FAQ’s For Parent of CWD

These FAQ’s have been prepared in order to address the questions that parents may have in
their mind when their child is diagnosed with a disability. In such situations they may forget
to ask certain questions or may require these answers in a simple format.

The are some of the common questions asked by parents:

Q1. What does the word disability mean?

Ans: Disability is a physical, mental, cognitive, or developmental condition that impairs,

interferes with, or limits a person’s ability to engage in certain tasks or actions or participate
in typical daily activities and interactions. A person with a disability might be unable to
perform certain functions as well as most others. The disability may be physical, it may
involve senses like seeing or hearing, it may involve the inability to think clearly, or it may
involve mental health.

When a child gets diagnosed with a disability, they may face certain difficulty in performing
certain functions. The disability could be a physical disability or intellectual disability or it
can also involve the mental health of the child.

Q2. What does Developmental Delay mean?

Ans: When compared to other children of the same age, a child with a developmental delay
has not achieved the developmental skills required of him or her. Delays in muscle control,
speech and language, cognitive, play, and social skills are all possible.

From birth onwards children learn important skills such as sitting up, rolling over, crawling,
walking, babbling (making basic speech sounds), talking and becoming toilet trained as they
grow up. These skills are known as developmental milestones and usually occur in a
predictable order at a fairly predictable age.

Developmental delay can be short-term, long term or permanent. There are many different
reasons a child may develop more slowly than expected. Although all children grow at
different rates and achieve these milestones at different times, a child with developmental
delay will reach these milestones much later and will have significant limitations in one or
more of the main developmental areas listed below.

Things to know about developmental delays & Early Signs:

  Gross motor skill development – use of large muscles to sit, stand, walk, run, keep
balance and change positions.

 Fine motor skill development – use of small muscles (specifically hands and fingers)
to eat, draw, play and write.

 Cognitive development – the ability to perform mental activities mostly related to

thinking, learning, and understanding, problem solving, reasoning and remembering.

 Social and emotional development – ability to interact with others, to cooperate and
respond to the feelings of others, e.g. with family, friends and teachers.

 Speech and language development – speaking, using body language and gestures,
communicating with others and understanding what others say.

These delays could be the first early signs of other conditions, for example:

- Cerebral palsy
- Down syndrome
- Language delay
- Hearing or vision impairment
- Intellectual disability
- Learning Disabilities, such as, dyslexia, dyspraxia, dyscalculia, dysgraphia
- Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD)
- Autism Spectrum Disorder (ASD)
- Fetal Alcohol Spectrum Disorder (FASD)
- Brain trauma/injury

Q3. What are the different types of disability?

Ans: As mentioned before there are physical disability and intellectual disabilities. Some of
them are as follows:

Intellectual Disability:

When compared to people with a similar age, people with an intellectual disability have
deficiencies in their intellectual functioning. Intellectual deficiency is a lifelong condition that
can affect an individual in a variety of ways. The spectrum of intellectual disability ranges
from moderate intellectual disability requiring little assistance to extreme intellectual
disability requiring extensive assistance.

Mental illness vs. intellectual impairment refers to conditions that cause problems with
thinking, feeling, perception, and judgement.

Persons with Intellectual disability might face difficulty with the following:

- Thought Processes

- Learning

- Communicating

- Remembering information and using it appropriately

- Making judgements

- Problem solving

A person may require assistance with:

- Understanding and interpreting detailed information

- Understanding directions
- Activities of daily living – counting money, meals, making use of public transport and
in some cases, personal care.
- Learning new information

Learning Disability:

Learning disorders are caused by hereditary and/or neurobiological influences that impair one
or more cognitive processes related to learning by altering brain functioning. These
processing issues can make it difficult to learn basic skills like reading, writing, and math. A
learning disorder is a concept that covers a wide range of issues. These conditions can
influence how an individual absorbs, recalls, comprehends, and communicates knowledge.

Learning disorders come in a variety of degrees of intensity, but they all hinder the learning
and use of one or more of the following critical skills:

 Oral language (e.g. listening, speaking)

 Reading (e.g. comprehension)

  Writing (e.g. spelling, written expression) 

 Mathematics (e.g. problem solving, concepts) 

Types of Learning disabilities

Dyscalculia has an effect on a person's ability to comprehend numbers and memorise math
facts. Individuals with this form of learning disorder have trouble understanding numbers and
math facts, as well as poor math calculation skills.

It has an effect on one's ability to analyze and solve math problems. There are various types
of math disorders, each of which can impact people differently at different stages of their
lives. Dyscalculia causes people to have trouble mentally manipulating numbers and recalling
steps in formulas and equations.

