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Rett Syndrome

Fact Sheet

What is Rett Syndrome?

Rett Syndrome is a childhood neurodevelopmental disorder occurring primarily in girls. Loss of muscle tone is usually the first symptom. Other early symptoms may include problems crawling or walking and diminished eye contact. As the syndrome progresses, the child will lose purposeful use of her hands and the ability to speak. Compulsive hand movements such as wringing and washing follow the loss of functional use of the hands. The inability to perform motor functions is the most disabling feature of Rett Syndrome, interfering with every body movement, including eye gaze, and speech. A common misconception is that Rett Syndrome is a cognitive disorder.

How is it manifested?

  • a period of normal development between 6-18 months
  • normal head circumference at birth followed by a slowing of the rate of head growth with age (starting between 6 months and 4 years)
  • loss of purposeful hand skills at age 1-4 years
  • shakiness of the torso, which may involve the limbs, particularly when the child is upset or agitated
  • unsteady, stiff-legged gait
  • breathing difficulties (hyperventilation, apnea, air swallowing)
  • seizures (approximately 80% have epilepsy)
  • teeth grinding and difficulty chewing
  • intellectual development appears to be severely delayed, but true intelligence is hard to measure
  • impaired expressive and receptive language

Who is affected?

Rett syndrome affects approximately 1 in every 10,000-23,000 live female births, with symptoms usually appearing in early childhood.

How is it diagnosed or detected?

Doctors diagnose Rett Syndrome by observing signs and symptoms during the child’s early growth and development, and by conducting ongoing evaluation of the child’s physical and neurological status. Recently, scientists have developed a genetic test to confirm the clinical diagnosis of this disorder.

Additional Resources:

Ontario Rett Syndrome Association (ORSA)www.rett.ca
The ORSA site is an information network on Rett Syndrome. It also has parent support groups, public awareness and conferences.

International Rett Syndrome Association (IRSA)www.rettsyndrome.org
IRSA is a partnership of parents and professionals united in purpose to bring greater understanding of Rett Syndrome. The mission of the IRSA is to support and stimulate biomedical research, to increase public awareness of Rett Syndrome, and to provide information and emotional support to families of children with Rett Syndrome.

Rett Syndrome Research Foundation (RSRF)www.rsrf.org
RSRT is a research and funding initiative whose website offers up to date information, news and event listings. They also provide a monthly newsletter to subscribers.

Books and Literature:

The Rett Syndrome Handbook: Second Edition
by Kathy Hunter

Understanding Rett Syndrome: A Practical Guide for Parents, Teachers, and Therapists
by Barbara Lindberg

Pathways to Learning in Rett Syndrome
by Jackie Lewis and Debbie Wilson

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Prader-Willi Syndrome

Fact Sheet

What is Prader- Willi Syndrome?

Prader-Willi Syndrome (PWS) is a genetic disorder that affects males and females with equal frequency and affects all races and ethnicities. The syndrome is recognized as the most common genetic cause of obesity.

The symptoms of PWS are caused by the dysfunction of a portion of the brain called the hypothalamus. The hypothalamus is a small endocrine organ at the base of the brain that plays a crucial role in many bodily functions, such as hunger and satiety, temperature regulation, vomiting, fluid balance, puberty, and fertility.

How is it manifested?

Infants

  • hypotonia (weak muscle tone)
  • difficulty with feeding because of poor sucking ability
  • delayed motor and language development
  • respiratory difficulties

Children and Adults

  • short stature, small hands and feet (without growth hormone treatment)
  • intellectual impairment
  • learning deficits such as poor short term memory, difficulty with auditory discrimination
  • increased risk of obesity because of a persistent sense of hunger and lack of satiation (hyperphagia), low metabolic rate (60%) and high fat-to-muscle ratio
  • serious health problems if weight is not controlled (e.g., diabetes, cardiac and respiratory complications)
  • behavioural problems

Who is affected?

The current incidence of Prader-Willi Syndrome is 1 in 15,000 live births.

How is it diagnosed or detected?

A suspected diagnosis of PWS is usually made by a physician based on clinical symptoms. The diagnosis is then confirmed by a blood test. Families who are seeking a diagnosis or who have concerns about the risks should work with a genetics specialist who is knowledgeable about PWS and the latest in testing. The geneticist will arrange to have blood samples sent to an appropriate laboratory for testing.

Additional Resources:

Ontario Prader-Willi Syndrome Association (OPWSA)www.opwsa.com
OPWSA is a non-profit charity. Their mission is to enhance the quality of life for individuals with Prader-Willi Syndrome. This website contains information for those interested in and affected by Prader-Willi Syndrome and has a support group for parents.

Canadian Prader-Willi Syndrome Organization (CPWSO)
CPWSO is a national, charitable association, dedicated to serving individuals affected by Prader-Willi Syndrome (PWS), their families and interested professionals. Some of the organization’s objectives include promoting broader geographic interest in PWS, seeking increased diagnosis in infancy, liaising with the International Prader-Willi Syndrome Organization and with national affiliates around the world who share similar goals.

International Prader-Willi Syndrome Organization (IPWSO)www.ipwso.org
IPWSO is an international organization, whose members are the national Prader-Willi Syndrome Associations. IPWSO is committed to enhancing the quality of life for people with PWS and their families, giving these children the best possible opportunities for living their lives to the fullest.

