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Concerned Parents Often Ask – Should I Vaccine
Recently, New York Times has published an article regarding some parents who refuse to give their children vaccination because of the possible health risks that it may cause them. One of the most notable vaccine risks is that of autism. Autism can affect the performance of a child in school. It also affects the way that the child deals with other people in school. Just imagine your child learning the other way around than his classmates in school. This may be a problem for most of the parents.
For more than a decade, almost all of the vaccines given to children contain a thimerosal, a type of chemical preservative. This preservative is chiefly made from mercury, which, as we all know, is one of the most poisonous substances that we could ever find here on Earth. What is more depressing is that some of the pharmaceutical companies and as well as government regulators know that this dangerous chemical is found on the vaccines given to children, but they have not taken any action about it. This fact has remained secret to the public for so long.
Reports also show that before the early 1990′s, only one out of ten thousand children are diagnosed with autism. However, in the past decade and up to this point in time, more and more children are diagnosed with the aforementioned learning disability. There are even stories which involve children being born without autism, then all of a sudden, after constant vaccination, they are finally diagnosed possessing the learning disability. This only shows the possibility that one possible culprit may be no other than the dangerous substance thimerosal. Worse yet, some of the authorities know about this chemical being present in most of the child vaccines, but they had taken no action against it.
Being a Highly Sensitive Person Vs Having a Learning Disability
It can be a difficult prospect to be told that you or your child has a learning disability. There are normally a lot of steps to be taken to move toward being able to learn at the same pace as those around you. And sometimes more importantly, you will now be faced with the stigma attached to the title. But what if you found out that your so-called learning disability was really the result of your having a finely-tuned nervous system, and when you are placed in the right situation, you learn just as fast, if not faster, than your peers? Many are finding that they have been mistaken as learning-disabled, only to find out later that they may simply be considered a highly sensitive person. In this article, we will explore the difference between having a learning disability and being a highly sensitive person, and some ways that being sensitive can actually be beneficial if learned to control.
There are tons of websites available with information on having a learning disability. And many of them give symptoms of the “problem,” including difficulty understanding simple instructions, difficulty concentrating when reading or writing, being unable to tell important information from unimportant information, and difficulty organizing and completing writing projects. While these are definite hindrances in a person’s ability to learn, there are often other ways to explain these systems, especially once you consider the symptoms of a highly sensitive person.
The term highly sensitive person was coined by Elaine Aron. She explained that being highly sensitive means that your nervous system is more sensitive to the subtleties of your environment, and that the brain processes information very deeply, resulting in becoming over stimulated or overwhelmed easily by a lot of information According to Aron, 15 to 20% of the population is highly sensitive, but most don’t know it, which means there is a large number of people who could simply be sensitive to their surroundings and thus inhibited in an academic setting without being learning disabled.
Attention Deficit Disorder An Overview of Childhood ADD
Attention Deficit Disorder, or ADD, is identified by the American Psychiatric Association in children who show an inappropriate attention span, are too impulsive and sometimes are deemed hyperactive given their age. ADD can be diagnosed either with or without hyperactivity. Teachers and parents alike have received and will continue to receive a diagnosis of ADD for children who have problems academically, socially or emotionally. Around 20 percent of the population will eventually be diagnosed with ADD.
Children between eight and ten years old are the ones most likely to be diagnosed with ADD, having been referred to a doctor by teachers as well as parents. The younger the child is when diagnosed, the more serious forms of ADD they are likely to exhibit. In reverse, when older children are diagnosed, they generally exhibit a less serious form of the disorder. ADD shows up most readily in situations where the child is required to work independently or in a group setting. One-on-one situations or situations that are new to the child tend not to display ADD behaviors as much.
The American Psychiatric Association looks for these things in diagnosing ADD:
