Found this phrase by seeing Indian movie tittled
Taare Zamen Paar
Human dissabilities
Almost same name, different mean
lets check it out
DYSLEXIA
Dyslexia, or
developmental reading disorder,
[1]
is characterized by difficulty with learning to read fluently and with
accurate comprehension despite normal or above-average intelligence.
[2][3] This includes difficulty with
phonological awareness,
phonological decoding, processing speed,
orthographic coding,
auditory short-term memory, language skills/verbal comprehension, and/or
rapid naming.
[4][5][6]
Dyslexia is the most common
learning difficulty[7] and most recognized reading disorder. There are other reading difficulties that are unrelated to dyslexia.
Some see dyslexia as distinct from reading difficulties resulting
from other causes, such as a non-neurological deficiency with vision or
hearing, or poor or inadequate
reading instruction.
[8][9]
There are three proposed cognitive subtypes of dyslexia (auditory,
visual and attentional), although individual cases of dyslexia are
better explained by specific underlying neuropsychological deficits
(e.g. an auditory processing disorder, an
attention deficit hyperactivity disorder, a visual processing disorder) and co-occurring learning difficulties (e.g. dyscalculia and dysgraphia).
[10][11][12][13][14][15]
Although it is considered to be a receptive (afferent) language-based
learning disability in the research literature, dyslexia also affects
one's expressive (efferent) language skills.
[16] Researchers at
MIT found that people with dyslexia exhibited impaired voice-recognition abilities.
[17]
A study published online (and in the July issue of the American Journal
of Human Genetics), reported a possible genetic origin to the disorder,
and other learning disabilities, that could help lead in some cases to
earlier diagnoses and more successful interventions
Classification
Internationally, dyslexia has no single definition however it is
generally accepted as designating a cognitive disorder related to
reading and speech. More than seventy related names are used to describe
its manifestations, characterizations or causes. The World Federation
of Neurology defines dyslexia as "a disorder manifested by difficulty in
learning to read despite conventional instruction, adequate
intelligence and sociocultural opportunity".
[19] The
National Institute of Neurological Disorders and Stroke
definition also adds, "difficulty with spelling, phonological
processing (the manipulation of sounds), and/or rapid visual-verbal
responding."
[3]
Many published definitions from researchers and organizations around
the world are purely descriptive or embody causal theories. These
definitions for the disorder, defined as dyslexia, encompass a number of
reading skills, deficits and difficulties with a number of causes
rather than a single condition.
[20][21]
Dyslexia can also be acquired following brain damage; it is also commonly called
alexia, it includes
surface dyslexia,
semantic dyslexia,
phonological dyslexia, and
deep dyslexia.
[22][23]
Acquired surface dyslexia, as one form of dyslexia, arises after brain
damage in a previously literate person and results in pronunciation
errors that indicate impairment of the lexical route.
[24][25]
Numerous symptom-based definitions of dyslexia suggest neurological approaches. The
dual-route hypothesis to reading aloud proposes an answer for
disordered reading, including both developmental and inherited dyslexia
Signs and symptoms
In early childhood, early symptoms that correlate with a later diagnosis of dyslexia include delays in speech,
[27] letter reversal or mirror writing, difficulty knowing left from right and directions,
[28][29] and being easily distracted by background noise.
[30] This pattern of early distractibility is occasionally partially explained by the co-occurrence of dyslexia and
attention-deficit/hyperactivity disorder.
Although this disorder occurs in approximately 5% of children, 25–40%
of children with either dyslexia or ADHD meet criteria for the other
disorder.
[31][32]
Dyslexic children of school age can have various symptoms. The
symptoms may include difficulty identifying or generating rhyming words,
or counting syllables in words (phonological awareness),
[33] a difficulty segmenting words into individual sounds, or blending sounds to make words,
[34] a difficulty with word retrieval or naming problems (see
anomic aphasia),
[35][36][37] commonly very poor spelling,
[38] which has been called dysorthographia or dysgraphia (
orthographic coding), whole-word guesses, and tendencies to omit or add letters or words when writing and reading are considered tell-tale signs.
Signs persist into adolescence and adulthood and may be accompanied
by trouble with summarizing a story, memorizing, reading aloud, and
learning a foreign language.
[39]
Adult dyslexics can read with good comprehension, although they tend to
read more slowly than non-dyslexics and perform more poorly at
spelling and nonsense word reading, a measure of phonological awareness.
