ONE VOICE: December

The right to an equal opportunity

1 December 2010

By PANG HIN YUE

DURING his free time, Ho Wai Keen, 23, reads and copies from a book, You Love Me? Don’t Accept Me As I Am by Dr Reuven Feuerstein and his colleagues at the International Centre for the Enhancement of Learning Potential. If the title of the book is telling, it is because he is determined to fight off the label that had been placed on him since birth for having an extra chromosome.

World-renowned clinical psychologist Feuerstein, whose grandson also has Down Syndrome, urges people with learning disabilities and their caregivers not to accept the diagnosis passively but to actively seek mind-stimulating therapies. He postulates that the brain is like plastic, modifiable when given the right stimulus.

“I don’t like it when people call me names or see me as someone who has a learning disorder,” said Ho as he related how he was bullied when he first enrolled in an international school.

But over time, with his cheerful disposition, he made friends and went on to spend 10 years there.

The book means a lot to him as he bought it in July this year when he attended Feuerstein’s conference in Romania which catered to educators and therapists.

“I want to learn how to mediate so that I can reach out to others who are considered low-functioning,” said Ho emphatically.

Therapists Foo Siang Mun and K.C. Soo who were also at the conference, said Ho left a deep impression on the lecturers as he did not shy away from speaking up and did not quit even when given tough assignments.

As confident as he is, Ho, too, faces the challenge of employment in mainstream society. Many high-functioning young adults like Ho, have a deep desire to secure a job in the open market.

“Just like everyone else, they want equal opportunities in getting a job, and be able to earn money and make independent financial decisions,” said Dignity and Services (D&S) executive director, Mettilda John. D&S is an advocacy group that seeks to empower people with learning disabilities, and help them live independently through its supported living programme.

Over the past four years since D&S started the programme, Ho has been actively involved and has proven to be a capable person. He enjoys time spent away from his family from Wednesday to Sunday at Options for Supported Living in Taman Tun Dr Ismail, Kuala Lumpur.

“Set him a task, and he will put in 150% effort. His work ethics is second to none,” said John. It is no surprise why he has been elected by his peers as the head of the house. And when the occasion calls for it, Ho is entrusted to help out with D&S office work.

More good things are in store for him. Ho begins his internship with Hotel Maya Kuala Lumpur near KL City Centre this month. The prospect of working and taking the LRT gives him a sense of purpose and hope for the future. All this is made possible because Selangor Dredging Bhd (SDB), which owns the five-star boutique hotel, has embarked on a course to be an inclusive corporation. SDB managing director Teh Lip Kim is instrumental in setting the agenda.

“Having a six-year-old son with autism helps me to see things in a different perspective. Providing working experience for the learning disabled is our first step. It is something close to my heart,” Teh admitted candidly.

Although it is uncharted terrain for her, Teh is prepared to step out in faith to use the resources available to her to bring together the able and disabled alike as a community.

“Life is a journey and at times, it calls for taking risks. If we fall, we pick ourselves up. The key is not to be afraid to take the first step,” said Teh.

When Teh came to know about D&S and Bake4Fund, a set-up by two mothers for people with learning disorders to learn and earn by baking cakes and cookies for sale, she decided to rope them in to help raise awareness among her staff and the patrons of SDB.

“Bake4Fund is about helping people with learning disorders to focus on their potential by honing their skills in baking even as care is put into the products to ensure they are delicious and of quality,” explained Lim Ang Nei, Bake4Fund’s co-founder.

A baking project was mooted and it was timed for the launch of SDB’s Dedaun which offers 38 luxury apartments in an enclave off Jalan Ampang, Kuala Lumpur.

With help from Maya Hotel’s executive chef, Adriano Teng, pastry chef, Tommy Soong and his staff, seven participants from D&S and Bake4Fund baked 200 trays of fudge brownies and 1,800 mini muffins of cempedak and pandan flavours. These were packed into 400 boxes and given away to visitors who turned up at SDB’s Dedaun show unit.

Teh said she was drawn to the energy and vision of D&S and Bake4Fund.

As it was a first for everyone, Teng and Soong took care of the logistics to ensure everyone had a chance to bake at the hotel’s pastry kitchen. Soong and his staff taught the participants how to do piping, besides the usual mixing and stirring.

To accommodate one of the participants, Cheong Choong Jian, who uses a wheelchair, care was given to ensure accessibility in the kitchen.

For participants like Ho, Chin Keat Lai and Nicholas Mathew, donning an apron with their name tag gave them a sense of pride.

Even before the baking project came to an end, SDB’s human resource department had started working out the details to provide internships for the learning disabled community at the hotel.

“It is our (SDB) way of giving back to society,” added Teh.

One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, please call Malaysian Care ( 03 9058 2102) or Dignity & Services ( 03-7725 5569). E-mail: onevoice4ld@gmail.com.

Link: http://parenthots.com/features/The-right-to-an-equal-opportunity.aspx

One Voice May 2010

Empowering parents of children with autism5 May 2010
By ANTHONY MIRANTI

MY wife Intan had noticed for many months that our two-year-old was not developing normally. For me, I was not in a state of denial; I just did not recognise that anything was wrong. Intan was worried that our boy did not seem to understand any language, was unable or unwilling to look at a person’s face, and played with toys by lining them up or by spinning their wheels. She fretted that our son was not bonding with any of us, and that he screamed uncontrollably for hours over noises or situations he could not control.

I just thought he had unique ways of expressing himself. Intan was convinced that something was wrong, and did extensive research. She talked to people, read whatever materials she could find, and surfed the Internet for information. It was a good thing she did so because it eventually led to an accurate but heart-breaking diagnosis back in April 2001. That initial diagnosis of autism was later confirmed by two other professionals in the United States.

During those early days, the predominant feelings we had were fear and helplessness. We feared for his future, and we felt helpless, not knowing what to do. To my wife’s credit, instead of running away from reality, she faced it head-on. “I was heart-broken but I got down to work,” said Intan. She talked to other parents, read books and research articles, explored interventions, signed up for training and joined autism online discussion groups.

