Neurological

Attention deficit hyperactivity disorder (ADHD) is a disorder that might occur by itself or with other disorders or disabilities such as Autism spectrum disorder, intellectual disability or anxiety. Children with ADHD might have problems with learning, thinking, expressing feelings or behaviour.

People with ADHD often have difficulties with:

• inattention—paying attention or focusing on a task
• impulsivity—unable to control their impulses, for example, inability to wait for their turn
• overactivity—having increased amounts of energy, unable to sit still or being fidgety.

Information on the Raising children network website outlines in more detail some of the symptoms of ADHD.

Early identification of your child's strengths and difficulties is important so that support can be provided and reasonable adjustments made.

If you are concerned that your child has ADHD, ask your general practitioner for advice and a referral to other specialists such as a paediatrician or psychologist. These specialists can advise you about other testing, treatment or therapy.

A range of organisations can also provide other support services, assessments and advice if your child has, or you think that they have, ADHD. The following websites provide a good starting point to access supports and advice.

• Raising children network
• Learning Connections—Helping Children Achieve

Acquired brain injury (ABI) is the name given to a range of disabilities that occur due to damage to the brain acquired after birth due to things such as accidents, stroke or disease. It results in differences in cognitive, physical, emotional or independent functioning.

ABI can cause learning problems due to difficulties with memory function. A person with ABI can find it difficult to remember long instructions, perform multi-step tasks or problems, remember key points or ideas, take notes or complete tasks such as mental arithmetic.

They may also take longer to learn new information, remember information over time or remember to do things in the future (for example, passing on a message from the teacher to their parent). There can also be difficulties with concentration, attention or thinking that may impact on learning.

A person with ABI can also have problems with communication. The ABI might affect their production of speech sounds, their voice, their ability to understand language and retrieve the words they want, difficulty organising thoughts into sentences and starting and having conversations.

Changes in moods and emotions can also occur in people with ABI and they may have difficulties with emotional responses.

These differences can lead to social difficulties at school.

Some people with ABI may have epilepsy as a result of their brain injury.

Identifying your child’s strengths and difficulties is important so that support can be provided and reasonable adjustments made. Intervention is available for people with ABI across a range of areas. Your child’s general practitioner or specialist can advise you about ongoing interventions.

The following websites are a good starting point if you are looking for information, supports and advice.

• Acquired brain injury and your child
• Brain Injury Australia
• Acquired Brain Injury Outreach Service (ABIOS)

A person with Tourette syndrome (TS) will experience rapid, repetitive and involuntary muscle movements and vocalisations called ‘tics’. Some people with TS can experience behaviour difficulties. TS can occur by itself or exist with other conditions, disorders or disabilities such as Obsessive compulsive disorder or Attention deficit hyperactivity disorder.

Tics occur in 2 categories and vary considerably between individuals:

Simple

• Motor, for example, eye blinking, head jerking, nose twitching.
• Vocal, for example, throat clearing, grunting, sniffing.

Complex

• Motor, for example, jumping, repetitive movements, hitting oneself.
• Vocal, for example, uttering words or phrases, involuntary use of in appropriate words, repeating words.

Tics can change over time, ranging from mild to severe and are generally associated with stress and anxiety. A person with TS can have problems with attention, memory and social situations.

Early identification of your child’s strengths and difficulties is important so that support can be provided and reasonable adjustments made. Contact your child’s general practitioner or specialist for information and advice.

The following websites are a good starting point if you are looking for information, supports and advice.

• Tourette Syndrome Association of Australia
• Healthdirect Australia—Tourette syndrome

Fetal alcohol spectrum disorder (FASD) is the name given to a spectrum of conditions that occur due to prenatal alcohol exposure. The features of FASD may not be noticed until the child reaches school age and behavioural and learning difficulties present. The primary conditions common to FASD vary amongst individuals but may include:

• learning difficulties
• developmental delays
• social relationship issues
• attention/hyperactivity
• impulsivity
• memory problems
• major organ damage
• difficulty relating actions to consequences.

Early identification of your child’s strengths and difficulties is important so that support can be provided and reasonable adjustments made. Intervention is available for people with FASD across a range of areas. Contact your child’s general practitioner or specialist for information and advice about interventions.

The following websites are a good starting point if you are looking for information, supports and advice.

• National Organisation for Fetal Alcohol Spectrum Disorders
• Foundation for Alcohol Research and Education
• Raising Children Network—FASD​