Thought I might tell you guys now that I have two disabilities, Autism Spectrum Disorder and Dyspraxia. I will give a good as an explanation as I can about these. Well here goes.
Autism Spectrum Disorder
Autistic Spectrum Disorder ? what it meansAutistic Spectrum Disorder (ASD) is a relatively new term that includes the subgroups within the spectrum of autism. There are differences between the subgroups within the spectrum and further work is required on defining the criteria, but all children with an ASD share a triad of impairments in their ability to:Understand and use non-verbal and verbal communication Understand social behaviour which affects their ability to interact with children and adults Think and behave flexibly ? which may be shown in restricted, obsessional or repetitive activities. Some children with an ASD have a different perception of sounds, sights, smell, touch and taste, which affects their response to these sensations. They may also have unusual sleep and behaviour patterns and behavioural problems. Children of all levels of ability can have an ASD. In recent years there has been an increase in the number of children and young people identified with autistic spectrum disorders.
The core areas affected in ASDsThere are several core areas affected in ASDs:Non-verbal and verbal communication-Children and young people with an ASD have difficulty in understanding the communication and language of others and also in developing effective communication themselves. Many are delayed in learning to speak and some do not develop speech. Many children with speech have difficulties in using this to communicate effectively. It is likely that they will need to be taught the purpose of communication, a means to communicate (using pictures, photos, gestures, spoken or written words) and how to communicate.Social understanding and social behaviour-A key characteristic of those with an ASD is their difficulty in understanding the social behaviour of others and in behaving in socially appropriate ways. Other children develop this understanding without being explicitly taught and do so fairly easily. Children with ASDs are very literal thinkers and interpreters of language, failing to understand its social context. For the child with an ASD, other people's opinions may have little or no influence on their behaviour and the child may say and do exactly as they want. Children with an ASD often find it hard to play and communicate effectively with other children who may be confused by their behaviour and may avoid or tease them. Adults who do not know the child or know about autism, may misunderstand the child's behaviour and view it as naughty, difficult or lazy, when, in fact, the child did not understand the situation or task or did not read the adult's intentions or mood correctly.Thinking and behaving flexibly according to the situation ? Children with an ASD often do not play with toys in a conventional way, but instead spin or flap objects or watch moving parts of toys or machinery for long periods and with intense concentration. Their play tends to be isolated or alongside others rather than with others. Some children develop a special interest in a topic or activity which may be followed to extreme lengths. Any new skills tend to be tied to the situation which means that children with an ASD will need specific help to generalise skills. They will also have difficulty adapting to new situations and often prefer routine to change.
Sensory perception and responses ? From accounts of adults with an ASD, it is evident that some children are over-sensitive or 'under-sensitive' to certain sounds, sights and textures. This has implications for the child's home and school environment and may explain their response to changing clothes or food and their response to noise. In addition, the child may not make appropriate eye contact, looking too briefly or staring at others. In the past, there has been a focus on teaching the child to look when communicating but it may be that some children are unable to talk and look at the person at the same time.
DYSPRAXIA
People who have dyspraxia often find the routine tasks of daily life such as driving, household chores, cooking and grooming difficult. They can also find coping at work is hard. People with dyspraxia usually have a combination of problems, including:
Gross motor co-ordination skills (large movements): Poor balance. Difficulty in riding a bicycle, going up and down hills Poor posture and fatigue. Difficulty in standing for a long time as a result of weak muscle tone. Floppy, unstable round the joints. Some people with dyspraxia may have flat feet Poor integration of the two sides of the body. Difficulty with some sports involving jumping and cycling Poor hand-eye co-ordination. Difficulty with team sports especially those which involve catching a ball and batting. Difficulties with driving a car Lack of rhythm when dancing, doing aerobics Clumsy gait and movement. Difficulty changing direction, stopping and starting actions Exaggerated 'accessory movements' such as flapping arms when running Tendency to fall, trip, bump into things and people.
Fine motor co-ordination skills (small movements):Lack of manual dexterity. Poor at two-handed tasks, causing problems with using cutlery, cleaning, cooking, ironing, craft work, playing musical instruments Poor manipulative skills. Difficulty with typing, handwriting and drawing. May have a poor pen grip, press too hard when writing and have difficulty when writing along a line Inadequate grasp. Difficulty using tools and domestic implements, locks and keys Difficulty with dressing and grooming activities, such as putting on makeup, shaving, doing hair, fastening clothes and tying shoelaces
Poorly established hand dominance:May use either hand for different tasks at different times
Speech and language:May talk continuously and repeat themselves. Some people with dyspraxia have difficulty with organising the content and sequence of their language May have unclear speech and be unable to pronounce some words Speech may have uncontrolled pitch, volume and rate
Eye movements:Tracking. Difficulty in following a moving object smoothly with eyes without moving head excessively. Tendency to lose the place while reading Poor relocating. Cannot look quickly and effectively from one object to another (for example, looking from a TV to a magazine)
Perception (interpretation of the different senses): Poor visual perception Over-sensitive to light Difficulty in distinguishing sounds from background noise. Tendency to be over-sensitive to noise Over- or under-sensitive to touch. Can result in dislike of being touched and/or aversion to over-loose or tight clothing - tactile defensiveness Over- or under-sensitive to smell and taste, temperature and pain Lack of awareness of body position in space and spatial relationships. Can result in bumping into and tripping over things and people, dropping and spilling things Little sense of time, speed, distance or weight. Leading to difficulties driving, cooking Inadequate sense of direction. Difficulty distinguishing right from left means map reading skills are poor
Learning, thought and memory: Difficulty in planning and organising thought Poor memory, especially short-term memory. May forget and lose things Unfocused and erratic. Can be messy and cluttered Poor sequencing causes problems with maths, reading and spelling and writing reports at work Accuracy problems. Difficulty with copying sounds, writing, movements, proofreading Difficulty in following instructions, especially more than one at a time Difficulty with concentration. May be easily distracted May do only one thing at a time properly, though may try to do many things at once Slow to finish a task. May daydream and wander about aimlessly
Emotion and behaviour: Difficulty in listening to people, especially in large groups. Can be tactless, interrupt frequently. Problems with team work Difficulty in picking up non-verbal signals or in judging tone or pitch of voice in themselves and or others. Tendency to take things literally. May listen but not understand Slow to adapt to new or unpredictable situations. Sometimes avoids them altogether Impulsive. Tendency to be easily frustrated, wanting immediate gratification Tendency to be erratic and have 'good and bad days' Tendency to opt out of things that are too difficult
Emotions as a result of difficulties experienced:Tend to get stressed, depressed and anxious easily May have difficulty sleeping Prone to low self-esteem, emotional outbursts, phobias, fears, obsessions, compulsions and addictive behaviour
Many of these characteristics are not unique to people with dyspraxia and not even the most severe case will have all the above characteristics. But adults with dyspraxia will tend to have more than their fair share of co-ordination and perceptual difficulties
didn't take us long to get back to mine 
. I had quite a few drinks that night & so did everyone else lol. After the bar was closed a load of us went back to Darren's & Halie's (the 1st two people I met earlier that day) and Darren opened two champagne bottles, so we drank it all. Around 2am me & Ritchie went next door to Kerry's where we were offered to sleep for the night. Well we both did a few things with each other before going to sleep 
I went upstairs to his room with him & we layed on the bed cuddling & kissing while he was on the laptop. After a short while his sister had rang him saying she and her boyfriend were going to be late so we had to go and get the chinese instead.
but i am calm & not angry anymore thanks to my bf 