With research comes knowledge. Knowledge leads to making better treatment choices, which results in better progress and growth in a child with autism. There’s a parallel change in the parent. With research comes knowledge. With knowledge, comes understanding and empowerment. With each bit of knowledge gained, helplessness dissipates, and is replaced by hope and joy. Fear is kept at bay. Things are very much different for us now. After nine years, our son is very different, and my wife and I are, too. I am grateful to all the people who have helped him along the way, and to those who still do.

However, I believe that my son’s progress would have been less pronounced were it not for my wife’s desire to empower herself with enough knowledge to keep the family moving forward. In 2005, my wife decided to help other parents of children with autism to empower themselves. Through an organisation named ANDI Initiative, we provide several avenues for parents to arm themselves with knowledge. We have a collection of autism-related books available for loan to parents of children with special needs. Many of these books are not available in local bookstores. Parents do not have to pay to use this service.

Another service is the Parent Voices Support Group where parents come to share and learn from each other. Parents have provided feedback on the ANDI Initiative blog. In addition, ANDI Initiative also helps parents gain more knowledge by collaborating with experts to offer training and workshops.Chan Wai Ling, a parent of an autistic child, has this to share: “Before I went through the half-year training, my child was non-verbal, unresponsive and had no eye contact. The training empowered me to be a ‘parent-therapist’.

“The programme emphasised on play as a means of bonding and earning my child’s trust. This was followed by using play to motivate him, and later to give him confidence. And for the first time, my son experienced joy instead of being trapped in his own world where no one could reach him. “The therapy methods created an interactive relationship,” added Chan. “Now my son enjoys his time-table, knowing he’s able to learn and achieve through his efforts and he gets reinforcement, too. Even his tantrums are meaningful now as we are able to decipher them through the training programme. “The parent training session took us on a journey of self-discovery. It enabled me to be a better parent. After four months, my child was able to verbalise, had imitation skills, had eye contact, was affectionate and spontaneous, and was joyful. Now I know there are strategies I can employ to help my child. I am empowered knowing that I have a direct impact on my child’s development,” said Chan, a participant in a training programme for parents, which is now called the ASD Parent Training and Support Series.

Haslinda Abdul Rahman, another participant, echoes Chan’s sentiments. “The training helped me to communicate with my son effectively. In return, he is able to relate to me in a sensible way. Introducing a new routine is no longer a struggle. The training also helped me to set appropriate expectations of him. This in turn makes me less stressed and allows me to cherish every achievement of his. “After picking up skills from the parent training sessions, I am better equipped to plan programmes to suit my child’s needs. Seeing my child’s progress makes us realise that he has potential, and a brighter future ahead,” added Haslinda. The parent plays a crucial role in any intervention programme for an autistic child. There is more to be said about empowering the parent of a child with autism, but my now 11-year-old son is waiting to play with me. And he’s been very patient.

> To find out more about ANDI Initiative, go to ANDIInitiative.blogs pot.com, or find us on Facebook. You can also contact us by sending an e-mail to ANDI.Initiative@gmail.com.One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, please call Malaysian Care ( 03-9058 2102) or Dignity & Services ( 03-7725 5569). E-mail: onevoice4ld@gmail.com.

One Voice April 2010

New hope for autistic children

7 April 2010

By PANG HIN YUE

WHEN Dennis Lee is with his daughter, Sasha, nine, a camera is always at hand. Pictures of their bonding are dutifully put in her “memory book” and at the end of the day, Lee goes through it with Sasha, recounting their time together. Lee labels the emotions as he goes along. He also videotapes his one-on-one time with Sasha.

Similarly, Sasha’s daily contact with the people around her – be it sibling, relatives or her teachers – is also captured on camera to help her commit them to memory.

Everything that Lee does with his daughter is done mindfully, taking care that his words and deeds are in tandem with the principles of Relationship Development Intervention (RDI).

Psychologist Dr Steven Gutstein had noticed in his clinical work that many children with autism were emotionally and socially inept even though they had gained significant progress in language acquisition and academic achievements through therapies.

So 10 years ago, Gutstein developed the RDI Treatment Programme for Autism Spectrum Disorders (ASD) to address these deficits by taking the affected families through the various developmental stages which their autistic children had missed out.

Under the guidance of Jennifer Peters, the sole RDI certified consultant in Malaysia, Lee and Sasha are journeying together to put into practice what Gutstein calls, “reciprocal relationship”. “The child’s role is the key to all our engagement,” explains Lee.

Peters, a speech language pathologist with over 17 years of experience, decided to add RDI consultancy to her list of services after undergoing a two-year training programme under Gutstein and his team in Houston, Texas, the United States.

“I went into it because more than 80% of the clients that I see have autism, and RDI seems to be the missing piece to help them connect cognitively, emotionally and socially,” says Peters in her new Carespeech Centre at Jalan Yap Kwan Seng, Kuala Lumpur.

Autism is a brain disorder that impedes, in varying degrees, learning, communication and social skills. About one in 150 has the disorder.

Mind reading

In his book, Mindblindness: An Essay On Autism And Theory Of Mind, Simon Baron-Cohen postulates that persons with autism are unable to suss out the social and emotional cues of people around them as a result of selective impairment in mind reading.

Most people respond to those around them by gauging their gestures, facial expressions and tone of voice. But this natural ability is mostly absent in persons with autism. So despite acquiring language skills, many with ASD have difficulty engaging in meaningful, free-flowing conversations and they cannot adapt according to social settings.

Hence Gutstein believes that enhancing their emotional intelligence is pertinent. In his introductory guide for parents (www.RDIconnect.com), Gutstein cites a study done in the United States in 2001 which reveals that though the majority of autistic children gained grounds in language and academic development, few had gone on to work and live independently when they reached adulthood.

Over 65% of them had almost no social contact outside of their family.

