Condition / Terminology | Acronym | Definition | Type of Therapy |
|---|---|---|---|
| Abulia / Aboulia | From the Greek word “Un-will”, is a lack of will or initiative and was considered originally as a disorder of the will. It is seen as a DDM (Disorder of Diminished Motivation) in neurology and a patient with Abulia/Aboulia is unable to act or make independent decisions. | ||
| Advanced Learning Plan | ALP | Advanced Learning Plan” or “ALP” means a written record of gifted and talented programming utilized with each gifted child and considered in educational planning and decision making. The ALP typically requires that gifted and talented students be provided with additional enrichment programs, curricular and extracurricular activities that are selected based on the student’s performance on tests, observations and classroom performance. | |
| Alalia | It is a delay in the development or use of the mechanisms that produce speech or at a slow rate. Not to be confused with Language Delay. | ||
| Allochiria | From the Greek word “Other-hand”, a neurological disorder where a person responds to stimuli presented to one side of their body as if the stimuli had been presented at the opposite side. For example, a touch to the right hand will be reported or responded as a touch to the left hand, and similarly for sound and vision. Patients often present it in their drawings while copying an image. | ||
| Aphasia | From the Greek word “Aphatos” meaning “speechlessness”, is a disturbance of the comprehension and formulation of language caused by dysfunction in specific brain areas. It is linked to brain damage commonly caused by stroke and could also cause further brain diseases such as cancer, epilepsy and Alzheimer’s disease. This language disorder also affects visual language such as sign language and ranges from difficulty remembering word to losing the ability to speak, read or write. | ||
| Apraxia | From the Greek word “Praxis”, is a neurological condition and an acquired disorder of motor planning, Apraxia is the inability to execute learned movements, despite the physical capacity and desire to perform them, not caused by incoordination, sensory loss or failure to comprehend commands. The cause is damage to specific areas of the Cerebrum (Latin for Brain) from a stroke, brain injury or progressive illness. Not to be confused with Ataxia, Aphasia, Abulia or Allochiria. | ||
| Apraxia of Speech Verbal Apraxia Dyspraxia | An acquired oral motor speech disorder affecting an individual’s ability to translate conscious/mind speech into motor plans resulting in speech difficulty, not due to paralysis of speech muscles (face muscles). The cause is damage to specific areas of the Cerebrum (Latin for Brain) from a stroke, brain injury or progressive illness. See: Apraxia. | SLT | |
| Asperger’s Syndrome Asperger’s Disorder | AS / AD | An Autism Spectrum Disorder (ASD) and a type of Pervasive Developmental Disorder (PDD) that is characterised by significant difficulties in social interaction and nonverbal communication, alongside restricted and repetitive patterns of behaviour and interests. It is different from other ASD’s by its relative preservation of linguistic and cognitive development. Children with Asperger’s typically function better than children with Autism including normal intelligence and near-normal language development, although communication problems may develop as they get older and may still have difficulties with understanding and processing language. | SLT / OT |
| Assistant Teacher | Assistant teacher is a qualified professional who works with students and provides support to special education or general education teachers, and helps to facilitate the process of integrating students with special needs. | ||
| Assistive Technology | A technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer. People who are blind may use software that reads text on the screen in a computer-generated voice. People with low vision may use software that enlarges screen content. People who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. | ||
| Ataxia | A neurological sign consisting of a lack of voluntary coordination of muscle movements. A dysfunction of the parts of the nervous system. | ||
| Ataxic Cerebral Palsy | Caused by damage to the cerebellar structures (Brain area responsible for essential muscle movement coordination and balance) differentiating it from the other two forms of Cerebral Palsy (Spastic Cerebral Palsy and Athetoid Cerebral Palsy). It affects the arms and legs, also known for decreasing muscle tone. Ataxic Cerebral Palsy is the least frequent form of Cerebral Palsy. See Cerebral Palsy. | Physical Therapy (PT) | |
| Athetoid Cerebral Palsy | A type of Cerebral Palsy primarily associated with damage to the basal ganglia (area of the brain) in the form of lesions that occur during brain development due to hypoxic-ischemic brain injury, and is primarily based on motor function and neuroimaging techniques. Typically occurs from the time of birth to 18 months. Not to be confused with Athetosis. Also see: Dyskinetic Cerebral Palsy and Cerebral Palsy. | Physical Therapy (PT) | |
| Athetosis | A symptom characterised by slow, involuntary, writhing movements of the finger, hands, toes and feet, and sometimes, the arms, legs, neck and tongue. Lesions to the brain are most often the direct cause of the symptoms, particularly to the corpus striatum (area of the brain). This symptom does not occur alone and is often accompanied by symptoms of cerebral palsy as it is often a result of this disease. Movements typical to this are sometimes called Athetoid Movements. See: Cerebral Palsy | ||
| Attention Deficit Disorder | ADD | A syndrome, usually diagnosed in childhood, characterized by a persistent pattern of impulsiveness, excessive activity, inability to concentrate, a short attention span, and often hyperactivity, and interfering especially with academic, occupational, and social performance. A problem of not being able to focus, being overactive, not being able control behaviour, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person’s age and development. | OT |
