Kaden’s program focuses on special needs and disabilities.
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Episode Transcript
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Speaker 2 (00:00):
Blot Host Radio.
Speaker 1 (00:40):
Hello everyone, and welcome to the New Heights Educational Group
talk show. My name is Kaden Bhan and I'm a
volunteer for New Heights Educational Groups. Today we're going to
be talking about special needs and the education and that
goes along with child special needs. First off, i'd like
to introduce my co host Maggie Sangler. Hello, huh and uh.
(01:03):
She's gonna help us today with describing her experience with
education for her children and also talking about, you know,
the different experiences she's had homeschooling with her children and
in public school as well. So to start off, we're
(01:25):
gonna talk about just some different special needs situations or
conditions that children can have, just a brief overview of
some that you may already know and some that you
may not be still familiar with. We have autism, which
is very common nowadays. There's been a lot of movements
to fund research for autism and a lot of development
(01:49):
in the education and condition the treatment of autism. So
autism is a spectrum disorder. It includes autistic disorder, Asperger
syndrome for sources of developmental disorder that's not otherwise specified,
which means that autism is not always so easy to diagnose,
(02:12):
and so there's a lot of symptoms and inclusions in
that diagnosis of autism since researchers are not as familiar
with what caused the moment and in symptoms, though, do
include communication issues. Verbal and nonverbal pointing, eye contact, and
(02:33):
smiling are sometimes inhibited. In certain cases. The reaction between
children with autism and their parents or with others around
them do not match that of normal or of a
regular child. Social relationships also sometimes can be impaired by autism.
(02:54):
Depends on the extremeness of the condition. There are different
types and different different or different extremes, but in most
cases there is a little bit of difficulty in interacting
with others emotionally, sharing with others and understanding others and
(03:20):
holding an appropriate conversation. Routines or repetitive behaviors are also
common with this syndrome, repeating words or actions, obsessive belief
on routines or schedules, and playing in reppetitive ways. High
risk groups include boys, siblings of those with autism, and
(03:40):
people with other developmental disorders such as fragile x syndrome.
There are many options that have been developed, especially since
autism is becoming so prevalent nowadays in the US. Different
therapeutic options include behavior management therapists that help to reinforce
wanted behaviors and these unwanted behaviors, and this can include
(04:03):
social interactions, working on social interactions with others, learning appropriate
responses and conversations, and normal interactions with others. Also, there
are speech language therapists that help with the communication aspect
as well in building social relationships. Occupational therapists help to
(04:25):
find ways to adjust to daily tasks or to match
the needs and abilities of the autistic child, so to
work on the repetitive nature and routine based to allow
for more flexible schedule to allow the child to be
more comfortable with having schedule changes. And also physical therapists
(04:46):
that design activities and exercises to build motor control and
impruve posture balance. So now let's turn our attention to ADHD.
Many people know this as attention deficit dis Hyperactivity disorder.
The very common in about three to five percent of
American children and interferes with abilities of children to focus
(05:10):
and stay on task with certain activities. Signs and symptoms
include failure to listen to instructions, inability to organize oneself
in school work, visiting with hands and feet, talking very much,
and leaving projects or other tests unfinished in the process. Also,
(05:34):
there's issues sometimes with paying attention and responding to details.
It's usually diagnosed in young children or in childhood, but
can also continue into adulthood. There's no exact cure, but
there have been some medical options such as Rittlin or
(05:55):
Chadron that helps to decrease impulsivity and hyper activity. Other
treatment or therapy is to have structured classroom management, parental
education on the signs and symptoms, and helping the child
to concentrate better and tittering our behavioral therapy for the child.
(06:21):
Another disorder that we have is bipolar disorder. This is
a more serious mental illness. It can run in families
and starts usually an adolescence or early adulthood. Signs and
symptoms include dramatic mood and swings. It's known as mania
(06:41):
and depression. Manias when you feel very very happy for
a short period of time, followed by a down feeling
or depressions manic depression, and also can have normal moods
in between. The only treatments that I've shown to be
relatively effective is medicine, talk therapy, medical checkups, therapists to
(07:08):
help the patient deal with their their swinging moods because
it can be very detrimental to their their self worth,
their relationships and their jobs, their school performance, and their
home life. So now here with us, we have Maggie,
(07:29):
as I introduced, and she's gonna talk more on these
conditions and the specificity that goes along with giving an
education to these children. And so Maggie, would you like
to take sleep?