The problem with most conventional therapies is that they promote rote learning, says Gutstein. They may carry out conversations based on what they learnt from social scripts for different settings but many still can’t relate in a natural, spontaneous manner. Once conversations fall out of the scripts, they are at a loss.

With all this in mind, Peters focuses on training parents to meet the RDI protocol that helps their children get back on track developmentally.

The onus is on parents to videotape their time with their children, and Peters reviews them once in 10 days and teach parents how to analyse their tapes.

Because RDI is parent-centred, Peters says: “I should work myself out of the job!” Her ultimate aim is to get the parents to become the prime teachers. So it is no surprise that when parents engage her services, more than 50% of the time is spent with the former.

The first three years are devoted to transferring skills to parents who in turn apply them on their children. They include skills to foster friendship, empathy and a desire to share personal experiences, Peters explains. “Ultimately, it is to get the children to think and respond dynamically,” she adds.

Jennifer Peters of Carespeech can be reached at 03-2161 6618 (e-mail: mailto:jennifer@carespeech.com/ website: http://www.carespeech.com/). One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, call Malaysian Care ( 03 9058 2102) or Dignity & Services (03-7725 5569). E-mail: onevoice4ld@gmail.com.

One Voice February 2010

3 February 2010

ONE VOICE
By LIM ANG NEI and H.Y. PANG

THE seeds of hope for our children to live independently were planted when we mothers started a monthly cooking class in January 2008. As the children’s interest grew in tandem with their confidence in handling knives and hot ovens, we turned it into a weekly affair. In July 2009, Bake4Fund was set up.

That our children have reached this point where they can learn and earn, and be engaged in an activity they find fun and fulfilling, has given us every reason to rejoice and be thankful.

Like any parent with special needs children, our main focus is to provide them with every interventional therapy possible to help them realise their full potential and equip them for the future. At the heart of it, we desire to see our children lead a purpose-driven life.

Our kids who have an Autism spectrum disorder may be less articulate and appear to be socially inept at times, but they are no less able in showing their affection.

Culinary fun: A cooking class in progress.

Instead of looking at the doom and gloom around us, we figured there must be something we could do with our children. The answer was found in the kitchen.

With our combined experiences and knowledge gained from attending courses on sensory integration therapy, behavioural modification therapy and mediated learning, we realised that the kitchen is a perfect place for incidental learning.

Before we officially turned the kitchen into our classroom, we noticed our children liked to hang out in the kitchen whenever we cooked. Because kitchen was never associated with “therapy time”, they learnt naturally by observing. Soon they offered to stir the pot, peel the garlic and mix the cake batter. The absence of a maid made it a necessity for us mothers to spend time in the kitchen and it turned out to be a blessing.

Having worked in a residential home in Auckland, New Zealand, for adults with learning disabilities where they are encouraged to live independently, we realised that one is never too young to learn how to cook and bake.

There is something about the kitchen that draws people together. There is no shortage of laughter and team spirit when they hang out in the kitchen.

As parents we sometimes get so caught up in wanting our special needs children to be more academically inclined, which usually means learning in a highly structured environment.

Without realising it, we sometimes miss the opportunities for them to learn that are presented in our homes.

In fact, they sooner they get comfortable in the kitchen, the better because there will come a time when they need to live independently.

The kitchen provides an excellenet venue for these children to learn to take care of their own meals, and even earn money to support themselves.

So we are learning, just like our kids, that there are ways and means to inject the element of fun in learning at home. Getting the kids to peel vegetables and fruits of different textures not only helps them overcome their tactile problem, the very act of peeling helps improve their motor skills. The same goes for the use of knives.

Initially we were worried whether they could handle sharp objects without hurting themselves. The knife is an important tool in the kitchen. So they have lots of opportunities to practise.

They started with butter knives and have since progressed to using proper ones for slicing and dicing. They did cut their fingers occasionally but they know that all this is part of the process of learning and growing up.

They have learnt that the first thing they need to do before they start cooking is to wash their hands and put on their aprons.

Sure, there were occasions when there were more egg shells than yolks and egg whites in the cake mixture. But at least the kids have overcome their sensory problem of handling eggs and have the courage and strength to crack them.

Usually we repeat the same recipe a few times until they can master the sequence of steps, identify the ingredients required, and read the labels.

We teach mathematics by using measuring cups and spoons which are marked clearly as 1, ½, ¾ and ¼. The digital scale is very helpful in teaching them to understand addition and subtraction. Because they can read the numbers on the scale when they add or reduce the ingredient until it matches with the one listed, they get the idea of what it means to “add” and “take away”.

We can’t say they have fully grasped the concept but they are getting there because mathematics is a subject they struggle with. The oven’s digital clock is also helpful in understanding the concept of timing. For instance, if the cookies require 18 minutes to bake, we teach them to use the digital clock to increase the time from zero to 18. When the timer buzzes, they know the cookies are done.

Besides getting them familiarised with the steps involved in baking and cooking, we also try to find healthy alternatives as ingredients. So usually we have oats, bran and flaxseed as well as organic molasses sugar added to our recipes.

Since we started selling, the opportunities for them to learn baking increases in addition to their weekly classes. The money gained is saved with the view of setting up a proper place with a big, well equipped kitchen where they can learn, earn and live independently. We hope to see the day when an inclusive café is opened where our children can chill out, cook, paint, play musical instruments, sing, dance and do many more activities without being judged “odd”.

Bake4fund can be reached at bake4fund@gmail.com. One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. For enquiries of services and support groups, please call Malaysian Care (TEL 03-9058 2102) or Dignity & Services (TEL 03-7725 5569). E-mail: onevoice4ld@gmail.com.

One Voice Wednesday January 20, 2010

Help at hand

One Voice by Pang Hin Yue

With proper intervention, children with learning disorders can make significant progress, too.

WHEN the wiring is faulty, a light bulb blinks and dims. Tweaking the wiring may just do the trick. Similarly, neuroscientists and psychologists are attempting through various ways and means to tease and trigger neurons or nerve cells into working in harmony for those whose thinking process, speech and development have been impaired.

