evaluate how multi agency teams work together to support all aspects of development in children and young people
Early Identification and Early Intervention
The need of the hour for children with Developmental Disabilities
Prathibha Karanth
The Com DEALL Trust
Bangalore
Introduction
It took an Aamir Khan and a ‘Taare Zameen Par’ to focus the attention of the 'aam admi' on the plight of children with learning disabilities (LD) in this country. While it is heartening that LD is now getting long overdue attention, it is not the only developmental disability that we need to be concerned about.
This is particularly important given the recent increase in the numbers of children diagnosed with developmental difficulties such as pervasive developmental disorders (PDD), Autism Spectrum
Disorders (ASD), Attention Deficit Disorders (ADD) and Attention Deficit Hyperactivity Disorder
(ADHD). Awareness of these other developmental disabilities is also crucial since early identification leads to early intervention. As of date, early intervention is considered to be the most important factor influencing long-term outcome in these children. Along with paediatricians and parents, it is the teachers and other educators, who can and must play a role in early identification.
Congenital developmental disabilities such as visual, motor, hearing and intellectual handicaps are now reasonably well acknowledged and recognised, with a concomitant awareness of what to do about it and where to seek help. The relatively invisible developmental disabilities such as ADD, ADHD, PDD,
ASD and LD, on the other hand, are not so well known or identified. The fact that these are often seen in children who have an initial period of ‘normal’ development confounds the issue further. As in many newly developing disciplines the area of developmental disabilities in children, is fraught with terminological confusion. It does not help that the professionals themselves, often disagree on the label for a condition in an individual child.
While early identification is crucial, one must also take care not to label a child
The need of the hour for children with Developmental Disabilities
Prathibha Karanth
The Com DEALL Trust
Bangalore
Introduction
It took an Aamir Khan and a ‘Taare Zameen Par’ to focus the attention of the 'aam admi' on the plight of children with learning disabilities (LD) in this country. While it is heartening that LD is now getting long overdue attention, it is not the only developmental disability that we need to be concerned about.
This is particularly important given the recent increase in the numbers of children diagnosed with developmental difficulties such as pervasive developmental disorders (PDD), Autism Spectrum
Disorders (ASD), Attention Deficit Disorders (ADD) and Attention Deficit Hyperactivity Disorder
(ADHD). Awareness of these other developmental disabilities is also crucial since early identification leads to early intervention. As of date, early intervention is considered to be the most important factor influencing long-term outcome in these children. Along with paediatricians and parents, it is the teachers and other educators, who can and must play a role in early identification.
Congenital developmental disabilities such as visual, motor, hearing and intellectual handicaps are now reasonably well acknowledged and recognised, with a concomitant awareness of what to do about it and where to seek help. The relatively invisible developmental disabilities such as ADD, ADHD, PDD,
ASD and LD, on the other hand, are not so well known or identified. The fact that these are often seen in children who have an initial period of ‘normal’ development confounds the issue further. As in many newly developing disciplines the area of developmental disabilities in children, is fraught with terminological confusion. It does not help that the professionals themselves, often disagree on the label for a condition in an individual child.
While early identification is crucial, one must also take care not to label a child