Braillorette
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Redakteur: Susan van Wyk 'n Gratis tweemaandelikse Publikasie van Blind SA BRAILLORETTE is beskikbaar in Braille en drukskrif, op band, via e-pos en op die Internet Rig asseblief alle korrespondensie aan: Die Redakteur BRAILLORETTE Privaatsak X9005 Crown Mines, 2025, R.S.A. Tel.: +27 (0) 11 839-1793 Faks: +27 (0) 11 837-1203 E-pos: susan@blindsa.org.za Webblad: www.blindsa.org.za *** *** *** INHOUD Deurbraak-geenterapie vir blindheid nou ook in SA beskikbaar. . . . . 3 Doofblind SA wil lot verbeter van dié gestremde kinders. . . . . . . . . . 5 Blinde hardloop Comrades 9de keer - Prokureur samel geld in vir retina-navorsing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 My kind en sy emosionele behoeftes. . . . . . . . . . . . . . . . . . . . . . . . . 8
Inclusive Education Involving Families. . . . . . . . . . . . . . . . . . . . . . . 20 What Every Educator should know about Epilepsy. . . . . . . . . . . . . .23 The Natural Power of Herbs for a Healthier Lifestyle. . . . . . . . . . . . 27 Coping with Cataracts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Articles and information from Braillorette may be reproduced solely on condition that the source is acknowledged. The opinions expressed in Braillorette are not necessarily those of the editorial team or of Blind SA. The editorial team reserves the right to abridge and/or edit all material published in this magazine. *** *** *** DEURBRAAK-GEENTERAPIE VIR BLINDHEID NOU OOK IN SA BESKIKBAAR Antoinette Pienaar (Naweek-Beeld, Saterdag 3 Mei 2008) 'n Deurbraak in geenterapie wat onlangs drie blinde Amerikaners in 'n kliniese proefneming hul sig teruggegee het, is nou ook Suid-Afrikaners beskore. Retina Suid-Afrika (RSA) het vandeesweek 'n dringende versoek gerig dat ouers met kinders wat ly aan Leber se aangebore amourose (LCA), hom kontak om hier aan 'n proefneming deel te neem. Slegs die lyers wat 'n mutasie van die RPE65-geen het, kwalifiseer vir dié geenterapie en die RSA wil probeer om soveel kinders as wat hulle kan daarvoor te toets en te behandel. "Dit is die eerste keer dat geenterapie werk om 'n vorm van blindheid te behandel. Ons hoop ons kan elke kind in die land met dié geenfout behandel," het me. Claudette Medefindt, direteur van wetenskap by dié organisasie, gesê. Kinders met dié siekte word met sigprobleme gebore waarna dit toenemend versleg totdat hulle later bitter min kan sien. Tot nou was daar geen behandeling vir die toestand nie. Volgens Medefindt finansier die RSA die navorsingsprojek by die Universiteit van Kaapstad. Kinders van oor die land kan egter daaraan deelneem. Die eerste deurbraak in dié veld is gemaak toe navorsers in 1997 agtergekom het een van die vorms van LCA word deur 'n spesifieke geenmutasie veroorsaak, sê die Foundation Fighting Blindness in die VSA op die webwerf www.blindness.org. Hulle het daarna sowat 50 blinde honde met geenterapie behandel en almal het goed gesien vir meer as sewe jaar. In die veiligheidstudies wat daarna op mense gedoen is, het dit binne weke geblyk die deelnemers sien beter. Drie jong mense tussen 19 en 26 se sig het verbeter nadat hulle met 'n korrekte weergawe van die geen ingespuit is in 'n proefneming in die Philadelphia-kinderhospitaal in die VSA. Volgens Medefindt is die behandeling eenmalig. Die DNS word uit 'n terapeutiese virus verwyder en die korrekte geen daar ingespuit. Die genetiese materiaal vermeerder en word dan met 'n dun naald in die retina gespuit. Medefindt sê die korrekte geen begin dan 'n proteïen vervaardig wat die sig verbeter. Die navorsers sê die verbetering van een inspuiting sal by mense ook vir jare werk. Daar is reeds 12 gene geïdentifiseer wat LCA veroorsaak. Die lyers van die ander soorte LCA sal dalk ook vorentoe met geenterapie behandel kan word. So ook lyers aan ander toestande soos retinitis pigmentosa, Stargardt se siekte, Usher se sindroom en ouderdomverwante makulêre degenerasie. Stargardt se siekte kom glo veral voor onder Afrikaners. Die RSA vra dat ouers van kinders met LCA en ander retinasiektes hulle kontak by 0860 59 59 59. DOOFBLIND SA WIL LOT VERBETER VAN DIÉ GESTREMDE KINDERS Susan Cilliers (Beeld, Donderdag, 26 Junie 2008) Met een vinger oor sy lippe en die ander op sy stembande het mnr. Anton Pienaar van Alberton, aan die Oos-Rand, gister gewys hoe iemand wat doof en blind is, kan "luister". Dié tegniek waarmee klankvibrasies en lipbewegings gevoel word, is een van die maniere waarop die Amerikaner Helen Keller, waarskynlik die bekendste doofblinde ter wêreld, tot haar dood in 1968 gekommunikeer het. Vandeesweek, ter viering van haar geboorte op 27 Junie 1880, wil Doofblind SA mense bewus maak van die lot van mense wat gesig- én gehoorgestrem is. Keller is sover bekend die eerste doofblinde mens ter wêreld wat 'n graad gekry het en Doofblind SA se strewe is dat sulke mense in Suid-Afrika hul potensiaal kan bereik. Pienaar, wat net soos Keller weens siekte (in sy geval masels) blind geword het, is die voorsitter van Doofblind SA se Gautengse tak. Waar Keller reeds op 18 maande doof geword het, het Pienaar se gehoorprobleme eers as tiener begin. Dié gesellige klavierstemmer en pa van twee volwasse dogters het 'n paar jaar gelede heeltemal doof in sy een oor geword. Doofblindheid is 'n unieke gebrek en 'n dubbele slag - juis omdat dowes baie afhanklik van hul sig is en blindes weer sterk op hul gehoor steun, verduidelik Pienaar. Die kriteria vir doofblindheid is wanneer iemand in so 'n mate gesig- en gehoorgestrem is dat hulle sukkel om sonder hulpmiddels te werk en alledaagse take te verrig. "Dit het my geruk om 'n 12-jarige seun wat doof en blind is, by die Worcester-Pionierskool vir dowes en blindes in die Wes-Kaap te sien. Hierdie kinders kan nie honger, dors, pyn of frustrasie uitdruk nie. "In afgeleë plattelandse gebiede word sulke kinders wat glad nie op hul eie sosiaal aanvaarbare gedrag kan aanleer nie, weggesteek. "As hulle net by 'n dokter kan