Spreading Smiles 😊

Solutions for all Psychological, Behavioural, Educational and OT, Sensory Problem under One Roof

We are here to take care of children because they are special to us

We are providing service to the children with special needs and normal kids in your hospital. We are fully equipped with the providing PSYCHOLOGICAL(ASSESSMENT AND COUNSELLING) SPECIAL EDUCATION , OCCUPATIONAL THERAPY, OTHER THERAPIES , TRAINING TO ALL KIND OF CHILDREN with behaviour problems & multiple disability like ASD, ADHD , SLOW LEARNERS , MENTAL RETARDATION (MR), CEREBRAL PALSY (CP), etc.

Our expert clinicians evaluate each child’s age-appropriate skills across multiple domains and make recommendations in case of developmental disabilities and learning disorders.

Why us

We provide qualified Psychologist, Special Educator, OT and Speech Therapists to provide personalized care to each child with highly professional and having more than 10 year experience in their field.
The principle of is to give opportunity to all children towards which we work and to make the children part of normal schooling and society.

Our Services:

• Early Intervention
• Psychological Services Special Education
• Occupational Therapy
• Speech Therapy
• Behaviour Modification
• ABA Training
• Parent Counselling and workshop

We Have Multidisciplinary Team of:

• SPECIAL EDUCATOR: Mrs. Parul Arora Baniwal
• COMPLETE REHABILITATION SERVICES

Workshops

Days: Tuesday Thursday Saturday
For Appointment: 8745057611, 9891605469
Email: childcaredevelopmentcentr@gmail.com

Early Intervention in Children

Early intervention in children means the implementation of a formal plan for identifying a disability as early as possible in a child’s life.
The disability and medical fields are full of information about early identification of disabilities in children as well as assessing the scope and impact of a child’s disability.

A Lot Of Early Intervention Is Key

• Proper assessment with diagnosis.
• A Programme that provides therapy and educational support services.
• Equips children with necessary skills and helps develop their potential.
• Early intervention is a therapy and educational support service that helps to equip young children with special needs, with functional skills e.g. fine /gross motor, cognitive, communication, social and self-help skills for learning and living.
• We recognize individual child’s learning needs and provide intervention for their development growth in a naturalistic and interactive learning environment.
• We use play way approach to make children learn certain concepts e.g. blocks, puzzles, beading, sorting etc.

Psychological Services

Psychological services includes:

• Assessment For child and adults;
• Obtaining, integrating, and interpreting information about child behaviour and conditions relating to learning;
• Consulting with parents and care giver in planning programs to meet the special educational, other needs of children as indicated, interviews, direct observation, and behavioural evaluations;
• Planning and managing a program of psychological services, including psychological counseling for children and parents; and
• Assisting in developing positive behavioural intervention strategies.

Parent Counseling and workshop

Parent counselling and training is important related services that can help parents enhance the vital role they play in the lives of their children.
(i) Parent counselling and workshop means assisting parents in understanding the needs of their child;
(ii) Providing parents with information about child development.

Special Education

We are focus on educational programme, emotional awakening and outcomes for the student with intellectual, physical.
We deal with all age level students and Services are provided in a planned manner:

• We first assess the students’ physical and functional needs.
• We then plan a therapy program which focuses on the requirements of a particular age group and review them at regular intervals.
• We work on muscle power, range of motion, balance, posture, sensory and behavioural problems using latest techniques.
• We focus on one-to-one sessions as well as group activities to enhance learning.
• We give generalized as well as individualistic care to our children.
• We work on improving the fine motor, gross motor and ADL skills to do his/her daily routine activities.
• We encourage and motivate students to actively take part in the therapy sessions, providing them with warm and caring environment.
• We hold consultation and counselling sessions for parents.
• We make IP for the students.

Occupational Therapy

The Term Occupational Therapy (OT) as follows:
OT services can enhance a child’s ability to function in an educational program and may include such services as:

• Self-help skills or adaptive living (e.g., eating, dressing);
• Functional mobility (e.g., moving safely through school);
• Positioning (e.g., sitting appropriately in class);
• Sensory-motor processing (e.g., using the senses and muscles);
• Fine motor (e.g., writing, cutting) and gross motor performance (e.g., walking, athletic skills).
• Early Intervention – postnatil care of higher risk babies in NICU.
• Sensory integration – It include sensory profile and desensitization of all the sensory concerns like auditory, tactile, proprioceptive, visual, taste
• Development Delay
• Learning Disability
• Down syndrome
• Motor skill- fine and gross motor skill
• Poor attention and concentration
• Coordination and balance
• Hyperactivity and hypo activity.

Cerebral Palsy- GSMCS (gross motors function classification system)

Speech Therapist

Speech therapist services are provided by speech therapist to address the needs of children and youth with disabilities affecting either speech.
Speech-therapy services includes:

• Identification of children with speech impairments;
• Provision of speech services for the habilitation or prevention of communicative impairments; and
• Counseling and guidance of parents, children, and teachers regarding speech impairments.

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 behaviors. 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 community.

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 neurological disorders, brain injury, mental retardation, drug abuse and physical impairment such as cleft lip or palate.

How We Cure

Early Intervention Process

Early childhood intervention is a support system for children with developmental delays or disabilities and their families. The mission of Early Childhood Intervention is to assure that families who have children ages birth to three, with diagnosed disabilities, developmental delays or substantial risk of significant delays receive the resources and supports that assist them in maximizing their child’s development while respecting the diversity of families and communities.

Early intervention is beneficial for children of school age or younger who are discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development.
Early intervention includes provision of services for such children and their families for the purpose of lessening the effects of the condition. Early intervention can be remedial or preventive in nature— remediation of existing developmental problems or preventing their occurrence.

Early intervention may focus on the child alone or on the child and the family together. Services range from identification, diagnosis and direct intervention programs. Early intervention may begin at any time between birth and school age; however, there are many reasons for it to begin as early as possible.

Who needs early intervention?

All the NICU graduates require early intervention. This includes babies with low birth weight, premature babies, infants with no neck control, tightness in muscles, microcephaly, hydrocephaly, hypoxia meningitis, down’s syndrome, fragile X condition; children with brain damage due to various reasons such as antenatal and natal problems in mothers and asphyxia at birth, illnesses during infancy and early childhood years.

Why Intervene Early?

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.

Following are different services with assessment being provided for different age groups.