http://www.sumardiono.com/index.php?option=com_content&task=view&id=1739&Itemid=74
Pembayaran Adsense melalui Western Union (Indonesia bisa!)
Written by Administrator
Saturday, 07 February 2009
Horee... kabar gembira. Pagi ini (Sabtu, 7/2/2009) pukul 09.38 terima email dari Adsense. Judulnya: Western Union now available in Indonesia.
Western UnionArtinya, pembayaran Adsense yang dulunya menggunakan cek dan harus dicairkan di Citibank sekarang bisa lebih cepat dan lebih mudah.
Dulu, dengan waktu pengiriman dari Adsense ke Indonesia sekitar 2-3 minggu, ditambah proses pencairan di bank sekitar 1 bulan. Biaya pencairan di Citibank Rp. 100 ribu. Kalau kantor Citibank tidak ada, pencairan di bank lain (mis. Mandiri) lebih mahal lagi (kalau nggak salah 300 ribu)
Dengan sistem Western Union, dana bisa dicairkan satu hari setelah awal bulan (karena tidak ada cek yang dikirim). Dana bisa dicairkan dengan di counter Western Union yang terserak di mana-mana (Bank Mandiri, BRI, BII, Danamon, kantor pos, dsb). Pokoknya tinggal masuk yang ada logo Western Union berwarna kuning.
Wah.. ini betul-betul "hadiah" dan kemudahan yang luar biasa buat publisher Adsense di Indonesia.
Fasilitas ini hanya tersedia untuk publisher individu, bukan bisnis. Kalau ingin mengubah cara pembayaran adsense dari cek ke Western Union, begini caranya:
1. Sign in ke akun Adsense (http://www.google.com/adsense)
2. Masuk ke My Account
3. Di bagian "Payment Details" (urutan ke-4 dari atas), klik "edit"
4. Pilih radio button "Setup Western Union Quick Cash", kemudian klik "Continue"
5. Pastikan nama yang tertulis benar. Jika nama hanya satu kata, bagian last name/surname/family name diisi kosong; kemudian centang persetujuan di bagian bawah dan klik "Save Changes"
Berikut ini cuplikan emailnya:
Hello,
We're excited to introduce Western Union Quick Cash as a new payment method for Indonesia! Western Union Quick Cash is a new form of payment that lets you receive your AdSense payments in cash using the worldwide Western Union money transfer service. This payment method is quick, easy, and free. Best of all, you'll no longer need to wait for checks to arrive in the mail or to clear at the bank.
Rabu, 23 November 2011
Selasa, 15 November 2011
Anak Sulit Dilarang? Begini Triknya
Minggu, 13 November 2011
http://female.kompas.com/read/2011/11/12/14183779/Anak.Sulit.Dilarang.Begini.Triknya
Home / Ibu & Anak / Parenting
Anak Sulit Dilarang? Begini Triknya
Christina Andhika Setyanti | Dini | Sabtu, 12 November 2011 | 14:18 WIB
Fokuslah pada masalah yang dihadapi dan pada tujuan yang ingin dicapai dengan kata-kata Anda.
KOMPAS.com — Anak merengek atau menolak melakukan sesuatu yang kita perintahkan tentu hal yang sudah biasa. Tugas kita sebagai orangtualah untuk memberi tahu dan melarang anak agar tak melakukan hal-hal yang salah, demikian konsultan anak Hanny Muchtar Darta, saat talkshow "Pentingnya Kecukupan Asupan Vitamin dan Mineral agar Anak Incredible" yang digelar oleh Scott's Multivitamin di Cilandak Town Square, Jakarta Selatan, beberapa waktu lalu.
Namun, perlu Anda ketahui, kata-kata larangan dan kata-kata negatif yang dilontarkan kepada anak bisa berakibat buruk kepada mereka. Kata-kata negatif yang banyak mereka dengar bisa membuat mereka merasa tertekan, takut, dan bahkan stres. Sah saja melarang anak, tetapi gunakan kata-kata yang positif. Hindarilah kata-kata negatif seperti "jangan", dan "tidak boleh" kepada anak.
Banyak kok, kata pengganti yang bisa digunakan, dan terdengar lebih baik di telinga anak-anak selain kata larangan tersebut," ujar Hanny.
Ketika ingin melarang anak melakukan suatu hal yang tidak baik, sebaiknya Anda fokus pada masalah yang dihadapi dan pada tujuan yang ingin dicapai dengan kata-kata Anda. Misalnya ketika Anda melarang anak untuk menonton TV sampai malam karena takut terlambat bangun esok harinya, Anda akan mengatakan, "Jangan nonton TV sampai malam!". Kalimat ini selain terdengar sebagai kalimat larangan, juga terdengar sebagai kalimat perintah untuk anak sehingga tak jarang anak justru merasa terpaksa melakukannya karena k
Meski mengandung arti yang sama, kalimat ini terdengar lebih lembut dan lebih menyenangkan bagi anak. "Orangtua harus fokus pada masalah saat itu, dan juga fokus pada apa yang menjadi tujuan mereka melarang anak. Berikan juga alasan yang jelas dan benar mengapa anak tidak boleh melakukannya. Jadi jangan hanya asal melarang mereka," pungkas Hanny.
http://female.kompas.com/read/2011/11/12/14183779/Anak.Sulit.Dilarang.Begini.Triknya
Home / Ibu & Anak / Parenting
Anak Sulit Dilarang? Begini Triknya
Christina Andhika Setyanti | Dini | Sabtu, 12 November 2011 | 14:18 WIB
Fokuslah pada masalah yang dihadapi dan pada tujuan yang ingin dicapai dengan kata-kata Anda.
KOMPAS.com — Anak merengek atau menolak melakukan sesuatu yang kita perintahkan tentu hal yang sudah biasa. Tugas kita sebagai orangtualah untuk memberi tahu dan melarang anak agar tak melakukan hal-hal yang salah, demikian konsultan anak Hanny Muchtar Darta, saat talkshow "Pentingnya Kecukupan Asupan Vitamin dan Mineral agar Anak Incredible" yang digelar oleh Scott's Multivitamin di Cilandak Town Square, Jakarta Selatan, beberapa waktu lalu.
Namun, perlu Anda ketahui, kata-kata larangan dan kata-kata negatif yang dilontarkan kepada anak bisa berakibat buruk kepada mereka. Kata-kata negatif yang banyak mereka dengar bisa membuat mereka merasa tertekan, takut, dan bahkan stres. Sah saja melarang anak, tetapi gunakan kata-kata yang positif. Hindarilah kata-kata negatif seperti "jangan", dan "tidak boleh" kepada anak.
Banyak kok, kata pengganti yang bisa digunakan, dan terdengar lebih baik di telinga anak-anak selain kata larangan tersebut," ujar Hanny.
Ketika ingin melarang anak melakukan suatu hal yang tidak baik, sebaiknya Anda fokus pada masalah yang dihadapi dan pada tujuan yang ingin dicapai dengan kata-kata Anda. Misalnya ketika Anda melarang anak untuk menonton TV sampai malam karena takut terlambat bangun esok harinya, Anda akan mengatakan, "Jangan nonton TV sampai malam!". Kalimat ini selain terdengar sebagai kalimat larangan, juga terdengar sebagai kalimat perintah untuk anak sehingga tak jarang anak justru merasa terpaksa melakukannya karena k
Meski mengandung arti yang sama, kalimat ini terdengar lebih lembut dan lebih menyenangkan bagi anak. "Orangtua harus fokus pada masalah saat itu, dan juga fokus pada apa yang menjadi tujuan mereka melarang anak. Berikan juga alasan yang jelas dan benar mengapa anak tidak boleh melakukannya. Jadi jangan hanya asal melarang mereka," pungkas Hanny.
Minggu, 06 November 2011
School Tips for ADHD - School Tips for ADHD Children
School Tips for ADHD - School Tips for ADHD Children
18 Simple School Strategies for ADHD Children
http://add.about.com/od/childrenandteens/a/adhd-classroom.htm
By Keath Low, About.com Guide
Updated March 01, 2011
About.com Health's Disease and Condition content is reviewed by the Medical Review Board
Strategies for the Classroom
1. Classroom rules should be clear and concise and reviewed regularly with the student. It is helpful to have the child repeat back rules, expectations or other instructions to make sure they are understood. These rules should be posted prominently in the classroom.
2. Make sure the student is seated close to the teacher and away from distractions (away from doors, windows, cubby area, pencil sharpeners, etc.).
3. Give the student frequent and immediate feedback or consequences about behaviors.
4. Catch the student being good and give him immediate praise. Ignore negative behaviors that are minimal and not disruptive.
5. Use rewards and incentives before punishment to motivate the student and to help keep school feeling like a positive place. Change up the rewards frequently to help prevent the student from becoming bored.
6. Allow student frequent physical breaks to move around (to hand out or collect materials, run errands to the office or other areas in the school building, erase the board, get a drink of water at the water fountain, etc.)
7. Allow some restlessness at work area. Allow student to stand up at his desk if it helps him stay on task.
8. Tape an index card to the student’s desk with written class rules. Help him keep track of the schedule by reviewing it with him at various times during the day and prepare him for each transition.
9. Limit distractions, excessive noise, distracting visual stimuli, clutter, etc. (For some kids with ADHD listening to “white noise” or soft background music can help concentration and focus)
10. Reduce the student’s total work load. Break work down into smaller sections.
11. Give concise one or two step directions. Avoid “overloading” with too much info.
12. Place a hand on the student’s shoulder, hand or arm while talking to him in order to help him stay focused on what is said.
13. Allow the student to hold a small “koosh ball” or silly putty or something tactile for him to manipulate. This slight stimulation often helps keep an ADHD child focused.
14. If the school allows it, some students benefit from chewing gum to release energy and keep concentration.
15. Schedule the most difficult subjects in the morning time when the student (and the whole class) is more fresh and less fatigued.
16. Do not use loss of recess as a consequence for negative behavior. (ADHD kids benefit from the physical movement that occurs during recess and can usually focus better following this exercise)
17. Use timers, taped time signals, or verbal cues to show how much time the student has remaining for an activity.
18. Pair the student with a “study buddy” –- a kind and mature classroom peer who can help give reminders or refocus the child when he gets off track.
Strategi untuk kelas
1. Kelas aturan harus jelas dan ringkas dan ditinjau secara teratur dengan siswa. Hal ini membantu untuk memiliki anak ulangi kembali aturan, harapan atau petunjuk lain untuk memastikan bahwa mereka mengerti. Aturan-aturan ini harus dikirim mencolok di dalam kelas.
2. Membuat yakin siswa duduk dekat dengan guru dan jauh dari gangguan (dari pintu, jendela, cubby daerah, pensil Pengasah pisau, dll.).
3. Memberikan siswa sering dan segera umpan balik atau konsekuensi tentang perilaku.
4. Menangkap mahasiswa yang baik dan memberinya pujian langsung. Mengabaikan perilaku negatif yang minimal dan tidak mengganggu.
5. Menggunakan hadiah dan insentif sebelum hukuman untuk memotivasi siswa dan untuk membantu menjaga sekolah perasaan seperti tempat yang positif. Mengubah imbalan sering untuk membantu mencegah siswa menjadi bosan.
6. Memungkinkan siswa sering istirahat fisik untuk bergerak (untuk membagikan atau mengumpulkan bahan-bahan, menjalankan tugas untuk kantor atau daerah-daerah lain di gedung sekolah, menghapus papan, minum air di air mancur, dll.)
7. Memungkinkan beberapa kegelisahan di area kerja. Memungkinkan siswa untuk berdiri di meja jika itu membantu dia tetap pada tugas.
8. Tape kartu indeks untuk siswa meja dengan peraturan tertulis kelas. Membantunya melacak jadwal dengan meninjau dengannya pada berbagai waktu siang hari dan mempersiapkan setiap transisi.
9. Batas gangguan, kebisingan yang berlebihan, mengganggu rangsangan visual, kekacauan, dll (untuk beberapa anak dengan ADHD mendengarkan "white noise" atau musik latar belakang yang lembut dapat membantu konsentrasi dan fokus)
10. Mengurangi beban kerja total siswa. Menghancurkan pekerjaan menjadi bagian-bagian yang lebih kecil.
11. Memberikan ringkas satu atau dua langkah petunjuk. Menghindari "overloading" dengan terlalu banyak info.
12. Letakkan tangan pada siswa bahu, tangan atau lengan ketika berbicara dengan dia untuk membantu dia tetap fokus pada apa yang dikatakan.
13. Memungkinkan siswa untuk terus a kecil "koosh bola" atau konyol putty atau sesuatu sentuhan baginya untuk memanipulasi. Rangsangan ini sedikit sering membantu menjaga ADHD anak terfokus.
14. Jika sekolah memungkinkan, beberapa siswa mendapatkan keuntungan dari permen karet untuk melepaskan energi dan menjaga konsentrasi.
15. Jadwal mata pelajaran yang paling sulit di pagi hari ketika siswa (dan seluruh kelas) adalah lebih segar dan kurang letih.
16. Tidak menggunakan hilangnya reses sebagai konsekuensi bagi perilaku negatif. (ADHD anak-anak memperoleh manfaat dari gerakan fisik yang terjadi selama istirahat dan biasanya dapat fokus yang lebih baik setelah latihan ini)
17. Gunakan timer, direkam sinyal waktu atau verbal isyarat untuk menunjukkan berapa banyak waktu pelajar telah tersisa untuk aktivitas.
18. Memasangkan siswa dengan "teman belajar"- - jenis dan rekan kelas dewasa yang dapat membantu memberikan pengingat atau suatu anak ketika ia mendapat keluar jalur.
Bacaan tambahan:
18 Simple School Strategies for ADHD Children
http://add.about.com/od/childrenandteens/a/adhd-classroom.htm
By Keath Low, About.com Guide
Updated March 01, 2011
About.com Health's Disease and Condition content is reviewed by the Medical Review Board
Strategies for the Classroom
1. Classroom rules should be clear and concise and reviewed regularly with the student. It is helpful to have the child repeat back rules, expectations or other instructions to make sure they are understood. These rules should be posted prominently in the classroom.
2. Make sure the student is seated close to the teacher and away from distractions (away from doors, windows, cubby area, pencil sharpeners, etc.).
3. Give the student frequent and immediate feedback or consequences about behaviors.
4. Catch the student being good and give him immediate praise. Ignore negative behaviors that are minimal and not disruptive.
5. Use rewards and incentives before punishment to motivate the student and to help keep school feeling like a positive place. Change up the rewards frequently to help prevent the student from becoming bored.
6. Allow student frequent physical breaks to move around (to hand out or collect materials, run errands to the office or other areas in the school building, erase the board, get a drink of water at the water fountain, etc.)
7. Allow some restlessness at work area. Allow student to stand up at his desk if it helps him stay on task.
8. Tape an index card to the student’s desk with written class rules. Help him keep track of the schedule by reviewing it with him at various times during the day and prepare him for each transition.
9. Limit distractions, excessive noise, distracting visual stimuli, clutter, etc. (For some kids with ADHD listening to “white noise” or soft background music can help concentration and focus)
10. Reduce the student’s total work load. Break work down into smaller sections.
11. Give concise one or two step directions. Avoid “overloading” with too much info.
12. Place a hand on the student’s shoulder, hand or arm while talking to him in order to help him stay focused on what is said.
13. Allow the student to hold a small “koosh ball” or silly putty or something tactile for him to manipulate. This slight stimulation often helps keep an ADHD child focused.
14. If the school allows it, some students benefit from chewing gum to release energy and keep concentration.
15. Schedule the most difficult subjects in the morning time when the student (and the whole class) is more fresh and less fatigued.
16. Do not use loss of recess as a consequence for negative behavior. (ADHD kids benefit from the physical movement that occurs during recess and can usually focus better following this exercise)
17. Use timers, taped time signals, or verbal cues to show how much time the student has remaining for an activity.
18. Pair the student with a “study buddy” –- a kind and mature classroom peer who can help give reminders or refocus the child when he gets off track.
Strategi untuk kelas
1. Kelas aturan harus jelas dan ringkas dan ditinjau secara teratur dengan siswa. Hal ini membantu untuk memiliki anak ulangi kembali aturan, harapan atau petunjuk lain untuk memastikan bahwa mereka mengerti. Aturan-aturan ini harus dikirim mencolok di dalam kelas.
2. Membuat yakin siswa duduk dekat dengan guru dan jauh dari gangguan (dari pintu, jendela, cubby daerah, pensil Pengasah pisau, dll.).
3. Memberikan siswa sering dan segera umpan balik atau konsekuensi tentang perilaku.
4. Menangkap mahasiswa yang baik dan memberinya pujian langsung. Mengabaikan perilaku negatif yang minimal dan tidak mengganggu.