uitkom, kan daar dalk ook iets gedoen word om hul gehoor of sig te verbeter," sê Pienaar. Hy sê Doofblind SA se begeerte om doofblinde kinders op te spoor en hulle te help om ten minste basiese gespesialiseerde onderrig te kry, is een van talle mikpunte wat hulle nog nie kan bereik nie omdat daar ernstige geldtekorte is. Pienaar hoop deur bewusmaking kan hul ledetal groei en dat Doofblind SA dan 'n regeringsubsidie kan kry. Hy beplan onder meer om 'n video te maak wat werkgewers sal oortuig doofblinde mense kán werk. Pienaar kan gebel word by 083 596 2119 of 011 907 5418. BLINDE HARDLOOP COMRADES 9DE KEER Prokureur samel geld in vir retina-navorsing Marietie Louw-Carstens (Beeld, Maandag 9 Junie 2008) Polokwane (Pietersburg) - 'n Blinde prokureur van dié stad pak sy negende Comrades-wedloop aan. "Die enigste ding wat my van al die ander duisende deelnemers onderskei, is dat ek nie kan sien nie; verder beleef ek alles dieselfde as hulle," sê mnr. Stefan Steyn (45). Steyn is sedert 1999 blind weens die oogsiekte retinitis pigmentosa. Dié siekte het te make met die verswakking van die retina. Hy gaan die Comrades vanjaar hardloop saam met sy oefenmaat van die afgelope drie jaar, mnr. Michael (Guppy) Wilkinson, 'n onderwyser in Polokwane. Steyn het 'n band om sy arm met 'n veter wat Wilkinson vashou en hom sodoende lei. "Ek is al so gewoond daaraan, ek weet presies wat om te doen as hy die veter dié of daai kant toe beweeg," sê Steyn. Hy gaan in die Polokwane-atletiekklub se kleure van geel, wit en blou hardloop. Sy nommer is 8195. Hy het dié moordende wedloop oor sowat 89 km verlede jaar in 9 uur en 21 minute voltooi. Sowat 11 500 atlete sal na verwagting aan Sondag se wedloop tussen Durban en Pietermaritzburg deelneem. Steyn het sedert sy kinderjare met nagblindheid en ook tonnelvisie gesukkel. In 1994 is retinitis pigmentosa by hom gediagnoseer. "Dit het baie lank vir my gevat om te erken dat ek blind is," sê Steyn. Hy het in 2005 sy gidshond, Zibar, gekry. "Dit is wonderlik om Zibar te hê. Ek moet sover moontlik so onafhanklik moontlik bly." Sy vrou, Hanlie, sê Zibar is die vierde "kind" in die huis. Die egpaar het drie kinders, Juandi (14), Devan (12) en Armand (8). Steyn sê hy het nog altyd van hardloop gehou en het in 1999 aan sy eerste Comrades deelgeneem. "Daar is geen lekkerder gevoel as wanneer 'n mens oor die eindstreep hardloop nie." Steyn hardloop vanjaar namens Retina SA om geld vir navorsing oor blindheid in te samel. MY KIND EN SY EMOSIONELE BEHOEFTES Indien die vraag gevra sou word watter behoeftes kinders het, sou die mees waarskynlike antwoord sekerlik gewees het kos, klere, behuising en om veilig te wees. Hierdie antwoord sou nie heeltemal verkeerd wees nie, want kinders het kos, klere, behuising en veiligheid nodig. Daar word egter dikwels vergeet dat kinders ook emosionele behoeftes het. As kinders se emosionele behoeftes nie bevredig word nie, word hulle ongelukkig. Ongelukkige kinders openbaar hulle ongemak by die huis en by die skool deur vrese, angstigheid en gedrag wat nie altyd beheer of hanteer kan word nie. Faktore wat 'n invloed kan hê op 'n kind se emosionele welsyn is: * skeiding * egskeiding * die dood van 'n betekenisvolle persoon in sy lewe * 'n verhuising * die koms van 'n nuwe baba * enige traumatiese ervaring waaraan die kind blootgestel was. Maar wat is emosionele behoeftes en waarom is dit so noodsaaklik? Chapman en Campbell verduidelik die saak in hul boek The five love languages of children (1997) soos volg (vry vertaal): Elke kind het 'n emosionele tenk - amper soos 'n reservoir waarin brandstof opgegaar word. Hierdie tenk moet vol gehou word, want dit gee vir die kind emosionele krag en energie om die uitdagings van die kinderjare en adolessensie te hanteer. Net soos wat 'n motor aangedryf word deur die brandstof in die tenk, net so word kinders aangedryf vanuit hul emosionele tenke. Ouers moet hierdie tenke gevul hou sodat die kind kan funksioneer soos wat hy veronderstel is om te funksioneer en sodat die kind sy volle potensiaal kan bereik. Die enigste manier waarop hierdie emosionele tenk gevul kan word is deur middel van liefde. Een van die maniere waarop 'n ouer onvoorwaardelike liefde aan sy kind kan bewys is deur middel van die bevrediging van sy emosionele behoeftes naamlik: DIE BEHOEFTE AAN LIEFDE Kinders het 'n sterk behoefte aan liefde. Die baba kan reeds liefde ervaar as sy ma bloot in sy basiese behoeftes aan kos, gemak en warmte voorsien. 'n Ander belangrike saak is natuurlik ook die manier waarop sy ma in hierdie basiese behoeftes voorsien, met ander woorde die manier waarop sy teenoor die baba optree. As sy rustig en kalm in haar baba se behoeftes voorsien terwyl sy liefdeswoordjies fluister en hom vertroetel is dit net logies dat hy liefde sal ervaar. Indien sy ma daarenteen nie onmiddellik of glad nie reageer as hy huil, uiters ongedulig of gespanne of selfs aggeressief teenoor hom sou reageer, sal hy definitief nie gevoelens van liefde ervaar nie, maar eerder 'n boodskap ontvang wat 'n negatiewe invloed op sy toekomstige ontwikkeling kan hê. Dit is belangrik dat ouers met hul kinders moet speel en hulle vertroetel. Positiewe fisiese kontak soos 'n drukkie of 'n soentjie is 'n kragtige manier om die boodskap van liefde aan 'n kind oor te dra. Dit is ook noodsaaklik om hierdie boodskap oor te dra deur woorde soos "ek is lief vir jou" of deur die ouers se optrede teenoor die kind as hy hom wys hy is trots op hom. Kinders se eerste ervaring van liefde is gewoonlik binne die gesin. Dit is daarom noodsaaklik dat 'n vriendelike en ontspanne atmosfeer binne die gesin bestaan. Die kind se behoeftes aan liefde sal binne hierdie atmosfeer bevredig kan word en die kind sal ook kan leer om hierdie liefde weer na buite te kan uitleef. Die kind wat daarenteen hom in 'n gesin bevind waar daar baie en gereelde konflik voorkom, se ervaring van liefde sal onvoldoende wees. Hierdie saak is natuurlik van toepassing op die ouers se huweliksverhouding, maar ook