Makanan untuk ADHD

Saya pernah bertanya kepada seorang ibu mengapa suatu masa dulu anaknya sudah boleh duduk diam (kosentrasi) untuk belajar dan TIADA KOSENTRASINYA datang balik. Ketidakkosentrasi anak ini bukan sedikit tapi banyak mengganngu P&P dan adakalanya menimbulkan sedikit rasa geram dikalangan guru, ppm dan rakannya yang lain. Apa tidaknya baru seminit nak mula mengajar dia dah lari keluar kelas. Mulalah proses kejar mengejar. Kalau guru perdana yang tak paham, akan senyum2 saja menengok telatah kami...kalau mereka2 yang tak paham lagi..akan mengatakan kami2 ini sebagai tidak bertanggungjawab membiarkan dia terlepas....

Bagi menjawab saolan... si ibu menyatakan dia ada beri anaknya makan minyak ikan.. omega 3...

Minyak ikan? Omega 3... ... saya pun cuba mencari apa ka benda itu.....

Omega 3 bukan ubat untuk ADHD seperti mana ritalin...Omega 3 hanya makanan tambahan untuk beberapa kelebihan antaranya untuk perkembangan otak kanak -kanak, kosentrasi kanak-kanak...dan mungkin kerana itulah omega 3 dikatakan boleh membantu menimbulkan kosentrasi kanak-kanak ADHD..

Rujuk sini >>>>>>> OMEGA 3

Omega 3 is the name of a type of fat that is found in oil-rich fish and some plant oils and is also known as ‘n-3‘. They are from the family of ‘good’ fats - polyunsaturated fatty acids (PUFAs) that are not only beneficial for health but are essential in the diet.

Fatty acids are the building blocks of fats and there are many different types of fatty acids, some of which can be made by the body, and some which cannot. The so-called essential fatty acids are vital substances that the body must have to maintain optimal health, yet they cannot be made by the body, so a dietary supply is essential.

Omega 3 fatty acids are one of two families of essential fatty acids, and they are derived from the parent of this family: ALA (alpha linolenic acid). The most effective omega 3’s are EPA (eicosapentaenoic acid) and DHA (docosahexaenoic acid). Although the body is able to convert ALA to EPA and DHA, the way it does this is inadequate, which is why oil-rich fish are such an important food, as they contain the omega 3’s already in long-chain form omega 3.

DHA and EPA are long-chain polyunsaturated fatty acids and are also referred to as: LC omega 3 PUFAs. Oil-rich fish are the only nutritionally significant source of long-chain omega 3 fatty acids. The other ’family’ of essential fatty acids is the omega 6 group, found in plant oils and some animal fats.

Long-chain omega 3 fatty acids are needed for normal growth and development in the body, and are also required to maintain cardiovascular health and brain function. Therefore, everybody should be aiming to consume enough regularly to prevent deficiencies and to be healthy.

Since omega 3 essential fatty acids are needed for the membranes of all body cells their role in health is wide reaching: encompassing not only healthy heart and brain function but also playing an important role in the normal function of the eyes, the nervous system, the kidney, and the liver, in fact all body systems. Other functions also include the contraction of muscles and the dilation/constriction of blood vessels, blood clotting, and inflammatory processes.

Only consuming plant sources of essential fatty acids (i.e. ALA) means that the conversion process to the longer chain fats, DHA and EPA, will not be efficient therefore possibly requiring an additional source of omega 3 to maintain optimum intakes.

It is oil-rich fish that are a great source of long-chain omega 3 polyunsaturated fatty acids. The main oil-rich fish available in the UK are: salmon, trout, mackerel, sardines, pilchards, herring, kipper, eel and whitebait, fresh, frozen or tinned. Tuna is only counted as an oily fish if it is fresh or frozen, as the tinned variety does have some oils, but not as much as the fresh one.

Areas where omega 3 may promote health and well-being:
•	heart health: lowering blood pressure, reducing the risk of heart attacks and strokes and protection against heartbeat abnormalities
•	brain function: optimal brain and eye development in babies, especially in premature babies, attention deficit disorder, Alzheimer’s disease and depression
•	rheumatoid arthritis
•	inflammatory skin disorders
•	inflammatory bowel disease

Pameran Saya Sukarela Membantu

Peer seminar on autism

Love Ros Merah

Thursday June 15, 2006

thestar online

M.L. WONG underscores the importance of promoting accepting communities for children with special needs.

COMMUNITY integration and inclusive education are important basic concepts which underpin current research into how we can enable persons with learning disabilities to grow and reach their maximum potential. This simply means that the person with a disability should be educated, work and live in an inclusive setting alongside their non-disabled peers rather than in a segregated environment, invisible to the rest of the community.

