 3. When you play and talk to him bend your knees to give him better chances for him to look in your eyes during play. 4. NEVER force him to look in your eye or turn his face to look in your eyes. If you do the above techniques it will come automatically!

Additional readings:

§ How to Establish Eye Contact in Children with Autism, http://www.ehow.com/how_2064753_establish-eye-contact-children-autism.html

Concern 2: Child does not respond to his name.
What you can do: 1. DO NOT call his name again and again since this can reinforce a bad/undesired behaviour if he usually does not respond to his name being called. 2. When he is comfortable looking at you during play session or when he awaits eagerly for his turn and look at you, do address him by his name. 3. If he’s really excited and look at you again and again, you can call him by name when it is his turn. 4. DO NOT get frustrated or upset even if he does not respond to you as this can be achieved through patience, hardworking and consistency.

Concern 3: Child prefers or enjoys playing all by himself.
What you can do: 1. Watch him closely for a minute or two. 2. Do parallel playing with him (i.e., copy him using similar or other toys) for few minutes before expanding the play methods (i.e., demonstrate what more he can do with the same toys which would be more fun and exciting.) This way you can establish a good rapport with you the child. 3. Once he follows your directions in the play and after playing that way for sometime you can move onto some play of your choice.

Concern 4: Child has a small vocabulary.
What you can do: 1. name objects and label actions during play. 2. AVOID asking questions. Instead try telling him what he is doing (parallel talk), what you are doing (self-talk), show him objects and tell their names. Do actions and tell him what actions they are. Practice these methods during playtimes. Initially let him say the words after you before letting him say them spontaneously. To encourage him say words and phrases spontaneously you can say part of the phrase and let him fill in.

Examples: “Twinkle, Twinkle, little ________” . (Child says, “star”)

If he did not fill in, do not insist more than twice. Try again some other time when he is more excited and motivated. Whenever he does, reinforce it immediately verbally or using an object or both.

ABA video clips at Youtube

2008-07-03T19:23:00.001+05:00

ABA or Applied Behavior Analysis is one of the most well-known therapies for Autism and other forms of developmental disorders, including down syndrome. It is a scientific method that is being discussed in medical journals and widely believed to be effective.

For those wondering what aba is about, click the links below for some video clip at youtube. Parents can try some of these techniques. But if you are really about it, it is also recommended to carry it out under the supervision of an ABA consultant or supervisor, who is well trained and qualified for the job.

For ABA clips click here.

Establishing eyecontact

2008-06-30T20:18:00.002+05:00

by Angela Mouzakitis, BCBA

Eye contact for children with autism is always a concern. Well, not always, but usually. I do work with one little boy that appears to love looking people in the eyes and teaching this skill took all of four days when he was two-years old. For the rest of our kids, it can be very challenging.

Different orientations go about teaching eye contact in various ways. While I've voiced my opinion on RDI in the past, I will discuss it as additional strategies here. But in summary of previous posts, behavior is behavior. If you want to teach a new behavior, like eye contact, it WILL be taught using behavioral principles, whether you are comfortable calling it that or not. RDI provides us with strategies that modify the environment and provide creative ways to elicit eye contact, but eventually that eye contact is reinforced (ABA) shaped (ABA) given differentiated reinforcement depending on quality of eye contact (ABA) elicited by modifying the environment (ABA) elicited by using a discriminative stimulus (ABA). It is all ABA.

Where ABA has fallen short on the eye contact issue, in my humble opinion, is by not exploring more creative methods to elicit eye contact, and to make giving eye contact important. I'll go over some traditional methods that have been used to elicit eye contact, and then how some RDI ideas can be incorporated into an ABA program (since they are all based on behavior principles anyway.)

