Early Childhood Education: Special Education

Through episodes of childhood, educational experiences, employment, military career, and relationships, he reveals the subtle complexities of coping with situations most people take for granted. This entertaining and compassionate book unsparingly describes a life distorted by impulsivity, distractions, obsessions, and anger. Illuminating, and deeply insightful, it will fascinate anyone who has come into contact with ADD.

Are you struggling with students who have ADHD (Attention-Deficit Hyperactivity Disorder)? There is likely to be at least one student in any mainstream class with ADHD, an evolving concept that affects pupils learning, concentration, behavior and social relationships. In order to offer effective support and maximize the learning potential of all students in your classroom you will need to understand the different needs of all children, but perhaps especially those with ADHD.

Diagnosed with attention deficit hyperactivity disorder, oppositional defiance disorder, and pervasive developmental disorder in the early 1990s, Robert Stevens was an exceptionally intelligent child who could not function in a mainstream environment. Despite having a remarkably high IQ, Robert was placed in a special education program, under a psychiatrist's care, and on several powerful medications. Unfortunately, nothing worked quite as intended, and Robert suffered from nearly every side effect these drugs had to offer. While initially helpful, the special education class began to create its own world of problems. Desperate, the Stevens family turned to holistic therapies, and Robert was found. By third grade, he was off all medications, attending a mainstream school, making friends, and simply being himself.

Diagnosed with ADHD while he was a struggling college student, Robert Jergen's incredible life story progresses from being a happy child who enjoyed school and wanted to learn to a state of withdrawal and depression because of the constant reprimands from his parents and teachers. By eighth grade, Jergen had twice tried killing himself. By college, he was an alcoholic. Finally, when he thought he was going to end up in a "white padded room," he was diagnosed with ADHD. Years of pain, anguish, frustration, anger, and rejection were suddenly explained. Jergen describes how he turned ADHD into an asset that enabled him to get his Ph.D. in half the time as his non-ADHD peers, become a tenured associate professor at age 34, publish five books in two years, and--most importantly--find peace and happiness.

Illuminates the complexity of ADHD in girls and women, both across the lifespan and across multiple domains of life (e.g., home, school, the workplace, close relationships). Blending clinical examples, case material, and a masterful synthesis of research findings around the world, the authors reveal the roots of ADHD in females during the preschool years, also summarizing relevant causal factors, and display the highly individualized journeys through childhood, adolescence, and adulthood that these girls and women face.

Ever since he was young, John Robison longed to connect with other people, but by the time he was a teenager, his odd habits--an inclination to blurt out non sequiturs, avoid eye contact, dismantle radios, and dig five-foot holes (and stick his younger brother, Augusten Burroughs, in them)--had earned him the label "social deviant." It was not until he was forty that he was diagnosed with a form of autism called Asperger's syndrome. That understanding transformed the way he saw himself--and the world.

A very smart, very self-aware, and very charming thirteen-year-old boy with autism, it is a one-of-a-kind memoir that demonstrates how an autistic mind thinks, feels, perceives, and responds in ways few of us can imagine. Parents and family members who never thought they could get inside the head of their autistic loved one at last have a way to break through to the curious, subtle, and complex life within.

A heartwarming, intimate and amusing memoir of a father's experience raising his autistic son. When Tom Fields-Meyer's son Ezra was three and showing early signs of autism, a therapist suggested that the father needed to grieve. "For what?" he asked. The answer: "For the child he didn't turn out to be." That moment helped strengthen the author's resolve to do just the opposite: to love the child Ezra was, a quirky boy with a fascinating and complex mind. Full of tender moments and unexpected humor, Following Ezra is the story of a father and son on a ten-year journey from Ezra's diagnosis to the dawn of his adolescence. It celebrates his growth from a remote toddler to an extraordinary young man, connected in his own remarkable ways to the world around him.

In 1997, writer Patricia Stacey and her husband Cliff learned that their six-month-old son Walker might never walk or talk, or even hear or see. Unwilling to accept this grim prediction, they embarked on a five-year odyssey that took them into alternative medicine, the newest brain research, and toward a new and innovative understanding of autism. Finally their search led them to pioneering developmental psychiatrist Stanley Greenspan who helped them save their son and bring him into full contact with the world. This enthralling memoir, at once heart wrenching and hopeful, takes the reader into the life of one remarkable family willing to do anything to give their son a rich and emotionally full life. We stand witness as they struggle to elicit the first sign that Walker is connecting with them, and share in their fears, struggles, tiny victories, and eventual triumphs.

