The Unplanned Miracle of Consciousness

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So an increased blood pressure is quite normal in higher altitudes. The body like I said before is a fantastic machine. It gives out symptoms quickly enough for you to react. The symptoms of Acute Mountain Sickness which is the medical condition for negative health effect caused due to High Altitudes are listed below:. Though our bodies may come off as reliable machines, there are few ground rules for acclimatization to happen smoothly. Hope this guide helped you in preparing yourself better for the high-altitude treks in the Himalayas.

Also, consider taking a look at what to pack for a trek in the Himalayas. Notify me of follow-up comments by email. Notify me of new posts by email. Post Comment. Guide to Acclimatization in the Himlayas. Home travel Guide to Acclimatization in the Himlayas. About Author. Gowtham Injamuri. A traveler writing off my life in return for a bagful of memories! Some become deeply involved in helping parents care for the child with a disability. It is not uncommon for siblings to become ardent protectors and supporters of their brother or sister with special needs or to experience feelings of great joy in watching him or her achieve even the smallest gain in learning or development.

Megan, age 17, says of her life with her brother who has Down syndrome:. Every day Andy teaches me to never give up. He changed my life…If I had not grown up with him, I would have less understanding, patience, and compassion for people. He shows us that anyone can do anything. In contrast, many siblings experience feelings of bitterness and resentment towards their parents or the brother or sister with a disability.

And many, many siblings swing back and forth between positive and negative emotions. I think that a lot when Martha gets ooohed and aahed over and nobody even thinks about me. The reaction and adjustment of siblings to a brother or sister with a disability may also vary depending upon their ages and developmental levels. The younger the nondisabled sibling is, the more difficult it may be for him or her to understand the situation and to interpret events realistically.

Younger children may be confused about the nature of the disability, including what caused it. As siblings mature, their understanding of the disability matures as well, but new concerns may emerge. They may worry about the future of their brother or sister, about how their peers will react to their sibling, or about whether or not they themselves can pass the disability along to their own children. An important point to remember is that most of the regular child-raising issues will apply—children with disabilities will go through the usual childhood stages.

They may not go through stages at the same age, at the same rate, or use the same words as children without disabilities, but they are children and kids are kids. We, as parents, may believe that all children should be treated the same, but in practice that is usually not the case.

Because anyone who has been around children, even infants, knows they have different personalities and react differently to similar situations.

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We encourage and coax the shy child and set limits for the rambunctious one. We tell the loud ones to be quiet and the quiet ones to speak up. We offer different activities to the child who loves to paint than to the one who wants to play ball. Children just are not the same—but they should have the same opportunities.

Among their opportunities should be the chance to assume increasingly greater degrees of responsibility and independence. There may be many ways in which your child can help himself or herself or other members of the family, including doing chores around the house. As you expect and encourage your child to assume responsibility, his or her sense of pride and competence will also increase.

Conversely, to not expect or encourage your child to contribute to self-care or household matters may send the message that he or she is not capable of helping. Dependence is fostered instead. Peggy Finston remarks:.

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If we expect too much, we run the risk of rejecting him as he is. If we expect too little, we will fail to encourage him to do the most he can with himself. There is no one answer for all of us, or even for all of us dealing with the same condition. The best we can do is to realize that this is an ongoing question that we need to consider. Another issue that may concern you is what or whether to tell your child about his or her disability.

As with siblings, the child with special needs may also have a need for information and perspective about what makes him or her different. Now my hug becomes tighter, closer. I feel my breath in his tousled hair. I hesitate. I never wanted to introduce my child to the label someone else created for him. And yet an instinct tells me it may help him…. This is how Kelly Harland describes the conversation she had with her son when she told him about his disability, autism. Maybe I should never have used that word. But an odd rush comes over me. Has Will known for awhile that he has a problem; has he been waiting for his mom to explain it to him?

There is in all this talk something for both of us to hold onto, maybe in this one moment a way to quell the terror, or even rise above it.

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As your child grows and matures and especially as he or she edges into young adulthood, it may be very helpful for him or her to be able to discuss the nature of the disability. This includes what special accommodations he or she needs in order to succeed in school and other settings. You may wish to involve your child in his or her own IEP meeting , which can teach your child useful skills like self-advocacy, expressing personal interests and goals, and being involved in making decisions that affect his or her life.

Grandparents are often greatly affected by the birth of a child with a disability.

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This is true for other members of the family as well. Therefore, your parents and other members of the extended family need to be given opportunities to get to know your child as a person and not just a person with disabilities. Allowing family members to become involved with your child may also allow you some much-needed time away from the responsibilities associated with caring for a child with special needs. All parents, at some time, will probably seek child care.