5. Menggunakan hadiah dan insentif sebelum hukuman untuk memotivasi siswa dan untuk membantu menjaga sekolah perasaan seperti tempat yang positif. Mengubah imbalan sering untuk membantu mencegah siswa menjadi bosan.
6. Memungkinkan siswa sering istirahat fisik untuk bergerak (untuk membagikan atau mengumpulkan bahan-bahan, menjalankan tugas untuk kantor atau daerah-daerah lain di gedung sekolah, menghapus papan, minum air di air mancur, dll.)
7. Memungkinkan beberapa kegelisahan di area kerja. Memungkinkan siswa untuk berdiri di meja jika itu membantu dia tetap pada tugas.
8. Tape kartu indeks untuk siswa meja dengan peraturan tertulis kelas. Membantunya melacak jadwal dengan meninjau dengannya pada berbagai waktu siang hari dan mempersiapkan setiap transisi.
9. Batas gangguan, kebisingan yang berlebihan, mengganggu rangsangan visual, kekacauan, dll (untuk beberapa anak dengan ADHD mendengarkan "white noise" atau musik latar belakang yang lembut dapat membantu konsentrasi dan fokus)
10. Mengurangi beban kerja total siswa. Menghancurkan pekerjaan menjadi bagian-bagian yang lebih kecil.
11. Memberikan ringkas satu atau dua langkah petunjuk. Menghindari "overloading" dengan terlalu banyak info.
12. Letakkan tangan pada siswa bahu, tangan atau lengan ketika berbicara dengan dia untuk membantu dia tetap fokus pada apa yang dikatakan.
13. Memungkinkan siswa untuk terus a kecil "koosh bola" atau konyol putty atau sesuatu sentuhan baginya untuk memanipulasi. Rangsangan ini sedikit sering membantu menjaga ADHD anak terfokus.
14. Jika sekolah memungkinkan, beberapa siswa mendapatkan keuntungan dari permen karet untuk melepaskan energi dan menjaga konsentrasi.
15. Jadwal mata pelajaran yang paling sulit di pagi hari ketika siswa (dan seluruh kelas) adalah lebih segar dan kurang letih.
16. Tidak menggunakan hilangnya reses sebagai konsekuensi bagi perilaku negatif. (ADHD anak-anak memperoleh manfaat dari gerakan fisik yang terjadi selama istirahat dan biasanya dapat fokus yang lebih baik setelah latihan ini)
17. Gunakan timer, direkam sinyal waktu atau verbal isyarat untuk menunjukkan berapa banyak waktu pelajar telah tersisa untuk aktivitas.
18. Memasangkan siswa dengan "teman belajar"- - jenis dan rekan kelas dewasa yang dapat membantu memberikan pengingat atau suatu anak ketika ia mendapat keluar jalur.
Bacaan tambahan:
Schoolwork and ADHD
Schoolwork and ADHD
Martin L. Kutscher, MD.
Departments of Pediatrics and Neurology, New York Medical College, Valhalla, NY. © 2002
http://pediatricneurology.com/schoolrx.htm
May be reproduced for personal use
Common Sense ADHD School Accommodations
Any teacher can institute the following suggestions, even without formal student classification:
· Understanding Children with ADHD
· Learn about ADHD. Typically, teachers in the higher grades have a harder time “believing” in the condition. The older students no longer appear physically hyperactive. Organization and planning problems are frequently misinterpreted as lack of preparation and motivation.
· The chapter on “ADHD: The Tip of the Iceberg”[available at www.PediatricNeurology.com/ADHD.htm] can be provided as a good, quick introduction to ADHD. The school special education staff should also have materials for classroom teachers.
· Don't take the ADHD behaviors as personal challenges. The answer to the question "Why can't he listen to me like all of the other children?" is that he can't turn off his ADHD at will. It isn't personal.
· Take a realistic outlook at the child you get every day. Periodically, rate the ADHD behaviors using Dr. Phelan's brief checklist (1 means very little; 10 means a lot)
*
Inattentiveness _____
*
Impulsivity _____
*
Difficulty delaying gratification _____
*
Emotional overarousal _____
*
Hyperactivity ______
*
Non compliance _____
*
Social problems _____
*
Disorganization _____
This is your starting point. Not a typical child. This is what you can likely expect from him every day. Once teachers (and parents) accept this starting point (which I assure you the child does not exactly want, either), it is easier not to take everything so personally. Also, anger on the care-giver's part is reduced--since anger arises when there is greater discrepancy between what you expected versus what you got. The parents can also fill out the checklist, and discuss it with the teacher. They w
À Provide help for deficits at the moment it is needed, not negative feedback when it is already too late. Unfortunately, the simple reality is that punishment does not usually teach the needed behaviors. This is because many children with ADHD have difficulty ôdoing what they know,ö not ôknowing what to do.ö They already ôknow,ö for example, that they should come to class prepared. Once we understand that punishment has not been working, we are ready to provide relief for their disabilities b
· Presenting Material to ADHD Children
· Have child sit in the front of the class.
· Establish good eye contact.
· Tap on the desk (or use other code) to bring the child back into focus.
· Alert child’s attention with phrases such as “This is important.”
· Break down longer directions into simpler chunks.
· Check for comprehension.
· Encourage students to underline the key words of directions.
· Encourage students to mark incorrect multiple-choice answers with an “x” first. This allows them to “get started” quickly, while forcing them to read all of the choices before making a final selection.
· Allow physically hyperactive children out of their seats to hand out and pick up papers, etc.
· Organizational Help
· Recognize that disorganization is a major disability for almost everyone with ADHD. In fact, it is difficult to diagnose ADHD in the absence of organizational problems. Yes, ADHD students can--and frequently do--write a wonderful paper and then forget to hand it in. This striking unevenness in skills is what makes it a learning disability.
· Ensure that parents and child all know the correct assignment. Yes, most students can take this responsibility upon themselves. Those with ADHD, though, usually cannot. It is unfair and counter-productive to let intelligent students flounder because of this disability. Once informed of the needed work, the child is still responsible to work (with his/her parents) to get it done. The following options can be used. This part will take work, especially to keep the system going:
· Inform about typical routines (such as vocabulary quizzes on Fridays).
· Hand out written assignments for the week; or,
· Initial student’s homework assignment pads after each period. Please do not expect the student to come up after class for the signature on their own. If they were organized enough to do that, we would not need to be doing this. And, yes, the typical student is organized enough to come to the teacher; but this is not the typical student.
· Notify family immediately of any late assignments by one of following. Waiting for mid-term notices is too late to correct the problem, and too late for the student to behaviorally notice the connection between his/her performance and the consequences.
· A phone call takes the child out of the loop, and works best.
· The parent could call the team leader each week for an update.
· The parent could mail weekly a card to each teacher. The card would simply have spaces for missed work and comments, and is dropped back into the mail.
À Allow for expedient make up of late or incorrectly done homework. If deduction for lateness actually works to correct the problem, then keep doing it; if not, recognize the problem as a currently uncorrectable disability. In such a case, the work does need to be completed, but is not fair for a persistent organizational disability to cause excessive and demoralizing deductions. If, for some reason, it is necessary to give an ôFö for incomplete work, remember that an F is 65, not 0. Trying to g
· Simple accommodations for other frequently associated problems
· Dysgraphia (hand writing problems)
· Use of a computer.
· Graph paper helps line up math problems.
· Provide a copy of class notes, or arrange for peer to make carbon copy.
· Minimize deductions for neatness and spelling. Instead, give extra points for neatness.
· Dyscalculia (math problems)
· Liberal use of a calculator.
· Consider doing every other problem if homework takes too long.
“Section 504” Accommodations
· Section 504 of the Vocational Rehabilitation Act (Public Law 93-112) is a Federal civil rights law which aims at eliminating discrimination in any program that receives federal funds (including most all US schools and colleges).
· By 504 definition, the disability:
· can be physical or mental;
· must substantially limit one or more “life activities” such as learning, performing manual tasks, care for oneself, speaking, hearing, or walking.
· Parents or the school may initiate a 504 evaluation.
· Classification under Section 504 will typically require a school meeting, but less formal psychological and educational testing than classification under IDEA (see below.)
· A written plan for 504 accommodations is not mandated, but certainly makes sense. It should be periodically revised (yearly).
· 504 “accommodations” may be “easier” to obtain as they generally mandate accommodations more than costly special services.
· Accommodations like those listed above under “common sense” can be mandated via Federal Law Section 504 if needed.
· Untimed tests, including SATs, may require 504 classification.
IDEA Classification
· The Individuals with Disabilities Act (IDEA, Part B) of 1990 provides federal funding to schools which guarantee special needs students with appropriate rights and services, including:
· A free appropriate public education. If unable to provide an “appropriate” public education, the school must pay for alternate education.
· IDEA classifiable conditions include:
· Specific Learning Disability (LD),
· Emotional and Behavioral Disorder (ED)
· Other Health Impaired (OHI)
· The US DOE (Dept. of Education) memo of 1991 includes ADHD as a classifying condition under OHI.
· Parents must be full partners in the process of developing an Individualized Education Plan (IEP). If nothing else, parents certainly know what has not worked so far.
· The school has the right to decide what evaluation is needed.
· The parents may request an independent evaluation if they disagree with the school’s evaluation.
· IDEA classification evaluations and provided services are usually more comprehensive than 504 plans.
· Detailed information can be found through the National Information Center for Children and Youth with Disabilities at www.nichcy.org.
· There is annual updating of the IEP, with full re-evaluation every three years. The parents may request review and revision of the IEP at any time.
[For more on educational rights, see links on our developmental disability page.]
Click for ADHD school accommodations or ADHD: 101 Tips for Teachers. See more specific school modifications for children with ADD, LD as part of Tourette's syndrome.
Sekolah dan ADHD
Martin L. Kutscher, MD.
Departemen Pediatri dan Neurology, New York Medical College, Valhalla, NY. © 2002
(LIHAT KANTOR KAMI DI NY DAN NJ)
Mungkin direproduksi untuk penggunaan pribadi
Common Sense ADHD sekolah akomodasi
Setiap guru dapat Institut saran berikut, bahkan tanpa klasifikasi resmi mahasiswa:
· Pemahaman anak-anak dengan ADHD
· Belajar tentang ADHD. Biasanya, guru dalam nilai-nilai yang lebih tinggi memiliki waktu sulit "percaya" dalam kondisi. Siswa yang lebih tua tidak lagi muncul secara fisik hiperaktif. Organisasi dan perencanaan masalah sering disalahartikan sebagai kurangnya persiapan dan motivasi.
· Bab pada "ADHD: The puncak gunung es" [tersedia di www.PediatricNeurology.com/ADHD.htm] dapat disediakan sebagai pengenalan yang baik, cepat untuk ADHD. Staf pendidikan khusus sekolah juga harus memiliki bahan-bahan untuk kelas guru.
· Jangan mengambil perilaku ADHD sebagai tantangan pribadi. Jawaban untuk pertanyaan "Mengapa tidak ia mendengarkan saya suka semua anak-anak lain?" adalah bahwa ia tidak dapat mematikan ADHD di akan. Ini bukan pribadi.
· Mengambil pandangan yang realistis pada anak Anda dapatkan setiap hari. Secara periodik, menilai perilaku ADHD menggunakan daftar periksa singkat Dr Phelan (1 berarti sangat sedikit; 10 berarti banyak)
*
Inattentiveness _____
*
Impulsif _____
*
Kesulitan menunda kepuasan _____
*
Overarousal emosional _____
*
Hiperaktif ______
*
Kepatuhan non _____
*
Masalah-masalah sosial _____
*
Disorganisasi _____
Ini adalah titik awal. Tidak seorang anak yang khas. Ini adalah apa yang Anda dapat kemungkinan harapkan dari dia setiap hari. Setelah guru (dan orangtua) menerima ini mulai titik (yang saya meyakinkan Anda bahwa anak tidak inginkan, baik), lebih mudah untuk tidak mengambil segala sesuatu secara pribadi. Juga, kemarahan pada perawatan pemberi bagian dikurangi--karena kemarahan muncul ketika ada perbedaan besar antara apa yang Anda harapkan versus apa yang Anda punya. Orang tua juga dapat mengisi daftar, da
· Menyediakan bantuan bagi defisit pada saat dibutuhkan, tidak tanggapan negatif ketika itu sudah terlambat. Sayangnya, kenyataannya sederhana adalah bahwa hukuman tidak biasanya mengajarkan perilaku yang diperlukan. Hal ini karena banyak anak-anak dengan ADHD mengalami kesulitan "melakukan apa yang mereka tahu," tidak "tahu apa yang harus dilakukan." Mereka sudah "tahu," misalnya, bahwa mereka harus datang ke kelas siap. Setelah kita memahami bahwa hukuman telah tidak bekerja, kami siap untuk memberikan b
· Menyajikan bahan untuk ADHD anak-anak
· Memiliki anak yang duduk di depan kelas.
· Membuat kontak mata yang baik.
· Tekan pada meja (atau menggunakan kode lainnya) untuk membawa anak kembali ke dalam fokus.
· Mengingatkan anak perhatian dengan ungkapan-ungkapan seperti "Ini penting."
· Memecah lagi arah ke dalam potongan sederhana.
· Periksa pemahaman.
· Mendorong siswa untuk menggarisbawahi kata-kata kunci arah.
· Mendorong siswa untuk menandai salah jawaban multiple-choice dengan "x" pertama. Hal ini memungkinkan mereka untuk "memulai" cepat, sementara memaksa mereka untuk membaca semua pilihan sebelum membuat seleksi akhir.
· Biarkan anak-anak secara fisik hiperaktif keluar dari tempat duduk mereka untuk tangan dan mengambil kertas, dll.
· Organisasi bantuan
· Menyadari bahwa kekacauan adalah cacat besar untuk hampir semua orang dengan ADHD. Pada kenyataannya, sangat sulit untuk mendiagnosis ADHD tidak adanya masalah organisasi. Ya, ADHD siswa dapat - dan sering - menulis indah kertas dan kemudian lupa untuk tangan dalam. Unevenness ini mencolok dalam keterampilan adalah apa yang membuatnya ketidakmampuan belajar.
· Memastikan bahwa orangtua dan anak semua tahu benar penugasan. Ya, kebanyakan siswa dapat mengambil tanggung-jawab ini pada diri mereka sendiri. Orang-orang dengan ADHD, meskipun, biasanya tidak. Ini tidak adil dan kontra-produktif untuk membiarkan cerdas mahasiswa flounder karena dari cacat ini. Setelah diberitahu tentang pekerjaan yang diperlukan, anak masih bertanggung jawab untuk bekerja (dengan orang tua /) untuk menyelesaikannya. Opsi berikut dapat digunakan. Bagian ini akan mengambil kerja, teruta
· Menginformasikan tentang khas rutinitas (seperti kosakata kuis pada hari Jumat).
· Membagikan tugas tertulis untuk minggu; atau,
· Awal bantalan tugas pekerjaan rumah siswa setelah setiap periode. Tolong jangan mengharapkan siswa untuk datang setelah kelas untuk tanda tangan mereka sendiri. Jika mereka yang terorganisir cukup untuk melakukan itu, kita tidak perlu melakukan hal ini. Dan, ya, mahasiswa khas terorganisir cukup untuk datang ke guru; Tapi ini bukan typica
Martin L. Kutscher, MD.
Departments of Pediatrics and Neurology, New York Medical College, Valhalla, NY. © 2002
http://pediatricneurology.com/schoolrx.htm
May be reproduced for personal use
Common Sense ADHD School Accommodations
Any teacher can institute the following suggestions, even without formal student classification:
· Understanding Children with ADHD
· Learn about ADHD. Typically, teachers in the higher grades have a harder time “believing” in the condition. The older students no longer appear physically hyperactive. Organization and planning problems are frequently misinterpreted as lack of preparation and motivation.
· The chapter on “ADHD: The Tip of the Iceberg”[available at www.PediatricNeurology.com/ADHD.htm] can be provided as a good, quick introduction to ADHD. The school special education staff should also have materials for classroom teachers.
· Don't take the ADHD behaviors as personal challenges. The answer to the question "Why can't he listen to me like all of the other children?" is that he can't turn off his ADHD at will. It isn't personal.
