Rehabilitation Services for Persons with Special Needs

 

Abstract

In cases where daily living functioning, capacity and ability are suddenly lost or become deficient, rehabilitation services are required to reduce the effect of disability. Persons with special needs require rehabilitation services in form of specially designed programmes to help them re-adjust or compensate for lost capacity/ability and daily living functioning. Where persons who otherwise had the ability to see or hear eventually become blind or deaf, or when persons who have lived and used their limbs suddenly lose any of such limbs (legs or hands), they do require rehabilitation services to re-adjust to daily living functioning. This paper focuses on the types of  rehabilitation services provisions for persons with special needs. Therefore, this paper discusses the conceptual meaning of persons with special needs, meaning of rehabilitation, principles of rehabilitation, medical rehabilitation, psychosocial rehabilitation, educational rehabilitation and vocational rehabilitation services. Lastly, a conclusion and recommendations were drawn.

Keyword: Rehabilitation, Services, Persons with Special Needs.

Introduction

The field of rehabilitation stands out as a rescue mission for the purpose of restoration, conservation and advancement of individuals who live under the threat and incapacitation of special needs. Some special need limits access to education and employment, and leads to economic and social exclusion. Such individuals are down and out when they are left on their own without programmed services of rehabilitation. The rescue mission will require an integrated approach requiring linking prevention and rehabilitation with empowerment strategies and changes in attitudes (UNESCO, 2000) cited in (Ozoji, 2005).

Virtually, any organized activity channeled towards the sustenance and improvement of life of persons with special needs during and in some specified cases after their rehabilitation programme may be considered a rehabilitation service. Literally, it means something, usually planned, that improves the life of persons with special needs, that makes life easier to manage, that reduces handicaps imposed by impairments, that enables them to lay claim to liberties, rights and responsibilities in a democracy. Ultimately, these services are intended to enable clients to achieve their rehabilitation goal. Client's areas of needs usually found in many fields like health, education and vocation, etc. (Ozoji, 2005). 

Concept of Persons with Special Needs

According to Ozoji, Unachukwu & Kolo (2016), persons with special needs are identified as those with various forms of exceptionalities including: visual impairment, hearing impairment, mental retardation (intellectual disability/intellectual developmental disability), physical and health impairment, behavioral disorder, communication and speech impairment, learning disabilities, Multiple disabilities, at risk children, autism, albinism and the gifted and talented, to mention but a few.

Considering these definition, persons with special needs are those individuals in society who manifest any of the following conditions: sensory impairments, behavioral/mental or cognitive difficulties, multiple disabilities, who because of their disabilities, impairments or difficulties need rehabilitation services provisions in order to live independently and contribute their quota towards development of the society (Obani, 2004).

Conceptual Definitions of Rehabilitation

Abosi and Ozoji (1985) explained that rehabilitation “is an activity to assist the person with disability shift from the position of dependence to independence, inadequacy to adequacy, psychological wreck to self-confidence, happy contributing member of the society”. Rehabilitation refers to the process bound delivery of services targeted at the restoration of persons with disability to the highest levels of academic, vocational, socio-emotional and economic functioning he/she is capable of (ozoji, 2005). According to Stucki & Melvin (2007) rehabilitation is the process of removing or reducing as far as possible, the factors that limit the activity or functioning and participation of a person with disability, so that he/she can attain and maintain the highest possible level of independent and quality of life: physically, mentally, socially, educationally and vocationally.  Moreso, Stucki and Melvin (2007) stated that rehabilitation measures focus on:

1. Prevention of the loss of function;

2. Slowing the rate of loss function;

3. Improvement or restoration of function;

4. Compensation for lost function;

5. Maintenance of current function.

According to Ozoji, Unachukwu & Kolo (2016), “the issue of restoration denotes loss of capacity which is deemed to affect some facets of an individual. That is why rehabilitation involves medical aspects (to treat the person to attain physical fitness); mental aspects (to educate the person through special education without which mental fitness will be precluded); social aspects (through planned programmes the person is equipped to relate adequately to others); vocational aspects (training in a competitive skill is necessary) and economic aspects (employment is essential for the individual to be economically self-reliant). Any rehabilitation of persons with disabilities that does not end in employment is incomplete, it is like a cup of tea without sugar”.