PWS Noteswww.pwsnotes.org
PWS Notes is designed to provide useful background on Prader–Willi Syndrome for parents and to organize medical information that may be helpful for future research directions. This resource was created by a PWS Mom and is particularly dedicated to the new generation of PWS children who are receiving the advantages of early interventions.

Books and Online literature:

Prader-Willi Syndrome-Guide 2005: A Guide for Families and Professionals
By Dr. M. A. Angulo (available at www.ipwso.org)

Management of Prader-Willi Syndrome
By Merlin G. (EDT) Butler, Phillip D. K. Lee, and
Barbara Y. (EDT) Whitman

Prader-Willi Syndrome: Development and Manifestations
By Joyce Whittington and Tony Holland

Physical Disability

Fact Sheet

What is a Physical Disability?

A disability is an umbrella term that covers impairments, activity limitations and participation restrictions. An impairment is a problem in body function or structure. Activity limitation is a difficulty encountered by an individual in executing a task or action. A participation restriction is a problem experienced by an individual with involvement in life situations.

A physical disability is any condition that permanently prevents body movement and/or control. There are many different types of physical disabilities.

How is it manifested?

Most common types

  1. Neuromuscular disorders: are a group of diseases that weaken the body’s muscles. The causes, symptoms, age of onset, severity and progression vary depending on the exact diagnosis and the individual. When a child has a muscular dystrophy, this means that the muscle fibres in the body gradually weaken over time. Children can have different types of Muscular Dystrophy. The most common type is Duchenne Muscular Dystrophy, which occurs only in boys. All types of Muscular Dystrophy are genetic even though other family members may not have the condition.
  2. Acquired brain and spinal injuries may result from permanent injuries to the brain, spinal cord, or limbs that prevent proper movement in parts of the body.
  3. Spina Bifida: is a neural-tube birth defect which occurs within the first four weeks of pregnancy. The spinal column fails to develop properly, resulting in varying degrees of permanent damage to the spinal cord and nervous system. Infants born with Spina Bifida may have an open lesion on their spine where significant damage to the nerves and spinal cord occurs. Although the spinal opening is surgically repaired shortly after birth, the nerve damage is permanent. This results in varying degrees of paralysis of the lower limbs, depending largely on the location and severity of the lesion. Even with no visible lesion, there may be improperly formed or missing vertebrae and accompanying nerve damage.
  4. Hydrocephalus comes from the Greek word “hydro”, meaning water and “cephalus” meaning head. It is a neurological condition that exists when excess cerebrospinal fluid (CSF) builds up in cavities, called ventricles, inside the brain. Fluid accumulates in the ventricles when the body produces more CSF in a day than it can reabsorb. This accumulation causes enlargement of the ventricles, resulting in Hydrocephalus. Hydrocephalus is usually treated by surgically implanting a shunt that takes excess CSF from the brain to another part of the body.
  5. Cerebral Palsy refers to a group of disorders that occur in infancy, affecting a person’s muscular and nervous systems. CP is not a disease or illness, but rather a broad term that describes a group of non-progressive brain disturbances that impair the developing brain’s ability to control some muscles, especially those affecting movement and posture.
  6. Stroke happens when blood stops flowing to any part of the brain. This interruption causes damage to the brain cells which cannot be repaired or replaced. The effects of the stroke depend on the part of the brain that was damaged and the amount of damage done.

How is it diagnosed or detected?

Some conditions may be detected at birth. Paediatricians can refer a child to a specialist if concerned about a child’s muscle tone and reflexes.

Additional Resources:

HYDROCEPHALUS CANADA (formerly Spina Bifida and Hydrocephalus Association of Ontario)https://mybrainwaves.ca/
The organization has grown to provide a comprehensive and essential range of services for parents, families, youth and adults with Spina Bifida and/or Hydrocephalus (SP&H). Programs are rooted in the principles of self-help and personal support. The SBHAO also serves the broader community which includes: parents who receive pre-natal diagnosis of SB&H; extended family members; all women of child-bearing age concerned about the benefits of folic acid in the prevention of neural tube defects; and a wide spectrum of professionals in the social services, medical, health and educational fields.

Ontario Federation for Cerebral Palsywww.ofcp.ca
The Ontario Federation for Cerebral Palsy is a non-profit, charitable organization with a mandate to address the changing needs of people in Ontario with Cerebral Palsy.

Muscular Dystrophy Canadawww.mdac.ca
Muscular Dystrophy Canada is committed to improving the quality of life for the tens of thousands of Canadians with neuromuscular disorders and funding leading research for the discovery of therapies and cures for neuromuscular disorders. The organization strives to ensure that people with neuromuscular disorders lead full and engaged lives by providing services that increase mobility and encourage independence.

Spinal cord Injury Ontariowww.sciontario.org

March of Dimeswww.marchofdimes.ca

Services for Persons with Disabilitieswww.pwd-online.gc.ca
Access to services and information for persons with disabilities, family members, caregivers and all Canadians.

