Kyokushin Karate has a concept - Osu no Seichin. This translates literally to - The spirit of perseverance. Osu used in Kyokushin is from the Japanese kanji for to push and to respect. The common translation is to push respect and refers to perseverance under difficult circumstances. This concept takes on a higher meaning when the person training Kyokushin is perceptionally challenged.

There has been a shift in our culture to re-integrate into mainstreams of society those that are referred as "special needs" or "challenged". The kyokushin teacher will experience this as an increase in the number of students that have special needs or challenges seeking entrance to children's & adult's classes. While the move to mainstream these individuals is laudable, it also presents some challenges for the instructor in helping such students to be successful in kyokushin classes.

There are many forms of special needs or perception challenged conditions, which the instructor in a kyokushin dojo may encounter. The more common ones that may be encountered will be discussed in this article.

Attention Deficit Hyper Activity Syndrome (ADHD) (National Institute of Mental Health Publication # 3572)

The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity.

Symptoms of impulsiveness and hyperactivity will appear often preceding those of inattention. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable, but the inattentive daydreamer may be overlooked. Theimpulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD.

Hyperactive children always seem to be "on the go" or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. They may wiggle their feet, touch everything, or make inappropriate noises.

Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct.

Children who are inattentive have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. If they are doing something they really enjoy, they have no trouble paying attention. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult.

Tips For Teaching High Functioning People with ADHD
1. Consistency is the key to helping ADHD children. They are really poor at
dealing with change, even if it is positive change. They need to have a
sense of external structure, as they tend to lack a sense of internal
structure.

2. ADHD kids have two kinds of time...plenty and none.

3. Placing ADHD kids at the front of the class (where the teacher gives
instruction) is often helpful.

4. Try to avoid placing ADHD children in situations with multiple children.
This maximizes their distractibility.

5. Try to work within the child's attention span. Keep changing the type of
training frequently and the child can continue to work productively.

6.Remember, these children have a tendency to get people around them
fighting. Try to avoid getting into "blaming mode".

Asperger Syndrome (Rosalyn Lord - www.aspennj.org/lord.html)

Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder which exhibit autistic-like behaviors, and deficiencies in social and communication skills. Persons with AS have deficiencies in social skills, have difficulties with transitions or changes and prefer sameness. They often have obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and very often the individual with AS has difficulty determining proper body space. Often overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see.
It's important to remember that the person with AS perceives the world very differently. Therefore, many behaviors that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting".

By definition, those with AS have a normal IQ and many individuals (although not all), exhibit exceptional skill or talent in a specific area. Because of their high degree of functionality and their naiveté, those with AS are often viewed as eccentric or odd and can easily become victims of teasing and bullying. While language development seems, on the surface, normal, individuals with AS often have deficits in linguistics. Vocabularies may be extraordinarily rich and some children sound like "little professors."However, persons with AS can be extremely literal and have difficulty using language in a social context.

Tips For Teaching High Functioning People with Autism (Moreno & O'Neal)

1. People with autism have trouble with organizational skills, regardless of
their intelligence and/or age. Always praise the student when he remembers
something he has previously forgotten. Never denigrate or "harp" at him when
he fails. A lecture on the subject will not only NOT help, it will often
make the problem worse. He may begin to believe he cannot remember to do or
bring these things.

2. People with autism have problems with abstract and conceptual thinking.
Some may eventually acquire abstract skills, but others never will. When
abstract concepts must be used, use visual cues, such as drawings or written
words, to augment the abstract idea. Avoid asking vague questions such as,
"Why did you do that?" Avoid asking essay-type questions. Be as concrete as
possible in all your interactions with these students.

3. An increase in unusual or difficult behaviors probably indicates an
increase in stress. Sometimes stress is caused by feeling a loss of control.
Many times the stress will only be alleviated when the student physically
removes himself from the stressful event or situation. If this occurs, a
program should be set up to assist the student in re-entering and/or staying
in the stressful situation. When this occurs, a "safe-place" or
"safe-person" may come in handy.

4. Do not take misbehavior personally. The high-functioning person with
autism is not a manipulative, scheming person who is trying to make life
difficult. They are seldom, if ever, capable of being manipulative. Usually
misbehavior is the result of efforts to survive experiences, which may be
confusing, disorienting or frightening. People with autism are, by virtue of
their disability, egocentric. Most have extreme difficulty reading the
reactions of others.

5. Use and interpret speech literally. Until you know the capabilities of
the individual, you should avoid:

i. Idioms (eg. save your breath, jump the gun, second thoughts)
ii. Double meanings (most jokes have double meanings)
iii. Sarcasm (e.g., saying, "Great!" after he has just spilled a bottle of
ketchup on the table)
iv. Nicknames
v. "Cute" names (e.g., Pal, Buddy, Wise Guy)

6. Remember that facial expressions and other social cues may not work. Most
individuals with autism have difficulty reading facial expressions and
interpreting "body language".