| Attention Deficit Hyperactivity Disorder | ADHD | A behaviour disorder involving persistent problems of inattentiveness, hyperactivity and impulsivity that are more frequent and severe than is typically observed in individuals at a comparable level of development. Some hyperactive-impulsive or inattention symptoms must have been present before age 7 years. A problem of not being able to focus, being overactive, not being able control behaviour, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person’s age and development. | OT |
| Auditory Processing Disorder | APD | See: Central Auditory Processing Disorder | |
| Autism | Autism is sometimes referred to as ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways. Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. People with autism may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours. | SLT / OT | |
| Autism Spectrum Disorder | ASD | Affects the brain’s normal development of social and communication, a disorder of neural development characterised by impaired social interaction and verbal and non-verbal communication skills, and by restricted, repetitive or stereotyped behaviour that appears in the first 3 years of life. Autism alters how nerve cells and their synapses connect and organise affecting information processing in the brain. A range of conditions classified as neurodevelopmental disorders including; Autism, Asperger Syndrome, Pervasive Development Disorder and Rett Syndrome. These disorders are characterized by social deficits and communication difficulties, stereotyped or repetitive behaviour and interests, and in some cases, cognitive delays. | SLT / OT |
| Bilateral Spasticity | Sometimes called Spastic Cerebral Palsy. A type of Cerebral Palsy wherein spasticity (muscle tightness) is either the dominant or exclusive impairment present. It is damage to the Cortical motor areas and is the most common type of Cerebral Palsy. See Cerebral Palsy | OT / PT | |
| Brachial Plexus | BP | A network of nerves that conducts signals from the spinal cord, which is housed in the spinal canal of the vertebral column (or spine), to the shoulder, arm and hand. | OT |
| Brachial Plexus Injury / Brachial Plexus Lesions | BPI | Occur as a result of shoulder trauma, tumours, or inflammation. Usually when the nerves are stretched or, in the most serious cases, torn. See: Brachial Plexus | OT |
| Central Auditory Processing Disorder | CAPD | A term for a variety of disorders that affect the way the brain processes auditory information. Individuals with CAPD have normal hearing, however cannot process the information they hear. It is thought that these difficulties arise from dysfunction in the central nervous system. CAPD has been referred to as Dyslexia for the ears. No matter how loud and clear the sounds are, subtle differences between sounds in words is not recognised. | SLT |
| Cerebral Palsy | Cerebral Palsy is a condition in which impairment to the immature brain affects movement, posture and co-ordination. Cerebral palsy is a wide-ranging condition and can affect people in many different ways. A group of permanent non-progressive movement disorders that can involve brain, nervous system function, such learning, hearing, seeing, thinking and mainly physical disability. It is a central motor dysfunction affecting muscle tone, posture, and movement resulting from a permanent, non-progressive defect or lesion of the immature brain. It is neither genetic nor an infectious disease. Usually arising at the time of birth and diagnosed at a young age. There are several different types of Cerebral Palsy: Spastic: causes the muscles to stiffen & decreases the range of movement in the joints. Dyskinetic: difficulty with movement, make involuntary movements, speech can be hard to understand. Ataxic: difficulty to balance and have poor spatial awareness. Hypotonic and Mixed. It can be difficult to state what type of cerebral palsy a person has as it is common to have a combination of two or more types. | OT / PT | |
| Cerebroatrophic Hyperammonemia | Also called Rett’s Syndrome / Disorder. A neurodevelopment disorder of the grey matter (component of the central nervous system) of the brain that almost exclusively affects females but has been found in male patients The clinical features include small hands and feet and a deceleration of the rate of head growth (including Microcephaly in some). They typically have no verbal skills, and about 50% of individuals affected do not walk. Scoliosis, growth failure and constipation are very common and can be problematic. Not to be confused with Tourette Syndrome / Disorder or Cerebral Palsy. | ||
| Childhood Disintegrative Disorder | CDD | A rare condition characterised by late onset of developmental delays in language, social function and motor skills. It is similar to Autism, and sometimes considered a low-functioning form of Autism. Also known as Heller's Syndrome and Disintegrative Psychosis, is a rare condition characterized by late onset of developmental delays in language, social function, and motor skills. Researchers have not been successful in finding a cause for the disorder. | SLT |
| Chondromalacia Patellae Patellofemoral Pain Syndrome | CMP | Also called Patellofemoral Pain Syndrome, is an inflammation of the underside of the patella (kneecap) and softening of the cartilage. The cartilage under the kneecap is a natural shock absorber. Overuse, injury and other factors can cause an increase in deterioration and breakdown of the cartilage, rendering it no longer smooth, therefore movement and use is painful. | |
| Defeat Autism Now | DAN | DAN is a project of the Autism Research Institute, founded in the 1960s by Dr. Bernard Rimland. DAN! Doctors are trained in the DAN! Protocol, an approach to autism treatment’ which starts with the idea that autism is a biomedical disorder. Specifically, DAN! Doctors feel that autism is a disorder caused by a combination of lowered immune response, external toxins from vaccines and other sources, and problems caused by certain foods. | |
| Developmental Reading Disorder | See Dyslexia | ||
| Disintegrative Psychosis | See Childhood Disintegrative Disorder | ||
