Maya Karin Meraikan Kanak-Kanak CADS

Maya Karin

Sewa tinggi, CADS perlu premis baru

SINAR HARIAN (KHamis 14 Ogos 2008)

Syairi Shaari

KUALA LUMPUR - Meskipun negara sedang memacu ekonomi 1 politik dan sosial, tetapi masih ada yang terlepas pandang terhadap pendidikan kanak-kanak istimewa yang diibaratkan terpinggir jika dibandingkan dengan murid sekolah normal lain. Begitulab keadaannya apabila Pusat Pembangunan Potensi (CADS) yang dituhubkan pada 2003 oleh pcrtubuhan bukan kerajaan NGO) melalui sekumpulan ibu bapa, ahli akademik dan individu yang prihatin dcngan kanak-kanak bermasalah pembelajaran herhadapan masalah mencari premis lain setelah menempuhi kos sewaan yang tinggi. Prcsidennya, Datin Salmiah Abdul Khan berkata, pusat ini pcrlu bcrpindah pada hujung bulan ini atas sebab tertentu dan tidak berupaya untuk menampung kos sewaan yang dinaikkan mencecah RM20,000 sebulan, sedangkan kos operasi pusat ini adalah RM25,000 sebulan.

Tambahnya, keadaan sekarang amat kritikal bagi kakitangan dan kanak-kanak di sini kerana mereka memerlukan prcmis untuk sementara waktu sehelum dipindahkan ke lokasi yang sesuai. “Kami berharap jika tcrdapat mana-mana badan korpont atau individu yang sudi mcnghulurkan bantuan atas kesulitan yang kami hadapi sekarang ini kerana kanak-kaaak istimewa ini memerlukan pembelajaran berterusan dan tidak seperti murid normal yang lain.

“Baru-baru ini, pihak kerajaan ada menyumbangkan sebuah premis di Jalan Ledang untuk kami, tetapi dalam ternpoh tersebut, banyak wang diperlukan untuk melakukan pcngubahsuaian, terutamanya penyediaan dan peralatan pendidikan kanak-kanak istimewa ini,”jelasnya.
Ini katanya, inungkin mengambil masa berbulan-bulan rnenyiapkan premis tersebut, Tctapi dalam ternpoh berkenaan juga, pihaknya memerlukan premis scmcntara bagi meneruskan persekolahan kanak-kanak ini.
“Pibak kami amat inengalu-alukan kepada mana-mana individu atau badan yang memptmyai banglo kosong atau preinis yang sesuai dapat menghulurkan bantuan sekuning-kurangnya menumpangkan kanak-kanak istimewa ini buat scmentara waktu,” katanya.
Dalam pada itu, Salmiah yang hampir empat tahun terlibat mengendalikan pusat ini meinheritahu, sejak awal penubuhan sehingga ke hari ini, pusat berkenaan masih mampu meneruskan khidmat meskipun dengan sumber kewangan yang terhad tanpa dibiayai oleh mana-nana agensi.

“Pusat Perkembangan CADS ini mula heroperasi penuh pada 2004 khusus untuk menempatkan kanak-kanak yang menghidap ‘celebral palsy’, hiperaktif, sindrom Down dan disleksia.

“Misi pusat ini adalab untuk mendidik dan menyediakan kanak-kanak CADS ke arah menjadi individu yang berdikari, hertanggungjawab dan menghargai proscs pendidikan untuk sepanjang hayat,” jelasnya.
Menurutnya, kanak-kanak ini inempunyai masalah pembelajaran yang memerlukan lebih perhatian berbanding kanak-kanak biasa.
‘Sekali imbas, wajah mereka normal. Malah mereka boleh bertutur, mendengar, memahami dan cukup sifat, namun di sebalik itu ada kekurangannya yang harus diberi sokongan dan bantuan,

“Justeru kami memohon pihak yang pnihatin supaya menghulurkan sumbangan demi masa depan kanak-kanak yang mempunyai masalah pembelajaran agar mereka dapat meneruskan peluang persekolahan yang terbaik,” katanya. Bagi sesiapa yang ingin mendapatkan maklumat lengkap atau menghulurkan sumbangan untuk Pusat Perkembangan CADS ini boIeh hubungi Salmiah di talian 012-2131548, 012-3052495 (Arbaiyah) atau datang ke No 5, Lorong San Ah Wing, Ot’f Jalan Semarak, Kuala Lumpur.