7. If the student does not seem to be learning a task, break it down into
smaller steps or present the task in several ways (e.g., visually, verbally,
physically).

8. Avoid verbal overload. Be clear. Use shorter sentences if you perceive
that the student does not fully understand you. Although he probably has no
hearing problem and may be paying attention, he may have difficulty
understanding your main point and identifying important information.

9. Prepare the student for all environmental and/or changes in routine. Use
a written or visual schedule to prepare him for change.

10. Behavior management works, but if incorrectly used, it can encourage
robot-like behavior, provide only a short-term behavior change or result in
some form of aggression. Use positive and age-appropriate behavior
procedures.

11. Consistent treatment and expectations from everyone is vital.

12. Be aware that normal levels of auditory and visual input can be
perceived by the student as too much or too little. For example, the hum of
florescent lighting is extremely distracting for some people with autism.
Consider environmental changes such as removing "visual clutter" from the
room or seating changes if the student seems distracted or upset by his the
dojo environment.

13. If your high-functioning student with autism uses repetitive verbal
arguments and/or repetitive verbal questions you need to interrupt what can
become a continuing, repetitive litany. Continually responding in a logical
manner or arguing back seldom stops this behavior. The subject of the
argument or question is not always the subject, which has upset him. More
often the individual is communicating a feeling of loss of control or
uncertainty about someone or something in the environment.

14. Try requesting that he write down the question or argumentative
statement. Then write down your reply. This usually begins to calm him down
and stops the repetitive activity. If that doesn't work, write down his
repetitive question or argument and ask him to write down a logical reply
(perhaps one he things you would make). This distracts from the escalating
verbal aspect of the situation and may give him a more socially acceptable
way of expressing frustration or anxiety. Another alternative is
role-playing the repetitive argument or question with you taking his part
and having him answer you as he thinks you might.

15. Since these individuals experience various communication difficulties,
do not rely on students with autism to relay important messages to their
parents about events, rules, etc., unless you try it on an experimental
basis with follow-up or unless you are already certain that the student has
mastered this skill. Even sending home a note for his parents may not work.
The student may not remember to deliver the note or may lose it before
reaching home. Frequent and accurate communication between the teacher and
parent (or primary care-giver) is very important.

16. If your class involves pairing off or choosing partners, either draw
numbers or use some other arbitrary means of pairing. Or ask an especially
kind student if he or she would agree to choose the individual with autism
as a partner before the pairing takes place. The student with autism is most
often the individual left with no partner. This is unfortunate since these
students could benefit most from having a partner.

17. Assume nothing when assessing skills. Uneven skills development is a
hallmark of autism.

18. Above all else BE POSITIVE, BE CREATIVE & BE FLEXIBLE. The inclusion of
these individuals in your class will require some extra work but the outcome
will be of value to you and to them.

Dyslexia

Dyslexia comes from the Greek word meaning 'difficulty with words'. Dyslexia affects reading, spelling, writing, memory and concentration, and sometimes maths, music, foreign languages and self-organization. Some people call dyslexia 'a specific learning difficulty'. Dyslexia tends to run in families. Dyslexia continues throughout life. Dyslexia people may have creative, artistic, practical skills.

Dyslexia is:

1. The ability to see multidimensionally, all at once, or from any one place
at a time. The ability to think in pictures and to register those pictures
as real. Thus, they mix in creative thinking with reality and change what
they see and hear.

2. Running daydreams: A process of always rapidly creating in their mind, so
they never hear what others really say, or they forget what others say.
Therefore, they can't hear or see things around themselves accurately.

3. Disorientation: The imagination starts running when something "triggers"
them. They become spacey; they "drift" and make mistakes. It can be seen in
their eyes and felt inside. Triggers can be written or spoken words,
movement, confusion, sounds, people, exhaustion, sensitivities, emotions,
hunger, fear, etc. Thus, dyslexia affects their life and the lives of those
around them.

4. A talent to think 3-dimensionally, in pictures, like computer graphics:
This talent interferes with symbols, print, spoken language, balance,
movement, and the sense of time. They need to learn when it needs to be
turned off; each person has to learn when this is most necessary for them.

5. Optical illusions: They perceive things in a different, unique way. They
see changes in the details around them. The details shift, they get brighter
or duller.

6. Not just in academics: It affects their ability to integrate what they
hear, see, think, and their ability to follow through successfully. It
affects their sequential thinking and their ability to stay on task.

7. A spatial, verbal, and thinking disability: Dyslexia is easily
unsettling. This can create extra movement, extra anxiety, and tends to
speed up the thinking rate which, in turn, can speed up the talking rate
immensely. Trying to catch up to the rapid thinking increases stumbling and
fumbling for words. It can also cause a misperception of what others say.
Dyslexics can't even begin to explain all of the thoughts and feelings. They
always feel that there is something missing, something unidentifiable.
Dyslexics are often missing the feeling of well-being

8. An emotional disability: Dyslexia can move you from a calm state of mind
into confusion in seconds. It's hard for others to understand a dyslexic.
Confusion tends to make a dyslexic moody, overly sensitive, and unable to
communicate easily with others. There is no question that it affects your
relationships.

