Awesome Quotes: 8 Best Moments in LIFE

Awesome Quotes: 8 Best Moments in LIFE: 8 Best Moments in LIFE... ♥ 1) Giving the 1st salary to your Parents. 2) Thinking Your LOVE with tears. 3) Looking Old photos an...

spreading sunshine.

Greetings

I am Shazia Hasan. I am a computer teacher for the blind, provide

counselling to the visually impaired and their parents. have written

several articles

in Dawn, News, Spider etc. I am a member of lions club international.

my blog address is

shaziahasan.blogspot.com

with large local and international traffic.

today I am going to share the story of my journey so far and share

with you my vision to support the visually impaired persons lead

independent

life with dignity.

I was born with chronic glaucoma. I lost the sight of the left eye

when I was two days old. I kept on having operations and treatment

here in Pakistan

and abroad to save the sight of my right eye. Time passed, nature

prevailed over the Doctors and around eight years of age I had lost my

sight. A trauma

at its height for me and my family.

With diminishing sight, it was becoming dark all around me. For eight

years I could see the faces of my parents, sister, brother, cousins

and friends.

Enjoy my

own colourful cloths, flowery shoes and ribbons in my hair. I enjoyed

the colors of rainbow, beautiful flowers. vast blue ocean, glittering

sky, flying

butterflies in my garden. All the colours and light were gone. As a

young girl of eight the thought that I will no more be able to see

these things again

was very depressing.

Kindness of Allah and support of family and friends that I could have

the courage to overcome this trauma. I had lost the physical ability

of seeing

but my vision was very much intact.

My best pastime became reading books in Braille mostly from Libraries

in Holland. They proved to be my best mentor. I realised that the

greatest things

that happened to this world was the result of the visionaries whether

it was poetry, literature, scientific inventions, architecture or any

other field.

Seeing has limitations vision has no limitations. A miracle had

happened for which I was praying. A new Shazia Hasan was in the

making. A more confident

courageous.self reliant having perseverance and passion to go ahead to

make her dreams a reality.

The pace of advancement of Medical science and technology is mind

boggling.every day new products and services are coming at the market

place. I used to

get many electronic aids and toys, which more than playing was a

source of wonderment. Reading about computer it its ability would

greatly fascinate me.

My father who is a computer professional would narrate me the powers

of computer which interested me more than Ali Baba stories.

I was highly motivated and inspired girl. I knew the first priority

for me is the education . I focused my attention to education.I

completed my education

from the ida Rieu. While i was having education I was enjoying life as

any body else. My abilities and senses increased in geometrical

proportion.I could

listen very well and visualize very easily what is happening. I would

enjoy walking barefoot on cool grass, sitting in my garden and feeling

the smell

flowers and flutter of birds.

When an RNIB trained Doctor who had become visually impaired started

computer classes in Karachi I was the first one to enroll as a

students. This was

a turning point in my life. My parents presented me a computer with

special software (called JAWS, which is abbreviation of, Job Access

with Speech)

which is a sophisticated screen reading software. This facility opened

flood gate of knowledge for me I could work on ms word, ms

office,spreadsheet,

Power Points. use internet, participate in social networks, use mails,

chats, facebook etc. All this was so involving and interesting that it

left me

no time to worry about my limitation.

Once visiting the Royal National Institute for the Blind, London I saw

boys and girls busy in their daily chore of life including washing

their clothes,

mending if necessary, cooking etc. They lived an independent life,

largely unaided, I used to wonder why in Pakistan we cannot live like

them......with

least dependence. There were lot of social and family hurdles in our

way. I pledged to myself to bring freedom to some of

them...........and let that

be the beginning of dawn before sunshine.

All my life I had the dream to help the people like me.To give hands

and feet to my dream and making it reality. I took the first step and

became a teacher

of computer in Ida Rieu.The step proved to be very exhilarating and satisfying.

For parents of such child, it was a trauma too and they did not know

how to cope with a disabled child.

At Ida Rieu, where I worked as Teacher I started counselling parents

of such students. With guidance these families became happier units

and children demonstrated

positive attitude.

So far over 200 boys and girls have learned computer from me.This has

revolutionized the life of these students. They are now an active

member of their

family. Many students are now doing their own business. Some major

employers of computer trained students are Standard Chartered Bank,

United Bank and

Karachi Electric Supply Company. I am sure these employers will

encourage other companies to absorb such students.

The smile and happiness on student faces which I can visualize and

feel was very rewarding. The gratitude they show makes me happy.This

motivate and inspires

me to do more about blind people in Pakistan.

My work was slowly getting noticed by the civil society and media.

Several TV channels aired special programs about my work which

increased awareness.

I am also thankful to following organisations whose recognition

strengthened me in my mission:

1.K.F.C. for Best Teacher Awards 2007

2.Rotary Club Karachi for Best Teacher Award 2008

3 Ida Rieu for best teacher award 2009

4 Aga Khan University for Business English Certificate 2010

My real award is my ability to bring change in the life of students

and bring back smiles on their faces.

I will repeat my appreciation and thanks to media for disseminating

knowledge about the new opportunities through giving coverage to my

interviews and

appearances in specially tailored programs. The task is gigantic and

needs collective efforts of the society.We have to work on the parents

of such children.We

have to change the basic paradigm that if you don't have seeing

ability life is doomed.The only knowledge they have is to get them

learn music,weaving

or things of the sort.This attitude is not true for illiterate or semi

literate population but even educated families. Entire civil society,

particularly

parents and elders of families with special child needs to be imparted

the education how to ensure and better and independent living for

their children.This

needs collective efforts of the society.The pioneers should come

forward with proposals to create awareness to parents how go about

training such children.In

my opinion parents attitude is key to success in educating the blinds

and making them equally useful member of the society.

Lastly i will touch upon the blindness of old age, accident, diabetes,

retina detachment etc. which often strikes at an advanced age and a

time when the

person is an active earning member of the family. I have handled

several such cases and they have been rehabilitated to continue with

their legal or medical

profession. There is a need to educate these people also. The leaders

of civil society should come forward and work to help the victims of

this group also..I

am of the opinion this is as important as opening eye hospitals. There

should be rehabilitation center to guide the parents and blind person

in a very

friendly environment. Major eye hospitals should have rehab centres to

guide such cases and provide alternate ways to pursue their

profession.

