Conditions, Orders and Syndromes

Julia Hobson and Janet Cale The Holy Family High School Carlton.

The Holy Family Catholic High School.

Conditions disorders and syndromes



Autistic Spectrum


Autism, Asperger’s Syndrome and The Autistic Spectrum

The word Autism is taken from ‘Autos’ meaning ‘self’.

Autism is one of a range of conditions that comes under the umbrella term

‘Autistic Spectrum Disorder/Condition’ (ASD/C).

What is Autism?

It is a lifelong developmental disability that affects how a person communicates with and

relates to others. People with Autism share three main areas of difficulty known as the ‘Triad

of impairments’ These are: Social communication, Social interaction and Social imagination.

Autism covers a wide spectrum ranging from individuals with severe impairments (who may

be mute, mentally disturbed or locked into hand flapping and rocking) to high functioning

individuals who may have active but odd social skills, narrowly focused interests and

pedantic speech.

Autism is four times more likely to affect boys than girls.

What is The Autistic Spectrum?

As Autism affects people in many different ways and to different degrees, ranging from very

mild to very severe, the term Autistic Spectrum is often used to describe the subgroups

within the spectrum of Autism.


Asperger Syndrome.

What is Asperger’s Syndrome?

Children with Asperger’s Syndrome do not usually show any signs of major cognitive

difficulties, their IQ falls in the normal or even superior range (such cases are referred to as

‘High Functioning’ Autism) and they exhibit few, if any, delays in speaking. The condition

affects the way a person communicates and relates to others. People with Asperger’s

Syndrome may find difficulty with social relationships, communication, social imagination

and creative play.

Possible difficulties

• The inability to communicate effectively, leading to frustration and confusion.

• Poor social skills leading to isolation, low self esteem and in the long term depression.

• Unfamiliar, or changes in routine may cause great distress.

• Heightened senses (Eg. To taste, noise, touch or smell).

• Literal understanding.

• Difficulty relating one subject or situation with another.

• Abhorrence of crowded areas, noises and unfamiliar situations

or places.

Possible strengths

• People with Asperger Syndrome can be very talented within their chosen field of

interest.

• Normal or higher than average intelligence (a large percentage of ‘savants’ are

autistics).

• Eloquent and/or extensive vocabulary, but difficulty with the practical use of language,

conveying thoughts, feelings or emotions.

• Excellent factual memory, dedication but often rigid commitment for chosen topic of

interest.

• A drive or compulsion to do well in school or at work within a supportive

environment.


What you might encounter

Unpredictable, dramatic reaction to events.

The ability to talk well, but the inability to communicate needs effectively.

Frequent upsets caused by minor changes to familiar routines.

Tantrums or aggression born out of sheer frustration.

Inability to see danger, irrational fears (fly's, glitter etc.).

Interests bordering on the obsessive!

Hand flapping, tapping, fiddling, rocking when stressed.

Difficulties with mundane tasks, (dressing, tying shoelace or tie).

Difficulties with eye contact, may not attempt to make eye contact or a tendency to ‘over

gaze’. Monotone voice.

Over familiarity with staff and peers.

Voicing thoughts causing unintentional offence or upset to those around them.

Things may be taken literally, always check that your instructions have not been

misunderstood and do not have a double meaning. Eg ‘wait there for the present’.

Helpful strategies

• Minimize stress whenever possible by preparing for changes in advance, if a change

occurs unexpectedly, try to ‘soften the blow’ by taking the pupil to one side and

explaining clearly and calmly what will happen and give reasons for the change of

plan. Stay with the pupil until you are certain they are comfortable with the situation.

• Identify a safe place for the pupil to go to when upset or confused. If a pupil is very

distressed and unable to tell you why, remove him to a quiet area and allow plenty of

time to calm down. Once the pupil is calm, offer reassurance and try to get to the root

cause of the problem. If other pupils or members of staff are involved, involve them in

the final resolution to ensure that the matter is closed with a positive outcome.

• Make rules simple, short and direct. Use literal language to avoid confusion, give

direct instructions, Eg ‘You need to start work now’ rather than ‘Would you like to

start your work now?’ Explain misunderstandings as they occur and point out sarcasm

as it arises.