Speaker 2 (07:46):
Sure? My My second Pathriene is uh. She had a
lot of feizures when she was younger, and we did
not realize that she had learning issues until she was
(08:08):
about three. Her first year was when she's a little older,
a little over a year old, and when she was
about three, I kind of had a feeling that we
had some problems going on, but I wasn't quite sure
because she still wasn't speaking and still couldn't talk right.
(08:29):
She tried, you know, what she wanted to say, but
it wasn't coming out right and she would get frustrated.
I would get frustrated. So it was a very long journey.
So I'm not phrase it that way, because I took
(08:51):
her to like preschool that specialized in children with disability,
and they tested her. They worked with her physical therapy
and occupational therapy, speech therapy, and she was there for
(09:12):
three years. And then she went to kindergarten at public school,
and I worked with the teacher there. She got a
speech therapist to work with, and I told him exactly, Okay,
this is what we're dealing with, this is what we're
having issues with, this is what she's still struggling with.
(09:36):
And halfway through the year, the teacher pretty much was
telling me the exact same thing I had told her
at the beginning of the year, and the speech therapist
was getting frustrated because she didn't quite know what to
do with her. So I took her out of the
school system and I started homeschooling her along with my
(09:58):
other daughter. She and then I proceeded to take her
from the doctor to doctor to doctor to doctor to
try and figure out what exactly it was we were
dealing with. I had her tested for autism. They said
(10:19):
she didn't have that. They didn't They said she didn't
have the ousburgers either, but they did label her as
the pervasive developmental disorder because they didn't quite know how
to label it, and she had I'm going to blank
(10:41):
on some of the things, but she would have like
a learning expressive receptive disorder, meaning she would have trouble
taking everything around her. Sometimes it was too much, over stimulating.
She didn't know how to process all of it because
(11:06):
it was too much. Other time, when she like with
the eye contact, when you would talk to her, or
she would be listening to people talking around her to
someone who didn't know, they would look at her and
they would think she was staring at them, and to
(11:27):
some people that can be offensive, but she wasn't being
rude and staring. She was trying to process what she
was seeing and hearing, and it was taking much longer
than it would you you were I, and because it
(11:47):
was taking longer, she would just continue to watch and
look at you until she was able to figure it out.
And also we had that's another one. Sometimes she would
(12:12):
just out touch. She loved. She had sensory issues too,
where she would hear certain things or smell certain things
that you and I wouldn't enough one, and they would
sometimes drive her nuts. She loved touching people, loved giving hugs,
(12:35):
loved touching different textures, and she there for a little
while when she was little, loved putting certain small objects
in her mouth because of the feeling of having them
in her mouth, which when her little can be extremely
panicky for a parent because you're always scared they're gonna
(12:57):
swallow it. And she also took some There was a
place in Toledo that I took her to that gave
her that diagnosed her with the sensory problems, and then
I was able to take her to speech and occupational
(13:19):
therapy and say, this is what she's also been diagnosed with.
Can you work this also into your program and make
sure she can get these needs met Because we got
our bouncy ball because she loved the sensation of bouncing
(13:40):
up and down. It released this energy inside of her
that would sometimes make it very very hard for her
to focus and listen and learn. I also found out
(14:00):
that because of these seizures, one of the type seizures
that she was having was they're called the peat malls
or staring spell seizures where the person who will just stop,
it's like they freeze. They don't move, they don't blink,
(14:23):
they don't talk, they're not completely non responsive. They still breathe,
but in every other aspect they don't move. And I
actually saw her have some of these in front of
me a couple of times, and it's blank in the eyes.
It's like there's nobody home. And for those few seconds
(14:46):
where they're frozen and they're not moving, when they're in
the middle of one of these, nobody is home. It's
like somebody hit the pause button and everything's stopped. Then
they'll blank had come out of it, and they picked
right up, ticked right up where they left off, and
they have no clue that they've just had the seizure.
