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GRUTHI AIKYA NEWSLETTER Issue#

JagrithAIKYA Newslette

April 2014

From the Director

Friends,

Let's learn more on ADHD in this issue which is the need

of the hour as this condition is on the increase now

among school going children.

ADHD is a neurological and behavioral disorder that

affects not only the person with it, but the entire family,

including parents and the extended family of parental

siblings and grandparents. It tests the limits of the

family’s ability to be supportive, understanding and

loving.

Having a child with ADHD is the most difficult thing you

will ever have to deal with, because it never ends.

Every single day is an exercise in patience (or lack

thereof) and forgiveness (you trying to forgive yourself

for lack of patience!).

ADHD is real and valid. The sooner we recognize the

patterns and learn to work with these kids, the better

assured we will be that they as adults with be healthy

members of society. Teachers and education

administrators need to be the strongest advocates of

early intervention and support. Unfortunately, many of

them deny the existence of this ADHD and aren’t willing

to look at sound science that supports this.

– Parvathy Vishwanath

Jagruthi

AIKYA Newsletter

June 2014



JAGRUTHI AIKYA NEWSLETTER | Issue #12

ADHD Raising happy, confident children who have ADHD.

• Never worry alone. As a parent, you will worry. That's fine. But make your worrying productive, not toxic, by doin

it with someone else. Worry with an expert, another parent, your spouse, your child's teacher, the doctor, or an

other person you trust.

• As much as you can about ADHD--from books, lectures, publications like this one, support groups, and othe

reliable sources. Beware of the Internet! You may get unwanted and unproved "information."

• Believe in the potential greatness of your child--and make sure he or she does, too. Adopt a strength-base

approach to ADHD. For sure, understand the challenges inherent in the condition, but understand that, wit

proper, ongoing help, your child can become a champion.

• Find the right doctor to oversee ADHD treatment. I've seen

too many kids in their teens who have fallen behind becausethey did not have proper guidance and treatment early on.

Ask around. Talk to your paediatrician, teachers and others in

the know at school for recommendations about the best

experts in your area.

• Do all you can to get your child into a school that "gets"

ADHD--and does not punish or humiliate students who have

it. Once you have chosen your school, make friends with your

child's teacher. They'll work harder for parents and students

they like than for those who treat them poorly.

• Make sure your child gets lots of physical activity. Exercise

dramatically helps students with ADHD. If possible, make sure

your child takes a chance to get up and move around, at least

every hour.

• Pay attention to sleep and nutrition, and consider having your child learn how to meditate. Yes, kids with ADH

can meditate.

• Take structure seriously. For every problem that arises, consider a new structure as a first solution. For example,

getting up is tough for your child, buy a flying alarm clock. If remembering assignments is a problem, consideworking on a home-to-school-to-home notebook, with the teacher’s help. Have simple, consistent rules, so yo

don't have to make them up every day.

• Learn the facts about medication before you decide to use it. Stimulant medication, when used properly, is saf

and effective. Make sure your child feels comfortable about taking medication before he starts it.

• Give your child daily dose of positive human contact , the "the other vitamin C," vitamin Connect. Many kids wit

ADHD go through a day, even a week, without a friendly glance or encouraging word. Work to guarantee that you

child gets multiple doses of the other vitamin C every day.




Attention Deficit Hyperactivity Disorder - ADHD/ADD Fact Sheet

IS IT ADD? OR ADHD? WHAT'S THE DIFFERENCE?

The difference is mainly one of terminology, which can be confusing at times. The "official" clinical diagnosis is Attentio

Deficit Hyperactivity Disorder, or AD/HD. In turn, AD/HD is broken down into three different subtypes: Combined Typ

Predominantly Inattentive Type, and Predominantly Hyperactive-Impulsive Type.

Many people use the term ADD as a generic term for all types of AD/HD. The term ADD has gained popularity among th

general public, in the media, and is even commonly used among professionals. Whether we call it ADD or AD/HD, howeve

we are all basically referring to the same thing.

WHO HAS AD/HD:

According to epidemiological data, approximately 4% to 6% of the U.S. population has ADHD. That is about 8 to 9 millio

adults.

ADHD usually persists throughout a person's lifetime. It is NOT limited to children. Approximately one-half to two-thirds ochildren with ADHD will continue to have significant problems with ADHD symptoms and behaviours as adults, whic

impacts their lives on the job, within the family, and in social relationships.

DEFINITION OF AD/HD:

AD/HD is a diagnosis applied to children and adults who consistently display certain characteristic behaviours over a perio

of time. The most common core features include:

• distractibility (poor sustained attention to tasks)

•

impulsivity (impaired impulse control and delay of gratification)

• hyperactivity (excessive activity and physical restlessness)

In order to meet diagnostic criteria, these behaviours must be excessive, long-term, and pervasive. The behaviours mu

appear before age 7, and continue for at least 6 months. A crucial consideration is that the behaviours must create a re

handicap in at least two areas of a person's life, such as school, home, work, or social settings. These criteria set ADH

apart from the "normal" distractibility and impulsive behaviour of childhood, or the effects of the hectic and overstresse

lifestyle prevalent in our society.