Rehabilitation is the process of helping an individual achieve the highest level of function, independence, and quality of life possible. Rehabilitation does not reverse or undo the damage caused by disease or trauma, but rather helps restore the individual to optimal health, functioning, and well-being. Rehabilitation programmes are designed to meet each person's specific needs; therefore, each program is different. Some general treatment components for rehabilitation programs include the following:

1. Treating the basic disease and preventing complications;

2. Treating the disability and improving function;

3. Providing adaptive tools and altering the environment;

4. Teaching the patient and family and helping them adapt to lifestyle changes.

The success of rehabilitation depends on many variables, including the following:

1. The nature and severity of the disease, disorder, or injury;

2. The type and degree of any resulting impairments and disabilities;

3. The overall health of the patient;

4. Family support (Obani, 2004).

Principles of Rehabilitation

The basic principles of rehabilitation emphasizes the needs of individuals with disabilities as the following: persons with disabilities need skills and environmental supports to achieve goals and fulfill the role demands of their living, learning, social, and working environments (Anthony, Cohen, Farkas & Gagne, 2002) cited in (Azar, Isola & Ajobiewe, 2015). The field of rehabilitation strives to support individuals with disabilities in moving toward their specific goals. According to Anthony et al. (2002) cited in Azanr et al. (2015) the key values or principles of rehabilitation are:

1. Person orientation – focus on the person as a whole rather than on their limitations;

2. Functioning – focus on everyday activities and how the person can perform the tasks of everyday living;

3. Support – provide help for as long as needed or wanted;

4. Environmental specificity – focus on the context of the person’s life and where daily activities take place;

5. Involvement – individuals with disabilities should be full participants in all aspects of the rehabilitation process including planning and implementation;

6. Choice – the individuals preferences should drive the plan for rehabilitation;

7. Outcome orientation – rehabilitation should focus on outcomes for the client; and

8. Growth potential – improvement in the success and satisfaction of the person.

The basic principles of rehabilitation include but are not limited to the ideas that treatment should vary and be flexible to deal with the special characteristics of each person. Every person should assume as much initiative and participants as possible in the rehabilitation plan and its execution. Rehabilitation programmes must be conducted with interdisciplinary and inter agency integration. Rehabilitation is a continuous process that applies as long as help is needed and the client is seen not as an isolated individual but as part of a larger group that includes other people. In other words, rehabilitation is a person focused, client guided programme that involves multiple individuals and agencies to accomplish a client’s goals and is focused toward the needs, interests and preference of the individual(Azanar et al., 2015).

Medical Rehabilitation Services

According to Bioson (1986) cited in Ozoji (2005) rehabilitation is the third phase of medicine, preventive and care being the first and second respectively. The main feature of medical rehabilitation services is the restoration of the physical or mental properties of a client that might need treatment or surgery as the case may be. Such a need must have been identified and diagnosed during the eligibility test.

Medical rehabilitation is concerned with improving functioning through the diagnosis and treatment of health conditions, reducing impairments and preventing or treating complications. Doctors with specific expertise in medical rehabilitation are referred to as physiatrists or physical and rehabilitation specialists. Medical specialists such as psychiatrists, pediatricians, geriatricians, ophthalmologists, neurosurgeons, and orthopedic surgeons and a broad range of therapists are involved and offer medical rehabilitation services (Stucki & Melvin, 2007).

According to Ozoji (2005) medical rehabilitation services therefore are meant to examine all organs of the client so that under-functioning ones are attended to through any of the underlisted medical care services.

1. Biomechanics: The strengthening of the muscles or the overcoming of any disability that might follow upon convalescence or the healing of an injury.

2. Physiotherapy: The re-alignment of a body part or bones and improving joint and lime function.

3. Provision of prosthetic and orthotic devices such as crutches, wheelchairs, calipers, hearing aids, eye-glasses, artificial limbs and arms (legs and hands), etc.

4. Various therapies which are concerned with restoring and compensating for the loss of functioning and preventing or slowing deterioration in functioning in every area of a person’s life.

Psychosocial Rehabilitation Services

According to Ozoji (2005) psychosocial rehabilitation services fall within the realm of restoring the social functioning and dignity of an individual within the community. Psychosocial rehabilitation is to teach emotional, cognitive and social skills that help those diagnosed with mental disorders, behavioural disorders, and emotionally disturbed live and function in an desired manner within their communities as independent as possible.