I am thankful to all institutions who recognized my work.This

recognition gives more vigor to do more.I am an optimist and I know

new technologies and

advancement of medical science will bring new opportunities for blind

people to live as normal life as far possible.This means I have to

keep my eyes and

ears open to learn more and pass on to others.I am thankful to

empowering the differetly abled persons Forum to gave me an

opportunity to share with all

of learned audience. Please help

propogate this message reach the needy.

shazia hasan

e-mail: shaziarizvi@gmail.com

The Game Changer’s Protocol

The Game Changer’s Protocol

my vision my dream is to empower the differently abled person of my lovely country. I started my journey of empowerment from 2001 by introducing jaws based computer training to the visually impaired person at idarieu school. Since then I have trained many visually impaired person. most of my students are now independently working in banks, companies, kesc and pizza hut etc. The modern day technology is a boon for reducing the limitations of differently abled persons. Unfortunately many in the less developed countries like Pakistan are not aware of these developments and where they are aware, these technolgies are not within their reach. I have gathered my thoughts regarding special children and how to make their life's easier in our country, and how to make use of these technologies with out given limitations. special children need special care. special education means to provide friendly environment, accessible setting and friendly approach. For differently abled children it is difficult to make a standard education plan and administer them uniformly. Each special child needs to be carefully assessed for his/her limitations and an individual educational plan documented. These individual plans have to be jointly developed by interacting with the child by the class teacher, parents, resource teacher school principal or any psychologist or therapist if required. the purpose of education is to produce healthy, gentle, knowledgeable, helpful, kind and enthusiastic citizen. Unfortunately our present system mostly produces pity and help seeking, complexed individuals full of frustration and lacking initiative and positive thinking. a teacher is like a candle which beam and lightens the small candles. a teacher not only transfer his / her knowledge to students also reflect his / her character / behaviour towards the students. there are many teachers in children's' life. parents, school teachers, siblings, friends, society and media. there are 2 main types of learning, deliberate learning and incidental learning. both happen in a class room as well. incidental learning starts when a child born. there are different kinds of incidental learning. observational learning. accidental learning. exploring learning. a child weather normal or challenged is a child first. have same curiosity level to learning and exploring the world. according to Dr. Montisorri a child is a scientist and the world is a place for him to explore. in the case of challenged child there are many limitations in our country Pakistan. most of the times these children are isolated in a restricted environment. there are some major problems. 1. there is no concept of parents support centre. when parents hear that their child is challenged they suffer from seven emotional phases e.g. 1. shock. feeling like the doctor is telling false. 2. denial like this is normal! I also have large eyes, or I often ignore the sounds around me. 3. depression. feeling unhappy, hiding the child from public, taking no care of family chores. 4. aggression, this is a most critical stage in which parents often blame the child, their selves and often become aggressive. 5. chronic depression. don't eat, can't sleep, unable to provide proper medical care to the child, unable to justify with all children. 6. bargaining. in this stage parents accept that the child is challenged but they believe that our child is challenged, now God will do anything for him. our responsibility is just to provide him / her food and dress. 7. acceptance. in this stage parents start thinking about the child and how to start his / her education. if the above problems are not treated they live longer, sometimes always. due to lack of emotional support challenged children and their families suffer. in our Country. 2. learning problems. although the learning process start from the birth. if the child is visually impaired then what could be his feelings. most of the children confront with emotional and psychological issues. the emotionally disturbed parents often discourage the children to explore the world and learn. that is why the sensorial learning and motor learning become slow. usually there is a big communicational gap between these children and their parents. that is why these children also confront with behavioural issues. the third problem in our Country is educational system for challenged children. these children not only need curriculum education. also they need emotional support, physical training, mobility training, rehabilitation training. their parents also need guidance. only a qualified and honest teacher can handle such issues. in many countries challenged children are receiving quality education with mainstream. although this is a better approach but not established in our country, the reason is lack of awareness. most of the people are totally unaware regarding challenged people, their needs, their feelings, although we all have read about Helen keler but sadly we have never thought about the noble society which produce such a role model. we have separate charity based schools for challenged children. that is why these children are isolated in a typical environment. where children from different backgrounds are gathered in a same platform. if we do some effort surely we can bring a solution. there should be kind hearted and committed teachers to deal with the challenged children with emotional / behaviour problems. the fourth problem is social / communicational gap between challenged person and mainstream. in our lovely society we rarely think about making public places accessible for challenged person. challenged children also wish to go parks and to play with their siblings equally. they are just bound in special schools and homes. they need acceptance not only from their parents also from society. let us brake these barriers. according to my view if we want we can easily make the life's of challenged children easier and independent in our country. * proper educational system for challenged children parents should provide them chance to do little chores like shopping, cooking. * all teachers should receive trainings before entering the class. * there should be a board of special education who monitor the progress of all special schools and should have right to cancel the license. * parents support centre. * all ophthalmologists and other doctors should be aware from parents support centres. if they meet with a challenged child they must refer them there to get proper emotional support, and to learn how to brought up challenged children. * teachers support centre. * to trained the kind hearted people to become a mentor of challenged children. * allow challenged children to often attend regular schools as a guest. so it could be benefit for challenged children and their regular friends. * media should play active role. * all special schools should also teach art of daily living to these children. all above is possible if all decision makers like school managements, media personnel, education ministers, board of education, and parents sit together and design a resolution. as technology has open the doors of success for everyone including challenged person. this is a right time to pay heat towards such issues. Although This is my dire dream to empower the challenged person of Pakistan. make their lifes easier and produce successful, independent future heros from Pakistan. I have started my journey of empowerment from 2001. I understand that this is a difficult task. but I am convinced that Like SIUT, LRBT, TCF and aman foundation if a person is dedcated to achief he can achieve anything. our Country is full of kind hearted people. the first step is to create awareness. project name: empowering the differently abled people. project description: raising awareness regarding visually impaired person and their needs, how to communicate with visually impaired person, how to improve their integration with mainstream, how to create a barriar free society for visually impaired person. our vision Rarely any human being is blessed with every ability. Some have deficiency in ability to paint or sing, or dance or swim. Some have behavioral issues, some can not see, some can not hear and some can not speak. We consider every person as equally important equal citizen deserving equal opportunities to survive benefit from natural and social facilities. our mission to spread awareness regarding visually impaired people in our society. to make people understand their needs and welcome them in mainstream. As a first step we will design some awareness raising programs which could be given in selected schools, hospitals, organisations and media. for further information visit www.facebook.com/empowering.tdp or email me at shaziarizvi@gmail.com

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VISUALLY IMPAIRED CHILDREN: Playworks Special Needs Toys

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spread the word please!

sharing time with special children is more important then donating a large amount of cash! these children need your attention those who are willing to spent their time with visually impaired children kindly send an email at shaziarizvi@gmail.com 

revelution

http://www.facebook.com/pages/special-education/90808752652whave established a fb page where we all can exchange our ideas to bring a positive change in our nation

special education

a blue rose

A Blue Rose



Having four visiting family members, my wife was very busy, so I offered to go to the store for her to get some needed items, So off I went.