DTT - Discrete Trial Instruction/Training programs tend to teach eye contact in very contrived situations. A child will sit opposite a therapist, and given the directive "look at me" or the child's name will be called. Depending on the level of the child, a reinforcer will be held at the teacher's eye to help the child understand where they should look. Contingent upon eye contact, the child will immediately receive the reinforcer, possibly providing a token, and providing praise. It make look like this.
Teacher: "Look at me" (while holding an M&M at her eye)
Child: Looks at M&M and glances at teachers eye
Teacher: "Excellent looking" and provides M&M immediately.

This is an effective method and will teach a child to look at someone at the eyes when a demand is placed, when their name is called, when a reinforcer is present. However it doesn't always generalize. Some children that I work with look at me beautifully in the eyes, but when their grandmother says hello, they are looking anywhere but her eyes. Why? Maybe because she is not holding an M&M or a reinforcer in her hand, so the MO (motivating operation) to look in her eyes is not there. The child has not generalized that looking at people in the eyes is reinforcing.

ABA - Applied behavior analysis will of course incorporate the strategies used above, slowly fading out the item at the eye, just like DTT, until the child looks at the teacher's/parent's eyes without have a reinforcer within eye sight. Other methods are always used. In my programs, I prefer not to demand eye contact, but rather to wait for the child to initiation eye contact and reinforce the spontaneous eye contact. An example of this is the following

Teacher: Holding Elmo toy that two-year-old child with autism clearly wants to play with.
Student: Pulling at the toy, while staring at the toy
Teacher: Teacher looking at child's face, not letting go of the toy
Student: Still pulling at toy
Teacher: Still holding toy....continues to hold on until child glances up at which point the toy is immediately provided with praise and excitement.

This method reinforces spontaneous eye contact as opposed to eye contact that is requested. What ABA therapists do is contrive the environment to elicit eye contact, and reinforcer the eye contact, assuring that future eye contact will occur at higher rates due to the reinforcement.

RDI? I don't think RDI strategies are inconsistent with applied behavior analysis (ABA). What I have learned by attending these seminars is how to be more creative with my children. How to give my a children cool reasons to look at me, give me eye contact and enjoy themselves while doing it. It is these cool creative ideas (reinforcing events) that when used in the environment (modifying the environment) will provide a stimulus (SD) to elicit eye contact (response). (Do you see how it all falls so nicely into behavior principles.

I tried some of these strategies with a child that I work with. RDI talks about doing the unexpected, getting creative, and making kids care about giving eye contact. Now, I don't know if I am making them care about giving eye contact as it isn't something that I can observe, but what I CAN do is note the response, which was fantastic, and it didn't include reinforcing objects, rather reinforcing people (myself). That is one of the core tenets of RDI: to keep objects out of it and build relationships with people, which is quite different from ABA and DTT which rely on tangible reinforcers heavily.

I sat opposite a five-year old child with autism, removed toys and reinforcers out of sight in the environment, I positioned myself in front of him and waited. He didn't look at me, save the occasional glance. When he would glance, I smiled. See below

Child: Glanced
Teacher: Smiled
Child: Glanced again
Teacher: Blew air in his face
Child: Giggled
Teacher: Waited for eye contact again
Child: Gave it much more quickly
Teacher: Pinged child's nose
Child: Giggled, and while maintaining eye contact, blew air in teachers face
Teacher: Giggled, and made a raspberry on his cheek
Child: Giggled, and laughed, and said "blow"
Teacher: Blew air in his face, then by his ear, then on his toes
Child: Giggled, and pinged teacher's nose.

This went on, while maintaining eye contact. This is not an RDI program, this is an ABA therapist, using some of the creativity from RDI, and reinforcing and shaping the eye contact behavior of the child. At the end of this interlude, before he got tired of the game (satiated) I laid down on my back and left him alone. Normally, he would have walked away and found a toy to stim with. This time, that didn't happen. He watched me lay down, walked over to my face, looked at my eyes, giggled, and blew air at my cheek. I had made my eye contact and interaction reinforcing to him, so much, that he was seeking it out.