The Only Boy in the World is a memoir, an investigation into what makes us human, a study of aberration, and a love story. It's about all the odd ways journalist Michael Blastland's autistic son, Joe, has of seeing the world and understanding others, and what that tells the rest of us about how we also tick. Through the strange stories of Joe's scrapes and confusions, he makes luminous the routine skills by which the rest of us mostly avoid the disasters that befall him. Illuminating the emotional core of the book are the ways that Joe and his father relate through all the turbulence to one other.

Compelling and witty, Liane Holliday Willey's account of growing to adulthood as an undiagnosed 'Aspie' has been read by thousands of people on and off the autism spectrum since it was first published in 1999. Bringing her story up to date, including her diagnosis as an adult, and reflecting on the changes in attitude over 15 years, this expanded edition will continue to entertain (and inform) all those who would like to know a little more about how it feels to spend your life `pretending to be normal'.

Temple Grandin is renowned throughout the world as a designer of livestock holding equipment. Her unique empathy for animals has enabled her to create systems which are humane and cruel free, setting the highest standards for the industry in the treatment and handling of animals. She also happens to be autistic. She is among the few people who have broken through many of the neurological impairments associated with autism. She describes her pain in isolation growing up "different" and her discovery of visual symbols to interpret the "ways of the natives." Ultimately, it is Temple's unique ability to describe the way her visual mind works and how she first made the connection between her impairment and animal temperament that is the basis of extraordinary gift and phenomenal success.

Anne's sister Becky was born in 1958, long before most people had even heard of autism. Diagnosed with "emotional disturbance," Becky was subjected for much of her childhood to well-meaning but futile efforts at "rehabilitation" or "cure," as well as prolonged spells in institutions away from her family. Painting a vivid picture of growing up in small-town America during the Sixties, Anne describes her sister's and her own painful childhood experiences with compassion and honesty. Today she is accepting of her sister's autism and the impact, both painful and positive, it has had on both their lives.

A first-hand account of parenting Mark, a young man with autism, and also of a mother's struggle to understand and appreciate her son's condition.

Michael is a young man who has succeeded in managing his autism and is experiencing success in life despite a diagnosis that might have predicted only disability and despair. He did not talk in early childhood and displayed the classic traits of a severely autistic child, but he has broken out of his silence to help others to learn from his insights and experiences.

Rachael Lee Harris spent her early childhood locked in an autistic fog until beginning her journey from a fragmented world to one in which things began to make sense. Rachael's determination to take her place in society led her down many paths, from beauty therapist to Catholic nun, from mother and wife to divorcee and working mom. Today, she is a psychotherapist specializing in helping others on the Autism Spectrum. Rachael's story explores areas such as schooling, family relationships, employment, travel, and faith culminating in monastic life, motherhood, dating, and marriage.

Maud Deckmar tells a touching and honest story of living with Fred, her eldest child, who has autism and an intellectual disability. She recounts here the great struggles and sorrows as well as the love and happiness she has experienced from his early childhood to adulthood.

This book offers a fresh insight into the experience of feeling 'unmutual' or misunderstood, and how this can result in bullying at school and in the workplace, escalating into social phobia, paranoia and obsessive behaviour. It illustrates some of the expressions of the Asperger condition and provides an accessible introduction to those new to AS.

The perfect handbook for any teacher looking for proven solutions for helping children with autism succeed. Features proven advice and strategies from experienced special educators. Addresses the three main areas of need for students with autism: language, social skills, and behavior management. Offers practical solutions to creating an autism-friendly classroom. Provides a concise introduction to the educational needs of students with autism. Includes guidance for both inclusion and self-contained classrooms.

This book is for parents and families, teachers and schools, doctors and therapists who are looking for a deeper understanding of children with autism. The children themselves led us on a pathway through our efforts to connect and communicate our means to heal and educate them. This book shares that pathway of two-way learning and healing.