(15:09):
And she had. I didn't even know how many of
these she had. She had so many of them between
one year old and six and what this did cumulative
altogether gave her pretty much a year and a half
two year learning delay because she had so many of those,
(15:33):
she missed out on some very important moments of learning,
and when put all together, it put her that far behind.
And I there's also one of the other things that
(15:57):
we discovered with her, and every child will have this issue.
Exactly how many children out there are people even adults,
how these problems is problem? I don't know but I
know with her, because of her seizures, it messed up
(16:24):
the way her brain worked. You have a right brain
and a left brain, which operates if the right side
of the body or the left side of the body,
and it's switched, and your right brain shares information with
your left brain, and they're supposed to actually work together
as one and stream seamlessly, streaming information back and forth
(16:50):
between the two. That's pretty much how a perfect brain
should work. Well. In her case, her brain would either
be left brain or right brain. They never worked together
at the same time. And for years it was such
(17:13):
a struggle in the beginning when I was homeschooling her
because I wasn't I was hardly getting anywhere. It took
us two years just to do kindergarten, and you would
have to constantly review and review and review and review.
And it was so difficult for her to learn because
(17:35):
whenever she learned, if she was left brained at the time,
later in the day, if for whatever triggered her brain,
she would become right brain, she would forget, or one
day she'd be left brain, the next day she'd be
right brained, and whatever she learned when she was left
brained she wouldn't remember when she was right brain because
(17:57):
her two halves of the brain weren't sharing information, and
it made it extremely difficult for her to learn. Now,
there are exercises out there called brain him exercises that
a child or adult can do that makes the forces
(18:18):
your right brain and your left brain to work together.
And I pretty much had her do these types of
exercises every morning. It's part of her morning routine. And
we did that for probably about three or four years,
and it took her quite a while. Now today she's fourteen.
(18:43):
We still continue to speak therapy, we still continue the
occupational therapy. She has come a long way. When she
was was eight air nine years old. Yeah, she was
air nine years old, and she still could not read, write,
(19:07):
She couldn't do any math. She couldn't add or subtract
lolone multipation division. She couldn't write letters. I mean she
couldn't even write the letters of the alphabet. She would
look at him and she could copy him, But to
get her to say okay a and then write it
down without looking at anything, she couldn't do that, let
(19:28):
alone put her thoughts into sentence structure and write it down.
And now was it six years later at dange of fourteen,
she's able to do all that. And she's at sixth
(19:48):
grade and she's doing all of that. Yes, she should
be roughly a freshman in high school right now, but
she's doing sixth grade level work and compared to where
she was just six years ago, that's a miracle in itself.
(20:11):
The only thing I can say is for the parents
that are out there that have children with any form
of learning disability, they're child there. How should I phrase this?
Your child is special. Every child is special, but when
(20:32):
you are dealing with a child that has special needs,
they are special not because they're different, not normal. They're
special because they bring a type of joy in your
life that you don't normally get. Yes, it's rough, Yes
(20:56):
it's hard, but you have to be able to think
of side the box. Don't take no for an answer
from a doctor. And if a doctor thinks, be your
child's advocate, because if you don't stand up for your
child and say, okay, this didn't work, so let's find
(21:17):
something else, or Okay, I didn't quite agree with what
that doctor was saying, so let's research. Let's see if
I can find somebody else. Do what they say, and
find a way that that child learns. And if you
personally can't do then try and find someone that can
help you and just be persistent because it's it will
(21:40):
take a while, but in the end you will read
many benefits. I how much time we have left, Kayden,
I'm not in front of a cock right now.
Speaker 1 (21:56):
We have about seven minutes there.
Speaker 2 (21:58):
All right, okayin Callers.
Speaker 1 (22:01):
We don't have the moment. No, okay, I believe we
have business.
Speaker 2 (22:06):
Okay. Now, in regards to Osburgers, I don't have any children.
None of my children have Osburgers. But I do have
a nephew and for the last four years he has
come and spent a week with us every summer. And
(22:27):
he's my daughter Katherine, the one that has the disabilities
and had bell A seizures. They're just a few months apart,
and he I've learned a lot by having him come
over and spend the summers with us over the last
(22:48):
four years. And it's very interesting. He has come a
long way too, just in the last couple of years.
