peterhutch asked:


Bed-wetting is very common in younger kids, in fact, it is so common that it is even considered normal before age 5,” Greene says. “Nighttime dryness is the last part of toilet learning that kids achieve,” he adds. At ages 6 and below, bed-wetting only needs to be addressed if the child is feeling really bad about himself as a result, he says.

When one of your children is a bed wetter, it can be a very sensitive topic. You want your child to know it’s just a part of growing up and that there’s nothing wrong with them. You have to ***** down on siblings who like to give them a hard time.

“As adults, when the bladder gets full, it sends a signal to brain to wake up or you start dreaming about water or going to bathroom and then you wake up, but for kids the signal isn’t quite strong enough to get them awake,” Greene says.

Bed-wetting can be both uncomfortable and embarrassing for a child. Thankfully, almost all kids outgrow it in time. But chances are you will feel compelled to do something while you wait. What follows are the best bed-wetting remedies currently available—other than time.

Many children with bed-wetting will improve with time and for reasons that are not understood. It is important to tell your child that it is a temporary condition. Many children who wet the bed do not feel very good about themselves.

Sometimes parents can place blame on their children who bed-wet, either knowingly or unknowingly. It is important to be patient with a child who bed-wets. A child does not wet the bed on purpose.

In all children, the development of bladder function control and night-time urine production is a slow process, so most children are affected up to the age of three. In fact, bed-wetting is quite common up to the age of eight. In most cases there’s a delay in the development of the normal pathways of bladder function control within the brain and nervous system, which eventually mature.

Primary nocturnal enuresis is the most common form of bedwetting and is experienced by over five million children in the US alone. While many people attribute bedwetting to behavioral problems or stress, the truth of the matter is that bedwetting is often an inherited trait.

Chronic bed-wetting is thought to be related to (1) a physically and/or neurologically immature bladder and/or (2) a deep sleeping pattern. Apparently these children often sleep so deeply that they are not aware of the message the bladder sends to the brain saying it is full. It is presumed that bed-wetting is an inherited condition. Usually a parent, aunt, uncle, grandparent or other family member(s) will have had the condition. Also, children with attention deficit disorder, learning disabilities or allergies seem to be more likely to be bed-wetters than children in the general population.

Don’t blame the child or punish them, but take practical steps, such as putting a waterproof sheet on the bed. An enuresis alarm can help condition the child into getting up at night to pass urine. These can be purchased from ERIC (see below) or borrowed from a local enuresis clinic. However, one in three children relapse after a few months.

Ending the bedwetting is not the only objective of a proper correction. The enuretic(bedwetter) has the opportunity to sleep better and more normal as the result of a proper correction. This enables them to have a better quality of life and can enhance their self-esteem and self-image.

Bedwetting usually resolves itself by the age of about seven or slightly later. About 1 in 7 children aged five, and 1 in 20 children aged ten wet the bed. It is more common in boys than girls.

Bedwetting can also affect children older than six or seven. With advice from your GP, parents can try various techniques to sort out the problem. It’s very important not to punish the child or make them worried about the bedwetting.



Melissa

B.C. asked:


I have been classified as having a specific learning disability my whole life. When I first entered school I had to be placed in a class for disabilied students, because I had major problems on how to read, right and do math and also had speech problems. During this time I had very horrible spelling, but it seems after 6th grade my spelling and reading dramitically improved which allowed me to be let out of those classes, but not all the problems went away. When I read something I forget what I read and reading more then a paragraph drives me crazy because it just doesn’t process in my mind. I have a hard time doing algabra and complicated math. For the most part I have to use my fingers and a calculator when doing math or wright the problem on paper. I can see words and sentences correctly in order, but when I read, I somtimes skip words and sentences and a lot of times I have to reread things more then once to get the information correctly in my head, because sometimes it seems my brain processes information diffrently in my head, after reading it on paper. I noticed my mind is very good at remebering images not words. I checked my I.E.P. from school a long time ago and it provides poor information of my learning disability. I saw it did said I have trouble with processing written symbols. I have trouble with written exspression and math. It also says I have comprehension problems. Am I dyslexic.
The school system never diagnosed me with anything. They just say I have a specific learning disability.

Lydia

Jane Saeman asked:


While learning disorders are being diagnosed earlier and earlier nowadays, sometimes certain cases still slip through the cracks. This is unfortunate, since the sooner a problem is identified, the sooner it can be dealt with. However, it’s always better to know that an issue exists than to never know, so if this is what’s happened with your family, keep in mind that there are still plenty of treatment options available to your child. Of course, the first step is figuring out whether or not your child has a learning problem, and if so, which one.

Below, you’ll find a list of symptoms grouped by disability type:

Dyslexia: Teenagers and adults who have yet to be diagnosed with dyslexia may have considerable difficulty with spelling. This may be demonstrated by spelling the same word multiple ways within the same essay. Those with dyslexia often rely heavily on phonetics when trying to spell a word. They may also write their letters or punctuation marks incorrectly (backwards, upside down, etc.) or put them in the wrong order.

Dyscalculia: People who don’t know that they have dyscalculia may still have extreme difficulty with basic mathematical principles and practices, such as addition and subtraction. They may have trouble dealing with number sequences, columns of numbers, and mathematical symbols. Other common signs of dyscalculia include overreliance on calculators and confusion with left and right.

Dysgraphia: Those with dysgraphia have a hard time writing or drawing within a defined space, like a piece of lined paper. This is due to poor development of fine motor skills. Another symptom of dysgraphia is illegible handwriting, which isn’t due to carelessness, but instead indicates a difficulty with handling a pen or a pencil.

Audio and Visual Perception Disabilities: If your child often has to ask you to repeat yourself, it may be a sign that they have an audio perception problem. It’s not that he or she isn’t listening carefully enough to you, it’s that their brain is unable to sort out which sound or tone to interpret first. Those with visual perception problems may transpose letters, punctuation marks, numbers, and mathematical symbols. Once again, this is an issue of sequencing malfunction in the brain, not lack of attention.

Memory Disabilities: These can manifest themselves in different ways. One common symptom is the inability to retain information that has just been relayed. For example, if your child can’t remember a passage that they have just finished reading, they may continue to reread that passage over and over again. This indicates a problem with short-term memory. Long-term memory problems may announce themselves through difficulties with retrieving information. For instance, if your child can’t recall the mathematical formula that allows them to calculate the circumference of a circle, long-term memory problems are at fault. Of course, the two are related, since if a piece of information doesn’t stick in your short-term memory, it won’t make it to your long-term memory either.



Joe

tanya c asked:


I am a kindergarten teacher, I have twins in my class a boy and a girl the little girl is very bright but her brother has a hard time focusing his attention during language activities, and due to this he doesn’t retain that much information, but he has good gognitive skills. This is their first year in the school so I have no history to go on. He writes his name well and he draws pictures with a lot of details. He has a very sweet and gentle nature. His sister is used to recieving a lot of attention because she’s so bright and she has a strong personality. My concern is does he have a learning dissability or is his behaviour a learned behaviour?

Matthew