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Ihre Fragen - Unsere Antworten

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  • Live, laugh, learn ... with and without Down Syndrome!"
    A child with Down syndrome teaches us to discover the special in the unexpected and unusual. Unexpectedly, most parents are confronted with the diagnosis of having given birth to a child with this chromosomal abnormality. Life seems unusual from now on. And yet most things remain quite normal, because Weizsäcker had already recognized that “it is normal to be different”.In the initial period after the birth, it is important to allow all feelings of insecurity, fear and worry. Because this is slowly opening up the opportunity to gradually see the new situation, which many parents initially find unmanageable, as an attractive challenge. People with Down Syndrome teach us patience, but also to enjoy the moment and focus on the here and now. A loving acceptance in the family is the most essential prerequisite for the positive development of children with Down syndrome. If they are loved unconditionally for being who they are, the whole world is open to them today. Through inclusion in kindergartens and schools, in leisure clubs and on the job market, they develop a great deal of independence, autonomy and personal responsibility. Their development potential was underestimated for a long time. Today we know that most people with Down syndrome can successfully learn to read, write and do arithmetic. The development of specific pre-school skills and the right method are crucial. Targeted support for people with Down syndrome begins just a few weeks after birth. "Mobile early support" teams visit the baby at home to support it in the development of its perception and motor skills. Sometimes targeted movement or speech therapy can also be beneficial for the child. The aim of every therapy and support is to strengthen the variety of gifts and talents that a child with Down syndrome brings into life.Talents can be discovered when we are interested in a person. Each of us has special abilities. And they are different, just like people.Children with Down syndrome are often exceptionally talented in communication. How easy it is for many to get in touch with others, to start a conversation freely and to show feelings openly! They do not hide behind everyday masks, trust their intuition and often live with enviable ease. It is easy for them to sense the mood and state of mind of another and to respond to it, or to infect others with their happiness and enthusiasm. Your high social skills are extremely valuable in an often cold, distant and egocentric society. In addition, people with Down syndrome often have a valuable treasure of artistic, musical and sporting talent. Great successes in the Special Olympics are impressive testimony to this.It is up to all of us to recognize these talents and appreciate their importance. Let's indulge in the charm and kindness of children with Down Syndrome! You are a valuable part of the motley crew that calls themselves society. The special brings the variety.Would you like some examples? Laura, a lively five-year-old with Down syndrome, is tired of waiting at the doctor's. Although it's not her turn yet, she confidently jumps through the open practice door into the consulting room and glares at the doctor: "Me!!!". Ten minutes later, smiling, she walks out the door with her mother. Silently envied by everyone else still sitting in the waiting room. Or Fabian, proud four with Down syndrome, who is hungry. Unfortunately, all tables in the restaurant are occupied. While the disappointed grandparents want to leave, the little one takes matters into his own hands. He quickly scouted out a free corner at an occupied table and pushed his way in with an irresistible smile. The grandparents are just about to apologize when they, in turn, receive an invitation to sit down. Everyone moves a little closer together, until then complete strangers chat happily with each other. In the middle of it all, Fabian beams at his semolina dumpling soup.Children born with Down Syndrome, like all of us, need the love of their families and the respect of everyone they meet. Because they live to laugh and to learn!
  • The little difference
    My name is Brigitte Bauer, I'm sitting here in a cafe in the middle of Vienna. Across from me for about half an hour, a young mother with her sweet little daughter. Mother and daughter are both perfectly styled, the little one is no more than three years old, but already has blonde highlights in her dark hair. Are you wondering why I am writing this to you? Wait. Mother and daughter haven't talked much to each other yet. It's not even possible, since the big one is constantly on the phone with her cell phone. The little one usually sits obediently in the armchair and does her doll's hair. And talk to her. Otherwise nobody is there. Maybe she also listened to her mom tell a friend on the phone that she couldn't go anywhere anymore because of the child. And she's always stressed.Yes, and a few minutes ago another mother came into the guest garden with her "child". And that's why I'm writing this letter now. An elderly lady holding the hand of her adult son with Down Syndrome. The young man has trotted behind his mother and is now sitting next to her in the chair. The mother has ordered apple juice and fruit slices for both of them, and she is currently helping her son eat. He rarely looks at his mother, mostly his gaze goes into emptiness. He also has a red cord in his hand, which he keeps spinning around in the air. Sometimes he laughs out of the blue, right now he seems very excited. He shifts on the chair and rocks his upper body. His mother puts her arm around his shoulders and talks to him softly. He calms down. All the people sitting here in the guest garden are looking at the two. Unfortunately, so do I, but because I'm fascinated by the two of them. And because I just have to tell you about them. Now go on eating again, calmly.Oh yes, the lady with her little daughter is sitting next to me. She's on the phone again, or she's still, the little one is already moaning. But all she hears is: “Stop”! The difference between these two couples couldn't be more stark. I keep looking back and forth. The young man with Down syndrome is laughing quietly to himself again, his mother turns her face to the sun. She is relaxing and looking very happy. And she talks to her son, looking at him. He stays lost in his world. But his mother smiles at him, puts her hand on his hand and closes her eyes. She is sunbathing and seems to be enjoying the moment. Paying next door – cell phone to the ear. The little girl asks the same question for the third time: "Where are we going?" Nobody answers her. With brisk steps, far too fast for the little one, the two storm out of the guest garden. Mother and son are still sitting there as they were before. He twists his string, they sunbathe, each for themselves, but connected to each other in a very strong way.I have to go on now too, but I felt a great need to tell you about this encounter.