But I noticed with Asburgers, Uh, for whatever reason, are
very when they go out in a vehicle or you
are driving somewhere they're constantly preoccupied with what time is it,
(23:14):
what you know, what time we've got to be there
or were going to get there on time? How much
time do we have left to get there and then?
Or how fast are you driving? And sometimes that can
get annoying, but they a lot of times it can't
help it, and there are certain things that they will
sixty eight on. Another one with my nephew is he
(23:42):
loves quoting the Bible. So he'll he actually walks around
and acts like he's marking, and he'll be quoting all
these verses. And there are times where that can be
somewhat interruptive or rude, especially if you are trying to
have a conversation with somebody else. But hey, if that's
(24:05):
what he's fixiating on, then by all means have that.
I mean, there's a lot of other things out there,
a lot worse than Bible verses. But he also in
the beginning certain people he just did not like for
(24:26):
whatever reason, I have no idea, he just wouldn't want
to be around him, and he would start to get agitated.
He would like walk in circles, or he would rub
his fingers or rub his arms, or he would just
fidget like someone being agitated, and he just wouldn't know
(24:46):
how to communicate, tell what it is that was wrong
or kind of hand situation. I know a lot of
children or people with Osburgers. They were like routine. They
like the same familiar surroundings, structure and the same structure
(25:12):
every day routine. I know when he would come here
for the first year, that was a trial. But we've
kind of gotten into someone of a routine. And one
of the neat things when he comes here is he
gets to try things that he normally doesn't do at home.
(25:34):
One of the things I always try and do with
him is I never I don't treat him different. I
dream just like the rest of my kids, and they
don't treat him different. And they get along awesome, have
a great time, and he's willing to try anything. He's
a perfectionist. I think that's another, maybe another be part
(25:57):
of Ausburgers. But and if he doesn't get things perfect,
or if he gets overloaded, I call them a little
mini meltdown. He will just it just becomes too much
and he'll just start crying or become upset in himself
(26:18):
and just wringing his hands, fidgety walking around uncontrollably. I mean,
he just can't control it. And those are like little
breakdowns where he's unable to function normally and trying to
get him to calm down and talk to him. So
(26:40):
if you talk to him and try and work him
through it, and eventually he calms down and then he's
able to discuss it with you and what happened, and
then you just keep me talking and he's a few
months later, he's fine. Maybe that might not work for
every child that has Ousburger. I guess you just got
(27:01):
to find what works. And I know he does therapy too,
like speech and occupational and so it takes some time,
but it is doable. And I know here at New
Heights we try and anyone who does have children with
(27:24):
disabilities and who needs help trying to find word to
take your child for therapy or what type of therapies
are out there, or worre to even get them tested
to see what learning disabilities they may have. We are
willing to work with you, help you find what's out
(27:44):
there that's available where to go. I mean, that's why
we're here to help anyone who needs help in the
area of education.
Speaker 1 (27:58):
Well, thank you so much for sharing it. Really I
think helps a lot of people who have had this experience,
you know, different experience in relation to this difficulty of
trying to raise your child and have communication barriers and
be frustrated, but also to be able to see, you know,
(28:21):
the feel rewarded when you are a through and to
feel like you've accomplished you know, something, something great. And
definitely going to continue this topic because it's such a
big topic on our next show. But really I just
wanted to thank you so so much while Pamela was
(28:43):
gone for being the co host and speaking about your experience.
And I hope that it's reached the listeners. And I
hope that you know, anyone who's struggling can take from
your experience and apply it and you know, maintain that
hope and stay strong in order to be able to
(29:06):
communicate and teach their children.
Speaker 2 (29:09):
I hope so too. I hope that I was able
to at least encourage some people that are listening, and
that's pretty much all I can help for. And I
do hope for that because you didn't need encouragement.
Speaker 1 (29:29):
So awesome. Well, we hope to have you back next time,
maybe when Pamela is here and thank you everybody for listening.