Psychosocial rehabilitation promotes personal recovery, successful community integration and satisfactory quality of life for persons who have a mental health concern, behavioural disorders and emotional disturbances. Psychosocial rehabilitation services and supports are collaborative, person directed, individualized and an essential element of the human services spectrum. Some specific areas that psychosocial rehabilitation address include skills training and experiences designed to boost:

1. Mental, behavioural and emotional adjustment or management ;

2. Social and interpersonal skills and functioning (Stucki & Melvin, 2007).

Educational Rehabilitation Services

According to Stuck and Melvin (2007), educational rehabilitation is a form of therapy used to treat individuals with learning difficulties, disabilities and challenges. This form of therapy offers a wide range of intensive interventions that are designed to resolve learners’ learning problems. These interventions are individualized and unique to the specific person. Educational therapy is one of the educational rehabilitation services provided by specialized educational personnel. Educational therapy provides individualized, remedial instruction to a child with leaning difficulties and disabilities such as dyslexia, dyscalculia, dysgraphia, poor attention span, ADHD, visual and auditory discrimination disorders, etc. educational therapy focuses not only on remediation, but also on building the foundational attention, memory and learning skills to allow child to become a more self aware, self reliant and efficient learner.

Vocational Rehabilitation Services

These are meant to support young people and adults with special needs to acquire independence through training and counseling on job placement. Its ultimate goal is employment; this is an aspect of the entire rehabilitation services. According to Onuzurike (2001), vocational training is activities which essentially aim at providing the knowledge and skills required for employment in a particular occupation or group of related occupations in any field of economic activity. While proposing appropriate skills or career training for persons with special needs. Ihenacho (1989) argues that training should be a response to need and a reaction to a problem. There are various jobs that persons with special needs can be engaged in; they can be empowered in various trades that will enable them to contribute their own quota to the society in which they live. For instance, persons with special needs can be trained in various artworks like pottery, tie and dye, carpentry, leather work, weaving. Other entrepreneurship skills include poultry, piggery, fishery, tailoring, barbing and salon, etc. engaging persons with special needs into various vocational and entrepreneurship skills will support them to earn their livelihood means of survival; this will eradicate begging on streets, making them self reliant and economically independent.

Conclusion

Persons with special needs have been provided with rehabilitative programmes and services in various schools, hospitals, institutions and centers by government and non governmental organizations in Nigeria right from colonial era to post colonial period. These rehabilitative programmes and services seek to remove the handicapping effects of disability and lead to improvement in the quality of life of persons with special needs either medically, educationally, socially or vocationally.

Recommendations

For successful pursuit of rehabilitation goals for person with special needs in Nigeria, the following recommendations are proposed:

1. Government should reform policies, laws and delivery systems, including development or revision of national rehabilitation plans.

2. Rehabilitation service delivery should be expanded and decentralized.

3. Affordable assistive technology, devices should be provided in rehabilitation institutions.

4. Rehabilitation service providers should provide the highest quality of rehabilitation services.

5. Effective family and community involvement in the rehabilitation process for persons with special needs.

References

Abosi, C.O. & Ozoji, E.D. (1985). Educating the blind: A descriptive approach. Ibadan: Spectrum Books.

Azanr, F.O. Isola, S.A. & Ajobiewe, T.A. (eds) (2015). Essentials for special needs education: A practical guide for teachers. Lagos: Pee & gree press and publishers.

Ihenacho, I.J. (1989). Introduction to special educational, administration, management and planning issues. Jos: Government printers.       

Obani, T.C. (2004). Handicap disability and special education. Ibadan: Book Builders.

           

Onuzurike, J.O. (2001). Dictionary of Special Education and related terms. Jos: Deka publishers.

Ozoji, E.D. (2005). Special Needs Education and Rehabilitation for Beginner professionals. Jos: Deka Publications.

Ozoji, E.D. Unachukwu, G.C. & Kolo, I.A. (eds) (2016). Modern Trends and Practices in Special Education. Lagos: Foremost Education Service Ltd.

Stucks, G. & Melvin, J. (2007). A unifying model for the conceptual description of rehabilitation services. New York Boston Press. 

Life with Autism Spectrum Disorders

Introduction

Autism Spectrum Disorder (ASD) is one of the most confusing disorders for which not only no exact cause has been identified, but also no definitive cure has been found yet. Autism is a disorder that is usually observed on the child at an early age, affecting various developmental aspects. Its development is abnormal. It shows an imbalance in its social interaction, characterized by repetition of certain behavioral patterns and challenges in verbal and nonverbal communication with others. Over the last few decades, its prevalence showed a dramatic rise; an observation that encouraged many researchers across the globe to try to explore all its aspects from etiology to diagnosis and intervention. Because of the difficulties in managing children with autism, the families encounter many challenges and stresses.