· Take a realistic outlook at the child you get every day. Periodically, rate the ADHD behaviors using Dr. Phelan's brief checklist (1 means very little; 10 means a lot)
*
Inattentiveness _____
*
Impulsivity _____
*
Difficulty delaying gratification _____
*
Emotional overarousal _____
*
Hyperactivity ______
*
Non compliance _____
*
Social problems _____
*
Disorganization _____
This is your starting point. Not a typical child. This is what you can likely expect from him every day. Once teachers (and parents) accept this starting point (which I assure you the child does not exactly want, either), it is easier not to take everything so personally. Also, anger on the care-giver's part is reduced--since anger arises when there is greater discrepancy between what you expected versus what you got. The parents can also fill out the checklist, and discuss it with the teacher. They w
À Provide help for deficits at the moment it is needed, not negative feedback when it is already too late. Unfortunately, the simple reality is that punishment does not usually teach the needed behaviors. This is because many children with ADHD have difficulty ôdoing what they know,ö not ôknowing what to do.ö They already ôknow,ö for example, that they should come to class prepared. Once we understand that punishment has not been working, we are ready to provide relief for their disabilities b
· Presenting Material to ADHD Children
· Have child sit in the front of the class.
· Establish good eye contact.
· Tap on the desk (or use other code) to bring the child back into focus.
· Alert child’s attention with phrases such as “This is important.”
· Break down longer directions into simpler chunks.
· Check for comprehension.
· Encourage students to underline the key words of directions.
· Encourage students to mark incorrect multiple-choice answers with an “x” first. This allows them to “get started” quickly, while forcing them to read all of the choices before making a final selection.
· Allow physically hyperactive children out of their seats to hand out and pick up papers, etc.
· Organizational Help
· Recognize that disorganization is a major disability for almost everyone with ADHD. In fact, it is difficult to diagnose ADHD in the absence of organizational problems. Yes, ADHD students can--and frequently do--write a wonderful paper and then forget to hand it in. This striking unevenness in skills is what makes it a learning disability.
· Ensure that parents and child all know the correct assignment. Yes, most students can take this responsibility upon themselves. Those with ADHD, though, usually cannot. It is unfair and counter-productive to let intelligent students flounder because of this disability. Once informed of the needed work, the child is still responsible to work (with his/her parents) to get it done. The following options can be used. This part will take work, especially to keep the system going:
· Inform about typical routines (such as vocabulary quizzes on Fridays).
· Hand out written assignments for the week; or,
· Initial student’s homework assignment pads after each period. Please do not expect the student to come up after class for the signature on their own. If they were organized enough to do that, we would not need to be doing this. And, yes, the typical student is organized enough to come to the teacher; but this is not the typical student.
· Notify family immediately of any late assignments by one of following. Waiting for mid-term notices is too late to correct the problem, and too late for the student to behaviorally notice the connection between his/her performance and the consequences.
· A phone call takes the child out of the loop, and works best.
· The parent could call the team leader each week for an update.
· The parent could mail weekly a card to each teacher. The card would simply have spaces for missed work and comments, and is dropped back into the mail.
À Allow for expedient make up of late or incorrectly done homework. If deduction for lateness actually works to correct the problem, then keep doing it; if not, recognize the problem as a currently uncorrectable disability. In such a case, the work does need to be completed, but is not fair for a persistent organizational disability to cause excessive and demoralizing deductions. If, for some reason, it is necessary to give an ôFö for incomplete work, remember that an F is 65, not 0. Trying to g
· Simple accommodations for other frequently associated problems
· Dysgraphia (hand writing problems)
· Use of a computer.
· Graph paper helps line up math problems.
· Provide a copy of class notes, or arrange for peer to make carbon copy.
· Minimize deductions for neatness and spelling. Instead, give extra points for neatness.
· Dyscalculia (math problems)
· Liberal use of a calculator.
· Consider doing every other problem if homework takes too long.
“Section 504” Accommodations
· Section 504 of the Vocational Rehabilitation Act (Public Law 93-112) is a Federal civil rights law which aims at eliminating discrimination in any program that receives federal funds (including most all US schools and colleges).
· By 504 definition, the disability:
· can be physical or mental;
· must substantially limit one or more “life activities” such as learning, performing manual tasks, care for oneself, speaking, hearing, or walking.
· Parents or the school may initiate a 504 evaluation.
· Classification under Section 504 will typically require a school meeting, but less formal psychological and educational testing than classification under IDEA (see below.)
· A written plan for 504 accommodations is not mandated, but certainly makes sense. It should be periodically revised (yearly).
· 504 “accommodations” may be “easier” to obtain as they generally mandate accommodations more than costly special services.
· Accommodations like those listed above under “common sense” can be mandated via Federal Law Section 504 if needed.
· Untimed tests, including SATs, may require 504 classification.
IDEA Classification
· The Individuals with Disabilities Act (IDEA, Part B) of 1990 provides federal funding to schools which guarantee special needs students with appropriate rights and services, including:
· A free appropriate public education. If unable to provide an “appropriate” public education, the school must pay for alternate education.
· IDEA classifiable conditions include:
· Specific Learning Disability (LD),
· Emotional and Behavioral Disorder (ED)
· Other Health Impaired (OHI)
· The US DOE (Dept. of Education) memo of 1991 includes ADHD as a classifying condition under OHI.
· Parents must be full partners in the process of developing an Individualized Education Plan (IEP). If nothing else, parents certainly know what has not worked so far.
· The school has the right to decide what evaluation is needed.
· The parents may request an independent evaluation if they disagree with the school’s evaluation.
· IDEA classification evaluations and provided services are usually more comprehensive than 504 plans.
· Detailed information can be found through the National Information Center for Children and Youth with Disabilities at www.nichcy.org.
· There is annual updating of the IEP, with full re-evaluation every three years. The parents may request review and revision of the IEP at any time.
[For more on educational rights, see links on our developmental disability page.]
Click for ADHD school accommodations or ADHD: 101 Tips for Teachers. See more specific school modifications for children with ADD, LD as part of Tourette's syndrome.
Sekolah dan ADHD
Martin L. Kutscher, MD.
Departemen Pediatri dan Neurology, New York Medical College, Valhalla, NY. © 2002
(LIHAT KANTOR KAMI DI NY DAN NJ)
Mungkin direproduksi untuk penggunaan pribadi
Common Sense ADHD sekolah akomodasi
Setiap guru dapat Institut saran berikut, bahkan tanpa klasifikasi resmi mahasiswa:
· Pemahaman anak-anak dengan ADHD
· Belajar tentang ADHD. Biasanya, guru dalam nilai-nilai yang lebih tinggi memiliki waktu sulit "percaya" dalam kondisi. Siswa yang lebih tua tidak lagi muncul secara fisik hiperaktif. Organisasi dan perencanaan masalah sering disalahartikan sebagai kurangnya persiapan dan motivasi.
· Bab pada "ADHD: The puncak gunung es" [tersedia di www.PediatricNeurology.com/ADHD.htm] dapat disediakan sebagai pengenalan yang baik, cepat untuk ADHD. Staf pendidikan khusus sekolah juga harus memiliki bahan-bahan untuk kelas guru.
· Jangan mengambil perilaku ADHD sebagai tantangan pribadi. Jawaban untuk pertanyaan "Mengapa tidak ia mendengarkan saya suka semua anak-anak lain?" adalah bahwa ia tidak dapat mematikan ADHD di akan. Ini bukan pribadi.
· Mengambil pandangan yang realistis pada anak Anda dapatkan setiap hari. Secara periodik, menilai perilaku ADHD menggunakan daftar periksa singkat Dr Phelan (1 berarti sangat sedikit; 10 berarti banyak)
*
Inattentiveness _____
*
Impulsif _____
*
Kesulitan menunda kepuasan _____
*
Overarousal emosional _____
*
Hiperaktif ______
*
Kepatuhan non _____
*
Masalah-masalah sosial _____
*
Disorganisasi _____
Ini adalah titik awal. Tidak seorang anak yang khas. Ini adalah apa yang Anda dapat kemungkinan harapkan dari dia setiap hari. Setelah guru (dan orangtua) menerima ini mulai titik (yang saya meyakinkan Anda bahwa anak tidak inginkan, baik), lebih mudah untuk tidak mengambil segala sesuatu secara pribadi. Juga, kemarahan pada perawatan pemberi bagian dikurangi--karena kemarahan muncul ketika ada perbedaan besar antara apa yang Anda harapkan versus apa yang Anda punya. Orang tua juga dapat mengisi daftar, da
· Menyediakan bantuan bagi defisit pada saat dibutuhkan, tidak tanggapan negatif ketika itu sudah terlambat. Sayangnya, kenyataannya sederhana adalah bahwa hukuman tidak biasanya mengajarkan perilaku yang diperlukan. Hal ini karena banyak anak-anak dengan ADHD mengalami kesulitan "melakukan apa yang mereka tahu," tidak "tahu apa yang harus dilakukan." Mereka sudah "tahu," misalnya, bahwa mereka harus datang ke kelas siap. Setelah kita memahami bahwa hukuman telah tidak bekerja, kami siap untuk memberikan b
· Menyajikan bahan untuk ADHD anak-anak
· Memiliki anak yang duduk di depan kelas.
· Membuat kontak mata yang baik.
· Tekan pada meja (atau menggunakan kode lainnya) untuk membawa anak kembali ke dalam fokus.
· Mengingatkan anak perhatian dengan ungkapan-ungkapan seperti "Ini penting."
· Memecah lagi arah ke dalam potongan sederhana.
· Periksa pemahaman.
· Mendorong siswa untuk menggarisbawahi kata-kata kunci arah.
· Mendorong siswa untuk menandai salah jawaban multiple-choice dengan "x" pertama. Hal ini memungkinkan mereka untuk "memulai" cepat, sementara memaksa mereka untuk membaca semua pilihan sebelum membuat seleksi akhir.
· Biarkan anak-anak secara fisik hiperaktif keluar dari tempat duduk mereka untuk tangan dan mengambil kertas, dll.
· Organisasi bantuan
· Menyadari bahwa kekacauan adalah cacat besar untuk hampir semua orang dengan ADHD. Pada kenyataannya, sangat sulit untuk mendiagnosis ADHD tidak adanya masalah organisasi. Ya, ADHD siswa dapat - dan sering - menulis indah kertas dan kemudian lupa untuk tangan dalam. Unevenness ini mencolok dalam keterampilan adalah apa yang membuatnya ketidakmampuan belajar.
· Memastikan bahwa orangtua dan anak semua tahu benar penugasan. Ya, kebanyakan siswa dapat mengambil tanggung-jawab ini pada diri mereka sendiri. Orang-orang dengan ADHD, meskipun, biasanya tidak. Ini tidak adil dan kontra-produktif untuk membiarkan cerdas mahasiswa flounder karena dari cacat ini. Setelah diberitahu tentang pekerjaan yang diperlukan, anak masih bertanggung jawab untuk bekerja (dengan orang tua /) untuk menyelesaikannya. Opsi berikut dapat digunakan. Bagian ini akan mengambil kerja, teruta
· Menginformasikan tentang khas rutinitas (seperti kosakata kuis pada hari Jumat).
· Membagikan tugas tertulis untuk minggu; atau,
· Awal bantalan tugas pekerjaan rumah siswa setelah setiap periode. Tolong jangan mengharapkan siswa untuk datang setelah kelas untuk tanda tangan mereka sendiri. Jika mereka yang terorganisir cukup untuk melakukan itu, kita tidak perlu melakukan hal ini. Dan, ya, mahasiswa khas terorganisir cukup untuk datang ke guru; Tapi ini bukan typica
Sabtu, 05 November 2011
Sensory-friendly screening for kids with autism, ADHD
Sensory-friendly screening for kids with autism, ADHD
By Kym Klass, The (Montgomery, Ala.) Advertiser
http://yourlife.usatoday.com/parenting-family/story/2011-11-01/Sensory-friendly-screening-for-kids-with-autism-ADHD/51028474/1
For many families with autistic children, movies are stressful, a time when "social coaching" is done before the children take their seats.
* Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
MICKEY WELSH, AP
Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
EnlargeClose
MICKEY WELSH, AP
Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
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So when the recently-formed Montgomery Tri-County Autism Networking Group approached the RAVE Theater about showing a movie for children with autism, ADD and ADHD, they agreed, offering a special sensory-friendly matinee screening of "Puss in Boots."
The lights in theater No. 15 were slightly turned up, the noise level was turned down and the children were free to be themselves. They did -not having to worry about keeping their voices down or being told not to get out of their seats.
It was a positive response," said Sherri Killough, who, along with Gerri Taylor, founded the networking group.
For a public place and an entertainment venue to recognize that these children have these issues and to be able to make these accommodations … these children will be less isolated and can participate in daily activities," she said, noting that children with autism and other developmental disorders are often isolated because they can't adapt to environments most people take for granted.
"I know that dim lights are soothing and the humming noise in fluorescent lights are bothersome," Lynn said. "They don't process their environment like other children without autism do."
"There's nothing for autistic children in Montgomery. Their parents can't take them to a mov?ie because they don't know what's going to happen," she Killough said. "A lot of the children have stimming -- they flap their arms when they get excited. They like to run, to get up and walk away. They can't sit still."
And that was perfectly fine at this screening.
About 80 people turned out for the sensory-friendly matinee. The RAVE also accommodated some of the children's special diets by allowing their families to bring in gluten-free snacks.
"The smile on a kid's face is priceless when they get to go to a movie for the first time," Killough said. "And not to mention the gratitude of the parents."
One in every 100 children will be diagnosed with au?tism spectrum disorder this year, said Debbie Lynn, ex?ecutive director of Easter Seals Central Alabama, which offers an Autism Fam?ily Resource Center and an Autism Spectrum Disorders Diagnostic Clinic. Nationally, Easter Seals is the leading provider for children with autism.
For a public place and an entertainment venue to rec?ognize that these children have these issues and to be able to make these accom?modations … these children will be less isolated and can participate in daily activi?ties," she said, noting that children with autism and oth?er developmental disorders are often isolated because they can't adapt to environ?ments most people take for granted.
"I know that dim lights are soothing and the humming noise in fluorescent lights are bothersome," Lynn said. "They don't process their en?vironment like other chil?dren without autism do."
The setting helped Karen Willis, 20, of Millbrook, Ala.
Willis has Asperger syndrome, a developmental disorder that affects a person's ability to socialize and communicate effectively with others. The dimmed lights, she said, allowed her to concentrate and see everything around her.
Willis, who will represent Montgomery's Blue Marlins Swim Team when she com?petes in the Special Olym?pics on Jan. 27 in the 100 freestyle and 100 back?stroke, said she sometimes has to wear earplugs when watching a normal movie.
"Most kids can't go to a theater because the noise is too loud and they can't move around like they need to," she said. "They are not able to get out of their seat or anything."
Killough hopes to work with the RAVE to provide sensory-friendly movies ev?ery six weeks. A RAVE spokesman could not be reached for comment.
Killough's son, Christian, 5, is autistic and she said he sat through the entire movie.
"I guess it was a combination of the (lowered) sound and the (dimmed) lights," she said. "If they are not used to something being really loud or really dark, it throws them off. They work off routine, and if something alters that, it throws them off."
Julie Cox watched the movie with her 10-year-old son, Christopher, who was diagnosed with Asperger syndrome at age 7.
"He doesn't understand the social cues of a movie -- that it should be quiet," she said, adding that the last time she and Christopher went to a movie was in the spring. "Sometimes the noise level is too loud, or he tends to make his comments about the movie too loud and it could be disturbing. He doesn't quite get that (talk?ing) bothers others. I'm kind of used to it."
Cox said her son enjoyed the sensory-friendly movie.
"We didn't have to do any social coaching on this one. He feels he could be himself here," she said. "I know some of the people here, and they look relaxed. It is nice to be able to do something nice and relaxing -- you don't have to worry about potential behavior."
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By Kym Klass, The (Montgomery, Ala.) Advertiser
http://yourlife.usatoday.com/parenting-family/story/2011-11-01/Sensory-friendly-screening-for-kids-with-autism-ADHD/51028474/1
For many families with autistic children, movies are stressful, a time when "social coaching" is done before the children take their seats.
* Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
MICKEY WELSH, AP
Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
EnlargeClose
MICKEY WELSH, AP
Christian Killough, and his father Steve Killough, foreground, watch "Puss in Boots " during a special sensory friendly showing at the Rave Theater in Montgomery, Ala.
Ads by Google
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Umbilical cord Stem Cell
Treatment for Autism
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Autism, cerebral palsy
stemcell therapy at Low cost
Treatment of Neurological disorder
www.chaitanyastemcell.com
Business Hub of Asia
Expand your sight and explore Seoul
for new business opportunities!
Seoul.go.kr
So when the recently-formed Montgomery Tri-County Autism Networking Group approached the RAVE Theater about showing a movie for children with autism, ADD and ADHD, they agreed, offering a special sensory-friendly matinee screening of "Puss in Boots."
The lights in theater No. 15 were slightly turned up, the noise level was turned down and the children were free to be themselves. They did -not having to worry about keeping their voices down or being told not to get out of their seats.
It was a positive response," said Sherri Killough, who, along with Gerri Taylor, founded the networking group.