We'll see you in the next show, all right, thank
you Kayden that problem. Have a good night you too.
Blot Host Radio.
Speaker 1 (00:40):
Hello everyone, and welcome to the New Heights Educational Group
talk show. My name is Kaden Bhan and I'm a
volunteer for New Heights Educational Groups. Today we're going to
be talking about special needs and the education and that
goes along with child special needs. First off, i'd like
to introduce my co host Maggie Sangler. Hello, huh and uh.
(01:03):
She's gonna help us today with describing her experience with
education for her children and also talking about, you know,
the different experiences she's had homeschooling with her children and
in public school as well. So to start off, we're
(01:25):
gonna talk about just some different special needs situations or
conditions that children can have, just a brief overview of
some that you may already know and some that you
may not be still familiar with. We have autism, which
is very common nowadays. There's been a lot of movements
to fund research for autism and a lot of development
(01:49):
in the education and condition the treatment of autism. So
autism is a spectrum disorder. It includes autistic disorder, Asperger
syndrome for sources of developmental disorder that's not otherwise specified,
which means that autism is not always so easy to diagnose,
(02:12):
and so there's a lot of symptoms and inclusions in
that diagnosis of autism since researchers are not as familiar
with what caused the moment and in symptoms, though, do
include communication issues. Verbal and nonverbal pointing, eye contact, and
(02:33):
smiling are sometimes inhibited. In certain cases. The reaction between
children with autism and their parents or with others around
them do not match that of normal or of a
regular child. Social relationships also sometimes can be impaired by autism.
(02:54):
Depends on the extremeness of the condition. There are different
types and different different or different extremes, but in most
cases there is a little bit of difficulty in interacting
with others emotionally, sharing with others and understanding others and
(03:20):
holding an appropriate conversation. Routines or repetitive behaviors are also
common with this syndrome, repeating words or actions, obsessive belief
on routines or schedules, and playing in reppetitive ways. High
risk groups include boys, siblings of those with autism, and
(03:40):
people with other developmental disorders such as fragile x syndrome.
There are many options that have been developed, especially since
autism is becoming so prevalent nowadays in the US. Different
therapeutic options include behavior management therapists that help to reinforce
wanted behaviors and these unwanted behaviors, and this can include
(04:03):
social interactions, working on social interactions with others, learning appropriate
responses and conversations, and normal interactions with others. Also, there
are speech language therapists that help with the communication aspect
as well in building social relationships. Occupational therapists help to
(04:25):
find ways to adjust to daily tasks or to match
the needs and abilities of the autistic child, so to
work on the repetitive nature and routine based to allow
for more flexible schedule to allow the child to be
more comfortable with having schedule changes. And also physical therapists
(04:46):
that design activities and exercises to build motor control and
impruve posture balance. So now let's turn our attention to ADHD.
Many people know this as attention deficit dis Hyperactivity disorder.
The very common in about three to five percent of
American children and interferes with abilities of children to focus
(05:10):
and stay on task with certain activities. Signs and symptoms
include failure to listen to instructions, inability to organize oneself
in school work, visiting with hands and feet, talking very much,
and leaving projects or other tests unfinished in the process. Also,
(05:34):
there's issues sometimes with paying attention and responding to details.
It's usually diagnosed in young children or in childhood, but
can also continue into adulthood. There's no exact cure, but
there have been some medical options such as Rittlin or
(05:55):
Chadron that helps to decrease impulsivity and hyper activity. Other
treatment or therapy is to have structured classroom management, parental
education on the signs and symptoms, and helping the child
to concentrate better and tittering our behavioral therapy for the child.
(06:21):
Another disorder that we have is bipolar disorder. This is
a more serious mental illness. It can run in families
and starts usually an adolescence or early adulthood. Signs and
symptoms include dramatic mood and swings. It's known as mania
(06:41):
and depression. Manias when you feel very very happy for
a short period of time, followed by a down feeling
or depressions manic depression, and also can have normal moods
in between. The only treatments that I've shown to be
relatively effective is medicine, talk therapy, medical checkups, therapists to
(07:08):
help the patient deal with their their swinging moods because
it can be very detrimental to their their self worth,
their relationships and their jobs, their school performance, and their
home life. So now here with us, we have Maggie,
(07:29):
as I introduced, and she's gonna talk more on these
conditions and the specificity that goes along with giving an
education to these children. And so Maggie, would you like
to take sleep?
