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Department of Children & Families |
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Below are some of the special needs with a short description.
ATTENTION DEFICIT DISORDER (ADD): Children with ADD have a difficult time
paying attention, show impulsive behavior and are often very active. Parents of
these children find that having clear rules and known consequences helps. Sometimes, these children can best manage themselves when on medication. Accepting
one of these children means you will have to work closely with the school system to see that the child gets a teacher and a classroom setting that works for him/her.
The child's therapist may suggest special parent classes and counseling.
This counseling may be for the child, parents and any siblings.
ASTHMA: Children with asthma may have frequent coughing and wheezing. They may take medication to control it. Some things which may help prevent asthma
attacks are a very clean house and a balanced diet. As vigorous exercise may trigger asthma attacks for some children, parents need to ask their physicians if certain
activities should be avoided. Frequently, swimming is a suggested activity as it helps increase lung capacity. If it is serious, there is a chance that the child will miss
more than the average number of school days due to asthma. Parents of children with asthma need to be sure that there is cooperation from the school in regard to
making up assignments and keeping up with their grade level.
AUTISM: When children are diagnosed as autistic, their behavior and communications are affected. Their ability to learn, understand and participate in social
activities is different from others. Children with autism may withdraw from contact with others, not form/or have personal relationships, have abnormal responses to
sensations and repetitive motor behaviors. Children with autism may avoid eye contact and game playing. Their language is usually delayed or impaired. They may
repeat what others say and/or repeat unclear words and sounds. Children with autism like routine, they do not like change. Some children require long term
supervision. Early interventions, such as special education classes and individualized training programs help to lessen the severity of their condition. Children with
autism require schooling that focuses on learning language and self help skills. When communicating with a child with autism, be direct, use simple directions, have
the child ask for things by name and encourage interactions with children with a higher level of development. Reinforcements such as tokens, food or small toys to
control behavior are successful.
CEREBRAL PALSY: Children who have cerebral palsy have a group of medical conditions, not a disease. These children have a lack of control over their
muscles. They may have poor balance, difficulty in walking and movement and speech impairment. Sometimes cerebral palsy shows itself only by a slight
awkwardness in their walk. A person with more severe cerebral palsy may find it necessary to use a wheelchair, braces or special shoes for assistance. Often there
are other related disabilities such as seizures, an inability to see, hear, speak or learn as other people do and emotional problems. Many children with cerebral palsy are
sensitive to light, loud music and temperature. They are frequently congested and may drool.
DEVELOPMENTAL DELAYS: These children are not able to do what we might expect them to do at a certain age. The developmental tasks such as crawling,
walking, talking, toilet training, writing and coloring may happen later. Some of the children will catch up with other children their age and for some the delays may
be permanent.
EMOTIONAL PROBLEMS: A Therapeutic Foster Family setting has been providing special training to foster parents to meet the needs of children experiencing
emotional problems. Typically, these families have a treatment plan for each child and work closely with the therapist to carry out that plan. Children are placed in these settings only after a very thorough review of their treatment needs. Families adopting children
who are living in therapeutic foster homes will need to learn how to carry out the treatment plan and work with the therapeutic foster parents during the placement
process and after placement. The period of transitioning from the therapeutic home to the adoptive home may be longer than usual.
EPILEPSY: Abnormal electrical-chemical brain activity causing seizures of varying types and intensity. Epilepsy may occur because of brain damage or injury,
illness or chemical imbalances. More than 80% of these cases can be controlled with medication.
FETAL ALCOHOL EFFECTS: When children are born with fetal alcohol effects, it means that their birth mother drank alcohol during her pregnancy. They may
have some minor facial abnormalities, may be hyperactive, have difficulty staying on
task and may have some learning difficulties.
MILDLY MENTALLY HANDICAPPED: Children with mild deficits may be able to feed themselves and drink from a cup. There may be frequent spilling.
They will try to dress themselves and take care of their personal care needs, but they may need some help. These children may be toilet trained; however,
accidents are common. In school they will need to be in special education classes where there are fewer students. They receive more one-on-one attention this way.
While their socialization skills may not be like other children their age, they are able to play and do activities with others.
MODERATELY MENTALLY HANDICAPPED: Children with moderate deficits take a little longer to learn how to dress and feed themselves. Their language
skills are basic and they are able to communicate basic needs and desires. These children should develop skills which will allow them to live in a supervised home
when they are adults. They will always need some assistance.
SPINA BIFIDA: A birth defect characterized by failure of the bone to completely enclose the spinal cord. Babies born with spina bifida may also have
hydrocephalus or fluid on the brain. They may have little or no sensation in the lower half of the body. The cause of spina bifida is not known.
VISUALLY IMPAIRED: Partial or total loss of sight due to congenital defect, injury or accident.
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