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How would this change be defined? Would it be defined differently by those who have Asperger’s Syndrome as opposed to the Neurotypicals in their lives? Who is it that wants change? Who is it that expects change? Who is it that is conditioned to think not being able to fully change something means that all change is impossible? And, it is so important for people to realize that not all things deemed as needing some change equal an inability to change. More often than not, this “inability to change” is an illusion because of where the want for change comes from versus what is a different ability. How do you assess the difference between change based on one set of standards versus a different ability that brings with it meaning and a different ability to function and contribute differently.

Why, do you think, is there such focus on Asperger’s Syndrome in terms of those diagnosed with it as not having ability to change? What is the message taken out of this fact, granted, but focusing extensively or even exclusively on this fact?

Does focusing on the reality that people with Asperger’s Syndrome (AS) will always have it leave room for hope? If so, what do you think that hope is for? What could that hope be about?

While it is true that AS is not something that one can recover from, or stop having somehow, that does not mean that people with AS cannot continue to learn and develop new skills, coping skills and/or compensatory skills – they absolutely can.

Now, of course, not everyone with Asperger’s is exactly the same at all. This means that how each person with AS will think about or even be aware about wanting and/or needing to learn new ways of coping and compensating will vary. And, while not a statement set in stone, it does appear, from my experience, as a Life Coach, a person with Asperger’s Syndrome, and a person who communicates with many with AS and has read a lot about it, that among all the variables and differences in the ways that all of us with AS manifest it, gender differences seem to have led many to conclude that the way that Asperger’s effects males isn’t the same way it affects many females. Tony Attwood mentions this in his book, “The Complete Guide to Asperger’s Syndrome.” So this isn’t just me speculating.

For those of us diagnosed in adulthood who didn’t have any way to have early intervention or support like aspie children do today, we have to be creative with how we go about coping and compensating. In most areas of the world there aren’t even services for adults with Asperger’s – as if today’s aspie kids won’t be tomorrow’s aspie adults joining the rest of us in this abyss of sorts.

I have come to realize in my life and my journey with Asperger’s Syndrome that there has been a lot that I have continued to learn. I have pushed my own limits and in many ways still do. I think, initially, after being diagnosed at the age of 40, in 1997, I was trying to get rid of AS – as if eh?

However, for the last many years or so it’s really been much more a journey of gratitude for me. Gratitude for all I have continued to learn and compensate for mixed with an ever-deepening radical acceptance of the paradox of Asperger’s. A paradox that sees AS being both challenging and a blessed-giftedness as well. I continue to experience this rich and profound paradox of what AS seems to take from me, at times, or impose on me at times, and all that AS gives to me, blesses me with most of the time.

Hope lies within this radical acceptance and self acceptance. It lies within the re-framing of society’s penchant for pathologizing difference. Society defines Asperger’s as a disability. I experience it as a different ability. It’s a matter of how we think and what we choose to think about it. In fact, most people I’ve ever talked to and know now or have known who have Asperger’s, like me, wouldn’t want to get rid of it even if they could. Most don’t want to be “changed” to what the masses consider “normal.”

There is no such thing as “perfectly normal.” There is no “everyone else” out there to be like. Who “everyone else” is really just depends on how a group of people think and/or what they value. All-too-often this comes down to sameness. If people are different from what your “normal” is or the ways that you share certain characteristics, ideas, values, and the like in common, you may, even without realizing it, believe that anyone with any differences from your “normal” needs to change to be like you. My question to you is, why?

The focus of neurotypicals (NT’s) and society in general on pathologizing our differences leads to what I would say is an over-focus on what is labelled an inability to change. Who is it that is wanting all of this change? Is it those of us with AS or is it society and neurotypicals who seem to think that just because we are not “like” them – poor-us-kind-of attitude?

