Module 3 growing up-adolescence (new community life)

Module 4 meeting special needs

Dyslexia autism deaf-blind

Epilepsy Duchenne down syndrome

Facing the challenge

Heading for inclusion

Module 5 growing old

Mod.6 growing old

Mod.7 hot issues

Mod.8 looking into the job

Growing into old age

Vedere learning disorders(dysgraphia) p.176-179

Dcd (180-182)OK

Integrare autism p.184-190

Down syndrome p.191-194

Epilepsy OK 194-196

________________________________________________________________________________

Dyslexia

Glossary:

low achiever= incapace syn=slow achievers learning disability/disorder=disturbo dell’apprendimento clue=indizio evidence=prova backwards=al rovescio/all’indietro upside down=sottosopra reversed=invertito/a rovescio jumble=alla rinfusa/in disordine to sound out=pronunciare weak spelling skills=deboli/scarse capacità di ortografia

poor hand-eye coordination=scarsa coordinazione oculo-manuale/occhio-mano to affect=colpire to perceive=percepire to process=elaborare trained professional=professionista qualificato

(Learning disability: dyslexia….)

Dyslexia affects how a child perceives and processes words, numbers and symbols.

Signs:

the child perceives the letters of a word backwards, upside down or reversed; words or letters are written in a jumble manner; difficulty in sounding out words, weak spelling skills, problems remembering new words, poor hand-eye coordination and difficulty comprehending what is read.

https://www.youtube.com/watch?v=jmBg_BvDL-c

Autism

Autism is a complex developmental disability that usually appears during the first 3 years of life. The result of a neurological disorder that affects the functioning of the brain (4 times more prevalent in boys than girls).Autism affects the normal development of the brain in the areas of social interaction and communication skills (children and adults with autism typically have difficulties in verbal and non-verbal communication, social interaction, and leisure or play activities.) [The disorder makes it harder for them to communicate with others and relate to the outside world.]Aggressive and /or self-injurious behavior may be present; persons with autism may exhibit repeated body movements (hand flapping, rocking) or unusual responses to people.They are more sensitive in the five senses (sight, hearing, touch, smell and taste)

http://www.autismtopics.org/t6%20autism%20symptoms.html

Deaf-blind

Deafblindness is the condition of little or no useful sight and little or no useful hearing. Educationally, individuals are considered to be deaf-blind when the combination of their hearing and sight loss causes such severe communication and other developmental and educational needs that they require significant and unique adaptations in their educational programs. Helen Keller was one such individual.

Deafblind people communicate in many different ways as determined by the nature of their condition, the age of onset, and what resources are available to them. For example, someone who grew up deaf and experienced vision loss later in life is likely to use a sign language (in a visually modified or tactile form). Others who grew up blind and later became deaf are more likely to use a tactile mode of their spoken/written language. Methods of communication include:

Use of residual hearing (speaking clearly, hearing aids) or sight (signing within a restricted visual field, writing with large print).

Tactile signing, sign language, or a manual alphabet such as the American Manual Alphabet or Deaf-blind Alphabet (also known as "two-hand manual") with tactile or visual modifications.

Interpreting services (such as sign language interpreters or communication aides). Communication devices such as Tellatouch or its computerized versions known as the

TeleBraille and Screen Braille Communicator.

Multisensory methods have been used to help deafblind people enhance their communication skills. These can be taught to very young children with developmental delays (to help with pre-intentional communication), young people with learning difficulties, and older people, including those with dementia. One such process is Tacpac.

Deafblind amateur radio operators generally communicate on 2-way radios using Morse code

Braille equipment includes a variety of multipurpose devices, which enhance access to distance communication. Some can be used as stand-alone devices connected via Wi-Fi, while others are paired with a mobile device to provide tactile access to e-mail, text messaging, and other modern communication resources. To receive Braille equipment, an eligible consumer must be proficient in Braille and must have access to the Internet or cellular service.

The Telebraille does not have a computer communications modem but does have a TTY (TDD) modem. It was designed as a TTY for deaf-blind people and is also useful for face-to-face conversation. It has two components. The sighted component is a modified SuperCom TTY device. It has a qwerty keyboard and a single-line LED display. The display is regular size and is not particularly suited to people with low vision. The SuperCom TTY can be connected directly to the telephone line using a conventional telephone jack or the telephone receiver can be coupled to the SuperCom on a cradle on top of the device. Text flows past the display in a continuous stream, like tickertape. The SuperCom is connected to the Braille portion of the device by a cable that is about two feet long. The Braille display is about 15 characters in width, although there is a knockout to allow additional characters to be installed, at considerable additional cost. The Telebraille is able to communicate in ASCII mode but is not compatible with conventional computer modems. There is what looks like a RS-232 socket on the back of the Braille component, but the instructions for the Telebraille state that this jack is for "future use" and that no computer devices should be attached to it.

A graphic Braille display can be used in sensing graphic data such as maps, images, and text data that require multiline display capabilities such spreadsheets and equations. Graphic Braille displays available in the market are DV-2 (from KGS), Hyperbraille, and TACTISPLAY Table/Walk (from Tactisplay Corp.). For example, TACTISPLAY Table can show 120*100 resolution refreshable Braille graphics on one page.