For families with a child who needs more supervision or specialized assistance, child care may be difficult to find—or feel comfortable with. However, even if you do not work outside the home and do not need regular child care, you may benefit greatly from having child care on a periodic or even an ongoing basis. This will give you time to take care of personal matters, enjoy some leisure activity, or be relieved of the constant need to care for a child with a disability or chronic illness.

You may also benefit from respite care, a system of temporary child care provided by people familiar with the needs of children with disabilities. Many respite care providers have undergone specialized training and can knowledgeably care for children whose needs may range from close supervision to medical care.

Respite care can be provided to infants, teenagers, or adults with special needs. In some cases, the respite provider may be able to provide care only for the child with the disability; in other cases, care may be available for siblings as well. Respite care generally differs from daycare in that it is not available on a daily basis to allow a parent to return to the work force. Although many parents initially may feel reluctant to leave their child with special needs in the care of someone else, those who have tried it give ample testimony to its value in restoring their energy, sense of humor, and perspective.

We need respect, we need to have our contribution valued. We need to participate, not merely be involved.

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It is, after all, the parent who knew the child first and who knows the child best. Our relationship with our sons and daughters is personal and spans a lifetime. This sentiment echoes throughout the parent literature and in the hearts of parents everywhere. Not surprisingly, many of the materials written by parents for other parents offer insight into how you might work together with professionals for the benefit of your child and family. The best relationships are characterized by mutual respect, trust, and openness, where both you and the professional exchange information and ideas about the best care, medical intervention, or educational program for your child.

Both you and the professional need to speak clearly about issues and listen carefully. Indeed, both of you have important expertise to share. You, for example, have intimate knowledge of your child with special needs. You live with and observe your son or daughter on a daily basis and can contribute invaluable information about his or her routine, development, history, strengths, needs, and so on. The professional, too, has specialized knowledge to contribute—that of his or her discipline. This can take time to develop and may require effort from both parties.

To that end, many parent writers suggest:.

If you are looking for a specialist with whom you can work well, ask other parents of children with disabilities. Often, they can recommend a good speech or physical therapist, doctor, dentist, or surgeon. This is particularly useful in medical situations when a medication or therapy is to be administered. This will assist you with your child, and it can help you participate most fully in the team process.

Prepare for visits to the doctor, therapist, or school by writing down a list of the questions or concerns you would like to discuss with the professional. Keep a notebook in which you write down information concerning your special needs child. A loose-leaf notebook is easy to maintain and add information to. This is up to us. However, it is ultimately up to you to decide what role s you want to take in this process and what role s you need help with.

It is helpful to know that families do, indeed, choose different roles in relationship to professionals. Some parents want to allow professionals to make most decisions about their child, others want to serve as an informant to the professional, some want veto power, and some parents want a shared role in the intervention with their child. You may find that you choose different roles at different times for different purposes. In this article, we have looked at many of the issues facing you as parents of a child with a disability.

Learning that your child has a disability or illness is just the beginning of the journey. At times, you may feel overwhelmed by the challenges associated with disability and by the strength of your own emotions. And while you may feel alone and isolated, there are many supports available. Other parents can be invaluable sources of help and information. Having access to information and supports may be critical in maintaining a stable and healthy family life.

We urge you to read, to talk to other parents who have a child with a disability, to talk with each other and with other family members, and to reach out for assistance when you need it. We conclude with the words of Clare Claiborne Park, as she reflects upon the experience and emotions of being a parent of a child with disabilities. This experience we did not choose, which we would have given anything to avoid, has made us different, has made us better.

Through it we have learned the lesson of Sophocles and Shakespeare—that one grows by suffering. I write now what fifteen years past I would still not have thought possible to write; that if today I was given the choice, to accept the experience, with everything that it entails, or to refuse the bitter largesse, I would have to stretch out my hands—because out of it has come, for all of us, an unimagined life. And I will not change the last word of the story. It is still love. The siege: The first eight years of an autistic child with an epilogue, fifteen years later p.

Boston, MA: Little, Brown. A sequel to this classic parent book, called Exiting Nirvana , was published in and continued the story of Jessy into adulthood. Babyface: A story of heart and bones p. Bethesda, MD: Woodbine House.

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Uncommon fathers: Reflections on raising a child with a disability p. I wish: Dreams and realities of parenting a special needs child 2nd ed. Quotation from page A will of his own: Reflections on parenting a child with autism p.

The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness
The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness
The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness
The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness
The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness
The Unplanned Miracle of Consciousness The Unplanned Miracle of Consciousness

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