• Be consistent, adopt clear rules and form seating plans.

• Explain effects of inappropriate comments as they occur. Model and teach appropriate

manners, look for alternate responses to use in future. Point out and praise correct

responses or the good use of conversational skills as they occur.


Autistic Spectrum Condition



Dyslexia


Dyslexia

The word Dyslexia comes from the Greek language and means ‘difficulty with words’.

What is Dyslexia?

It is a difference in the brain area that deals with language .

Brain imaging techniques have shown that dyslexic people process information differently.

It affects the under-lying skills that are needed for learning to read, write and spell.

About 4% of the population are severely dyslexic, with 6% having mild/moderate problems.

It occurs in people of all abilities and backgrounds.

Dyslexic people of all ages can learn effectively, but often need a different approach.

It must be remembered that Dyslexia is a mixture of strengths as well as weaknesses.

Difficulties and strengths


.

Misreading, making understanding difficult

Difficulty with sequences Eg. getting dates in order

Reading hesitantly.

Poor organisational skills or time management.

Difficulty organizing thoughts and verbally expressing ideas in the correct sequence.

Erratic spelling.

Difficulty using scissors, tying laces Etc

Problems arise with ‘turn taking’ in play, due to inability to follow the sequence.

Possible strengths.

Innovative thinkers, flexible and inspired.

Excellent trouble shooters, resourceful and resilient.

Intuitive problem solving, good at improvisation.

Creative in many different ways.

Lateral thinkers.

What might you encounter

• Difficulty with reading, writing spelling and copying.

• Letters and figures missed or put the wrong way round or whole words mirrored.

• Difficulty remembering tables, alphabet, formulae Etc.

• Confusion with letters, most commonly b and d.

• Poor concentration, leading to frustration and upset.

• Problems understanding what has been read.

• Longer than average needed to read and complete written work.

• Difficulty remembering right and left, poor sense of direction and clumsiness.

• Difficulty remembering the order of days of the week and months of the years.

• Poor self esteem and lacking in confidence.

• Obvious ‘good’ and ‘bad’ days for no apparent reason.

• Confusion between up and down, in and out.

• Heavy reliance on peers to help. (Eg. Photocopied notes, phone calls to clarify

homework instructions).

Always look for areas of strength as well as weakness!


Persisting factors

• Children with dyslexia find it hard to hold complex instructions in their immediate

memory.

• Sequencing, which is related to short-term memory, is also a problem. Children with

Dyslexia find the ordering of anything difficult, Eg. spelling, reading, number rules,

times tables etc. Revising class work can therefore be a real problem

• Handwriting will be affected, as will the ability to follow maps and diagrams, even

though the ability to see spatial relationships may not be impaired.

• Visual memory may be so short that comparisons can easily be forgotten (Eg. Maths

signs such as + and x may be confused). By the time a child with dyslexia is

acknowledged by a teacher when answering a question, they may have forgotten what

they wanted to say.

• As a dyslexic child has to work much harder to achieve what others may achieve

effortlessly, they can become mentally exhausted. Repeated failure may lead to the

pupil giving up altogether.

Helpful Strategies

Give brief, uncomplicated instructions in stages, keep tasks short.

Try to use a cream/magnolia background for written work.

Allow extra time to complete each stage of the instructions.

Use multi sensory teaching (auditory, visual and kinesthetic).

Try coloured overlays to assist concentration when reading.

Use DVD’s, tapes and computers, (use plain font Eg. Century Gothic or Arial). Whenever possible work on a one to one basis.

Always avoid situations where the child is shown to fail.

Listen to the child's problems and be empathic.

Differentiate work to enhance knowledge and avoid failure.

Offer help with organizational problems.

Use lots of praise and encouragement, be positive and patient!

Provide diagrams wherever possible, take ‘bullet point’ notes.

Try not to:

Ask the pupil to copy from the board or read out loud.

Give lengthy instructions and assume the task has been understood.

Use a smaller font than typeface 14.

Use long lengths of text or expect long written records.

Show irritation if asked to repeat an instruction!

REMEMBER

Dyslexic people often have distinctive talents as well as difficulties.

