I am going on a trip with my parents and brother this summer we are going to see our family in Scotland. Flaying is not an easy thing we have to call the airline company and arrange accommodations fore me get a gluten free meal. I the whole process goes better when I have an escort throw check in, to the gate, and throw customs. I also can not set in the middle set I get panic attacks when I am between people, I do best with an isle set. There is a lot of planning when I go on any trip whether it is flaying or driving and I need to know what the plan is. I need to find place that I can eat at I am gluten free and vegetarian and do not eat fast food. Though after the planing and the stress of getting there I enjoy trips and like to be in new places it is the getting there I have problems with but nothing I can not handle with a lot of planing.
As I prepare for my final next week, I am nerves but I am keeping in mind that there is nothing I can not do if I put my mind to it, it may take me longer, or I may go about it a little different, or even need a little extra help, but I can do it. I try to stay positive and remember I can only control myself and what I do, and not to worry about what I have no control over. I am in my first half of my last semester in collage I have accomplished so much that I was told as a child I would never be able to do. I graduated high school and I am getting ready to graduate college. I am a success story of my own making and if I have made it this far I can do anything.
Art kept me going throw the darkest times. When my world was falling apart I drew solace and comfort from drawing and painting. No matter how bad things got I could pour my troubles into my art work. Without this outlet I don’t think I would be here today. Working on my art projects still centers me but I am in a better place now and do not rely on it like I used to. I still love creating art and never want to stop but now my creative energy comes from a happier place. I truly believe art is the best therapy there is especially for some one who has trouble expressing their self verbally.
The things that I focus on the most are reading, art and history. They are what you could call my special interests. I love reading and have read 52 books this year and plan to read 200 this year. I greatly enjoy history, I can spend hours reading and watching programs about the past. Art is something that has dominated my life since I was a child. Creating things with my hands completes me.
I often find myself stressed and overwhelmed and I have a few simple things that help me to calm down and focus back on what I should be doing. I stop what I am doing and take a small break and listen to my favorite band one or two songs, read a few pages of a book, read or recite in my head some of my favorite poems, or I draw in my sketch book intricate patterns or designs to help me relax and refocus. If I cannot tack a brake gust yet I count to 5 repeatedly in my head or recite a short rimes in my head, while I continue doing what I need to do until I can stop and use my other techniques.
When I was diagnosed with Dyslexia, at age 7, I did not have much of an idea about how it would impact my life. Other then getting help in school there did not seem to be big changes in my life at the time, though there were in the long run. In contrast the Asperger’s Syndrome diagnoses greatly changed my life. When I was told about the diagnoses I was happy I thought good maybe everyone will finely understand what I have been trying to tell them all my life, to make them see me. With all the problems I was having my parents tock me out of public school and put me into a special boarding school in southern Illinois, Brehm. I was there for 11th and 12th grades and it changed my life I am the person I am today thanks to all the strategies I learned there. To learn more about Brehm follow the link blow.
I was diagnosed with Dyslexia when I was 7 years old, and Asperger’s Syndrome when I was 16 years old. Both diagnosed were life changing with positive and negative consequences. Every thing I have been through and overcome has made me who I am today. I read at a collage level, though I still spell at an elementary school level, sometimes I still get my b, d, q, and p mixed up when righting and have trouble reading cursive. I never stop trying to improve my reading and writing ability.
What distinguishes Asperger’s Disorder from Autism Disorder is the severity of the symptoms and the absence of language delays. Children with Asperger’s Disorder may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger’s Disorder may just seem like a normal child behaving differently.
Children with autism are frequently seen as aloof and uninterested in others. This is not the case with Asperger’s Disorder. Individuals with Asperger’s Disorder usually want to fit in and have interaction with others; they simply don’t know how to do it. They may be socially awkward, not understanding of conventional social rules, or show a lack of empathy. They may have limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures.
Interests in a particular subject may border on the obsessive. Children with Asperger’s Disorder frequently like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowing categories of information, such as baseball statistics or Latin names of flowers. While they may have good rote memory skills, they have difficulty with abstract concepts.
One of the major differences between Asperger’s Disorder and autism is that, by definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or it may be formal, but too loud or high pitched. Children with Asperger’s Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give-and-take nature of a conversation.
Another distinction between Asperger’s Disorder and autism concerns cognitive ability. While some individuals with autism experience mental retardation, by definition a person with Asperger’s Disorder cannot possess a “clinically significant” cognitive delay and most possess average to above average intelligence.
While motor difficulties are not a specific criteria for Asperger’s, children with Asperger’s Disorder frequently have motor skill delays and may appear clumsy or awkward.
Asperger’s Disorder was first described in the 1940s by Viennese pediatrician Hans Asperger who observed autistic-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger’s Disorder was simply a milder form of autism and used the term “high-functioning autism” to describe these individuals. Professor Uta Frith, with the Institute of Cognitive Neuroscience of University College London and author of Autism and Asperger Syndrome, describes individuals with Asperger’s Disorder as “having a dash of Autism.” Asperger’s Disorder was added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger’s Disorder a less severe form of autism.
This is from the above link.
|Q: What Is Dyslexia?
A: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.
Many people who are dyslexic are of average to above average intelligence.
This is from the above website