CADS Terima RM120 ribu Wang Baitulmal

Dr. Muhammad Yamin menyerahkan cek bernilai RM120 ribu kepada Datin Hajah Salmiah Ahmad Khan.


Oleh Nuur Fahmi Massailan

KUALA LUMPUR, 9 April 2008 – Baitulmal Majlis Agama Islam Wilayah Persekutuan (MAIWP) memberi sumbangan sebanyak RM120,000 kepada Persatuan Pusat Pembangunan Potensi (CADS) dalam satu majlis ringkas di pejabat Baitulmal, tingkat 2, Bangunan Daruzzakah, Kuala Lumpur di sini hari ini.

Cek berkenaan diserahkan Pengurus Bahagian Baitulmal MAIWP, Dr. Muhammad Yamin Ismail kepada Presiden CADS, Datin Hajah Salmiah Ahmad Khan.

Pertubuhan CADS bertujuan untuk membantu dan membangunkan potensi anak-anak istimewa dari golongan cerebral palsy, autism, attention deficit hyperactivity disorder, down syndrom dan slow learners. Untuk mencapai tujuan ini, pertubuhan ini merangka dan melaksanakan program pembangunan individu secara menyeluruh dan barganding bahu dengan pakar pembangunan kanak-kanak bagi membantu dan membangunkan potensi kanak-kanak istimewa.

Dr Muhammad Yamin Ismail dalam ucapannya berkata, tujuan sumbangan itu adalah untuk memberikan kanak-kanak CADS peluang yang sama seperti anggota masyarakat yang lain untuk mereka berkembang dan mencapai potensi yang maksimum.

"Ini adalah tanda keprihatinan Baitulmal MAIWP kepada golongan ini agar mereka kelak membesar dan menjadi ahli masyarakat yang produktif dan disegani," katanya.

Belalah pusat kanak-kanak istimewa CADS

Oleh SADATUL MAHIRAN ROSLI

MELIHATKAN wajah dan keletah kanak-kanak di Pusat Pembangunan Potensi CADS, tidak ada bezanya dengan kanak-kanak normal yang lain.
Namun, sebenarnya mereka ini mempunyai masalah pembelajaran yang memerlukan perhatian yang lebih daripada kanak-kanak biasa. Sekali imbas, wajah mereka normal, malah mereka boleh bertutur, mendengar, memahami dan cukup sifat, namun di sebalik itu ada kekurangannya yang harus diberi sokongan dan bantuan.
Presidennya, Datin Salmiah Ahmad Khan berkata, Pusat Perkembangan CADS ini mula beroperasi pada tahun 2004 khusus untuk menempatkan kanak-kanak yang menghidap celebral palsy, hiperaktif (Attention Deficit Hyperactive Disorder), sindrom Down dan disleksia.

Menurutnya, pusat ini dikendalikan oleh pertubuhan bukan kerajaan yang dipanggil Pusat Pembangunan Potensi CADS yang ditubuhkan pada tahun 2003 oleh sekumpulan ibu bapa, ahli akademik dan individu yang prihatin dengan kanak-kanak bermasalah pembelajaran.
“Misi pusat ini ialah untuk mendidik dan menyediakan kanak-kanak CADS ke arah menjadi individu yang berdikari, bertanggungjawab dan menghargai proses pendidikan untuk sepanjang hayat.
“Selain itu, ia membantu ibu bapa dan penjaga memahami dan menangani keperluan kanak-kanak istimewa dengan lebih baik melalui runding cara, kumpulan sokongan, bengkel dan seminar.
“Kami menyediakan tempat yang lebih khusus kepada kanak-kanak yang tidak dapat ditempatkan di aliran sekolah biasa. Walaupun di sekolah mereka ini akan ditempatkan di kelas pendidikan khas tetapi perhatian agak kurang diterima kerana bilangan yang ramai berbanding dengan di sini, mereka akan diberi perhatian satu dengan satu,’’ katanya ketika ditemui di Pusat Perkembangan CADS, baru-baru ini.
Program pendidikan
Menurut Salmiah, pusat ini menyediakan program awalan diikuti dengan program pendidikan secara individu untuk setiap pelajar.