What Is Autism?

Autism is a wide range or spectrum of brain disorders that is usually noticed in young children. Autism is also referred to as Autism Spectrum Disorder or ASD. Autism decreases the individual's ability to communicate and relate emotionally to others. This disability may range from mild to severe. Autism occurs about four to five times more often in boys than girls.

Is Autism a Disease or a Disorder?

Autism is a disorder, not a disease. There are many brain disorders that fall into the autism category such as autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified, and Asperger syndrome (Asperger's syndrome).

What Does "Spectrum" Mean?

"Spectrum" in autism spectrum disorder refers to the wide range of symptoms, skills, and severity of the disorder. The three most common disorders on the autism spectrum are autism, Asperger's syndrome, and pervasive developmental disorder- not otherwise specified.

What are the 5 Types of Autism?

Autism refers to a wide range of neurodevelopmental disorders. If your child is living with autism, it is important for you to understand the various types of autism and the symptoms presented by each.

Understanding the unique symptoms presented by each type of autism will guide you in helping your child cope with the disorder. There are five major types of autism which include Asperger’s syndrome, Rett syndrome, childhood disintegrative disorder, Kanner’s syndrome, and pervasive developmental disorder – not otherwise specified.

Main Types of Autism Spectrum Disorders

(1) Asperger’s Syndrome

Although the term Asperger’s syndrome was quite common before 2013, the term is actually no longer used by medical professionals. It has since been reclassified as level 1 autism spectrum disorder by the DSM-5 diagnostic manual. Still, Asperger’s syndrome may be used informally — in fact, autism communities use it more often than level 1 spectrum disorder.

A child with level 1 spectrum disorder will have above average intelligence and strong verbal skills but will experience challenges with social communication. In general, a child with level 1 autism spectrum disorder will display the following symptoms:

1. Inflexibility in thought and behavior

2. Challenges in switching between activities

3. Executive functioning problems

4. Flat monotone speech, the inability to express feelings in their speech, or change their pitch to fit their immediate environment

5. Difficulty interacting with peers at school or home.

(2) Rett Syndrome

Rett syndrome is a rare neurodevelopmental disorder that is noticed in infancy. The disorder mostly affects girls, although it can still be diagnosed in boys. Rett syndrome presents challenges that affect almost every aspect of a child's life. The good thing is your child can still enjoy and live a fulfilling life with the proper care. You can have family time together and provide support to allow the child to do what they enjoy.

Common symptoms of Rett syndrome include:

1. Loss of standard movement and coordination

2. Challenges with communication and speech

3. Breathing difficulties in some cases

4. Childhood Disintegrative Disorder (CDD)

(3) Childhood disintegrative disorder (CDD)

also known as Heller's syndrome or disintegrative psychosis, is a neurodevelopmental disorder defined by delayed onset of developmental problems in language, motor skills, or social function. A child experiences normal development in these areas only to hit a snag after age three and up to age 10. The developmental loss can be very heartbreaking for parents who had no idea their child had autism challenges all along.

The cause of CDD is unknown though researchers link it to the neurobiology of the brain. Childhood disintegrative disorder is more common in boys. Out of every 10 cases of the disorder, nine will be boys, and only one will be a girl.

In CDD, the child will have normal development up to the time when the disorder starts, and regressions suddenly start to occur in more than two developmental aspects of their life. The child may lose any of the following skills and abilities:

1. Toileting skills if they had already been established

2. Acquired language or vocabularies

3. Social skills and adaptive behaviors

4. Some motor skills

(4) Kanner’s Syndrome

Kanner’s syndrome was discovered by psychiatrist Leo Kanner of John Hopkins University in 1943 when he characterized it as infantile autism. Doctors also describe the condition as a classic autistic disorder. Children with Kanner's syndrome will appear attractive, alert, and intelligent with underlying characteristics of the disorder such as:

1. Lack of emotional attachment with others

2. Communication and interaction challenges

3. Uncontrolled speech

4. Obsession with handling objects

5. A high degree of rote memory and visuospatial skills with major difficulties learning in other areas.

(5) Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) is a mild type of autism that presents a range of symptoms. The most common symptoms are challenges in social and language development.