Some may argue that this ideal might not work in every situation because persons with learning disabilities are still being subjected to discrimination and denied basic life opportunities, affirmative social policies and support.

For inclusive education to work for the individual, we need a depth of understanding, a generosity of attitude and real commitment from the principal, class teachers, the family members themselves and the community.

This is exactly what happened in the case of Charmaine Chan, a student with Down syndrome at SMK Yaacob Latiff, Cheras, Kuala Lumpur. The positive attitude of the principal and class teachers, the supportive environment of the school, and her dedicated parents enabled Charmaine to succeed in more ways than one. One area which is often overlooked is the importance of support from peers in school.

As a society we appreciate individualism, acknowledging that we are all born different. However, when an individual stands out because of his behaviour, looks, speech or actions, he often ends up standing alone.

This scenario is often faced by a person with learning disabilities who is shunned by his peers because they do not understand him. Which makes the friendship between Charmaine and her classmate, Sohbana Lakshmi, so heart-warming.

Reaching out a hand in friendship may seem like a simple task, but when the person at the other end is disabled, it can become a real challenge in many ways.

It was a challenge that 12-year-old Sohbana Lakshmi took up when she befriended her classmate, Charmaine, who was born with Down syndrome. Both were in SK Taman Segar, Cheras, then.

Sohbana, now 15, shares that her first impression on seeing Charmaine walking into the classroom was one of surprise.

“My friends and I were asking, ‘she is not a normal girl, why is she coming to our class in a normal school? Why is she not attending a special class?’” Sohbana recalls.

So Sohbana’s first challenge was to step through the veil of ignorance and fear to be nice to someone who looks and behaves differently.

It was also a challenge to win the trust of Charmaine, who hesitated to accept the extended hand of friendship.

Sohbana recalls: “When we first became friends, our schoolmates avoided me. They thought I had Down syndrome too. They asked me, “How could you befriend her? She cannot play games, she is so slow.

“I told them that Charmaine is also just like them; she happens to be special and she is really nice when you get to know her.”

It must have taken great courage for a 12-year-old to face such negative peer pressure and stand by her special friend.

Charmaine admits that if it were not for Sohbana, she would have kept to herself. It was Sohbana who included her in the various class activities.

After a few months, Charmaine’s circle of friends grew in school as the other students realised that she was really not so different from them.

Research into the subject of friendship and promoting accepting communities for disabled persons emphasises the fact that we have to start as early as possible in preschools so that young children grow up learning to accept children with disabilities in their midst.

It has also been shown that it takes just one person to make a difference in changing mindsets and breaking the psychological barrier. And like the bridge builder that she is, Sohbana paves the way for others in her community to understand and accept such special individuals as the friendship the two girls forged in class has expanded to include their two families.

The confidence that Charmaine has gained is evident in her dealings with her teachers and classmates, making going to school an enjoyable and integrative experience.

As for Sohbana, her friendship with Charmaine has taught her patience and tolerance, and she has gained a better understanding of people who are different.

One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to dignity@tm.net.my. For enquiries of services and support groups, please call Malaysian Care (03 9058 2102) or Dignity & Services ( 03-7725 5569).

THE Network for the Needs of Children with Disabilities (Perak) and the Paediatric Department of Hospital Ipoh are organising a workshop on autism on June 30, 8am to 5.30pm at the Hospital Ipoh, 4th Floor Ambulatory Care Centre.

Speakers include psychologist Helen Salter from Australia, and consultant paediatricians Dr Amar Singh and Dr Wong Woan Yiing. Registration fee: RM150.

For enquiries please call: Lee Lai San (05-545 1878), Wong Woan Yiing (05-242 4811) between 9am to 5pm or e-mail: needs@streamyx.com

****sedang mencari ttg SMK Yaakob Latiff, terjumpa artikel ini plak..apapun mari kita kongsi ya...

SPA sedia 3,500 jawatan untuk OKU

MURUGIAH bertanyakan sesuatu kepada peserta Kem Motivasi Keluarga Integrasi Orang Kurang Upaya di Petaling Jaya, semalam.

PETALING JAYA - Suruhanjaya Perkhidmatan Awam (SPA) kini berusaha memenuhi kuota sekurang-kurangnya tujuh peratus atau 3,500 daripada 50,000 kekosongan jawatan dalam perkhidmatan awam kepada golongan orang kurang upaya (OKU) akhir tahun ini.
Timbalan Menteri di Jabatan Perdana Menteri, Senator Datuk T. Murugiah berkata, Kabinet memutuskan perkara itu dan mempelawa golongan berkenaan menyertai sektor awam agar mereka tidak berasa tersisih.