Among them is the venerable psychologist Dr Reuven Feuerstein from the International Centre for the Enhancement of Learning Potential in Jerusalem.

Good progress: Emy Lim is convinced that Feuerstein’s way has helped her son, Joseph Diong, 8, overcome speech impediment and propelled him to excel in school.

Dr Feuerstein strongly believes that the brain is modifiable. He says the brain is not a fixed, unchanged entity but is elastic and can be stretched like plastic. He postulates that with the right intervention, the brain, no matter the degree of damage or injury, can be made to function optimally.

The brain, he asserts, requires systematic stimulation to build cognitive function, that is, specific methods for interpreting information and problem-solving to support learning and development. This is the heart of Dr Feuerstein’s theory which he first tested out on children who were traumatised by the Holocaust and who showed autistic tendencies.

For the past 50 years, Dr Feuerstein’s teachings based on his Structural Cognitive Modifiability Theory and Mediated Learning Experience have benefited families and teachers in over 80 countries.

On the local front, therapists Foo Siang Mun and K.C. Soo have adopted Dr Feuerstein’s approach to teach their students on both ends of the developmental spectrum – from persons with autism, Down Syndrome, Attention Deficit Hyperactivity Disorder to those with high IQ. They notice the significant inroads their students are making. Those who could not speak, are talking now. Those who could not read, are reading now. Those whose memories had failed them, are now gaining ground in their studies.

“Prior to 2005, I had tried speech therapy, occupational therapy and behavioural modification therapy, but my daughter made little progress. Under the care of Foo, she is talking and reading,” enthuses Dr Ailina about her daughter, Aiman Syafiqah Mahathir, 10, who was diagnosed with autism at three.

Jane Yeoh was amazed to see her son, Ben, 6, improving in speech and behaviour.

“We help students with the right strategies to decode the meaning of words and symbols, understand causes and effects, ask questions, follow rules and ultimately, to learn independently,” says Soo.

“We unblock the barriers to learning and then build up the learner’s ability,” he adds.

Both Soo and Foo are science graduates, each with over 10 years of experience in corporate training prior to their current vocation as certified Feuerstein’s Instrumental Enrichment trainers.

They stress that teaching children with learning issues is never static. “The learning process is dynamic. As you teach, you reinforce what the student knows and mediate in areas where he is weak,” says Soo.

In their daily one-on-one sessions with students, they observe how the students tackle the task and decide on what they need to understand to enrich their learning. It could be decoding the meaning of words, learning how to retain memory for the task at hand, solving problems, decoding mathematical symbols or learning how to ask questions.

“Many with learning disorders do not know how to ask questions,” Foo observes. Because it is an essential skill for communication, Foo and Soo teach their students the need to ask questions and show them how to do it.

“When they learn how to ask questions, they gain knowledge. This lessens their frustration, especially when they are placed in an unfamiliar setting or situation,” explains Foo. When their level of frustration lessens, inappropriate behaviour will decrease, too.

Theoretically, a child with no learning issues, learns directly from his environment. But when a child has a learning disability, he needs a little nudge to help him make sense of the information presented to him. In doing so, he learns to interact with people and blend into the environment.

But that is only one side of the story. The person who teaches must also know how to teach. “The learning does not start and end with the student. The mediator or teacher must first know how to teach effectively and the only way to do it, is to learn with the right tools. We believe Feuerstein’s method is the way to go for parents,” explains Soo.

Concurs Emy Lim, mother of Joseph Diong, eight. She is convinced that Feuerstein’s way has helped her son overcome speech impediment and propelled him to excel academically.

“My son could not speak even at the age of five and had behavioural issues. He was taken to see a few specialists and he was advised to undergo speech therapy. But that didn’t help,” recalls Lim, a pharmacist. But when she took Joseph to Foo and Soo, she discovered that he had a problem with auditory memory. “He could not remember what he heard and saw,” she says. But as she worked hand-in-hand with Soo and Foo, Joseph gradually overcame his problem with memory and began to talk. To Lim, that is a breakthrough.

Now Joseph consistently emerges as the best student in the private school he attends. Talking to him, it is hard to believe this articulate boy with a ready smile once had learning problems. Today one of his favourite pastime is reading books. “I like to read about the adventures of Geronimo Stilton,” says Joseph. Geronimo Stilton’s character is a talking mouse and the series of books based on his adventures are considered one of the bestselling children’s books.

Jane Yeoh is another parent who feels that her children have benefited from Foo and Soo’s way of teaching. She gave up her job as an illustrator to care for her sons Keith, eight, and Ben, six, both of whom have learning disorders. “Ben underwent speech therapy for two years but he did not show any improvement,” says Yeoh.

Hard-pressed, she decided to give Soo and Foo a try two years ago and was amazed to see Ben and Keith improving in speech and behaviour. “What I like about their teaching approach is that they are flexible and creative in troubleshooting,” she adds.

Soo and Foo stress that parents play an integral role in interventional therapies. “The child’s progress depends on how much time the parents are willing to put in,” says Soo.

Wan Chik Hanoom, mother of two special needs boys, concedes parental involvement is vital. She gave up her job with a multinational company to care for Mohd Anas Syed Mohd, 13, and Abu Talhah Syed Mohd, 18.

For years, she had to bear the brunt of the wrath of Talhah’s teachers for his behaviour. While Talhah had no problem reading and talking, she says, he had no comprehension of what he read and his speech was inappropriate. In addition to that, she had to watch over Anas who has Down Syndrome.

But five years ago, she sought the help of Foo and Soo and together they worked through the issues her two sons faced. Now Talhah has not only completed his major government exams, he is looking forward to going to college. “Anas is able to talk without any tantrums and he is better at managing himself,” beams Wan Chik.

A healthy dose of optimism helps, too. As Feuerstein says on his website: “Have faith because there is hope.”