op die verhouding tussen ouers en kinders en kinders onderling. Een belangrike voorvereiste vir die liefde wat teenoor die kind bewys word is dat dit onvoorwaardelik moet wees. Onvoorwaardelike liefde beteken om die kind lief te hê ten spyte van: * hoe hy lyk * hoeveel talente of vermoëns hy het en * wat hy ook al doen of nie doen nie. DIE BEHOEFTE AAN SEKURITEIT Hierdie behoefte het te doen met fisiese maar ook emosionele sekuriteit. Kinders moet uiteraard fisies veilig en geborge voel in die omgewing waar hul bevind. Geweld, fisiese en/of enige ander vorm van aggressie, alkohol - dwelmmisbruik asook seksuele misbruik sal daartoe lei dat 'n kind nie fisies of emosioneel veilig voel nie. Die belangrikste aspek wat vir 'n kind sekuriteit kan bied is volgens kenners die ouers se huweliksverhouding. Die kind wat 'n vasgestelde roetine het ten opsigte van eet, bad en slaappatrone sal ook sekuriteit ervaar. Die kind moet weet wat is die grense binne sy gesin ten opsigte van gedrag, met ander woorde wat mag hy en wat mag hy nie. Dit is noodsaaklik dat dissipline konsekwent gehandhaaf moet word - ouers se "ja" moet altyd hulle "ja" en hulle "nee" hulle "nee" (of dan ten minste sover as moontlik!) wees. Die kind beleef ook sekuriteit in die voorspelbaarheid van sy omgewing. Indien die kleuter weet wat hy in sy ouerhuis moet verwag, gaan hy baie rustiger voel en optree as die kleuter in wie se ouerhuis daar geen voorspelbaarheid teenwoordig is nie. Dit beteken beslis nie 'n dagprogram wat om ses uur soggens begin wanneer die kinders moet aantree vir inspeksie van hulle kamers, sewe uur ontbyt, agt uur besoek aan toilet, nege uur water drink ensovoorts nie. Dit beteken wel dat die kleuter weet wat om in sekere situasies van sy ouers en hul gedrag te verwag. En ja, 'n ouer kan maar 'n kleuter binne perke voorberei op dit wat gedurende die dag gaan gebeur! DIE BEHOEFTE OM TE BEHOORT Kinders het 'n sterk behoefte om aan 'n groep te behoort en deur hulle aanvaar te word net soos wat hulle is, ten spyte van verskille tussen individue in die groep. Kinders se behoefte om te behoort begin by die gesin en brei uit na die maats. DIE BEHOEFTE AAN NUWE ONDERVINDINGS Hoe minder interessant en hoe meer vervelig die kind se lewe is, hoe makliker tree frustrasie en rusteloosheid in. Om in die kind se behoeftes aan nuwe ondervindings te voorsien hoef nie vir die ouer noodwendig groot finansiële implikasies in te hou nie. Om met die kleuter in die tuin te stap en te wys hoe 'n nuwe blommetjie ontluik kan op sigself 'n nuwe ervaring wees. Indien ouers net weer kan leer om self nuut en kreatief na die wêreld om hulle te kyk sal hulle in staat wees om hul kinders ook aan 'n magdom nuwe ondervindings bloot te stel. DIE BEHOEFTE OM IETS TE BEREIK Dit moet elke ouer se strewe wees om sy kind aan te moedig en in staat te stel om sover as wat in sy vermoë is sukses te ervaar. Nie alle ouers beskik oor die fisiese en finansiële vermoë om byvoorbeeld hul seun met die sangtalent na die beste operahuis in Italië te stuur nie, maar dit is in alle ouers se vermoë om hul kinders aan te moedig om hul volle potensiaal te ontwikkel. Dit is binne alle ouers se vermoë om hul kinders aan te moedig om hul droom na te streef! DIE BEHOEFTE AAN ERKENNING Kinders het behoefte aan onvoorwaardelike erkenning. Lof en erkenning moet aan kinders gegee word, nie net vir die sukses wat hulle beleef nie, maar ook vir pogings wat deur hulle aangewend is. Kinders wat nie akademies of op sport of enige ander gebied goed presteer nie, ervaar dikwels dat hul ouers nie lief is vir hulle nie. Om te hoor ek is trots op jou, al was jy laaste in die atletiek beteken vir hierdie kind net soveel as vir die kind wat die eerste plek behaal, indien nie meer nie. Kinders ervaar dikwels dat hulle hulself moet bewys alvorens hul liefde en aanvaarding van hul ouers sal ontvang. Hierdie wanpersepsie word natuurlik later na die portuurgroep uitgedra as die kind beleef dat hy nie onvoorwaardelik aanvaar word nie, maar dat hy op allerlei wyses die vriendskap van sy vriende moet "verdien". Lof en erkenning moet spesifiek wees en nie in oormaat of die algemeen gegee word nie. Dit is ook seker nie nodig om te noem dat lof en erkenning eg en opreg moet wees! Ouers moet eerder niks sê as hulle dit nie werklik bedoel nie. DIE BEHOEFTE AAN VERANTWOORDELIKHEID Verantwoordelikhede moet pas by die ouderdom van die kind. So sal 'n ouer byvoorbeeld nie van die vierjarige kind kan verwag om die gras te sny nie. 'n Ouer sal wel van hierdie kind kon verwag om sy speelgoed op te ruim nadat hy gespeel het. Te veel verantwoordelikheid te vroeg kan lei tot angstigheid of die ontduiking van verantwoordelikheid. Die kind wat nie betyds verantwoordelikheid leer nie sal ook nie verantwoordelikheid aanvaar vir homself, vir ander of vir materiële objekte nie. Vryheid om keuse uit te oefen is deel van verantwoordelikheid. DIE BEHOEFTE OM KEUSES TE KAN MAAK Het jy as ouer al ooit gedink hoeveel keuses jy in een dag moet maak - of dit nou is oor wat jy vandag gaan aantrek, wat jy vir ontbyt gaan maak en of dit gaan oor 'n lewensnoodsaaklike besluit. Dit is 'n voldonge feit dat die wêreld draai om keuses en die gevolge daarvan. Soms is die gevolge van keuses nie dramaties nie - as jy vandag 'n geel bloes aantrek gaan dit nie die wêreld tot stilstand laat kom nie maar ander keuses kan jou lewe handomkeer verander soos dat jy vandag jou werk gaan bedank sonder dat jy 'n ander werk het. Kinders moet van vroeg af leer om keuses te maak. Dit is belangrik dat die ouer die kind vroeg reeds leer om binne perke keuses te maak maar ook verantwoordelikheid vir die keuses te maak. Dit is goed as die kind nie sy kamer opruim nadat hy gespeel het nie, maar dan sal hy ook moet aanvaar dat hy nie 'n storie gaan hoor nie. As ouers kinders self laat kies bou dit hul selfvertroue. Ander vaardighede word ook aangeleer wanneer die kind self keuses kan maak - soos byvoorbeeld probleemoplossingsvaardighede. Eie keuse met minder