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Under the Patronage of Her Royal Highness Princess Mathilde
Learning Difficulties: ConditionsDyslexiaSpecific Learning Difficulty ( including dyslexia, dyscalculia, dysgraphia) D. Harry Chasty’s definition is “Specific learning difficulties / dyslexia are organising or learning difficulties which restrict the student’s competencies in information processing, in fine motor control and working memory, so causing limitations in some or all of speech, reading, spelling, writing, essay writing, numeracy and behavior". This definition was accepted as an appropriate base for further research and development by the group representing all Member States, which met as ‘Action for Dyslexia’ at the European Parliament in 1994.
DyspraxiaDr. Madeleine Portwood describes dyspraxia as follows : Dyspraxia can be defined as 'motor difficulties caused by perceptual problems, especially visual-motor and kinesthetic-motor difficulties'. Dyspraxia - according to research - affects up to one in 20 children
with boys identified four times more frequently than girls. It would therefore
seem reasonable to suppose that there is at least one sufferer in each
class at school. Dyspraxia is a developmental condition, that is, there are factors which are evident virtually from birth. The incidence of dyspraxia occurring with other developmental disorders (co-morbidity) - dyslexia, attention deficit and hyperactivity disorder (ADHD) and autistic spectrum behaviors - is high. There are many instances when the major presenting difficulties, usually inattention, inability to complete work, social isolation and behavior problems, ‘mask’ the underlying cause. Many of the acknowledged presenting problems are common to both:
There is a great overlap between the presenting problems of dyslexia and dyspraxia, which is hardly surprising when the neurological basis for both is the same, but diagnosis is dependent on which area of the brain is affected. For a more detailed description of developmental dyspraxia, please see the webpage of The Dyspraxia Foundation, http://www.emmbrook.demon.co.uk/dysprax/what.htm or Dr. Madeleine Portwood's website http://web.ukonline.co.uk/madeleine.portwood Attention Deficit / Hyperactivity DisorderThe ADD Information Service defines Attention Deficit / Hyperactivity Disorder as follows: Attention-Deficit/Hyperactivity Disorder (AD/HD) is characterised by developmentally inappropriate impulsivity, attention, and in some cases, hyperactivity. AD/HD is a neurobiological disability that affects three-to-five percent of school-age children and approximately two-to-four percent of adults. Although individuals with AD/HD can be very successful in life, without identification and proper treatment AD/HD can have serious consequences, including school failure, depression, conduct disorder, failed relationships, and substance abuse. Early identification and treatment increase the likelihood of positive long-term outcomes. There are three primary subtypes: AD/HD primarily inattentive type: (AD/HD-I)
AD/HD primarily hyperactive/impulsive type more details
(AD/HD-HI) AD/HD combined type: (AD/HD-C) Individual meets both sets of attention and hyperactive/impulsive criteria. Asperger’s SyndromeThe following description comes from articles by Paul Smith, Rosemary Walker and Andrew Osmond. Asperger's Syndrome, also known as Asperger's Disorder or Autistic Psychopathy, is a Pervasive Developmental Disorder (PDD) characterized by severe and sustained impairment in social interaction, development of restricted and repetitive patterns of behavior, interests, and activities. These characteristics result in clinically significant impairment in social, occupational, or other important areas of functioning. In contrast to Autistic disorder (Autism), there are no clinically significant delays in language or cognition or self help skills or in adaptive behavior, other than social interaction. Asperger’s Syndrome sufferers do no tend to have the severe language or learning difficulties associated with autism. In fact many Asperger's have excellent academic records. But they tend to become frustrated by their inability to conform to ‘normal’ standards, and social isolation may result, with attendant feelings of intolerance, antagonism and hostility. They have trouble reading other people’s expressions and body-language, appearing rude or gauche. Their own language and gestures, meanwhile, seem stilted and unnatural.
For a detailed description of Asperger Syndrome, please see the website
of OASIS, Online Asperger Syndrome Information and Support http://www.udel.edu/bkirby/asperger/ Autism and Pervasive Developmental Disorder (PDD)The National Autistic Society of Great Britain describes autism as follows : Autism and Pervasive Developmental Disorder NOS (not otherwise specified) are developmental disabilities that share many of the same characteristics. Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Children and adults with autism are unable to relate to others in a meaningful way. Their ability to develop friendships is impaired as is their capacity to understand other people's feelings. People with autism can often have accompanying learning disabilities but everyone with the condition shares a difficulty in making sense of the world. A diagnosis of autism is made when an individual displays 8 of 16 symptoms listed across three major areas: social interaction, communication, and restricted repertoire of activities and interests. When a child displays similar behaviors but with fewer than 8 of the 16 symptoms, professionals may make a diagnosis of Pervasive Developmental Disorder – Not Otherwise Specified. Autism is one of the disabilities specifically defined in the Individuals with Disabilities Education Act (IDEA) in the USA. IDEA defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” Autism and PDD occur in approximately 10 to 15 per 10,000 births these disorders are four times more common in boys than in girls. Definitions of terms and consequences for education
EpilepsyThe following information comes from the Epilepsy Association of Scotland.
Epilepsy is a condition that affects one in every 130 people and means that a person has a tendency to have recurring seizures. It occurs in people of both sexes and cuts across all racial, social, age and ability groups. The spectrum of epilepsy is very wide. It includes people whose seizures have been completely controlled and who experience no side-effects from their treatment, people who have occasional seizures, and people who have very difficult to control epilepsy, whose seizures are frequent and severe and who sometimes have other disabling conditions. It is diagnosed most commonly in childhood and early adolescence but can develop in anyone at any age. It can also develop in the older person as a consequence of such factors as strokes, heart attacks; diminishing supplies of blood to the brain etc.
Epilepsy is generally divided into two main categories called generalized and partial.
Generalized epilepsy involves a disturbance in the brain’s normal electrical activity affecting the whole brain, and during which there will be some loss of consciousness. However there are several different kinds of seizure patterns in this generalized category with distinct features. Partial epilepsy involves a disturbance in the brain’s normal electrical activity confined to a local area of the brain which causes either simple partial seizures or complex partial seizures (sometimes called temporal lobe seizures.) In some cases partial epilepsy may develop into generalized epilepsy if the disturbance spreads from the localized area to affect the whole brain. One type of seizure is known as ‘absence seizures’. These occur mostly in childhood or early adolescence, and involve a momentary loss of consciousness which can look like a very brief daydream and often happens so quickly that an onlooker may note nothing different. The person may or may not be aware that the seizure has happened. Various reasons for which epilepsy may adversely
affect the attainment of the child at school : BIOLOGICAL
PSYCHOLOGICAL
SOCIAL
PHARMACOLOGICAL
Why your child may underachieve at school because of :
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