Speaker 2 (07:46):
Sure? My My second Pathriene is uh. She had a
lot of feizures when she was younger, and we did
not realize that she had learning issues until she was
(08:08):
about three. Her first year was when she's a little older,
a little over a year old, and when she was
about three, I kind of had a feeling that we
had some problems going on, but I wasn't quite sure
because she still wasn't speaking and still couldn't talk right.
(08:29):
She tried, you know, what she wanted to say, but
it wasn't coming out right and she would get frustrated.
I would get frustrated. So it was a very long journey.
So I'm not phrase it that way, because I took
(08:51):
her to like preschool that specialized in children with disability,
and they tested her. They worked with her physical therapy
and occupational therapy, speech therapy, and she was there for
(09:12):
three years. And then she went to kindergarten at public school,
and I worked with the teacher there. She got a
speech therapist to work with, and I told him exactly, Okay,
this is what we're dealing with, this is what we're
having issues with, this is what she's still struggling with.
(09:36):
And halfway through the year, the teacher pretty much was
telling me the exact same thing I had told her
at the beginning of the year, and the speech therapist
was getting frustrated because she didn't quite know what to
do with her. So I took her out of the
school system and I started homeschooling her along with my
(09:58):
other daughter. She and then I proceeded to take her
from the doctor to doctor to doctor to doctor to
try and figure out what exactly it was we were
dealing with. I had her tested for autism. They said
(10:19):
she didn't have that. They didn't They said she didn't
have the ousburgers either, but they did label her as
the pervasive developmental disorder because they didn't quite know how
to label it, and she had I'm going to blank
(10:41):
on some of the things, but she would have like
a learning expressive receptive disorder, meaning she would have trouble
taking everything around her. Sometimes it was too much, over stimulating.
She didn't know how to process all of it because
(11:06):
it was too much. Other time, when she like with
the eye contact, when you would talk to her, or
she would be listening to people talking around her to
someone who didn't know, they would look at her and
they would think she was staring at them, and to
(11:27):
some people that can be offensive, but she wasn't being
rude and staring. She was trying to process what she
was seeing and hearing, and it was taking much longer
than it would you you were I, and because it
(11:47):
was taking longer, she would just continue to watch and
look at you until she was able to figure it out.
And also we had that's another one. Sometimes she would
(12:12):
just out touch. She loved. She had sensory issues too,
where she would hear certain things or smell certain things
that you and I wouldn't enough one, and they would
sometimes drive her nuts. She loved touching people, loved giving hugs,
(12:35):
loved touching different textures, and she there for a little
while when she was little, loved putting certain small objects
in her mouth because of the feeling of having them
in her mouth, which when her little can be extremely
panicky for a parent because you're always scared they're gonna
(12:57):
swallow it. And she also took some There was a
place in Toledo that I took her to that gave
her that diagnosed her with the sensory problems, and then
I was able to take her to speech and occupational
(13:19):
therapy and say, this is what she's also been diagnosed with.
Can you work this also into your program and make
sure she can get these needs met Because we got
our bouncy ball because she loved the sensation of bouncing
(13:40):
up and down. It released this energy inside of her
that would sometimes make it very very hard for her
to focus and listen and learn. I also found out
(14:00):
that because of these seizures, one of the type seizures
that she was having was they're called the peat malls
or staring spell seizures where the person who will just stop,
it's like they freeze. They don't move, they don't blink,
(14:23):
they don't talk, they're not completely non responsive. They still breathe,
but in every other aspect they don't move. And I
actually saw her have some of these in front of
me a couple of times, and it's blank in the eyes.
It's like there's nobody home. And for those few seconds
(14:46):
where they're frozen and they're not moving, when they're in
the middle of one of these, nobody is home. It's
like somebody hit the pause button and everything's stopped. Then
they'll blank had come out of it, and they picked
right up, ticked right up where they left off, and
they have no clue that they've just had the seizure.