It is from this realization that I continue to hope that parents of today’s AS kids, with their interventions, services and so forth, aren’t hoping to change their aspie kids from aspie kids into neurotypical kids. Because that is the one comparison, the one unrealistic expectation that likely is responsible for such focus on how AS is in the hard-wiring and how it cannot be changed. It is a value judgment that serves no one. It is a value judgment that leaves those with AS or other Autistic Spectrum Disorders in what is considered a “less than” place in life. If you are neurotypical how can you really make that judgment when you don’t know what it is like to have Asperger’s? Can you really make a well-informed judgment about that?

However, paradoxically, even that which cannot be changed cannot fully limit some change, development, and continued learning. We must be careful not to judge that change or to quantify it based upon neurotypical expectations, value judgments or comparisons.

The paradox of an inability to change in an of itself, from the inside out, for this adult with Asperger’s, is realized as an on-going active and engaging invitation to not invest in or attach to expectations that others want to put upon me. It continues to be a challenge for me to nurture my own nature, regardless.

Change, on-going development, and continued learning that takes place within a positive framework from an awareness and practice of radical acceptance for what is grants a freedom for, and comfort with, difference that does not fight against itself. Once we give up that fighting against self because we are often reminded that we are not like the masses, so to speak, we can arrive at a positive and healthy self-acceptance.

There are many different kinds of autism symptoms. Some are more severe than others. Some are less understood than others. Some of the more unique autism symptoms have to do with intellectual quirks, such as hyperlexia and special interests.

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Many kids with autism tend to be quite smart. Autistic children with high IQs may be classified as having Asperger’s syndrome (a form of high functioning autism). As we know, autism is a spectrum disorder, so there will be kids who have autism and have extremely different abilities and backgrounds and each can exhibit different autism symptoms.

Hyperlexia – a Unique Symptom of Autism

Not everyone will have the autism symptoms described in this article. But many will. Many kids with autism have something called hyperlexia. It means that they can recognize letters and words, and read, by a very early age, often by 2.

Kids who have hyperlexia don’t understand what they are reading, but they love reading. They read everything they can get their hands on. They are the type of kids that will read every sign, every label, and every package because of their love of language.

Comprehension is Often a Problem with Hyperlexia

The problem with hyperlexia is that while it looks pretty neat on the outside to have a 2 or 3 year old reading books, it becomes a problem later on when they struggle with the comprehension of what they are reading. This unique ability to read above age level but not comprehend what is being read is a classic autism symptom.

A young child with autism may “read” a book, but they can’t break it down into smaller parts or understand the parts of language or rules of grammar that make up it. They can echo lines from the books they read, often long complicated sentences (also called “echolia”), but forming their own original sentences is often much harder.

The autism symptom, Hyperlexia, in many ways is like skipping the basic rules of language to go to the more advanced ones – but without ever mastering the basic ones that you will need for all future lessons.

Special Interests are a Common Autism Symptom

Most kids with autism also have special interests. There are certain subjects that they are fascinated with and will remember every obscure detail about. It might be dinosaurs, fire trucks of World War II – and your child’s mind will be a like a sponge for every piece of information out there about this topic.

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The autistic child often has a great memory for details. Remembering numbers and dates come easily to them. This amazing ability to remember obscure details is a common symptom of autism. Because of this, some will refer to those who exhibit this autism symptom as “walking encyclopedias.”

Kids with autism will often get very absorbed in what they are doing, especially when it pertains to their special interests. They are hard to interrupt and may even seem to lose track of the world around them.

These Autism Symptoms May Help with Future Employment

While these autism symptoms have the unfortunate effect of isolating them from their peers when they are younger, when they are older these traits can be helpful. In the work world, the knowledge, dedication and loyalty people with autism show can be a boon in certain fields and under certain conditions. Special interests, hyperlexia and other intellectual quirks are just some of the many autism symptoms that you may find in your child.

You are in the grocery store making a purchase and suddenly your child who has autism, displays the loudest tantrum you ever heard. There you stand in shock and with embarrassment from this outburst. Your child needs a meltdown. But how?

Has this ever happened to you? You know you must deal with this tantrum and give your child a meltdown.