I scurried around the store, gathered up my goodies and headed for the checkout counter, only to be blocked in the narrow aisle by a young man who appeared to be about sixteen-years-old. I wasn't in a hurry, so I patiently waited for the boy to realize that I was there. This was when he waved his hands excitedly in the air and declared in a loud voice, "Mommy, I'm over here."



It was obvious now, he was mentally challenged and also startled as he turned and saw me standing so close to him, waiting to squeeze by. His eyes widened and surprise exploded on his face as I said, "Hey Buddy, what's your name?"



"My name is Denny and I'm shopping with my mother," he responded proudly.



"Wow," I said, "that's a cool name; I wish my name was Denny, but my name is Steve."



"Steve, like Stevarino?" he asked. "Yes," I answered. "How old are you Denny?"



"How old am I now, Mommy?" he asked his mother as she slowly came over from the next aisle.



"You're fifteen-years-old Denny; now be a good boy and let the man pass by."



I acknowledged her and continued to talk to Denny for several more minutes about summer, bicycles and school. I watched his brown eyes dance with excitement, because he was the centre of someone's attention. He then abruptly turned and headed toward the toy section.



Denny's mom had a puzzled look on her face and thanked me for taking the time to talk with her son. She told me that most people wouldn't even look at him, much less talk to him.



I told her that it was my pleasure and then I said something I have no idea where it came from, other than by the prompting of God. I told her that there are plenty of red, yellow, and pink roses in God's Garden; however, "Blue Roses" are very rare and should be appreciated for their beauty and distinctiveness. You see, Denny is a Blue Rose and if someone doesn't stop and smell that rose with their heart and touch that rose with their kindness, then they've missed a blessing from God.



She was silent for a second, then with a tear in her eye she asked, "Who are you?"



Without thinking I said, "Oh, I'm probably just a dandelion, but I sure love living in God's garden."



She reached out, squeezed my hand and said, "God bless you!" and then I had tears in my eyes.



May I suggest, the next time you see a BLUE ROSE, whichever differences that person may have, don't turn your head and walk off. Take the time to smile and say Hello. Why? Because, by the grace of GOD, this mother or father could be you. This could be your child, grandchild, niece, nephew or any other family member.What a difference a moment can mean to that person or their family.



From an old dandelion! Live simply. Love generously. Care deeply. Speak kindly.Leave the rest to the powers that be.



"People will forget what you said, People will forget what you did, but people will never forget how you made them feel !"

we all must fight for this noble cause

After years of fighting abuses against children on a country-by-country basis, Disability Rights International has gathered much evidence that the institutionalization of children with disabilities is a worldwide problem. Over the past 18 years we have documented abuses against children in over 25 countries in the Americas, the United States, Eastern Europe and Russia, the Middle East and Asia. The dangers of institutionalizing children are pervasive and take place all over the world, including well-resourced, developed countries. Disability Rights International is calling for an end to the institutionalization and abuse of children.



The goal of the Worldwide Campaign to End the Institutionalization of Children, is to challenge underlying policies that lead to abuses against children on a global scale. One of the main drivers of institutionalization – particularly in developing countries – is the use of misdirected foreign assistance funding to build new institutions or rebuild old crumbling facilities, instead of providing assistance and access to services for families who want to keep their children at home. Disability Rights International will document the role of international funders in perpetuating the segregation of children with disabilities.



Locked away and forgotten



Children with disabilities around the world are locked away in institutions and forgotten – many from birth. We have seen children left permanently tied into cribs and beds where many die. Some die from intentional lack of medical care as their lives are not deemed worthy. Some die from lack of touch and love. Most in these conditions never make it to adolescence. And those who do are condemned to a lifetime inside the walls of an institution just for having a disability. Children with disabilities are rarely eligible for foster care in countries where it is available and parents who do want to keep their children with a disability almost never receive any help or support. And governments and international donors spend millions worldwide building and rebuilding these torture chambers for children with disabilities instead of supporting families, substitute families when necessary and community services and education.









Child in restraint chair at the Judge Rotenberg Center in the US





A teenager in Romania, muscles atrophied from a lifetime in a crib





A teenager with austism, Jorge, locked in a filthy cell in Paraguay





Findings by Disability Rights International on conditions of institutionalized children includes:



– In Mexico, there is almost no official oversight of children in private institutions, and children have literally “disappeared” from public record. Preliminary evidence suggests that children with disabilities have been “trafficked” into forced labor or sex slavery;



– In the United States, children with autism and other mental disabilities living at a residential school in Massachusetts are being given electric shocks as a form of “behavior modification”;



– We have found children with autism in Paraguay and Uruguay locked in cages;



– In Turkey, children as young as 9 years old were being given electro-shock treatments without anesthesia until we exposed the barbaric treatment;



– In Romania, we found teenagers with both mental and physical disabilities hidden away in an adult psychiatric institution – near death from intentional starvation. Some of the teens weighed less than 30 pounds;



– In Russia, we uncovered thousands of neglected infants and babies in the “lying down rooms,” where row after row of babies with disabilities both live and die in their cribs.
n- in pakistan there are institutions for blind and deaf children where children are locked and mentally and physically abused.


– In almost all institutions with children, we find them rocking back and forth, chewing their fingers or hands or gouging at their eyes or hitting themselves – all attempts to feel something rather than nothing and a reaction to total sensory deprivation and a lack of human love or contact;



Instead of providing children with the families or caregivers and the love they need, children in institutions are tied into cribs and chairs, tethered into strait jackets, wrapped tightly into blankets, and hands covered completely in plastic bottles, causing more pain to a child already living a horribly abused and neglected life.



The reform of international development policy is essential to our goal of ending the worldwide institutionalization of children with disabilities. We have found that the United Nations, European governments, and other international donors play a major role in perpetuating the institutionalization of children with disabilities. In developing countries, the infusion of foreign financial support can have tremendous influence on social policies and human rights. Well-meaning but misguided international donors have, unfortunately, been part of the problem in much of the world. International support has often been used to rebuild and refurbish orphanages, psychiatric facilities, and other institutions at the expense of community programs and families. This support reinforces outmoded systems of institution-based services and perpetuates discrimination and segregation of children with disabilities worldwide.



We need to establish a worldwide consensus that institutionalization of children with disabilities can and should be brought to an end. We need to fight to protect those children suffering today and to stop the next generation of children with disabilities from ever being locked away and forgotten





Please support our campaign by making a donati

mother's love to her blind baby

http://youtu.be/aeItyVFx0Zo

why is the parents support center important

Try a little tenderness



by Mary McDonach

When you are first confronted by a diagnosis of any type of syndrome, disease, or congenital malformation in your child, a natural response is the Grief Reaction.