| Down Syndrome (Trisomy 21) | A genetic disorder caused by the presence of all or part of a third copy of chromosome 21. Associated with physical growth delays, characteristic facial features and mild to moderate intellectual disability. | OT | |
| Dyscalculia | The difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning maths facts. It is generally seen as a specific developmental disorder. | ||
| Dysgraphia | A deficiency in the ability to write, primarily in terms of handwriting, but also in terms of coherence. It is a transcription disability, meaning that it is a writing disorder associated with impaired handwriting orthographic coding (the storing process of written words and processing the letters in those words), and finger sequencing (the movement of muscles required to write). | OT | |
| Dyskinetic Cerebral Palsy Athetoid Cerebral Palsy | A type of Cerebral Palsy primarily associated with damage to the basal ganglia (area of the brain) in the form of lesions that occur during brain development due to hypoxic-ischemic brain injury, and is primarily based on motor function and neuroimaging techniques. Typically occurs from the time of birth to 18 months. Not to be confused with Athetosis. Also see Cerebral Palsy and Athetoid Cerebral Palsy | Physical Therapy (PT) | |
| Dyslexia | Also known as: Developmental Reading Disorder. An inherited condition that makes it extremely difficult to read, write, and spell in your native language - despite at least average intelligence. Characterised by difficulty with learning to read fluently and with accurate comprehension despite normal intelligence. Includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. | OT | |
| Developmental Reading Disorder | Also referred to as: Dyslexia. An inherited condition that makes it extremely difficult to read, write, and spell in your native language - despite at least average intelligence. Characterised by difficulty with learning to read fluently and with accurate comprehension despite normal intelligence. Includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. | OT | |
| Dyspraxia | A chronic neurological disorder beginning in childhood that can affect planning of movements and co-ordination as a result of brain messages not being accurately transmitted to the body. An alternative name for Developmental Coordination Disorder (DCD). Dyspraxia mainly causes issues with coordination resulting in clumsy type behaviour. Dyspraxic people also have problems with motor skills. Also referred to as: Developmental Dyspraxia or Developmental Coordination Disorder | OT / PT | |
| Developmental Dyspraxia | See Dyspraxia. Also referred to as: Developmental Coordination Disorder | OT / PT | |
| Developmental Coordination Disorder | DCD | See Dyspraxia. Also referred to as: Developmental Dyspraxia | OT / PT |
| Echokinesis | See: Echopraxia | ||
| Echolalia | From Greek meaning “Echo” or “to Repeat”, Echolalia is a neurological condition and the involuntary, automatic, uncontrollable and immediate repetition of words spoken by another person or vocalisation without explicit awareness. This might be an immediate reaction to a stimulus or may be delayed. Echolalia may be a sign of autism, another neurological condition, a visual impairment or a developmental disability. Also know as: Echologia and Echophrasia but NOT to be confused with Echopraxia. | SLT | |
| Echologia | See: Echolalia | ||
| Echo Phenomenon | See: Echophenomenon | ||
| Echophenomenon | Automatic imitative actions without explicit awareness or pathological repetitions of external stimuli or activities, actions, sounds, or phrases, indicative of an underlying disorder. Also referred to as: Echo Phenomenon | ||
| Echophrasia | See: Echolalia | ||
| Echopraxia | The involuntary, automatic, uncontrollable and immediate repetition or imitation of another person’s actions or movements; both are subsets of imitative behaviour whereby sounds or actions are imitated without explicit awareness. It has been recognised as a core feature of Tourette Syndrome and a complex form of tic, however it also can occur in Autism Spectrum Disorders. Also know as Echokinesis but NOT to be confused with Echophrasia. | ||
| Erb’s Palsy | A paralysis of the arm caused by injury to the upper group of the arm’s main nerves, specifically the severing of the upper trunk (C5-C6) nerves. Also know as: Erb-Duchenne Palsy | OT | |
| Erb-Duchenne Palsy | See: Erb’s Palsy | ||
| Expressive Language Disorders | A communication disorder in which there are difficulties with verbal and written expression. A specific language impairment characterised by an ability to use expressive spoken language that is markedly below the appropriate level for the mental age, but with a language comprehension that is within normal limits. There can be problems with vocabulary, producing complex sentences, and remembering words, and there may or may not be abnormalities in articulation. | SLT | |
| Gait Abnormalities | A deviation from normal walking (Abnormal walking). Also referred to as: Gross Motor Coordination Problems or Developmental Coordination Disorder (DCD). | PT / OT | |
| Heller’s Syndrome | See Childhood Disintegrative Disorder | ||
| High-Functioning Autism | HFA | Not an official diagnosis, but can be used to refer to High-Functioning individuals who clearly show Autistic tendencies. | |
| Hyposensitivity / Sensory Deprivation | Inability to process or manage the amount or intensity of sensory stimuli, frequently observed with autism spectrum disorders, dementia and other mental health challenges such as irritability, anxiety, restlessness, anger, aggression, violence, fatigue, sleeplessness, reduced abilities, hallucinations, illusions, disorientation, tension, stress, anxiety, frustration, coping behaviours. | ||
| Hypotonia | A state of low muscle tone (the amount of tension or resistance to stretch in a muscle), often involving reduced muscle strength. It is a potential manifestation of many different diseases and disorders that affect motor nerve control by the brain or muscle strength, however Hypotonia is not a specific medical disorder. Recognition at an early age is relatively straightforward. See Cerebral Palsy | PT / OT | |