Having a child who has the disorder of autism is extremely challenging, when an outburst of a tantrum occurs.

If you have other children or are aware of other children, who are not autistic, a high percentage of those children who are under five years of age, usually have tantrums and outbursts. But, these tantrums usually can be stopped or corrected.

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When a child with the disorder of autism, displays tantrums, you want to calm him or her down with a meltdown.

It can be difficult and challenging to calm your autistic child down and control his or her behavior.

Before you decide to take your child out in public places, prepare yourself that tantrums might happen and you must give your child a meltdown to stop the aggression and frustration.

In addition, you need to understand why the tantrums are happening.

If a tantrum happens when you are in public, I found the best thing to do is to solve it. Try and communicate with your child by making firm eye contact and say the word “NO.” Be very firm with that word.

If your child does not understand what “NO” means, try to use visual cards with pictures on them or create visual meaning, use expressions of signs and symbols, signals for your child to relate to. Such as the word calm down, quiet, not so noisy, do not push or shove, do not throw objects, no screaming, etc.

I have discovered if you know your child will have an outburst, try to distract your child from that problem.

There may be times when you will want to carry pictures, certain toys, music, books, stuffed animals to offer a diversion from the tantrums and outbursts.

I knew a mother who had a cart full of groceries and her child had a tantrum. She had no choice but remove her child and herself from the premises. She had to discipline and give her child a meltdown.

To solve tantrums and outbursts, you may have to stop what you are doing and let your child know, enough is enough, you as parent(s), caregiver(s), are in charge. His or her behavior must come to a halt. It must stop. A meltdown should be given.

In the future, if you find your child is having the tantrums and meltdowns when you are planning the same routine, evaluate what is causing his or her tantrums?

Asperger’s Syndrome is on the spectrum of a developmental disorder named Autism. Asperger’s Syndrome is called AS for short. It’s a mild case of autism, perhaps the most mild type of autism. Not like people with PDD-NOS and Williams Syndrome, children born with Asperger’s usually have some natural gifts at the same time, for example, math, music or science. Many celebrities suffered from this disorder in the history, it’s said that the ex-president Bush have it too. The only thing that people with Asperger’s cannot be gifted is social ability. They have difficulty in reading expressions, understanding body languages. In a word, they don’t know how to communicate with others naturally. However, they mean people no harm, that’s the biggest difference between people with Asperger’s Syndrome and Sociopaths.

Sociopaths have the ability to communicate with people normally, and they can sense what society considers right and wrong, however, they have no conscience and cannot feel empathy, guilt and remorse like we often do. Some serial killers are sociopaths, they disrespect the rights of others,but they have nothing to do with Asperger’s.

People with antisocial personality disorder are called sociopaths. In the 1830’s this disorder was called “moral insanity”. The main characteristics of sociopaths are Grandiose Sense of Self, Pathological Lying, Shallow Emotions, Impulsive Nature, Unreliability and Parasitic Lifestyle. If this disorder is not treated in childhood, it can develop into adulthood. Treatment for antisocial personality disorder is usually through group psychotherapy.

So, the two are different things.

Research has found out that animals think the way like autism savants. Even some people with autism claimed that their thinking processes are like an animal’s. Animals are visual thinkers, they store their memories with pictures. In other words, animals make visual associations, just like autistic people. Fear is the most important emotion in animals, especially prey animals as sheep or horses. Fear is also the main emtion in autistic children.

Since animals and autism savants have those things in common, they seem to be more easy to understand each other, and make friends. Probably this is why they use animals as a treatment of autism, animal therapy, including service dog therapy, dophin therapy, horse-riding therapy and so on. Children are always happy to be with these cute animals.

So, according to all these similarties between animals and people suffer from autism, we could be very curious, is it possible that dogs or cats or horses can have autism? Well, some dog’s owner found that his dog has entirely shut down within itself and is no longer able to communicate or play with others. And they also show plenty of autistic behaviors, for example, repeating movements, not responding to their names, avoiding eye contact, developing deep trance states. For a cat, it paces endlessly in a ritualistic way.