It is important to help them to find a suitable learning style that in

turn, will help them identify that talent in order for them to shine.



Dyspraxia


Dyspraxia

The term Dyspraxia comes from the word ‘praxis’, which means 'doing, acting'.

Dyspraxia is an impairment or immaturity of the way the brain processes information,

resulting in messages not being properly transmitted to the body.

Dyspraxia affects the planning of what to do and how to do it.

It is associated with problems of perception, language and thought.

Dyspraxia is thought to affect up to ten per cent of the population (and up to two per cent

severely).

Males are four times more likely to be affected than females.

Dyspraxia sometimes runs in families.

Dyspraxia and dyslexia overlap and often co-exist in the same person.

People with Dyspraxia have no clinical neurological abnormality to explain their condition.

Problems caused by Dyspraxia

Clumsiness, poor posture awkward gait.

Confusion about which hand to use.

Sensitive to touch, (including clothing).

Poor short term memory.

Poor sense of direction.

Reading and writing difficulties.

Difficulties dressing or eating.

Speech difficulties.

Impatience.

Immature social skills, difficulties with friendships.

Not all of these problems will apply to every Dyspraxic, and many problems can be

overcome in time.


• Appears weak and ‘accident prone’. Poor posture and balance. Movement may be

hesitant, a dislike of P.E.

• Speech may be slow, jerky, indistinct with pronunciation difficulties or poor

intonation. Difficulties expressing thoughts.

• Poor attention/concentration span, unable to remember/follow instructions.

• Difficulties with fine motor skills, Eg. Using a ruler, drawing etc.

• Writes laboriously and immaturely, difficulty holding pen. Difficulty copying from the

board, copying patterns and sequencing letters. (Eg. Letter reversals, b for d).

• Poorly organised, may loose things regularly. (Eg. PE kit!)

• Difficulties with perception, left and right.

• Difficulties making relationships with peers, emotionally sensitive and may present as

immature.


Persisting Factors

• People with Dyspraxia face a daily struggle to control their body. Body awareness may

be poor, with movement being uncoordinated, awkward and ‘clumsy’. Hand/eye co-

ordination may be poor and everyday tasks such as using equipment, running, dressing

and eating may be a challenge for a Dyspraxic child.

• Writing difficulties both with style and speed, frequently children have an awkward

pen grip, resulting in poor handwriting and frustration.

• Poor short term visual and verbal memory results in difficulties copying from the

board, dictation or following instructions.

• Sensitivity to external stimulation such as light, heat and sound. May be very intolerant

to touch. Eg. clothing may cause discomfort.

• Poorly developed organisational skills, poor time awareness and forgetfulness.

• Limited development of social skills leading to feelings of isolation and loneliness.

• Poor self esteem.

Helpful Strategies

• Patience and consideration is the key to success.

• Break tasks down into manageable chunks, plan for and allow extra time.

• Use computers whenever possible. Provide brief ‘bullet point’ notes.

• Praise freely to raise self esteem, use rewards if appropriate. (Eg. Stickers or

computer time).

• Differentiate work to ensure success.

• Avoid the need to multi-task. (Eg. Note taking and listening).

• Seat pupil close to the board and away from distractions.

• Offer assistance with things like open buttons or laces, rather than presuming

they can do it themselves.

Remember

It is important to realize that these children have to struggle very

hard in order to complete everyday tasks, even though,

academically, they may be very bright.



Irlen’s Syndrome


Irlen’s Syndrome

Irlen's Syndrome, was initially called Scotopic Sensitivity Syndrome. It was first

identified by an Educational Psychologist named Helen Irlen in the 1980's.

Individuals with Irlen Syndrome seem to see words that are blurry, have patterns or appear

to move on the page. As the individual continues to read, the problem seems to worsen.

Most people are unaware that they have Irlen Syndrome.

Irlen syndrome is not an optical problem. It is a perceptual problem that affects the way the

brain processes visual information.

Coloured overlays and filters are used to help individuals with Irlen Syndrome because they

sometimes appear to reduce the perceptual distortions and visual stress experienced by some

children during reading.


Strategies to use

• Dimmer lights. If lights can't be dimmed, individuals should be allowed to wear a

visor.

