Prioritising a child’s humanity while acknowledging their abilities and challenges is crucial. Children with special needs hold a cherished place in my heart. My passion for advocating for children with special needs stems from my belief in the innate value and potential in every individual as well as my commitment to equality. Each child truly reflects the diversity and strength of the human spirit. These extraordinary souls also teach invaluable lessons about acceptance and inclusion.
The journey of going through the complexities of the education system to accessing healthcare and therapeutic services can be overwhelming yet, they still show resilience and have the ability to love. Interacting with the children fosters greater compassion and patience.Their challenges, experiences and triumphs allows me to view life through an empathetic lens thus being able to understand and connect with the emotions and needs of individuals that I encounter. Through these interactions I am reminded of the significance of kindness and humility. When individuals develop an empathetic approach to life they become more aligned with the emotions and challenges of others.
I personally believe that altruism brings individuals together thus as a society, it is our responsibility to ensure that children with special needs are celebrated, included and supported. By encouraging intervention programmes and environments of acceptance, regardless of ability, we inspire individuals to blossom and realise their full potential.
I generally visit and give back to Esperanza Academy which is an NGO that focuses on special educational requirements for children with needs namely, autism, cerebral palsy, down syndrome, epilepsy, hearing and visual impairments, learning difficulties and muscular disorders. Walking into the school always feels as if I am entering a new world filled with joy, laughter and innocence. The children that attend Esperanza have shown me that the smallest gesture whether it be a smile, a dance or even a few words spoken from them can add absolute happiness into an individual’s life…
“Tell me and I will listen
Teach me and I will learn
but… Involve me and I will remember.“
-Benjamin Franklin – This quote resonates with Esperanza Academy.
Below is a short list of neurodevelopmental disorders that I have studied, rephrased and cited for credibility.
Autism:
Autism spectrum disorder (ASD) is characterised by challenges in social communication abilities, alongside the presence of repetitive behaviours and interests. It is classified a spectrum disorder due to its wide range of symptoms ranging from mild to severe which affects each individual in different manners.
ASD is diagnosed when a qualified practitioner records persistent evidence of the subsequent characteristics (APA, 2013):
1. Difficulties in social communication and interaction.
- The lack of social-emotional reciprocity.
- The lack of nonverbal communication.
- Challenges in forming and maintaining relationships
2. Repeated behaviours or reduced interests involving at least two of the subsequent:
- Repeated movement, speech, or the utilisation of objects.
- An immersion on routines and a firm opposition to change.
- Hyperfixation and restricted interests.
- Atypical sensory reactivity.
Attention-deficit/hyperactivity disorder (ADHD) concerns attentional issues, impulsive behaviours and hyperactivity that are not usually for the child’s age and stage of development. According to DSM-5, an ADHD diagnosis involves inattentiveness and hyperactivity symptoms that occur prior to the age of 12, continues for at least six months and interrupts academic and social performance. ADHD may be tough to diagnose during early childhood when restricted focus, impulsive behaviour and heightened energy levels are prevalent thus diagnosis depends on observations and insights from parents, educational professionals and other individuals who are aware of the child’s conduct (APA, 2013).
Intellectual Disability
Intellectual disability (ID) can be described as a disorder that limits intellectual functioning and adaptive behaviours. IQ scores along with adaptive behaviours range from mild to profound thus the etiology of Intellectual Disability varies to some degree and this is determined by the extent of intellectual impairment. Mild ID is usually idiopathic (no identifiable cause) while profound ID is linked to brain irregularities, genetic elements or brain injury. While a variety of biological factors contribute to Intellectual Disability, psychological, social and sociocultural factors also influence ID and adaptive functioning. Down Syndrome (DS) is the most prevalent and identifiable chromosomal disorder leading to intellectual disability (Costa & Scott-McKean, 2013). Most individuals with Down Syndrome have mild to moderate intellectual disability; however, minimal intellectual impairment or extreme impairment is also likely to occur.
Tics and Tourette’s Disorder
Tourette syndrome is characterised by sudden, repetitive involuntary motor movements and vocalisations known as tics. These symptoms are evident for at least one year but may have not necessarily occurred simultaneously (APA, 2013). Conditions such as ADHD, impulsive behaviour, OCD, poor anger control and poor social skills interfere with the quality of life more than tics themselves (Cavanna et al., 2013). Tics and TD are influenced by various underlying factors and seem to have a genetic predisposition. Anxiety, excitement, exhaustion, negative social interactions, or stress can heighten both the frequency and intensity of tics (Steinberg, Shmuel-Baruch, Horesh & Apter, 2013).
Advocacy and empathy play an essential role in driving systematic change.
Be mindful of your actions, offer a shoulder to lean on, see beyond the surface and celebrate diversity.
Reference:
Sue, D., Derald Wing Sue, Sue, D.M. and Sue, S. (2016). Understanding abnormal behaviour. 11th ed. Stamford, Conn.: Cengage Learning.