“Pembelajaran di pusat ini mengikuti kurikulum kebangsaan ditambah dengan aspek lain yang tidak kurang penting ialah terapi cara kerja, terapi pertuturan dan kemahiran hidup bagi membina keyakinan serta kekuatan dalaman kanak-kanak,’’ katanya.
Sementara itu, Pengetuanya, Arbaiyah Ibrahim berkata, pusat ini menerima kanak-kanak yang berusia dari lima hingga 12 tahun. Malah kami turut menerima kanak-kanak berusia lebih dari 12 tahun sekiranya perkembangan minda kanak-kanak berkenaan berada pada tahap 12 tahun ke bawah.
“Kami sedia menerima kanak-kanak yang mengalami gangguan kognitif, emosi, kelakuan, masalah pembelajaran yang khusus, kecacatan fizikal dan deria.
“Pusat pembangunan CADS menyediakan perkhidmatan dari pukul 7.30 pagi hingga 7.30 malam,’’ katanya.
Tambah beliau, selain mengikuti pembelajaran kurikulum biasa, kanak-kanak di sini diajar perkara-perkara yang boleh membuat mereka berdikari seperti mencuci kasut, mencuci kereta, melipat baju, memakai pakaian, mengikat tali kasut dan memasak.
“Terdapat empat kelas iaitu prasekolah, kelas sembilan hingga 10 tahun, kelas 11 hingga 12 tahun dan 12 hingga 14 tahun. Bilangan satu kelas ialah dua hingga lapan orang.
“Kami mempunyai lapan orang guru di mana nisbah dua murid seorang guru,’’ jelas bekas guru besar Sekolah St. John 2, Kuala Lumpur.
Arbaiyah memberitahu, namun begitu, selalunya dalam mengendalikan sesebuah kelas, tiga orang guru akan berada sekali iaitu seorang akan mengajar, manakala dua orang lagi akan membantu kanak-kanak tersebut.
“Itulah keistimewaan pusat ini, kanak-kanak istimewa ini diberi layanan satu guru satu murid. Ini kerana kebanyakan pelajar di sini harus diajar berulang kali, kadang kala seminggu baru dapat pelajaran yang diajar. Mereka ini lurus, hari ini ingat, esok dah lupa,’’ jelasnya.
Dari tahun 2004, katanya, telah 20 murid berjaya menamatkan pembelajaran mereka di sini dan meneruskan pelajaran di peringkat menengah.
Di samping itu juga, Arbaiyah memberitahu, di pusat ini, murid dihidangkan dengan makanan yang segar tanpa pengawet, pewarna, tiada makanan sejuk beku, makanan segera, aiskrim dan perasa makanan.

“Kami juga menekankan cara penyediaan pemakanan yang sihat seperti rebus, bakar, stim, penggunaan daun pandan, gula perang atau gula melaka bagi memastikan kesihatan kanak-kanak ini tidak terganggu.
“Malah ibu bapa juga digalakkan memberi mereka makanan seumpama ini di rumah.
“Kami juga mengajar murid membaca label di kotak makanan supaya mengetahui kandungan yang terdapat di dalam makanan tersebut dan tarikh luputnya,’’ katanya.
Dalam pada itu, Salmiah yang telah hampir empat tahun terlibat dalam mengendalikan pusat ini memberitahu, sejak awal penubuhan sehingga ke hari ini, pusat masih mampu meneruskan khidmat meskipun dengan sumber kewangan yang terhad tanpa dibiayai oleh mana-mana agensi.
“Setiap bulan kami mengalami ketidakstabilan defisit bulanan sebanyak RM10,000 kerana pusat ini memerlukan kos sebanyak RM28,833 sebulan. Pulangan yang kami peroleh daripada yuran iaitu RM475 sebulan seorang tidak banyak membantu.
“Pusat juga berdepan dengan masalah premis kerana Dewan Bandaraya Kuala Lumpur. (DBKL) telah mengeluarkan arahan supaya meninggalkan premis sedia ada. Kami masih mencari-cari premis yang sesuai untuk menggantikan lokasi ini namun sehingga sekarang, tiada yang sesuai.
“Justeru kami, kami memohon pihak yang prihatin dapat menghulurkan sumbangan demi masa depan kanak-kanak yang mempunyai masalah pembelajaran supaya mereka terus mendapat peluang persekolahan yang terbaik,’’ rayu beliau.
Bagi sesiapa yang ingin mendapatkan maklumat lengkap atau menghulurkan sumbangan untuk Pusat Perkembangan CADS ini boleh hubungi Salmiah di talian 012-2131548 atau Arbaiyah (012-3053495) atau datang ke No. 8, Lorong San Ah Wing off Jalan Semarak, Kuala Lumpur.