One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback can be sent to onevoice4ld@gmail.com. For enquirie, call Malaysian Care (03-9058 2102) or Dignity & Services (03-7725 5569). E-mail: onevoice4ld@gmail.com.

Foo Siang Mun and K.C. Soo will be conducting a two-day seminar entitled The Mediated Learning Experience, from March 12 to 13 at Tropicana Golf and Country Resort Club House, Petaling Jaya, Selangor. Fee: RM555 per person; group of four: RM475 per person. For details, contact Foo (019-322 2952 / siangmun@yahoo.com) or Soo (017-886 8295 / kcsoo2000@gmail.com).

One Voice November 4, 2009

Wednesday November 4, 2009

The Clement element

ONE VOICE WITH PANG HIN YUE

With his parents’ unwavering support, Clement Ooi emerges as an artist in his own right.

CLEMENT Ooi, 20, is in his element when he draws and paints. His flair for detailed drawing and skilful play of colours has won him awards and recognition, locally and internationally.

Clement started drawing at the age of five as a means to communicate and to amuse himself. Over the years, he got better at his craft, thanks to the tireless efforts of his parents, Ooi Bee Lam and Annie Kam, to provide him with every opportunity to excel.

Clement, who has a photographic memory, takes delight in etching every intricate detail of his subject. His series on the popular ornamental plant, Heliconia, is a case in point. In capturing the essence of Heliconia Rostrata or commonly known as Hanging Lobster Claw, Clement pencilled every single vein of the leaves and stems and splashed the cascading flowers in blazing red.

The sharp contrast created by the juxtaposition of sketching in charcoal and painting with acrylic, showcases his ingenuity in bringing out the best in the two different styles of expression.

Clement employs the same technique with his series on orchids with equally stunning results. He painstakingly inked every line on the petals and stems in black and added a hint of colour to the lips of each flower. The deliberate, prudent use of colour against a backdrop of black and white etching, highlights the loveliness of the prized tropical blooms.

The wow factor continues with his latest works on ornate leaves with their array of pigments and shapes. The pattern of the veins is brilliantly captured on canvas. Nothing escapes his eyes. The interplay of hues, the contours of foliage and even the very outline of each stoma on every leaf, are explicitly and splendidly rendered.

Autistic artistry: Clement Ooi with one of his paintings

Clement may have inherited his artistic streak from his mother who enjoyed her share of accolades for her painting of flowers during her school days,

It is to her credit that Clement has developed his signature detailed drawings of plants. “During my walks, I am usually on the look-out for leaves, flowers and even weeds which I think Clement would take delight in drawing,” says Kam.

But Clement’s talent is not limited to painting plants. He is just as adept at sketching with live models as he is with his animated drawings of his favourite cartoon character, Pokemon.

Clement also dabbles in abstract painting and embellishes the frenetic pace of city life with his kaleidoscope of buildings and people.

It may be difficult to pinpoint which genre Clement belongs to but one thing is certain: his art is his way of communicating with the world.

While Clement may be spontaneous when it comes to his craft, he is less so with words because he has autism, a learning disorder that can affect communication and social skills. Clement’s capability inspires families with autistic children, giving them hope to contend with a society lacking in support services for those with learning difficulties.

“When Clement was diagnosed at age three, there was little information on autism. But in time, we connected with other affected families and rallied behind each other,” recalls Kam.

Although his years in primary school were very trying for the family as there was no interventional therapy available for students with autism, the Oois remained steadfast in seeking help for their son.

Kam is a driving force literally as she ferries Clement around to fuel his passion for art, while ensuring that he makes time for school and recreational activities such as bowling. Clement also joins a theatre club for the learning disabled.

His talent did not go unnoticed. Four years ago, lawyer-cum-art gallery owner Kerk Boon Leng took an instant liking to Clement’s art and hosted his first solo exhibition in 2007.

Kerk, who owns Meusse Fine Art in Kuala Lumpur, speaks passionately about Ooi’s works. “Clement is first and foremost, a gifted artist. His autism is secondary. He is an artist – an exceptional one at that– who happens to have autism,” he contends.

With the benefit of more than 20 years of experience in buying and viewing paintings, Kerk has arrived at a point where he feels art should simply be enjoyed because it is pleasing to the eye. And he believes Clement’s art falls in this category. “There is a danger when art critics attempt to over-analyse and try to second-guess that the artist is conveying some deep, hidden meaning in his art,” he says.

Two years after he held his first solo exhibition, Clement is now hosting his second one in Damansara Kim, Petaling Jaya, Selangor. Over 30 pieces of his masterpieces are exhibited.

As he celebrates his art and adulthood, Clement is learning how to dance and play the drum. It would be interesting to see how he would capture the movements and mood should he choose to put them on canvas.

● Clement’s work can be viewed at www.clement ooi.net and www.meusse.com.

■ One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com.

For enquiries of services and support groups, please call Malaysian Care (% 03 90582102) or Dignity & Services (TEL: 03-77255569). E-mail: onevoice4ld@gmail.com.

One Voice December 2, 2009

Wednesday December 2, 2009

Growing numbers

One Voice by PANG HIN YUE

With the increasing number of children having learning difficulties in an education system not ready to cope with them, private entities are offering alternatives.

WITH the prevailing culture of measuring a student’s worth by the number of As scored in examinations, clinical psychologist Dr Alvin Ng Lai Oon is seeing more patients with learning, emotional and behavioural issues.

For students who are unable to grasp the basic writing and reading skills in an education system void of interventional therapies, the sense of failure is further heightened by the teachers’ indifference and the non-conducive home environment. Fear, anxiety and stress rob students of the joy of schooling, says Ng.

“The lack of access to therapy and failure to intervene will cause even more psychological problems, particularly for those who live in rural areas,” observes Ng, senior lecturer in clinical psychology at Universiti Kebangsaan Malaysia’s Faculty of Allied Sciences.

An autistic child playing outdoors. Children with learning disabilities can be helped with the right therapy.

