Distinct patterns of grey matter abnormality in high-functioning autism and Asperger's syndrome Abstract: Background: Autism exists across a wide spectrum and there is considerable debate as to whether children with Asperger’s syndrome, who have normal language milestones, should be considered to comprise a subgroup distinct other from high-functioning children with autism (HFA), who have a history of delayed language development. Magnetic resonance imaging (MRI) studies of autism are in disagreement. One possible reason is that the diagnosis of autism takes precedence over Asperger’s syndrome and a distinction in language acquisition is rarely made.
Department for Education SEND Newsletters The Department for Education's 0-25 Special Education Needs and Disability Unit publishes a newsletter for anyone working in special educational needs and disabilities – statutory and voluntary agencies across education, health and social care; and users of the system, such as children, young people and parents. See below for previous issues: October 2014 This issue looks at what's covered in a local authority's Local Transition Plan, transfer review processes and a collection of top resources on a range of topics based on the SEND reforms. February 2015 Contained in this edition is information on the review of arrangements for disagreement resolution, future support for local authorities implementation of the reforms and information on changes to dedicated school grants for 19-25 year olds with EHC plans.
My Aspergers Child: Aspergers Children and Auditory Processing Disorder Do loud noises annoy and disturb your Aspergers child? If so, she may have APD. AUDITORY PROCESSING DISORDER (APD) is an umbrella term for a variety of disorders that affect the way the brain processes auditory information. BATOD This page gives a brief description of the work that Teachers of the Deaf do, then describes the qualifications needed and how to obtain them. Any degree of deafness may cause significant educational and social problems. Children who are born severely or profoundly deaf need skilled teaching to develop language and communication skills (including speech and sign language as appropriate). Many children whose deafness is less severe also need special support. Teaching deaf children is stimulating and rewarding, and is made more so by continuing developments: earlier and more accurate detection of hearing loss greater understanding of language developmentchanging attitudes to the use of sign language provision of more advanced hearing aids and cochlear implants more informative and detailed assessment procedures.
Comorbidity of Asperger's syndrome and bipolar disorder Despite its increasing popularity as a distinct condition (included in the ICD-10 in 1993 and in the DSM-IV in 1994), the nosological status of Asperger's syndrome (AS) and its diagnostic validity remains uncertain. An astonishing 556% increase in pediatric prevalence of pervasive developmental disorders (PDD) has been reported between 1991 and 1997 [1]. This jump is probably due to heightened awareness and changing diagnostic criteria rather than to new environmental influences. Both AS and autism persist into adulthood, but their phenotypic expression varies with age.
BATOD Every Local Authority must make adequate provision for the range of needs within its education service. This document is written to inform Children’s Services, Teachers and their line managers, potential Teachers of the Deaf (ToDs) of the range of tasks and skills that are part of the competences required by the DCSF to meet the specialist qualification as a Teacher of the Deaf. It is important to identify the role of the Teacher of the Deaf and what it brings to the individual deaf learner and to the educational provision for that learner. This is not an exhaustive list – some ToDs will not be involved in every item and there may be other situations where the ToD is expected to be active. Throughout this document the term 'deaf' is used to cover the whole range of hearing loss. Who is a Teacher of Deaf?
Neural Correlates of Familiar and Unfamiliar Face Processing in Infants at Risk for Autism Spectrum Disorders Examining the neural correlates associated with processing social stimuli offers a viable option to the challenge of studying early social processing in infants at risk for autism spectrum disorders (ASDs). The present investigation included 32 12-month olds at high risk for ASD and 24 low-risk control infants, defined on the basis of family history. Infants were presented with familiar and unfamiliar faces, and three components of interest were explored for amplitude and latency differences. The anticipated developmental effects of emerging hemispheric asymmetry for face-sensitive components (the N290 and P400) were observed, as were familiarity effects for a component related to attention (the Nc). Although there were no striking group differences in the neural response to faces, there was some evidence for a developmental lag in an attentional component for the high-risk group.
Humanising Language Teaching Magazine for teachers and teacher trainers Anna Maria Aiazzi, Italy Anna Maria Aiazzi graduated in Modern Foreign Languages (English Language and Literature) at the University of Florence on October 29th, 1999, discussing a thesis on V. Woolf's 'Orlando'. Management of Children With Autism Spectrum Disorders The term autism spectrum disorders (ASDs) has been used to include the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR)1 diagnostic categories autistic disorder, Asperger disorder, and pervasive developmental disorder–not otherwise specified.2 Recent estimates of the prevalence of ASDs are in the range of 6.5 to 6.6 per 1000, and pediatricians, therefore, are likely to care for children and adolescents with these diagnoses.3–5 In the companion document to this clinical report,2 the American Academy of Pediatrics has summarized pertinent background information on ASDs and emphasized the importance of surveillance and screening as well as other potential physician roles in the diagnostic process. ASDs, similar to other neurodevelopmental disabilities, are generally not “curable,” and chronic management is required. Optimization of medical care is also likely to have a positive impact on habilitative progress and quality of life. Seizures
Education Support In England, we offer expert, independent advice to help make sure blind children are supported at school, and that they attend the nursery, school or college that’s right for them. In Scotland, Northern Ireland and Wales, we work closely with other charities to provide information and support around the education system. The education system can be very complex. Finding out how to get specialist support that will meet a child’s individual needs and assisting them in their journey from nursery to further or higher education can be daunting for parents and carers. Our Education Support team is on hand to help children and young people with sight loss to get the best from their education.
Recommendations for Evaluation and Treatment of Common Gastrointestinal Problems in Children With ASDs Differential Diagnosis Chronic diarrhea occurs when loose stools persist for 2 weeks or longer, with or without an increase in stool frequency. Most episodes of acute diarrhea resolve within a week's time and are frequently caused by self-limited infections. In contrast, the causes of chronic diarrhea are generally different and include more noninfectious causes than for acute diarrhea. In the US general pediatric population, the most common causes of chronic diarrhea are functional disorders, malabsorption syndromes, inflammatory bowel disease (Crohn disease or ulcerative colitis), and chronic infections.15 The causes of diarrhea in children on the autism spectrum are likely the same as in children without ASDs, and the differential diagnosis should be approached with similar rigor.
Education professionals If you are working with blind and partially sighted learners from birth to 25, including those with complex needs, at RNIB we want to offer you support. We want to ensure children with vision impairment get the best possible start in life and go on to achieve their full potential. Facts and figures We estimate that around 25,000 children and young people up to the age of 16 in England and Wales have a vision impairment of sufficient severity to need specialist educational support. As many as 50 per cent have additional disabilities, including some who have very complex needs. Most are born with a vision impairment.
Early intervention yields big benefits for children with autism — SFARI Joint attention: The Early Start Denver Model helps children with the disorder learn new skills by building on their interests. An early intervention method can help children with autism improve their language and behavioral skills, and raise their intelligence quotients (IQs), according to a study published late last year in Pediatrics1. After two years on the program, called the Early Start Denver Model, some children’s diagnoses even shifted to a milder form of the disorder, the researchers say. The study is the most rigorous analysis of a behavioral therapy for autism, and the first to evaluate a program designed specifically for toddlers. As the age of diagnosis for autism creeps lower, researchers are scrambling to find treatments appropriate for the very young.
European Agency for Special Needs and Inclusive Education The topic of Teacher Education for Inclusion has been highlighted by all Agency country representatives as being of top priority. The project started in 2009 and ended with a final project conference in February 2012. All information from the project activities is available here.