For a public place and an entertainment venue to recognize that these children have these issues and to be able to make these accommodations … these children will be less isolated and can participate in daily activities," she said, noting that children with autism and other developmental disorders are often isolated because they can't adapt to environments most people take for granted.
"I know that dim lights are soothing and the humming noise in fluorescent lights are bothersome," Lynn said. "They don't process their environment like other children without autism do."
"There's nothing for autistic children in Montgomery. Their parents can't take them to a mov?ie because they don't know what's going to happen," she Killough said. "A lot of the children have stimming -- they flap their arms when they get excited. They like to run, to get up and walk away. They can't sit still."
And that was perfectly fine at this screening.
About 80 people turned out for the sensory-friendly matinee. The RAVE also accommodated some of the children's special diets by allowing their families to bring in gluten-free snacks.
"The smile on a kid's face is priceless when they get to go to a movie for the first time," Killough said. "And not to mention the gratitude of the parents."
One in every 100 children will be diagnosed with au?tism spectrum disorder this year, said Debbie Lynn, ex?ecutive director of Easter Seals Central Alabama, which offers an Autism Fam?ily Resource Center and an Autism Spectrum Disorders Diagnostic Clinic. Nationally, Easter Seals is the leading provider for children with autism.
For a public place and an entertainment venue to rec?ognize that these children have these issues and to be able to make these accom?modations … these children will be less isolated and can participate in daily activi?ties," she said, noting that children with autism and oth?er developmental disorders are often isolated because they can't adapt to environ?ments most people take for granted.
"I know that dim lights are soothing and the humming noise in fluorescent lights are bothersome," Lynn said. "They don't process their en?vironment like other chil?dren without autism do."
The setting helped Karen Willis, 20, of Millbrook, Ala.
Willis has Asperger syndrome, a developmental disorder that affects a person's ability to socialize and communicate effectively with others. The dimmed lights, she said, allowed her to concentrate and see everything around her.
Willis, who will represent Montgomery's Blue Marlins Swim Team when she com?petes in the Special Olym?pics on Jan. 27 in the 100 freestyle and 100 back?stroke, said she sometimes has to wear earplugs when watching a normal movie.
"Most kids can't go to a theater because the noise is too loud and they can't move around like they need to," she said. "They are not able to get out of their seat or anything."
Killough hopes to work with the RAVE to provide sensory-friendly movies ev?ery six weeks. A RAVE spokesman could not be reached for comment.
Killough's son, Christian, 5, is autistic and she said he sat through the entire movie.
"I guess it was a combination of the (lowered) sound and the (dimmed) lights," she said. "If they are not used to something being really loud or really dark, it throws them off. They work off routine, and if something alters that, it throws them off."
Julie Cox watched the movie with her 10-year-old son, Christopher, who was diagnosed with Asperger syndrome at age 7.
"He doesn't understand the social cues of a movie -- that it should be quiet," she said, adding that the last time she and Christopher went to a movie was in the spring. "Sometimes the noise level is too loud, or he tends to make his comments about the movie too loud and it could be disturbing. He doesn't quite get that (talk?ing) bothers others. I'm kind of used to it."
Cox said her son enjoyed the sensory-friendly movie.
"We didn't have to do any social coaching on this one. He feels he could be himself here," she said. "I know some of the people here, and they look relaxed. It is nice to be able to do something nice and relaxing -- you don't have to worry about potential behavior."
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Autism can be an 'advantage,' says researcher Differences in autistic brains can be viewed as 'alternative, yet sometimes successful, brain organizati
Autism can be an 'advantage,' says researcher
Differences in autistic brains can be viewed as 'alternative, yet sometimes successful, brain organization'
By Rachael Rettner
updated 11/2/2011 2:37:36 PM ET 2011-11-02T18:37:36
http://today.msnbc.msn.com/id/45136806/ns/health-mental_health/#.TrHm73KBWSo
People with autism have advantages, in some ways, over people without the condition, and scientists need to stop viewing the traits of autism as flaws that need to be corrected, one autism researcher argues.
By seeing autism's differences as defects, researchers may fail to fully understand the condition, said Dr. Laurent Mottron, a professor of psychiatry at the University of Montreal.
Recent data and my own personal experience suggest it's time to start thinking of autism as an advantage in some spheres, not a cross to bear," Mottron wrote in a commentary published Wednesday in the journal Nature.
1.
MyHealthNewsDaily
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For instance, when researchers see activation in regions of autistic people's brains that differ from others' brains, they report these differences as deficits, "rather than evidence simply of their alternative, yet sometimes successful, brain organization," Mottron said.
By emphasizing the strengths of people with autism, deciphering how people with autism learn and avoiding language that frames autism as a defect, researchers can shape the discussion of autism in society, Mottron said.
Autism's advantages
Mottron said he does not want to minimize the challenges of autism. "One out of 10 autistics cannot speak, nine out of 10 have no regular job and four out of five autistic adults are still dependent on their parents," Mottron said.
1.
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But people with autism can make significant contributions to society in the right environment, he said.
The research setting is one of those environments. Several people with autism work in Mottron's lab, and one researcher in particular, Michelle Dawson, has made major contributions to the lab's understanding of the condition through her work and insight.
People with autism often have exceptional memories, and can remember information they read weeks ago. They are also less likely to misremember something, which comes in handy in a science lab. Dawson can instantly recall the methods used to study face-perception in autism, Mottron said.
Recent research has shown people with autism often outperform others in auditory and visual tasks, and also do better on non-verbal tests of intelligence. In one study by Mottron, on a test that involved completing a visual pattern, people with autism finished 40 percent faster than those without the condition.
In fact, intellectual disability may be over-estimated among people with autism, because researchers use inappropriate tests, Mottron said. "In measuring the intelligence of a person with a hearing impairment, we wouldn't hesitate to eliminate components of the test that can’t be explained using sign language; why shouldn’t we do the same for autistics?" Mottron said.
"I no longer believe that intellectual disability is intrinsic to autism," Mottron said. "To estimate the true rate, scientists should use only those tests that require no verbal explanation."
Still a disorder
Rajesh Kana, an assistant professor in the department of psychology at the University of Alabama at Birmingham, agreed that researchers shouldn't solely focus on the deficits of autism. However, autism should still be thought of as a disorder, and not merely a difference, Kana said.
People with severe autism have problems functioning in their day-to-day lives, and even people with less severe autism can fall victim to deception, because of their limited abilityto understand when someone is lying. Proper interventions can improve the lives of these people.
A comprehensive account of autism should take into consideration the strengths and weaknesses" of the condition, Kana said.
While it may have been true in the past that researchers concentrated mainly on deficits in autism, the field is now taking a broader and deeper view of the disorder.
Understanding autism's strengths is important for providing support for those with the condition, Kana said. For instance, if a child has minimal verbal ability, then you probablywant to find a visual routeto help him.
Your intervention should target the deficits, but work with the strengths," Kana said.
*
*
*
89
Differences in autistic brains can be viewed as 'alternative, yet sometimes successful, brain organization'
By Rachael Rettner
updated 11/2/2011 2:37:36 PM ET 2011-11-02T18:37:36
http://today.msnbc.msn.com/id/45136806/ns/health-mental_health/#.TrHm73KBWSo
People with autism have advantages, in some ways, over people without the condition, and scientists need to stop viewing the traits of autism as flaws that need to be corrected, one autism researcher argues.
By seeing autism's differences as defects, researchers may fail to fully understand the condition, said Dr. Laurent Mottron, a professor of psychiatry at the University of Montreal.
Recent data and my own personal experience suggest it's time to start thinking of autism as an advantage in some spheres, not a cross to bear," Mottron wrote in a commentary published Wednesday in the journal Nature.
1.
MyHealthNewsDaily
1.
2. Change Clocks, Change Batteries; Dead Batteries Can Lead to Deaths
3. Under Armour Recalls Chin Straps for Football Helmets
4. Pelvic Muscle Exercises Alone Fail to Improve Sex
5. 5 Ways to Prepare Your Skin for Winter
For instance, when researchers see activation in regions of autistic people's brains that differ from others' brains, they report these differences as deficits, "rather than evidence simply of their alternative, yet sometimes successful, brain organization," Mottron said.
By emphasizing the strengths of people with autism, deciphering how people with autism learn and avoiding language that frames autism as a defect, researchers can shape the discussion of autism in society, Mottron said.
Autism's advantages
Mottron said he does not want to minimize the challenges of autism. "One out of 10 autistics cannot speak, nine out of 10 have no regular job and four out of five autistic adults are still dependent on their parents," Mottron said.
1.
More from TODAY.com
1. When ‘happily ever after’ lasts days, not years
Kim Kardashian’s brief 72-day marriage has roused public indignation, but sometimes, women find themselves wanting to end ...
2. Daughter in beating video: Why I released it
3. 4 ways to save on your Thanksgiving feast
4. Where's Matt? Viewers spot our anchor around the U.S.
5. 2 pups + 1 baby = insanely cute video
But people with autism can make significant contributions to society in the right environment, he said.
The research setting is one of those environments. Several people with autism work in Mottron's lab, and one researcher in particular, Michelle Dawson, has made major contributions to the lab's understanding of the condition through her work and insight.
People with autism often have exceptional memories, and can remember information they read weeks ago. They are also less likely to misremember something, which comes in handy in a science lab. Dawson can instantly recall the methods used to study face-perception in autism, Mottron said.
Recent research has shown people with autism often outperform others in auditory and visual tasks, and also do better on non-verbal tests of intelligence. In one study by Mottron, on a test that involved completing a visual pattern, people with autism finished 40 percent faster than those without the condition.
In fact, intellectual disability may be over-estimated among people with autism, because researchers use inappropriate tests, Mottron said. "In measuring the intelligence of a person with a hearing impairment, we wouldn't hesitate to eliminate components of the test that can’t be explained using sign language; why shouldn’t we do the same for autistics?" Mottron said.
"I no longer believe that intellectual disability is intrinsic to autism," Mottron said. "To estimate the true rate, scientists should use only those tests that require no verbal explanation."
Still a disorder
Rajesh Kana, an assistant professor in the department of psychology at the University of Alabama at Birmingham, agreed that researchers shouldn't solely focus on the deficits of autism. However, autism should still be thought of as a disorder, and not merely a difference, Kana said.
People with severe autism have problems functioning in their day-to-day lives, and even people with less severe autism can fall victim to deception, because of their limited abilityto understand when someone is lying. Proper interventions can improve the lives of these people.
A comprehensive account of autism should take into consideration the strengths and weaknesses" of the condition, Kana said.
While it may have been true in the past that researchers concentrated mainly on deficits in autism, the field is now taking a broader and deeper view of the disorder.
Understanding autism's strengths is important for providing support for those with the condition, Kana said. For instance, if a child has minimal verbal ability, then you probablywant to find a visual routeto help him.
Your intervention should target the deficits, but work with the strengths," Kana said.
*
*
*
89
Rabu, 02 November 2011
ADD / ADHD and School
ADD / ADHD and School
Helping Children with ADHD Succeed at School
http://helpguide.org/mental/adhd_add_teaching_strategies.htm
Teaching a Child with ADD / ADHD: Tips for Parents and Teachers
School creates multiple challenges for kids with attention deficit disorder, but with patience and an effective plan to overcome these obstacles, your child with ADD/ADHD can thrive in the classroom. Teachers and administrators can help to provide this support—but it is you as the parent who can make the biggest difference in your child’s successful education.
As a parent, you can work with your child and his or her teacher to implement practical strategies for learning both inside and out of the classroom. With your consistent support, these strategies can help your child meet learning challenges—and experience success at school.
In This Article:
* Setting up your child for school success
* Tips for working with teachers
* Tips for managing common symptoms
* Tips for making learning fun
* Tips for mastering homework
* Related links
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Setting up your child for school success
The classroom environment can be a challenging place for a child with ADD/ADHD. The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
As a parent, you can help your child cope with these deficits and meet the challenges school creates. You can provide the most effective support: equipping your child with learning strategies for the classroom and communicating with teachers about how your child learns best. With support at home and teaching strategies at work in the classroom, there is no reason why kids with ADD/ADHD can’t flourish in school.
ADD / ADHD and school: Tips for supporting teachers
Remember that your childÆs teacher has a full plate: in addition to managing a group of children with distinct personalities and learning styles, he or she can also expect to have at least one student with ADD/ADHD. Teachers can do their best to help your child with attention deficit disorder learn effectively, but parental involvement can dramatically improve your childÆs education. You have the power to optimize your childÆs chances for success by supporting the work done in the classroom. If you can wor
There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child with ADD/ADHD learn to find his or her feet in the classroom and work effectively through the challenges of the school day.
ADD / ADHD school support strategy 1: Communicate with school and teachers
As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate his or her needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say.
You can make communication with your child’s school constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the phone, email, or meet in person, make an effort to be calm, specific, and above all positive—a good attitude can go a long way in communication with school.
* Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.
* Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. Avoid cancelling. If it is convenient, meet in your child’s classroom so you can get a sense of your child’s physical learning environment.
* Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how they can be reached.
* Listen carefully. Like you, your child’s teacher wants to see your child succeed at school. Listen to what he or she has to say—even if it is sometimes hard to hear. Avoid interrupting. Understanding your child’s challenges in school is the key to finding solutions that work.
* Share information. You know your child’s history, and your child’s teacher sees him or her every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.
* Ask the hard questions and give a complete picture. Communication can only work effectively if it is honest. Be sure to list any medications your child takes and explain any other treatments. Share with your child’s teacher what tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if your child can get any special services to help with learning.
ADD / ADHD school support strategy 2: Develop and use a behavior plan
Find a behavior plan that works
Click here to download a highly regarded behavior plan called The Daily Report Card, which can be adjusted for elementary, middle and even high school students with ADD/ADHD.
Source: Center for Children and Families
Children with ADD/ADHD are capable of appropriate classroom behavior, but they need structure and clear expectations in order to keep their symptoms in check. As a parent, you can help by developing a behavior plan for your child—and sticking to it. Whatever type of behavior plan you put in place, create it in close collaboration with your child’s teacher and your child.
Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
ADD / ADHD and school: Tips for managing symptoms
Tips for teachers
Click here to download a PDF tip sheet loaded with teaching strategies to help children with ADD/ADHD in the classroom.
ADD/ADHD impacts each child’s brain differently, so each case can look quite different in the classroom. Children with ADD/ADHD exhibit a range of symptoms: some seem to bounce off the walls, some daydream constantly, and others just can’t seem to follow the rules.
As a parent, you can help your child with ADD/ADHD reduce any or all of these types of behaviors. It is important to understand how attention deficit disorder affects different children’s behavior so that you can choose the appropriate strategies for tackling the problem. There are a variety of fairly straightforward approaches you and your child’s teacher can take to best manage the symptoms of ADD/ADHD—and put your child on the road to school success.
Distractibility
Students with ADD/ADHD may be so easily distracted by noises, passersby, or their own thoughts that they often miss vital classroom information. These children have trouble staying focused on tasks that require sustained mental effort. They may seem to be listening to you, but something gets in the way of their ability to retain the information.
DistractibilityHelping kids who distract easily involves physical placement, increased movement, and breaking long work into shorter chunks.
* Seat the child with ADD/ADHD away from doors and windows. Put pets in another room or a corner while the student is working.
* Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
* Write important information down where the child can easily read and reference it. Remind the student where the information can be found.
* Divide big assignments into smaller ones, and allow children frequent breaks.
Interrupting
Kids with attention deficit disorder may struggle with controlling their impulses, so they often speak out of turn. In the classroom or home, they call out or comment while others are speaking. Their outbursts may come across as aggressive or even rude, creating social problems as well. The self-esteem of children with ADD/ADHD is often quite fragile, so pointing this issue out in class or in front of family members doesn’t help the problem—and may even make matters worse.
Reducing the interruptions of children with ADD/ADHD should be done carefully so that the child’s self-esteem is maintained, especially in front of others. Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
Impulsivity
ImpulsivityChildren with ADD/ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADD/ADHD, particularly at school.
Methods for managing impulsivity include behavior plans, immediate discipline for infractions, and ways to give children with ADD/ADHD a sense of control over their day.
* Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk.
* Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
* Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
* Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed. Children with impulse problems may gain a sense of control and feel calmer when they know what to expect.
Fidgeting and hyperactivity
ADD/ADHD causes many students to be in constant physical motion. It may seem like a struggle for these children to stay in their seats. Kids with ADD/ADHD may jump, kick, twist, fidget and otherwise move in ways that make them difficult to teach.
Strategies for combating hyperactivity consist of creative ways to allow the child with ADD/ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep his or her body calmer during work time.
* Ask children with ADD/ADHD to run an errand or do a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.
* Encourage the child to play a sport—or at least run around before and after school.
* Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
* Limit screen time in favor of time for movement.