Your child may experience delays in language development, walking, and other motor skills. You can identify this type of autism by observing the child and noting what area the child displays a deficit in, such as interacting with others. PDD-NOS is sometimes referred to as “subthreshold autism,” as it is a term used to describe an individual that has some but not all symptoms of autism.

Signs of Autism in Toddlers

Autism can develop at various ages. Some infants may show early signs of autism while others may develop normally until 15 to 30 months. The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) is a 2 stage screening tool for parents to assess their child’s risk for autism spectrum disorder. The M-CHAT-R/F provides a scoring sheet for parents to use after completing the assessment.

Autism Symptoms

The following are common symptoms of autism, but non-autistic children may display some of these behaviors:

1. Rocking, spinning, or other repeated movements

2. Avoiding physical contact

3. Avoiding eye contact

4. Rocking, spinning, or other repeated movements

5. Delayed speech development

6. Repetitive speaking of words or short phrases

7. Inability to cope with small changes in a daily routine

8. Limited or no interactions with peers

Signs of Autism in Babies

Early warning signs and symptoms of autism are recognizable. If parents or doctors are able to diagnosis autism as an infant, treatment can greatly improve a baby's brain. Signs of autism usually appear between 12 and 18 months, but parents should still be on the lookout for common autism symptoms. Early symptoms may be interpreted as signs of a well-behaved baby because they are quiet, independent, and undemanding.

Behaviors Associated with Autism in Babies

1- Will not make eye contact

2- Will not respond to parent’s voice

3- Will not babble (baby talk) or point by 1 year of age

4- Will not respond to their name

5- Will not smile or laugh in response to others behavior

Signs of Autism in Baby’s Second Year

As some autistic children reach age 2, they may regress or lose language skills. Others may simply have no words by 16 months or no two-word phrases by 2 years of age. Children may only speak the same words repeatedly or they may repeat what they hear verbatim. Other signs of autism are organizing toys in certain ways, as opposed to playing with them. They may also refrain from engaging in make-believe play or engaging with other children. Two-year-olds with autism may also be unable to recognize other people's feelings or facial expressions.

Other Signs of Autism

Other autism spectrum disorder symptoms are physical problems such as poor coordination while running or climbing, poor hand control, constipation, and poor sleeping. Some children develop seizures. Pica, or the tendency to eat items that are not food, is common in children and adults with autism.

How Is the Brain Affected By Autism Spectrum Disorder?

Children affected by autism have an excess of synapses, or connections between brain cells. This is because there is a shutdown in the normal pruning process that occurs during brain development. A typical pruning process involves eliminating about half of cortical synapses by late adolescence. Cortical synapses occur in the cortex, which is central to thought and processing information from the senses.

Some children with autism have larger than normal brains but findings are inconsistent. MRI scans of some children with autism show abnormal cortical responses and some show other abnormalities. Future advances in brain studies may change our understanding of the brain’s role in autism.

Early Screening for Autism Spectrum Disorder

Because autism spectrum disorders range from mild to severe, many children are not diagnosed early. Diagnosing autism may be difficult because there are no medical tests, such as blood tests, that can diagnose children. Therefore, treatments may be delayed for years. Autism can sometimes be detected in children 18 months or younger. Many pediatric doctors can diagnosis children by age 2.

Developmental screening for children is an efficient test to tell if they are learning basic skills when they should. During this exam a doctor might ask the parent some questions or talk and play with the child to see how he/she learns, speaks, behaves, and moves. All children should be screened during their 9-, 18- and 24-month well-child doctor visits. Older children are often screened if they seem to fall behind age-related developmental levels.

Autism Diagnosis: Speech Problems

During developmental screening, a doctor will observe how the baby reacts to the parent's voice, smile, and other stimuli and may ask a few questions about the child's reactions. The Communication and Symbolic Behavior Scale may also be used to evaluate a child's communication level and help decide if seeking professional care is necessary. Other tests that determine hearing, speech development, and behaviors may be completed to help distinguish autism from other developmental problems.

Autism Diagnosis: Poor Social Skills

A major part of the diagnosis of autism is determining social skills. Some features of many children with autism are their inability to look another person in the eye, even the eyes of their parents. Children with autism often focus on objects and do so intently, virtually ignoring other people or other stimuli for long time periods. If children with autism do communicate, it is often robot-like without facial expressions or gestures. Ages and Stages Questionnaires can be helpful in evaluating a child's communication, gross motor, fine motor, problem-solving, and personal adaptive skills.