Books and Literature:

It’s OK to Be Me! Just Like You I Can Do Almost Anything!
by Jennifer Moore-Mallinos

Just One of the Kids: Raising a Resilient family When One of Your children Has a Physical Disability
by Kay Harris Kriegsman & Sara Palmer

The Survival Guide fo Kids with Physical Disabilities & Challenges
by Wendy Moss & Susan Taddonio

The Exceptional Child: Inclusion in Early Childhood Education
by K. Eileen

Creative Play Activities for Children with Disabilities – 2nd Edition
by Linda Rappaport

Children with Cerebral Palsy: A Parents’ Guide – Second Edition
Editor: Elaine Geralis

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Packing a Child Friendly Snack

Many kindergarten programs include snack time in the daily routine. This is a great chance for young children to enjoy eating and to chat with their friends. However, it can be a frustrating time for children who have difficulty opening their lunch boxes or food containers. Let’s take a look at some suggestions on packing a snack that is healthy and easy for your child to eat.

Packing Ideas

At home, you probably serve food to your child on a plate, in a cup, or bowl. To help your child be prepared for snack time at school, serve snacks at home with the containers you will send to school. Show him how to open the container and reach for the food inside. Practise unpacking the snack with a picnic in the backyard, at the park, or even at home.

Lunch Box or Bag

To keep food from moving around, use an insulated lunch bag or box. Although a lunch bag is less sturdy, it is much easier to open and close for a child who has difficulty with zippers. If you have a lunch box with zippers, attach a key chain or piece of yarn to the zipper handle. This will make it easier to grasp and open.

Food Containers


Finger foods and sandwiches can be packed in plastic containers with lids. A clear container will let your child know what is inside. Lids with tabs that extend beyond the container are easiest for children to grab and pull off.

Drinks

Young children may have difficulty with drinking boxes because the straw is small and the juice will spill if the box is squeezed. Instead, you could buy your child a plastic ‘drinking box’ with an attached straw that folds. You can fill it with juice or water.

Cutlery

For school, it is best to pack finger foods. If your child needs a child-size spoon for his snack, but has trouble gripping it, cover it with a small piece of foam from a hair curler or insulation tubing, or build up the handle by wrapping masking tape around it several times.
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Snack Ideas

If your child is a fussy eater, try to include at least one food item you know your child likes in his snack. This will give him something to look forward to and help him focus on eating the snack.

Some schools do not allow children to bring food containing peanuts or other nuts. You may want to check with your child’s school regarding its policy. If your child has any food allergies, let the school know as soon as possible.

Finger Foods

Here are some healthy, bite-sized foods that fit in small containers:

  • mini crackers, pita, or cookies
  • grapes
  • orange segments
  • apple slices (squeeze a bit of lemon juice to prevent browning)
  • carrot or pepper slices
  • cheese cubes

Sandwiches

Packing a sandwich in a container with a lid will prevent it from getting squished. Cutting the sandwich into four pieces will make it easier for your child to handle. Here are some fillings that keep well and do not fall out of sandwiches:

  • jam and butter
  • sliced cheese and deli meat
  • tuna fish salad
  • hummus

Yogurts, Pudding and Jell-O

Yogurt, pudding and Jell-O are sold in child-size servings. These are great snacks if your child is able to peel the seal off and eat with a spoon. Choose a thick yogurt or pudding so that it does not slide off the spoon while your child is trying to eat. Put a sticker on the seal or mark it with the pen to help your child remember where to peel.

Involve Your Child in Preparing Snack


Involving your child in preparing the snack can encourage him to eat with enjoyment. This is a good way to teach your child about healthy eating and give him a chance to practise making choices.

You can create menu cards to give your child some choices when choosing a snack. Paste pictures of two or three available snack items on each card. Each card represents a category of food, such as drinks, fruits and treats. Your child can choose an item from each category.

You can also include your child in packing the snack. He can help you count the items and put them into containers.

Ontario Early Years Centres

Visiting your local Ontario Early Years Centre is a great place for you and your child to play and learn together, meet other children and parents in the community, and gather information about community groups or organizations.

An Ontario Early Years Centre is a place for children up to the age of six and their parents and caregivers to participate in programs and activities together.

Ontario Early Years Centres provide all families in Ontario access to free services that help give children a healthy start in life regardless of income, culture, or special needs. Some of the services the centres offer are listed below:

  • early learning and literacy programs for parents and children
  • programs to help parents and caregivers in all aspects of early childhood development
  • programs on pregnancy and parenting
  • links to other early years programs in the community
  • outreach activities so all parents can get involved with their local Ontario Early Years Centre

For parents and caregivers who have limited space and materials, visiting their local Ontario Early Years Centre allows children the opportunity to play with toys and materials that are not available to them in their homes. Many Ontario Early Years Centres have a toy leading library where children can borrow materials to take home and use for a few days. Ontario Early Years Centres often have a resource lending library where parents can borrow books on a variety of parenting topics and child development.

You’ll find a variety of toys, materials, and activities that support children in all areas of development at your local Ontario Early Years Centre, including:

  • cognitive (thinking) skills,
  • literacy (reading and writing) skills,
  • fine motor skills (using small muscle groups),
  • gross motor skills (using large muscle groups),
  • expressive communication (speaking),
  • receptive communication (understanding spoken language and following instructions),
  • sensory skills (using sight, sound, touch, taste, and smell to explore materials),
  • play and social skills, such as sharing and turn-taking.