    Over time, our competences in the center have expanded significantly. In addition to the stable pillars of the center "pedagogical development diagnostics, support plan creation, HALT! + Yes, we can! - workshops and the seminar center Beniva" there are many other competencies.As far as our target group is concerned, we have also opened up a lot over time, although people who were born with that certain extra are still among our important visitors. * Reflex integration * Memory training * Listening and speaking training * Virtual Reality - funding programsWe are probably the only competence center that has thisTechnology for people with disabilities in conveyor andrelaxation setting is used.We are technically equipped in such a way that we canSubsidy programs can be offered digitally via VR glasses. * Life Kinetics TrainingThis memory training is "part of the game" for someDiagnostic children and also in adults who, for example, throughan accident, aimed at rewiring different areas of the brainwant to work. * Short training for school and kindergarten assistants We are aware of the responsibility that the assistants andAssistants in the school accompaniment carry and we knowthe various challenges they facecould be. This training provides the absolute basics for a successful cooperation with the child entrusted to him, the teachersand the parents. * Identity development & sexual education for people withImpairment.Only when I know who I am and where my limits are can Iaccept my counterpart and accept boundaries.The development of the "I" needs appreciation, empathy, time & the right words at the right time.With our specially developed for people with disabilitiesConcept for sex education and for the development and strengthening ofI - identification let's start together a path to a stableand self-confident ME of your child. * Workshop "How do I tell my child?" A workshop of itselfthe topic of identity development and the topic "I live with youdedicated to Down Syndrome" and especially for parents and professionalsis intended. * Workshop "Rays of light in everyday school life"This workshop has the positive psychology in everyday school life as well as thatTopic of positive and appreciative communication in schoolseveryday to the content. * Private ZOOM calls!Knowledge and experience are only good if you share them. And because itsometimes have to go fast and the way to Leoben is often long,we also offer the possibility to contact us via zoom callassociate. We are happy to answer all of them in a private video callQuestions that burn your lips! * We would love to come to you! You are responsible foran institution and want your employeesenable a workshop? Then write to us! Togetherwe will find a suitable date. * and much more As you can see, we have focused very much on people's development and rehabilitation options and with our range of services we offer many people a large pool of support.
  • Why Beniva?
    The name "Beniva" is made up of the first letters of the first 3 employees with Down syndrome who started working in our center. BE - Beatrice, NI - Nicola and VA - Valentin. They were the first "Benivas" in our house. A lot of time has passed since then. Eight Benivas now live and work in the house and show with their humor and skills what pure joie de vivre can look like. Beatrice, Nicola, Valentin, Helmut, Lea, Eva, Christian and Patrick make our BENIVA what it is: Unique!
  • Developmental diagnostics - What is it and how does it work?