belangrike sake bied aan kinders die geleentheid om foute te maak en te leer uit hierdie foute. MOVING INTO ADULTHOOD SERIES JOURNEY TO A NEW BEGINNING RELATIONSHIPS - MY PARENTS ARE IRRITATING ME! Introduction Every family is different. No two families are ever the same, because each family consist of unique members, each with their own personality and history. When parents are handed their "bundle of joy" after the mother has given birth, nobody hands them a manual entitled How to cope with puking, illness and tantrums! When that bouncing baby becomes a teenager, life changes yet again and nobody hands the parents a manual How to cope with moods, friends and growing independence! Children learn how to relate to other people from their families. Little children think their parents are the most wonderful people in the world. When they go to school, their teachers become their heroes. As they grow older, their friends become all-important. What is it like being a parent Every parent imagines they are going to have the brightest, best behaved child on the block. However, when reality strikes and that bouncing baby becomes a squalling bag of bones at two in the morning, all illusions of the ideal child fly out of the window. Sometimes, the bouncing baby nearly gets chucked out as well! After battling through babyhood, parents are convinced that their teenager will be the model of perfection. After all, a teenager's behavior reflects on the parents. Suddenly, as if overnight, parents are faced with a self-willed, aggressive, moody and obstinate creature. Now the growing into an adult. It happens so quickly that parents also need time to adjust. It is a difficult time for parents because they start feeling that their role as a parent is no longer important. Young people need to understand this to appreciate why parents act strangely when their children start going through puberty. Never compare your family with another family! Comparisons are dangerous because they can make you feel like a failure. If you compare your family to that of a friend's, you may start thinking your family is not a nice one. But remember, what happens in your friends' families has nothing to do with you. All families have problems and it is your responsibility to deal with yours instead of wishing that you had a different family. The basic role of a family is to provide for needs such as food, clothing, shelter and education. Other needs include love, discipline and security. A family should offer well-balanced environment where the children feel protected and safe. A family should have boundaries, in other words the children should know what is considered right and wrong behavior. A family without rules will be an unhappy one, because no one knows what to expect or what is going to happen when things go wrong. Various family structures Never ever judge a family in which the parents are divorced. The same thing goes for a single-parent family. This must be the most difficult and challenging thing any parent can do, having to play the roles of both the mother and the father. The nuclear family consists of a husband and a wife and children. The extended family includes all the aunts, uncles, cousins and grandparents. The divorced family consists of the children staying mainly with one parent and visiting the other parent over weekends and holidays. If one or both the parents remarry, the family will inherit a step-family from the step-mother or step-father. In a single-parent family one parent has either died or does not having visiting rights to the children. This could also be the case when an unmarried woman has a child outside of a marriage and the father decides not to become involved in raising the child. In the case of a foster family a child is placed with a suitable family for care. Sometimes it is temporary, until the biological parent obtains employment or comes out of hospital or prison. In an adoptive family the child is adopted by people who may not be able to have children of their own. They have full responsibility for the child until the child reaches the age of 21. The importance and strength of a family The strength of families is the strength of a nation. If a nation is made up mainly of garmented or troubled families, it is not going to be a strong and healthy nation. When a family has a strong bond, very little will destroy such a family. The children can help build a strong family unit by accepting the financial situation, being polite and helpful and making a positive contribution to the family. If children complain and do not communicate positively with parents or see them as human beings with feelings, this can cause the parents to be become authoritative in a negative way. It is true that some parents may appear unapproachable, but the children should try to consider what is happening in their parents' lives. Are there problems at work, could they be having problems with each other, does one parent drink too much? Children can learn to be sensitive to what is happening in the home and make things easier by being aware of this and not complicating matters. In a strong family unit everyone has consideration for the other members and give them "space". As you grow older, it is normal for you to want to spend more time with your friends. However, parents enjoy knowing that you are still interested in them. It is amazing what a nice cup of tea and a chat will mean to tired parents returning from work! Try to keep developing your relationship with your parents - they can be your friends! If things go wrong with your friends your own age and you have a good relationship with your family, they can help you through break-ups and conflicts. Family members may not always get on well, but they are there for each other in a crisis. What kind of family would you like to have one day No matter what family structure you are in, you can one day choose to be the spouse or parent of a strong and happy family. If