Ontario Early Years Centres often have activities planned as part of their routine. This allows children to participate in a variety of large group activities, such as a shared snack experience, a music circle, or a story time. The daily activities are planned and facilitated by early childhood professionals. The staff members at Ontario Early Years Centres are also available to answer questions about child development and provide information to parents about other community programs and support services for children and families.

Are there services to help children with special needs?

The physical space and resources in Ontario Early Years Centres are designed to meet the needs of all parents and caregivers with young children. Each Centre is linked to a child and family health agency and/or social service agency in the community. The staff at each Centre can refer parents to other services as needed.

If you are a parent or caregiver of a child up to the age of six, you are welcome at the Ontario Early Years Centre in your community. Currently, there are 103 Ontario Early Years Centres across the province. Many Ontario Early Years Centres also have satellite sites and mobile programs.

To locate the Ontario Early Years Centre in your community, contact The Ministry’s toll-free info line at 1-866-821-7770, or refer to the Ontario Early Years website at www.ontarioearlyyears.ca .

Muscular Dystrophy

Fact Sheet

What is Muscular Dystrophy?

Muscular Dystrophy is a term that refers to a group of muscle disorders in which the face, arm, leg, spine, or heart muscles gradually shrink and weaken over time. There are a variety of different types of Muscular Dystrophy, including Duchenne Muscular Dystrophy, Myotonic Dystrophy, Becker’s Muscular Dystrophy, Facioscapulohumeral muscular dystrophy, the limb-girdle muscular dystrophies, and the Mitochondrial Myopathies. The different types are distinguished by factors such as the:

  • age at which symptoms usually start
  • pattern of muscle weakness
  • speed at which the disease progresses
  • involvement of other tissues besides muscle
  • pattern of inheritance

Muscular dystrophy is rare. For example, although Duchenne muscular dystrophy is one of the more common types, it occurs in only 1 out of every 50,000. The other types of muscular dystrophy are even more rare.

How is it manifested?

All Muscular Dystrophies are inherited. Each type of Muscular Dystrophy is associated with a distinct genetic mutation. The nature of the gene mutation and which chromosome it is located on determine the characteristics of the Muscular Dystrophy and the way the disease is passed from one generation to the next.

The symptoms and age of onset depend on the type of muscular dystrophy. Symptoms of muscular dystrophy often include:

  • problems with coordination and mobility with frequent falls
  • muscle weakness
  • joint stiffness

Duchenne muscular dystrophy symptoms appear early, usually between the ages of three and five, or earlier. The condition progresses quickly, with many people needing a wheelchair by the age of 12. Symptoms include those listed above, plus problems with the bones in the back and chest, as well as fatigue. Those with the condition may eventually have trouble breathing and develop pneumonia. This diagnosis can be associated with delays in other areas of development.

Becker’s muscular dystrophy symptoms typically start to appear between the ages of five and fifteen and are much less severe than Duchenne Muscular Dystrophy symptoms. As well as the symptoms listed above, heart disease, problems with the curvature of the spine, fatigue, problems with thinking, and breathing difficulties can occur.

Facioscapulohumeral muscular dystrophy also called Landouzy-Dejerine Muscular Dystrophy has symptoms that include weak facial and shoulder muscles and difficulty with lifting arms, whistling, and closing eyes. It affects mainly the upper body and can also cause hearing loss, speech problems, and changes in heart rhythm. Symptoms often start in the teen years, but may also start at a later stage.

Limb-girdle muscular dystrophies affect the muscles that are closest to the body (shoulder, upper arm, pelvis, and thigh muscles). Symptoms usually start to appear in childhood or early adulthood. The heart and breathing muscles may sometimes be affected.

Mitochondrial myopathies are caused by defects in the genes of the mitochondria, which are specialized units found inside cells that create the energy needed for cells to work. Symptoms include those listed above, plus heart problems, seizures, and problems with vision and hearing.

Myotonic muscular dystrophy is the most common form of adult onset, but can affect people at any age. It is diagnosed by the time individuals reach their late twenties. This type of Muscular Dystrophy can also affect the heart, eyes (cataracts), lungs, digestive tract, and brain function and can be associated with diabetes.

There is, however, a distinct difference between the type that affects newborn infants — Congenital MMD — and the type that begins in adolescence or adulthood — adult-onset MMD.

Infants with congenital MMD have severe muscle weakness, including weakening of the muscles that control breathing and swallowing. These problems can be life threatening and need intensive care.

How is it diagnosed or detected?

In diagnosing any form of Muscular Dystrophy, a doctor usually begins by taking a patient and family history and performing a physical examination. Much can be learned from these steps, including the pattern of weakness. The history and physical go a long way toward making the diagnosis, even before any complicated diagnostic tests are done. Further testing may include a muscle biopsy, DNA testing, blood enzyme tests and electromyography (EMG).

The doctor also wants to determine whether the patient’s weakness results from a problem in the muscles themselves or in the nerves that control them. Problems with muscle-controlling nerves, or motor nerves, originating in the spinal cord and reaching out to all the muscles, can cause weakness that looks like a muscle problem but really is not.

