A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)


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What is Autistic Spectrum Disorder (ASD)?

Be aware that this can raise anxiety levels in oral work including presentations.


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Some people with dyspraxia have difficulty with organising the content and sequence of their language. The student should not be put on the spot in discussions and should also be given sufficient time to formulate their responses. Physical fatigue can set in easily due to poor posture and muscle tone. This may need to be considered for field trips and other physical activities. Sum up frequently, recap important information, give deadline reminders, explain where a lecture fits into an overall topic, give a framework to follow in an assignment etc.

Poor sequencing can cause problems with activities such as maths, reading, spelling, structuring assignments — be sensitive when marking. Poor relocating, i. This can affect copying from the board or a book and so allow plenty of time. There can be difficulty in distinguishing sounds from background noise and the student may be over-sensitive to noise and light. Be aware that this can increase stress levels and anxiety and decrease concentration.

What Is Specific Learning Disorder?

There is a tendency for students with DCD to become stressed, depressed and anxious easily. They are also prone to low self-esteem. Be sensitive to this when giving feedback etc. Dyslexia is the most common Specific Learning Difficulty SpLD and affects about eight to ten per cent of the population. They may also have other difficulties such as organisation, planning and memory. Academic self-esteem can be low. Provide precise information in clear language — spoken and written. Provide an overview of a lecture at the beginning and sum up at the end.

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Ensure hand-outs are available prior to the lecture so that the student can familiarise themselves with the text. Review the reading load and guide learners to the most important sections that need to be read. Inform students of reading lists well in advance. Minimise the need to read and copy from the board or PowerPoint etc. Hearing impairment, or deafness, is when your hearing is affected by a condition or injury. Some people are born with a hearing loss while others may develop it as they get older.

Deaf or hearing impaired students use a range of communication methods that may include speech, sign language, finger spelling, residual hearing and lip reading — and often a combination of these. Arrangements can be made via Disability Services. If the student is using communication support:. Even if someone is wearing hearing aids it doesn't mean they can hear you perfectly. Ask if they need to lip-read.

Make sure you have face-to-face contact with the person you are talking to. Try not to move around the room too much or turn away from the audience.

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Speak clearly but not too slowly, and don't exaggerate your lip movements — this can make it harder to lip-read. Allow time adjustments for the student to adjust to unfamiliar lip patterns. Ensure that the room is well lit and all students will be able to see your face clearly. Try not to stand in front of windows which will put your face in shadow. If someone doesn't understand what you've said, don't keep repeating it. Try saying it in a different way instead. Be aware that background noise can be very distracting for students with hearing loss.

Where learning outcomes permit, do not mark down on spelling, punctuation, grammar or structure as some hearing impaired students, particularly pre-lingually deafened will have written language difficulties. Consider the following during group discussions:. In lectures - use a microphone where one is available and try to avoid turning away from the group when speaking. Some students may use a converser radio aid which allows for amplification of speech.

The radio aid can be pointed at the speaker or worn by the speaker, please wear the radio aid if asked. Some students may use a loop system, if available, if this is the case please use the microphone as this activates the loop system. It is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.

There is a wide range of mental health conditions which include mood-related disorders, anxiety-related disorders, psychosis, eating disorders and personality disorders. For further details about specific conditions and support available please refer to Rethink Mental Illness. In terms of study, mental health conditions can often manifest in decreasing concentration and memory, fatigue, worry, lack of engagement and avoidance and altered self-perception.

Sometimes physical symptoms may also be experienced — some of these, such as sweating or irritability, may be visible. People also often learn to cope with their symptoms and thus are able to employ strategies to maintain good health. Social situations may be particularly difficult for an individual experiencing mental health illness. A higher degree of informal supervision than might otherwise be expected may be necessary.

Students with mental health conditions may find presentations more challenging than their peers. Occasionally, their condition may prevent participation. Staff should discuss what is required with the student and be prepared to consider reasonable adjustments, providing learning outcomes can be maintained.

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Reasonable adjustments might be to allow the student to present to just the tutor, or a small audience, to present first or last if that would help. An alternative piece of work could be considered, providing learning outcomes permit. Students with mental health conditions may, at times, need to go out during sessions, be unable to attend full contact hours, or find early morning sessions difficult. This may be due to additional fatigue or anxiety caused by their illness, or because of the effect of medication.

Disability Services encourages students who have conditions which affect their attendance to discuss this with their personal tutor to decide whether it is appropriate to ask an enabler to take notes in their absence. It is helpful to be as accommodating as possible in relation to arranging one-to-one meeting times.


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  5. It is also helpful to provide written information which the individual can take away with them. The term mobility impairment does not only apply to students who use a wheelchair, but also to those with upper limb disorders such as repetitive strain injuries RSI and arthritis, and those with medical conditions limiting mobility. A wide range of conditions may limit mobility, including hand function.

    These include paralysis, cerebral palsy and amputation. It may take some students with mobility impairments longer to move around campus. Avoid last minute room changes wherever possible and if unavoidable give the student good notice. If not, the student should not be disadvantaged due to their late arrival. If a personal helper or enabler is present, make sure all communication remains directed at the student and not through the third party, unless at the specific wish of the student.

    Handwriting and dexterity-focused tasks such as manual handling etc are often a major difficulty. Be aware that the student may have a note taker or mobility assistant accompanying them in lectures. Be aware of inaccessible physical environments, and not just the obvious ones!

    agendapop.cl/wp-content/location/bexyk-localizar-numero-celular.php Where appropriate rearrange locations. Think about the wider potential difficulties; can the door easily be opened? Is there enough room for a student to sit or place their chair comfortably? Physical fatigue can set in easily, and may be worse at certain times of the day due to the effects of medication. There may be occasions when students with mobility impairments cannot attend sessions. We always advise that students notify the relevant tutors to let them know that this is the case.

    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)
    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)
    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)
    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)
    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)
    A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions) A Simple Guide to Autism, Dyslexia and ADHD (A Simple Guide to Medical Conditions)

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