• Irlen lenses (coloured lenses, coloured overlays)

• Coloured paper for reading materials and worksheets

• Additional time for reading assignments, shorten time spent on reading

• Allow the child to use a ruler to ease the tracking of words while reading.

• Provide more frequent breaks, natural lighting also appears to help

• Trouble reading words and focusing

• Headache/eye strain/tiredness whilst

reading

• Weaker academic performance and

concentration

• Depth perception is much weaker

• Will also affect math performance

• Sensitivity to lights especially

fluorescent types

• Weak/poor comprehension

• Difficulty tracking words on a line,

often skipping words

• Reads in a strained, word by word fashion

and with great hesitancy

• Avoids reading

• Weaker written work

• Trouble copying

• Random spacing/letter sizes

• Writing up or downhill

• Inconsistent spelling

Irlen’s Syndrome often runs in families and typically goes misdiagnosed as a learning

disability or dyslexia.



Waarrdenburg Syndrome


Waardenburg Syndrome

Waardenburg Syndrome is an inherited genetic disorder. There are four main types of

Waardenburg Syndrome which are a result of mutations occurring in different genes.

Type 1 and 2 are the most common. Types 3 and 4 are more rare.

What is Waardenburg Syndrome?

Waardenburg Syndrome is often characterized by changes in skin pigmentation resulting in

patches of white skin, a patch of white hair or premature grey hair (as early as 12 years old).

Varying degrees of hearing loss from moderate to profound.

Most individuals will need no treatment whilst others may require surgery for eye, or other

abnormalities.

Physical features may include a broad nasal root. (Wide separation between the inner corners of

the eyes).

Two differently coloured eyes or one eye having two different colours.

Low frontal hairline, eyebrows may connect.

Waardenburg Syndrome does not affect brain function.

The different types of Waardenburg Syndrome.

Waardenburg Syndrome Type 1

• Broad nasal root.

• Distinctive hair colouring.

• Possible mild hearing impairment.


• Display the same traits as Type 1 but without the broad nasal root.

• More likely to suffer hearing loss.


• Sometimes called Klein-Waardenburg Syndrome.

• Includes abnormalities of the upper limbs.

• Hearing loss.

• Abnormalities in skin pigmentation.


• Sometimes called Waardenburg-Shah Syndrome.

• Includes signs and symptoms of both Waardenburg Syndrome and Hirschprung disease,

which is an disorder of the intestines which causes severe constipation or blockage to the

intestine.


What you might encounter.

People with Waardenburg Syndrome may have some or all of the traits of the syndrome.

Different symptoms may present differently, even in members of the same family.

Poor self esteem related to physical appearance.

Hearing loss.

Most individuals will need no treatment whilst others may require surgery for eye, or other

abnormalities.

There is no treatment or cure for Waardenburg Syndrome.

The Inheritance of Waardenburg Syndrome.

The condition is usually inherited in an autosomal dominant pattern.

The syndrome may be noticeable at birth or go undiagnosed until later in life.

With types 1 and 2, an affected individual has a 50% chance in each pregnancy of having an

affected child.

Since symptoms can vary, there is no way to predict whether an affected child will have

milder or more severe symptoms than his/her parent.

Inheritance of types 3 and 4 is more complex, but genetic counseling can help assess the risk

of passing Waardenburg Syndrome on to a child.

Waardenburg Syndrome is usually inherited

in an autosomnal dominant pattern.



Dyscalculia


Dyscalculia

Dyscalculia is a ‘disorder of childhood affecting the ability of an otherwise intelligent child

to learn arithmetic’. (American Psychiatric Association).

What is Dyscalculia?

It is the inability to grasp and remember math concepts and rules such as; sequence,

formulae, basic addition, subtraction and division.

Poor long term memory involving the retention and retrieval of concepts. (may grasp a math

operation one day, but not the next).

Difficulties with the concept of time and direction.

Poor with money matters, difficulty with budgeting.

Difficulty remembering names and faces. May substitute names beginning with the same

letter.

Poor sense of direction.

Difficulties and Strengths


Unable to keep track of time, resulting in frequent lateness.

Difficulties recalling timetables or the sequence of past events.

Inconsistent results in addition, subtraction Etc.