* Make sure a child with ADD/ADHD never misses recess or P.E.
Trouble following directions
Difficulty following directions is a hallmark problem for many children with ADD/ADHD. These kids may look like they understand and might even write down directions, but then aren’t able to do what has been asked. Sometimes these students miss steps and turn in incomplete work, or misunderstand an assignment altogether and wind up doing something else entirely.
Helping children with ADD/ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try being extremely brief when giving directions, allowing the child to do one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.
Medication for ADD/ADHD: What parents should knowMedication for ADD/ADHD: What parents should know
Many schools urge parents to medicate children with attention deficit disorder, and you may feel unsure about what this means. While medication can help with the symptoms of ADD/ADHD, it is not a cure and comes with side effects. As a parent, you should weigh the benefits and risks of medications for ADD/ADHD before using them to treat your child.
ADD/ADHD Medications: Are ADHD Drugs Right for You or Your Child?
ADD / ADHD and school: Tips for making learning fun
One positive way to keep your child's attention focused on learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help your child enjoy learning and even reduce the symptoms of ADD/ADHD.
Helping children with ADD/ADHD enjoy math
Children who have attention deficit disorder tend to be “concrete” thinkers. They often like to hold, touch, or take part in an experience in order to learn something new. By using games and objects to demonstrate mathematical concepts, you can show your child that math can be meaningful—and fun.
* Play games. Use memory cards, dice, or dominoes to make numbers fun. Or simply use your fingers and toes, tucking them in or wiggling them when you add or subtract.
* Draw pictures. Especially for word problems, illustrations can help kids better understand mathematical concepts. If the word problem says there are twelve cars, help your child draw them from steering wheel to trunk.
* Invent silly acronyms. In order to remember order of operations, for example, make up a song or phrase that uses the first letter of each operation in the correct order.
Helping children with ADD/ADHD enjoy reading
There are many ways to make reading exciting, even if the skill itself tends to be a struggle for children with ADD/ADHD. Keep in mind that reading at its most basic level made up of stories and interesting information—things that all children enjoy.
* Read to children. Read with children. Make reading cozy, quality time with you.
* Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.”
* Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
How does your kid like to learn?
How does your kid like to learn? When children are given information in a way that makes it easy for them to absorb, learning is a lot more fun. If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
* Auditory learners learn best by talking and listening. Have these kids recite facts to a favorite song. Let them pretend they are on a radio show and work with others often.
* Visual learners learn best through reading or observation. Let them have fun with different fonts on the computer and use colored flash cards to study. Allow them to write or draw their ideas on paper.
* Tactile learners learn best by physically touching something or moving as part of a lesson. For these students, provide jellybeans for counters and costumes for acting out parts of literature or history. Let them use clay and make collages.
It’s tough to enjoy learning when there is something undiagnosed standing in the way. In addition to ADD/ADHD, children may also be affected by learning disabilities. These issues make even the most exciting lessons extremely difficult for students. Like children with attention deficit disorder, children with learning disabilities can succeed in the classroom, and there are many ways you can help.
See Learning Disabilities in Children: Learning Disability Symptoms, Types, and Testing.
ADD / ADHD and school: Tips for mastering homework
Sure, kids may universally dread it—but for a parent of a child with ADD/ADHD, homework is a golden opportunity. Academic work done outside the classroom provides you as the parent with a chance to directly support your child. It’s a time you can help your child succeed at school where you both feel most comfortable: your own living room.
With your support, kids with ADD/ADHD can use homework time not only for math problems or writing essays, but also for practicing the organizational and study skills they need to thrive in the classroom.
Helping a child with ADD / ADHD get organized
With organization, it can help to get a fresh start. Even if it’s not the start of the academic year, go shopping with your child and pick out school supplies that include folders, a three-ring binder, and color-coded dividers. Help the child file his or her papers into this new system.
* Helping a child with ADD / ADHD get organizedEstablish a homework folder for finished homework.
* Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets.
* If possible, keep an extra set of textbooks and other materials at home.
* Help the child learn to make and use checklists, crossing items off as they are accomplished.
* Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
Helping a child with ADD / ADHD get homework done and turned in on time
Understanding concepts and getting organized are two steps in the right direction, but homework also has to get done in a single evening—and turned in on time. Help a child with ADD/ADHD to the finish line with strategies that provide consistent structure.
* Pick a specific time and place for homework that is as free as possible of clutter, pets, and television.
* Allow the child breaks as often as every ten to twenty minutes.
* Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
* Set up a homework procedure at school: establish a place where the student can easily find his or her finished homework and pick an appropriate and consistent time to hand in work to the teacher.
===================
ADD / ADHD dan sekolah
Membantu anak-anak dengan ADHD berhasil di sekolah
Berbagi
RSS
Mengajar anak-anak dengan ADD / ADHD: Tips untuk orang tua dan guru
Sekolah menciptakan banyak tantangan untuk anak-anak dengan attention deficit disorder, tapi dengan kesabaran dan efektif rencana untuk mengatasi kendala ini, anak Anda dengan ADD/ADHD dapat berkembang di dalam kelas. Guru dan administrator dapat membantu untuk memberikan dukungan ini- tetapi Anda sebagai orangtua yang dapat membuat perbedaan terbesar dalam sukses pendidikan anak Anda.
Sebagai orang tua, Anda dapat bekerja dengan anak Anda dan nya guru untuk menerapkan strategi praktis untuk belajar baik di dalam dan keluar dari kelas. Dengan dukungan Anda konsisten, strategi ini dapat membantu anak Anda memenuhi tantangan belajar- dan pengalaman sukses di sekolah.
Dalam artikel ini:
* Membuat anak Anda untuk keberhasilan sekolah
* Tips untuk bekerja dengan guru-guru
* Tips untuk mengelola gejala umum
* Tips untuk membuat belajar menyenangkan
* Tips untuk menguasai pekerjaan rumah
* Related link
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Menyiapkan anak Anda untuk keberhasilan sekolah
Lingkungan kelas dapat menjadi tempat yang menantang untuk anak dengan ADD/ADHD. Tugas-tugas yang sangat siswa ini menemukan yang paling sulit-duduk masih, mendengarkan diam-diam, berkonsentrasi-adalah orang-orang yang mereka diwajibkan untuk melakukan sepanjang hari. Mungkin sebagian besar frustrasi dari semua adalah bahwa sebagian besar anak-anak ini ingin dapat belajar dan berperilaku seperti rekan-rekan mereka tidak terpengaruh. Neurologis defisit, tidak keengganan, menjaga anak-anak dengan attention deficit disorder dari belajar cara tradisional.
Sebagai orang tua, Anda dapat membantu anak Anda mengatasi defisit ini dan memenuhi tantangan sekolah menciptakan. Anda dapat memberikan dukungan yang paling efektif: melengkapi anak Anda dengan strategi untuk kelas belajar dan berkomunikasi dengan guru tentang bagaimana anak Anda belajar terbaik. Dengan dukungan di rumah dan strategi pengajaran di tempat kerja di dalam kelas, tidak ada alasan mengapa anak-anak dengan ADD/ADHD tidak dapat berkembang di sekolah.
ADD / ADHD dan sekolah: Tips untuk mendukung guru
Ingat bahwa guru anak Anda memiliki sepiring penuh: Selain untuk mengelola sekelompok anak-anak dengan kepribadian berbeda dan gaya-gaya pembelajaran, ia juga dapat mengharapkan untuk memiliki setidaknya satu siswa dengan ADD/ADHD. Guru dapat melakukan yang terbaik untuk membantu anak Anda dengan attention deficit disorder belajar secara efektif, tetapi keterlibatan orang tua dapat secara dramatis meningkatkan pendidikan anak Anda. Anda memiliki kekuatan untuk optimize kesempatan anak Anda untuk sukses dengan mendukung kerja yang dilakukan di dalam kelas. Jika Anda dapat bekerja dengan dan mendukung guru anak Anda, Anda dapat secara langsung mempengaruhi pengalaman anak Anda dengan ADD/ADHD di dalam kelas.
Ada beberapa cara Anda dapat bekerja dengan guru-guru untuk menjaga anak Anda pada jalur di sekolah. Bersama-sama Anda dapat membantu anak Anda dengan ADD/ADHD belajar menemukan nya kaki di kelas dan bekerja secara efektif melalui tantangan hari sekolah.
ADD / ADHD sekolah mendukung strategi 1: berkomunikasi dengan sekolah dan guru
Sebagai orang tua, Anda adalah advokat anak Anda. Untuk anak Anda untuk berhasil di dalam kelas, sangat penting bahwa Anda berkomunikasi nya kebutuhan untuk orang dewasa di sekolah. Hal ini sama pentingnya bagi Anda untuk mendengarkan apa yang guru dan pejabat sekolah telah mengatakan.
Anda dapat membuat komunikasi dengan sekolah anak Anda konstruktif dan produktif. Mencoba untuk diingat bahwa tujuan yang saling adalah mencari tahu bagaimana untuk terbaik bantuan anak Anda berhasil dalam sekolah. Apakah Anda berbicara melalui telepon, email, atau bertemu secara pribadi, berusaha untuk menjadi tenang, spesifik, dan di atas semua positif-sikap yang baik dapat pergi jauh dalam komunikasi dengan sekolah.
* Merencanakan ke depan. Anda dapat mengatur untuk berbicara dengan pejabat sekolah atau guru sebelum tahun sekolah bahkan dimulai. Jika tahun telah dimulai, berencana untuk berbicara dengan seorang guru atau konselor setidaknya secara bulanan.
* Membuat pertemuan terjadi. Setuju pada waktu yang bekerja untuk Anda dan anak Anda guru dan menaatinya. Menghindari membatalkan. Jika nyaman, bertemu di kelas anak Anda sehingga Anda dapat mendapatkan rasa lingkungan fisik belajar anak Anda.
* Membuat tujuan bersama-sama. Membahas harapan Anda untuk sekolah anak Anda sukses. Bersama-sama, menuliskan tujuan spesifik dan realistis dan berbicara tentang bagaimana mereka dapat mencapai.
* Mendengarkan dengan hati-hati. Seperti Anda, anak Anda guru ingin melihat anak Anda berhasil dalam sekolah. Mendengarkan apa yang dia telah mengatakan-bahkan jika kadang-kadang sulit untuk mendengar. Menghindari menyela. Memahami tantangan anak Anda di sekolah adalah kunci untuk menemukan solusi yang bekerja.
* Berbagi informasi. Anda tahu anak Anda sejarah, dan guru anak Anda melihat dia setiap hari: bersama-sama Anda memiliki banyak informasi yang dapat menyebabkan pemahaman yang lebih baik dari anak Anda kesulitan. Berbagi pengamatan Anda bebas, dan mendorong guru anak Anda untuk melakukan hal yang sama.
* Mengajukan pertanyaan-pertanyaan sulit dan memberikan gambaran yang lengkap. Komunikasi hanya dapat bekerja eff
Helping Children with ADHD Succeed at School
http://helpguide.org/mental/adhd_add_teaching_strategies.htm
Teaching a Child with ADD / ADHD: Tips for Parents and Teachers
School creates multiple challenges for kids with attention deficit disorder, but with patience and an effective plan to overcome these obstacles, your child with ADD/ADHD can thrive in the classroom. Teachers and administrators can help to provide this support—but it is you as the parent who can make the biggest difference in your child’s successful education.
As a parent, you can work with your child and his or her teacher to implement practical strategies for learning both inside and out of the classroom. With your consistent support, these strategies can help your child meet learning challenges—and experience success at school.
In This Article:
* Setting up your child for school success
* Tips for working with teachers
* Tips for managing common symptoms
* Tips for making learning fun
* Tips for mastering homework
* Related links
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Setting up your child for school success
The classroom environment can be a challenging place for a child with ADD/ADHD. The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
As a parent, you can help your child cope with these deficits and meet the challenges school creates. You can provide the most effective support: equipping your child with learning strategies for the classroom and communicating with teachers about how your child learns best. With support at home and teaching strategies at work in the classroom, there is no reason why kids with ADD/ADHD can’t flourish in school.
ADD / ADHD and school: Tips for supporting teachers
Remember that your childÆs teacher has a full plate: in addition to managing a group of children with distinct personalities and learning styles, he or she can also expect to have at least one student with ADD/ADHD. Teachers can do their best to help your child with attention deficit disorder learn effectively, but parental involvement can dramatically improve your childÆs education. You have the power to optimize your childÆs chances for success by supporting the work done in the classroom. If you can wor
There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child with ADD/ADHD learn to find his or her feet in the classroom and work effectively through the challenges of the school day.
ADD / ADHD school support strategy 1: Communicate with school and teachers
As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate his or her needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say.
You can make communication with your child’s school constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the phone, email, or meet in person, make an effort to be calm, specific, and above all positive—a good attitude can go a long way in communication with school.
* Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.
* Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. Avoid cancelling. If it is convenient, meet in your child’s classroom so you can get a sense of your child’s physical learning environment.
* Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how they can be reached.
* Listen carefully. Like you, your child’s teacher wants to see your child succeed at school. Listen to what he or she has to say—even if it is sometimes hard to hear. Avoid interrupting. Understanding your child’s challenges in school is the key to finding solutions that work.
* Share information. You know your child’s history, and your child’s teacher sees him or her every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.
* Ask the hard questions and give a complete picture. Communication can only work effectively if it is honest. Be sure to list any medications your child takes and explain any other treatments. Share with your child’s teacher what tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if your child can get any special services to help with learning.
ADD / ADHD school support strategy 2: Develop and use a behavior plan
Find a behavior plan that works
Click here to download a highly regarded behavior plan called The Daily Report Card, which can be adjusted for elementary, middle and even high school students with ADD/ADHD.
Source: Center for Children and Families
Children with ADD/ADHD are capable of appropriate classroom behavior, but they need structure and clear expectations in order to keep their symptoms in check. As a parent, you can help by developing a behavior plan for your child—and sticking to it. Whatever type of behavior plan you put in place, create it in close collaboration with your child’s teacher and your child.
Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
ADD / ADHD and school: Tips for managing symptoms
Tips for teachers
Click here to download a PDF tip sheet loaded with teaching strategies to help children with ADD/ADHD in the classroom.
ADD/ADHD impacts each child’s brain differently, so each case can look quite different in the classroom. Children with ADD/ADHD exhibit a range of symptoms: some seem to bounce off the walls, some daydream constantly, and others just can’t seem to follow the rules.
As a parent, you can help your child with ADD/ADHD reduce any or all of these types of behaviors. It is important to understand how attention deficit disorder affects different children’s behavior so that you can choose the appropriate strategies for tackling the problem. There are a variety of fairly straightforward approaches you and your child’s teacher can take to best manage the symptoms of ADD/ADHD—and put your child on the road to school success.
Distractibility
Students with ADD/ADHD may be so easily distracted by noises, passersby, or their own thoughts that they often miss vital classroom information. These children have trouble staying focused on tasks that require sustained mental effort. They may seem to be listening to you, but something gets in the way of their ability to retain the information.
DistractibilityHelping kids who distract easily involves physical placement, increased movement, and breaking long work into shorter chunks.
* Seat the child with ADD/ADHD away from doors and windows. Put pets in another room or a corner while the student is working.
* Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
* Write important information down where the child can easily read and reference it. Remind the student where the information can be found.
* Divide big assignments into smaller ones, and allow children frequent breaks.
Interrupting
Kids with attention deficit disorder may struggle with controlling their impulses, so they often speak out of turn. In the classroom or home, they call out or comment while others are speaking. Their outbursts may come across as aggressive or even rude, creating social problems as well. The self-esteem of children with ADD/ADHD is often quite fragile, so pointing this issue out in class or in front of family members doesn’t help the problem—and may even make matters worse.
Reducing the interruptions of children with ADD/ADHD should be done carefully so that the child’s self-esteem is maintained, especially in front of others. Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
Impulsivity
ImpulsivityChildren with ADD/ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADD/ADHD, particularly at school.
Methods for managing impulsivity include behavior plans, immediate discipline for infractions, and ways to give children with ADD/ADHD a sense of control over their day.
* Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk.
* Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
* Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
* Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed. Children with impulse problems may gain a sense of control and feel calmer when they know what to expect.
Fidgeting and hyperactivity
ADD/ADHD causes many students to be in constant physical motion. It may seem like a struggle for these children to stay in their seats. Kids with ADD/ADHD may jump, kick, twist, fidget and otherwise move in ways that make them difficult to teach.
Strategies for combating hyperactivity consist of creative ways to allow the child with ADD/ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep his or her body calmer during work time.
* Ask children with ADD/ADHD to run an errand or do a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.
* Encourage the child to play a sport—or at least run around before and after school.
* Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
* Limit screen time in favor of time for movement.
* Make sure a child with ADD/ADHD never misses recess or P.E.