According to the DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) some commo

symptoms of ADHD include: often fails to give close attention to details or makes careless mistakes; often has difficulsustaining attention to tasks; often does not seem to listen when spoken to directly; often fails to follow instruction

carefully and completely; losing or forgetting important things; feeling restless, often fidgeting with hands or feet,

squirming; running or climbing excessively; often talks excessively; often blurts out answers before hearing the who

question; often has difficulty awaiting turn.

Please keep in mind that the exact nature and severity of AD/HD symptoms varies from person to person. Approximate

one-third of people with AD/HD do not have the hyperactive or overactive behaviour component, for example.




WHAT THE RESEARCH SHOWS ABOUT THE CAUSES OF AD/HD

ADHD is NOT caused by poor parenting, family problems, poor teachers or schools, too much TV, food allergies, or exces

sugar. One early theory was that attention disorders were caused by minor head injuries or damage to the brain, and thu

for many years ADHD was called "minimal brain damage" or "minimal brain dysfunction." The vast majority of people wit

ADHD have no history of head injury or evidence of brain damage, however. Another theory, which is still heard in th

media, is that refined sugar and food additives make children hyperactive and inattentive. Scientists at the Nation

Institutes of Health (NIH) concluded that this may apply to only about 5 percent of children with ADHD, mostly either ve

young children or children with food allergies.

ADHD IS very likely caused by biological factors which influence neurotransmitter activity in certain parts of the brain, an

which have a strong genetic basis. Studies at NIMH using a PET (positron emission tomography) scanner to observe th

brain at work have shown a link between a person's ability to pay continued attention and the level of activity in the brai

Specifically researchers measured the level of glucose used by the areas of the brain that inhibit impulses and contr

attention. In people with AD/HD, the brain areas that control attention used less glucose, indicating that they were les

active. It appears from this research that a lower level of activity in some parts of the brain may cause inattention an

other AD/HD symptoms.

There is a great deal of evidence that AD/HD

runs in families, which is suggestive of

genetic factors. If one person in a family is

diagnosed with AD/HD, there is a 25% to

35% probability that any other family

member also has AD/HD, compared to a 4%

to 6% probability for someone in the general

population.

TREATMENT OF AD/HD:

Clinical experience has shown that the most

effective treatment for AD/HD is a

combination of Early Intervention, therapy

or counselling to learn coping skills and

adaptive behaviours, and ADD coaching for

adults.

Medication is often used to help normalize

brain activity, as prescribed by a physician.Stimulant medications are commonly used because they have been shown to be effective for few people with ADHD.

Behaviour therapy and cognitive therapy are often helpful to modify certain behaviours and to deal with the emotional ef

of AD/HD.



AGRUTHI AIKYA NEWSLETTER | Issue #12

.

Music Therapy

As the clock struck two, there was a wave of excitement and smiles on our children’s faces. Only that very

morning we had informed them about the shloka sessions which were to start from that day. They hadn’t

forgotten about that in spite of their busy morning and were very enthusiastic to start their very first Shloka

class. They cleared the room and sat in neat rows with utmost sincerity waiting for their Shloka teacher.

The very moment he entered our class, our children greeted him and soon enough the session began. Our

children repeated “Vishnu Sahasranamam” after him with utmost seriousness. They repeated those difficult

mantras patiently till they were able to pronounce perfectly. The teachers of AIKYA also took part in this

session.

After about half an hour, he concluded the shloka session and began teaching the children small bhajans.

These fast numbered bhajans were thoroughly enjoyed by our children. They sang them a couple of times

and the session came to an end. Our children loved this session so much that they eagerly await their shloka

class every day.

5




Computer Classes

Computers are the key to survival in today’s technolog

driven world. AIKYA very well understands this and give

great importance to giving wholesome exposure aneducation to its students. Right from the age of ten t

late twenties, various computer classes are held. Ou

teacher Mr.Kannan has been teaching our childre

computer science for many years now. For students wit

moderate disability WORD and EXCEL are taught. As

part of advanced classes even accounts are taught t

students in EXCEL. Vinu Krishna, a student of AIKYA say

that he loves his computer classes and tries not to mis

even a single one.

Several students have been greatly benefited by thesclasses. This equips them with the skill set required t

make them employable in mainstream. Several of ou

students are employed in different companies as dat

entry operators.