Source: http://appliedbehavioranalysis.blogspot.com/2007/08/eye-contact-aba-dtt-and-rdi.html

Parents sharing experiences with eachother

2008-06-28T20:09:00.004+05:00

For a parent with a special child life may see very indifferent and challenging. Because of this, it is always good to be in a support group where you can share and learn from other parents who are in the same boat.

If you are in the Maldives and looking for such a group try out with MvDisability (Maldivian Disability Support Group). Their website is http://mvdisability.siph.net/ Since autism has not been a national issue so far, there is no specific similar group for autism in the country. You can also view updates on the group from this link.

Having thought about the importance of sharing throughts with others, a new feature -- a webchat -- has been added to this webblog to enable visitors to interactive with eachother. We hope our visitors would make the best use of it.

Who are we?

2008-01-20T19:41:00.001+05:00

This is an interest group setup with the following objectives:

1. To educate the Maldivian society on autism, a developmental disorder affecting speech, social skills and behaviour;
(We aim to eduate the society on how to identify the symptoms of autism sothat parents can consult a concerned professional (a psycholigist or psychiatrist or a developmetal peadiarician) for a diagnosis before it is too late. While doing this we will discourage the society from labelling a child as autistic and feel indifferent towards him or her. On the contrary, we wish to make the society understand the need to be helpful and supportive towards them by providing information on how to treat such children and where the treatments or therapies are available.)

2. To voice the need for the establishment of diagnosis facilities throughout the country sothat intervention/therapy can be pursued as early as possible;
(Our understanding is that at present there is no means for parents to carry out a formal diagnosis on autism within the country, even if they wish for it. We should understand here that obtaining a formal diagnosis is not the best you can do for your child, but beginning an early intervention program or treatment for your child immediately after it, as success rates are high with those child who begins intervention/therapy at an early age.)

3. To voice the importance of establishing early intervention facilities/centres at the health institutions and elsewhere within the country; and
(We should understand that only a small number of families can afford to get treatment for their children overseas. So, early intervention facilities and scientifically proven therapies must be made available within the country and should be readily available at the local health institutions like other types of treatments. If not, the government must provide opportunities for these children to obtain treatment at affordable rates from places where they are available.)

4. To provide a platform whereby parents and professionals can discuss and share knowledge as well as resources to treat autism.
(Treatment of autism is rather difficult and complex, as there is no ONE cure for it. Symptoms of autism can go away or minimise with treatment. Although some claim autism is incurable records of children who have come out of it and no longer show the symptoms of autism do exist! Whichever the case is, treatment of autism can guarantee an autistic child to be more independent and better off than who has not obtained it. The most important aspect of treatment is obtaining learning resources and guidance from other parents as well as professionals to deal with the children with autism.)

We shall welcome local contributors in order to enrich this weblog with information and resouces useful for the Maldivian society. If you are interested to become a contributor please do not hesitate to write to us stating why you want to be become one. Our email is autismmaldives@yahoo.com

101 Ways to Praise your Child

2008-01-18T20:52:00.000+05:00

When a child does something good that action must be praised. Praising is a way of encouraging good behaviours to repeat. This helps to reinforce good behaviour in the child. This is the starting point of behavior modification. Children with special needs require behaviour modification to correct their behavioural problems such as poor eye contact, bad hand writing, poor attention, undesired behaviors, etc. However, behaviour modification is not specific to children with special needs, it can be used on anybody to get a desired behaviour.

Some parents unfortunately do not know what to say when his or her child does something good. I've included below some words, hoping these will be of help to those parents.