| Inclusion | Inclusion education means that all students in a school, regardless of their strength or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers and support staff, etc. (inclusion philosophy, 1999) | ||
| Individual Educational Plan | IEP | The IEP is the cornerstone of a quality education for each child with a disability or learning delay. The IEP is a written plan/program developed by the schools special education team. To create an effective IEP, parents, teachers, other school staff and often the student must come together to look closely at the student's unique needs, academic goals and the method to obtain these goals. The plan also identifies transition arrangements. The law expects schools to bring together parents, students, general educators and special educators to make important educational decisions with consensus from the team for students with disabilities, those decisions will be reflected in the IEP?? | |
| Individual Learning Plan | ILP | See: Individual Educational Plan (IEP) | |
| Language Comprehension Deficit | Also knows as Receptive Language Disorders. When a child has difficulties understanding what is said to them. | SLT | |
| Language Disorder | When a child’s speech is developing in an abnormal manner. | SLT | |
| Learning Disability | LDs | A classification including several areas of functioning in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. It is a neurological disorder that affects the brain’s ability to receive, store and respond to information. | |
| Leg Length Inequality | LLI | Also known as Leg Length Discrepancies or Unequal Leg Length. A term used when an individual’s leg is in length than the other leg. | OT / PT |
| Lesion | From the Greek word “Laesio” meaning injury. A lesion is an abnormality in the tissue of an organism usually caused by disease or trauma. | ||
| Low Registration | This person does not notice or misses sensory events in everyday life that others readily notice or is slow to respond to sensory stimulation. He or she has a high sensory threshold, meaning they require lots of stimulation or a more intense sensory stimulus in order to respond. | ||
| Loxia | Also called Torticollis or Wryneck. From the Latin word “Tortus” meaning Twisted and “Collum” for Neck is a dystonic condition defined by an abnormal, asymmetrical head or neck position, which may be due to a variety of causes. | OT / PT | |
| Loxio | See: Torticollis | ||
| Microcephaly | A neurodevelopmental disorder (impairment of the growth and development of the brain or central nervous system) that causes abnormal growth of the brain. | ||
| Mixed Cerebral Palsy | A term for a situation in which a person’s Cerebral Palsy includes symptoms of Ataxic Cerebral Palsy, Dyskinetic Cerebral Palsy and Spastic Cerebral Palsy simultaneously. See: Cerebral Palsy | OT / PT | |
| Moderate Learning Disabilities | MLD | Stands for Mild or Moderate Learning Disabilities (MLD) and are categorised mentally as having an IQ between IQ 50 and 70. | |
| Motor Learning Difficulties | See: Dyspraxia | ||
| Multi-Sensory Environment | MSE | It is an artificially created venue that brings together multi-sensory equipment in one place to stimulate the senses, promotes pleasure and/or feelings of well-being. It can be utilized as part of learning, treatment, recreation and/or the relaxation experience. It relieves stress, anxiety and pain. MSEs have been shown to help with autism, challenging behaviors, developmental disabilities, mental illness, PTSD, special education and of course wellness. It aims to maximize a person’s potential to focus and then to act on this change through an adaptive response to their environment. An adaptive response is defined as the individual initiating and reacting in a meaningful, productive way to situations, things and people in their environment. An adaptive response is a dynamic and ever changing process. Simply put Multi-Sensory Environments help change behavior, increase focus and attention and add to the feelings of positive self-esteem and well-being. The key elements of a Multi-Sensory Environment / Snoezelen® Room are: Visual: Bubble Tubes, Fibre Optics, Solar Projectors, Light Chase, Wall Panels, Black (UV) Light, Refraction Panels. Tactile: Ball Pools, Cushions & Pillows, Tactile Blankets, Tactile Panels, Carpets, Fan Cushion. Sound: Vibro-Sound, Calming Music, Musical Instruments and Tactile Panels. Smell: Aromatherapy kits, Aroma Dough, Aroma Switch Box. Vestibular: Leaf Chairs, Swings, Rockers, Ball Pools. Proprioception: Puppets, Gloves, Balls, Threading. Also see “Snoezelen® Room” | |
| Muscle Tightness / Weakness | Also referred to as: Spastic Cerebral Palsy or Hypotonia | ||
| Neurological Disorders | Any disorder of the body nervous system such as paralysis, seizures, and altered levels of consciousness. | OT | |
| Neuromuscular Disorders | Any disorder of the body nervous system such as paralysis, seizures, and altered levels of consciousness. | OT | |
| Occupational Therapist | OT | The role of an occupational therapist is to work with a client to help them achieve a fulfilled and satisfied state in life through the use of "purposeful activity or interventions designed to achieve functional outcomes which promote health, prevent injury or disability and which develop, improve, sustain or restore the highest possible level of independence. | |
| Occupational Therapy | OT | The use of treatments to develop, recover, or maintain the daily living and work skills of people with a physical, mental or developmental condition. | |
| Oral Myofunctional Disorder / Orofacial Myofunctional | PANDAS | A disorders associated with streptococcal infections involving the sudden onset of Obsessive-Compulsive Disorder (OCD) or tics in children following a strep infection such as strep throat or scarlet fever. PANDAS may be quite rare but some evidence suggests it could account for as many as 1 in 10 new cases of OCD in children each year. Typically, children affected by PANDAS have a dramatic – even overnight – onset of symptoms. This can include one or more new movement or vocal tics, as well as obsessions or compulsions or both. Some affected children become noticeably moody and irritable, have more difficulty separating from loved ones, experience a change in eating patterns or begin having trouble sleeping or controlling the bladder. | |