Usually, the origin of the weakness can be pinpointed by a physical exam. Occasionally, special tests called nerve conduction studies and EMG are done. In these tests, electricity and very fine pins are used to stimulate and assess the muscles or nerves individually to see where the problem lies. Electromyography is uncomfortable but not usually very painful.

Who is affected?

MD occurs worldwide and affects all races. Its incidence varies, as some forms are more common than others. The most common forms in children, Duchenne and Becker Muscular Dystrophy, affect approximately 1 in every 3,500 -5,000 boys, or between 400 and 600 live male births each year (United Stated source).

Additional Resources:

Muscular Dystrophy Canadawww.muscle.ca
National Office:
Muscular Dystrophy Canada
2345 Yonge St, Suite 900
Toronto, Ontario M4P 2E5
Telephone: 1-866-MUSCLE-8

Muscular Dystrophy Canada’s dedicated volunteers and staff across the country raise funds and work hard to support the independence and full participation of Canadians with neuromuscular disorders, fund research to find a cure and improve the quality of life of people with neuromuscular disorders, assist our clients to participate in the decisions that affect them, and collaborate with others for social change.

Books and Literature:

Muscular Dystrophy in Children: A Guide for Families (ISBN-13: 978-1888799330)
Author: Irwin M. Siegel
This book covers everything from available medical treatments to helping the child grow up with a positive self-image to what the future holds for the treatment of muscular dystrophy and more.

Muscular Dystrophy: The Facts (ISBN-13: 978-0192632173)
Author: Alan Emery
Written specifically for people with muscular dystrophy and their families, this new edition of Muscular dystrophy: the facts answers many of the questions asked about how and why it occurs, and how it will affect the life of a recently diagnosed child. Throughout, the different types of muscular dystrophy are described with a minimum of technical jargon.

The content contained in this document is for general information purposes. It is not intended to diagnose or treat a child.

Multiple Sclerosis

Fact Sheet

What is Multiple Sclerosis?

Multiple Sclerosis (MS) is a chronic condition that affects the central nervous system. This system includes the brain and spinal cord. It contains the nerves that control everything your body does, such as thinking, feeling, seeing, smelling, tasting, and moving.

People without MS have nerves that are covered by an intact protective layer known as the myelin sheath. This covering helps to speed electrical signals in the brain. With MS, researchers think that the myelin sheath somehow becomes inflamed and damaged in small patches. It is not known what chain of events starts this damage, but once the injury occurs, electrical signals in the brain are slowed down.

MS is an autoimmune disease (a condition in which an individual’s immune system starts reacting against his or her own tissues) and cannot be spread from person to person. For unknown reasons, the immune system sees the myelin sheath as foreign and attacks it.

There are four types of MS:

  • Clinically Isolated Syndrome or CIS is the earliest form of MS. CIS refers to a single episode of neurological symptoms suggestive of Multiple Sclerosis. Often, on investigation using MRI the doctor finds evidence of another abnormality in the brain or spinal cord. Having multiple attacks of symptoms defines relapsing-remitting MS, the most common disease course at the time of diagnosis.
  • Relapsing-remitting MS (RRMS) is characterized by unpredictable but clearly defined relapses (also known as attacks, exacerbations or flare-ups) during which new symptoms appear or existing ones get worse. In the period between relapses, recovery is complete or nearly complete) to pre-relapse function (remission).
  • Secondary-progressive MS (SPMS) follows a diagnosis of RRMS, Over time, distinct relapses and remissions become less apparent and the disease begins to progress steadily sometimes with plateaus. About half of the people with relapsing-remitting MS start to worsen within 10-20 years of diagnosis, often with increasing levels of disability.
  • Primary-progressive MS (PPMS) is characterized by a slow accumulation of disability, without defined relapses. It may stabilize for periods of time, and even offer minor temporary improvement but overall, there are no periods of remission. Approximately 10 percent of people diagnosed with MS have PPMS.
  • Progressive-relapsing MS (PRMS) is the rarest course of MS, occurring in only about 5 percent of people diagnosed. People with this form of MS experience relapses with or without recovery and steadily worsening disease from the beginning.

How is it manifested?

Symptoms of Multiple Sclerosis are unpredictable and vary greatly from person to person, and can fluctuate within the same person.

  • optic neuritis, inflammation of the optic nerve, presents as sudden onset of visual blurring or loss of vision in one eye, particularly in the ventral visual field
  • eye movement may bring on pain, light flashes or other visual symptoms
  • management optic neuritis is the initial symptom for 16 per cent of people with MS and is a common occurrence during the course of the disease.
  • onset to peak presentation usually happens within 4 days, and most recovery is usually achieved by about 5 weeks, although some improvement may continue up to a year. The pain usually resolves more quickly than the visual acuity.

Who is affected?

MS affects about one in 1,000 people and usually appears between the ages of 20 and 40, although it may occur at any age. Canada has the highest rate of Multiple Sclerosis in the world, with an estimated 100,000 Canadians living with the disease. While it is most often diagnosed in young adults aged 15-40, younger children and older adults are also diagnosed.

Diagnosis:

Neurological tests examine reflexes, eye movements, strength, sensation, and co-ordination. Your medical and family histories will also play an important role in the diagnosis.