In an analysis spanning a period of five years from 2002-2006, Ng and his colleagues noted that 61% of the total of 792 patients who sought treatment at the UKM Health Psychology Unit clinic, comprised children and adolescents. More than 80% had diagnosis of learning disabilities, developmental disorders and behavioural problems.

In 2006, the clinic recorded the highest number of cases, whereby nearly 86% of the 268 patients were found to have learning disorders such as autism, attention deficit and dyslexia.

“The trend remains the same for the past three years,” says Ng.

The global increase in learning disabilities means that it is no longer a fringe issue. Twenty years ago, there was only one in 10,000 with a diagnosis of autism, a brain disorder that affects learning, communication and socialisation. Today, the Centre for Disease Control estimates that 1.5 million people suffer from some form of autism. That is, one in every 150 has some features of autism.

In the United States, over 500,000 individuals under the age of 21 have autism. According to the US Education Department, persons with autism account for 10%-17% of the student population.

In Britain, the scenario is similar. Based on Cambridge University’s Autism Research Centre, 1% of primary school-aged children in England has been diagnosed with autism.

While there is no comprehensive data in Malaysia to ascertain the exact number of persons with learning disabilities as registration with the Social Welfare Department remains a voluntary act, it is a growing concern. Going by the United Nations’ yardstick, 10% of a population is learning disabled. If so, there should be at least 2.4 million in the country. But as of May 2008, only 229,325 persons had registered with the department.

Still, it cannot be denied that the number of learning disabled is increasing, as indicated in a paper presented by the Director of Special Education division, Bok Muk Shin, at the National Conference on Disability 2008.

Bok points out that 84% of the 1,000 special education programmes for primary schools is devoted to the learning disabled, while the remaining 16% is for the visually and hearing impaired. Similarly, 88% of the 479 special education programmes for secondary schools is allocated for the learning disabled.

The Education and Health Ministries must also make concerted efforts to address the problems, says Ng.

Despite the repeated appeals by parents to the Government to make therapies available in schools, nothing much is happening at the ground level. Thankfully, there is a now a steady increase in the number of private centres which provide alternatives to students who otherwise would had fallen through the cracks in the education system. These include Shine Child Guidance Centre and Nilai International School.

Still, parents have to persevere and take a leaf from the British experience in pushing for the cause of the learning disabled.

Through the sheer hard work of the parents there, the British Parliament passed the Bill for Autism Act on Nov 12. With it, the British government and the local authorities there are legally bound to ensure the community receives support and services.

Clearly, the Malaysian education system needs to be revamped to take into account the rising number of students with autism and other learning disorders. Procrastinating will only increase the social and economic costs in the long run. Moreover, not all Malaysians can afford private schooling for their special needs children. The onus is on the elected government to provide such a service.

> One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, call Malaysian Care ( 03-9058 2102) or Dignity & Services ( 03-7725 5569). E-mail: onevoice4ld@gmail.com

One Voice October 14, 2009

Wednesday October 14, 2009

Hearty rhapsody

By PANG HIN YUE

An ensemble of children with autism will make its debut at a fund-raising concert in December, thanks to the commitment of two psychologists and the generosity of a music teacher.

WITH some corrugated paper boxes, tambourines and drumsticks, Takeo Miyoshi got a group of children to beat according to the tune of Chan Mali Chan as his wife, Naoko Miyoshi, played the keyboard.

Although they were not exactly in sync, Takeo continued enthusiastically to get the children numbering 20, with ages ranging from six to 14, to play. As trained clinical psychologists, each with more than 20 years of teaching experience in Japan, the Miyoshis were just glad to get the children engaged even though at times, they missed the beat.

Takeo, a percussionist and Naoko, a double bass player, believe that children, regardless of their degree of disability, should be given a chance to learn in various media, including music.

All together now: Takeo Miyoshi strongly believes that children, regardless of their degree of disability, should be given a chance to learn in various media, including music.

“Music is an effective way to help non-verbal children to communicate. Music evokes emotions and hence, helps them express their feelings. It is a great way to bring people together and connect,” explains Takeo, who is helping to put together an ensemble of children with autism for a fund-raising concert.

Entitled Give Hope, Give Life, the year-end concert is organised by the Opus Academy of Music.

Takeo is on a three-year sabbatical to accompany Naoko who works as a special education teacher at the Japanese School of Kuala Lumpur.

Every fortnightly Saturday, the Miyoshis would gather the children at Opus Academy of Music in Sunway, Petaling Jaya, to practise for their December debut. The concert will also showcase the talents of the academy’s students and teachers. The proceeds will go towards Parents Resource for Autism (PR4A), a support group for affected families.

Besides getting the children to drum in unison, Takeo is also coaching Liang Yihui, 18, to be the main keyboardist for the performance. Liang, who was diagnosed with autism at the age of three, has been taking piano lessons at the academy for the past three years.

Anne Lee, the academy’s principal, decided to open up the place to the Miyoshis to reach out to families with autism because she, too, strongly believes that children with learning disabilities should be given the opportunity to learn how to play musical instruments.

“Since we set up this academy 10 years ago, we notice a steady rise in the number of students with learning disabilities. Some parents do not know their children have problems until they enrol them. Usually, one out of 10 will have some learning problems and we need to be honest with parents when dealing with such matter as we want to see positive changes in the child,” says Lee.

As a certified early childhood music educator, Lee maintains that the sooner the affected children get help, the better the outcome for them.

“We owe it to the children to get the earliest possible interventions,” she adds.

For the affected families, it is heartening to know that the academy accepts their special needs children. In courses which involve group participation such as “Creative Kids” (for ages three to five), and “Music Adventure” (five- to seven-year-olds), the academy admits one child with special needs in each group. By being inclusive, the other students and parents learn acceptance and compassion.

To augment the academy’s support for special needs students, Lee says courses on child development are conducted from time to time so that parents and teachers have a better understanding of the subject.