someone comes from a divorced family, there is no reason to assume the same will happen to them. If a person has a positive self-image and does not make any negative decisions, that person can make a success out of their life and future family. It is a waste of time and energy to think nothing will go right in your life. If you are expecting to end up in a bad marriage because you come from a difficult family, things are more likely to go wrong. It is far better to dream about having a great family and contributing something special to your spouse, children and society! RELATIONSHIPS - MY FRIENDS ARE THE BEST! Introduction A relationship is when two or more people want to be friends and spend time in each other's company. You need to learn how to handle relationships because you will have a unique relationship with every person you meet. You will have relationships in your families, with friends, your peer group, friends of the opposite sex, teachers and people with whom you will one day work. Why we need to relate to people Nobody can go through life on their own. Everyone comes from some kind of family structure and we have to relate to these people. We meet people all the time and we all have a need to feel special to certain other people. This is how we learn and grow emotionally and mentally. Everyone enjoys feeling wanted, loved and accepted. It is important to be able to share experiences and problems with other people. As young people start entering adolescence, friends become very important. You will want to be accepted by other people and join a group of friends who will like you and enjoy your company. It is sometimes difficult learning to relate to people your own age, because most of your other relationships have been with your families. Which factors make for good relationships? People relate best to other people who have the same interests as they have. If people can talk together about common activities, like sport or computers, they will be able to form a good friendship. As communication is very important in positive relationships, people must have a common topic to keep each other interested. In a good relationship, people will be prepared to give time, support and help to each other. They will have to accept each other with all their faults and good points. They will find that they can forgive each other easily. True friendship is when people can be honest and trust each other without feeling hurt if the other person does not agree with what they want. Which factors can destroy relationships? As you grow up you will probably encounter some people who do not like you. There is not much you can do about this, so it is best to accept it and continue looking for friends, until you find a true friend. A relationship is likely to end if negative qualities start replacing the positive ones. If a person does not keep a secret, calls the other person names or bullies them or is dishonest in any way, this will be the beginning of the end of the relationship. What you can do to be a good friend To be a good friend think about what qualities you would like in a friend, for example not talking only about yourself (this becomes boring), taking an interest in the other person's likes and dislikes. The "popular" people have a sense of humour and are fun to be with. If you can develop a good self-image, people will respect you. Try to give other people space and so what they want to do, as well as what you want to do. If you act as if you are a big deal or make out that you know everything, people will get irritated with you. On the other hand, try not to run yourself down all the time either. If you make a mistake, stop and laugh at yourself. Try not to criticise yourself. Do not think that people are always talking about you in a negative way. If you cannot say nice things of people, then do not say anything at all. Keep your opinions to yourself. Try not to compare yourself to anyone else, or your friends to other people. Remember, you are all unique individuals with similar needs and you are all learning to form relationships. When a relationship ends When any relationship ends there are hurt feelings. Try to break only the relationship and not the other person. You should always have good reasons for ending any relationship. When a relationship does end, you should be able to talk to someone else about your feelings to help you get over the hurt. If someone else comes along and tries to break up friends, it is very painful. Sometimes you have to let a friend go and concentrate on cultivating new relationships for yourself. Dating It is not a good idea to lose a friend over someone of the opposite sex. The relationship you build at school should last for many years and not be thrown away just like that. At this age it is easier to be friends with people of the opposite sex without necessarily becoming boyfriend and girlfriend. Sure, go on dates, but try to go out in groups of boys and girls. Remember, this kind of relationship becomes very complicated if you become too serious too soon! Even if your friends are saying they are having sex, you still have a right to stick to your values and say no. It is far easier to live with yourself if people call you a nerd than to end up being called a slut. IT IS YOUR RIGHT TO SAY NO AND IT IS OK TO SAY NO. Young men can also be pressurised into having sex against their will. Men or older women can force boys into certain situations. Unfortunately, it is easier for girls to end up with a bad reputation than boys. It is up to you to change the mind-set that it is alright for guys to have sex, but not for girls. Start realising that it is not alright for anyone who is not married to have sex. If anyone says you have to do anything that does not feel right, rather say no. Nobody has the right to make you do anything against your will. INCLUSIVE EDUCATION INVOLVING FAMILIES The ultimate purpose of parenting is to protect and prepare children to survive and thrive in the kind of society in which they live It is strongly believed that the active involvement of families and the wider community in the teaching and learning process of children is fundamental to the development of an effective inclusive learning community. "It takes a whole village to raise a child!" The role of the learner & family, school and community. 