WHEN YOU NEED US
AS SOON AS YOU SEE THE FOLLOWING HABITS/PRACTICES IN YOUR CHILD :
(FOR AGES - NEWBORNS TO 10 YEARS)
- i. Attention deficit and hyperactive disorder (ADHD): is
primarily characterized by the co-existence of attention problems
and hyperactivity, with each behavior occurring infrequently alone,
and symptoms starting before seven years of age. Inattention,
hyperactivity, and impulsivity are the key behaviors of ADHD.
- ii. Autism: is a neurodevelopment disorder characterized by
impaired social interaction and communication, and by restricted
and repetitive behavior. These signs all begin before a child is
three years old. Autism affects information processing in the
brain. It is one of three recognized disorders in the autism
spectrum (ASDs), the other two being asperger's syndrome, which
lacks delays in cognitive development and language, and pervasive
developmental disorders not otherwise specified (commonly
abbreviated as PDD-NOS), which is diagnosed when the full set of
criteria for autism or Asperger syndrome are not met.
- iii. Mental retardation (MR): is a generalized disorder
appearing before adulthood, characterized by significantly impaired
cognitive functioning and deficits in two or more adaptive
behaviours. Children with mental retardation learn more slowly than
a typical child. Children may take longer to sit, crawl, walk,
learn language, develop social skills, and take care of their
personal needs, such as dressing or eating. Learning will take them
longer, require more repetition, and skills may need to be adapted
to their learning level. Nevertheless, virtually every child is
able to learn, develop and become a participating member of the
- iv. Cerebral palsy (CP): is an umbrella term encompassing a
group of non-progressive non-contagious motor conditions that cause
physical development in human development, chiefly in the various
areas of body movement. Cerebral palsy is caused by damage to the
motor control centers of the developing brain and can occur during
pregnancy, during childbirth or after birth up to about age three.
Resulting limits in movement and posture cause activity limitation
and are often accompanied by disturbances of sensation, depth
perception and other sight-based perceptual problems, communication
ability, and sometimes even cognition.
- v. Down's syndrome: is a chromosomal condition characterized by
the presence of an extra copy of genetic material on the 21st
chromosome, either in whole or part. It is associated with some
impairment of cognitive ability and physical growth, and a
particular set of facial characteristics. Individuals with Down
syndrome tend to have a lower-than-average cognitive ability, often
ranging from mild to moderate disabilities.
- vi. Learning disabilities (LD): a disorder that affects the
child's ability to either interpret what he/she sees and hears or
to link information from different parts of the brain. LD can
affect one's ability to read, write, speak or solve arithmetic
problems and can impede social skills.
- vii. Emotional and behavioural disorders: it includes problem in
that he/she is behind other children of his/her own age. Some may
become frustrated, withdrawn or anxious or act bad to get the
attention of other youngsters and adults. The child may become
depressed or may develop oppositional defiant disorder.
- viii. Speech and language disorders: these refer to problems in
communication. The child is unable to understand or use language.
The causes of language and speech disorder include hearing loss,
neurological disorders, brain injury, mental retardation, drug
abuse and physical impairment such as cleft lip or palate.
HOW WE CURE
There are three primary reasons for intervening early: to enhance
the child's development, to provide support and assistance to the
family, and to maximize the benefit from the society for the child
and the family.
Child development research has established that the rate of human
learning and development is most rapid in the preschool years.
Timing of intervention becomes particularly important when a child
runs the risk of missing an opportunity to learn during a state of
maximum readiness. If the most teachable moments or stages of
greatest readiness are not taken advantage of, a child may have
difficulty learning a particular skill at a later time. It has been
noted in various studies that "only through early identification and
appropriate programming can children develop their potential"
Early intervention can result in parents having improved attitudes
about themselves and their child, improved information and skills
for teaching their child, and more time for leisure and employment.