Trouble following directions
Difficulty following directions is a hallmark problem for many children with ADD/ADHD. These kids may look like they understand and might even write down directions, but then aren’t able to do what has been asked. Sometimes these students miss steps and turn in incomplete work, or misunderstand an assignment altogether and wind up doing something else entirely.
Helping children with ADD/ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try being extremely brief when giving directions, allowing the child to do one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.
Medication for ADD/ADHD: What parents should knowMedication for ADD/ADHD: What parents should know
Many schools urge parents to medicate children with attention deficit disorder, and you may feel unsure about what this means. While medication can help with the symptoms of ADD/ADHD, it is not a cure and comes with side effects. As a parent, you should weigh the benefits and risks of medications for ADD/ADHD before using them to treat your child.
ADD/ADHD Medications: Are ADHD Drugs Right for You or Your Child?
ADD / ADHD and school: Tips for making learning fun
One positive way to keep your child's attention focused on learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help your child enjoy learning and even reduce the symptoms of ADD/ADHD.
Helping children with ADD/ADHD enjoy math
Children who have attention deficit disorder tend to be “concrete” thinkers. They often like to hold, touch, or take part in an experience in order to learn something new. By using games and objects to demonstrate mathematical concepts, you can show your child that math can be meaningful—and fun.
* Play games. Use memory cards, dice, or dominoes to make numbers fun. Or simply use your fingers and toes, tucking them in or wiggling them when you add or subtract.
* Draw pictures. Especially for word problems, illustrations can help kids better understand mathematical concepts. If the word problem says there are twelve cars, help your child draw them from steering wheel to trunk.
* Invent silly acronyms. In order to remember order of operations, for example, make up a song or phrase that uses the first letter of each operation in the correct order.
Helping children with ADD/ADHD enjoy reading
There are many ways to make reading exciting, even if the skill itself tends to be a struggle for children with ADD/ADHD. Keep in mind that reading at its most basic level made up of stories and interesting information—things that all children enjoy.
* Read to children. Read with children. Make reading cozy, quality time with you.
* Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.”
* Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
How does your kid like to learn?
How does your kid like to learn? When children are given information in a way that makes it easy for them to absorb, learning is a lot more fun. If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
* Auditory learners learn best by talking and listening. Have these kids recite facts to a favorite song. Let them pretend they are on a radio show and work with others often.
* Visual learners learn best through reading or observation. Let them have fun with different fonts on the computer and use colored flash cards to study. Allow them to write or draw their ideas on paper.
* Tactile learners learn best by physically touching something or moving as part of a lesson. For these students, provide jellybeans for counters and costumes for acting out parts of literature or history. Let them use clay and make collages.
It’s tough to enjoy learning when there is something undiagnosed standing in the way. In addition to ADD/ADHD, children may also be affected by learning disabilities. These issues make even the most exciting lessons extremely difficult for students. Like children with attention deficit disorder, children with learning disabilities can succeed in the classroom, and there are many ways you can help.
See Learning Disabilities in Children: Learning Disability Symptoms, Types, and Testing.
ADD / ADHD and school: Tips for mastering homework
Sure, kids may universally dread it—but for a parent of a child with ADD/ADHD, homework is a golden opportunity. Academic work done outside the classroom provides you as the parent with a chance to directly support your child. It’s a time you can help your child succeed at school where you both feel most comfortable: your own living room.
With your support, kids with ADD/ADHD can use homework time not only for math problems or writing essays, but also for practicing the organizational and study skills they need to thrive in the classroom.
Helping a child with ADD / ADHD get organized
With organization, it can help to get a fresh start. Even if it’s not the start of the academic year, go shopping with your child and pick out school supplies that include folders, a three-ring binder, and color-coded dividers. Help the child file his or her papers into this new system.
* Helping a child with ADD / ADHD get organizedEstablish a homework folder for finished homework.
* Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets.
* If possible, keep an extra set of textbooks and other materials at home.
* Help the child learn to make and use checklists, crossing items off as they are accomplished.
* Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
Helping a child with ADD / ADHD get homework done and turned in on time
Understanding concepts and getting organized are two steps in the right direction, but homework also has to get done in a single evening—and turned in on time. Help a child with ADD/ADHD to the finish line with strategies that provide consistent structure.
* Pick a specific time and place for homework that is as free as possible of clutter, pets, and television.
* Allow the child breaks as often as every ten to twenty minutes.
* Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
* Set up a homework procedure at school: establish a place where the student can easily find his or her finished homework and pick an appropriate and consistent time to hand in work to the teacher.
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ADD / ADHD dan sekolah
Membantu anak-anak dengan ADHD berhasil di sekolah
Berbagi
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Mengajar anak-anak dengan ADD / ADHD: Tips untuk orang tua dan guru
Sekolah menciptakan banyak tantangan untuk anak-anak dengan attention deficit disorder, tapi dengan kesabaran dan efektif rencana untuk mengatasi kendala ini, anak Anda dengan ADD/ADHD dapat berkembang di dalam kelas. Guru dan administrator dapat membantu untuk memberikan dukungan ini- tetapi Anda sebagai orangtua yang dapat membuat perbedaan terbesar dalam sukses pendidikan anak Anda.
Sebagai orang tua, Anda dapat bekerja dengan anak Anda dan nya guru untuk menerapkan strategi praktis untuk belajar baik di dalam dan keluar dari kelas. Dengan dukungan Anda konsisten, strategi ini dapat membantu anak Anda memenuhi tantangan belajar- dan pengalaman sukses di sekolah.
Dalam artikel ini:
* Membuat anak Anda untuk keberhasilan sekolah
* Tips untuk bekerja dengan guru-guru
* Tips untuk mengelola gejala umum
* Tips untuk membuat belajar menyenangkan
* Tips untuk menguasai pekerjaan rumah
* Related link
Cetak ini!Cetak AuthorsAuthors
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Menyiapkan anak Anda untuk keberhasilan sekolah
Lingkungan kelas dapat menjadi tempat yang menantang untuk anak dengan ADD/ADHD. Tugas-tugas yang sangat siswa ini menemukan yang paling sulit-duduk masih, mendengarkan diam-diam, berkonsentrasi-adalah orang-orang yang mereka diwajibkan untuk melakukan sepanjang hari. Mungkin sebagian besar frustrasi dari semua adalah bahwa sebagian besar anak-anak ini ingin dapat belajar dan berperilaku seperti rekan-rekan mereka tidak terpengaruh. Neurologis defisit, tidak keengganan, menjaga anak-anak dengan attention deficit disorder dari belajar cara tradisional.
Sebagai orang tua, Anda dapat membantu anak Anda mengatasi defisit ini dan memenuhi tantangan sekolah menciptakan. Anda dapat memberikan dukungan yang paling efektif: melengkapi anak Anda dengan strategi untuk kelas belajar dan berkomunikasi dengan guru tentang bagaimana anak Anda belajar terbaik. Dengan dukungan di rumah dan strategi pengajaran di tempat kerja di dalam kelas, tidak ada alasan mengapa anak-anak dengan ADD/ADHD tidak dapat berkembang di sekolah.
ADD / ADHD dan sekolah: Tips untuk mendukung guru
Ingat bahwa guru anak Anda memiliki sepiring penuh: Selain untuk mengelola sekelompok anak-anak dengan kepribadian berbeda dan gaya-gaya pembelajaran, ia juga dapat mengharapkan untuk memiliki setidaknya satu siswa dengan ADD/ADHD. Guru dapat melakukan yang terbaik untuk membantu anak Anda dengan attention deficit disorder belajar secara efektif, tetapi keterlibatan orang tua dapat secara dramatis meningkatkan pendidikan anak Anda. Anda memiliki kekuatan untuk optimize kesempatan anak Anda untuk sukses dengan mendukung kerja yang dilakukan di dalam kelas. Jika Anda dapat bekerja dengan dan mendukung guru anak Anda, Anda dapat secara langsung mempengaruhi pengalaman anak Anda dengan ADD/ADHD di dalam kelas.
Ada beberapa cara Anda dapat bekerja dengan guru-guru untuk menjaga anak Anda pada jalur di sekolah. Bersama-sama Anda dapat membantu anak Anda dengan ADD/ADHD belajar menemukan nya kaki di kelas dan bekerja secara efektif melalui tantangan hari sekolah.
ADD / ADHD sekolah mendukung strategi 1: berkomunikasi dengan sekolah dan guru
Sebagai orang tua, Anda adalah advokat anak Anda. Untuk anak Anda untuk berhasil di dalam kelas, sangat penting bahwa Anda berkomunikasi nya kebutuhan untuk orang dewasa di sekolah. Hal ini sama pentingnya bagi Anda untuk mendengarkan apa yang guru dan pejabat sekolah telah mengatakan.
Anda dapat membuat komunikasi dengan sekolah anak Anda konstruktif dan produktif. Mencoba untuk diingat bahwa tujuan yang saling adalah mencari tahu bagaimana untuk terbaik bantuan anak Anda berhasil dalam sekolah. Apakah Anda berbicara melalui telepon, email, atau bertemu secara pribadi, berusaha untuk menjadi tenang, spesifik, dan di atas semua positif-sikap yang baik dapat pergi jauh dalam komunikasi dengan sekolah.
* Merencanakan ke depan. Anda dapat mengatur untuk berbicara dengan pejabat sekolah atau guru sebelum tahun sekolah bahkan dimulai. Jika tahun telah dimulai, berencana untuk berbicara dengan seorang guru atau konselor setidaknya secara bulanan.
* Membuat pertemuan terjadi. Setuju pada waktu yang bekerja untuk Anda dan anak Anda guru dan menaatinya. Menghindari membatalkan. Jika nyaman, bertemu di kelas anak Anda sehingga Anda dapat mendapatkan rasa lingkungan fisik belajar anak Anda.
* Membuat tujuan bersama-sama. Membahas harapan Anda untuk sekolah anak Anda sukses. Bersama-sama, menuliskan tujuan spesifik dan realistis dan berbicara tentang bagaimana mereka dapat mencapai.
* Mendengarkan dengan hati-hati. Seperti Anda, anak Anda guru ingin melihat anak Anda berhasil dalam sekolah. Mendengarkan apa yang dia telah mengatakan-bahkan jika kadang-kadang sulit untuk mendengar. Menghindari menyela. Memahami tantangan anak Anda di sekolah adalah kunci untuk menemukan solusi yang bekerja.
* Berbagi informasi. Anda tahu anak Anda sejarah, dan guru anak Anda melihat dia setiap hari: bersama-sama Anda memiliki banyak informasi yang dapat menyebabkan pemahaman yang lebih baik dari anak Anda kesulitan. Berbagi pengamatan Anda bebas, dan mendorong guru anak Anda untuk melakukan hal yang sama.
* Mengajukan pertanyaan-pertanyaan sulit dan memberikan gambaran yang lengkap. Komunikasi hanya dapat bekerja eff
Selasa, 01 November 2011
How castor oil healed my scar (with before and after photos!) minyak jarak
How castor oil healed my scar (with before and after photos!)
last updated on 15 June 2011
by Samantha
http://skinverse.com/how-castor-oil-healed-my-scar-with-before-and-after-photos.html#My%20photos
* My story
* How I used castor oil on my scar
* How my scar changed as it healed
* My before-and-after photos
I’ve been writing about castor oil a lot, mainly because I’ve had some wonderful results from it personally. Among other things, castor oil has aided in my recovery from PCOS and dissolved a painful calcium deposit on my heel. That it could do those things were amazing to me — it still is.
Sometimes though, I find myself reluctant to write about my own positive experiences because the extent of my successful healing can sound like I’m making it all up. I think part of it is because the “accepted” way of getting treatment for most of the modern Western world is to go to a doctor, take lots of pills (ALL of which are liver-toxic, by the way) or go for painful surgery (which may or may not make things worse). If you do these things, no one will question your sanity or your prudence.
This is despite the fact that most modern, accepted treatments = expensive, with possibly harmful side effects, may/may not even work, usually become ineffective when discontinued (which means you are chained for life), only seeks to treat the surface symptoms, abandons even the pretense of healing as its aim (this last one makes me want to alternately cry and tear my hair out because it is sheer madness… unethical, even).
Meanwhile, the method of treatment I’m proposing (castor oil) is so simple, cheap and effective that many will write it off without even giving it a chance. After all, how can it work when it’s not expensive, painful and harmful to us, right? I know some might mock me or think me as simple-minded, or even worse, a scam artist…
The other day, someone asked me in the comments if I was writing about castor oil because I make money by selling it. I do not produce or sell castor oil on this site or anywhere else. I never have. All the ads on my article pages are contextual ads, not direct product ads. My first instinct when reading this commenterÆs question was to feel somewhat hurt/indignant. But after a while, I ended up feeling quite grateful to the commenter as it gave me a chance to clarify an issue that I didnÆt even know might
I seem to have rambled on a bit here… My point is, in the end, it really doesn’t matter what some choose to believe or disbelieve about castor oil. It only matters what I believe/experience/do/ultimately share with the world. I know my messages will go out to those who really need it. That to me is everything. And that is partly why I’ve decided to write this article. Hopefully, it will convince some people to open up their minds a little. Well, I can hope!
This article is quite different from my other ones. I’ve realised that while it’s one thing for me to TELL people about my experience with using castor oil, it’s quite something else when I can SHOW them. That’s right, I’m putting aside any self-consciousness I have and showing everyone my own before-and-after photos. Yeah!!! And here we go…
The story of how I healed my scar using castor oil
THE SHORT VERSION: I successfully healed a four-year old deep burn scar on my leg by using castor oil. Scroll down for photos galore. The end.
THE LONG VERSION: In 2007, I accidentally burned my leg on a very hot motorcycle exhaust pipe. Yes, I lead a very exciting life. :) The burn was on the inner calf of my right leg. My initial injury can be classified as a deep second-degree burn. After the wound scabbed and peeled over a couple of weeks, the scarred skin that emerged:
* was almost completely hairless
* much less sensitive to touch than the normal, healthy skin around it. These mean the burn was deep and severe enough to have “killed” most of the hair follicles as well as some nerve endings.
* had a complete and “permanent” change in color. This was mostly hyper-pigmentation (darkening) mixed with a bit of hypo-pigmentation (loss of color), which is common in deep burns. The pigment change was dermal (reached the lower dermis layer of the skin, as opposed to the upper epidermis only), deep enough that conventional lightening treatments such as hydroquinone could do nothing to change it.
* there was also a slight crescent-shaped depression close to the centre of the scar. I could feel the dip in my skin by touch alone.
Fast forward to October 2009, when I started using castor oil on my leg.
After 9 months (or by June 2010), the scar was almost gone. Amazingly, after this nine-month period:
* there was normal hair growth (I know the photos below don’t show the hair, but that’s only because I’ve shaved my legs. )
* my touch sensitivity returned, nerves I previously thought were dead and gone were revived back to life
* skin color/pigmentation returned to normal, blending in almost flawlessly with my surrounding skin. This was not something I expected at all since I have olive skin or Type IV skin
* the small depression had mostly filled in with healthy new tissue
In the most recent photo below (March 2011), you can still see a shadow of the scar on my calf. However, this was deliberate on my part — in August 2010, I decided to stop using castor oil on my leg. As strange as this may sound, I wanted a little bit of my scar to remain with me, because in my eyes, it had turned from a flaw into a reminder of my mind-opening journey.
You may read this article and imagine that the journey was a completely smooth, confident and happy one for me, but that isnÆt the case at all. I had many ups and downs. During the first few months, I had many ôdownsö. There were days when I lost faith and thought about giving up. But as I discovered, all things change with time. So yes, I want to keep a little bit of my scar with me. ItÆs a reminder of how far IÆve come and how much IÆve healed. Even now, everytime I look at it, IÆd feel so very grateful
It truly makes me wonder what else is possible!
My method of using castor oil
How I used castor oil was easy — I kept it on my scar as much as I can. There were many days when I kept castor oil on my scar for almost 24 hours a day (excluding the breaks for showers).
During the day, I would massage castor oil into my scar. Sometimes I did this a few times a day. I learnt to carry a tiny travel bottle of castor oil with me to do this in the restroom at public places or at work.