1. The role of the learner and his family: 1.1 Realistic goals * Parents with children with special needs need to set goals for their children. These goals need to fit in with their family goals and these goals need to be revised and adapted as the child with special needs progresses and grow up. * Important role players: Parents; siblings; extended family members; therapists; teachers; friends, etc. 1.2 Early intervention * The earlier the diagnosis, the earlier intervention could start and the better the chance of progress. * Any therapy or stimulation programme. * Intervention should be done on a regular basis. It is very important to know that a programme will only be effective if parents or care givers will be able to follow the home programmes provided by the different therapists on a daily basis. * It is advisable to ask the parent to practice the home programmes during times that they are actively busy with their children. E.g. During bath time; feeding/dinner time; valuable time while travelling etc. 1.3 Family occasions and activities * It is very important that families take their children with special needs, with them where ever they go on family outings, visits etc. Outings often present valuable learning opportunities. 1.4 Structure * What is good for the goose is good for the gander! * Don't love me, teach me! (Marie Schoeman) * What is acceptable today must be acceptable tomorrow. * Educators and all people in general don't have negative attitudes towards learners experiencing barriers to learning - but they do have negative attitudes towards learners who don't behave! * All children need structure, and in case of the child with special needs, structure is very important. Structure gives those boundaries and therefore a sense of safety and security. * The same rules should apply in both the school and the home. 1.5 Communication * Effective school-to-home and home-to-school communication E.g. Communication book. * Communicate the successes from school-to-home and home-to-school! * List of buddy - peer - telephone numbers to call in case of need. * Dictaphone for verbal messages and assignments. 1.6 Extending learning at home * Playing school at home acting out the school rules could be very helpful. * Learners experiencing barriers to learning often struggle with the generalization of knowledge from one setting to another. Parents and educators need to realize the impact this have on the learner's inability to transfer knowledge or skills from one educator's classroom to another educator's classroom and also from school to the home environment. 1.7 Life skills as coping tools * Parents are the primary educators and are in essence responsible for equipping their children with the necessary personal, social and thinking tools to grow as unique persons and to solve problems successfully in different life situations. * Intrapersonal skills such as: Understanding the self, the body and diseases, a healthy lifestyle, a sense of responsibility and developing a future perspective. * Interpersonal skills such as: Communication skills, Group work skills, Friendship skills. * Thinking skills such as: Co-operative learning, Decision-making, Problem-solving. * Survival skills such as: Basic reading, writing, spelling and mathematical skills. Teach the child the concept: "Privacy". 1.8 Volunteering * Parents can volunteer their time, talents, and resources in different ways. This type of involvement implies the improvement of recruitment, training, and organization and schedules to involve volunteers. * Examples: Reading moms; Parents who help with amanuensis etc. WHAT EVERY EDUCATOR SHOULD KNOW ABOUT EPILEPSY EPILEPSY SOUTH AFRICA GENERAL FACTS About 1% of South African children develop epilepsy every year. With regular use of anti-epileptic medication, most of them lead a normal active childhood, attend regular schools and have only the occasional seizure - or perhaps none at all. A child with epilepsy should be treated just like any other member of the class and the other learners should be encouraged to accept the condition. It is, after all, just one of the many ways in which people differ from one another. Some learners have to wear spectacles, some have allergies and some have seizures. COMMON TYPES OF SEIZURES Convulsive: Starts with a cry, loss of consciousness. There is rigidity, followed by massive jerking of the body. Breathing is shallow, followed by louder breathing during the relaxed stage. Saliva around the mouth may be blood-flecked from bitten tongue. Lasts about 1-3 minutes followed by fatigue and confusion. The children may lose bladder or bowel control. Non-convulsive: A blank stare that looks like daydreaming. It only lasts for seconds but can occur frequently. May include rapid blinking and mouth movements with an immediate return to full awareness. May not have been noted by parents and others. Other non-convulsive seizures may produce automatic movements of arms or legs, or repetitive automatic behavior like chewing; picking at clothes and mumbling, with clouded consciousness. FIRST AID FOR CONVULSIVE SEIZURES * Ease person gently to floor, clear area of hazards. Reassure others. * Put something flat and soft (like a folded jacket) under the head. * Turn person carefully on one side to keep airway clear. DON'T try to force the mouth open, hold on to the tongue or put anything in the mouth. * If the learner is known to have epilepsy, follow the parent's instructions to the letter. If there is no history of epilepsy, the learner should get an immediate medical check-up, since an acute underlying medical problem