Wow * Way To Go * Super * You're Special * Outstanding * Excellent * Great * Good * Neat * Well Done * Remarkable * I Knew You Could Do It * I'm Proud Of You * Fantastic * Super Star * Nice Work * Looking Good * You're On Top Of It * Beautiful * Now You're Flying * You're Catching On * Now You've Got It * You're Incredible * Bravo * You're Fantastic * Hurray For You * You're On Target * You're On Your Way * How Nice * How Smart * Good Job * That's Incredible * Hot Dog * Dynamic * You're Beautiful * You're Unique * Nothing Can Stop You Now * Good For You * I like You * You're A Winner * Remarkable Job * Beautiful Work * Spectacular * You're Spectacular * You're A Darling * You're Precious * Great Discovery * You've Discovered The Secret * You Figured It Out * Fantastic Job * Hip, Hip, Hurray * Bingo * Magnificent * Marvelous * Terrific * You're Important * Phenomenal * You're Sensational * Super Work * Creative Job * Super Job * Fantastic Job * Exceptional Performance * You're A Real Trooper * You Are Responsible * You Are Exciting * You Learned It Right * What An Imagination * What A Good Listener * You Are Fun * You're Growing Up * You Tried Hard * You Care * Beautiful Sharing * Outstanding Performance * You're A Good Friend * I Trust You * You're Important * You Mean Alot To Me * You Make Me Happy * You Belong * You've Got A Friend * You Make Me Laugh * You Brighten My Day * I Respect You * You Mean The World To Me * That's Correct * You're A Joy * You're A Treasure * You're Wonderful * You're Perfect * Awesome * A Plus Job * You're The Best * A Big Hug * A Big Kiss * I Love You!

Bear in your mind that when you use these words with children with special needs you must use them jointly with non-verbal cues. That is, make yourself sound excited and exaggerate the action with a tickle, kiss, pat or something. Then only the desired outcome can be achieved.

What is RDI? Another therapy for autism?

2008-01-15T20:36:00.000+05:00

Applied Behaviour Analysis (ABA) is a proven method to improve development progress in children with autism. It is more therapist-focussed, systematic and well-structured with lots of data gathering. Although it is believed to be effective and well recognised by stake holders of autism, it has been criticised for 'making a robot out of a child'. As a result another therapy method called Floortime came to being. Unlike ABA, Floortime is more child-centred. While the child takes the lead the therapist follows and engages with the child through fun and excitement.

Now we have Relationship Development Intervention (RDI). It is more focussed on improving interaction with the child through joint activities. If you wish to know more about this approach log onto http://www.rdiconnect.com/

Here are some videos http://www.rdiconnect.com/video/default.asp

On the left I've also included a link to a good website. There you can see how RDI is implemented by the parents as a lifestyle to encourage the child to interaction and respond more to them.

Please note that I do not imply that RDI is better than ABA or Floortime approach. For a good result I advise parents to use a combination of them while keeping in mind each child is different and a method which had worked on another child might not work for your child.

Little bit about Autism

2007-10-04T04:30:00.000+05:00

What is Autism?

Children and adults who have an autism spectrum disorder look the same as other people, and due to the invisible nature of their disability it can be much harder to create awareness and understanding.

Autism and Asperger syndrome still remain relatively unknown disabilities among the general population. Yet it is estimated that autism spectrum disorders are approximately four times as common as cerebral palsy and 17 times as common as Down's syndrome.

What is an Autism Spectrum Disorder?

An Autism Spectrum Disorders is a life-long developmental disability affecting social and communication skills. People with the disability can also have accompanying learning disabilities; but, whatever their general level of intelligence, everyone with the condition shares a difficulty in making sense of the world.

Because of the differing degrees of severity and variety of manifestations, the term Autism Spectrum Disorder is often used to describe the whole range.

This term includes Asperger syndrome, which is a form of autism at the higher functioning end of the autism spectrum. People with Asperger syndrome are of average (or higher) intelligence and generally have fewer problems with language, often speaking fluently, though their words can sometimes sound formal and ideas which are abstract, metaphorical or idiomatic may cause confusion and be taken literally. Unlike individuals with 'classic' autism, who often appear withdrawn and uninterested in the world around them, many people with Asperger syndrome try hard to be sociable and do not dislike human contact. However, they still find it hard to understand non-verbal signals, including facial expressions.