    Always exciting, challenging, mostly very lively and emotional, occasionally quieter, but always individual! The brainstorming path and the computer garden of the center are usually quickly explored, the many other games in the big orange box leave no doubt that the morning will be fun and varied. People obey, look, puzzle, think, try, guess, hide and find, build, read, draw, calculate, write as much as they can. And also avoided. Yes, the dear avoidance strategies are of course an issue in many pedagogical diagnostics, since we always have to push our VIP to their performance limits. We want to find out exactly where she is in her partial performance development, which steps on the ladder of arithmetic, writing and reading she has already climbed - so our games together represent a challenge for her. It's funny to see how creatively she then often tries to distract us and convince us to approach the game the way she suggested. Some VIPS involve us in endless discussions (verbal or gestural), others suddenly urgently need to go to the toilet or pick their nose with relish, sneeze, cough, clean dirt out of their fingernails or tell their life stories to stuffed animals lying around. Some throw themselves on the carpet, head in the cushion, others smile at us that every iceberg would melt in seconds. Not so with us: we stick to what we agreed with the VIP beforehand: in exactly this game we roll the dice three more times, then we put it away. In exactly this game we pull out two more cards, then she can choose the next task. Always works, just a matter of how long it lasts. The prerequisites are often eye contact, loving consistency and usually also physical contact. So everyone can laugh and learn together, recognize the development of the partial performances and get involved with new things.
  • Can I do an internship in the competence center?
    Yes, of course! Our competence center is the point of contact and anchor point for all those who are interested in us and our work. Those who would like to delve deeper into the matter and who, above all, want to get to know our eight people with Down syndrome who live and work with us. What do you expect from us? What do we expect from you? If you decide to do an internship in our company, you will be given a guide that sheds light on these and many other questions.Write to us if you decide to stay with us for a few days! We look forward to your letter of motivation and your introduction! Apply now for an internship
  • Partial performance – what does this term mean?
    Above all, the necessary basics, the so-called partial achievements, are decisive for the successful learning of reading, writing and arithmetic. The following table provides an overview of the most important ones, with their development going from bottom to top. Reading, writing and arithmetic The spatial orientation builds on the basis of a secure body schema. "What is in front of/behind/next to/above/below me?" Orientation on their own body is followed by alignment in three- and later in two-dimensional space, only then do children find their way around in the abstract number space. Being able to filter out the essentials from a frequently confusing background is an achievement of acoustic or visual figure-ground differentiation. If the child has trouble distinguishing the teacher's voice from the variety of background noise in the classroom, they will have to work hard all morning to complete the assignments. After the long snack break, which is turbulent, the child is usually completely overwhelmed with stimuli and can hardly concentrate on his or her tasks. Withdrawal, daydreaming or even aggression and playing the class clown are frequent consequences. In the visual area, the child can be overwhelmed by too many colors, patterns and details. He can hardly keep his eyes on the text or the calculation as the worksheet or book is overflowing with distractions. Less is more! The awareness of sequences, the so-called seriality, lays the foundation for the child being able to write their own name. It is not enough to know the shape of the letters, only their correct order creates the desired word. Typing errors often indicate difficulties in seriality! The number line also has a certain order, which is also indispensable when reading words and sentences. What does the commonly used term "partial inefficiency" mean? This means that a person still shows difficulties in one area or another and that the required maturity still needs support. We do not use this term. We are talking about areas that require post-ripening, i.e. "post-ripening potential". The psychologist Dr. Sindelar describes the development of the different partial services with the development of a tree, which can only reach full flowering and maturity when the roots are well cared for. These roots represent the partial achievements. The blossoms and leaves of the tree can be equated with the cultural techniques "reading, writing and arithmetic". At kindergarten age, partial achievements usually remain undiscovered, since many children intuitively avoid what they are not good at (like us adults, logically, too). At school age, however, "no more fun" and all children are expected to do everything. And then any existing partial performance difficulties become clear. Because the symptoms to be observed, such as "calculus weakness" or "reading and spelling weaknesses" are often related to which partial performance area is still immature. Partial performance deficits are often the causes of those problems with reading, writing and arithmetic that the child shows. Partial performance weaknesses usually do not "grow out". This means that without targeted support, this problem often leads to behavioral difficulties, since the child is constantly confronted with the experience of his failure. And as a result, partial performance weaknesses are also carried into adult life, which often leads to difficult compensation strategies there (e.g. avoidance of reading requirements). Reading, writing and arithmetic From the circle to the cross, from the square to the house: before writing letters, all shapes are practiced in a specific order. The child is carefully observed with which hand it draws, builds and carries out everyday activities, because by the time school starts it should have developed secure hands. Learning to read builds on the ability to recognize whole words, acquired in infancy. The reading words are now written on small cards, compared, assigned and selected. The PC game “Flash-Words” from Lifetool offers particular motivation. Would you like to play arithmetic games in the garden? Mecki the hedgehog, together with cheese-eating mice and little kittens, is waiting for curious children who like to count and later also do arithmetic. All they need are their two hands, because their own ten fingers are real calculating machines and give them the opportunity to calculate in every situation of everyday life - we always have them with us! 1:1 assignments, dice images, quantity comparisons and a variety of pre-numeric and numeric exercises are supported by eager fingers in "arithmetic with left and right". The number range 10 is quickly "understood", we continue with wooden sticks in the 20s and then we already look at the 50s and hundreds! The children discover mysteries under the magic box (older ones are still fascinated by this) and as soon as they swap the wooden sticks for their knuckles, they have their own "calculators" always at hand.