| Palsy | Weakness | ||
| Parent Advocates Network for Special Needs | PANS | A community Organization developed and organized for the active networking, education, and facilitation in provision of resources, programs and personnel vested in the advocating of Free Appropriate Public Education and provision of services for individuals with special needs. PANS is dedicated to the education, informing and networking of both parents with individuals with special needs and persons and entities providing. | |
| Patellofemoral Pain Syndrome | Also called Chondromalacia Patellae. An inflammation of the underside of the patella (knee cap) and softening of the cartilage. The cartilage under the kneecap is a natural shock absorber. Overuse, injury and other factors can cause an increase in deterioration and break down of the cartilage, rendering it no longer smooth, therefore movement and use is painful. | ||
| Paediatric Infection - Triggered Autoimmune Neuropsychiatric Disorder | PITAND | Is characterized by the development of OCD-like symptoms, tics, and neuropsychiatric symptoms after a viral or bacterial infection. It is often grouped with PANS and PANDAS, although the terms may not be interchangeable. | |
| Pervasive Developmental Disorder | PDD | A diagnostic category characterised by delays in the developmental functions including socialisation, communication and many basic skills, referring to a group of 5 disorders; Pervasive Developmental Disorder, Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder (CDD). See Autism | |
| Pervasive Developmental Disorder-Not Otherwise Specified | PDD-NOS | Psychologists and psychiatrists sometimes use the term “pervasive developmental disorders” and “Autism Spectrum Disorders” (ASD) interchangeably. As such, PDD-NOS became the diagnosis applied to children or adults who are on the autism spectrum but do not fully meet the criteria for another ASD such as autistic disorder (sometimes called “classic” autism) or Asperger Syndrome. | |
| Pervasive Developmental Disorders | PDD | Refers to a group of disorders characterized by delays in the development of socialization and communication skills. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. | |
| Physical Therapy | PT | Concerned with the remediation of impairments and disabilities and the promotion of mobility, functional ability, quality of life and movement potential through examination, evaluation, diagnosis and physical intervention. Helps promote movement, may relieve pain and helps improve or restore your physical function and fitness level. The goal of Physical Therapy / Physiotherapy (PT) is to make daily tasks and activities easier such as walking or going up the stairs. | |
| Postural Dysfunction | A relatively common condition that causes pain in the upper back without significant damage or trauma to tissues. It is when the joints or the spine is put into a position out of their normal balanced alignment where the muscles adapt and become unbalanced. Not to be confused with Scoliosis. | OT / PT | |
| Pragmatics | A subfield of linguistics and semiotics which studies the ways in which context contributes to meaning. | SLT | |
| Profound and Multiple Learning Disabilities | PMLD | Have more than one disability and great difficulty communicating. Many children will have additional sensory or physical disabilities, complex health needs or mental health difficulties. The combination of these needs and/or the lack of the right support may also affect behaviour. Those with Autism and Down’s Syndrome may also have profound and multiple learning disabilities. | |
| Receptive Language Disorders | Also knows as Language Comprehension Deficit. When a child has difficulties understanding what is said to them. | SLT | |
| Rett’s Syndrome / Disorder | Also called Cerebroatrophic Hyperammonemia. A neurodevelopment disorder of the grey matter (component of the central nervous system) of the brain that almost exclusively affects females but has been found in male patients The clinical features include small hands and feet and a deceleration of the rate of head growth (including Microcephaly in some). They typically have no verbal skills, and about 50% of individuals affected do not walk. Scoliosis, growth failure and constipation are very common and can be problematic. Not to be confused with Tourette Syndrome / Disorder or Cerebral Palsy. | ||
| Rhythmic Movement Therapy Training | RMT | RMT is focuses of developing and integrating the infant’s reflex patterns into smooth, rhythmic movements to enhance development and sensory integration of physical, emotional and cognitive impairments. | |
| Scoliosis | From the Greek word “Skoliosis” meaning Obliquity Bending, a medical condition in which a person’s spine is curved from side to side. When viewed on the X-Ray from the rear, the spine of an individual with this condition can resemble an “S” or a “?” rather than a straight line, however, this is a complex three-dimensional deformity. | OT / PT | |
| Sensory Avoider | This person deliberately acts to reduce or prevent exposure to sensory stimuli and has a low sensory threshold, meaning they do not need much sensory stimulation in order to respond. | ||
| Sensory Integration | SI | A person that finds it difficult to process and act upon information received through the senses, which creates challenges in performing everyday tasks. Children with a difficulty processing information from the sense (touch, movement, smell, taste, vision and hearing) and responding appropriately to that information. These children typically have one or more sense that either overreact or underreact to stimulation. This can also cause problems with a child’s development and behaviour. Also referred to as: Sensory Integration Dysfunction | OT |
| Sensory Integration Dysfunction | SID | See: Sensory Processing Disorder | OT |