Further tests might include:

  • Magnetic resonance imaging (MRI), a type of scan that takes pictures of your brain and spinal cord
  • Evoked potential, which measures nerve signals from your body to your brain. In MS, these signals are slower and weaker
  • Spinal fluid examination, which checks the spinal fluid for signs of MS

To confirm a diagnosis of MS, a person must have signs of disease in different parts of the nervous system and at least two separate flare-ups. However, if a person has suffered only a single attack of symptoms that could be MS, an MRI may be done to evaluate the chance of this progressing to MS. Early treatment of a single flare-up may prevent or delay further relapses.

Additional Resources:

MS Society of Canadawww.mssociety.ca
National Office
Phone: 416-922-6065

The Multiple Sclerosis Society is the source of accurate, up-to-date information about MS, the most common neurological disease affecting young adults in Canada. Select the news releases and other information at the left to obtain the most recent information about exciting research developments and MS Society activities.

Books and Literature:

Multiple Sclerosis: The Guide to Treatment and Management (ISBN-13: 978-1932603514)
Author: Chris H. Polman
Special features include expert opinion statements for each MS therapy; a unique guide to the wide diversity of therapeutic options available; a thorough discussion of the usefulness, effectiveness, and side effects of individual treatments; a new chapter on unconventional therapies; and a detailed guide to further reading.

Multiple Sclerosis: The Facts You Need (ISBN-13: 978-1554700066)
Author: Dr. Paul O’Connor
This fourth edition of Multiple Sclerosis: The Facts You Need is a comprehensive guide to living with MS, supported by diagrams, case histories, a drug table, and an extensive list of helpful books and organizations. Topics include: • What MS is, and who gets it • How MS is diagnosed • Why the disease affects different people in different ways • How “relapsing-remitting” MS differs from “progressive MS” • How people with MS, and their families, can adapt their homes, careers, and lifestyles to cope with the disease • Which treatments work, which don’t, and what help is on the horizon.

The content contained in this document is for general information purposes. It is not intended to diagnose or treat a child.

Microcephaly

Fact Sheet

What is Microcephaly?

Microcephaly is a medical condition in which the circumference of the head is smaller than expected because the brain has not developed properly, or has stopped growing. Microcephaly can be present at birth, or it may develop in the first few years of life. It is most often caused by genetic abnormalities that interfere with the growth of the cerebral cortex during the early months of fetal development. It is associated with Down Syndrome, chromosomal syndromes, and neurometabolic syndromes. The cause of Microcephaly in most babies is unknown. Some are affected because of changes in their genes. Microcephaly can also be caused by exposures during pregnancy which include: infections such as rubella (German measles), toxoplasmosis, cytomegalovirus, varicella (Chicken pox), herpes, syphilis, HIV; severe malnutrition; harmful substances such as alcohol, drugs, toxic chemicals; untreated phenylketonuria (PKU); and interruption of the blood supply to the baby’s brain during development. It has also been identified that the Zika virus infection is a cause of Microcephaly and other severe fetal brain defects. Babies born with Microcephaly will have a smaller than normal head that will fail to grow as they progress through infancy.

How is it manifested?

  • head is very small
  • high-pitched cry
  • poor feeding
  • seizures
  • increased movement of the arms and legs (spasticity)
  • developmental delays

Who is affected?

In the general population, Microcephaly due to genetic factors occurs in 1 in 30,000 – 50,000 live births, and in 1 per 10,000 births due to other causes. In some populations, frequency may be as high as 1 in 2,000 births.

How is it diagnosed or detected?

Microcephaly may be diagnosed before birth by prenatal ultrasound (a diagnostic imaging technique which uses high-frequency sound waves and a computer to create images of blood vessels, tissues, and organs). Ultrasounds are used to view internal organs as they function and to assess blood flow through various vessels.

Diagnostic tests that may be performed to confirm the diagnosis of Microcephaly and identify abnormalities in the brain include:

  • Head circumference – this measurement is compared with a scale for normal growth and size.
  • X-ray – a diagnostic test which uses invisible electromagnetic energy beams to produce images of internal tissues, bones, and organs onto film.
  • Computed Tomography Scan (CT or a CAT scan) – a diagnostic imaging procedure that uses a combination of X-rays and computer technology to produce cross-sectional images (often called “slices”), both horizontally and vertically, of the body. A CT scan shows detailed images of any part of the body, including bones, muscles, fat, and organs. CT scans are more detailed than general X-rays.
  • Magnetic Resonance Imaging (MRI) – a diagnostic procedure that uses a combination of large magnets, radiofrequencies, and a computer to produce detailed images of organs and structures within the body.
  • Blood tests
  • Urine tests

Treatments:
Microcephaly is a lifelong condition with no known cure or standard treatment. Microcephaly can range from mild to severe, therefore the treatment options range as well. Infants diagnosed with mild Microcephaly do not experience any problems other than a small head size which requires routine check-ups to monitor growth and development.

Those with severe Microcephaly will need to monitor health problems. Developmental services and early intervention is suggested which can include speech, occupational, and physical therapies. Some medications may need to be used to treat seizures or other symptoms.

Additional Resources:

The Arc of the United Stateswww.thearc.org
The Arc is the national organization for people with developmental disabilities and their families. It is devoted to promoting and improving supports and services, and fosters research and education.