Autism Diagnosis: Evaluation

Although there is no medical test for autism, a comprehensive diagnostic evaluation can help diagnose a child with autism. This evaluation may include looking at the child's behavior and development and interviewing parents. Hearing and vision screenings, genetic testing, and neurological testing may also be involved in a comprehensive diagnostic evaluation. Most clinicians accept the three criteria listed below for diagnosis:

1. Impairments in social interactions

2. Impairments in communication

3. A restricted and repetitive range of interests, behaviors, and activities

Autism Treatment: Behavior Programs

Treatment of autism is available. Behavioral therapy programs are available from several sources and they are designed to aid people in talking, communicating effectively, interacting with others, and avoiding negative or antisocial behaviors. Behavioral therapy uses positive reinforcement, self-help, and social skills training to improve behavior and communication.

Applied Behavioral Analysis (ABA) and Treatment and Education of Autistic and Related Communication (TEACCH) are treatments available for children with autism. The Autism Society maintains a website and offers a toll-free hotline (1-800-3-AUTISM/1-800-328-8476). This resource provides information and referral services to anyone who requests them.

Autism Treatment: Education

Treatment involves educating the child with autism spectrum disorder. The Individuals with Disabilities Education Act (IDEA) authorized states to determine how to provide educational services to children younger than 3 years of age. The Education for All Handicapped Children Act of 1975 requires free and appropriate public education for all children, regardless of the extent and severity of their handicaps.

Amendments to the Education of the Handicapped Act of 1986 extended the requirement for free and appropriate education to children aged 3 to 5 years. Parents are advised to check with their individual school administrators to determine what programs best fit their child.

Autism Treatment: Medication

Although there is no medical treatment for autism, there are treatments for some autism symptoms. You and your child's pediatrician should discuss medical therapy before it is administered to be sure the benefits outweigh any risks. The medical agents commonly used are antipsychotic agents like risperidone or aripiprazole. Drugs such as methylphenidate, fluoxetine, anti-seizure medications, and others may help specific symptoms. Close observation is required to monitor the child's response to any medication.

Autism Treatment: Sensory Integration

As previously described, children with autism spectrum disorder may be extremely sensitive to various sensory stimuli such as sounds, lights, textures, taste, and odors. Some children may become agitated by touching, hearing, or seeing specific things such as a bell, blinking lights, touching something cold, tasting certain foods, or smelling a specific odor like a disinfectant. Some children can be trained to adapt and thus improve behavior.

Sensory integration therapy assesses the way an individual’s brain processes sensory input. A sensory integration-trained occupational or physical therapist will evaluate the autistic child in order to create a plan that matches sensory stimulation with physical movement, which can improve how the brain processes and organizes sensory information.

Autism and Assistive Technology

Technology has recently given some children with severe autism (patients with autism who are nonverbal) ways to communicate. Assistive technology is any product, item, or piece of equipment that is used by a person with a disability to perform tasks, improve functional capabilities, and become more independent. The assistive technology may be a computer tablet, a computer, or even a phone app with programs especially designed to engage children with autism. For students with severe communication difficulties, a device with a speech-generating app or a speech generating device may be highly effective.

Autism and Diet

A balanced diet, along with some vitamin supplementation, is advised by clinicians for children with autism spectrum disorders. It is important to have a good diet as some patients show good improvement in symptoms when eating such a diet. Some patients with autism suffer from constipation and others may develop a habit of eating items like dirt or paper. A proper diet may help reduce these autism symptoms.

Even though little research has been done, a gluten-free/casein-free (GFCF) diet is an alternative treatment for children with autism. Many parents of autistic children choose the GFCF diet for their children. The diet eliminates all food containing gluten (found in wheat, barley, and rye) and casein (found in milk and dairy products). Children with autism may have an allergy or high sensitivity to foods containing gluten or casein. Autistic children may also process peptides and proteins in foods containing gluten and casein differently than other people. Benefits of a GFCF diet may include the following:

1. Increased speech and/or language use

2. Improved social interaction

3. Decreased self-stimulating and self-injurious behavior

4. Increases ability to focus

5. Improved sleep and immune function

6. Increases awareness

7. Effectiveness of a GFCF diet for autism lacks scientific evidence to say whether or not this diet can be helpful.

Unorthodox Autism Treatments

There is no cure or medication available to treat autism. For this reason, many parents are trying complementary and alternative medicine (CAM) for their autistic children. However, research on the safety and benefits of these approaches has been much less studied. Do not start any therapy until it is discussed with the child's doctor or medical team because some treatments could be dangerous for your child. In addition to checking with medical personnel, there are national agencies such as the Autism Society of America that can help answer your treatment questions.