Because the grief reaction is a natural response, you are likely to go through at least some of the Stages of Grief. What can you do? You can either simply endure and hope that it eventually subsides or you can consider a few practical steps to process your thoughts and feelings a little quicker in order to make things a little easier... on everyone.

Just understanding what is happening by looking for the signs and markers of your grieving will help you on your journey through the stages of grief. Everyone's experience of grief is unique; there is no right or wrong way to feel, and whatever you are feeling, it is valid.

Let's go through the stages of grief one by one...







Stage #1: Disbelief



What Other Parents are Saying:



"While I was still in the hospital after Tony was born, the pediatrician told me that he was blind, but it didn't sink in. I really believed that all I had to do was to get him home and then he would be okay."



-From Children with Visual Impairments



You have an intellectual understanding of what you are being told but you also believe that someone has made a "Terrible Mistake" (in just this one case) and what is being said does not apply to you or your baby. Often, the paradox here is that you asked for this consultation; you felt at some fundamental maternal level that there was a problem with your child's sight!

This is not just a matter of believing the doctor; it is also about being able to feel at a visceral level that the information you are being given is correct. It can be helpful to consider where the doctor is in this situation—He does not want to be giving you this diagnosis any more than you want to be listening to it and he will have made triple sure of his facts before putting himself in a situation that makes him seem like the cause of your pain.

Health professionals do not lightly give distressing information (although they may often seem cold or uncaring—this is quite possibly their own poorly thought out emotional response to the situation). They are well aware of the grief process, and the long-term consequences of living with and raising a blind baby. And, yes, very occassionaly mistakes may happen, but you can be sure your doctor will have done all in his power to ensure the information he is presenting to you is accurate.

Your doctor will know that often, in the immediate aftermath of the diagnosis, you are unable to process any other information. I know from personal experience that after the initial few sentences from the pediatrician, all I could hear was a voice in my brain saying "She's got what?" repeatedly. It is difficult to assimilate more than the very basics at that first consultation and it happens to almost everyone. That's why the first contact with the physician is brief; it gives you an opportunity to go away, speak to your significant others, come, at least, to a first position of truce with the information you have been given, and sort through the questions you would have asked at the first consultation had you not been so traumatized.

During this stage, you may find that your emotional responses to things that would have made you cry, laugh, etc. are all more muted. You may feel a withdrawal from the world you usually inhabit and an inability to articulate how you feel. This can put a strain on your relationships, and if you have decided not to confide in anyone about the diagnosis you have been given they may feel confused, offended, or concerned about your apparently sudden personality change.

It is easy to see how logical, at this stage, it can be to simply ignore the issues surrounding your child's blindness: if you are not addressing things then they can't be happening because if they were happening you would be addressing things! There is a comfort in reassuring, circular logic, and it may work to relieve the pressure you feel, for a time, but for the sake of your child, the shorter the denial reaction the better.

Whilst all this is going on, though, your subconscious cannot ignore the feelings you are suppressing and tries to reach its own accommodation with things, so your sleep can be disturbed and provide little rest, which has further impact on how you feel during the day.



Stage #2: Anger



What Other Parents are Saying:



"At first I was very angry and bitter, and I blamed God. I have since learned to adjust to my son's disabilities. Never will I accept them, but I will continually adjust."



-From Children with Visual Impairments



Anger is the next stage in the grief process and you may surprise yourself with your willingness to assign blame for your child's condition! Blaming yourself, your partner, your prenatal care, your post natal care, your housing conditions, your mother's "little drink problem," that spray you used on the cat, all allows you to indulge in a search for a reason that has little to do with informing yourself about your child's condition and lots to do with an atavistic need for a scapegoat.

The "why me" question can exhaust you looking for answers and more often than not the only answer you are ever likely to get is "why not you?" "Why did God forsake me?" you may ask, but God did not forsake you—you had a baby with special needs!

Does it really matter how your baby came by the condition? Will it help if you finally track down every last member of your husbands' family in order to prove to him that it must have "come from his side?"

Will your baby be blind regardless of How's and Why's? The distraction of the anger phase can give you useful time and motivation that you need to let others know what's happening with your child.

If you feel you have to say to your family or your neighbors or the postman "My baby is blind because my nogoodnik husband has a genetic weakness" then fine. When you remember saying that next year you may be embarrassed, but at least today the information is out there and you are starting to deal with it—after a fashion!

Blaming yourself can be the beginning of a lifelong relationship with guilt. This will not enhance your relationship with your child or with the rest of your family, so work through your feelings about blame with a view to getting rid of them. They will not help and in the long term these feelings will be damaging—to everyone—if they are left unchallenged.



Stage #3: Bargaining



What Other Parents are Saying:



"I know Jason has delays—I just keep expecting them to go away. I wonder what I have done wrong that he still has these delays."



-From Children with Visual Impairments



This is the fanciful part of grieving! You may not be sure who you are bargaining with but very often as parents we come to a position I think of as "negotiating with the cosmos." Are any of these statements familiar to you?:

• We are hoping that she's not so badly affected (by whatever).

• The doctors say it is a very mild case.

• Scientists are searching for a cure; they are very hopeful.

• He's affected to this degree; we couldn't have coped if it had been worse.

This can bring a subtle skewing of your ability to see the facts as they are. If you entrench yourself in the position that you can cope with, say, blindness but not blindness and deafness, are you truly open to seeing your child for who she is? Negotiating with an apparently silent deity or universe is a facet of bargaining that can leave you with a profound feeling of isolation, but being aware of what you are experiencing and knowing that it is finite often helps.

Bargaining can often, too, lead to a false perception of acceptance. One mother I know had found a way to protect her child with albinism: by not taking him out during daylight hours. Certainly, by treating her son, not as having albinism, but, more disturbingly to my mind, as though he had vampirism, she had come to a bargained accommodation with the facts. He could not be burned by the sun if he was never exposed to it and that was the current amount that this mother was able to accept. It is readily apparent though, that this was not a situation that could go unchallenged indefinitely, for anyone's sake.



Stage #4: Depression



What Other Parents are Saying:



"After a few tries of going to the store or to church, I just stopped. I couldn't stand how people looked at my baby (or at me)."



-From Children with Visual Impairments



Depression also can make an appearance whilst you are coming to terms with your grief. You will be aware that there is far more to dealing well with depression than I can write about here. So if you are currently suffering from the effects of depressive illness GET MEDICAL HELP! That you should deal with it is absolutely paramount.

You may feel that there is no reason for you to be depressed, you had a child; no-one died. It is reasonable to say, however, that you are grieving for the child you expected to have; no parent starts out thinking "I hope my child will be blind." That would be ludicrous, so when your child is diagnosed as blind (and everyone hopes fervently for another outcome) there is a kind of bereavement.