In brief, pet animals showed autistic behaviors because of the lack of attention, which is called “Attention Energy”. Animals need this attention energy to keep normal and alive. Once the attention they achieve is much too little, they would develop autism-like behaviors for the sake of attention.

Therefore, to solve this problem, and put autism-like dogs or cats back to normal, you need to spend more time with the pet, let it feel the warmth of love, play with it with caring concerns. In conclusion, pets need attention and love just like children. If you don’t give them enough, they will get “sick”. Just think about it, you are the most important person in its life, but, it is far from the most important thing to you. It’s an unequal relationship in the first place. So, give the animal more love!

A neurological developmental disorder, autism affects communication as well as social interaction by repetitive and restrictive behaviors. Usually the signs will all be shown before the child’s third birthday. The causes of it are abstract and somewhat related to genetic factors but also a number of other things like heavy metals, vaccines, and certain pesticides which are known to interfere with the development of the brain.

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The aspects and features of autism can be seen at an early age, as it affects social development early on. For example, babies who have autism are less social at a young age and do not smile or look at people as often as most babies. They respond less when called and usually do not react to social stimuli. For example, they will not make much eye contact and they won’t use gestures to express what they are thinking, like pointing or clapping, the way other babies might. When they become a bit older, they also display a lower degree of social understanding, do not really take turns with others, and fail to communicate without words by using gestures and body language. These kids often are more lonely and have a really hard time forming friendships with other people.

Another indicator is problems with communication. Many autism patients have problem developing natural speech and sometimes babies with it might have delayed speech production and talk in the form of babbling or gesturing unusually. As the kids get older, they do not often share their own thoughts and experiences but echo what they hear and repeat things that others say. They may have a hard time with playing pretend and with writing.

And finally repetitive behavior is another major sign of autism. For example, stereotypy is a movement like hand flapping or head rolling or body rocking that is done over and over again, and another form is compulsive behavior, which is when a child arranges things in the same order, or in a straight line, or makes patterns with toys or stacks cans. Also, this is related to a need for sameness, so that none of these things are changed and no furniture is moved from its usual place. The child might engage in some ritualistic behavior, as well, such as wanting the same menu and same close so that things stay the same and in a sort of structured order. And self injury is another tendency, such as movements that can hurt the child, like picking the skin, biting the hand, or banging the head.

Treating this is really a personally tailored method of improving the quality of the child’s life, by really catering to the child’s needs. Families as well as schools are the ones that are most responsible for the child’s treatment by helping create an environment that helps the child. Some approaches include applied behavior analysis as well as language and speech therapy, some social skills therapy, and some occupational therapy to help them secure careers and jobs. In the future, ensuring that the future is bright and brilliant.

Asperger’s Syndrome is a condition on the Autism Spectrum. Autism has a broad range of definitions, with those afflicted functioning at varying levels. Asperger’s individuals tend to function at a higher level and can often blend in with the general population. Their main challenges are social and they also have issues with repetitive motions or obsessive interests.

While there is no cure for Asperger’s, there are treatments available to minimize its impact. Treatments for Asperger’s Syndrome vary widely and not every treatment will work for every individual. Here are some treatments that are available:

1. Social skills training – Through the use of social stories and practicing various social situations, individuals become more comfortable with potential social interactions and learn how to respond appropriately, just as they learn in academic classes.

2. Parent education and training – Parents can be educated and trained to provide support such as practicing social stories, participating in behavioral modification exercises and training in the emotional support role by becoming familiar with how Asperger’s Syndrome individuals think.

3. Behavioral modification – Often also referred to as ABA, behavioral modification reduces unwanted behaviors and increases function. This is done through the use of a consistent routine, using reinforcement for appropriate behavior and negative consequences for undesirable behavior.