[40][41]
A common misconception about dyslexia assumes that dyslexic readers
all write words backwards or move letters around when reading. In fact,
this only occurs in a very small population of dyslexic readers.
[42]
Individuals with dyslexia are better identified by measuring reading
accuracy, fluency, and writing skills and trying to match these
measurements to their level of intelligence as determined from prior
observations
Causes
Researchers have been trying to find a biological basis of dyslexia since it was first identified by
Oswald Berkhan in 1881
[60] and the term
dyslexia coined in 1887 by
Rudolf Berlin.
[61][62] The theories of the
etiology of dyslexia have been and are evolving.
Neuroanatomy
In the area of neurological research into dyslexia, modern
neuroimaging techniques such as
functional magnetic resonance imaging (
fMRI) and
positron emission tomography
(PET) have produced a correlation between functional and structural
differences in the brains of children with reading difficulties. Some
individuals with dyslexia show less electrical activation in parts of
the left hemisphere of the brain involved in reading, which includes the
inferior frontal gyrus,
inferior parietal lobule, and middle and
ventral temporal cortex.
[63]
Brain activation studies using PET to study language have produced a
breakthrough in understanding of the neural basis of language over the
past decade. A neural basis for the visual
lexicon and for auditory verbal
short-term memory components have been proposed,
[64]
with some implication that the observed neural manifestation of
developmental dyslexia is task-specific (i.e., functional rather than
structural).
[65]
fMRI's in dyslexics have provided important data supporting the
interactive role of the cerebellum and cerebral cortex as well as other
brain structures.
[66][67][68]
Genetics
Genetic research into dyslexia and its inheritance has its roots in the examination of post-
autopsy brains of people with dyslexia.
[69][70] When they observed anatomical differences in the
language center in a dyslexic brain, they showed microscopic
cortical malformations known as
ectopias and more rarely
vascular micro-malformations, and in some instances these cortical malformations appeared as a
microgyrus. These studies and those of Cohen et al. 1989
[71] suggested abnormal cortical development which was presumed to occur before or during the sixth month of
fetal brain development.
[72]
Abnormal cell formations in dyslexics found on autopsy have also been
reported in non-language cerebral and subcortical brain structures.
[70][73] MRI data have confirmed a cerebellar role in dyslexia.
[74]
Gene-environment interaction
Research has examined gene–environment interactions in reading disability through
twin studies, which estimate the proportion of variance associated with environment and the proportion associated with
heritability. Studies examining the influence of environmental factors such as parental education,
[75] and teacher quality
[76] have determined that genetics have greater influence in supportive, rather than less optimal environments.
[77]
Instead, it may just allow those genetic risk factors to account for
more of the variance in outcome, because environmental risk factors that
affect that outcome have been minimized.
[78]
As the environment plays a large role in learning and memory, it is likely that
epigenetic modifications play an important role in reading ability.
Animal experiments and measures of
gene expression and
methylation
in the human periphery are used to study epigenetic processes, both of
which have many limitations in extrapolating results for application to
the human brain
DYSPHAGIA
Dysphagia is the medical term for the symptom of difficulty in swallowing.
[1][2][3] Although classified under "symptoms and signs" in
ICD-10,
[4] the term is sometimes used as a condition in its own right.
[5][6][7] Sufferers are sometimes unaware of their dysphagia.
[8][9]
It is derived from the Greek
dys meaning bad or disordered, and
phago meaning "eat". It may be a sensation that suggests difficulty in the passage of solids or liquids from the
mouth to the
stomach,
[10]
a lack of pharyngeal sensation, or various other inadequacies of the
swallowing mechanism. Dysphagia is distinguished from other symptoms
including
odynophagia, which is defined as painful swallowing,
[11] and
globus, which is the sensation of a lump in the throat. A
psychogenic dysphagia is known as
phagophobia.
Individuals who suffer from dysphagia are often ordered onto
thickened fluids. The thicker consistency makes it less likely that an individual with dysphagia will
aspirate
while they are drinking. Individuals with difficulty swallowing may
find liquids cause coughing, spluttering or even choking and thickening
drinks enables them to swallow safely. A range of commercial
thickening agents are available to purchase for the dietary management of dysphagia.