might be causing the seizure. If any seizure lasts longer than 10 minutes or if another starts right after the first, call for emergency services. * When jerking movements stop, let the child rest. When full consciousness has returned, let the child rest in a supervised area if he wants to. The need for post-seizure rest varies with individuals. FIRST AID FOR NON-CONVULSIVE SEIZURES * No first aid is necessary for a seizure that is merely a brief stare or the uncontrolled jerking of an arm or leg, although parents should be informed. * When a learner has an episode of automatic behaviour, he should be spoken to gently and calmly, and guided carefully away from hazards. Someone should stay with him until full awareness returns, and a supervised rest afterwards may be needed. The seizure usually lasts only a minute or two, but confusion may be prolonged afterwards. Even though seizures look different and affect people in different ways, they are caused by the same brief malfunction in the brain's electrical system that self-corrects after a short while. Epilepsy is not contagious and poses no threat to the school community in any way. THE LEARNER WITH EPILEPSY It is estimated that 1% of all people have epilepsy. Epilepsy means that a person is susceptible to recurring seizures of various kinds. In addition, any child may have a convulsive seizure due to high fever or other temporary conditions. At some time, most educators will have a seizure prone learner in their classroom, although neither they nor the learner's parents may be aware of the fact until a seizure occurs. HOW TO RECOGNISE A SEIZURE It isn't difficult to recognize a convulsive seizure. A non-convulsive seizure is harder to spot. If untreated, they may interfere with learning. Take note of repeated instances of the following behaviour, which may signal the presence of an unrecognised seizure disorder: starting spells like daydreaming; periods of unresponsiveness or confusion; tic-like movements; head dropping; eyes rolling backwards; rapid blinking; mouth movements with a daze or blank stare; aimless dazed walking; jerking of an arm or leg. SHOULD YOU TELL THE PARENTS Only a doctor can diagnose epilepsy - so suggesting to parents that their child may have epilepsy may not be welcomed. Instead, relate your concern to the learner's academic progress. Say that he/she is trying hard, can do well, but seems to be held back by little lapses of attention. Tell the parents that you have observed these episodes and how often they occur. Suggest to parents that they take the learner for a medical check up and mention the lapses to the doctor because, although the learner seems unaware of them, you think that they are affecting his/her schoolwork. Don't offer a diagnosis or an opinion. HOW TO MANAGE THE LEARNER WITH EPILEPSY IN YOUR CLASS * Unless the doctor advises otherwise, manage just as you would the other learners, encouraging full participation in all school activities and administering discipline if warranted. * Expect average or above average intellectual ability, but be aware that anti-epileptic medication may slow response time or increase hyperactivity. * If achievement is significantly below potential, test for academic gaps caused by previously undiagnosed seizure disorders. Neuropsychological tests may pinpoint functional or perceptual problems that may be compensated for by modifications in teaching techniques. WE CAN HELP BY ... * Training educators to deal with epilepsy in the classroom. * Training educators to be trainers in their schools and communities on issues of epilepsy. * Training educators in developing competencies for evaluating the impact of their teaching methods on children with epilepsy. * Educating other learners about epilepsy. * Educating/assisting the learner with epilepsy and his/her family to deal with the condition. For more information please contact Epilepsy South Africa PO Box 1070, Springs, 1560 Tel: (011) 816-2040/57 Fax: (011) 816-1501 Email: gauteng@epilepsy.org.za Website: http://www.epilepsy.org.za THE NATURAL POWER OF HERBS FOR A HEALTHIER LIFESTYLE In the previous article I discussed Reconstruction cream (first aid in a tube) and Herbaheat, which is two of the products in HerbaZone's range of body and skin care products. Just a hint on the use of Herbaheat: if you have a cold or flu, rub Herbaheat on the soles of your feet before you go to bed, put on a pair of socks and go to sleep. You will be amazed at how much better you feel the next morning. In the next article I will concentrate on products that will benefit persons suffering from diabetics. As winter is approaching fast, it is fitting to discuss some of the products in the Herbazone nutritional supplements range, which is designed to help your body fight the inevitable attack of colds and flu. HERBAL ANTIBIOTIC CAPSULES This capsules are a herbal supplement designed to build up the depleted immune system to fight infections. The herbs in this product are natural in their antibiotic content and are ideal for people who prefer the natural alternative. Mullein (Verbascum Thapsus) is an old time remedy for bronchitis, asthma and dry coughs which is effective against throat inflammation and earache. It is also active against the influenza and herpes virus. Garlic counters numerous infections, including nose, throat and chest infections, making it useful to alleviate symptoms of colds and flu, fever, coughs and headache. Chickweed reduces mucous build-up in the lungs - useful for bronchitis, asthma, colds and coughs. Burdock (Artium Lappa) is one of the foremost detoxifying herbs. Due to its strong anti-bacterial and anti-fungal properties, it is used to treat conditions caused by an overload of toxins, such as throat infections, boils, rashes and chronic skin problems. Wormwood has anti-inflammatory action which helps to reduce the high fever associated with infections. It improves blood flow to mucous membranes. Suitable for diabetics when