  • After diagnostics, support plans!"
    About 11 a.m., in the second, now one-hour, parent talk, information about the observations from the diagnostics and the individual support suggestions will be given. At the request of the parents, a support plan is also drawn up, which summarizes both the extensive findings and observations from the diagnostics and the resulting support proposals. These are tailored to a large extent to the individual and current needs and post-maturation potential of the VIP. This support plan will be sent by e-mail about 2 weeks after the diagnosis and contains tips and game suggestions that should be integrated into everyday life. The children are never present at a meeting with the parents. If possible, the children should also be alone during the diagnosis. Parents who are in the same room to watch them play or work usually have a negative impact on their child's ability to concentrate. One of the most important and irrefutable principles in the “Live, Laugh, Learn” competence center is not to talk about them next to the VIP. People with Down Syndrome in particular often do not take part in discussions among adults, which is why they often listen impassively as “their case” is being discussed. This carelessness is humiliating and disrespectful and should be avoided at all costs. Discussions with parents before and after the pedagogical diagnosis, which also concern difficulties, problems or special questions, therefore always take place without the VIP. Parents often express concerns or doubts about some developmental stage of their child, or they want to discuss parenting issues. Sometimes a problem seen from a different perspective appears as a challenge and an opportunity for change. By the way: Childlike behavior cannot be remodeled by parental admonitions or corrections, but as a reaction to changed parental behavior! This applies in particular to the often described "stubbornness" or aggressive reaction pattern. More about this in a personal conversation! A pedagogical diagnosis including two parent talks ends at around 12 noon. The costs for this are: €250 (incl. VAT) for parent talks, diagnostics and the creation of a support plan. Because a morning belongs exclusively to a VIP and their companions, all employees in the competence center “Live, Laugh, Learn” attach great importance to quality. The waiting time for a pedagogical diagnosis is therefore currently several months.
  • Dealing with difficult social situations
    In most social situations, people with Down syndrome are treated with respect, respect, kindness, and courtesy. They often even enjoy preferential treatment and unique attention due to their special charm, their openness and their smile. However, in daily life together they are always faced with special challenges. This article summarizes the most important points from the brochure "The R -Word" by David Hingsburger (supplemented by key statements from two specialist lectures at the 10th World Down Syndrome Congress in Dublin). David Hingsburger, Toronto, is a writer and therapist specializing in the areas of "Sex Education and Self-Concept Development". The "R" word is short for "retarded", i.e. retarded, disabled.People with disabilities are often the target of teasing and bullying - from school to the workplace. The most common advice they get is "just ignore it." But is this really good enough? Hingsburger told of a boy who was degraded by his schoolmates with the word "disabled" for so long that he wished to be invisible and later dead. The teachers present did not intervene either, watched the defamation without a word, had become accustomed to it. Much of the advice from many parents, carers, and other well-meaning people to the person with a disability is, "Just ignore them!" Simple?What does this advice mean? It means "shut up, go away, don't bother". But it also means that words like "disabled, dummy, mongo" have no meaning, that verbal abuse is not a major social nuisance.We are telling the person with a handicap that the attacks against them mean nothing, that all attacks should bounce off like a wall - this is disrespectful, takes away their human dignity again and will probably lead to them no longer seeking conversations and tries to endure the hurt without being able to talk to anyone about it. Hingsburger reported that in his workshops with young people with disabilities, everyone assumed, everyone!, that it was their own fault if they were insulted, mocked, attacked. "It's what you get when you're different. Pink glassesWe, who supposedly live without a handicap, have often started to close our eyes to reality. In striving for integration, inclusion and mainstream, we have completely forgotten who it is who has to walk down the school corridors and company halls, who manages the daily routes in the city, rides the bus and orders a snack in the supermarket. We put on pink glasses and think our job is done when a handicapped student attends an integration class or an adult has a job on the primary job market. But that's when it really starts. That sounds as if Hingsburger is against integration? No, not at all! But on the contrary. He just passionately advocates working with people with disabilities to develop strategies that make it easier for them to deal with (rather than ignore) verbal abuse and insults. He urges parents to work with their children with disabilities to find ways to better live in a world that doesn't always appreciate their uniqueness. We are all called to empower people with disabilities, to be next to them, and to appreciate and love them for who they are."I'M OK! You're mean. Each of us has felt disadvantaged and unfriendly when driving a car, in a shop or in a restaurant. Often we then formulate minor or major insults in our heads for these people (think of the red face and violently chattering lips of drivers whose priority has been stolen).And afterwards we feel better. Why? We have shifted the responsibility for the unpleasant events onto the other and freed ourselves from it.In the brochure "The R -Word", Hingsburger lets a young man with a handicap, who had learned to apply this simple strategy in his everyday life, have his say.