Signs and symptoms
Some patients have limited awareness of their dysphagia, so lack of the symptom does not exclude an underlying disease.
[13] When dysphagia goes undiagnosed or untreated, patients are at a high risk of
pulmonary aspiration and subsequent
aspiration pneumonia
secondary to food or liquids going the wrong way into the lungs. Some
people present with "silent aspiration" and do not cough or show outward
signs of aspiration. Undiagnosed dysphagia can also result in
dehydration, malnutrition, and renal failure.
Some signs and symptoms of oropharyngeal dysphagia include difficulty
controlling food in the mouth, inability to control food or saliva in
the mouth, difficulty initiating a swallow, coughing, choking, frequent
pneumonia,
unexplained weight loss, gurgly or wet voice after swallowing, nasal
regurgitation, and dysphagia (patient complaint of swallowing
difficulty).
[13] When asked where the food is getting stuck, patients will often point to the cervical (
neck)
region as the site of the obstruction. The actual site of obstruction
is always at or below the level at which the level of obstruction is
perceived.
The most common symptom of esophageal dysphagia is the inability to
swallow solid food, which the patient will describe as 'becoming stuck'
or 'held up' before it either passes into the stomach or is
regurgitated. Pain on swallowing or
odynophagia is a distinctive symptom that can be highly indicative of
carcinoma, although it also has numerous other causes that are not related to cancer.
Achalasia
is a major exception to usual pattern of dysphagia in that swallowing
of fluid tends to cause more difficulty than swallowing solids. In
achalasia, there is idiopathic destruction of parasympathetic ganglia of
the auerbach submucosal plexus of the entire esophagus, which results
in functional narrowing of the lower
esophagus, and peristaltic failure throughout its length.
Differential diagnosis
All causes of dysphagia are considered as differential diagnoses. Some common ones are:
Esophageal dysphagia is almost always caused by disease in or
adjacent to the esophagus but occasionally the lesion is in the pharynx
or stomach. In many of the pathological conditions causing dysphagia,
the lumen becomes progressively narrowed and indistensible. Initially
only fibrous solids cause difficulty but later the problem can extend to
all solids and later even to liquids. Patients with difficulty
swallowing may benefit from
thickened fluids
if the person is more comfortable with those liquids, although, so far,
there are no scientific study that proves that those thickened liquids
are beneficial.
Dysphagia may manifest as the result of
autonomic nervous system pathologies including
stroke[14] and
ALS,
[15] or due to rapid iatrogenic correction of an electrolyte imbalance.
[16]
Diagnostic approach
The gold-standard for diagnosing oropharyngeal dysphagia in countries of the Commonwealth are via a modified
barium swallow study or videofluoroscopic swallow study (
fluoroscopy). This is a lateral video (and
AP
in some cases) X-ray that provides objective information on bolus
transport, safest consistency of bolus (different consistencies
including honey, nectar, thin, pudding, puree, regular), and possible
head positioning and/or maneuvers that may facilitate swallow function
depending on each individual's anatomy and physiology. In Zenker's
diverticulum, barium meal first fills the pouch, then overflows from
top. In achalasia, it shows "bird-beak" tapering of
distal
esophagus. In esophageal cancer, it shows a characteristic filling
defect ("Rat-tail" deformity). In leiomyoma, there is smooth filling
defect. Reflux can be demonstrated in fluorscopy. In strictures, meal is
initially arrested above stricture, then gradually trickles down.
- Esophagoscopy and laryngoscopy can give direct view of lumens.
- Chest radiograph may show air-fluid level in mediastinum. Pott's disease and calcified aneurysms of aorta can be easily diagnosed.
- Esophageal motility study is useful in cases of achalasia and diffuse esophageal spasms.
- Exfoliative cytology can be performed on esophageal lavage obtained by esophagoscopy. It can detect malignant cells in early stage.
- Ultrasonography and CT scan are not very useful in finding cause of dysphagia; but can detect masses in mediastinum and aortic aneurysms.
- FEES (Fibreoptic endoscopic evaluation of swallowing), sometimes
with sensory evaluation, is done usually by a Medical Speech Pathologist
or Deglutologist. This procedure involves the patient eating different
consistencies as above
-
Causes
Classification
Dysphagia is classified into three major types:
- Oropharyngeal dysphagia and
- Esophageal dysphagia.[12]
- Functional dysphagia is defined in some patients as having no organic cause for dysphagia that can be found
DYSPRAXIA
Developmental coordination disorder (DCD)
[1][2][3][4][5] also known as
developmental dyspraxia[6][7][8][9][10] is 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. It may be diagnosed in the absence of other
motor or sensory impairments like
cerebral palsy,
[11] muscular dystrophy,
[6] multiple sclerosis or
Parkinson's disease.