You have every right to grieve: for your hopes, for the trauma you have been through, and for your child and the limitations this condition gives him.

There is an unexpected positive to be seen in depression, paradoxically, because this is the immediate forerunner of acceptance and means that you have accepted the facts of your child's condition, at least to some extent (or why else would you be depressed?).



Stage #5: Acceptance



What Other Parents are Saying:



"From my child, I have learned to love unconditionally. My life has been opened up to include experiences I never would have considered."



-From Children with Visual Impairments



This will come. You will accept a new reality for yourself and your family. You will come to visualize a viable new way forward, embracing the new reality and accepting the burden of the work that lies ahead.

For my part, I spent a short time in a mini-phase of Trying it on for Size, also known as Inappropriate Disclosure. I have a vivid recollection of telling the manager of my local Gecko! Shop that I would be unable to buy one of his fine animals because my baby had been born blind!!!

Neither then nor now have I ever had any desire to own a reptile so exactly what I was thinking escapes me (not to mention the fact that I'm sure a blind child could handle a lizard just as well as a sighted one), but I will give myself credit for imaginative thinking when it comes down to identifying those people who comprise my community!



Moving Forward for Yourself & Your Family



What Other Parents are Saying:



"I don't think my husband and I have been on the same wavelength since our daughter was born. It seems like one of us is always up, while the other is down. Sometimes I think he's being unrealistically optimistic, and sometimes he thinks the same of me."



-From Children with Visual Impairments



Not everyone goes through the grieving process, and not everyone who does go through it goes through it in the order I have described nor even always has each part of the process. It is an entirely individual experience and is as valid in its differences as it is in its similarities.

This can be particularly difficult for married couples who find themselves on opposite ends of the grieving process. The incidence of divorce in families with disabled children is exceptionally high, partly due to the obvious stressors and pressures of having a disabled child, but also partly because both parents may be experiencing the grieving process in unique and individual ways and unable to offer each other the love and support they need. Dealing with the grieving process head on will not only benefit yourself and you child, but also your marriage!

The reason for this article's title is to help you look at where you are in the process and how you are behaving towards yourself. Get a coffee in a quiet moment and think—When did you last show yourself any tenderness, any charity? Try to be more gentle with yourself; there is no "blinding catharsis," but acceptance will come. Just when you least expect it, you'll get what you least expect!

our eyes aa re blessing

Childrens’ eye health



Healthy eyes and vision are a critical part of kids' development. Their eyes should be examined regularly, as many vision problems and eye diseases can be detected and treated early.

Eye Doctors

Be sure to make vision care and eye checks a part of your child's routine medical care.

Different kinds of doctors offer eye care, and the names can be confusing:

Ophthalmologists are medical doctors (have gone to medical school) who provide comprehensive eye care with medicine and surgery.

Pediatric ophthalmologists have additional special training to treat kids' eye problems.

Optometrists provide services that may be similar to ophthalmologists, but they don't perform surgery. Some optometrists specialize in kids' eye problems.

Opticians fit and adjust eyeglasses.

Eye Exams

Routine medical exams for kids' vision include:

Newborns should be checked for general eye health by a pediatrician or family physician in the hospital nursery.

High-risk newborns (including premature infants), those with a family history of eye problems, and those with obvious eye irregularities should be examined by an eye doctor.

In the first year of life, all infants should be routinely screened for eye health during checkups with their pediatrician or family doctor.

Around age 3½, kids should undergo eye health screenings and visual acuity tests (or tests that measure sharpness of vision) with their pediatrician or family doctor.

Around age 5, kids should have their vision and eye alignment evaluated by their doctors. Those who fail either test should be examined by their pediatrician or family doctor.

After age 5, further routine screenings should be done at school or the doctor's office, or after the appearance of symptoms such as squinting or frequent headaches. (Many times, a teacher will realize the child isn't seeing well in class.)

Kids who wear prescription glasses or contacts should have annual checkups by an eye doctor to screen for vision changes.



Spotting Eye Problems

Signs that a child may have vision problems include:

constant eye rubbing

extreme light sensitivity

poor focusing

poor visual tracking (following an object)

abnormal alignment or movement of the eyes (after 6 months of age)

chronic redness of the eyes

chronic tearing of the eyes

a white pupil instead of black

In school-age children, watch for other signs such as:

inability to see objects at a distance

inability to read the blackboard

squinting

difficulty reading

sitting too close to the TV

Watch your child for evidence of poor vision or crossed eyes. If you notice any eye problems, have your child examined immediately so that the problem doesn't become permanent.

If caught early, eye conditions often can be reversed.



Common Eye Problems

Several eye conditions can affect kids. Most are detected by a vision screening using an acuity chart during the preschool years.

Amblyopia ("lazy eye") is poor vision in an eye that may appear to be normal. Two common causes are crossed eyes and a difference in the refractive error between the two eyes. If untreated, amblyopia can cause irreversible visual loss in the affected eye. (By then, the brain's "programming" will ignore signals from that eye.) Amblyopia is best treated during the preschool years.

Strabismus is a misalignment of the eyes; they may turn in, out, up, or down. If the same eye is chronically misaligned, amblyopia may also develop in that eye. With early detection, vision can be restored by patching the properly aligned eye, which forces the misaligned one to work. Surgery or specially designed glasses also may help the eyes to align.

Refractive errors mean that the shape of the eye doesn't refract, or bend, light properly, so images appear blurred. Refractive errors also can cause amblyopia. Nearsightedness is the most common refractive error in school-age children; others include farsightedness and astigmatism:

o Nearsightedness is poor distance vision (also called myopia), which is usually treated with glasses or contacts.

o Farsightedness is poor near vision (also called hyperopia), which is usually treated with glasses or contacts.

o Astigmatism is imperfect curvature of the front surface of the eye, which is usually treated with glasses if it causes blurred vision or discomfort.

Other eye conditions require immediate attention, such as retinopathy of prematurity (a disease that affects the eyes of premature babies) and those associated with a family history, including:

Retinoblastoma is a malignant tumor that usually appears in the first 3 years of life. The affected eye or eyes may have visual loss and whiteness in the pupil.

Infantile cataracts can occur in newborns. A cataract is a clouding of the eye's lens.

Congenital glaucoma in infants is a rare condition that may be inherited. It is the result of incorrect or incomplete development of the eye drainage canals before birth and can be treated with medication and surgery.

Genetic or metabolic diseases of the eye, such as inherited disorders that make a child more likely to develop retinoblastoma or cataracts, may require kids to have eye exams at an early age and regular screenings.

Be sure to talk to your doctor if your child is at risk for any of these conditions.



Glasses and Contacts

Kids of all ages — even babies — can wear glasses and contacts.

Keep these tips in mind for kids who wear glasses:

Allow kids to pick their own frames.

Plastic frames are best for children younger than 2.

If older kids wear metal frames, make sure they have spring hinges, which are more durable.

An elastic strap attached to the glasses will help keep them in place for active toddlers.

Kids with severe eye problems may need special lenses called high-index lenses, which are thinner and lighter than plastic lenses.

Polycarbonate lenses are recommended for all kids, especially for kids who play sports. Polycarbonate is a tough, shatter-proof, transparent thermoplastic used to make thin, light lenses. However, although they're very impact-resistant, these lenses scratch more easily than plastic lenses.

Infants born with congenital cataracts may need to have their cataracts surgically removed during the first few weeks of life. Some children born with cataracts wear contact lenses after cataract surgery.

Around age 10, kids may express a desire to get contact lenses for cosmetic reasons or convenience if they play sports. Allowing a child to wear contacts depends on his or her ability to insert and remove lenses properly, faithfully take them out as required, and clean them as recommended by the doctor. Contact lens problems are almost always caused by poor habits and bad hygiene.

Your eye doctor can help you decide what type of vision correction is best for your child.

Reviewed by: Jonathan H. Salvin, MD

Date reviewed: January 2011

TEDxKorangi - Shazia Hassan

visually impaired babies

Let us imagine what it is to be like a nine-month old baby who is blind. As the baby lies on it's tummy they are aware of many sensations. The baby can feel the floor moving beneath as a person walks past and vibrations through their hands, knees, tummy and head. They feel the gust of air from movements and when a door is opened or closed.



The baby hears sounds, some soft, some loud. While some sounds come from the same place others move and become louder or softer.



Smells are different and can remind the baby of people, food or different things like clothing and toys.



Tastes are different too. A toy is put into their hand, they chew it. As they place their face into the carpet they taste it. As a child explores, food, hands and objects all taste differently.



When they feel objects some things are hard and soft. Like the leg of a chair some are furry, others smooth, warm, cold or rough.



They are aware of movement by themselves and by others, sometimes suddenly. If another toddler stumbles over them, if a noisy toy is put into their hands or if they are lifted too quickly, this can be scary.



Gradually things will begin to make sense. When a baby hears a mother's voice, they are reassured. However, when they hear a different voice, they do not know what will happen. Some people will feel familiar and safe, while others are strange. They begin to learn when placed in a high chair, food is not far away. When they hear water running, smell the familiar smells of the bathroom and hear the word "bath" they know what is to come.



So even without sight, they are learning to anticipate what will happen next and now feel secure in certain situations. They will be able to connect words and sounds with actions and objects. However while they are receiving all these sensations, they are still unaware of much around them. There may be toys near by, but if they don't touch them they may never know where they are. A baby may be unaware that they are lying near table legs, that they are facing a certain direction or that their dummy, which they want desperately, is just out of reach.



In order to help the baby make sense of their surroundings, we must encourage sensory exploration to help them learn. We must give them meaning and the opportunity to find out about those things of which they are unaware.









The first step security

The world of a baby who is blind can be confusing, but we can help them feel secure in a number of ways by giving cues or warnings that something is about to happen. Before picking a baby up, we might gently grasp their hands and say "up you come", to prepare them. Touching their lip or cheek gently before food or a spoon is put into their mouth will let them know they are about to eat. If you approach them gradually, talking to the baby as you near, they will not be startled. By splashing their feet and legs gently with water before putting them into to bath they will be prepared for the sudden change and temperature.



Language is central to helping a baby feel secure. We can talk about what is happening, and what will happen to them, as well as what they are touching, smelling, hearing and tasting. By using language we are helping them discover which words go with which particular action or object. If we use their name frequently, they will gradually learn that it applies to them, and if we use it at the beginning of a sentence it will help them to 'tune in' to us and they will learn that what is being said is directed to them.



It is not always easy to talk to babies and knowing exactly what to say to a baby can be a problem. For a baby who is blind it is best to talk about what is happening to them. You might talk about the sensations they are receiving such as:



"You're sitting on Daddy's knees, can you feel me bouncing up and down?", "You're in the bath, smell the soap";

"You're holding the washer in your hand";

"Can you hear Mummy coming into the room";

"It feels warm"



This type of language soon becomes second nature to parents and they become "interpreters" for their child, telling them about the world, helping them to learn and feel more secure.









Encouraging curiosity

Sighted children learn mostly because they are curious about objects that they can see. Children who are blind are unable to see interesting things to grasp and will not develop curiosity about objects unless they are in direct physical contact or encouraged to do so. A nine-month old baby who is blind is unlikely to reach for something that makes a noise, no matter how interesting it may sound. If they drop a favourite toy, they are unlikely to search for it. However, if through touch they are given the slightest clue as to where it is, they will grasp it quickly. A child who is blind can appear uninterested and lacking in curiosity, even though they may be listening intently to what is happening around them. To reach the stage where they will reach to sound and search for objects, they must be given experiences to encourage their curiosity.









Ways to encourage curiosity

Babies must first know their surroundings and that there are things outside their own body to experience. We can do this by bringing the world to them and by introducing them to things. For example, we can ensure that the baby is in frequent contact with toys by placing them near their body. When they move, chances will increase that they will touch something interesting. If toys are placed near their feet, they will learn that things happen 'down there' as well as near their hands.



We can give the baby a variety of experiences to show them the world is full of wonderful and various objects. This can include different:



Textures - such as soft or hard floors, sticky things, rough or smooth rugs and towels, scratchy, wet or dry surfaces;

Tastes - sweet, salty, sour, strong, bland;

Sizes big and small toys;

Sounds loud, soft, sharp, melodious, harsh, fast or slow;

Smells flowers, floor polish, soap, food.

Again, language is crucial in providing the framework on which a child can understand these experiences.









Learning through feedback

Instant and continuous feedback is essential in any learning to understand the effects of actions. For a child who is blind, feedback through language is essential. When a baby drops their rattle, they hear it, but unless we tell them what has happened, it will not make sense. We need to tell them when the food bowl is empty and they have eaten the last spoonful, that they are making the bell ring when they shake it and that the ball has rolled away when they throw it.



We can also encourage them to try new tasks and to practice skills simply by praising them and making them feel good.



Sighted children gain considerable feedback from facial expressions and gestures. A child who is blind must rely on what is said, how it is said and physical touch to sum up other peoples' moods and meaning. As well as keeping them in touch by words, it is useful to 'over act', to give emphasis to what is said. By giving a big hug and saying "that was wonderful", this means as much as a smile and a quiet "well done".



Feedback is a two way process and we react to children who are blind on the cues they give us. Babies and children who are blind do not react in the same way as sighted children to some situations. Rather than turn their eyes to a sound, they may turn their ear, or keep very still, listening intently.



Babies may not smile at first to a parent's voice or touch, but with time may learn to do so. When they realise that there are things 'out there', our baby's hands may make tentative, small movements, telling us that they are beginning to reach out. It is important that we learn to read these messages so that we can interpret them to increase learning.









Learning about themselves

We take for granted that out bodies have certain parts which all fit together that we can see. Children who are blind need to learn about their bodies and this can begin at birth. By nursing and rocking the child, they begin to learn what their body feel like. Massage can also draw attention to the different parts of their body and if we talk about what we are doing, they will learn even faster. As we dress and undress them, we can talk about the different body parts. Songs and rhymes about body parts can assist with remembering. We can also show them that we too have parts, like them.



Babies also need to learn where they are in space. Sometimes they are on the floor, or held up high in someone's arms. We can play games in which they are 'low' or 'high'. As they get older, we can show them that can fit through some spaces, but not through others or that they can fit their whole body in some spaces but only feet in others. We can orientate them with how a room is arranged, what is in it and how to get from one room to another. It is important that we talk to them about what they are experiencing so that they can attach meaning to what is happening.









Putting it all together: language and experience

Experiences alone are not enough. By giving the child the associated language for what is happening they can better interpret actions and surroundings. For example a sighted child can use their vision and senses they hear a noise, turn to see what caused it; see their brother with a sad face standing over a broken dish and their mother running from another room. They are able to use vision to make sense of this experience, however this must be verbalised or described to a child who is blind.



Actions and objects need to be placed in context as well as described to give true meaning. We might talk to a child daily about Daddy going to work on a train, however if the child has never experiences the train or does not know what it is, it will not be understood.



Television and radio can be another example. While babies and children may like TV and radio sounds unless understood they can be meaningless and confusing as background noise. At an early age it is better to focus on noises and sounds which they can experience personally linked to sensory development.



The most valuable communication with a child who is blind is grounded in experience, linked with what they are doing or happening to them here and now.



Linking experiences and language needs to be ongoing. Unlike sighted children who can use their vision to prompt their memories, children who are blind need frequent repetition of experiences with language to enable them to build up a picture of their world.

zahra enlighten forum

Zahra Enlighten Forum



A conceited and self-admiring person is disliked by others; charity

and alms are the best remedy for ailments and calamities; one has to account in the next world for the deeds that he has done in this world. Imam Ali a.s



Empowering the visually impaired persons of Pakistan.



Every person is born with some special abilities. It is a fact that every human has some

sort of deficiency. Some are unable to see, some are unable to paint, some are unable to sing, some are unable to see, some are unable to hear or listen.



Every human being needs a healthy environment / loving family to become a successful person of society.

Often we talk about the visually impaired person of society. Often we read their achievements and praise them. Most of us are familiar with Helen Keller the great visually impaired lady of past.

Although we surely read about her achievements. But rarely did we read about how her parents brought up an extra hyper child. We must praise that society. The noble people who produced such a marvellous lady, in fact a role model for us.



If we pay heat towards such issues then surely we can change the lives of many visually impaired person of Pakistan.



In our lovely country there is a dire need of parents support group. For the parents of special children. Because the most difficult task for parents is to accept their child’s disability. All ophthalmologist should be aware with support groups so when they diagnose blindness they ask parents to meet such groups If parents get proper support then emotionally healthy parents can raise many future heroes.



On the other hands society should also understand how to deal with special person. Media can play a vital role in this regard. The most important contributor of children’s lives are the teachers / school environment. There is also a dire need of teacher development centres.



As technology has opened new roads of success for visually impaired person, so this is a right time for us to think about this basic issues.to invoke our society and turn its attention towards these issues zahra academy has establish a forum zahra enlighten forum. Our aim is to empower the visually impaired person of Pakistan.

Those who are interested in this noble work can join us by requesting membership form from zahra academy.



Please share your thoughts and ideas to develop a forum to achieve this objective.

Send your ideas or suggestions to zahraenlight@gmail.com

Thanks



Shazia Hasan

vision Childrens’ eye health

how the kids brain develop

How the Brain Develops


A number of factors influence early brain development. These important

factors include genetics, food and nutrition, responsiveness of

parents, daily experiences, physical activity and love. In particular,

parents should be aware of the importance of furnishing a healthy and

nutritious diet, giving love and nurturing, providing interesting and

varied everyday experiences, and giving children positive and

sensitive feedback.



In the past, some scientists thought the brain's development was

determined genetically and brain growth followed a biologically

predetermined path. Now we know that early experiences impact the

development of the brain and influence the specific way in which the

circuits (or pathways) of the brain become "wired." A baby's brain is

a work in progress. The outside world shapes its development through

experiences that a child's senses — vision, hearing, smell, touch and

taste — absorb. For example:



• The scent of the mother's skin (smell)



• The father's voice (hearing)



• Seeing a face or brightly colored toy (vision)



• The feel of a hand gently caressing (touch)



• Drinking milk (taste)



Experiences that the five senses take in help build the connections

that guide brain development. Early experiences have a decisive impact

on the actual architecture of the brain.



Recent equipment and technological advances have allowed scientists to

see the brain working. What scientists have found is that the brain

continues to form after birth based on experiences. An infant's mind

is primed for learning, but it needs early experiences to wire the

neural circuits of the brain that facilitate learning.



Imagine that a child's brain is like a house that has just been built.

The walls are up, the doors are hung. Then you go to the store and buy

electrical wiring, switches, a fuse box and other electrical supplies.

You bring these supplies to the new house and set them on the floor.

Will they work? Probably not. You first must string the wiring and

hook up all of the connections. This is quite similar to the way our

brains are formed. We are born with as many nerve cells as stars in

the Milky Way galaxy. But these cells have not yet established a

pattern of wiring between them — they haven't made their connections.



What the brain has done is to lay out circuits that are its best guess

about what is required for vision, language, etc. Now the sensory

experiences must take this rough blueprint and progressively refine

it. Circuits are made into patterns that enable newborn infants to

perceive their mother's touch, their father's voice and other aspects

of their environment.



Normal sensory experiences direct brain cells to their location and

reinforce the connections between brain cells. We are born with more

than 100 billion brain cells or neurons; we will not grow more. That's

about 10 times the number of stars in the entire Milky Way, and about

20 times the number of people on the planet.



Neurons are the functioning core of the brain. Each cell body is about

one-hundredth the size of the period at the end of this sentence. A

neuron has branches or dendrites emerging from the cell body. These

dendrites pick up chemical signals across a synapse and the impulse

travels the length of the axon. Each axon branch has a sac containing

neurotransmitters at its tip. The electrical impulse causes the

release of the neurotransmitters, which, in turn, stimulates or

inhibits neighboring dendrites, like an on-off switch.