“I was waiting for the bus and was mocked and laughed at by a group of children. I sat quietly on my bench and thought, 'You're all a...holes.' When I got off the bus, I waited until it had gone far enough and then yelled A...holes out loud. When I got home, I looked in the mirror and said out loud, "I'M OK! The others, they're the mean a...holes."It doesn't necessarily have to be this popular A-word, Hingsburger admitted with a grin in his lectures.The basic message is:"I'M OK! You are mean!"I'M OK! You are mean!"I'M OK! You're mean!” Don't leave your child, your student, your client alone in this often hostile world.100% of the parents who had previously taken part in workshops with Hingsburger were of the opinion that their children with disabilities would not be exposed to any attacks or assaults.However, 100% of these children were daily. A discrepancy in perception that couldn't be bigger.At this point I (Bernadette Wieser) would like to mention that children with Down syndrome in particular often tell very little about their experiences outside the home. How often do they answer our question “How was school?” with a succinct “Nice.” End.We learn too little, many children do not talk about their humiliating social experiences. My own daughter Nicola, a peaceful and even-tempered individual, developed aggression and belligerence during her first year of inclusive junior high school. These were certainly a cry for help, a response to humiliation and disrespect that had been thrown at her by classmates, primarily from other classes. As a mother, most of it will have remained hidden from me. Everyone was very nice and friendly to her when I was around, but when she went her own way, which Nicola had always been strongly encouraged to do, my girl must have taken a lot of attacks and teasing. Questioning of teachers and classmates in this regard and secret observations were immediately uncovered by Nicola with a sure instinct and interpreted as a breach of trust on my part. She wanted and wants to be the big one and be granted important freedoms. Of course, we never know who she will meet when she is alone on the public bus, delivering letters to the post office or doing the shopping. But she knows one thing: “I AM OK! If someone treats me badly, the other person is to blame. I AM OK! By the way: since secondary school was over, the aggressions have also disappeared overnight. A young man with Down syndrome who attends an integrative secondary school suddenly told us about bullying against him after school and physical threats (knife, lighter) during our pedagogical diagnostics. He was very excited and spoke to my colleague and me in a lively and detailed way. When we then told his mother about this situation (without his presence!), she was shocked and upset. She had no idea either. What to do if someone tells me about attacks and humiliation against them? Back to Dave Hingsburger: Whenever a person tells you they have been the victim of humiliation, insult and belittlement, that is a moment full of their confidence in your character and integrity. This person chose you to tell you about their injuries and will no doubt have been observing the world around them beforehand in an effort to find someone who will listen and take them seriously. The first step now is to treat that trust as if it were a priceless treasure and put what you just said in your own words. "Thank you for telling me that. I think it must hurt a lot to be treated like that.” For now, don't give any tips, just listen and summarize what was said in your own words. A lot of people are familiar with humiliation and humiliation, not just those who are born with disabilities. "I too have experienced a similar situation when..." By briefly recounting a situation that you have experienced yourself, the person with a handicap can recognize that social degradation can always be observed where vile, unscrupulous and characterless, disgusting people up to mischief. Attention: this situation belongs to the person who has turned to you in confidence. He/She deserves your full attention and time, you are only allowed to briefly tell about your own injuries. Communicating the basic message "I'm ok. They are mean.” can bring relief in acute crisis situations. Maintaining dignity and self-confidence can become a self-protection formula for people with disabilities. It's not your job! Whenever a person tells you about their injuries and insults, you can and must only be a companion, never do the actual job for him or her. An example from The R -Word brochure: Randy, a young handicapped man, recounted his humiliations during various purchases in a shop. The clerk seemed to ignore him or treat him less kindly than other customers. Randy's advisors had repeatedly asked the seller about his offending behavior and unsuccessfully asked for a change. This behavior of the caregivers was characterized by disrespect for Randy, despite all efforts: it signaled to everyone involved: Randy is not able to speak for himself, he has accepted his position at the bottom of the social ladder.