4. Prescription drugs – Mood stabilizers, psychostimulants and anti-depressants are all commonly used to allow Asperger’s afflicted individuals to address symptoms that stop them from leading normal lives to making progress within their condition. Individuals with Asperger’s tend to have accompanying conditions such as ADHD, bipolar disorder and anxiety disorder. These conditions also often require medications to control.

5. Individual psychotherapy – This counseling is meant to help the individual deal with the feelings that can arise from having a serious social handicap.

6. Educational interventions – There are several things that can be done in the school setting to facilitate greater function for Asperger’s children. Using visual systems to keep track of their schedule and responsibilities usually help children to attend to these. You can also set up a routine that will be followed as closely as possible on a day to day basis. If there are changes, prepare your child ahead of time to let them adjust to the disruption.

7. Dietary supplements – Another option that works for some Asperger’s individuals is a supplementation of nutritional supplements. Vitamin B6, vitamin C, omega-3 fatty acids and carnosine are known to have positive effects on health and behavior.

Autism “Epidemic” Growing Worldwide

We are in the middle of an epidemic of severe autism. Twenty-five years ago, the frequency of autism was affecting just one in every 100,000. Now this has increased to 1 in every 150, yet some sources affirm that it can be even higher than this.

The way that clinical medical science is driven is the clinical history. You start with the patient’s story or the parent’s story of what happened to the child. What was heard is normal development followed by vaccine exposure followed by regression to autism and to gastrointestinal issues at around the same time. Regression means lost of acquired skills, i.e. a child could talk then lost the ability to talk.

Questions about Autism & Vaccine Ingredients

Many of us have heard a lot about thimerosal, mercury components, preservatives in vaccines, and live viral vaccines as a possible culprit. Today, many groups accuse thimerosal, a preservative for vaccines is a contributing factor to autism. But it is also the dozens of other heavy metals that chelate minerals, cause massive inflammation, and damage the synapses from communicating in the brain. It is all basic chemistry; so if the chemistry in the brain is incorrect or unbalanced due to massive metal exposure, then the person or child will not have the same cognitive functions as a normal healthy person. Others may develop schizophrenia, bi-polar disorder, depression, insomnia, or other issues.

In addition, mercury given from day one of life can poison the developing immune system leading to immune, sensory, neurological, motor, and behavioral dysfunctions. Another potential toxin source is heavy metals like aluminum in the vaccines. The compounds of aluminum that this contains accumulate not only in the place of injection, but goes to the child’s brain and are accumulated there. In the child’s brain, the aluminum enters neurons and glial cells (astrocytes and microglia). The aluminum levels are being blamed on Alzheimer’s disease as well.

More Alarming Numbers

A child in the United States gets 36 vaccinations before 10 to 12 years old. This is setting the scenario whereby you give the child a live virus vaccine at 15 months of age then they may not handle it properly.

Somalia in east Africa, there isn’t a word for autism. Autism seems to be a developed world disorder. When these Somalian come to live in the developed world, for instance Sweden, United Kingdom or United States, the rate of autism in their children is 1 in 28. However when they’re born in their own country and don’t get the vaccinations, they don’t have any of the autism.

The Impact of Autism in Families

Families with autistic children are not just burdened financially with medical expenses. They’re also emotionally and spiritually drained to care for their autistic child. The tension of the financial stress and time can lead to more health issues to the family members too.

Autism Recovery – What Advocates Say Actually Works:

Contrary to what the establishment and the vaccine-pushers are saying, alternative doctors and healers are showing evidence that autistic children are recovering. Jerry Kartinel, M.D., who co-authored a book with Autism-Recovery advocate and spokesperson for Talk about Curing Autism (TACA), Jenny McCarthy, says that 75% of autism can be reversed using bionutritional intervention or supplementation therapies that include correcting mineral deficiencies, hyperbaric oxygen therapies, Candida & heavy metal cleanses, and a wheat and dairy-free diet.

