Autism

Autism is a brain disorder that affects a person's ability to communicate, form relationships with others, and respond appropriately to the external world. People with the condition often exhibit repetitive behavior or narrow, obsessive interests. Other characteristics of autism include problems with verbal and nonverbal communication and social interaction. Scientists aren't certain what causes the disorder, but it's likely that both genetics and environment play a role.

What Is Autism?
Autism is a brain disorder that too often results in a lifetime of impaired thinking, feeling, and social functioning -- our most uniquely human attributes. It typically affects a person's ability to communicate, form relationships with others, and respond appropriately to the external world. The disorder becomes apparent in children generally by the age of 3. Autism (sometimes called "classical autism") is the most common condition in a group of developmental disorders known as the autism spectrum disorders. Other autism spectrum disorders include:

Asperger syndrome Rett syndrome Childhood disintegrative disorder Pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS).

Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have it than females. Girls with autism tend to have more severe symptoms and greater cognitive impairment.

Characteristic Behaviors of Autism

Autism is characterized by three distinctive behaviors. Autistic children:

Have difficulties with social interaction Display problems with verbal and nonverbal communication Exhibit repetitive behaviors or narrow, obsessive interests.

Some people with the condition can function at a relatively high level, with speech and intelligence intact. Others have serious cognitive impairments and language delays, and some never speak.

In addition, individuals with autism may seem closed off and shut down, or locked into repetitive behaviors and rigid patterns of thinking. An infant may avoid eye contact, seem deaf, and abruptly stop developing language. The child may act as if unaware of the coming and going of others, or physically attack and injure others without provocation. Infants with autism often remain fixated on a single item or activity, rock or flap their hands, seem insensitive to burns and bruises, and may even mutilate themselves.

What Causes It?

Scientists aren't certain what causes autism, but it's likely that both genetics and environment play a role.

Treatment for Autism

There is no cure for the disorder. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement. The ideal treatment plan coordinates therapies and interventions that target the core symptoms of the condition:

Impaired social interaction Problems with verbal and nonverbal communication Obsessive or repetitive routines and interests.

Most professionals agree that the earlier the intervention, the better.

What Is the Prognosis?

For many children, symptoms improve with treatment and with age. Some children with autism grow up to lead normal or near-normal lives. Children whose language skills regress early in life, usually before the age of 3, appear to be at risk of developing epilepsy orseizure-like brain activity.

During adolescence, some children with autism may become depressed or experience behavioral problems. Parents of these children should be ready to adjust treatment for their child as needed.

Statistics on Autism
Autism is one of the most common developmental disabilities. Individuals are of all races and ethnic and socioeconomic backgrounds. Current estimates suggest that approximately 400,000 individuals in the United States have autism.

Autism is three to four times more likely to affect boys than girls. It occurs in individuals of all levels of intelligence. Approximately 75 percent are of low intelligence, while 10 percent may demonstrate high intelligence in specific areas such as math.

TAMANA
OBJECTIVE: MAKING THEM RESPONSIBLE CITIZENS:

Tamana is not just a non-governmental organisation or a school of a different kind, it is the realisation of a long cherished dream; it is a social movement; it is an infinite process. Our mission is to provide a quantum leap for the welfare and rehabilitation of children whose only fault is to have been born without normal faculties. Ensuring this welfare is the collective responsibility of a progressive and egalitarian society of which these children have a right to be an integral part. Our mission is- to make our students part of the new India, which is full of aspiration and hope; to be fully equipped to overcome any problem or difficulty and to strive ahead to be useful members of the society. Tamana is dedicated to serving the needs of multiply handicapped children, and its principal aims are to:

Maintain a motivated, dedicated and quality oriented team of professionals. Educate and prepare multiply handicapped children to live within the community, having achieved threefold independence - physical, social and financial- to the best of their abilities. Provide therapy and counselling appropriate to their needs. Actively contribute to programs towards building social awareness through appropriate media (conferences, telefilms, TV, seminars, literature, etc.). Conduct critical research in key areas of special education and training. Provide expert legal advocacy to such persons and their families. Establish and promote mutually beneficial relationships with international organisations which have similar objectives. Contributing to the training and development of manpower in the field of special education. Utilize science/technology to facilitate their physical and mental growth. Working by the above objectives has enabled Tamana to grow from educating four children under a tent to becoming one of the most dedicated and known special schools in the country.