Importance of Memory Color

Taken from: E-learning May 16th, 2007

Cari Denby

February 2002

Stephen F. Austin State University

Return to Class front page.

One of the most influential aspects on the quality of our lives is color. We use our perception of color every day. Without color we could not see traffic signals or enjoy sunsets, and learning techniques would be much more difficult. Color is an important function that signals and helps facilitate perceptual organization. Memory color is a phenomenon in which an object’s characteristic color influences our perception of its color. The study of what colors will maximize memorization skills is important for many reasons. Human beings rely on color to keep order in our lives. Traffic signals, warning signs, and many other signals require perception of color in order to be effective. Without the use of color our world would become chaotic. Finding the colors that are most effective on memorization would increase safety and order in our lives. Also, finding the colors that best stimulate memorization could increase study skills in students, especially those with learning disabilities. The use of memory color could also be used in areas of business such as retail to optimize sales by using colors that are most familiar to people, and will therefore grab their attention. Furthering the study of the effect of color on memory would be beneficial in many areas.

Our lives are kept in order by numerous signs, signals, and devices that provide instruction and precautions. We are constantly adapting these devices in ways that will increase our awareness of their function. Naor (2001) found that color knowledge interacts with object representation in many levels, depending upon the access level that is triggered by the stimulus. Therefore, using colors in signs and signals that are more familiar to people would increase the effectiveness of the devices. A red STOP sign stimulates color knowledge and aids in our recognition of the object and it’s function. Traffic lights are another example of color knowledge interacting with object representation. The color red is a symbol to STOP, yellow is a symbol to SLOW, and green is a symbol to GO. Traffic signals rely completely on a person’s ability to memorize the colors and associate them with certain functions. Other objects, or devices, also require color memory in order to be highly effective. The color red is used in DANGER and WARNING signs. Since red is a familiar color associated with stop, when we see this color on warning signs we automatically stop because our color knowledge is interacting with the objects, or signs. The same is true of yellow CAUTION signs. One problem with using color knowledge for object representation is that as people get older and are affected by presbyopia, colors begin to change because the lens becomes slightly yellowed. Lighter pastel colors begin to look gray to these individuals. Finding bright colors that will visually stimulate the person’s memory will likely increase the safety of elderly drivers and those around them.

Another important impact color has in our lives is on our learning processes. Disorders such as dyslexia are sometimes affected by color. According to a web page on the testing of dyslexia the ‘glare’ of the white paper makes it hard for some dyslexic children and adults to read the page (Dyslexia, 2002 http://www.dyslexia-test.com/color.html.) These dyslexic people are unable to focus on information on plain white paper and, therefore, can’t memorize or learn the information found on the paper. White paper is highly aversive which causes learning to become aversive as well. Colored transparent filters often help with this problem. By simply using a filter to change the color of the paper dyslexic people with this ‘glare’ problem will now be able to concentrate on material found in the paper. Another problem when dealing with color knowledge and memorization is color blindness. This can also be a serious problem if not diagnosed. Using colored flash cards or other color related teaching methods will not be an effective way of increasing memorization skills of color blind students. These methods could actually harm the child’s performance in school. A shade or hue must be found that is stimulating for this individual. The Color Span Test is used to screen for Attention Deficit Disorder. Johnson, Altmair, and Richman (1999) reported that the Color Span Test seems to be a useful measure when screening quickly for aspects of visual and verbal memory. This test requires children to retain color names in sequences of increasing lengths. Familiar colors such as RED, BLUE, ORANGE, BLACK, BROWN, WHITE, YELLOW and GREEN are displayed on a gray background. By using color as a stimuli there is a reduced likelihood that results will be confounded by hierarchical groupings or semantic association. Children begin to develop color knowledge long before they begin formal education. The implementation of familiar colors to beginning students would, therefore, increase their ability to recognize and memorize the information. Kido (2000) found that the color blue evokes high electrodermal values and causes excitation of the sympathetic nervous system. Perhaps the use of this color would increase the memorization skills of students as well. A study by Goolsby (2001) also found that there are age-related improvements on explicit color memory. The explicit color memory task was performed that only differed in test instructions from the implicit color choice task. On the opposite end of the spectrum, as people begin to get older their memory begins to fail. However, Robinson and Cipolotti (2001) found that elderly subjects showed selective preservation in color naming even though they had problems in many other categories such as naming nouns.