(15:09):
And she had. I didn't even know how many of
these she had. She had so many of them between
one year old and six and what this did cumulative
altogether gave her pretty much a year and a half
two year learning delay because she had so many of those,
(15:33):
she missed out on some very important moments of learning,
and when put all together, it put her that far behind.
And I there's also one of the other things that
(15:57):
we discovered with her, and every child will have this issue.
Exactly how many children out there are people even adults,
how these problems is problem? I don't know but I
know with her, because of her seizures, it messed up
(16:24):
the way her brain worked. You have a right brain
and a left brain, which operates if the right side
of the body or the left side of the body,
and it's switched, and your right brain shares information with
your left brain, and they're supposed to actually work together
as one and stream seamlessly, streaming information back and forth
(16:50):
between the two. That's pretty much how a perfect brain
should work. Well. In her case, her brain would either
be left brain or right brain. They never worked together
at the same time. And for years it was such
(17:13):
a struggle in the beginning when I was homeschooling her
because I wasn't I was hardly getting anywhere. It took
us two years just to do kindergarten, and you would
have to constantly review and review and review and review.
And it was so difficult for her to learn because
(17:35):
whenever she learned, if she was left brained at the time,
later in the day, if for whatever triggered her brain,
she would become right brain, she would forget, or one
day she'd be left brain, the next day she'd be
right brained, and whatever she learned when she was left
brained she wouldn't remember when she was right brain because
(17:57):
her two halves of the brain weren't sharing information, and
it made it extremely difficult for her to learn. Now,
there are exercises out there called brain him exercises that
a child or adult can do that makes the forces
(18:18):
your right brain and your left brain to work together.
And I pretty much had her do these types of
exercises every morning. It's part of her morning routine. And
we did that for probably about three or four years,
and it took her quite a while. Now today she's fourteen.
(18:43):
We still continue to speak therapy, we still continue the
occupational therapy. She has come a long way. When she
was was eight air nine years old. Yeah, she was
air nine years old, and she still could not read, write,
(19:07):
She couldn't do any math. She couldn't add or subtract
lolone multipation division. She couldn't write letters. I mean she
couldn't even write the letters of the alphabet. She would
look at him and she could copy him, But to
get her to say okay a and then write it
down without looking at anything, she couldn't do that, let
(19:28):
alone put her thoughts into sentence structure and write it down.
And now was it six years later at dange of fourteen,
she's able to do all that. And she's at sixth
(19:48):
grade and she's doing all of that. Yes, she should
be roughly a freshman in high school right now, but
she's doing sixth grade level work and compared to where
she was just six years ago, that's a miracle in itself.
(20:11):
The only thing I can say is for the parents
that are out there that have children with any form
of learning disability, they're child there. How should I phrase this?
Your child is special. Every child is special, but when
(20:32):
you are dealing with a child that has special needs,
they are special not because they're different, not normal. They're
special because they bring a type of joy in your
life that you don't normally get. Yes, it's rough, Yes
(20:56):
it's hard, but you have to be able to think
of side the box. Don't take no for an answer
from a doctor. And if a doctor thinks, be your
child's advocate, because if you don't stand up for your
child and say, okay, this didn't work, so let's find
(21:17):
something else, or Okay, I didn't quite agree with what
that doctor was saying, so let's research. Let's see if
I can find somebody else. Do what they say, and
find a way that that child learns. And if you
personally can't do then try and find someone that can
help you and just be persistent because it's it will
(21:40):
take a while, but in the end you will read
many benefits. I how much time we have left, Kayden,
I'm not in front of a cock right now.
Speaker 1 (21:56):
We have about seven minutes there.
Speaker 2 (21:58):
All right, okayin Callers.
Speaker 1 (22:01):
We don't have the moment. No, okay, I believe we
have business.
Speaker 2 (22:06):
Okay. Now, in regards to Osburgers, I don't have any children.
None of my children have Osburgers. But I do have
a nephew and for the last four years he has
come and spent a week with us every summer. And
(22:27):
he's my daughter Katherine, the one that has the disabilities
and had bell A seizures. They're just a few months apart,
and he I've learned a lot by having him come
over and spend the summers with us over the last
(22:48):
four years. And it's very interesting. He has come a
long way too, just in the last couple of years.