< /p> Hingsburger suggested that the team strategize with Randy to talk to the seller themselves. No sooner said than done. After a few weeks, Hingsburger received a letter from Randy's maintenance team: We did what you suggested. I went into the store with Randy and he told the clerk how much it hurt him to keep being last in line or being ignored at all. He explained to him that he was also a customer and that his money was just as good as anyone else's. And it was amazing. I think for the first time in his life the salesman realized that Randy is a person with feelings. He apologized to him. Randy grew a lot in this situation. We shouldn't always advise people with disabilities who are exposed to attacks or humiliation to seek confrontation. This depends on the situation. The seller is in a place that gives protection and security from the other people who are there. In addition, the seller acted in a degrading manner due to his professional situation (often out of ignorance, which of course should never be seen as an excuse) and did not set this behavior as a private person. This is a difference. If Randy had been attacked by this salesman on the street, there would be no point in confronting him alone (without support) about his behavior. Randy would have been the loser in any case and might have made his position even worse. In this case, the support of a person of trust would have been decisive. And messing with a whole gang alone is completely out of the question because of the dangers involved! If confronting a group of people who are attacking another, the support of a social worker, street worker or psychologist is advisable. A conversation with the leader of the group can give the entire group dynamic a new, positive direction and make both the pack leader and his followers (who often join in through peer pressure) to rethink. The mother of a young lady with Down syndrome approached a group of young people with her daughter, accompanied by a social worker. This group had carried out psychological terror against their daughter on the school bus and the three women ventured "into the lion's den". The surprise effect was great, after an hour the tide had turned. The young people had gained a little insight into the emotional world of the young lady with Down syndrome, apologized to her with a bouquet of flowers they had picked themselves and from then on became her buddies. In other cases, however, it can also be advisable to look for alternatives for people with disabilities to avoid the group: for example, to use other paths or to walk them with someone else. Not everyone who is friendly is also my friend! From my own experience, I know very well that people with Down syndrome are often very devoted to others. Because of the joy of attention and devotion, they often do not recognize a possibly destructive intention behind the friendliness of characterless fellow human beings in critical situations. According to the principle "negative attention is better than none at all", it can take a long time before a person with a handicap admits that the social contacts with some of their fellow human beings (even just one is too many!) are hurtful and degrading. And is in the middle of a nasty game of psychological terror, insults and bullying. We should also encourage people with Down syndrome to talk to them about trust. Trusting someone is both a feeling and a learned skill. From childhood we learn to trust first our family and later friends. In our striving for independence and autonomy for people with disabilities, we often overwhelm them in their emotional world. Hingsburger points out that there must be clear "practice units for trust" for people with intellectual disabilities before we send them out into this world alone. We have to instill in them a sense of distrust, make it clear to them that behind every smiling face there isn't a kind person with a warm personality. Recognizing the differences between friends and foes must be discussed, experienced and tried out in role-playing games. Hingsburger emphasizes that he is a fortunate person because he is able to give in to someone without feeling like he's losing control. He doesn't always have to be strong. The most important thing, however, is to make sure beforehand that this blind trust in someone else is never accompanied by the fear of deep injuries. Stay tuned!Even if, as in Randy's case, the problem seems to have been solved, it is important that you, as a person of trust, clearly signal that you are available for a conversation at any time and that you have an honest interest in whether the situation really changes improved in the long term and sustainably. Keep asking questions and be alert and mindful. By the way: there are many ways to express the "R" word, all of them hurtful. "Why do you always take so long?" - "We always have to wait for you." - "Don't act so stupid." - "Don't always act like that." Also a disgusted rolling of the eyes or an uncomprehending shaking Head full of impatience can rob a disabled person of their self-respect and solidify in their mind the idea of being nobody and nothing. Let's support those around us with Down Syndrome to develop an identity that lets them be proud of who and what they are. Not by trying to make them think they're just like everyone else. People born with an exceptional chromosome set of 3 x 21 need to know that they are people with "Down Syndrome" or "Trisomy 21". This fact is part of their personality and makes them stand out from the crowd. Emphasizing uniqueness is the basis for the self-awareness "I AM OK!".