Memory color is also an important part of the business world. Success in the sales related area depends on the satisfaction of the customer and the ability to make one product stand out more than the competing product. David (1999) reported that in a study conducted by the Newspaper National Network black-and-white ads had an unaided recall rate of 6 percent, but the only ad using color scored 21 percent. Without even realizing it the customer will use memory color to find areas in a store that are familiar to them. According to Goldstein (2002) familiar colors are seen as being richer and also more saturated. The consumer’s attention will be drawn to displays or signs that appeal to their color knowledge. Many businesses already use brightly colored signs that grasp the attention of the consumer and leave and image in their mind. One example of a billboard that uses memory color to advertise is the “THIS SIGN IS READ” billboard. The reader will recognize the familiar color of red, and also associate the color with the word read. Memory color will be used in this association and the sign will therefore be easily remembered. Tavussoli found that copycat brands acquire meaning from existing brands by using consumer recognition (Tavussoli 2001). People become familiar with certain colors associated with brand name items. When the same colors are used on extension brands, the recognition of color is used, and this is a major strategy used by copycat brands. A good example of this can be found upon examining soda cans of various brands. Practically all brands of the original cola use red cans for packaging, for Dr. Pepper and other brands maroon is used, Sprite and it’s extension brands all use the green can. This is not because there is a mandate specifying the color of can that must be used with a certain product, rather it is a marketing strategy used to appeal to memory color. Businesses not only use color to increase sales, but also to increase productivity and safety of employees. As mentioned in the preceding paragraphs, precautionary signs use familiar colors to convey warnings and precautions when dealing with machinery and equipment. Businesses using this type of signage should be able to reduce employee injury causing an increase in productivity.

In conclusion, color is a very important part of our every day life. Our use of memory color occurs so often we usually don’t even realize it is happening. Many aspects of our lives are affected by color. Some of these areas are signs and signals that bring us safety, learning techniques that incorporate use of memory color to increase the amount of knowledge we retain, and also the use of color in the business industry to increase sales, productivity, and safety. Some solutions to the before mentioned disorders are colored lenses for those with dyslexia, or using the Color Scan Test to screen for Attention Deficit Disorder. Color knowledge is a very influential part of our perceptive lives. Though a great deal of research has been conducted in this area, much more is needed.

References

Davids, M. (1999). Stand Out. Brandweek, Vol. 40 issue 17, Special Report newspapers p4

Dyslexia-The effect of reading through colored filters on Dyslexic children and adults; testing, assessment, and advice for helping. http://www.dyslexia-test.com/color.html

Goldstein, B. E. (2002) Sensation and Perception: Sixth Edition p. 209

Goolsby, B. A., & Suzuki, S. (2001). Understanding priming of color-singleton search: Roles of attention at encoding and retrieval. Perception and Psychophysics Vol. 63(6), 929-944

Johnson, B. D., Altmaier, E. M.; & Richman, L.C. (1999). Attention Deficits and Reading Disabilities: Are Immedeate Memory Defects Additive? Developmental Neuropsychology, Vol 15(2), 213-227

Kido, M. (2000). Bio-psychological effects of color. Journal of International Society of Life Info. Science, Vol 18(1), 254-262

Naor Raz, G. (2001). Understanding the role of color object representation; Evidence for multiple levels of interaction.