Poor mental math ability.

Reversing, omitting and substituting numbers incorrectly, when reading, writing and

recalling work.

Poor ability to visualize or picture the layout of things. (Eg. Clock face).

May be easily disorientated, lose things and seem absent minded.

Possible strengths

Normal or above average verbal, reading and writing skills.

Poetic ability.

Good visual memory for the printed word.

Good in areas of science (until a higher level of math is required).

Geometry (as this involves figures with logic, not formulas).

Creative Arts.


• Problems remembering Times tables and the meaning or +, - ,% and ÷.

• Mis-writing/reading numbers resulting in incorrect calculations.

• Frustration due to inability to remember concepts and formalas.

• Poor time keeping, frequent lateness, misplaced equipment and forgetfulness.

• Poor self esteem.

• May have poor athletic co-ordination and difficulty with dance.

• May lose track when score keeping or turn taking in games.


Helpful Strategies

• Present questions one at a time, when presenting a worksheet of ‘sums’, cut the sheet

up and present each one individually to reduce overload.

• Read the problem out loud to allow the use of auditory skills.

• Work on graph paper to ensure numbers are kept in line.

• Ensure worksheets are ‘uncluttered’ to avoid overload of visual senses.

• Use visual information whenever possible to assist visual learning (Eg. Colour coding)

• Use repetition, mnemonics, rhyme or music to help memorize facts.

• Press for extra time for the completion of tests ask for special arrangements for

external exams.

• Encourage the use of finger counting to reduce the demands on working memory.

An extract from ‘Dear math Professor’

I am not lazy, and I feel really smart in everything but math. That is what

frustrates me the most! Everything is easy for me to learn, but math

makes me feel stupid!

Why is this one subject so hard? It doesn't make sense. It is like my

math memory bank keeps getting accidentally erased. And I cannot figure

out how to correct the system errors!

Please understand that I have attempted and failed many times and math

is a highly emotional subject for me. (Newman 1985)



Klinefelters Syndrome


Klinefelter’s Syndrome

Klinefelter’s/Klienfelter’s is a genetic disorder affecting males. (A similar condition

affecting girls is known as Triple X Syndrome)

What is Klinefelter’s

The Syndrome is the result of an extra X chromosome, resulting in an XXY format in boys

and an XXX format in girls.

Learning to talk may take longer than average and muscle development may be poor due to

faster physical growth during childhood.

During adolescence, the production of testosterone may falter, resulting in a slowing down

of sexual development, less body hair and a slightly higher pitched voice.

99% of males with Klinefelter's will be sterile.

Childhood obesity may occur if steps are not taken to prevent it.

Having an extra chromosome can cause a male to have some unusual physical traits.

However, many men may be unaware of the presence of the extra chromosome and can

lead normal lives.


Boys with Klinefelter’s tend to be emotionally susceptible and dislike fighting. This may

make them easily led by more assertive pupils and harder for them to stand up to bulling.

There is a tendency for these boys to do less well than their peers and they may lack the

motivation to achieve.

There may be problems with poor memory, attention span and getting things in the right

order. 75% of boys with Klinefelter’s will have difficulty learning to read.

They tend to be sensitive children who are easily moved to tears and this can make them the

target of more aggressive boys.

Adolescence may cause added anxiety and stress, the lack of the usual physical changes of

puberty may become more noticeable.



• Low self esteem, poor self image.

• Vulnerability.

• Emotional sensitivity, inability to express feelings.

• Difficulty recording information, eg. Recording homework accurately.

• Short concentration/attention span, poor memory.

• Varying degrees of anxiety, ranging from mild to severe.

• Difficulty maintaining friendships with peers.

Helpful Strategies

• Raise self esteem with praise or positive comments whenever possible.

• If negative behaviour is an issue, avoid chastising in front of peers.

• If a problem arises, allow ‘time out’ and deal with the situation later to avoid drawing

attention to the pupil.

• Be flexible with seating plans to incorporate changes if needed.

Remember

There are a number of emotional and behavioural problems

associated with KS such as shyness, difficulties in forming

relationships, a lack of visible facial emotion and of

motivation. Low self-esteem may be an issue for

adolescents.

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