Dyslexia is characterized by deficits in accurate and fluent word recognition. Individuals with
dyslexia struggle with word recognition, decoding, and spelling. Reading comprehension is
sometimes impaired due to very poor word reading skills. Individuals with dyslexia may also
have impaired orthographic processing, which interferes with connecting letters and letter
combinations with sounds accurately and fluently.

Dysgraphia is a learning disability which involves impaired ability to produce legible and
automatic letter writing and often numeral writing, the latter of which may interfere with
math. Dysgraphia is rooted in difficulty with storing and automatically retrieving letters and
numerals. Individuals with dysgraphia often have difficulties in Executive Functions (e.g.,
planning and organizing).

Dyspraxia is a condition that affects motor ability growth. Dyspraxia affects people's ability
to plan and perform fine motor functions, which can range from waving goodbye to getting
ready.

People with Learning Disability may need help:

 Building their confidence and self-esteem

 It is, important to encourage and praise them even for smaller success. Help your
child by providing love and support while acknowledging that learning is hard
because his brain learns in a different way. 

 Concessions in time for learning, being patient with them at school and at home.
  Remedial support, different strategy in teaching them 

 Plan for the future being realistic of the career choices by encouraging them to
consider their strengths and interests when making education and career choices. 

Down Syndrome:

Down syndrome is a genetic disorder that is caused due to abnormal cell division. The child
is born with an extra copy of chromosome 21. The extra genetic material causes the
developmental changes and physical features of a child with down syndrome.

Children with Down Syndrome may need help in the following ways:

 Management of disability, medical condition ( Thyroid, Heart, Breathing , Digestive ) 

 Providing ADL skills

 Providing  Basic Functional Literacy Skills

 Vocational / Employment 

ADHD:

ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually

first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have
trouble paying attention, controlling impulsive behaviors (may act without thinking about
what the result will be), or be overly active.

Children with ADHD may need help with:

 Daily routine for child /parent

 Meditation / exercise tools

 Positive reinforcement for appropriate behavior @ home/ school

 Behavior modification tools 

 Physical activity 

 Short instructions and explanations to be provided in a clear, orderly manner, in

manageable chunks. 
  Medication 

Here are some other ways to manage ADHD:

 Developing healthy eating habits such as eating plenty of fruits, vegetables, and whole

grains and choosing lean protein sources

 Participating in daily physical activity based on age

 Limiting the amount of daily screen time from TVs, computers, phones, and other
electronics

 Getting the recommended amount of sleep each night based on age

Autism Spectrum Disorder:

Autism spectrum disorder (ASD) is a complex developmental condition that involves

persistent challenges in social interaction, speech and nonverbal communication, and
restricted/repetitive behaviours. The effects of ASD and the severity of symptoms are
different in each person.

Characteristics of autism spectrum disorder fall into two categories.

o Social interaction and communication problems: including difficulties in normal

back-and-forth conversation, reduced sharing of interests or emotions, challenges in
understanding or responding to social cues such as eye contact and facial expressions,
deficits in developing/maintaining/understanding relationships (trouble making
friends), and others.

o Restricted and repetitive patterns of behaviours, interests or activities: hand-flapping

and toe-walking, playing with toys in an uncommon way (such as lining up cars or
flipping objects), speaking in a unique way (such as using odd patterns or pitches in
speaking or “scripting” from favorite shows), having significant need for a predictable
routine or structure, exhibiting intense interests in activities that are uncommon for a
similarly aged child, experiencing the sensory aspects of the world in an unusual or
extreme way (such as indifference to pain/temperature, excessive smelling/touching
of objects, fascination with lights and movement, being overwhelmed with loud
noises, etc), and others.  
Tips For Parents

o Learn as much as possible about autism spectrum disorder

o Provide consistent structure and routine

o Connect with other parents of children with autism

o Seek professional help for specific concerns

o Take time for yourself and other family members

People with an Autism Spectrum Disorder may need help in 

 Social interaction and communication. (Use of communicative tools)

 To process information (Use cue cards / schedule) 

 To provide appropriate response.  (Reciprocating to the body language or the

spoken/written word).

These are some of the Physical disabilities:

Physical Disability:

A person's strength and dexterity are hampered by a physical impairment. A physical

disability may have been present since birth, or it may have developed as a result of an
accident, injury, infection, cancer, degeneration, medical condition, or congenital factors.

The social worker then explains the different types of physical disabilities like Cerebral
Palsy, Multiple Sclerosis, Muscular Dystrophy, Spina bifida.

Cerebral Palsy:

Cerebral Palsy is a type of brain damage or malformation that occurs during the development
of the brain, either before, during, or after birth. A child's muscle function, muscle
coordination, muscle tone, reflex, posture, and balance can be impaired as a result of brain
injury during brain development.
When talking about Cerebral Palsy the social worker should also explain the different types
of Cerebral Palsy but keep in mind that the wording should not be too technical. If the session
gets too heavy it might be difficult to keep focus and it may slow down the progress.

Ataxia is a disorder in which an individual' (Cerebellum: Balance centre of brain receives

information from the sensory systems, the spinal cord, and other parts of the brain and then
regulates motor movements.): has clumsiness, imprecision, or instability as a trait. The
movements are not smooth and can appear jerky or disorganised. Movements that aren't well-
coordinated. When there is no order, the wide gait becomes unstable and unsteady when
moving.

Stiffness is a condition in which certain muscles are constantly contracted. Spasticity (Motor
Cortex involved in the preparation, coordination, and execution of voluntary movements):
This contraction induces muscle tension or tightness, which can obstruct normal movement,
voice, and walking patterns. Twisting or twitching, clenching fingers, and other involuntary
motions moving in erratic ways are examples of spontaneous involuntary movements. When
you're nervous or excited, your movements get worse, and when you're at ease, they get
better. Muscle tone varies as well, from low to tight.

Quadriplegia: All four limbs

Tetraplegia: 2 limbs either hands or legs and one limb either one hand or leg.

Diplegia: 2 limbs either two hands, two legs or one hand one leg 

Monoplegia: One limb either one hand or one leg 

The child with CP may need help with the following 

- Management of disability through regular therapy (Speech / Physical and OT) and use
of assisted devices/ corrective surgery/ medication etc. 

- Mobility & Self-care: Use of assisted devices (specialized wheel chair, crutches,
callipers etc) 

-  Accommodation in the physical structure, every day application tools 

- Communication: Communication tool / book or sign language 

- Regular health checks up. 

Visual Impairment/Blindness:

“A reduction in the ability to see to a certain degree that causes issues not fixable by normal
means, such as glasses,” according to the concept of visual impairment. Blindness is
described as "the inability to see as a result of an accident, illness, or genetic condition."

People with vision problems need assistance:

- In completing everyday tasks and moving about separately in new or different

settings. (Self-care and physical space orientation and training will be provided.)

- Use of assistive devices for mobility, connectivity, and other purposes

- Can pursue academics, a profession, and enrol in conventional educational and

vocational institutes/workplaces with accommodations and modifications.

Hearing impairment/Deafness:

Hearing disabled individuals are those who are unable to hear at normal levels due to a
number of reasons.

Deafness and hearing loss may be inherited or caused by a number of causes such as physical
injury, birth defects, illness, exposure to excessively loud noises, or normal ageing.

The severity of hearing loss can vary from mild to moderate, extreme to profound.

Hearing impaired people need assistance through:

- Hearing aids i.e instruments that help people hear better.

- Speech therapy

- Accommodations in teaching and educational institutions

 - Accommodations at the workplace

- Sign language for communication or other types of communication devices.

Q4. What is Early Intervention?

Early Intervention at an early stage is the word used to describe the resources and supports
available to families of babies and young children who have developmental disorders or
disabilities.

It may include speech therapy, physical therapy, and other types of services based on the
needs of the child and family. It can have a significant impact on a child’s ability to learn new
skills and overcome challenges and can increase success in school and life.

Q5. Why is Early Intervention important?

Intervention is likely to be more effective when it is provided earlier in life rather than later.
The connections in a baby’s brain are most adaptable in the first three years of life. These
connections, also called neural circuits, are the foundation for learning, behaviour, and health.
Over time, these connections become harder to change. Early intervention services can
change a child’s developmental path and improve outcomes for children, families, and
communities.

If your child has been diagnosed with a disability or is at risk of developing one, he or she has
most likely already met with hospital practitioners such as doctors, physiotherapists,
occupational therapists, and nutritionists. These professionals will assist you in beginning the
appropriate therapies for your child. They can also help you and your family by guiding and
supporting you.

Q6. What is physical therapy?

Ans: Physical therapy is a non-invasive discipline

that helps individuals develop, maintain and restore
maximum body movement and physical function.
Physical therapy can help clients recover from an
injury, relieve pain, prevent future injury or deal with
a chronic condition. The ultimate goal of physical
therapy is to improve health and quality of life.
Physical therapists work as part of an individual's treatment team. Generally, they begin by
conducting an evaluation, which includes a medical history and a physical examination.
Based on this information, the physical therapist will structure a treatment plan, monitor
progress and provide some manual (hands-on) support for exercises.

 Physical therapy is a branch of rehabilitative health that uses forms of exercise and
equipment which are specifically designed to assist people to either regain or improve
their physical abilities.

 Physical therapy helps to restore a person's best ability to function through

minimizing physical impairment, disability-related congenital and acquired
conditions, and functional limitations.

 People might need to pursue physical therapy anytime they experience a problem
while moving that prevents them from performing their activities of daily living.

Q7. What is Speech Therapy?

Ans: Speech therapy is an intervention service that focuses on improving a child's speech and
abilities to understand and express language, including nonverbal language. Speech
therapists, or speech and language pathologists (SLPs), are the professionals who provide
these services.

Speech therapy includes two components: 1) coordinating

the mouth to produce sounds to form words and sentences
(to address articulation, fluency, and voice volume
regulation); and 2) understanding and expressing
language (to address the use of language through written,
pictorial, body, and sign forms, and the use of language
through alternative communication systems such as social
media, computers, and iPads)

Speech therapy, or speech and language therapy, is treatment for problems with speaking,
language, and swallowing. A person who gives this treatment is called a speech
therapist or speech-language pathologist.

Speech therapy helps with the following problems:

  Speech problems. These are problems with making the right sound, using the voice
fully, and not straining.

 Language and communication problems. These are problems with understanding

language, expressing thoughts, or responding in a social situation.

 Swallowing and feeding problems. These are problems with using the muscles in the
mouth and throat to swallow.

Q8. What is Occupational Therapy?

Ans: Occupational therapy (OT) is a type of health-care profession that assists people of all
ages with physical, sensory, and cognitive issues. Occupational therapy will assist them in
regaining independence in all aspects of their lives.

Occupational therapists assist people in overcoming obstacles that affect their mental, social,
and physical needs. They do so by engaging in daily tasks, workouts, and other therapies.

OT helps kids play, improves their school performance, and aids their daily activities. It also
boosts their self-esteem and sense of accomplishment. With OT, kids can:

 Develop fine motor skills so they can grasp and release toys and develop good
handwriting or computer skills.

 Improve eye–hand coordination so they can play and do needed school skills such as
bat a ball and copy from a blackboard.

 Master basic life skills such as bathing, getting dressed, brushing teeth, and self-
feeding.

 Learn positive behaviors and social skills by practicing how they manage frustration
and anger.

 Get special equipment to help build their independence. These include wheelchairs,

splints, bathing equipment, dressing devices, and communication aids.

Occupational therapy helps with:

  fine motor skills (small-muscle movements made with the hands, fingers, and toes,
such as grasping)
 visual-perceptual skills
 cognitive (thinking) skills
 sensory-processing problems
OT can help kids and teens who have:
 birth injuries or birth defects
 sensory processing disorders
 traumatic injuries to the brain or spinal cord
 learning problems
 autism
 juvenile rheumatoid arthritis
 mental health or behavioral problems
 broken bones or other orthopedic injuries
 developmental delays
 post-surgical conditions
 burns
 spina bifida
 traumatic amputations
 cancer
 severe hand injuries
 multiple sclerosis, cerebral palsy, and other chronic illnesses

Q9. What is Behavioural Therapy?

Ans: Behavioural treatment is a catch-all word for various forms of therapy used to treat
mental illnesses. This type of counselling aims to identify and assist in the modification of
potentially harmful or dysfunctional habits. It is based on the notion that all habits are learned
and that unhealthy behaviours can be changed. Care is also focused on current issues and how
to address them.
People most commonly seek behavioural
therapy to treat:
 depression
  anxiety
 panic disorders
 anger issues
It can also help treat conditions and disorders such as:
 eating disorders
 post-traumatic stress disorder (PTSD)
 bipolar disorder
 ADHD
 phobias, including social phobias
 obsessive compulsive disorder (OCD)
 self-harm
 substance abuse
This type of therapy can benefit adults and children.

These are some of the common types of Therapies for persons/child with disability. These
interventions come into place after the assessment of a Developmental Paediatrician for your
child. Based on the type of disability and severity of disability various therapies might be
recommended.

Concluding passage:
Q. As a parent, what can I do to support my child with a disability? Why is it important to
focus on a child’s abilities?
Ans: Any child with a disability has qualities to be proud of. These may be in their ability to
create art, their personality, or their motor skills. Every child possesses a certain amount of
power. Focusing on what children can do, their talents, rather than their disability, is more
significant. We should use children's abilities to help them in the places where they are
having the most difficulty.

Q. How can I communicate with my child with a disability and how do I know when he/she
wants to communicate with me?
Ans: Some children with disability will be able to communicate with you. Some instance they
might be unable to communicate. Even though they don't talk, they communicate. When a
new born baby joins a family, for example, the baby interacts without speaking. If the baby
smiles, laughs, or cries, you can figure out what he or she likes and dislikes. The same is true
for children with disabilities who are unable to speak. They tell you what they like by smiling
or laughing, and they tell you what they don’t like by crying or making an upset face.

Q. Why are the early years of every child’s life so critical?

Ans: Every child's early years are important, whether they have a disability or not, since
stimulating the brain during these years ensures that the brain grows to its full potential. We
ensure that all children, including children with disabilities and children without disabilities,
receive the best possible growth.