National Institute of Neurological Disorders and Strokewww.ninds.nih.gov/
It contains information about what Microcephaly is, if and how it can be treated, the prognosis, and the research. The National Institute of Neurological Disorders and Stroke (NINDS) conducts and supports research on brain and nervous system disorders. Created by the U.S. Congress in 1950, NINDS is one of the more than two dozen research institutes and centers that comprise the National Institutes of Health (NIH). The NIH, located in Bethesda, Maryland, is an agency of the Public Health Service within the U.S. Department of Health and Human Services. NINDS has occupied a central position in the world of neuroscience for 50 years.

Centres for Disease Control and Preventionwww.cdc.gov

Boston’s Children’s Hospitalhttp://www.childrenshospital.org

Mayo Clinichttps://www.mayoclinic.org

The Institutes for the Achievement of Human Potentialhttps://www.iahp.org/microcephaly-success-story/

Books and Literature:

In a Page Pediatrics Signs & Symptoms
By Kathleen O. (EDT) Deantonis, Jonathan E. Teitelbaum, and Scott Kahan

The Official Parents Sourcebook on Microcephaly: A Revised and Updates Directory for the Internet Age
by James N. Parker and Philip M. Parker

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Mealtime Accommodations

Mealtimes are very important to daily life. They provide special moments for socializing and communicating. It’s also a great opportunity for learning to sit at the table, eat and drink independently. Making the mealtime routine a success requires some special considerations.

As a parent, teacher or early childhood professional, it is important to create a routine that is safe, healthy, positive, and nurturing. Things to consider include: allergies, special diets/food restrictions, and offering food and portions that meet your child’s nutritional needs and his ability to chew and swallow.

A positive and nurturing mealtime environment should include:

  • transitioning to the table
  • setting the rules and expectations for mealtime
  • modeling appropriate behaviours for your child
  • helping your child to learn to feed himself
  • practising communication and social skills at the table
  • doing activities that allow your child to practise the new skills

The following are some suggestions to help you plan the mealtime routine and to ”set the stage” for a positive experience:

Planning the transition to the table

  • Have a short and quiet activity before the meal, such as colouring, reading, or doing puzzles. This will help your child to relax, listen, and to follow directions.
  • Give warnings before the transition. If possible, use verbal and nonverbal reminders to make sure that your child understands your message. For example, you can say, “In five minutes we will tidy up for lunch”, or show your child a picture symbol of “lunch time” to go along with your words.
  • Set a timer to let your child “see” and “hear” that the five minutes are over.
  • If your child is playing before the mealtime, encourage him to clean up. Have a bin for the toys nearby so that your child knows where to put the toys.
  • Get rid of all distractions during mealtime. Make sure that toys are out of sight and the television is off.

Setting clear rules and expectations for mealtime

By setting rules, children understand that certain behaviours are not allowed. Having simple rules to follow will help your child have a sense of self-control and a desire to cooperate.

  • Rules should be said out loud and/or written in two to three-word sentences. You may also want to use visual supports like a rules board and post it near the meal area. (Take a look at the For More Information box at the end of this document for details.)
  • Keep the rules to a minimum.
  • Discuss the rules with your child or children ahead of time. Have them help you make the rules.

Modeling behaviours

You are your child’s best teacher. Your child watches and imitates you, and through repetition, he learns acceptable behaviours. Try the following ideas to promote appropriate table manners:

  • Sit at the table to have the meal with your child or children and model the type of behaviour you expect from him.
  • Have the other children role modeling as well. Have them sit next to, or across from, your child to model self-feeding and appropriate behaviours at the table.

Helping your child to learn to feed himself

Learning to eat and drink independently will take time and lots of practice for your child. By making some adaptations, or changes to the area where your child eats and/or the utensils (fork or spoon) he uses, you’re helping him be independent and build his self-esteem.

Consider the following suggestions to promote independence:

a) Seating arrangements

  • Make sure that your child has his own space at the table.
  • Use placemats to help him identify his own place. You can stick laminated pictures on the mat, or use a specific colour that your child can identify. He will benefit from these visual cues.
  • Make sure the seating arrangements accommodate the needs of your child (e.g., offering a preferred spot at the table, sitting next to an adult or peer if help is needed).

b) Positioning

  • Your child should be able to sit still with his feet on a stable and firm surface. If necessary, use a step stool to provide support for his feet.
  • Use a rubber place mat on the chair to prevent your child from sliding off.
  • If your child uses a wheelchair, make sure that there is a clear path for him to access the table and enough space at the table.

c) Recommendations/adaptations for utensils, plates and cups

  • If possible, use child-sized plates and utensils.
  • If your child has difficulty moving his hands and fingers, he will find it easier to grip a spoon or fork if the handle is enlarged.
  • You can make the handle thicker or longer by securing a sponge hair curler or circular foam piece to it.
  • A plate with a rim will help to keep the food on the plate while your child is learning to scoop.
  • Cups should also be child-sized.
  • As your child transitions from drinking from a bottle to drinking from a cup, pour small amounts of liquid into the cup. This will prevent choking and minimize spilling.
  • Also, teach your child to hold the cup with both hands, until he is ready to grasp the cup with one hand.

d) Easy steps to promote independence

  • At first, you might need to help your child by placing your hand on top of his hand to guide his movements when eating and drinking. Gradually, remove, or minimize your help once your child begins to develop the skills on his own. These strategies are also known as “prompting” and “fading”. See the For More Information box for details.
  • The goal is that, eventually, no support will be needed and your child will be eating by himself.