Finding a way of simultaneously addressing the sensory, motor, emotional, communicative, cognitive and social needs of children on the autism spectrum can be a real challenge, and choosing from the vast array of options available is a daunting task. This book provides a blueprint for an educational intervention program that is evidence-based, comprehensive in scope and integrative in its approach.

By outlining the best practices found in today's classrooms, this book describes how parents and teachers can work together to create nurturing, supportive, and effective classroom environments from preschool to high school. The book covers topics such as understanding how schools define autism; helping students make transitions between teachers, schools, and grade levels; finding the best instructional strategies and supports for inclusive classrooms; helping kids with homework; selecting curriculum; and providing interventions in the home to help develop needed skills. With practical tools and advice from leaders in the field of autism education, this book is sure to give these students, their parents, and their teachers guidance for success.

Covering topics such as the implications of the dual diagnosis, characteristic behaviour and development, fostering social interaction, understanding, preventing and managing challenging behaviour as well as how to support parents and how to deal with sexuality and the transition to adulthood this is a complete guide. This book will be invaluable to parents and key workers.

In 1983, Jane Bernstein had everything she ever wanted: a healthy four-year-old daughter, Charlotte; a happy marriage; a highly praised first novel; and a brand new baby, Rachel. But by the time Rachel was six weeks old,a neuro-ophthalmologist told Jane and her husband that their baby was blind. Although there was some hope that Rachel might gain partial vision as she grew, her condition was one that often resulted in seizure disorders and intellectual impairment. So began a series of medical and emotional setbacks that were to plague Rachel and her parents and strain their marriage to the breaking point. Spanning the first four years of Rachel's life, Loving Rachel is a heartbreaking chronicle of a marriage and a compelling story of parental love told with searing honesty and surprising humor.

Most stories about disabled people are written for the sake of being inspirational. These stories tend to focus on some achievement, such as sports or academics, but rarely do they give a true and complete view of the challenges individuals must deal with on a daily basis. For example: How does a deaf-blind person interact with hearing-sighted people at a family reunion? How does she shop for groceries? What goes through his mind when he enters a classroom full of non-handicapped peers? These aren't questions you are likely to find answers to while reading that incredible tale of success. They are, however, issues that a deaf-blind person wishes others understood.

Includes practical "how to" approach of the previous editions, but adds depth in two dimensions: learning theory and the educational process. The reader will find practical hints, philosophical rationale explained in simple terms and clear descriptions of the assessment process for students with visual impairments. The relationships between assessments, placements, and programming are described in detail, and provide rationale for best educational practice for visually impaired learners.

When, in 1968, 19-year-old Tressa Bowers took her baby daughter to an expert on deaf children, he pronounced that Alandra was "stone deaf," she most likely would never be able to talk, and she probably would not get much of an education because of her communication limitations. Tressa refused to accept this stark assessment of Alandra's prospects. Instead, she began the arduous process of starting her daughter's education. Through it all, Tressa and Alandra never lost sight of their love for each other, and their affection rippled through the entire family. Today, Tressa can triumphantly point to her confident, educated daughter and also speak with pride of her wonderful relationship with her deaf grandchildren. Alandra's Lilacs is a marvelous story about the resiliency and achievements of determined, loving people no matter what their circumstances might be.

Originally published in 1930, The Deaf Mute Howls challenged the accepted practice of teaching deaf children to speak and read lips while prohibiting the use of sign language. The sharp observations in Albert Ballin's remarkable book detail his experiences (and those of others) at a late 19th-century residential school for deaf students and his frustrations as an adult seeking acceptance in the majority hearing society. Ballin reflects the ambiguous attitudes of deaf people toward themselves at this time by making matter-of-fact use of such terms as "deaf-mute." Yet, he also rails against the loss of opportunity for deaf people, and he commandingly shifts the burden of blame to hearing people unwilling to learn the "Universal Sign Language," his solution to society's communication problems. From his lively encounters with Alexander Graham Bell to his enthrallment with the silent film industry, Ballin's highly readable book offers an appealing look at the deaf world during his richly colored lifetime.