Vocational Training Programme

Keeping special children occupied is one of the biggest

challenges. In order to improve their focus and

concentration AIKYA conducts vocational training

sessions. In these sessions the children are taught to

make various items. They are taught to make paper

bags, greeting cards, chains and bracelets. Our children

very much enjoy making these items. Vocational

Training Programme of AIKYA prepares students for

learning skills that are necessary to pursue an

occupation. Training is designed to help our

intellectually challenged young adults for gainful

employment.

These items are sold at our school and at stalls that are

put at exhibitions and other social gatherings. Please

contact us to get more information on these items.




A walk in the park

It was a sunny afternoon. The children had justfinished their lunch. There were smiling at each otherin a naughty matter and within no time I understoodthat they were up to something. Slowly a group of

children approached me and asked me hesitantly andshyly if they could go to the park. I asked them thename of the park and where it was. They gestured bypointing in the direction of the park and said“Nageshwar Rao park, its right here miss” and smiledat me. After we decided to go to the park, thesechildren were jumping with joy. Two of them tooktheir water bottles and filled it with water up to thebrim while a few took balls and frisbees to play at thepark. They quickly held hands with each other andwere standing in pairs waiting for me and Mrs. Manjuto escort them out. We headed out of AIKYA and

started walking towards the park and reached a junction that needed to be crossed. These childrenheld my hands and Mrs.Manju’s and waited patientlyfor our instruction as to when to cross the road. Thesecond we crossed the road and entered thepremises of the park the children left our hands andwalked ahead of us as they knew the park at the backof their hand. Confidently and gleefully they headedto the play pen.

A few started playing with the ball while the other played inthe see-saw, slide and swings. Sometimes when a gamethey wanted to play was unavailable, they formed a queue

near it and waited patiently for their turn. We evenconducted some games like running race and hopping racewhich the children loved. It was around 2 P.M and the sunwas at its peak. Mrs.Manju and I were getting tired merelystanding there but these children were running around andseemed to be completely unaffected by the heat. An hourwent by and it was time to head back to the school. Theyagain assumed their positions and stood in pairs and quicklychecked if they had taken what they had brought from theschool to the park. We reached the school in five minutesand the children immediately went and washed themselvesup. They seemed famished and started eating their snacksas it was their break time. Soon enough a discussion beganto decide the timing for their next visit to the park. It wasabsolute treat to watch these children play and have fun. Itsure was a wonderful and playful day at AIKYA.




Jagruthi About AIKYA

AIKYA aims to Improve and enhance functional capabilities of persons with specialneeds like Autism, ADHD, DS and other Learning Disorders. .

Early Intervention Programs for Children with delayed development (0-3

Years)

School for children with ADHD, Autism, DS, Learning Disabilities and Slowlearners

Therapy services

Vocational training

Training in sports, music, dance, yoga, instrumental music

Training in computers

Recreation Centre with indoor sports and GYM

Work Centre for adults

Training and counselling for parents of children with special needs

Short term training courses for parents and volunteers

-----------------------------

Do you want to volunteer with AIKYA?

Please call 9444960643 or mail to [email protected]

Where are we located?

2/9, Karpagambal Nagar Main Road,

Luz, Mylapore, Chennai - 600 004 ; Mobile: 9444960643 Support

us : Volunteer / Donate / adopt a project / adopt a child Visit our

Website: www.AIKYA.org

Connect with us: https://www.facebook.com/AIKYAcentre

https://twitter.com/AIKYACentre

http://aikyas.blogspot.in/

Please Donate: http://www.AIKYA.org/payment.asp

ADHD - Attention deficithyperactivity disorder

is a psychiatric disorder

in which there are

significant problems of

attention, hyperactivity,

or acting impulsively

that are not appropriate

for a person's age. These

symptoms must begin

by age six to twelve and

be present for morethan six months for a

diagnosis to be made.

Myths about ADHD:

1. Myth: ADHD isn’t a real

disorder

2. Myth: Informationoverload causes adult

ADHD

3. Myth: Children with

ADHD outgrow the problem

by adulthood

4. Myth: People with

ADHD don’t need

treatment — they just need toget organized

5. Myth: ADHDMedications are dangerous

and addictive

mailto:[email protected]


http://www.aikya.org/


https://www.facebook.com/AIKYAcentre





http://www.aikya.org/payment.asp


http://en.wikipedia.org/wiki/Psychiatric_disorder

http://en.wikipedia.org/wiki/Attentional_shift

http://en.wikipedia.org/wiki/Hyperactivity

http://en.wikipedia.org/wiki/Impulsivity

http://en.wikipedia.org/wiki/Age-appropriateness




http://en.wikipedia.org/wiki/Impulsivity

http://en.wikipedia.org/wiki/Hyperactivity

http://en.wikipedia.org/wiki/Attentional_shift

http://en.wikipedia.org/wiki/Psychiatric_disorder







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