"Kerajaan menggalakkan lebih ramai golongan OKU memohon jawatan ini terutamanya bagi mereka yang berkelulusan dan tidak mendapat bantuan daripada mana-mana pihak," katanya.
Beliau berkata demikian semasa merasmikan penghantaran kira-kira 200 golongan OKU ke Kem Motivasi Keluarga Integrasi OKU di sini semalam.

Menurut Murugiah, golongan OKU perlu mengambil peluang itu untuk mengisi kekosongan jawatan yang ada memandangkan kerajaan telah memperbaiki skim gaji dan kemudahan kepada penjawat awam.

Sumber:Kosmo! online

MTQ

Pelajar istimewa dilatih sertai tujuh acara myMetro

PUSAT Majlis Tilawah Al-Quran (MTQ) menghimpunkan 62 pelajar pendidikan khas seluruh Kedah untuk melatih mereka menyertai pertandingan pendidikan khas peringkat kebangsaan yang bakal diadakan pada 22 Jun ini di Universiti Utara Malaysia (UUM), Kedah.Latihan diadakan di Sekolah Menengah Teknik Sungai Petani 1 itu memberi tumpuan dalam tujuh acara dipertandingkan iaitu tilawah al-Quran, hafazan al-Quran, azan Subuh, nasyid, bercerita, menulis khat dan merumikan jawi. Pelajar pendidikan khas yang bermasalah dari segi pembelajaran, penglihatan dan pendengaran itu dibahagikan kepada dua kategori sekolah menengah dan rendah iaitu pelajar bawah 14 tahun dan 19 tahun. Program empat hari berakhir 5 Jun itu anjuran Unit Pendidikan Khas Jabatan Pelajaran Negeri (JPN) Kedah bertujuan meningkatkan kemahiran pelajar dalam pelbagai acara sebagai persediaan untuk ke pertandingan peringkat kebangsaan.

Penyelia Pendidikan Khas Sektor Pendidikan Swasta dan Pendidikan Khas JPN Kedah, Junaida Yusoff, berkata pemilihan pelajar yang mengikuti latihan itu membabitkan pemenang tempat pertama hingga ketiga dalam pertandingan peringkat negeri yang diadakan baru-baru ini.

Sumber: myMetro online

Usahlah menghukum saja.....

Dia bukan nakal...
Dia bukan degil....
Dia bukan pekak...
Apatah lagi tuli....
Dia ada masalah...
Usah tanyakan apa masalahnya...
Kerana Dia juga tidak tahu....
Kamu sebagai org DEWASA yang perlu SEDAR & TAHU...BANTULAH DIA....

Menangani anak hiperaktif (Kosmo! ; Pesona )
Bagaimanakah caranya menangani anak-anak yang suka bergerak aktif dan tidak mendengar kata?

Di sebalik kenakalan itu, kemungkinan besar tersembunyi masalah yang perlu dirujuk kepada pakar perubatan.
Mereka mungkin berada dalam kelompok kanak-kanak hiperaktif atau mengalami gangguan kecelaruan tumpuan dan kelasakan (ADHD).
Ia merupakan satu masalah tidak normal pada bahagian otak yang membuatkan kanak-kanak itu bersikap aktif sejak lahir, berkelakuan mengikut gerak hati, perhatian mudah berubah serta sukar mengasingkan maklumat.
Mengenali kanak-kanak hiperaktif dan memahami langkah menghadapi kesukaran sepanjang mengurus mereka akan membantu ibu bapa menyelesaikan masalah dengan baik.

Sumber: Kosmo! Online

****Ini kasut si Dom. kata Cikgu Wan...Dom telah menggamatkan suasana semasa pertandingan bercerita sempena kempen keluarga bahagia di Perpustakaan KK....Tahniah! Dom, Eddy.. Tiada yg lebih bersahaja n berani selain peserta drpd Pendidikan Khas....Tahnia juga kepada Cikgu Wan dan Ibubapa yg memberi sokongan.******

My Autism Resource

Sambil melayari internet menambah ilmu.. saya menemukan ini, Love for a child drives mission to save autism centre dalam Malay Mail Online. Tertarik dengan apa yang sedang diusahakan oleh seorang ayah penyanyang ini... Seterusnya saya menemui ini, My Autisma Resource . Mungkin dengan apa yang kita baca dan sedari ini menjadi sumber inspirasi serta kefahaman kepada kita bahawa anak Autisma juga punya potensi untuk hidup lebih berdikari dan lebih baik. Semuanya berttitik tolak daripada usaha kita yang lebih dahulu tahu dan punya kemahuan serta usaha untuk mengetahui semuanya tentang Autisma (PKBP).

Sumber Gambar : PicasaWeb