Mary Herring Wright began to lose her hearing when she was eight and a half years old, and was completely deaf by the age of ten. At that time, she began to travel back and forth from her home in Iron Mine, NC, to Raleigh, where she attended a residential school for black deaf and blind children from the mid-1920s to the early 1940s. Her account adds an important dimension to current literature in that it is a story by and about an African American deaf child. It is unique and historically significant because it provides valuable descriptive information about the faculty and staff of her school from the perspective of a student as well as a student teacher. This engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Black figures such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. Also, the story occurs during the time of two major events in American history, the Depression and World War II.

Born in Melbourne, Australia, in 1974, Paul Jacobs lost his mother when he was three months old. When he was five, he lost most of his hearing. These two defining events formed the core of his being. He spent the first two decades of his life "coming to terms with being neither Deaf nor hearing -- a neither/nor, an in-between -- and a person with a social identity that had yet to be invented." Jacobs excelled in sports and the classroom, but he never lost awareness of how he was seen as different, often in cruel or patronizing ways. Still emotionally adrift in 1998, Jacobs toured Europe, then volunteered to tutor deaf residents at Court Grange College in Devon, England. There, he discovered a darker reality for some deaf individuals -- hearing loss complicated by schizophrenia, Bonnevie-Ullrich Syndrome, and other conditions. After returning to Australia, Jacobs recognized what he had gleaned from his long journey: "Power comes from within, not without. Sure, deafness makes one prone to be stigmatized. Yet having a disability can act as a stimulus for greater personal growth, richer experiences, and more genuine relationships."

Born in 1950s Australia, McDonald was placed in an oral deaf school when she was five. There, she was trained to communicate only in spoken English. Afterwards, she attended mainstream schools where she excelled with speechreading and hard work. Her determination led to achievements that proved her to be "the deaf girl that had made good." Yet, despite her constant focus on fitting in the hearing world, McDonald soon realized that she missed her deaf schoolmates and desired to explore her closed-off feelings about being deaf. When she reconnected with her friends, one urged her to write about her experiences to tell all about "the Forgotten Generation, the orally-raised deaf kids that no one wants to talk about." In writing her memoir, McDonald did learn to reconcile her deaf-self with her "hearing-deaf" persona, and she realized that the art of being deaf is the art of life, the art of love.

When Gina Oliva first went to school in 1955, she didn't know that she was "different." If the kindergarten teacher played a tune on the piano to signal the next exercise, Oliva didn't react because she couldn't hear the music. So began her journey as a "solitary," her term for being the only deaf child in the entire school. Gina felt alone because she couldn't communicate easily with her classmates, but also because none of them had a hearing loss like hers. It wasn't until years later at Gallaudet University that she discovered that she wasn't alone and that her experience was common among mainstreamed deaf students. Alone in the Mainstream recounts Oliva's story, as well as those of many other solitaries.

In the mid-19th century, Laura Bridgman, a young child from New Hampshire, became one of the most famous women in the world. Philosophers, theologians, and educators hailed her as a miracle, and a vast public followed the intimate details of her life with rapt attention. This girl, all but forgotten today, was the first deaf and blind person ever to learn language. Laura's dark and silent life was transformed when she became the star pupil of the educational crusader Dr. Samuel Gridley Howe. Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Freeberg tells this extraordinary tale of mentor and student, scientist and experiment.

Henry Kisor lost his hearing at age three to meningitis and encephalitis but went on to excel in the most verbal of professions as a literary journalist. Kisor tells of his parents' drive to raise him as a member of the hearing and speaking world by teaching him effective lip-reading skills at a young age and encouraging him to communicate with his hearing peers. With humor and much candor, he narrates his time as the only deaf student at Trinity College in Connecticut and then as a graduate student at Northwestern University, as well as his successful career as the book review editor at the Chicago Sun-Times and the Chicago Daily News. Kisor updates the continuing disagreements between those who advocate sign language and those who practice speech and lip-reading, discusses the increased acceptance of deaf people's abilities and idiosyncrasies, and considers technological advancements such as blogging, instant messaging, and hand-held mobile devices that have enabled deaf people to communicate with the hearing world on its own terms.