Parents like Marina Lim literally go the extra mile and drive 20km from her house in Rawang to Sunway so that her daughter can participate in the concert. The Miyoshis’ egalitarian approach and Lee’s generosity in allowing the students access to the academy’s facilities, prompted Lim to sign up Jeanie Ng, 13, for the upcoming concert.

“The Miyohsis are equal opportunity teachers. They welcome children warmly irrespective of their level of ability. As a parent with a special needs child, I really appreciate that,” says Ng.

Sandy Lim whose children, Sean Ng, 12, and Tynia Ng, 11, are also part of the ensemble, concurs. “What I like about the set-up is that every child is given a chance to perform. Whether the children are musically gifted or have prior exposure to music therapy is immaterial. The only criterion is parents’ commitment to ensure their children attend all the practices,” says Lim.

The fact that the room is packed with parents rooting for their children each time the practice is held, is enough to assure Lee and the Miyoshis that they are hitting the right notes.

Give Hope, Give Life concert will be held at Dewan Sivik MPPJ, at 7pm on Dec 13. Tickets are priced at RM30, RM50 and RM80. For details, contact Opus Academy of Music at No.8 & 10, Jln PJS 9/2, Bandar Sunway, 46150 Petaling Jaya ( 03-5632 6303 / e-mail: info@opusmusical.com / website: opusmusical.com).

One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, call Malaysian Care ( 03-9058 2102) or Dignity & Services ( 03-7725 5569). E-mail: onevoice4ld@gmail.com

One Voice April 8 2009

Wednesday April 8, 2009

Drumming up support

By PANG HIN YUE

In conjunction with the United Nations’ annual Autism Awareness campaign, persons with autism will be performing in a concert hand-in-hand with the stars come May 8.

WHEN it comes to lending a hand to special needs groups, musician Edwin Nathaniel never misses a beat. Although he has a tight schedule, Edwin, the front man of the legendary Aseana Percussion Unit (APU), is determined to make time for his pet projects.

“I have always enjoyed doing social work through church and other community groups. Besides, I love kids,” says the father of two. So when he was approached by one of the members of the support group Parents’ Resource for Autism (PR4A) on the possibility of training and performing with their autistic children, Edwin did not hesitate.

Although it is his first time working with persons with autism on drums and percussions, he is no stranger to teaming up with other special needs groups.

For the past eight years, Edwin has been teaching students at the Selangor and Federal Territory Spastic Children’s Association (SCAS) in Petaling Jaya on a weekly basis to get them into the groove of creating their own unique brand of music with drums, percussions and even cooking utensils.

APU started out as an ensemble of four in 1998 and over the years, the band has expanded to encompass a culturally diverse group of musicians numbering 11. It earns the distinction of being the band that creates its own music with a fusion of jazz and ethnic music, using a myriad of drums and percussions.

Edwin Nathaniel of Aseana Percussion Unit teaching students with autism in a drum circle.

“APU wants to spread the joy and fun of playing drums,” says Edwin. “Drumming brings people together. It creates a bond. There is a no hierarchy, no power play. You don’t need to be a drummer or musician to be in our drum circle. As long as your heart is beating, you’ve got the rhythm.”

Edwin’s passion for drums prompted him to approach SCAS and offer APU’s services. Week after week, Edwin and his team kept at it.

In 2000, they formed Rhythm Support to reach out to more special needs people. They pioneered the Rhythm Interactive Spastic Enabler Programme (RISE) which revolves around the idea of having fun while making music using instruments such as congas, shakers, bells, hand drums, tabla and kompang.

“It is a form of music therapy as it incorporates exercises to help improve body movement and co-ordination,” explains Edwin. It is also done in an interactive manner to instil team spirit, discipline and self-confidence. It is hoped that through various ways of engaging special needs students, they will develop an appreciation for music and create their own beat.

APU has since extended its services to coaching the visually and hearing-impaired, and residents in old folk’s homes.

The good works of APU have not gone unnoticed. APU won the 2006 BOH Cameronian Award for its innovative music and earned a trip to Britain, sponsored by the British Council. There, Edwin witnessed first-hand how the creation of music through the blending of rhythms and sounds in drum circles, can serve as a form of therapy to bring cheer to patients in hospitals.

Another break followed when the Ministry of Unity, Culture, Arts and Heritage sponsored Edwin’s trip to Hawaii in 2006 to attend a facilitators’ training course at the Village Music Circle. Edwin learnt how to teach music to both special needs and regular children in a community-based setting.

Till this day, Edwin keeps in touch with like-minded musicians worldwide through the Drum Circle Group to share his experience and to gain fresh insight into drawing the community together, using music as a tool to bind them.

Edwin will be teaming up with 15 students with autism to hold a concert next month to raise money for PR4A. Themed Hand in Hand with the Stars, the concert will be held at the Kuala Lumpur Convention Centre from May 8 to 10.

“We have a month to practise and we are confident that if we do it with an element of fun, the students will enjoy it,” says Edwin, adding that he is working with his teammate, Paul Lau, to bring the concert to fruition.

PR4A president K.C. Lim says the money raised will go towards the support group’s plan to set up centres in the Klang Valley, Ipoh, Penang and Malacca to train parents in various forms of therapy. This will empower parents to take charge and cut down on the cost of hiring consultants.

“We are working towards setting up one-stop centres to help parents learn the various forms of therapy,” says Lim. “Then they can train other parents and provide the kids with access to different types of intervention. These training sessions are targeted at parents who can’t afford to enlist experts to provide therapy for their children.

“We are proposing to hire experts in their respective fields such as Applied Behaviour Analysis, Sensory Integration and Occupational Therapy to train parents,” says Lim.

To date, PR4A had raised RM100,000 from last year’s art exhibition and fund-raising dinner themed Artists with Autism: Awakening, Aspiring, Attaining that was held in conjunction with the United Nations’ inaugural Autism Awareness campaign.