SPECIALISED ACTIVITIES

Recreational outings Varied and interesting trips are organised for students to familiarise them with the environment they live in. These trips are aimed at providing opportunities for the children to assimilate real life situations and to make their academic education functionally meaningful within their environment. Trips are therefore organised

and paced in line with each group's academic, physical and vocational level. Field visits include functional training at shops, post-offices, banks, bus stops, traffic squares, railway stations, restaurants, etc. Children at Tamana also enjoy visits to parks, zoological gardens, amusement parks, circuses and museums. Night Stay Programme Tamana's night stay program is a unique programme that equips the mentally impaired and autistic persons with all the skills that make for a life of least dependence on others and inculcate a feeling of self sufficiency and self worth. It also enhances their social interaction. The purpose is also to wean the child emotionally from the parents. All students get an opportunity to stay two consecutive nights at a time at the hostel at Nai Disha. In the night stay programme the students are not sent home at the end of the day but are sent to the hostel at Nai Disha. They are given lunch, made to rest and then training is given in activities of daily living according to their age and ability. These activities include personal grooming, making beds, maintaining cupboards, washing and ironing clothes, cooking. The students are also trained to handle recreation and leisure time constructively.. The Night stay programme works towards the preparing the student to stay without the parent at time of family need i.e. respite care. Best Buddies Programme People with intellectual disabilities and autism are often excluded from society because of their differences. Tamana is determined to end social isolation for people special needs by establishing meaningful and lasting one to one friendships with their non-disabled peer. These friendships help increase self- esteem, confidence and the self worth of people with and without intellectual disabilities. What is most wonderful about the program is that it provides them with a friend, a buddy. This buddy accepts them as they are, wherever they may be in their social skill development. They initiate conversation and show a genuine interest in these kids. Keeping all this in mind Tamana Schools started this program with students of Delhi Public School R.K Puram and Spring Dales School. The students from DPS and spring Dales School visit Tamana School regularly. They participate in various activities such as drama, dancing, cooking or academies. Students from these schools are participate in our events like Valentine's Day, World Autism Awareness Day, Winter Carnival, our fund raising events. This sort of program gives disabled children something that cant be bought a -friend. It provides children with disabilities more and better social contacts. Interaction with peers with disabilities has positive impacts also on those who do not have disabilities. They are learning to be more tolerant and sensitive to differences as they spend time with their special buddies. By training children with intellectual disability in the skills necessary to succeed in the community and workplace the non-disabled students have the key to change societys mind and heart. This programme meets the immediate needs for social inclusion and affects long term change in peoples attitude towards individuals with intellectual and multiple disabilities and autism. Sheltered workshops In todays world each one is looking for better job prospects and making their life more meaningful in their terms. It is an irony that our special students find themselves at cross roads not knowing what to do or how to engage themselves after the basic schooling and vocational training. Many of our students have come of age and now need to become economically independent. Even after vocational training, the special needs persons are unable to obtain jobs in industry and commercial establishments in wider society.