Kyler Daniels was born in 1988 with a profound bilateral hearing loss. As soon as they realized that their daughter was deaf, Kyler's parents, who were hearing, immediately began to learn sign language. They also engaged Darby, a parent/infant educator employed by the state school for the deaf, to work with Kyler. From the age of 13 months until Kyler's college graduation 22 years later, Darby was involved in her education and development. In grade school, she learned with other deaf students, while in high school, she worked successfully in mainstream classrooms with interpreters and notetakers. As a college graduate, gifted artist, and veterinarian's assistant today, Kyler exemplifies how a balanced approach to deaf education, using all resources at hand, can achieve remarkable results. Her story serves as a model for parents of other deaf children and the professionals who work with them.

In 1837, Samuel Gridley Howe set about rescuing Laura Bridgman, a deaf-blind seven-year-old, from the "darkness and silence of the tomb." Bridgman learned to finger-spell, to read raised letters, to write legibly and even eloquently, and became a living exhibit for contemporary theological and psychological debates, with influential writers and reformers visiting or writing about her. But by her death in 1889, she had been wholly eclipsed by the prettier, more ingratiating Helen Keller. The Imprisoned Guest is an absorbing, inspiring account of an extraordinary life.

The story of Helen Keller, the young girl who triumphed over deafness and blindness, has been indelibly marked into our cultural consciousness. Keller's remarkable acquisition of language is presented here in three successive accounts: Keller's own version; the letters of "teacher" Anne Sullivan, submerged in the earliest edition; and the valuable documentation by their young assistant, John Macy. Including opening and closing commentary by Shattuck and notes by Hermann, this volume will stand for years as the definitive edition of a classic work.

At the heart of this wonderful biography is the relationship between two great American women whose lives were bound together for all time. Joseph P. Lash, author of Eleanor and Franklin, follows this gifted, passionate, and humanly flawed pair for 100 years, from Annie's childhood in an almshouse in the 1860s, through decades of international fame, to Helen's death in 1968. Among the vivid characters associated with their lives are Alexander Graham Bell, Mark Twain, Andrew Carnegie, Charlie Chaplin, and Eleanor and Franklin Roosevelt.

Helen Keller couldn't hear, couldn't see, and, at first, couldn't speak. Three decades after her death in 1968, she has become a symbol of the indomitable human spirit, and she remains a legendary figure. With her zest for life and learning--and her strength and courage--she was able to transcend her severe disabilities. In a society fearful of limitation and mortality, she is an enduring icon, a woman who, by her inspiring example, made disability seem less horrifying.

A contemporary text designed to prepare future professionals to successfully work with deaf and hard of hearing students. Book covers a wide array of critical topics regarding deaf and hard-of-hearing education including cognition, social development, personal development, myths and misconceptions, postsecondary opportunities and employment, cochlear implants, and personnel training.

How can parents and teachers most effectively support the language development and academic success of deaf and hard-of-hearing children? Will using sign language interfere with learning spoken language? Should deaf children be placed in classrooms with hearing children? Are traditional methods of teaching subjects such as reading and math to hearing children appropriate for deaf learners? As many parents and teachers will attest, questions like these have no easy answers, and it can be difficult for caring adults to separate science from politics and fact from opinion in order to make informed decisions about how to help deaf children learn. In this invaluable guide, renowned authorities Marc Marschark and Peter Hauser highlight important new advances in scientific and educational research that can help parents and teachers of students with significant hearing loss.

Book provides an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They provide an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they concentrate on the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, and those using a range of communication modalities and amplification technologies, including cochlear implants.

Both Gina A. Oliva and Linda Risser Lytle know what it is like to be the only deaf student in a mainstream school. Though they became successful educators, they recognize the need to research the same isolation experienced by other deaf and hard of hearing persons. In this way, they hope to improve education for current and future deaf students. Turning the Tide presents a qualitative study of 113 deaf and hard of hearing students who attended mainstream schools. Their empowering stories clearly demonstrate that no deaf or hard of hearing student should be educated alone. The authors also elicited comments on other changes that parents, advocates, and other allies could work toward to improve further the educational environment of deaf children.

Originally published in 1950, Buck's account of her struggle to help and understand her daughter with mental retardation was perhaps the first disclosure of its kind by a public figure. New material written for this edition amplifies her story and gives the book a historical perspective.