All of these methods combined can be quite expensive and overwhelming to start off with. Fortunately for many families who choose these natural recovery methods, there are a series of recommended supplements that have been used with successful results and promising improvements for those affected with not only autism, but also down syndrome, cerebral palsy, or other brain-related problems.

I am a lifetime member of Kevin Trudeau’s NaturalCures.com, as well as the Global Information Network, and have been researching alternative healing for 8 years. Although I have no medical degree, I network around the world with natural healers, always on a journey to finding the truth.

I think that my independent study is what allows me to be unattached to any single idea and to have the openness to think outside-the-box with flexibility.

Throughout my life, I have abandoned many ideas and paradigms to discover new consciousness shifts within my own thought process to come to my new understandings.

When somebody says “I know the answer!” I suggest looking the other way with skepticism. One should always remain open to new information or they are imprisoned by their own beliefs.

According to my research, the main methods of fixing any imbalance or severe damage that has been done to the body should include addressing the main underlying factors that can bring the body back to normal health once again.

The first approach is to nourish the autonomic nervous system by increasing the electrical voltage within the body. Also one should focus on by supplying the right minerals in the balance and form found in nature, to fix the biochemical environment (alkaline/PH). Caution should be given to high-priced ionizing water machines that unnaturally put “junk minerals” into the water claiming to make healthy water (many people who use these machines for more than one year report that they develop digestive problems).

Instead, of primary importance should be correcting the DNA instructions to create a domino-effect of reactions that normally builds healthy cells, hormones, and amino acids. Lastly, a campaign of neutralizing the inflammation and free radical content within the brain or elsewhere in the body can be employed using natural antioxidants.

For maximum impact, these approaches and supplements should all be combined with using a gentle diet that focuses on eating organic foods and avoiding stressful food allergens that cause the immune system to attack the foreign proteins from those foods until the time when the GI tract is healed and the body can tolerate those foods once again.

Combining all these approaches is bound to have at least moderate to major improvements in everybody’s overall health – no matter what imbalance or symptom. Especially for autism, it has shown to be very beneficial in the progression towards helping families regain their children and putting a lot of emotional and financial stress behind them.

I welcome inquiries to review the information that I have accumulated and to connect with and hear stories from others who have had success with the program that I teach.

Autism is a brain disorder which affects three main areas of human development: speech, communication, and social interaction. It is a spectrum disorder, meaning that two people with autism may have very different symptoms or characteristics.

Children have autism may have the following characteristics in their behaviors and may vary greatly in the degrees of severity.

– Spin objects or self
– Sustained unusual or repetitive play
– Little, avoid or no eye contact
– Prefer to be alone
– Delay in language development
– Insistence on sameness
– Uneven physical skills
– Laugh, cry, or show distress for unknown reasons
– Over-active or under-active
– Difficult to express needs, use gestures instead of speaking
– Repeat words or phrases in meaningless way
– Inappropriate attachment to objects
– Reject or avoid personal touch such as holding or hugging
– Unresponsive to normal teaching methods
– Oversensitivity or under-sensitivity to pain
– Failure to develop peer relationships

There is no medical test for autism. An autism diagnosis must be carried out by a team of professionals through observation and testing of the child. Usually, this can be diagnosed when the child is 2 -3 years old.

Up to now, no single cause or cure has been identified although there is wide research on the subject.
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However, autism is definitely not a result of poor parenting or the children being spoiled. Some researches seem to suggest that it is caused by both genetic and environmental factors such as vaccines or environmental toxins.

Adaptability and intelligence tests shows that most children with autism have some level of mental retardation. However, some people with autism have average to above average intelligence. A few even have superior IQs.

In conventional medicine, autism is considered a neurological disorder which has no cure. However, there has been a number of theories, researches and evidence showing that early intervention is extremely important to the child’s development and many behaviours can be positively changed.

Today, with wide research on this subject, different educational approaches and strategies have been developed and proved to provide positive results. Some children or adult, to untrained people, may appear just do not have autism at all. Studies show that highly-structured, specialized education program tailored to the child’s individual needs has positive outcomes. However, there is no single teaching method for autism.