The support group hopes to repeat a similar feat this year by raising money through the concert and an art exhibition entitled Artists with Autism 2009 at Sunway Pyramid shopping mall from April 21 to 28. Paintings, pottery and artworks done by persons with autism will be on sale.

“Our ultimate aim is to empower parents to be both teacher and therapist to their children. We hope more experts and artistes will come forward to work hand-in-hand with us to help our children realise their full potential,” adds Lim.

Those interested in attending Hand in Hand with the Stars concert at the Kuala Lumpur Convention Centre from May 8-10, please contact Ticketpro Malaysia / Ticket Hotline (03-7880 7999 / 03-7880 4992 / fax no: 03-7880 8266 / e-mail: cbelinda@hackinthebox.org).

The Star, One Voice column

Wednesday April 1, 2009
Sharing and caring
By WONG WEI YUEN

A student’s experience as a volunteer working with people with learning disabilities, opened up a whole new world to her.

I HAVE always been socially aware of the disabled. However, my perspective changed recently following a stint as a volunteer with Dignity and Services (D&S), an advocacy movement for persons with learning disabilities and their families.

I was back home on summer break and decided to spend some weekends in the company of a bunch of youngsters with learning disabilities.

Not only have I gained fresh insight into their world, but I have also learnt so much from them. Now just the thought of my new friends is enough to make me smile.

Under the auspices of D&S, these youngsters meet up every weekend in a house in Taman Tun Dr Ismail, Kuala Lumpur, where they are given the opportunity to interact with each other and the rest of the community.

They work on projects and plan activities such as recycling household discards. The group is also busy preparing to participate in the Orange run which will be held middle of this month. It is all about learning basic life skills and being part of the community.

My first encounter with them was on the day they were having a garage sale which they organise regularly to raise funds for the rental and upkeep of the house.

I was rather apprehensive as I had no experience working with the disabled. I was afraid I would not know how to respond to them, or if I was even capable of making any connection. However, I was welcomed with such warmth after the initial shyness that I don’t think I have ever met such a jolly bunch of courteous, young people. I knew instantly that my time with them was going to be an exciting one.

They were taking a trip to Janda Baik, Pahang, the following day and invited me to join them. I was told that among the many things that pose a challenge to this group was the outdoors.

There was never a dull moment when I was with them, be it in conversation, during meal times or doing simple tasks.

Above all, the fellowship was refreshing as we spent the night sleeping under makeshift mosquito nets, sans electricity and hot water supply.

Most of the activities or excursions that were planned were in accordance with the D&S mission which is to develop members to become independent individuals with good self-esteem, dignity and respect so that they can lead meaningful lives in the community.

What I realised was that above all that we think and know, it is in the very act of treating and respecting them as individuals that they have the right environment to grow.

My mindset underwent a paradigm shift as I mingled with them.

Society tends to spoonfeed the disabled, probably out of pity, but this will only cause them to be trapped in their own world and dependant on others.

I was once told that all of us have gifts waiting to be harvested. And towards this end, D&S does a spendid job of encouraging these youths to discover the talents inherent in each of them.

A beautiful canvas painting takes pride of place in the Taman Tun Dr Ismail house – a testament to the spirit of optimism and love that goes into moulding these young lives to their full potential.

Upon closer inspection, the painting reveals a fascinating composition of the life story of each budding “artist.” Each had the chance to express his or her symbol of joy on the 2m by 1.5m canvas.

It was interesting, too, to see how each of them has a unique way of executing simple tasks. For example, a Chinese New Year party was planned for one weekend and they set about preparing decorations.

Watching them concentrating on their art and craft was fascinating. Each had a different way of cutting paper to make paper lanterns, yet all were working single-mindedly towards a common goal.

Another thing that kept the atmosphere happy and cheerful in the house was the group’s delightful singing and dancing, more so with the gift of a karaoke set.

Fun and games apart, the group is also exposed to educational materials.

Every other weekend was spent listening to talks on a variety of issues such as health and social values, organised specially for them. Other activities included sleepovers where each member brought along a favourite pillow or sleeping bag.

Staff members carry out their duties with strict instructions not to spoonfeed or spoil these youths. I was surprised at how quickly they caught on when taught and encouraged in unconventional ways.

I felt so encouraged by their enthusiasm for simple tasks like baking. I brought a cake recipe with ingredients and baking paraphernalia one weekend, and the group was so excited. Everyone had a great time as each tried their hand at mixing the ingredients. The unity among the group was obvious, and I felt all warm and fuzzy inside.

The staff members of D&S also instilled a sense of discipline in these youths to ensure that courtesy and good conduct are emphasised when carrying out everyday chores such as mopping the floor, washing dishes and wiping the table.

Through simple chores, these youths learn basic survival skills necessary to enable them to be independent. Over the 12 weekends that I was with them, it was rewarding to see their progress.

Towards the end of my stint, I was fortunate to meet the families of the group when they all gathered for a Chinese New Year party at the house.

I gained a new perspective on each individual after meeting their families. It was a lovely night filled with much laughter and, of course, food.

It is amazing how quickly time passes when you are having fun. Soon it was time for me to return to my studies abroad. Before I left, my new friends presented me with a card. The contents were a literal tear-jerker for me. Had I formed an attachment with them? Yes, most definitely, and I believe the feeling is mutual.

All said, I had a wonderful experience as a volunteer. It enabled me to touch lives, and I learnt about selflessness, compassion, discipline and willpower. I am sure that I have learnt more from these youths than they from me. They left a lasting impression on me.

My farewell was a tearful one and I will always have tender memories of the time I spent there which has taken me a step closer to defining who I am and what I want to be.

One Voice is a monthly column which serves as a platform for professionals, parents and careproviders of children with learning difficulties. Feedback on the column can be sent to onevoice4ld@gmail.com. For enquiries of services and support groups, call Malaysian Care ( 03 9058 2102) or Dignity & Services ( 03-7725 5569).

link: http://thestar.com.my/lifestyle/story.asp?file=/2009/4/1/lifeparenting/3556499&sec=lifeparenting