At night, I would put a castor oil pack on my scar before going to bed. A castor oil pack is just a way to keep castor oil on the skin by wrapping it up. For my castor oil pack, I would slather the oil on my scar, cover it with cotton gauze, put more castor oil over that, and then wrap my calf up in cling film (plastic wrap) to keep it from staining my sheets. I then put on a long sock to make sure everything stayed on while I slept. I know this sounds like a lot of work, but I got it done very quickly, u
I used cotton gauze because it was cheap and disposable, but when I first started out, I was using cut cloth (basic unbleached cotton). Both are fine, but because castor oil will go rancid eventually, IÆd need to wash/dry the cloth every few nights to keep it fresh. Eventually, I switched to cotton gauze that I bought at the pharmacy. Gauze was cheap, plentiful and disposable, so I didnÆt need to wash it. It came in long strips so I cut them up into small squares for my use. If you decide to use cloth inst
The brands of castor oil I used were Home Health and Heritage. However, this shouldnÆt matter. Any brand thatÆs hexane-free and cold-pressed will do (the oil should ideally be cold-pressed because it retains more nutrients this way ù the cold-pressed oil extraction method is much gentler than conventional methods; for example, it uses no heat). Anyway, I couldnÆt tell any difference in the quality between the two brands I used. So donÆt worry about brands so much, I made my own purchasing choices based on
I used castor oil this way daily, but I also took breaks from it once in a while to let my skin rest. I found that my heavy usage of castor oil would sometimes ôloosenö the skin on my scar, making it look a bit wrinkly. Kind of like the way skin would ôprune upö when we stay in a bath too long. I wasnÆt worried the first time I noticed this ôloosening effectö because I somehow knew it was temporary. This probably happens because castor oil is a very good humectant and will put moisture into the skin. The b
Just to be clear, this temporary loosening only happened because I was using castor oil very intensively on my scar (almost 24 hours/day and over many consecutive days). I’ve never gotten any such effect through normal usage of castor oil on other parts of my body or my face.
In the beginning, I worried that taking these breaks from my regimen would delay my healing. But when I saw that my scar was continuing to heal and progress regardless, I started to change my mind. I now believe these breaks were beneficial and possibly even crucial in healing my scar. I believe my skin was rebuilding itself more efficiently during the rest periods, while breaking down the scar tissue more actively during the ôonö periods. But thatÆs just my personal opinion, I donÆt exactly know how casto
Like I told a commenter (Matt), it’s a fairly intensive daily regimen, which was sometimes hard to keep up with. But then I started to see results… Slowly but surely, I saw my scar changing with my own eyes after a few months. This was the proof that kept me going when I would have otherwise given up.
How my scar changed
Everyone’s scars and skin injuries are different so it would make sense for us to heal differently. This is how my scar changed.
* The appearance of tiny light dots
I started seeing many tiny, light-ish dots in my hyperpigmented scar. They were so tiny at first that I could only see them by looking closely under the bright light of a torch. Then the tiny dots grew large enough that I could see them in normal lighting. These dots continued to expand and eventually started to join up wih each other. I got very excited at that. Eventually, I had small patches of healed, unblemished skin within my scar, which I spent many minutes staring at and touchingà. I was simply ama
* Hair growth (important for regeneration!)
At the same time, I started seeing short and very fine, light-colored hairs appear on my scar. At first, these hairs were almost colourless, and looked “golden” under a light. Over time, they grew longer, thicker and darker, until they were looked no different from the hair on the rest of my legs. I noticed that my scar started to show faster improvement after normal hair growth returned.
This is probably because hair growth and follicles are important in cell regeneration. You may be surprised by this, but stem cells ù which turn into our skin cells and nerve cells and everything else ù originate from our follicles. Knowing that my follicles were important in healing my scar, I made sure not to harm them by waxing since this would pull them from the root. And yes, I admit that I even avoided shaving my scar most of the time just to be safe. Although in theory, shaving should not do much ha
Basically, the changes in my scar came slowly and started out very small, but these little changes added up to a big one over nine months.
In fact, here’s another tip: if you’re trying to heal a scar with castor oil, take a good, clear photo of it now if you can. It would be useful for you to look at it and make comparisons after a few months just because it’s sometimes hard for us to see the changes in something that we look at everyday.
About the photos
It was awkward for me to take photos of my calf with my phone. The easiest way for me to take a good shot was to rest my right calf over my left thigh. I actually have tons of photos, these are only a few. What can I say… I’m a big geek and something of an amateur documenter. I’ve been journaling for many years now for my own nerdy pleasure. I never thought I would share these photos with anyone else, let alone publish them online for the whole world to see!
If you’re reading this and have a deep scar you wish to treat, I hope my photos and story give you some hope. :)
Date
May 2008
Flash was OFF.
You can clearly see the crescent-shaped depression in the middle.
May 2008
Flash was ON.
Compare with the photo above taken on the same occasion. The camera flash makes a big difference.
June 2010
Flash was OFF.
March 2011
Flash was OFF.
March 2011
Flash was ON.
March 2011
Flash was ON.
Note: Thank you to the girl I saw at lunchtime today. She was walking ahead of me in a skirt and had the same burn scar I did, on the same place on her calf. I really, really wanted to ask her about it (motorcycle exhaust pipe, huh?). I wanted to roll up my pant leg, show her my calf and share with her what I did to heal it. But I didnÆt. Eventhough I would have approached her with nothing but love and an enthusiastic desire to share/help, I thought there was a chance she would not have wanted my help in t
Afterwards, I wasn’t sure if I had made the right decision in not speaking to her. Sometimes, we fear too much and a golden moment in life might pass us by. I thought about how I could make things right somehow, and I came up with the idea of putting this article + some of my photos together. So this was all really inspired by her. Thank you!
Related Posts:
* Copper Peptides
* Turmeric – a traditional skin remedy to lighten skin and pigmentation
* Castor Oil (Part 2 – beautiful skin and hair)
* A simple and green do-it-yourself storage solution
* Cleanliness is Next To Fewer Breakouts (or how to clean your make-up sponges)
from ? How castor oil healed my scar
116 Responses leave one ?
1.
haneefa permalink
September 29, 2011
nice advices samantha….i use castor oil for my hair and i guess its since 2 weeks i used it….n i evn used d formula of using castor oil on my face for acne…i really wonder if i hve acne or small pimples coz d once which i hve r simply swollen n my forehead is full of it n evn d area near my nose…..i used castor oil which i apply to my hair////n i guess they increased more…..i wntd 2 ask u whether i must use d same oil or somethng diferent…plz do rply….
Reply
*
Samantha permalink*
September 29, 2011
You should stop if it’s clogging your pores. Is your castor oil hexane-free?
Reply
o
haneefa permalink
September 29, 2011
i dnt noe….?????…which 1 shud i use….n unxpected ….i thought u wud rply lately but rather thanx…swthrt
Reply
+
Samantha permalink*
September 29, 2011
Castor oil that’s not cold-pressed or hexane-free can clog pores.
Reply
2.
Anonymous permalink
September 29, 2011
Do you think this would work on stretchmarks? I have old stretchmarks
from when I was 13.
Reply
*
Samantha permalink*
September 29, 2011
Hi, this older reply might help you.
Reply
3.
haneefa permalink
September 30, 2011
thank u so much samantha…:)….
Reply
4.
EarthBound Misfit permalink
September 30, 2011
Been reading up on skin tags and using baking soda and castor oil. Has anyone tried this? Does it become itchy and crumbly as it dries? (The paste that is)
Reply
5.
anne permalink
October 2, 2011
hi samantha… i want to try castor oil on my face.since i have many rashes,black spots,acne and itching.but i can’t find cold pressed castor oil anywhere in India.so, please suggest me which castor oil should i use?… please tell fast.my skin is going worse.
Reply
*
Samantha permalink*
October 2, 2011
Hi, this article has info on where to get castor oil at the bottom.
======================
Bagaimana kastroli sembuh saya scar (dengan sebelum dan setelah foto!)
Terakhir Diperbarui pada 15 Juni 2011
oleh Samantha
http://skinverse.com/how-Castor-Oil-healed-My-Scar-with-before-and-after-Photos.html#My%20photos
* Cerita
* Bagaimana saya digunakan kastroli pada scar saya
* Bagaimana saya scar berubah seperti itu sembuh
* Saya sebelum dan setelah foto
Saya telah menulis tentang kastroli banyak, terutama karena aku sudah beberapa hasil yang luar biasa dari itu secara pribadi. Antara lain, minyak jarak telah membantu dalam pemulihan dari PCOS dan membubarkan deposit menyakitkan kalsium pada tumit saya. Bahwa ia bisa melakukan mereka hal-hal yang menakjubkan untuk saya-itu masih adalah.
Kadang-kadang walaupun, aku mendapati diriku enggan untuk menulis tentang pengalaman positif karena tingkat penyembuhan saya sukses dapat terdengar seperti saya membuat semuanya. Saya pikir bagian dari itu karena "diterima" cara untuk mendapatkan perawatan untuk sebagian besar dunia Barat modern adalah pergi ke dokter, mengambil banyak pil (yang semuanya hati beracun, by the way) atau pergi untuk operasi menyakitkan (yang mungkin atau mungkin tidak membuat hal-hal buruk). Jika Anda melakukan hal ini, tidak ada yang akan mempertanyakan kewarasan atau kehati-hatian Anda.
Hal ini terlepas dari kenyataan yang paling modern, diterima perawatan = mahal, dengan efek samping yang mungkin berbahaya, Mei/mungkin bahkan tidak bekerja, biasanya menjadi tidak efektif ketika dihentikan (yang berarti Anda dirantai seumur hidup), hanya berusaha untuk mengobati gejala permukaan, meninggalkan bahkan kepura-puraan penyembuhan sebagai tujuan (yang terakhir ini membuat saya ingin bergantian menangis dan merobek rambut saya karena semata-mata madness… tidak etisbahkan).
Sementara itu, metode pengobatan saya sedang mengusulkan (kastroli) sangat sederhana, murah dan efektif bahwa banyak akan menulis dari bahkan tanpa memberikan kesempatan. Setelah semua, bagaimana bisa ini bekerja ketika tidak mahal, menyakitkan dan berbahaya bagi kita, benar? Aku tahu beberapa mungkin mengejek saya atau menganggap saya sebagai berpikiran sederhana, atau bahkan lebih buruk lagi, scam seniman...
Suatu hari, seseorang bertanya kepada saya di komentar jika saya sedang menulis tentang kastroli karena saya membuat uang dengan menjual. Saya tidak memproduksi atau menjual kastroli di situs ini atau di mana pun. Aku tidak pernah. Semua iklan pada halaman artikel saya adalah iklan kontekstual, iklan produk tidak langsung. Insting pertama saya ketika membaca pertanyaan commenterÆs ini adalah merasa agak sakit/marah. Tapi setelah beberapa saat, akhirnya aku merasa sangat berterima kasih kepada commenter seperti itu memberi saya kesempatan untuk menjelaskan masalah yang saya didnÆt bahkan tahu mungkin
Saya tampaknya telah suka pada sedikit di sini... Maksud saya adalah, pada akhirnya, itu benar-benar tidak peduli apa beberapa memilih untuk percaya atau kafir tentang kastroli. Hanya masalah apa yang saya percaya/pengalaman/lakukan/akhirnya berbagi dengan dunia. Aku tahu pesan saya akan pergi ke orang-orang yang benar-benar membutuhkannya. Itu bagi saya adalah segalanya. Dan yang sebagian mengapa saya memutuskan untuk menulis artikel ini. Mudah-mudahan, itu akan meyakinkan beberapa orang untuk membuka pikiran mereka sedikit. Yah, aku bisa berharap!
Artikel ini sangat berbeda dari saya yang lain. Aku sudah menyadari saat ini adalah satu hal untuk saya untuk MEMBERITAHU orang-orang tentang pengalaman saya dengan menggunakan minyak jarak, yang cukup sesuatu yang lain ketika saya dapat menunjukkan kepada mereka. That's right, saya mengesampingkan setiap kesadaran diri yang saya miliki dan menampilkan semua orang saya sendiri sebelum dan setelah foto. Ya! Dan di sini kita pergi...
Cerita tentang bagaimana aku sembuh luka saya menggunakan minyak jarak
Versi pendek: saya berhasil menyembuhkan bekas luka mendalam membakar berusia empat tahun pada kaki saya dengan menggunakan kastroli. Gulir ke bawah untuk foto-foto yang berlimpah. Akhir.
VERSI lama: Pada tahun 2007, aku sengaja membakar kaki saya pada pipa knalpot motor sangat panas. Ya, saya menjalani kehidupan yang sangat menarik. :) Luka bakar berada di betis batin kaki kanan saya. Saya cedera awal dapat diklasifikasikan sebagai luka bakar second-degree yang dalam. Setelah luka berkerak dan dikupas selama beberapa minggu, kulit penuh goresan yang muncul:
* ini hampir benar-benar berbulu
* kurang sensitif untuk menyentuh dari kulit normal, sehat di sekitarnya. Ini berarti luka bakar adalah mendalam dan cukup parah "tewas" kebanyakan folikel rambut serta beberapa akhiran saraf.
* lebih lengkap dan "permanen" mengubah warna. Ini adalah sebagian besar hiper-pigmentasi (gelap) dicampur dengan sedikit hypo-pigmentasi (hilangnya warna), yang merupakan dalam luka bakar. Pigmen perubahan adalah yg berhubung dgn kulit (mencapai lapisan dermis lebih rendah kulit, sebagai lawan untuk epidermis atas hanya), dalam cukup bahwa perawatan lightening konvensional seperti hydroquinon bisa berbuat apa-apa untuk mengubahnya.
* ada juga sedikit berbentuk sabit depresi yang dekat dengan pusat bekas luka. Aku bisa merasakan yang dip di kulit dengan sentuhan sendirian.
Fast forward ke Oktober 2009, ketika saya mulai menggunakan kastroli di kaki saya.
Setelah 9 bulan (atau Juni 2010), bekas luka ini hampir hilang. Hebatnya, setelah periode sembilan bulan ini:
* ada pertumbuhan rambut normal (saya tahu foto di bawah ini tidak menunjukkan rambut, tapi itu hanya karena saya telah bercukur kaki saya.)
* saya kepekaan sentuhan kembali, saraf saya sebelumnya pemikiran itu mati dan pergi kembali kembali ke kehidupan
* kulit warna/pigmentasi kembali normal, pencampuran di hampir fl
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last updated on 15 June 2011
by Samantha
http://skinverse.com/how-castor-oil-healed-my-scar-with-before-and-after-photos.html#My%20photos
* My story
* How I used castor oil on my scar
* How my scar changed as it healed
* My before-and-after photos
I’ve been writing about castor oil a lot, mainly because I’ve had some wonderful results from it personally. Among other things, castor oil has aided in my recovery from PCOS and dissolved a painful calcium deposit on my heel. That it could do those things were amazing to me — it still is.
Sometimes though, I find myself reluctant to write about my own positive experiences because the extent of my successful healing can sound like I’m making it all up. I think part of it is because the “accepted” way of getting treatment for most of the modern Western world is to go to a doctor, take lots of pills (ALL of which are liver-toxic, by the way) or go for painful surgery (which may or may not make things worse). If you do these things, no one will question your sanity or your prudence.
This is despite the fact that most modern, accepted treatments = expensive, with possibly harmful side effects, may/may not even work, usually become ineffective when discontinued (which means you are chained for life), only seeks to treat the surface symptoms, abandons even the pretense of healing as its aim (this last one makes me want to alternately cry and tear my hair out because it is sheer madness… unethical, even).
Meanwhile, the method of treatment I’m proposing (castor oil) is so simple, cheap and effective that many will write it off without even giving it a chance. After all, how can it work when it’s not expensive, painful and harmful to us, right? I know some might mock me or think me as simple-minded, or even worse, a scam artist…
The other day, someone asked me in the comments if I was writing about castor oil because I make money by selling it. I do not produce or sell castor oil on this site or anywhere else. I never have. All the ads on my article pages are contextual ads, not direct product ads. My first instinct when reading this commenterÆs question was to feel somewhat hurt/indignant. But after a while, I ended up feeling quite grateful to the commenter as it gave me a chance to clarify an issue that I didnÆt even know might
I seem to have rambled on a bit here… My point is, in the end, it really doesn’t matter what some choose to believe or disbelieve about castor oil. It only matters what I believe/experience/do/ultimately share with the world. I know my messages will go out to those who really need it. That to me is everything. And that is partly why I’ve decided to write this article. Hopefully, it will convince some people to open up their minds a little. Well, I can hope!
This article is quite different from my other ones. I’ve realised that while it’s one thing for me to TELL people about my experience with using castor oil, it’s quite something else when I can SHOW them. That’s right, I’m putting aside any self-consciousness I have and showing everyone my own before-and-after photos. Yeah!!! And here we go…
The story of how I healed my scar using castor oil
THE SHORT VERSION: I successfully healed a four-year old deep burn scar on my leg by using castor oil. Scroll down for photos galore. The end.
THE LONG VERSION: In 2007, I accidentally burned my leg on a very hot motorcycle exhaust pipe. Yes, I lead a very exciting life. :) The burn was on the inner calf of my right leg. My initial injury can be classified as a deep second-degree burn. After the wound scabbed and peeled over a couple of weeks, the scarred skin that emerged:
* was almost completely hairless
* much less sensitive to touch than the normal, healthy skin around it. These mean the burn was deep and severe enough to have “killed” most of the hair follicles as well as some nerve endings.