These connections are miracles of the human body. But to understand

their power, you have to multiply this miracle by trillions. A single

cell can connect with as many as 15,000 other cells.



This incredibly complex network of connections that results often is

referred to as the brain's "circuitry" or "wiring." Experience shapes

the way circuits are made in the brain.



A remarkable increase in synapses occurs during the first year of

life. The brain develops a functional architecture through the

development of these synapses or connections.



For example, if a parent repeatedly calls a child a certain name, then

connections will form that allow the child to recognize that name over

time as referring to him and he will learn to respond. From birth, the

brain rapidly is creating these connections that form our habits,

thoughts, consciousness, memories and mind.



By the time a child is 3 years old, a baby's brain has formed about

1,000 trillion connections — about twice as many as adults have. A

baby's brain is superdense and will stay that way throughout the first

decade of life. Beginning at about age 11, a child's brain gets rid of

extra connections in a process calling "pruning," gradually making

order out of a thick tangle of "wires."



The remaining "wiring" is more powerful and efficient. The increase in

synaptic density in a child's brain can be seen in Figure 2. The

interactions that parents assist with in a child's environment are

what spur the growth and pattern of these connections in the brain.



As the synapses in a child's brain are strengthened through repeated

experiences, connections and pathways are formed that structure the

way a child learns. If a pathway is not used, it's eliminated based on

the "use it or lose it" principle. Things you do a single time, either

good or bad, are somewhat less likely to have an effect on brain

development.



When a connection is used repeatedly in the early years, it becomes

permanent. For example, when adults repeat words and phrases as they

talk to babies, babies learn to understand speech and strengthen the

language connections in the brain.





Figure 1. Neurons and connections









Figure 2. Synaptic density in the human brain





Construction of the Brain

We have explored how the brain develops at the cellular level with

neurons and connections. Understanding the different parts of the

brain as a whole and how it functions and develops also is useful.



The brain grows in sequential fashion, from bottom to top, or from the

least complex part (brain stem) to the more complex area (cortex). If

you draw a line from the forehead to the chin and open the brain for a

side view, you would see the brain as it is shown in Figure 3.











Figure 3.Brain: side view





The basic elements of the human brain include the following:



1. The brainstem is at the base of the skull and it controls most

basic life activities, including blood pressure and body temperature.



2. The midbrain is at the top of the brainstem and it controls motor

activity, appetite and sleep.



3. The cerebellum is behind the brainstem and it coordinates movement

and balance.



4. The limbic system is in the central part of the brain and it

controls emotions, attachment and memory.



5. The cortex is the top layer of the brain and is about the depth of

two dimes placed on top of each other. The cortex is the "executive

branch" of the brain that regulates decision-making and controls

thinking, reasoning and language.



The cerebral cortex contains 80 percent of the neurons in the brain.

Because it is the least developed part of the brain at birth and keeps

developing until adolescence and even beyond, the cortex is more

sensitive to experiences than other parts of the brain.



Construction of the brain is somewhat like the construction of a

house. A house is built from the foundation up and different parts of

the structure have different functions. Also, like the brain, once the

architecture is in place, you can continue learning and "add on" or

"decorate." But, if you have to move a wall or add a window, it is

more difficult and expensive than if you had done it earlier in the

building process.







Critical Periods of Brain Development

Brain development proceeds in waves, with different parts of the brain

becoming active "construction sites" at different times. The brain's

ability to respond to experience presents exciting opportunities for a

child's development.



Learning continues throughout life. However, "prime times" or "windows

of opportunity" exist when the brain is a kind of "supersponge,"

absorbing new information more easily than at other times and

developing in major leaps. While this is true especially in the first

three years of life, it continues throughout early childhood and

adolescence. For example, young children learn the grammar and meaning

of their native language with only simple exposure.



While learning later is possible, it usually is slower and more

difficult. Some improvement in most skills is possible throughout

life. However, providing children with the best opportunity for

learning and growth during the periods when their minds are most ready

to absorb new information is important.



Visual and auditory development

The "prime time" for visual and auditory development, or a child's

capacity for learning to see and hear, is from birth to between 4 and

5 years old. The development of these sensory capacities is very

important for allowing children, especially babies, to perceive and

interact with the world around them. During the first few months,

especially, babies need to see shapes, colors, objects at varying

distances and movement for the brain to learn how to see. Babies also

need exposure to a variety of sounds so their brain can learn to

process that information and allow for responsiveness by hearing

something.



Language development

The "prime time" for language development and learning to talk is from

birth to 10 years of age. Children are learning language during this

entire period. However, the "prime time" for language learning is the

first few years of life. Children need to hear you constantly talk,

sing and read to them during these early years. Respond to their

babbling and language efforts.



Children vary in their language development during these first years,

so parents should allow for some variation in children's abilities at

different ages. They should encourage language development, be patient

and seek assistance from a qualified professional if concerns arise

about a child's progress in this area.



Physical and motor development

The "prime time" for physical and motor development in children is

from birth to 12 years of age. Children become physically ready for

different aspects of motor development at different times. Large motor

skills, such as walking, tend to come before the refinement of fine

motor skills, such as using a crayon.



A child needs several years to develop the coordination skills to play

catch with a ball easily, and even then refinement of such skills

continues into a child's early adolescence. Parents should monitor a

child's motor development but be patient since children vary in their

rates of development.



Emotional and social development

The "prime time" for emotional and social development in children is

birth to 12 years of age. Differing aspects of emotional and social

development, which incorporate higher capacities, such as awareness of

others, empathy and trust, are important at different times. For

example, the real "prime time" for emotional attachment to be

developed is from birth to 18 months, when a young child is forming

attachments with critical caregivers. Such development provides the

foundations for other aspects of emotional development that occur as

children grow.



Emotional intelligence is critical to life success. The part of the

brain that regulates emotion, the amygdala, is shaped early on by

experience and forms the brain's emotional wiring. Early nurturing is

important to learning empathy, happiness, hopefulness and resiliency.



Social development, which involves both self-awareness and a child's

ability to interact with others, also occurs in stages. For example,

sharing toys is something that a 2-year old's brain is not fully

developed to do well, so this social ability is more common and

positive with toddlers who are 3 or older. A parent's efforts to

nurture and guide a child will assist in laying healthy foundations

for social and emotional development.







Conclusion

The development of a child's brain holds the key to the child's

future. Although the "first years last forever" in terms of the rapid

development of young children's brains, the actual first years of a

child's life go by very quickly. So touch, talk, read, smile, sing,

count and play with your children. It does more than make both of you

feel good. It helps a child's brain develop and nourishes the child's

potential for a lifetime.









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