Classification
Developmental coordination disorder is classified (by doctors) in the fifth revision of the
Diagnostic and Statistical Manual of Mental Disorders (
DSM-5) as a
motor disorder, in the category of
neurodevelopmental disorders.
[12]
Signs and symptoms
Various areas of development can be affected by developmental coordination disorder and these will persist into adulthood,
[10]
as DCD has no cure. Often various coping strategies are developed, and
these can be enhanced through occupational therapy, physiotherapy,
speech therapy, or psychological training.
In addition to the physical impairments, developmental coordination
disorder is associated with problems with memory, especially
working memory.
[13]
This typically results in difficulty remembering instructions,
difficulty organizing one's time and remembering deadlines, increased
propensity to lose things or problems carrying out tasks which require
remembering several steps in sequence (such as cooking). Whilst most of
the general population experience these problems to some extent, they
have a much more significant impact on the lives of dyspraxic people.
[14] However, many dyspraxics have excellent
long-term memories, despite poor
short-term memory.
[14]
Many dyspraxics benefit from working in a structured environment, as
repeating the same routine minimises difficulty with time-management and
allows them to commit procedures to long-term memory.
People with developmental coordination disorder sometimes have
difficulty moderating the amount of sensory information that their body
is constantly sending them, so as a result these people are prone to
panic attacks.
[14]
Many dyspraxics struggle to
distinguish left from right, even as adults, and have extremely poor sense of direction generally.
Moderate to extreme difficulty doing physical tasks is experienced by
some dyspraxics, and fatigue is common because so much extra energy is
expended while trying to execute physical movements correctly. Some (but
not all) dyspraxics suffer from
hypotonia, low muscle tone, which like DCD can detrimentally affect balance.
[2]
Gross motor control
Whole body movement,
motor coordination,
and body image issues mean that major developmental targets including
walking, running, climbing and jumping can be affected. The difficulties
vary from person to person and can include the following:
- Poor timing[15]
- Poor balance[15][16] (sometimes even falling over in mid-step). Tripping over one's own feet is also common.
- Difficulty combining movements into a controlled sequence.
- Difficulty remembering the next movement in a sequence.
- Problems with spatial awareness,[16][17] or proprioception.
- Some people with developmental coordination disorder have trouble
picking up and holding onto simple objects such as pencils, owing to
poor muscle tone and/or proprioception.
- This disorder can cause an individual to be clumsy to the point of knocking things over and bumping into people accidentally.
- Some people with developmental coordination disorder have difficulty in determining left from right.
- Cross-laterality, ambidexterity, and a shift in the preferred hand
are also common in people with developmental coordination disorder.
- Problems with chewing foods
Fine motor control
Fine-motor problems can cause difficulty with a wide variety of other
tasks such as using a knife and fork, fastening buttons and shoelaces,
cooking, brushing one's teeth, styling one's hair, shaving,
[2][18] applying cosmetics, opening jars and packets, locking and unlocking doors, and doing housework.
Difficulties with fine motor co-ordination lead to problems with handwriting,
[2] which may be due to either ideational or ideo-motor difficulties.
[15][19] Problems associated with this area may include:
- Learning basic movement patterns.[20]
- Developing a desired writing speed.[18]
- Establishing the correct pencil grip[18]
- The acquisition of graphemes – e.g. the letters of the Latin alphabet, as well as numbers.
Developmental verbal dyspraxia
Developmental verbal dyspraxia (DVD) is a type of ideational dyspraxia, causing
speech and language impairments.
This is the favoured term in the UK; however, it is also sometimes
referred to as articulatory dyspraxia, and in the United States the
usual term is childhood apraxia of speech (CAS).
[21][22][23]
Key problems include:
- Difficulties controlling the speech organs.
- Difficulties making speech sounds
- Difficulty sequencing sounds
- Within a word
- Forming words into sentences
- Difficulty controlling breathing, suppressing salivation and phonation when talking or singing with lyrics.