In this honest, self-critical, and surprisingly funny book, Adams chronicles the first three years of Henry’s life and her own transformative experience of unexpectedly becoming the mother of a disabled child. A highly personal story of one family’s encounter with disability, Raising Henry is also an insightful exploration of today’s knotty terrain of social prejudice, disability policy, genetics, prenatal testing, medical training, and inclusive education. Adams untangles the contradictions of living in a society that is more enlightened and supportive of people with disabilities than ever before, yet is racing to perfect prenatal tests to prevent children like Henry from being born. Her book is gripping, beautifully written, and nearly impossible to put down. Once read, her family’s story is impossible to forget.

Over twenty years ago, in a small Israeli town, a desperate mother told a remarkable lie. She told her friends and family that her newborn child had died. That lie became the catalyst for the unfolding truth of the adoption of that same baby, Michael, who is, in fact, very much alive and now twenty-two years

As a child with Tourette syndrome, Brad Cohen was ridiculed, beaten, mocked, and shunned. Children, teachers, and even family members found it difficult to be around him. As a teen, he was viewed by many as purposefully misbehaving, even though he had little power over the twitches and noises he produced, especially under stress. Even today, Brad is sometimes ejected from movie theaters and restaurants. But Brad Cohen's story is not one of self-pity. His unwavering determination and fiercely positive attitude conquered the difficulties he faced in school, in college, and while job hunting. Brad never stopped striving, and after twenty-four interviews, he landed his dream job: teaching grade school and nurturing all of his students as a positive, encouraging role model. Front of the Class tells his inspirational story.

Paul Gionfriddo's son Tim is one of the "6 percent"-an American with serious mental illness. He is also one of the half million homeless people with serious mental illnesses in desperate need of help yet underserved or ignored by our health and social-service systems. In this moving, detailed, clear-eyed expose, Gionfriddo describes how Tim and others like him come to live on the street. Gionfriddo takes stock of the numerous injustices that kept his son from realizing his potential from the time Tim first began to show symptoms of schizophrenia to the inadequate educational supports he received growing up, his isolation from family and friends, and his frequent encounters with the juvenile justice system and, later, the adult criminal-justice system and its substandard mental health care. Tim entered adulthood with limited formal education, few work skills, and a chronic, debilitating disease that took him from the streets to jails to hospitals and then back to the streets. Losing Tim shows that people with mental illness become homeless as a result not of bad choices but of bad policy.

The autobiography of Malini Chib--a woman who defied all odds to emerge victorious in spite of a crippling disability and an indifferent society; who dragged herself out of the limits of her condition. Malini has Cerebral Palsy, a neurological condition similar to adult stroke, which makes body movement and speech extremely difficult. However, the cognitive functions of brain can often remain unimpaired, as in the case of Malini. She recounts her experiences from childhood to adulthood, her struggles with motor skills and speech, managing day-to-day activities, and the apathy and indifference of people towards her and others who are disabled. She educates herself, learns to type with her little finger and speak through the Lightwriter. Finally, she works through unfavourable social systems and attitudes to get a career as an event manager. As life becomes a tear and a smile for her, Malini tells us the story of her heroic battle against adversity, prejudice, stigmas, stereotypes, of her will to succeed and her search for an identity in a contrary world.

September 1955. Six-year-old Mark O Brien moved his arms and legs for the last time. He came out of a thirty-day coma to find himself enclosed from the neck down in an iron lung, the machine in which he would live for much of the rest of his life. How I Became a Human Being is Mark O Brien s account of his struggles to lead an independent life despite a lifelong disability. He describes the ways in which a paralyzed person takes care of the body, mind, and heart. What mattered most was his writing, the people he loved, his belief in God, and his belief in himself.

Joan has cerebral palsy and grew up when compulsory education was not in place for all children. Her memories of her childhood before inclusion, her development as a teenager and her adult life are chronicled without sentiment and this book offers the reader an autobiography of someone who lives with a significant disability.

Huntington's Disease (HD) is a hereditary illness passed on via a defective gene. There is a fifty per cent chance of inheriting it from a parent and there is yet no cure. Learning to Live with Huntington's Disease is one family's poignant story of coping with the symptoms, the diagnosis and the effects of HD. This book presents the struggles and strengths of the whole family when one member loses their future to a terminal illness. Told by the sufferer and other significant family members.