Robinson, G., & Cipolotti, L. (2001). The selective preservation of colour naming in semantic dementia. Neurocase Special Issue: Vol 7(1), 65-75

Tavussoli, N. T. (2001). Color memory and evaluations for alphebetical and logographic brand

Jualan Kraftangan, Buku Untuk Tabung Kanak-kanak Istimewa

Bernama.com
Malaysian National News Agency
July 20, 2005 11:21 AM



KUALA LUMPUR, 20 Julai 2005 (Bernama) -- Di celah-celah ratusan gerai jualan sempena Perhimpunan Agung Umno di Pusat Dagangan Dunia Putra (PWTC) di sini, terdapat sebuah gerai yang menjual pelbagai kraftangan dan buku kanak-kanak khusus untuk mengisi tabung bagi kanak-kanak istimewa di Pusat Pembangunan Potensi CADS.

CADS atau singkatan daripada "Cerebral Palsy, Autism, Down Syndrome and Slow Learners", merupakan pusat yang diuruskan oleh pertubuhan bukan kerajaan (NGO) yang terdiri daripada sekumpulan ibu bapa kanak-kanak istimewa yang berpusat di Jalan Semarak.

Walaupun terpaksa bersaing dengan 350 gerai lain yang menjual pakaian, songket, tudung, kerongsang, kraftangan dan cenderamata yang berjaya menarik ramai pengunjung, namun gerai bernombor B128 di Legar Putra, Aras 2, PWTC itu tetap menarik perhatian individu yang prihatin untuk membeli sambil menderma kepada pusat itu.

Menurut presidennya, Salmiah Ahmad Khan, hasil jualan daripada gerai itu akan dimasukkan ke dalam tabung pusat berkenaan bagi membiayai perbelanjaan bulanan pusat itu yang melebihi RM20,000 sebulan

Katanya pusat yang ditubuhkan pada tahun 2003 dengan sembilan pelajar itu kini telah mempunyai 30 pelajar istimewa berumur antara empat dan 12 tahun yang mengikuti sesi persekolahan masing-masing mulai pukul 8.15 pagi hingga 3.15 petang, diikuti kelas iqra' dan tuisyen.

Pusat itu, yang ditubuhkan sekumpulan ibu bapa kanak-kanak istimewa, ahli akademik dan individu yang prihatin terhadap pembangunan kanak-kanak berkenaan, turut menawarkan khidmat kaunseling dan sokongan untuk keluarga dan penjaga kanak-kanak CADS.

Salmiah berkata pusat itu bergantung sepenuhnya kepada yuran pengajian yang dibayar oleh ibu bapa kanak-kanak berkenaan dan kutipan derma daripada orang ramai.

Pada 15 Julai lepas, pusat itu mendapat pengecualian cukai daripada Lembaga Hasil Dalam Negeri (LHDN) dan pengecualian yang sama juga diberikan kepada penderma yang menyumbang kepada pusat berkenaan, katanya.


Salmiah berkata pihaknya telah memohon geran daripada kerajaan untuk meringankan pembiayaan pusat itu untuk menyediakan sekolah rendah dan mempunyai bangunan lebih besar pada masa depan memandangkan bilangan pelajarnya akan bertambah kepada 60 orang.

Selain itu, katanya, pusat itu yang kini mempunyai tiga guru siswazah dan empat pemegang diploma, memerlukan dua lagi guru pendidikan khas untuk melatih kanak-kanak istimewa itu.

Beliau berkata pusat itu yang mempunyai lima bilik darjah, sebuah bilik komputer, sebuah bilik terapi, sebuah gimnasium yang didermakan oleh sebuah badan korporat, sebuah bilik kaunseling dan sebuah padang permainan, ditempatkan di sebuah banglo di No 8, Lorong San Ah Wing, Off Jalan Semarak dan memerlukan ruang yang lebih luas untuk keselesaan kanak-kanak berkenaan.

"Matlamat kami ialah memberi peluang yang sama rata kepada kanak-kanak CADS untuk memaksimumkan potensi mereka supaya dapat membangun sebagai individu berdikari dan menyumbang kepada masyarakat kelak," katanya.