But I noticed with Asburgers, Uh, for whatever reason, are
very when they go out in a vehicle or you
are driving somewhere they're constantly preoccupied with what time is it,
(23:14):
what you know, what time we've got to be there
or were going to get there on time? How much
time do we have left to get there and then?
Or how fast are you driving? And sometimes that can
get annoying, but they a lot of times it can't
help it, and there are certain things that they will
sixty eight on. Another one with my nephew is he
(23:42):
loves quoting the Bible. So he'll he actually walks around
and acts like he's marking, and he'll be quoting all
these verses. And there are times where that can be
somewhat interruptive or rude, especially if you are trying to
have a conversation with somebody else. But hey, if that's
(24:05):
what he's fixiating on, then by all means have that.
I mean, there's a lot of other things out there,
a lot worse than Bible verses. But he also in
the beginning certain people he just did not like for
(24:26):
whatever reason, I have no idea, he just wouldn't want
to be around him, and he would start to get agitated.
He would like walk in circles, or he would rub
his fingers or rub his arms, or he would just
fidget like someone being agitated, and he just wouldn't know
(24:46):
how to communicate, tell what it is that was wrong
or kind of hand situation. I know a lot of
children or people with Osburgers. They were like routine. They
like the same familiar surroundings, structure and the same structure
(25:12):
every day routine. I know when he would come here
for the first year, that was a trial. But we've
kind of gotten into someone of a routine. And one
of the neat things when he comes here is he
gets to try things that he normally doesn't do at home.
(25:34):
One of the things I always try and do with
him is I never I don't treat him different. I
dream just like the rest of my kids, and they
don't treat him different. And they get along awesome, have
a great time, and he's willing to try anything. He's
a perfectionist. I think that's another, maybe another be part
(25:57):
of Ausburgers. But and if he doesn't get things perfect,
or if he gets overloaded, I call them a little
mini meltdown. He will just it just becomes too much
and he'll just start crying or become upset in himself
(26:18):
and just wringing his hands, fidgety walking around uncontrollably. I mean,
he just can't control it. And those are like little
breakdowns where he's unable to function normally and trying to
get him to calm down and talk to him. So
(26:40):
if you talk to him and try and work him
through it, and eventually he calms down and then he's
able to discuss it with you and what happened, and
then you just keep me talking and he's a few
months later, he's fine. Maybe that might not work for
every child that has Ousburger. I guess you just got
(27:01):
to find what works. And I know he does therapy too,
like speech and occupational and so it takes some time,
but it is doable. And I know here at New
Heights we try and anyone who does have children with
(27:24):
disabilities and who needs help trying to find word to
take your child for therapy or what type of therapies
are out there, or worre to even get them tested
to see what learning disabilities they may have. We are
willing to work with you, help you find what's out
(27:44):
there that's available where to go. I mean, that's why
we're here to help anyone who needs help in the
area of education.
Speaker 1 (27:58):
Well, thank you so much for sharing it. Really I
think helps a lot of people who have had this experience,
you know, different experience in relation to this difficulty of
trying to raise your child and have communication barriers and
be frustrated, but also to be able to see, you know,
(28:21):
the feel rewarded when you are a through and to
feel like you've accomplished you know, something, something great. And
definitely going to continue this topic because it's such a
big topic on our next show. But really I just
wanted to thank you so so much while Pamela was
(28:43):
gone for being the co host and speaking about your experience.
And I hope that it's reached the listeners. And I
hope that you know, anyone who's struggling can take from
your experience and apply it and you know, maintain that
hope and stay strong in order to be able to
(29:06):
communicate and teach their children.
Speaker 2 (29:09):
I hope so too. I hope that I was able
to at least encourage some people that are listening, and
that's pretty much all I can help for. And I
do hope for that because you didn't need encouragement.
Speaker 1 (29:29):
So awesome. Well, we hope to have you back next time,
maybe when Pamela is here and thank you everybody for listening.
We'll see you in the next show, all right, thank
you Kayden that problem. Have a good night you too.
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