The result is loss of hope and confidence, which sweeps their life when they have no option but to sit at home, actually resulting in unlearning what they actually have learnt over the years. Thus started the need for sheltered workshops. The training program along with employment is a step towards working for their economic rehabilitation. The philosophy behind the sheltered workshops is to train students in a vocation, which will help them in becoming financially independent and productive members of society and to teach the students work place ethics. Keeping this thought in the mind, in July 2005, Tamana set up two sheltered workshops Bakery at Nai Disha(Vocational Center) and Laundry at Tamana Special school. Simple steps have been devised for teaching baking and laundry to individuals with special needs which take into account their abilities and limitations. Baking (bread, cakes biscuits) is a simple cooking activity and after the process is broken into simple steps (task analysis) like identifying ingredients, weighing the ingredients, mixing, transferring to moulds, baking, decorating, packing and making the bills. Technological advancements have made the process simpler as now state of the art baking equipment are available which are easily operable by a single button and simplest of instructions. Additionally baked products have a good market in Indian urban areas and are fast moving products. The sales of products help us in raising funds for our organization and providing stipend to students who train in it. Thus, leading to greater self-sufficiency at student and institutional level. At present there are 12 students working in our bakery unit. A special educator and a baker train these students. In the laundry unit the students are sent to collect linen and clothes from clients (beauty parlours). The students make a record of the number of clothes they collect from each client. After returning the students sort the clothes according to size and colour and put them in different washing machines. The students then pour the requisite quantity of the soap in the automatic machines and start the machine. After the wash cycle is over, the students dry the clothes in the sun. The students under supervision iron the dried clothes. The students make the final bills for each client. Besides leading the students towards self-reliance, these two workshops have started rebuilding their selfesteem and fulfilling their emotional needs. Physical Fitness Program Special Children too tend to become lethargic and over weight once they enter adolescence and adult hood. Parents always wish that their child remain active and fit. Parents are apprehensive about sending their ward to commercial gyms and fitness centres as they worry about acceptance of their child in such centres and the heavy fee charged by them. Tamana has started a physical fitness program after school hours at Nai Disha. Most parents complain that their child after returning home becomes lethargic and inactive. Keeping that in mind Tamana has started with a program, which will help them regain strength, increase their endurance level and channelize their energy levels in a conservative manner. Each child attends two sessions in a week and the timings are from 2:30 to 4:00 p.m. The Sessions Include:

Weight reduction and physical fitness program. A comprehensive O. T. program

Integrated camps are held annually to promote interaction between child and society. This experience has brought moments of unimagined joy into the lives of the college volunteers who have participated in our programmes.

Theatre arts in education Theatre Arts in education has been introduced after school hours. The aim of the program is to enhance personality development of the students. There are 2 session for a student in a week and timings are from 1:30 p.m. to 3:30 p.m. The activities includes: Role play, Dance (Western), Drama, Instrumental music ,Harmonium, Tabla, casio). This programme aims to provide the following benefits

Keep the individual entertained and occupied Develop self confidence Develop social skills Enhances emotional development Refine imitation skills Increase flexibility of body and smoothen body movements Learn rhythmic movement

A comprehensive curriculum has been developed for each branch. The following areas are covered broadly Pre-academic stimulation: Activities in this curricular area include play, music and crafts. It encourages the child to participate in things that bring out his hidden feelings and talent. It also creates a suitable and informal atmosphere for learning. Functional Academics : This curricular area has functional reading, writing, practical math, money and time concept, as activities. Formal Education through NIOS: The Educable and high functioning students are taught formal academics by following the National Open School Programme. Tamana is currently offering NIOS programme for Level 3, 5, 8 . Shortly it will get accreditation for classes 10 and 12. Environmental Education : The curriculum here explores the world around us especially the Nature, and physical sciences. Tamana is a member of the ECO Club of Govt. of Delhi. Extra curricular activities are planned to create awareness of preserving the environment. Topics such as - save the earth, save water, save electricity, do not use plastic bags etc are discussed regularly. Activities Of Daily Living :