9. Variable with its symptoms: Symptoms fluctuate and depend on the
tolerance for confusion that moment, that hour, that day. Ordinarily,
confusion precedes learning; in a dyslexic, confusion leads to more
confusion, which tends to block the learning process.

10. Hand in hand with other disabilities: Dyslexia can also cause problems
in math (dyscalculia), handwriting (dysgraphia), listening (receptive
language problem), the processing of verbal instructions or information
(central auditory processing problem), and/or a problem with day dreaming
and staying on task (Attention Deficit Hyperactivity Disorder, or ADHD).

11. Irritating to others: the person who has dyslexia may make mistakes that
look careless.

12. Sensitivity: Dyslexics are keenly sensitive to others, and are able to
perceive thoughts and feelings; this makes mistakes upsetting. Dyslexics
also have a strong sense of justice and are always right!

13. A talent: Excellent in art, music, drama, sports, carpentry, mechanics,
and electronics, dyslexics can brainstorm their way out of anything.
Dyslexics are creative and bright, giving others the impression that they
should just try harder!

14. Multi-faceted: Dyslexics have complex lives; they are intense and "high
maintenance" people who are bright, entertaining and unique.

15. Correctable: Once someone has been trained to do the correction, catch
their confusions, and clear up their "stumblers," dyslexia becomes
self-correctable. Dyslexics can then have the experience of being focused.

When they learn to focus, they are finally able to realize many facets of
their potential and are able to take charge of their life. They experience
choices and successes that have eluded them all of your life. They open up
to increased self-esteem, the value of which is immeasurable. They learn to
understand and accept themselves. They are different, unique, and talented!

Tips For Teaching People with Dyslexia:

Effective teaching strategies and adaptations can help dyslexic students be more successful.

v Break information into small, sequential steps.
v Be welcoming and encouraging.
v Nurture student's growth and learning.
v Videotape lessons and demonstrations.
v Present multi-sensory lessons to maximize learning.
v Utilize demonstrations, observations, and experimentations.
v Expand lessons beyond visual and auditory learning.
v Incorporate kinetic or sensory learning experiences.
v Provide hands-on learning activities.
v Limit the amount to what is absolutely necessary for practice.
v Give credit for effort and achievement.
v Consider altering evaluation and testing procedures to reduce stress.
v Recognize all victories and accomplishments to help raise self-esteem.
v Praise and commend often.
v Help students to see their strengths.
v Provide opportunities to increase confidence.
v Do not tell students that they are not trying hard enough.
v Seek teaching methods best suited to the needs of the student.
v Play learning games.
v Teach students to use logic, rather than relying on memory.
v Be flexible!

Obsessive Compulsive Disorder (OCD)

OCD is classified in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) as an anxiety disorder. It is characterized by distressing intrusive thoughts and/or repetitive actions
that interfere with the individual's daily functioning. The DSM-IV criteria for OCD are as follows:

The individual expresses either obsessions or compulsions. Obsessions are defined by the following 4 criteria:

1. Recurrent and persistent thoughts, impulses, or images are experienced at
some time during the disturbance as intrusive and inappropriate and cause
marked anxiety and distress.
2. The thoughts, impulses, or images are not simply worries about real-life
problems.
3. The person attempts to suppress or ignore such thoughts, impulses, or
images or to neutralize them with some other thought or action.
4. The person recognizes that the obsessional thoughts, impulses, or images
are a product of his/her own mind (not imposed from without as in thought
insertion).

Compulsions are defined by the following 2 criteria:

1. The person feels driven to perform repetitive behaviors (eg, hand
washing, ordering, checking) or mental acts (eg, praying, counting,
repeating words silently) in response to an obsession or according to rules
that must be applied rigidly.
2. The behaviors or mental acts are aimed at preventing or reducing distress
or preventing some dreaded event or situation; however, these behaviors or
mental acts either are not connected in a realistic way with what they are
meant to neutralize or prevent or they are clearly excessive.

In all of these conditions, the structured nature of kyokushin karate within
the dojo setting will have a significant beneficial effect on the challenged
individual. Those specific structures are:

1. The hierarchical & prescriptive nature of the dojo and the repetitive
nature of karate training provide consistency that is re-enforced;
2. The emphasis on mental & physical discipline;
3. The emphasis on achievement within the context of personal potential,
rather than within the group as the measure of success. This celebrates
individual achievement & success;
4. The intrinsic nature of karate training for developing or retraining
strong neural connections between the body & the brain. It is "abnormal"
brain physiology, chemistry or psychology that creates the perceptional
challenge;
5. The nature of the Sempai/Kohai relationship in facilitating and
encouraging strong positive relationships with the challenged individual and
the group as a whole. The challenged individual is accepted for who he is
and where he is at, rather than judged against an artificial standard
imposed by society.

Kyokushin is an effective tool for learning in perceptionally challenged individuals.