| Sensory Seeker | This person seeks out sensory experiences in everyday life and has a high sensory threshold, meaning they require lots of stimulation or a more intense sensory stimulus in order to respond. | OT | |
| Sensory Sensitive | This person readily notices sensory stimuli and may be uncomfortable or distracted by them. He or she has a low sensory threshold, meaning they do not need much sensory stimulation in order to respond. | ||
| Severe Learning Disabilities | SLD | Children/Students with severe to profound general learning disabilities are likely to be severely impaired in their functioning in respect of a basic awareness and understanding of themselves, of the people around them and of the world they live in. Many will have additional disabilities such as autistic spectrum disorders, challenging and/or self-injurious behaviour, emotional disturbance, epilepsy, hearing impairment, physical impairment, severe impairment in communication skills and visual impairment. Insofar as IQ (Intelligence Quotient) may be used as an indicator of general learning disability, a student with a severe general learning disability is described as having an IQ in the range 20 to 35 or in some cases 50 on standardised IQ tests, and a student with a profound general learning disability is described as having an IQ under 20. | |
| Shadow Teacher | By definition a shadow teacher is an educational assistant who works directly with a single, special needs child during his/her early school years. These assistants understand a variety of learning disabilities and how to handle them. Liaise with the parents, the school SENCO and other providers, educational psychologists and/or external therapy centers / therapist, track and monitor the progress of the child’s SEN. | ||
| Snoezelen® | The word Snoezelen originates from the Dutch words for Snuffllen (to seek out) & Doezelen (to relax). Originated in Holland in the early 80’s as a concept of recreation/relaxation for disabled adults. Use extended with seniors, children, people with mental illness, chronic pain, autism, ABI and the mainstream population. Now used in therapy, education, distraction, treatment. Developed as a distinct environment, sensory concepts extended into all aspects of life. Today, Snoezelen is used increasingly for education, therapy, stimulation, calming, interaction, treatment. Also see “Multi-Sensory Environment” | ||
| Spastic Cerebral Palsy | Sometimes called Bilateral Spasticity. A type of Cerebral Palsy wherein spasticity (muscle tightness) is either the dominant or exclusive impairment present. It is damage to the Cortical motor areas and is the most common type of Cerebral Palsy. See Cerebral Palsy | OT / PT | |
| Special Education Needs | SEN | The term 'special educational needs' has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. Many children will have special needs of some kind at some time during their education. | |
| Special Education Needs Coordinator | SENCO | SENCO stands for "Special Educational Needs Coordinator". Mainstream schools should appoint a qualified teacher to be their SENCO. The SENCO has a critical role to play and the type of responsibilities include:- - ensuring that children with special educational needs and disabilities within a school receive the support they need - determining the strategic development of SEN policy and provision - overseeing the day-to-day operation of the school’s SEN policy - supporting the identification of children with special educational needs - ensuring there is high quality teaching and intervention for children with SEN - coordinating provision for children with SEN - liaising with parents of children with SEN - liaising with other providers, educational psychologists and external therapy centers / therapist - ensuring that the school keeps the records of all pupils with SEN up to date - tracking and monitoring the progress of children with SEN | |
| Speech & Language Therapist / Pathologist | SLT | An SLT works with parents/carers and others to assess if a child has speech and/or language difficulties, communication or eating and drinking difficulties. | |
| Speech Delay | See Alalia | ||
| Speech Disorder / Speech Impediments | A type of communication disorder where normal speech is disrupted. | ||
| Speech-Language Therapy / Pathology | SLT | The study and treatment of speech-language problems, specialise in the evaluation and treatment of communication and/or swallowing disorders and have been trained to assess and treat people who have a communication disability. A health profession that falls under the area of Human Communication Sciences. It is the diagnosis, management and treatment of individuals who are unable to communicate effectively or who have difficulty with feeding and swallowing. | |
| Stuttering | A Speech Disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases as well as involuntary silent pauses or blocks in which the person who stutters is unable to produce sounds. | SLT | |
| Tongue Thrust | Muscle disorders of the face, mouth, lips or jaw. | ||
| Torticollis | Also called Wryneck or Loxia. From the Latin word “Tortus” meaning Twisted and “Collum” for Neck is a dystonic condition defined by an abnormal, asymmetrical head or neck position, which may be due to a variety of causes. | OT / PT | |
| Tourette Syndrome / Disorder | An inherited neuropsychiatric disorder with onset in childhood, characterised by multiple repetitive and involuntary movements, physical (motor) tics and at least one vocal (phonic) tic. | ||
| Trisomy 21 | See: Down Syndrome | ||
| Unequal Leg Length | See: Leg Length Discrepancies | ||
| Upper Extremity / Upper Limp | A region extending from the deltoid (shoulder muscle) region to the hand, including the arm, axilla (underarm / armpit / oxter) and shoulder. | OT / PT | |
| Verbal Apraxia | See: Apraxia | ||
| Wryneck | Also called Torticollis or Loxia from the Latin word “Tortus” meaning twisted and “Collum” for neck is a dystonic condition defined by an abnormal, asymmetrical head or neck position, which may be due to a variety of causes. | OT / PT |
Please note that these links were correct at the time of publication. The list is offered as a support to parents, not as an official recommendation by the centre.