Around 70% of autistic children suffer from sleep problems, possibly because children with autism may have a deficiency of melatonin. Low doses of supplemental melatonin may help children with autism get a better night’s rest. Studies have shown that melatonin does not have any side effects.

Children with autism may be suddenly set off by a change in schedule, a noise, or anything else that irritates them. Relaxation techniques such as deep pressure massage or weighted clothing may soothe agitation in autistic children during a meltdown.

Managing the Different Types of Autism

Management of autism depends on the type of autism and the severity of symptoms. For instance, mild types of autism such as level 1 autism spectrum disorder can be managed through behavior modification or social training while individuals with Rett syndrome would require more substantial support like physical or occupational therapy.

Some forms of autism require behavior modification and other additional support. You may be required to change your child's diet to avoid preservatives, gluten, and artificial sugars. Another example is adding food coloring to different foods in a meal to encourage your child to improve their visual skills as they eat. Your family doctor will guide you on the specific treatment options that will best serve your child.

What Causes Autism?

Researchers still do not know exactly what causes autism spectrum disorders. They do know that autism features abnormalities in brain structure or function. Researchers also suggest that some toxins or drugs may play a role. For example, valproic acid, thalidomide, and infection exposure during pregnancy increases autism risk in the infant.

Is Autism Genetic?

Genetics may play a significant role. Autism occurs more frequently in certain families and in patients with other genetic problems such as fragile X syndrome, tuberous sclerosis, congenital syndrome, and untreated phenylketonuria. There is no one single gene that has been identified as causing autism, but there tends to be a pattern of autism or related disabilities in many families. Some children may be born with a susceptibility to autism, but the trigger that causes autism is unknown.

Vaccines Don't Cause Autism

There is no link between childhood vaccines and autism spectrum disorders. The CDC completed nine studies which concluded that there is no connection between thimerosal-containing vaccines and autism. Thimerosal has been removed or reduced to trace amounts in all childhood vaccines, except for some flu vaccines.

Autism Spectrum Disorder Among Siblings

Autism spectrum disorders diagnoses have increased over the years. Researchers have found that autism runs in families and younger siblings of an autistic sibling have an 18.7% risk of also having autism. Identical twins have the highest percentage of autism occurrence, about a 75% chance that both will develop autism if one twin has autism. As previously mentioned, boys are about four to five times more likely to develop autism.

Autism Accommodation in School

Children with autism are given accommodations and assistance in schools. The Disabilities Education Act mandates that all eligible children receive a free appropriate public education that meets their unique needs. Students with disabilities are entitled to experience the "least restrictive environment" (LRE). School districts are required to educate students with disabilities in regular classrooms with non-disabled peers.

Support is usually provided to autism students in the form of a specially trained classroom or one-on-one paraprofessional, adapting curriculum, visual support, etc. However, parents may feel that a regular classroom environment is not suitable for their child. In this case, the student may be introduced to the mainstream environment in small and successful increments and build up to longer periods of participation.

Special education services also provide support for students with autism spectrum disorder by following the Individualized Education Program (IEP). The IEP explains the student's needs and how they will be met as well as their strengths and weaknesses, measurable goals and objectives.

Thriving With Autism

Autism spectrum disorders do not necessarily mean your child cannot lead an independent and useful life. People with early treatment and mild-to-moderate symptoms can even graduate from college or graduate schools. Others with below-average abilities may still be able to do specialized jobs and live independently or in group homes. The key to autism treatment is early recognition of the signs and symptoms of autism spectrum disorders in infants and young children. The following are tips for families with autistic children:

1. Their senses are out of sync-ordinary sights, sounds, tastes, and touches are perceived differently

2. Give clear, simple directions

3. They interpret language literally - idioms, puns, nuances, inferences, metaphors, and sarcasm may not make sense

4. Be on alert for body language cues

5. Visual support may help in daily tasks

6. Help them socially interact

7. Identify what triggers their meltdowns

8. Be patient and love them unconditionally

9. Autism Signs in Children: What Is Autism Spectrum Disorder?