/Per sordocecità si intende quella condizione patologica che combina, in varie misure, la cecità e la sordità. I sordociechi sperimentano gravi problemi di comunicazione e di mobilità, maggiori anche delle persone solamente cieche o sorde. I sordociechi riescono a comunicare in diversi modi che dipendono dalla natura della loro disabilità. Ad esempio una persona sorda che ha perso la vista nel corso della vita, userà prevalentemente la lingua dei segni modificata. Viceversa chi nasce cieco e in seguito diventa sordo userà linguaggi tattili.

In Italia, con la Legge 107/2010 viene riconosciuta come "disabilità specifica unica" e non più come in precedenza, una semplice sommatoria delle due disabilità.

Nelle norme per la circolazione stradale, una persona sordocieca deve essere riconosciuta con un bastone biancorosso.[da Wikipedia]

http://www.ansamed.info/english/news/lifestyle/arts/2014/09/25/italian-deafblind-association-turns-50_c1e06840-b38f-4bcf-9403-7680239ac525.html

https://www.youtube.com/watch?v=Xj-s3-yDtSs

https://www.youtube.com/watch?v=usaf3bVVvjY

Epilepsy

Glossary:

o seizure= crisi/attaccoo to support= sostenereo to fade away=affievolirsi/svanireo to develop=sviluppare/svilupparsio rate=tasso/grado/percentualeo to decline= scendere/dimunuire OPP.to increaseo to lead=condurreo due to=a causa di/dovuto ao environmental=ambientale/contestualeo trigger=innesco

o to wonder=chiedersi/domandarsio whether=seo chance=possibilitào brain injury=lesione cerebraleo to stiffen=irrigidirsi

o to cry=piangere/strillareo to groan=lamentarsio to lose consciousness=perdere coscienza/i sensio to fall down=cadere

o to bite=mordereo tongue=linguao blood=sangueo to jerk=strattonare/muoversi a scatti/dare spinteo to bend=piegarsio drowsy=assonnato

The tonic/stiffening phase The clonic jerking phase

All the muscles stiffen Arms and legs jerk rapidly and rhythmically: they bend and relax

The person may cry/groan, lose consciousness and fall down

The jerking slows and stops after a few minutes

He/she may bite his/her tongue and blood may emerge from the mouth

Consciousness returns slowly

The person may turn blue in the face The person may be drowsy, confused, agitated or depressed

https://www.youtube.com/watch?v=4qWPFCFmRlI

https://www.youtube.com/watch?v=sKxBQNABVws

https://www.youtube.com/watch?v=pJ61Oq9s4Yc

https://www.youtube.com/watch?v=InXZaV1PqlQ

Duchenne

Glossary:

to hop=salterellare to jump=saltare to climb=salire/scalare/arrampicarsi gait=andatura long leg calipers=calibri/tutori wheelchair=sedia a rotelle

to graduate=laurearsi physician=dottore/medico

to pursue=seguire/inseguire electropuncture=elettro-puntura charity=beneficenza/carità to gain=ottenere/guadagnare livelihood=sostentamento SYN.to earn a living scholarship=borsa di studio/sapere unorthodox=non convenzionale/poco ortodosso/eterodosso outstanding=eminente/notevole/rilevante electrophysiology=elettrofisiologico to bear=portare

At the age of around 3-4 years children affected by Duchenne dystrophy begin to show signs of weakness: the muscles become weaker and activities like running, hopping, jumping and climbing become true challenges. More muscle cells die and the child develops a very obvious gait and he/she frequently falls down, until he/she loses the ability to walk independently (he/she needs long leg calipers). Between the ages of 9 to 12 years some children begin to use a powered wheelchair. In adolescence the arms, chest and neck muscles can also be affected; it can be useful to keep children as mobile as possible through swimming, stretching, physiotherapy. A healthy diet, moreover, plays a key-role. Obviously parents, brothers and sisters of the child affected by Duchenne should receive information and socially integrative support.

https://www.youtube.com/watch?v=KA8W5UfE4ts

Down syndrome

Glossary:

features=caratteristiche on top of=oltre a actual=effettiva chance=possibilità translocation= traslocazione that is=cioè gets stuck=rimane bloccato hidden=latent

1.a. It is a genetic condition caused by extra genes from the 21st chromosome

2.a. D.S. gets its name from the British doctor J.L.Down, who identified the condition in 1866.

3.a. The cause of D.S. in unknown.

(Mother’s age is linked to the chance of having a baby with D.S.)

4.a. 1) trisomy 21= 95% of people (3 instead of 2 number 21 chromosomes) maternal origin

1.b. Individuals with D.S. have all the genes

2.b. The real chromosomal nature

3.b. The extra 21st

chromosome causes 4.b. 2) translocation= 3-4% (an extra part of

given to them by their parents (features typical of D.S. + the individual feat. from their parents).

of D.S. was documented by Dr.Lejeune in 1959.

an extra dose of proteins, that cause the typical features of D.S. (the proteins are unknown)

the 21st chromosome gets stuck onto another chromosome) [one parent carries the extra 21st

chromosome in a balanced/ hidden form]

4.c. 3) mosaicism= 1-2% (the person has an extra 21st

chromosome in only some of the cells)

D.S.

trisomy 21translocationmosaicism

https://www.youtube.com/watch?v=AAPmGW-GDHA