Topic | Resource | Link |
|---|---|---|
| ADD/ADHD | Hyperactivity Children’s Support Group | http://www.hacsg.org.uk |
| ADD/ADHD | Identifying & Treating Attention Deficit Hyperactivity Disorder, Resource for School/Home | http://www2.ed.gov/teachers/needs/speced/adhd/adhd-resource-ptl.pdf |
| ADD/ADHD | ADD/ADHD: Teaching Students with Attention Deficit Hyperactivity Disorder, Teacher Resource Guide | http://www.bced.gov.bc.ca/specialed/adhd |
| ADD/ADHD | The National Attention Deficit Disorder Information and Support Service | http://www.addiss/co.uk |
| Allergies | Children’s Allergy & Anaphylaxis Protocols for Schools and Child Care Organizations | http://allergyuk.org/fs_protocols.aspx |
| Allergies | School Guidelines for Managing Students with Food Allergies | http://www.foodallergy.org/page/food-allergy--anaphylaxis-network-guidelines |
| Allergies | The Food Allergy and Anaphylaxis Network | http://www.foodallergy.org |
| ASD | Autism Society of America | http://autism-society.org/ |
| ASD | Autism Speaks | http://www.autismspeaks.org |
| ASD | National Autism Center (USA) | http://www.nationalautismcenter.org/index.php |
| ASD | Office of Autism & Asperger Syndrome Information and Support (OAASIS) | http://www.hesleygroup.co.uk |
| ASD | Saudi Autistic Society | http://saudiautism.com/index.php?option=com_frontpage&Itemid=1#adobt |
| ASD | Services for Autism & Asperger Syndrome | http://www.aspergersyndrome.org |
| ASD | The National Autistic Society (UK) | http://www.nas.org.uk |
| ASD | The Mighty | https://themighty.com/autism-spectrum-disorder/ |
| Asthma | American Lung Association | http://www.lung.org/lung-disease/asthma |
| Asthma | Asthma Friendly Schools Initiative | http://www.lung.org/lung-disease/asthma/in-schools/asthma-friendly-schools/ |
| Baby Senses Mother Child Centre’s trained nurse & midwife suporting mothers before, during and after birth | http://www.babysenses.me |
|
| Behaviour | Behavioural, Emotional and Social Difficulties (BESD) | http://www/priorygroup.com/Conditions/Specialist-Education-and-Fostering-Conditions |
| Behaviour | Challenges to Emotional and Behavioral Health | http://www.waisman.wisc.edu/cedd/emotional.php |
| Behaviour | Element 3: Student Behavioral, Social, and Emotional Supports | http://www.promoteprevent.org/publications/prevention-briefs/element-3-student-behavior |
| Behaviour | Evaluation Guide for Emotional Behavioral Disability | http://dpi.wi.gov/sped/pdf/ebdguide.pdf |
| Behaviour | Oppositional Defiant Disorder | http://www.kidsbehaviour.co.uk/OppositionalDefiantDisorderODD.html |
| Cerebral Palsy | Cerebral Palsy Guidance | at https://www.cerebralpalsyguidance.com/cerebral-palsy/ |
| Cerebral Palsy | United Cerebral Palsy (UCP) | http://www.ucp.org/ |
| Cerebral Palsy | MyChild™ at Cerebral Palsy.org | http://www.cerebralpalsy.org/ |
| Child Developement | Raising Children Network Australia | http://raisingchildren.net.au/ |
| Child Developement | Child Development Institute | http://www.childdevelopmentinfo.com/index.html |
| Child Developement | How Kids Develop | http://www.howkidsdevelop.com/index.html |
| Child Developement | Department of Education, UK | http://www.dcsf.gov.uk/everychildmatters/ |
| Child Developement | National Center for Clinical Infant Programs, ZERO TO THREE, USA | http://www.zerotothree.org |
| Diabetes | Children with Diabetes: A Resource Guide for Families and Schools | http://ndep.nih.gov/publications |
| Diabetes | Helping the Student with Diabetes Succeed: A guide for School Personnel | http://ndep.nih.gov/publications/PublicationDetail.aspx?PubId=97&redirect=true |
| Diabetes | Exercise, Sports & Diabetes: Going for the Goal | http://www.jdrf.org/index.cfm?page_id=106126 |
| DIR® and the DIR Floortime® Approach | Understanding child development, providing support & intervention | http://www.icdl.com/DIR |
| Disabilities | Gulf Disability Society | http://www.gulfdisability.com/ |
| Ed-Psych | Lexicon Reading Centre, Rudolf Stockling, Educational Psychologist, Assessment & Evaluation | htpp://www.lexiconreadingcenter.org |
| Education | The Knowledge and Human Development Authority (KHDA) for quality of private education in Dubai | http://www.khda.gov.ae/en/ |