Practising communication and social skills

You can promote your child’s development of social skills during mealtimes, such as learning to ask for food items. Also, your child may find it exciting to help in setting the table, serving the food, and cleaning up when the meal is finished. In this way, you promote independence, a sense of responsibility, and build his self-esteem.

Doing activities that allow your child to practise the new skills

Set up activities throughout the day for your child to rehearse his “mealtime” skills. You can try activities such as cooking (e.g., preparing a simple meal, or a snack), setting up a restaurant play area and reading stories about mealtimes and playing games such as healthy foods bingo.

The mealtime routine is meant to be an enjoyable experience. The time you invest in planning ahead for this routine will allow you to relax and enjoy the results.

References:

Cook, R.; Tessier, A.; Klein, D. (2000) Adapting Early Childhood Curricula In Inclusive Settings. Fifth Ed., Prentice Hall Inc.

Hydrocephalus

Fact Sheet

What is Hydrocephalus?

Hydrocephalus is sometimes referred to as “water on the brain”. A watery fluid, known as Cerebro-Spinal Fluid, or CSF, is produced continuously inside each of the four spaces or ventricles inside the brain. The CSF normally flows through narrow pathways from one ventricle to the next, then out across the outside of the brain and down the spinal cord. The CSF is absorbed into the bloodstream and re-circulates. The amount and pressure are normally kept within a fairly narrow range. If the drainage pathways are blocked at any point, the fluid accumulates in the ventricles inside the brain, causing them to swell – resulting in compression of the surrounding tissue. In babies and infants, the head will enlarge. In older children and adults, the head size cannot increase as the bones that form the skull are completely joined together.

How is it manifested?

In infants, common signs and symptoms of Hydrocephalus include

  • an unusually large head
  • rapid increase in the size of the head
  • bulging “soft spot” on the top of the head (anterior fontanel)
  • vomiting
  • sleepiness
  • irritability
  • seizures
  • eyes fixed downward (sunsetting of the eyes)
  • developmental delay

In older children and adults, common signs and symptoms of Hydrocephalus include

    • headache followed by vomiting
    • nausea
    • blurred or double vision
  • eyes fixed downward (sunsetting of the eyes)
  • problems with balance, coordination, gait or urination
  • sluggishness or lack of energy
  • slowed development or loss of development
  • memory loss
  • dementia
  • drowsiness
  • irritability
  • changes in personality

Who is affected?

1 in 1000 births are affected by hydrocephalus.

How is it diagnosed or detected?

In early infancy Hydrocephalus is usually detected by the family doctor or paediatrician as a rapidly-enlarging head. This may or may not be associated with symptoms such as vomiting, failure to thrive, irritability, delay, or loss of developmental milestones. Later in infancy and into childhood, there are rarely rapid changes in head size, but rather symptoms as already described. Depending on the child’s age at the time of discovery, various radiographic techniques are available to confirm the diagnosis. In the first six to twelve months of life, the diagnosis can often be made with an ultrasound of the brain.

Additional Resources:

Spina Bifida and Hydrocephalus Association of Canada (SBHAC)www.sbhac.ca
Since its inception in 1981, the SBHAC has been working on behalf of people with Spina Bifida and/or Hydrocephalus and their families. The Association’s purpose is simple – to make life better for those born with Spina Bifida and/or Hydrocephalus and for those not yet born.

Hydrocephalus Canada (formerly Spina Bifida and Hydrocephalus Association of Ontario)mybrainwaves.ca
The organization has grown to provide a comprehensive and essential range of services for parents, families, youth and adults with sb/h. Programs are rooted in the principles of self-help and personal support. The SBHAO also serves the broader community which includes: parents who receive a prenatal diagnosis of sb/h; extended family members; all women of child-bearing age concerned about the benefits of folic acid in the prevention of neural tube defects; and a wide spectrum of professionals in the social services, medical, health and educational fields.

The Hydrocephalus Associationwww.hydroassoc.org
The Association’s mission is to provide support, education and advocacy for individuals, families and professionals. Its goal is to ensure that families and individuals dealing with the complex issues of hydrocephalus receive personal support, comprehensive educational materials and ongoing quality health care.

Thames Valley Children’s Centrewww.tvcc.on.ca
This is a regional rehabilitation centre for children and young adults with physical disabilities, communication disorders, developmental delays, and autism spectrum disorders, living primarily in Southwestern Ontario. It is a community-oriented Centre providing assessment, diagnosis, consultation and therapy to help young people reach their potential in terms of independence, self esteem and participation in society. It serves more than 6,000 children ranging from newborns to young adults, every year.

Books and Literature:

Hydrocephalus: A Guide for Parents, Families, and Friends (Paperback)
By Chuck Toporek

Current Concepts in Spina Bifida and Hydrocephalus
By Carys M. Bannister and Brian (EDT) Tew

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.