Other treatment may help include medicine, diet, vitamins, occupational and sensory therapies. It is reported that some parents find that their children’s symptoms and behaviors improved by following biomedical approaches such as gluten and casein free diet and with the addition of nutritional supplements.

Autism is a rare, severe development disorder that begins before four years of age. The condition appears as a group of symptoms, the most notable of which is an inability to relate socially to other people. True autism, also known as “Early Infantile Autism” occurs in about 1 child in every 700. There is no known cure of the condition. Though many people relate autism with children, the condition hinders one’s social and emotional development throughout life.

Most individuals suffering from autism show the following symptoms–

Social detachment and unresponsiveness:

Many autistic babies do not smile at their parents or reach out to be cuddled or picked up. Children with autism do not play with other children. They often appear to live in their own world, unaware of people or events around them. Many autistic individuals do not seem to develop normal concern for the feelings of others.

Abnormal language:

Autistic people have serious problems in speaking and in understanding language. Many autistic children never speak. Others utter words or phrases that have no place in a discussion. They may repeat something they have heard on television or in a conversation. Their voices may sound mechanical or robot-like. Autistic children have trouble learning the words ‘I’ or ‘yes’. They may sometimes express the idea of “yes” by repeating the question that they’ve been asked.

Insistence on sameness or Resistance to change:

People with autism are intolerable to changes in their physical surroundings or daily routines. An autistic child may have tantrums if toys are not in their usual places.

Unusual movements:

Many autistic children repeat the same movements over and over again. Autistic people may also be hyperactive- that is, they may move from one place to another continuously, without any apparent purpose.

Negativism:

Autistic children are sometimes described as negativistic, meaning that they intentionally do not comply with the requests of others. However, this is usually not the case. The requests are simply too complicated to be carried out by them and hence, they do not follow it.

Mechanical fascination:

Children with autism may seem more interested with physical things than people. Some become very attached to certain object and carry it around with them. Autistic youngsters may even become obsessed with certain physical activities like switching a light on and off.

Mental retardation:

About 80 percent of autistic children and adults are mentally retarded. They cannot understand or solve problems at the level of normal individuals their age. However, they may be more intelligent than they seem to be.

Special skill:

Special skills like extraordinary memory or mathematical skills may be demonstrated by some autistic people. However, their developmental problems usually prevent them from making full use of their skills.

Do you have a loved one with autism? Do you know someone with special needs? Are you searching for epilepsy care homes? Is there someone close to you with a learning disability? If any of these questions sound familiar and you need help finding the right care, you might want to start looking online.

Many people don’t realize there is a lot of help online. From news articles to medical research to support groups, you can find some great resources by doing a few searches online. Knowing it’s a loved one that is suffering; many companies provide free information about their services like autism care homes or special needs programs.

As you search online for the help you need you will not only find great informational resources but you will also find services being offered to assist your child or loved one with their learning disability. Evaluate and review each company that you might be interested in using for your specific need. Prior to placing the care of your loved one in another’s watch, ensure they have the right qualifications and certifications.

The huge benefit with the internet is that it makes it very easy to compare and evaluate different service providers and care homes you might be interested in. You will be able to see what different benefits each home offers and how best they can serve you and your loved one. What’s really nice about the internet is that you can do all the searching within the privacy of your own home.

You really want to get as much information as you can when locating different autism care homes or epilepsy care homes. The more information you can uncover about different homes the better care your loved one will get. As you get the information make sure the doctors and caregivers really care about what they are doing. If possible call up the home and see if you can talk to anyone there about the type of service they offer. If you’re looking for information regarding special needs or learning disabilities talk to the doctors about time frames and recovery periods.

Doing your search online for the right service, the right care giver, the right home is essential to getting the best quality. Your loved one deserves the best. You will find some great care homes and may even find the best by searching online. Take your time. Evaluate everyone and your loved one will be in good hands.