| Education | K12 online education solutions for students in pre-K through 12th grade - US | http://www.k12.com/ |
| Education | K12 online education solutions for students in pre-K through 12th grade – iCademy Middle East | http://icademymiddleeast.com/programs/k12/ |
| Gifted & Talented | National Association of Gifted Children (USA) | http://www.nagc.org |
| Gifted & Talented | Teaching Strategies for Able Learners | http://www.lambeth.gov.uk/NR/rdonlyres |
| Learning Disorders | Educator's guide to learn Disabilities and ADHD | http://www.ldonline.org/ |
| Learning Disorders | Auditory Processing Disorder UK Ltd. | http://www.apduk.org |
| Learning Disorders | British Dyslexia Association | http://www.bda-dyslexia.org.uk |
| Learning Disorders | Dyscalculia | http://www.dyscalculia.org |
| Learning Disorders | Dyslexia Action | http://www.dyslexiaaction.org.uk |
| Learning Disorders | Dyspraxia Foundation | http://www.dyspraxiafoundation.org.uk |
| Learning Disorders | Non-verbal Learning Disorder | http://www.nldontheweb.org |
| Occupational Therapy | http://www.yourkidsot.com | |
| Online News Blog | Parenting, Autism, Down Syndrome, Mental Illness and Disability | https://themighty.com/ |
| Online Resource | Special Education, Pediatric Occupational Therapy and Pediatric Physical Therapy | https://www.yourtherapysource.com/ |
| SEN and Early Interventions | http://www.firstsigns.org/ | |
| SEN and Early Interventions | Centre for Disease Control and Prevention (CDC) - U.S. Department of Health & Human Services | http://www.cdc.gov/ncbddd/actearly/index.html |
| Sensory | British Association of Behavioral Optometrists | http://www.babo.co.uk |
| Sensory | Hearing impairment | http://www.babyhearing.org/ |
| Sensory | Hearing impairment | http://www.ncbegin.org/ |
| Sensory | Hearing impairment | http://www.johntracyclinic.org |
| Sensory | Hearing impairment | http://www.agbell.org |
| Sensory | Hearing: National Deaf Children’s Society | http://www.ndcs.org.uk |
| Sensory | The Irlene Centre | http://www.irlenuk.com |
| Sensory | Vision: Understanding Vision Impairment | http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/Publication |
| Speech-Language | Afasic supports parents with children who have Speech-Language difficulties | http://www.afasic.org.uk |
| Speech-Language | American Speech-Language-Hearing Association (ASHA) | http://www.asha.org |
| Speech-Language | British Stammering Association | http://www.stammering.org |
| Speech-Language | Childhood Apraxia of Speech Association of North America (CASANA) | http://www.apraxia-kids.org |
| Speech-Language | Cincinnati Children’s Hospital Speech Conditions and Diagnoses (USA) | http://www.cincinnatichildrens.org/health/info/speech/diagnose/speech-disorder.htm |
| Speech-Language | Impairments | http://nichy.org/disability/specific/speechlanguage/ |
| Speech-Language | Makaton language programme using signs & symbols to help people to communicate | https://www.makaton.org/ |
| Speech-Language | National Stuttering Foundation (USA) | http://www.nsastutter.org |
| Speech-Language | Stuttering Foundation (USA) | http://www.stuttersfa.org |
| Speech-Language | The Hanen Centre, Speech and Language Development for Children | http://www.hanen.org/ |
| Speech-Language | The Lidcombe Program - a behavioural treatment for young children who stutter | http://www.lidcombeprogram.org/about-lidcombe-program/about-lptc/ |
| Support Groups | Down Syndrome - All 4 Down syndrome Dubai | http://www.all4downsyndrome.com/ |
| Support Groups | Down Syndrome - Down Syndrome Dubai | http://www.downsyndromedubai.com/index.htm |
| Support Groups | Down Syndrome - Down Syndrome UAE | http://www.facebook.com/pages/UAE-down-syndrome association/186660611375957 |
| Support Groups | Down Syndrome - UAE Down Syndrome Association | http://www.uaedsa.ae |
| Tourette Syndrome | Tourette Syndrome Association (UK) | http://www.tsa.org.uk |
| Therapy Resources | https://upbility.net/ | |
| PANDAS/PANS | Autoimmune Disorder | https://www.porterhousemedical.com/news/pandas-pans-awareness-day-2018-what-are-pandas-and-pans/ |