What causes the condition?

The exact cause or causes is/are still unknown but research shows that genetic factors are important. In many cases Autism Spectrum Disorder may also be associated with various conditions affecting the brain such as; maternal rubella, tuberous sclerosis and encephalitis.

Onset is almost always from birth or before age three, although people with the condition may go through life without being diagnosed - and without receiving help that could help them live more fulfilled lives.

Who is affected?

"Classic" autism affects four times as many boys as girls; Asperger syndrome affects nine times as many boys as girls. It is found among all races, nationalities, and social classes
Can people with autism spectrum disorders be helped?

An autism spectrum disorder is a life-long disability, but there are ways of helping, especially if a child is diagnosed early and receives appropriate intervention early in life.

Special education programmes and structured support can really make a difference to a child's life, helping to maximise skills and achieve full potential in adulthood. An early diagnosis of an autism spectrum disorder is essential in order to ensure appropriate support is given

How common are Autism Spectrum Disorders?

1 person in 100 has an Autism Spectrum Disorder, this includes people who have Asperger syndrome.

The figure include people at the higher functioning end of the spectrum who may not need specialist services and support, but who will still benefit from early recognition and sympathetic understanding of their special needs and unusual pattern of skills.

Recognising the disorder

Features of the disorder can vary widely from one person to another; there is no single feature that defines either autism or Asperger syndrome.

For example, a child with an autism spectrum disorder may make eye contact, speak with perfect grammar or put an arm around another child who is crying. Occasional behaviour such as this doesn't exclude an autism spectrum disorder; it's the overall pattern that's relevant, not the intermittent flashes of "normality".

The degree to which people with an autism spectrum disorder are affected varies, but all those affected have impairments in social interaction, social communication and imagination. This is known as the "triad of impairments".

Social interaction

People with autism spectrum disorders have difficulties with social relationships. They may, for example, appear aloof and indifferent to other people or passively accept social contact, even showing some signs of pleasure in this, but rarely making spontaneous approaches
Social communication

People with an autism spectrum disorder also have difficulties with verbal and non-verbal communication, for example not fully understanding the meaning of gestures, facial expressions or tones of voice.

Imagination

There are difficulties in the development of play and imagination, for example children do not develop creative "let's pretend" play in the way other children do. They have a limited range of imaginative activities, possibly copied and pursued rigidly and repetitively.

Children and adults tend to focus on minor or trivial things around them - an earring rather than the person wearing it, the wheel of a toy rather than the car itself. They also tend to miss the point of pursuits involving words, such as social conversation, literature, especially fiction, and subtle verbal humour

Repetitive behaviours

In addition to this triad, repetitive behaviour patterns are a notable feature, as is a resistance to changes in routine. People with autism spectrum disorders often become obsessed with particular objects or behaviours, focussing on them to the exclusion of everything else

Sensory Issues

People with an Autism Spectrum Disorder may have "sensory issues" or a difference in sensory integration, where they can be either hyposensitive or hypersensitive to outside stimuli.

This means that a person can be very sensitive to particular sounds, light, smells and touch etc. Particular sensations may be very absorbing and pleasurable, others may be perceived as unbearably intense, stressful and even painful. The anticipation of such an experience can lead to extreme anxiety or panic. There may also be a lack of sensitivity and therefore response to pain. These type of experiences can often be very bewildering to parents, teachers and other ‘neurotypicals’.

Special abilities

Some people with autism spectrum disorders, who may be severely disabled in most ways, will sometimes display talent for say, music, mathematics or technology. Some have a remarkable memory for dates and things that particularly interest them
What do I do if I suspect an autism spectrum disorder?

If you suspect an autism spectrum disorder is present, have the person referred (or suggest they ask) for a specialist diagnosis and assessment as early as possible through a doctor. If possible get a referral to clinical psychologist.