  • Lateral training with the Audio4Lab
    Hearing, reading, speech and perception training according to Warnke®
  • Identity Development and Enlightenment
    A life like that with that certain something extra is really exciting. It gets even more exciting when puberty shakes up the hormone balance.Then at the latest it is time to tell the child carefully, honestly and above all clearly what is happening. This takes away fear and ensures that questions in the child's mind can be classified. Don't wait for your child to come to you with questions - that won't happen easily.Rather, it needs mums for the daughters and dads for the boys, who can talk honestly about processes in the body.Since the beginning can sometimes be tricky, we are happy to support you and accompany you and your child in this conversation. With the working materials from our sex education concept, we start the exciting journey from child to adolescent and finally to adult. In a coaching session, a young lady said the following, very touching sentence: "You know who YOU are - but I don't know who I am". And this is exactly where we start the path to our own self. For a sex education appointment in our house, please send us a message!We look forward to welcoming you and your child to our house soon!
  • Is the center only for people with Down Syndrome?
    No!We accompany children, young people and adults in the most varied of situations and with the most varied of challenges.Our main target group are of course people with that certain extra! However, our skills are so diverse that we want to make this knowledge accessible to anyone who wants our support. If you have any questions or concerns about this, just send us a message!
  • Atlanto - Axiale Instabilität! Vorsicht bei Purzelbäumen? JA!
    Atlanto-axiale Instabilität: Vorsicht bei Sprüngen, Purzelbäumen und Co! Von Dr. Bettina Püschel, Down Syndrom Ambulanz Wien Was ist die atlanto-axiale Instabilität (AAI)? Bei der AAI handelt es sich um eine Veränderung im Halswirbelbereich. Um die Problematik und Störungen besser verständlich zu machen, möchte ich kurz die anatomischen Gegebenheiten umreißen. Namen gebend sind der erste und zweite Halswirbel. Als erster Halswirbel, der seinerseits mit dem Hinterhaupt gelenkig verbunden ist, sitzt der ATLAS dem zweiten Halswirbel, der den lateinischen Namen AXIS trägt, auf. Letzterer besitzt einen Zapfen, der senkrecht nach oben weist, den sogenannten DENS (Zahn), der die Gelenksfläche bildet. Unser Kopf sitzt auf der Wirbelsäule, bzw. wird von dieser getragen. Er ist mit der Halswirbelsäule mit zwei Gelenken verbunden, dem oberen, sogenannten atlanto-occipitalen (occiput=Hinterhaupt) und dem unteren atlanto-axialen Gelenk. Ersteres zeichnet sich vorwiegend für die Beugung und Streckung, also Nickbewegungen verantwortlich, zweiteres ist zuständig für Rotation und Seitwärtsneigung. Wie viele Gelenke ist auch das AAG durch straffe Bänder gestützt und geschützt, eben stabilisiert. Menschen mit Down-Syndrom können nicht nur hier überdehnt Bänder aufweisen. Auch viele andere Gelenke können „überstreckbar“ sein, man kennt den Ausdruck ,,sehr gelenkig“. Durch diese ausgeprägte Gelenkigkeit kann es zu Verrenkungen (sogenannten Subluxationen) und Ausrenkungen (Luxationen kommen. Die bekannteste ist sicher die Schulterluxation. Welche pathologischen Krankheitsbilder können entstehen? Durch die Instabilität entsteht eine chronische/mechanische Reizung im Sinne einer Kompression (Quetschung) von Nerven und/oder Blutgefäßen. Die sogenannten ,, Wirbelarterien", die einem großen Nebenast der Aorta entspringen und immer paarig einen Wirbel und seine Umgebungsstrukturen versorgen, vereinigen sich auf Höhe der oberen Halswirbel und ziehen unpaarig als „Basilararterie“ ins Gehirn. Dies erklärt die neurologischen Symptome, die durch eine