Salmiah berkata pusat itu berperanan merangka program pembangunan individu menyeluruh yang merangkumi keperluan fizikal, perubatan, pemakanan, psikologi, sosial dan akademik untuk kanak-kanak berkenaan.

Katanya selain menjadi pusat sumber setempat untuk ibu bapa kanak-kanak CADS, pusat itu menyediakan dan merancang dua program individu untuk kanak-kanak berkenaan iaitu program intervensi awal untuk kanak-kanak pra-sekolah (EIP) dan program pembelajaran individu untuk kanak-kanak sekolah (IEP).

Beliau berkata setiap kanak-kanak CADS diawasi melalui penilaian berterusan serta program sokongan yang dilaksanakan bersama-sama pakar psikologi, fisioterapi dan ahli akademik.

Katanya kanak-kanak istimewa itu berpeluang bersekolah dan menjalani pelbagai aktiviti bersama kanak-kanak lain bagi membiasakan diri mereka dengan kehidupan masyarakat.

Salmiah berkata pelbagai program telah dilaksanakan dan dirancang untuk pembangunan kanak-kanak istimewa itu seperti perkhemahan, percutian sambil belajar dan memasak, selain seminar dan bengkel kerja yang dianjurkan untuk ibu bapa dan masyarakat bagi meningkatkan kesedaran mengenai keperluan kanak-kanak berkenaan.

Sektor swasta dan individu yang ingin menyumbang kepada pusat itu boleh menghubungi Salmiah di talian 03-26928300 atau 012-2131548 atau faksimili 03-41085858 atau melalui e-mel cadskl03@streamyx.com atau contact@care4cads.org.my

Maklumat lanjut berhubung pusat itu boleh dilayari di www.geocities.com/cadskl. atau (www.care4cads.org.my)


-- BERNAMA

Are Learning Disabilities The Only Problem? You Should Know About Other Related Disorders

By: Larry B. Silver, M.D. (2007)

An LD OnLine Exclusive!
You know that you or your child has Learning Disabilities (LD). You need to know that about 50 percent of people with LD will also have one or more related disorders. There is a "Continuum of neurologically-based disorders" that are frequently found together. It is important that all problems be recognized so that all can be addressed.

These related problems might include:

- Other Brain Processing Disorders
- Attention-Deficit/Hyperactivity Disorder
- Difficulties with Regulation of Emotions
- Tic Disorders
- Bipolar Disorders
- Other Brain Processing Disorders

Many people with LD will also have a Language Disability. He or she will have difficulty quickly processing what is heard, often not being able to keep up. Others may have no difficulty speaking when he or she initiates the conversation, but have significant difficulty finding the right words and organizing thoughts when asked to respond to a question or comment. Thus, language disabilities might include receptive and/or expressive language problems.

Another brain processing disorder relates to a Motor Coordination Disorder (Sensory Integration Disorder). Some might have difficulty coordinating teams of small muscles (fine motor skills), resulting in poor handwriting and possibly in difficult with buttoning, zipping, or tying. Others might have problems coordinating teams of large muscles (gross motor skills), resulting in being clumsy or running with poor coordination. Some might have difficulty coordinating eye-hand activities (catching, hitting, throwing) or knowing where they are in space, bumping into things. Another aspect of motor problems might relate to balance, resulting in difficulty riding a bike or quickly going down stairs. Finally, some with motor problems might be very sensitive to touch (tactile sensitivity).

Finally, some with LD might have problems with higher level tasks such as organization and executive function. He or she will have problems organizing materials, losing, forgetting, or misplacing things. Or, the problems might relate to organizing ideas when speaking or when writing. Executive function problems relate to analyzing tasks, deciding how to address these tasks, and carrying them out in a timely way.

Attention-Deficit/Hyperactivity Disorder (ADHD)
About half of individuals with LD will also have ADHD. This problem is characterized by a chronic and pervasive history of hyperactivity, inattention, and/or impulsivity. The inattention might relate to being distracted by what is seen, heard, or thought or might relate to organization or executive function problems.

Regulation of emotions
It is not uncommon for adults or children with LD to struggle with anxiety, depression, or anger control as a result of the frustrations and failures experienced. These emotional problems usually start at a certain time and relate to specific circumstances or stresses and are thought of as secondary emotional problems.