* had a complete and “permanent” change in color. This was mostly hyper-pigmentation (darkening) mixed with a bit of hypo-pigmentation (loss of color), which is common in deep burns. The pigment change was dermal (reached the lower dermis layer of the skin, as opposed to the upper epidermis only), deep enough that conventional lightening treatments such as hydroquinone could do nothing to change it.
* there was also a slight crescent-shaped depression close to the centre of the scar. I could feel the dip in my skin by touch alone.
Fast forward to October 2009, when I started using castor oil on my leg.
After 9 months (or by June 2010), the scar was almost gone. Amazingly, after this nine-month period:
* there was normal hair growth (I know the photos below don’t show the hair, but that’s only because I’ve shaved my legs. )
* my touch sensitivity returned, nerves I previously thought were dead and gone were revived back to life
* skin color/pigmentation returned to normal, blending in almost flawlessly with my surrounding skin. This was not something I expected at all since I have olive skin or Type IV skin
* the small depression had mostly filled in with healthy new tissue
In the most recent photo below (March 2011), you can still see a shadow of the scar on my calf. However, this was deliberate on my part — in August 2010, I decided to stop using castor oil on my leg. As strange as this may sound, I wanted a little bit of my scar to remain with me, because in my eyes, it had turned from a flaw into a reminder of my mind-opening journey.
You may read this article and imagine that the journey was a completely smooth, confident and happy one for me, but that isnÆt the case at all. I had many ups and downs. During the first few months, I had many ôdownsö. There were days when I lost faith and thought about giving up. But as I discovered, all things change with time. So yes, I want to keep a little bit of my scar with me. ItÆs a reminder of how far IÆve come and how much IÆve healed. Even now, everytime I look at it, IÆd feel so very grateful
It truly makes me wonder what else is possible!
My method of using castor oil
How I used castor oil was easy — I kept it on my scar as much as I can. There were many days when I kept castor oil on my scar for almost 24 hours a day (excluding the breaks for showers).
During the day, I would massage castor oil into my scar. Sometimes I did this a few times a day. I learnt to carry a tiny travel bottle of castor oil with me to do this in the restroom at public places or at work.
At night, I would put a castor oil pack on my scar before going to bed. A castor oil pack is just a way to keep castor oil on the skin by wrapping it up. For my castor oil pack, I would slather the oil on my scar, cover it with cotton gauze, put more castor oil over that, and then wrap my calf up in cling film (plastic wrap) to keep it from staining my sheets. I then put on a long sock to make sure everything stayed on while I slept. I know this sounds like a lot of work, but I got it done very quickly, u
I used cotton gauze because it was cheap and disposable, but when I first started out, I was using cut cloth (basic unbleached cotton). Both are fine, but because castor oil will go rancid eventually, IÆd need to wash/dry the cloth every few nights to keep it fresh. Eventually, I switched to cotton gauze that I bought at the pharmacy. Gauze was cheap, plentiful and disposable, so I didnÆt need to wash it. It came in long strips so I cut them up into small squares for my use. If you decide to use cloth inst
The brands of castor oil I used were Home Health and Heritage. However, this shouldnÆt matter. Any brand thatÆs hexane-free and cold-pressed will do (the oil should ideally be cold-pressed because it retains more nutrients this way ù the cold-pressed oil extraction method is much gentler than conventional methods; for example, it uses no heat). Anyway, I couldnÆt tell any difference in the quality between the two brands I used. So donÆt worry about brands so much, I made my own purchasing choices based on
I used castor oil this way daily, but I also took breaks from it once in a while to let my skin rest. I found that my heavy usage of castor oil would sometimes ôloosenö the skin on my scar, making it look a bit wrinkly. Kind of like the way skin would ôprune upö when we stay in a bath too long. I wasnÆt worried the first time I noticed this ôloosening effectö because I somehow knew it was temporary. This probably happens because castor oil is a very good humectant and will put moisture into the skin. The b
Just to be clear, this temporary loosening only happened because I was using castor oil very intensively on my scar (almost 24 hours/day and over many consecutive days). I’ve never gotten any such effect through normal usage of castor oil on other parts of my body or my face.
In the beginning, I worried that taking these breaks from my regimen would delay my healing. But when I saw that my scar was continuing to heal and progress regardless, I started to change my mind. I now believe these breaks were beneficial and possibly even crucial in healing my scar. I believe my skin was rebuilding itself more efficiently during the rest periods, while breaking down the scar tissue more actively during the ôonö periods. But thatÆs just my personal opinion, I donÆt exactly know how casto
Like I told a commenter (Matt), it’s a fairly intensive daily regimen, which was sometimes hard to keep up with. But then I started to see results… Slowly but surely, I saw my scar changing with my own eyes after a few months. This was the proof that kept me going when I would have otherwise given up.
How my scar changed
Everyone’s scars and skin injuries are different so it would make sense for us to heal differently. This is how my scar changed.
* The appearance of tiny light dots
I started seeing many tiny, light-ish dots in my hyperpigmented scar. They were so tiny at first that I could only see them by looking closely under the bright light of a torch. Then the tiny dots grew large enough that I could see them in normal lighting. These dots continued to expand and eventually started to join up wih each other. I got very excited at that. Eventually, I had small patches of healed, unblemished skin within my scar, which I spent many minutes staring at and touchingà. I was simply ama
* Hair growth (important for regeneration!)
At the same time, I started seeing short and very fine, light-colored hairs appear on my scar. At first, these hairs were almost colourless, and looked “golden” under a light. Over time, they grew longer, thicker and darker, until they were looked no different from the hair on the rest of my legs. I noticed that my scar started to show faster improvement after normal hair growth returned.
This is probably because hair growth and follicles are important in cell regeneration. You may be surprised by this, but stem cells ù which turn into our skin cells and nerve cells and everything else ù originate from our follicles. Knowing that my follicles were important in healing my scar, I made sure not to harm them by waxing since this would pull them from the root. And yes, I admit that I even avoided shaving my scar most of the time just to be safe. Although in theory, shaving should not do much ha
Basically, the changes in my scar came slowly and started out very small, but these little changes added up to a big one over nine months.
In fact, here’s another tip: if you’re trying to heal a scar with castor oil, take a good, clear photo of it now if you can. It would be useful for you to look at it and make comparisons after a few months just because it’s sometimes hard for us to see the changes in something that we look at everyday.
About the photos
It was awkward for me to take photos of my calf with my phone. The easiest way for me to take a good shot was to rest my right calf over my left thigh. I actually have tons of photos, these are only a few. What can I say… I’m a big geek and something of an amateur documenter. I’ve been journaling for many years now for my own nerdy pleasure. I never thought I would share these photos with anyone else, let alone publish them online for the whole world to see!
If you’re reading this and have a deep scar you wish to treat, I hope my photos and story give you some hope. :)
Date
May 2008
Flash was OFF.
You can clearly see the crescent-shaped depression in the middle.
May 2008
Flash was ON.
Compare with the photo above taken on the same occasion. The camera flash makes a big difference.
June 2010
Flash was OFF.
March 2011
Flash was OFF.
March 2011
Flash was ON.
March 2011
Flash was ON.
Note: Thank you to the girl I saw at lunchtime today. She was walking ahead of me in a skirt and had the same burn scar I did, on the same place on her calf. I really, really wanted to ask her about it (motorcycle exhaust pipe, huh?). I wanted to roll up my pant leg, show her my calf and share with her what I did to heal it. But I didnÆt. Eventhough I would have approached her with nothing but love and an enthusiastic desire to share/help, I thought there was a chance she would not have wanted my help in t
Afterwards, I wasn’t sure if I had made the right decision in not speaking to her. Sometimes, we fear too much and a golden moment in life might pass us by. I thought about how I could make things right somehow, and I came up with the idea of putting this article + some of my photos together. So this was all really inspired by her. Thank you!
Related Posts:
* Copper Peptides
* Turmeric – a traditional skin remedy to lighten skin and pigmentation
* Castor Oil (Part 2 – beautiful skin and hair)
* A simple and green do-it-yourself storage solution
* Cleanliness is Next To Fewer Breakouts (or how to clean your make-up sponges)
from ? How castor oil healed my scar
116 Responses leave one ?
1.
haneefa permalink
September 29, 2011
nice advices samantha….i use castor oil for my hair and i guess its since 2 weeks i used it….n i evn used d formula of using castor oil on my face for acne…i really wonder if i hve acne or small pimples coz d once which i hve r simply swollen n my forehead is full of it n evn d area near my nose…..i used castor oil which i apply to my hair////n i guess they increased more…..i wntd 2 ask u whether i must use d same oil or somethng diferent…plz do rply….
Reply
*
Samantha permalink*
September 29, 2011
You should stop if it’s clogging your pores. Is your castor oil hexane-free?
Reply
o
haneefa permalink
September 29, 2011
i dnt noe….?????…which 1 shud i use….n unxpected ….i thought u wud rply lately but rather thanx…swthrt
Reply
+
Samantha permalink*
September 29, 2011
Castor oil that’s not cold-pressed or hexane-free can clog pores.
Reply
2.
Anonymous permalink
September 29, 2011
Do you think this would work on stretchmarks? I have old stretchmarks
from when I was 13.
Reply
*
Samantha permalink*
September 29, 2011
Hi, this older reply might help you.
Reply
3.
haneefa permalink
September 30, 2011
thank u so much samantha…:)….
Reply
4.
EarthBound Misfit permalink
September 30, 2011
Been reading up on skin tags and using baking soda and castor oil. Has anyone tried this? Does it become itchy and crumbly as it dries? (The paste that is)
Reply
5.
anne permalink
October 2, 2011
hi samantha… i want to try castor oil on my face.since i have many rashes,black spots,acne and itching.but i can’t find cold pressed castor oil anywhere in India.so, please suggest me which castor oil should i use?… please tell fast.my skin is going worse.
Reply
*
Samantha permalink*
October 2, 2011
Hi, this article has info on where to get castor oil at the bottom.
======================
Bagaimana kastroli sembuh saya scar (dengan sebelum dan setelah foto!)
Terakhir Diperbarui pada 15 Juni 2011
oleh Samantha
http://skinverse.com/how-Castor-Oil-healed-My-Scar-with-before-and-after-Photos.html#My%20photos
* Cerita
* Bagaimana saya digunakan kastroli pada scar saya
* Bagaimana saya scar berubah seperti itu sembuh
* Saya sebelum dan setelah foto
Saya telah menulis tentang kastroli banyak, terutama karena aku sudah beberapa hasil yang luar biasa dari itu secara pribadi. Antara lain, minyak jarak telah membantu dalam pemulihan dari PCOS dan membubarkan deposit menyakitkan kalsium pada tumit saya. Bahwa ia bisa melakukan mereka hal-hal yang menakjubkan untuk saya-itu masih adalah.
Kadang-kadang walaupun, aku mendapati diriku enggan untuk menulis tentang pengalaman positif karena tingkat penyembuhan saya sukses dapat terdengar seperti saya membuat semuanya. Saya pikir bagian dari itu karena "diterima" cara untuk mendapatkan perawatan untuk sebagian besar dunia Barat modern adalah pergi ke dokter, mengambil banyak pil (yang semuanya hati beracun, by the way) atau pergi untuk operasi menyakitkan (yang mungkin atau mungkin tidak membuat hal-hal buruk). Jika Anda melakukan hal ini, tidak ada yang akan mempertanyakan kewarasan atau kehati-hatian Anda.
Hal ini terlepas dari kenyataan yang paling modern, diterima perawatan = mahal, dengan efek samping yang mungkin berbahaya, Mei/mungkin bahkan tidak bekerja, biasanya menjadi tidak efektif ketika dihentikan (yang berarti Anda dirantai seumur hidup), hanya berusaha untuk mengobati gejala permukaan, meninggalkan bahkan kepura-puraan penyembuhan sebagai tujuan (yang terakhir ini membuat saya ingin bergantian menangis dan merobek rambut saya karena semata-mata madness… tidak etisbahkan).
Sementara itu, metode pengobatan saya sedang mengusulkan (kastroli) sangat sederhana, murah dan efektif bahwa banyak akan menulis dari bahkan tanpa memberikan kesempatan. Setelah semua, bagaimana bisa ini bekerja ketika tidak mahal, menyakitkan dan berbahaya bagi kita, benar? Aku tahu beberapa mungkin mengejek saya atau menganggap saya sebagai berpikiran sederhana, atau bahkan lebih buruk lagi, scam seniman...
Suatu hari, seseorang bertanya kepada saya di komentar jika saya sedang menulis tentang kastroli karena saya membuat uang dengan menjual. Saya tidak memproduksi atau menjual kastroli di situs ini atau di mana pun. Aku tidak pernah. Semua iklan pada halaman artikel saya adalah iklan kontekstual, iklan produk tidak langsung. Insting pertama saya ketika membaca pertanyaan commenterÆs ini adalah merasa agak sakit/marah. Tapi setelah beberapa saat, akhirnya aku merasa sangat berterima kasih kepada commenter seperti itu memberi saya kesempatan untuk menjelaskan masalah yang saya didnÆt bahkan tahu mungkin
Saya tampaknya telah suka pada sedikit di sini... Maksud saya adalah, pada akhirnya, itu benar-benar tidak peduli apa beberapa memilih untuk percaya atau kafir tentang kastroli. Hanya masalah apa yang saya percaya/pengalaman/lakukan/akhirnya berbagi dengan dunia. Aku tahu pesan saya akan pergi ke orang-orang yang benar-benar membutuhkannya. Itu bagi saya adalah segalanya. Dan yang sebagian mengapa saya memutuskan untuk menulis artikel ini. Mudah-mudahan, itu akan meyakinkan beberapa orang untuk membuka pikiran mereka sedikit. Yah, aku bisa berharap!
Artikel ini sangat berbeda dari saya yang lain. Aku sudah menyadari saat ini adalah satu hal untuk saya untuk MEMBERITAHU orang-orang tentang pengalaman saya dengan menggunakan minyak jarak, yang cukup sesuatu yang lain ketika saya dapat menunjukkan kepada mereka. That's right, saya mengesampingkan setiap kesadaran diri yang saya miliki dan menampilkan semua orang saya sendiri sebelum dan setelah foto. Ya! Dan di sini kita pergi...
Cerita tentang bagaimana aku sembuh luka saya menggunakan minyak jarak
Versi pendek: saya berhasil menyembuhkan bekas luka mendalam membakar berusia empat tahun pada kaki saya dengan menggunakan kastroli. Gulir ke bawah untuk foto-foto yang berlimpah. Akhir.
VERSI lama: Pada tahun 2007, aku sengaja membakar kaki saya pada pipa knalpot motor sangat panas. Ya, saya menjalani kehidupan yang sangat menarik. :) Luka bakar berada di betis batin kaki kanan saya. Saya cedera awal dapat diklasifikasikan sebagai luka bakar second-degree yang dalam. Setelah luka berkerak dan dikupas selama beberapa minggu, kulit penuh goresan yang muncul:
* ini hampir benar-benar berbulu
* kurang sensitif untuk menyentuh dari kulit normal, sehat di sekitarnya. Ini berarti luka bakar adalah mendalam dan cukup parah "tewas" kebanyakan folikel rambut serta beberapa akhiran saraf.
* lebih lengkap dan "permanen" mengubah warna. Ini adalah sebagian besar hiper-pigmentasi (gelap) dicampur dengan sedikit hypo-pigmentasi (hilangnya warna), yang merupakan dalam luka bakar. Pigmen perubahan adalah yg berhubung dgn kulit (mencapai lapisan dermis lebih rendah kulit, sebagai lawan untuk epidermis atas hanya), dalam cukup bahwa perawatan lightening konvensional seperti hydroquinon bisa berbuat apa-apa untuk mengubahnya.
* ada juga sedikit berbentuk sabit depresi yang dekat dengan pusat bekas luka. Aku bisa merasakan yang dip di kulit dengan sentuhan sendirian.
Fast forward ke Oktober 2009, ketika saya mulai menggunakan kastroli di kaki saya.
Setelah 9 bulan (atau Juni 2010), bekas luka ini hampir hilang. Hebatnya, setelah periode sembilan bulan ini:
* ada pertumbuhan rambut normal (saya tahu foto di bawah ini tidak menunjukkan rambut, tapi itu hanya karena saya telah bercukur kaki saya.)
* saya kepekaan sentuhan kembali, saraf saya sebelumnya pemikiran itu mati dan pergi kembali kembali ke kehidupan
* kulit warna/pigmentasi kembali normal, pencampuran di hampir fl
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