Has anyone heard of Chitra Lane School in Colombo?

2007-09-20T22:09:00.000+05:00

While searching for autism therapy centres or schools in Sri Lanka I came across Chitra Lane School in Colombo.

On the website of Autism Sri Lanka I read:

"The Chitra Lane School in Colombo is one of only a handful of schools in Sri Lanka who have any sort of expertise on Autism and Asperger's Syndrome - they even employ speech therapists. We urge you to support this school, please access their website and why not fund the education of an autistic child in Sri Lanka - particularly children who come from underprivileged families who do not have access to funds to educate their children. This school is a real example when it comes to Special Needs Education."

The website of the school is given as http://www.chitralane.org which is dysfunctional.

If anyone has any info on this school, could you please pass them on to us so that we can provide it for our visitors?

Sri Lanka being a good neighbour of Maldives, we call upon Sri Lankan visitors to web blog to provide information about diagnosis facilities and therapy programs in Sri Lanka.

Research: Does Television Cause Autism?

2007-09-20T20:57:00.000+05:00

A fascinating study from Cornell used some interesting data to identify a potential connection between autism and television watching among children under 3-years-old.
At birth, the human brain is still preparing for full operation. As a child learns, synapses literally form between neurons in the brain. Less used synapses fall away while frequently used ones become permanent.

The road map for the human brain is developed in the first few years after birth. Given that we as a species evolved in a three-dimensional world, researchers wondered if brain development might be harmed in toddlers plopped down in front of two-dimensional TV screens.

They looked at four US states where cable TV was introduced around 1980 and compared autism rates between counties that had cable and those that did not. There isn't a perfect way to gauge TV watching, but Nickelodeon debuted in 1979 as the first kid-oriented station. Their belief is that TV viewing among kids was lower prior to 1980.

(Aside from Saturday morning cartoons and reruns of I Love Lucy when I was 5-years-old, I can attest to the completely boring nature of daytime TV. I did not watch soap operas with my mother. After school cartoons came later.)

Next, they gauged time spent watching TV with the idea that kids watch more TV on rainy and snowy days, and so they compared weather between the counties. They found a statistically significant rise in autism in counties with cable, and the more time spent watching TV, the more likely kids were to exhibit autism disorders.

The researchers concluded, "roughly 17 percent of the growth in autism in California and Pennsylvania during the 1970s and 1980s was due to the growth in cable television." They don't claim TV is the cause of autism, but that it is a "critical piece of evidence."

The researchers couldn't rule out potentially related factors, such as the known issue that indoor air quality is often worse than outdoors. Kids watching TV presumably do it indoors.

This research comes with a BIG HOWEVER. The Slate article and other news reports I've looked at do not state that the research has been published in a peer-reviewed journal. The research will be presented on Friday at a conference of the National Bureau of Economic Research. The university researchers are not medical; their specialty seems to be economics and business management. Though, their research is largely statistical and analytical in nature.

I agree with the American Academy of Pediatrics, which recommends children under 2-years-old not be exposed to television. I don't own any children's videos and our TV comes on only after our daughter has gone to bed. I expect there have been challenges in not having a TV to baby-sit her for short periods of time, but never having known any other way, I'm blissfully ignorant. If anything, my daughter has honed her ability to entertain herself when mom or dad has to get some work done.

(Incidentally, I turned down an offer yesterday for a review copy of, for all practical purposes, a very nice toy designed for the 9 to 36 month age range because it is to be used in conjunction with a DVD player and TV.)

TV really might cause autism (News article from Slate)
Does television cause autism? (The Cornell TV research)
Nature, nurture and early brain development (Article from the University of Missouri)
Mutated gene raises autism risk (Article from Scientific American) This is good news to know, but doesn't answer the lingering question... what is causing autism?

Source: http://www.thingamababy.com/baby/2006/10/research_does_t.html