- Slow language development
Associated disorders
People who have developmental coordination disorder may also have one or more of these co-morbid problems:
However, they are unlikely to have problems in all of these areas.
The pattern of difficulty varies widely from person to person, and it is
important to understand that a major weakness for one dyspraxic can be a
strength or gift for another. For example, while some dyspraxics have
difficulty with reading and spelling due to an overlap with dyslexia, or
numeracy due to an overlap with dyscalculia, others may have brilliant
reading and spelling or mathematical abilities. Some estimates show that
up to 50% of dyspraxics have ADHD.
[36]
Sensory processing disorder
Sensory Processing Disorder (SPD) concerns having abnormal oversensitivity or undersensitivity to physical stimuli, such as touch, light, sound, and smell.
[37] This may manifest itself as an inability to tolerate certain textures such as
sandpaper
or certain fabrics and including oral toleration of excessively
textured food (commonly known as picky eating), or even being touched by
another individual (in the case of touch oversensitivity) or may
require the consistent use of sunglasses outdoors since sunlight may be
intense enough to cause discomfort to a dyspraxic (in the case of light
oversensitivity). An aversion to loud music and naturally loud
environments (such as clubs and bars) is typical behavior of a dyspraxic
individual who suffers from
auditory oversensitivity,
while only being comfortable in unusually warm or cold environments is
typical of a dyspraxic with temperature oversensitivity.
Undersensitivity to stimuli may also cause problems. Dyspraxics who are
undersensitive to pain may injure themselves without realising.
[33] Some dyspraxics may be oversensitive to some stimuli and undersensitive to others.
[33]
Specific language impairment
Specific Language Impairment (SLI), research has found that
students with developmental coordination disorder and normal language
skills still experience learning difficulties despite relative strengths
in language. This means that for students with developmental
coordination disorder their working memory abilities determine their
learning difficulties. Any strength in language that they have is not
able to sufficiently support their learning.
[34]
Students with developmental coordination disorder struggle most in
visual-spatial memory. When compared to their peers who don’t have motor
difficulties, students with developmental coordination disorder are
seven times more likely than typically developing students to achieve
very poor scores in visual-spatial memory.
[38]
As a result of this working memory impairment, students with
developmental coordination disorder have learning deficits as well.
[39]
Diagnosis
Assessments for developmental coordination disorder typically require a developmental history,
[7] detailing ages at which significant
developmental milestones, such as
crawling and
walking,
[5][6][8]
occurred. Motor skills screening includes activities designed to
indicate developmental coordination disorder, including balancing,
physical sequencing, touch sensitivity, and variations on walking
activities.
Screening tests which can be used to assess developmental coordination disorder include:-
- Movement Assessment Battery for Children (Movement-ABC - Movement-ABC 2)[40][41][42][43][44]
- Peabody Developmental Motor Scales- Second Edition (PDMS-2)[40]
- Bruininks-Oseretsky Test of Motor Proficiency (BOTMP-BOT-2)[40][45][46][47]
- Motoriktest für vier- bis sechsjährige Kinder (MOT 4-6)[40][48]
- Körperkoordinationtest für Kinder (KTK)[40]
- Test of Gross Motor Development, Second Edition (TGMD-2)[40]
- Maastrichtse Motoriek Test (MMT)[40]
Currently there is no single gold standard assessment test.
[40]
A baseline motor assessment establishes the starting point for
developmental intervention programs. Comparing children to normal rates
of development may help to establish areas of significant difficulty.
However, research in the
British Journal of Special Education
has shown that knowledge is severely limited in many who should be
trained to recognise and respond to various difficulties, including
developmental coordination disorder,
dyslexia and
deficits in attention, motor control and perception (DAMP).
[8] The earlier that difficulties are noted and timely assessments occur, the quicker intervention can begin. A teacher or
GP could miss a diagnosis if they are only applying a cursory knowledge.
"Teachers will not be able to recognise or accommodate the child with
learning difficulties in class if their knowledge is limited. Similarly
GPs will find it difficult to detect and appropriately refer children
with learning difficulties
Any note for all this dissabilities are dont be afraid to be different yet every person born different. Just we need to know how to explore our great ability behind our dissability ^_^
a Tom Cruise had Dyslexia, he is a great actor and producer now
Smile,
Fight
and Rise your dream
Love
~Violet~