For most people with LD, the problems with regulating their emotions are not situational, they are neurologically-based. These problems have a chronic history, often beginning in early childhood, and are pervasive, occurring at home, in school, with friends, and during all months of the year. Often, there is a family history of similar problems.

Anxiety Disorders
These might be related to specific themes such as separation, social interactions, performance, specific objects, or specific places. Or, the anxiety disorder might be generalized to most aspects of life. If the level of anxiety becomes too great, the child or adult will experience a panic attack with an increased heart rate, breathing rate, sweating and feelings of apprehension.

Depression
Behaviors suggesting depression might include feeling depressed, an irritable mood, decreased interest or loss of pleasure in many activities, sleep disturbances, decreased ability to concentrate, indecisiveness, agitation, slowness of thinking, fatigue, feelings of worthlessness and, inappropriate anger. Suicidal thoughts or thoughts of death might occur.

Anger Control
This problem, also called Intermittent Explosive Disorder, results in angry outburst that go beyond the typical tantrum. They are real "melt downs." The child or adult will quickly lose his/her temper, often so fast that it is not clear what set it off. This rage will last for five to ten minutes or up to an hour. During this rage, he or she will be screaming, cursing, hitting, throwing, threatening. They are irrational and the person cannot be reasoned with. This episode ends almost as quickly as it begins. Once over, the person may feel sorry for what was done and have difficulty explaining the behaviors.

Obsessive-Compulsive Disorder
These problems often begin in early childhood. Some might have difficulty with obsessive thoughts others might have the need to do compulsive behaviors, and others will have both problems. Common compulsive problems might include the need to count or repeat behaviors, the need to check what was done over and over, the need to collect or hoard objects, the need to arrange and organize things, the need to clean and wash, or the need to bite nails or cuticles, pick at sores, or twirl/pull out hair.

Tic Disorders
Some children and adults may have difficulty regulating certain motor functions. They experience contractions of clusters of muscles causing motor tics. Others may experience the need to say certain sounds or words, called oral tics. These tics may come and go and change in form. If both motor and vocal tics are present, the problem is often called Tourettes Disorder.

Bipolar Disorder
The primary behavioral pattern relates to mood swings. These swings might be from depression to a state of extreme happiness, referred to as manic behavior. The mind is racing and full of thoughts. It is difficult to stop talking or acting or to relax. Behavior is driven and may appear to be inappropriate. Another mood swing is from calm to irritability or rage. As with the other related disorders, these behaviors show a chronic and pervasive history and there is often a family history.

Related neurologically-based disorders
Brain Processing Disorders
Learning Disabilities
Language Disabilities
Motor Coordination Disorder
Organization/Executive Function Disorders
Attention-Deficit/Hyperactivity Disorder
Regulatory Disorders
Anxiety Disorders
Depression
Anger Control Problems
Obsessive-Compulsive Disorder
Tic Disorders
Bipolar Disorder
What to do?
If you or your child has a LD and you suspect other processing problems, such as a Language Disability, Motor Coordination Disorder, or problems with organization and executive function, request that these problems be considered and appropriate evaluations be done. Should they be confirmed, special interventions will be needed.

If ADHD is suspected, discuss this possibility with the family physician. He or she should be able to diagnose and treat this disorder. If not, a referral to a general psychiatrist or a child and adolescent psychiatrist may be needed.

If any of the emotional regulatory problems or Bipolar Disorder is suspected, seek a consultation with a general psychiatrist (for adults) or a child and adolescent psychiatrist (for children and adolescents) to clarify the diagnosis and to recommend treatment.

What not to do?
Think that LD stands alone. Consider all of the possible related disorders. If you suspect one or more might be present, seek a professional to confirm the diagnosis and to help with planning necessary interventions.

More resources
Brown, Thomas E. (2000). Attention-Defecit Disorders and Comorbidities in Children, Adolescents, and Adults. Washington , D.C. : American Psychiatric Press, Inc

Silver, Larry B., M.D. (2006). The Misunderstood Child, Fourth Edition. New York : Three Rivers Press.

Silver, Larry B., M.D. (July 2007). Is LD the Only Problem? You Should Know About Other Related Disorders. Written exclusively for LD OnLine.