Activities in this curricular area include eating, dressing and maintaining hygiene. The child learns the basic etiquettes and mannerism to interact with the society with more confidence. Physical Development: Stimulation for physical growth and development is provided through yoga and sports. Sports include indoor and out door games. Students get training in skating, badminton, athletics, cricket, bocce, basketball. Swimming: During the summer months students are taken for swimming to the local sports complex. Swimming is not only therapeutic for persons with special needs but also a fun activity as being in the water the students feel relaxed.Especially the hyper-active persons feel more settled after the swimming sessions. Their confidence level also goes up and they get that winning feeling one they have learnt swimming. Mobility skills development : It involves field trips, films, supportive classroom activities etc. which encourage the child to actually interact with the society and participate in events which have scope for such interaction. Computer Application: Computers can assist learning in every area of special needs child, not just in the 3Rs and at every level of ability. They can provide an environment in which the following may emerge. Computers offer opportunities for playfulness, creativity and exploration in a safe environment and can produce perfect, socially valued objects. All of this can be achieved with non-specialised software, even by those who do not speak and do not appear to recognise writing. Pictures and icons are standard in computer-person interactions-and they always look the same and do the same thing when activated! Personto-person interaction is much helped by this: each can see the others aims; turn are clearly defined; complicated skills are not required. We can enjoy what the individuals is doing as much as they do! We can share their interest, they can share ours! Computer use in an essential element of social inclusion: some individuals on the autistic spectrum may be exceptionally competent with information technology and some grow up to earn a good living in this area. Non Specialised as well as specialised software which promotes spoken communication, enhances auditory processing or addresses other specific needs are used. For those with poor motor control specialised hardware are made available, for example touch screen, joysticks, trackballs and switches instead of mouse or keyboard. For those who find the standard keyboard too complex a keyboard with large keys are used. Sex Education :

Books and counselling is used to provide the child much needed sex education. His/her queries are answered and he/she is encouraged to leave inhibitions to be an aware person. Adolescents are trained to handle their sexuality. Vocational Skills : Vocational Training prepares the students to settle into the society as efficient and able citizens. They are given training such as cooking, needlework, weaving, laminating, cyclostyling, block printing, fabric painting etc. Additionally, students help the staff with tasks such as maintenance, office work and meal preparation. The principal goal of this is to develop a sense of responsibility, deference to authority, understanding instructions, and a basic work ethic.Underlying all skill development is the goal of developing a sense of self worth and dignity as a member of the community. Therapeutic Interventions: Seventy five percent of the students at Tamana require speech and occupational and /or physiotherapy. Each child's speech, language and motor problems are scientifically evaluated. Special care is taken to ensure that teachers and parents are fully involved in the ongoing program. Occupational therapy is administered by a occupational therapist and an assistant through manual and equipment aided techniques. Speech Therapy : Language delay and deviant language development are often the features which lead to diagnosis and assessment of mental multiple disability and autism. Therapists use a developmental approach to evaluate childrens overall levels and patterns of functioning. The aim of intervention is to understand the nature and extent of children's difficulties and to facilitate better communication wherever possible. Ways of stimulating language and communication are therefore needed. The School offers a unique speech and language therapy with the aid of Dr. Speech Computer Program. Specifically charted speech exercises are conducted by full time speech therapists and special educators. Where the use of spoken language provokes difficulties instead of understanding then language needs to be supported with visible forms of communication e.g. objects, pictures or symbols. In this context augmentative communication practices and programmes, which support the act of communication are used. Other approaces used are PECS, Makaton , Communication Boards. Art Therapy : Art is a form of expression and a way of communicating. At Tamana we try to achieve the primary aim of art therapy, that is, to provide a safe non- judgmental environment in which to create and have aesthetic experiences. The very act of art making demands some active involvement, risk taking and unique self-

expression. Thoughts, perceptions and emotions of the special individual, who at times may be nonverbal, are expressed through the creative act itself and in any follow up discussion. Because it is non- judgmental or non- critical there are no rights or wrongs. The acquisition of skills can be very motivating. As individual acquire more skills, they are better able to undergo a wider range of aesthetic experiences. There is a subtle interplay between aesthetic awareness and skills acquisitions. Art can provide a path for motivation, communications as well as an emotional outlet. Art is also be used as a therapeutic activity to help cognitive development and physical coordination. Dance and Movement Therapy : Tamana has introduced Dance therapy in its three branches. Dance Instructors from Shaimak Dawar Institute of Performing Arts assisted by the special educators of Tamana teach dance to the students. Children are guided through experimental movement activities to become aware of their bodies and develop deeper understanding of themselves. While engaging in body preparatory exercises, movement activities and games they have been stimulated to think, memorize, feel and express ideas through their bodies. The movements help improve their body coordination, attention span and imitation skills. The dance sessions have led to a feel good factor in the students and they are loosing their inhibitions. The students also get opportunities to perform their dances in front of varied audiences thus giving a boost to their self confidence and self esteem.