Durchblutungsstörung verursacht sind. Andere Symptome sind durch die Nervenkompression bedingt. Folgen können sein: Schmerzen im Halswirbelsäulenbereich Kopfschmerzen Nachlassen kognitiver Fähigkeiten, Konzentrationsverlust Muskelschwäche, Lähmungen Gangstörungen Blasenstörungen Ohrengeräusche, Augenschmerzen, Sehstörungen, Augenzittern, Kreislaufprobleme, Schwindelgefühle, sogenannte „Drop"attacks Angstzustände Wie häufig ist die AAI bei Menschen mit Down-Syndrom? Bei etwa 10-30% aller Menschen mit Down Syndrom liegt eine AAI vor, diese Häufigkeit ist weltweit gleich und zeigt keine Geschlechtsspezifität. Nur bei etwa 1-2% kommt es zu ernsthaften medizinischen Problemen. Welche Bewegungen bergen bei diagnostizierter AAI eine Gefahr? Im Prinzip alle Bewegungen, die mit einer Beugung, Streckung oder Kompression der Halswirbelsäule verbunden sind. Um einige zu nennen: Kopfstand, Purzelbaum, Sprungbewegungen (Leichtathletik), kopfüber ins Wasser springen, tauchen, Schmetterlingsschwimmen, Fußball spielen, Trampolin springen. Wie kann sie diagnostiziert werden? In welchem Alter? Prinzipiell kann mit Röntgen, Computertomographie und Magnetresonanztomographie diagnostiziert werden, es sind sogenannte „Funktionsaufnahmen“ notwendig, d.h. die Bilder werden in unterschiedlichen Kopfhaltungen gemacht. Gemessen wird die atlanto-axiale Distanz (AAD), dies ist frühestens ab dem 2. Lebensjahr möglich, da erst zu diesem Zeitpunkt die Verknöcherung des Dens axis abgeschlossen ist. Die Distanz sollte nicht über 4,5-5mm liegen, hier gibt es verschiedene Angaben. Die Empfehlungen hinsichtlich des Zeitpunktes und der Häufigkeit der Untersuchungen variieren ebenso. Die Variationen sind aber gering, spätestens vor „Risikosportarten“ oder Wettkämpfen sollte aber eine Untersuchung erfolgen. Untersuchungsplan: 1. Röntgen-Untersuchung im 2.-6. Lebensjahr: -AAD unter 4,5 mm und keine Beschwerden: keine besonderen Maßnahmen -AAD 4,5-6,5 bzw. 7 mm: Risikosportarten meiden -AAD >7 mm: CT, MRT, interdisziplinäre Beratung über weiteres Vorgehen -AAD >7 mm + Beschwerden: Neurochirurg zwingend konsultieren, Operation 2. Röntgen-Untersuchung im 8.-12. Lebensjahr bei asymptomatischem Verlauf 3. Röntgen-Untersuchung im 15.-18. Lebensjahr. Bei allen symptomatischen Formen der AAI ist sofort ein Spezialist aufzusuchen. Es sollte eine interdisziplinäre Evaluierung und Beratung erfolgen. Sowohl neurologische, neurochirurgische als auch orthopädische Spezialisten sind oft gefragt. Sowohl eine regelmäßige Bewertung der Anamnese (1-2 mal pro Jahr) als auch die Beobachtungsschulung des Patienten bzw. der Angehörigen hinsichtlich auftretender Symptome sind wichtig. Bei diagnostizierter, symptomfreier AAI sollten auch die Narkoseärzte im Falle einer Operation in Kenntnis gesetzt werden, um eine zu große Überstreckung im Rahmen der Narkose zu vermeiden. Welche vorbeugenden medizinischen Eingriffe können gesetzt werden? Bei asymptomatischer AAI sollte auf forcierte Belastung der oberen Halswirbelsäule verzichtet werden. Bei großem Wunsch, eine eher riskante Sportart auszuüben, sollte ein Spezialist aufgesucht werden. Bei symptomatischer AAI gibt es verschiedene Möglichkeiten, die Wirbelsäule zu stützen und damit zu stabilisieren, um so eine Entlastung, sog. „Dekompression“ der Nerven und Gefäße zu erzielen. Eine weiche Zervikalstütze und harte Zervikalstütze bieten Stabilisation im Flexions-und Extensionsbereich (Nickbewegungen). Im Prinzip handelt es sich um ,Halskrawatten“, die man vielleicht aus der Versorgung nach Auffahrunfällen kennt. Ein Halo-Fixateur stabilisiert auch in Rotationsebene. Hierbei wird auch an der Stirn eine Fixation angebracht, die Anlage eines Halo-Fixateurs ist mit einem medizinisch-operativen Eingriff verbunden. Als ultima ratio bleibt die chirurgische Stabilisierung.
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