used as part of a balanced eating plan. Not suitable during pregnancy and breastfeeding. These capsules are also a treatment for teenage acne, in need of specific medical treatment. HERBAMUNE CAPSULES These capsules contains Sutherlandia, Spirulina, African Potato, Beta Cytosterols, Kelp, Rooibos Tea, in combination with Vitamins A, D, E, C, B, Co, Zinc and 17 Amino-Acids. This product is one of the best immune boosters available. Taken on a regular basis it will prevent colds & flu, alleviate fatigue, improve energy levels and boost performance on all levels. Especially valuable for persons who are immune suppressed like HIV+ persons. HERBA-C TABLETS Herba-C tablets contain 1000mg of non-acidic Vitamin C (Calcium Ascorbate), together with Rosehip and Citrus bioflavonoids, the richest natural source of Vitamin C. This form of Vitamin C makes the tablet suitable for persons with gastro-intestinal acid sensitivity. Vitamin C enhances immunity, minimises and shortens the duration of colds & flu, promotes healthy gums, expedites wound healing, treats asthma, helps prevent cataracts and has a protective action against cancer and heart disease. The abovementioned products, as well as a full brochure of the Herbazone Products or details on becoming a Herbazone agent (which can provide additional income to yourself) are available from Susan van Niekerk, 082 787 2216, 011 869 3535 or hsvn@telkomsa.net COPING WITH CATARACTS By Maggie Woodhouse AS IN JOURNAL 114 OF THE DOWN SYNDROME ASSOCIATION UK Cataracts are common among the elderly and seem to occur earlier in people with learning disabilities, especially Down's syndrome. Here, Maggie Woodhouse, who specializes in optometry at Cardriff University, explains how we can minimize the effects of cataracts. A cataract means that the lens within the eye, normally clear, has become cloudy or, in later stages, opaque. The treatment for a cataract is a minor operation in which the cloudy lens is removed from the eye (cataract extraction) and a clear plastic lens is inserted (an implant). The operation is usually very successful in restoring excellent sight, but unfortunately the NHS waiting lists mean that many people have to struggle on with significant sight loss while waiting for the treatment. There is much we can do to make life easier for a person with cataracts, by understanding the problems and making relatively simple changes to the environment. Firstly, loss of detail vision can be helped by making things bigger, or by moving the person closer to items of interest, such as the TV. However, loss of detail vision is only a minor consideration in cataracts. The biggest impact of cataracts comes from glare, and loss of contrast. When you have a cataract, facing a light source makes vision much poorer. Think about driving with a dirty windscreen. When there is no sun, vision through the windscreen isn't too bad. But if you turn the car so that you are driving towards the sun, everything on the road ahead disappears. So, the first thing to do is make sure that the person with cataracts doesn't face a window or a light source. Move the furniture around if you can, so that he sits with his back to the window. Put the TV in the darkest corner of the room - if it must be in a window corner, always draw the curtains when watching. If you have large areas of glass, like French windows, remember that if you approach from that direction, you will suddenly appear `out of nowhere` and this can be quite frightening. Avoid such situations if you can or alternatively remember always to announce your presence by voice. When using artificial light, make sure that the light comes over the person's shoulder and doesn't shine onto his face. Some types of cataracts mean that extra light (such as from an angle poise lamp) is helpful, other types mean extra light makes sight worse. If you don't have guidance from the eye specialist on this, you may need to experiment. When the person with cataracts is outdoors, it is essential to shield his eyes from the sun or bright sky. A baseball cap, pulled low over the eyes, is excellent. Walk if you can, on the shaded side of the street and plan routes to avoid walking directly into the sun, especially in the winter when the sun is low. Increasing the contrast of surroundings can have a major impact on visibility with cataracts. Objects such as biscuits on a similar colour plate disappear, while on a contrasting plate they are visible. Think about the colour of crockery and table cloths. Put light food on dark plates and vice versa. Think about the colour of furniture. If chairs are a similar colour to the carpet or walls they are difficult to find. Try a bright throw or cushion on the chair. Without going to the trouble and expense of redecorating the house, it may be possible to make small changes that help. Change the colour of the doorknobs or put bright doorplates or stickers in the edge of the doors. Stairs pose a real problem. Going up isn't too bad, because shadows usually make the steps quite easy to see. Coming down is much more difficult, because there is less contrast between the steps. Use bright masking tape along the edge of each step. Line drawers with coloured paper so that the contents are easy to find, and sort belonging so that they go into an appropriate colour drawer (beige jumpers in a blue lined drawer, blue jumpers in a yellow lined drawer and so on). Avoid patterned backgrounds. Use plain tablecloths and bed covers so that objects on the table or bed are easily found. If there are patterned carpets, use a plain run so that shoes and slippers are visible. With these simple changes, you can hopefully make life more bearable while waiting for the operation. There is much we can do to make life easier for a person with cataracts, by understanding the problems and making relative simple changes to the environment. *** *** *** Yüklə 108,18 Kb. Dostları ilə paylaş:
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