Adaptive Behaviour is a set of behaviours to determine how well children and adults can function independently and to function safely and appropriately in daily life, and to meet the personal and social demands expected of them. This involved several real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. Problems in behaviour may cause intellectual and developmental disabilities. Before a child reaches the age 18, intellectual disability can start anytime. Intellectual disability is also referred as a cognitive disability or mental retardation. Experienced difficulties with thinking and reasoning are described as intellectual developmental disabilities of a person. Affecting more males than females, they are diagnosed in between one and three percent of the world population.
How can and do families promote opportunities for children or individual with intellectual and developmental disabilities To what extent are families adequately supported by available services and society
Intellectual and developmental disabilities can be present at birth perhaps a brain abnormality (congenital) or may have been caused by a severe infection (acquired) or injury or disease, before a child is born or during childhood. Causes of intellectual disability for many children are unknown. But most cases are commonly caused by Down syndrome, fetal alcohol syndrome, and fragile X syndrome, all of which occur before birth. Other causes of intellectual disability before childbirth include genetic conditions, infections, or birth defects that affect the brain such as hydrocephalus or cortical atrophy. Other causes happen during the process of giving birth or soon after birth. There are also other causes which do not happen until a child is older like serious head injury, stroke, or certain infections such as meningitis.
The level of a persons intellectual disability is defined by a persons intelligence quotient or IQ and also by the kind and level of support they need. Degrees of intellectual disability are from mild to profound. Children with intellectual developmental disabilities can learn and do new skills but usually slow compared to normal children with average intelligence and adaptive skills. They are most likely to fail to develop in almost all developmental domains like gross motor, fine motor, social, and emotional. At their school age, it becomes difficult for them to memorize and to do problem solving. They lack focus, difficulty reading and understanding language, math, visual and other aspects of comprehension. There are limitations in their ability to function in areas of daily life such self-care, independent living, communication, and socialinterpersonal skills. Other disabilities may coexist with intellectual disability in people. These include cerebral palsy, seizure disorders, vision impairment, hearing loss, and attention-deficithyperactivity disorder (ADHD). This coexistence is more likely to children with severe intellectual disability than those with mild intellectual disability.
Common conditions of intellectual developmental disabilities are mental retardation, Down syndrome and autism. A child whose intelligence quotient scores below 70 and experiences delay in adaptive behaviour-daily living skills, he or she is in a condition as mental retardation. Early intervention and special education programs may address this condition. Down syndrome occurs when a defect is detected in a persons chromosomes. This condition results to 47 chromosomes instead of 46, and an additional copy of chromosome 21. This condition may delay physical development and intellectual attainment to an individual. However, patients under this condition can live independently. Physical defects at birth may be detected as signs of this condition may include low muscle tone, flat nose, small mouth and ears, slanted eyes, short arms, and a large head.
Another common intellectual developmental disability mostly among children is autism. Most children under this condition have associated low IQ. Low IQ score does not determine the potential of a child with autism. Impairment in communication and social interactions may affect more on a childs ability to function well in daily living.
According to the study of Eric Emerson (2003) of the Institute for Health Research in Lancaster University, those supporting a child with ID are mostly economically disadvantaged than families supporting a child without ID. Mothers of children with ID reported that the difficulties experienced by their children give greater social and psychological impact to their child. These difficulties brought about by a stressful life event, poverty and unhealthy family functioning among others greatly affected their children with ID. These results means there is a need to focus on alleviate poverty among the families and children with ID, and also the need to improve models of understanding and intervention.
In 1993, the United States Department of Education and the Social Security Administration provided data on the number of people with intellectual disability in the U.S. As presented, about 1.5 million children and adults in ages 6-64 years had intellectual disability. Ranked first with highest rate of intellectual disability was West Virginia while Alaska has the lowest rate.
The Importance of Behaviour Analysis
To identify intellectual developmental disabilities in children, behaviour analysis is needed. Behaviour analysis is a science concerned with what people do and say, and the behaviour of animals. This is a process to help understand, explain, describe and predict behaviour. It differs from most psychological attempts to understand behaviour which are usually done with assumed entities that do not exist in the natural world. They exist only mentally or hypothetically therefore ambiguity is possible because it is difficult to define and measure them and their relation to other natural phenomena is equally hard to understand.
Behaviour analysis does not speculate or hypothesize but behaviour itself is understood in terms of relations with real-world events, and is seen as the subject matter of interest. Non objective or unscientific concepts are unnecessary in understanding, describing, and predicting behaviour but rather it is analyzed in terms of actual interactions and the environment.
What involves understanding behaviour Genetics, brain chemistry, and physiology are some of the factors considered in conducting behaviour analysis. Understanding behaviour assumes the truth in functional relationships between behaviour and the environment for individuals because of genetic endowment. Genetic structure plays an important role on how a person behaves. Man has genetic design fit for survival in a certain environment. Inability to respond to the given environment means inability to survive. Other essential factors involved in behaviour analysis are physiology and brain chemistry. Past occurrences influence present events. Behaviour analysis treats these past events as changing in structure that persist at present and influence the present behaviour.
An example of approach to understanding behaviour is applied behaviour analysis or ABA. Individuals especially children with intellectual developmental disabilities may be addressed by this method. This is performed by studying and managing behaviour to bring about change. Research-based behaviour intervention plans are prepared by therapists to reduce problem behaviours in children.
Applied Behaviour Analysis applies to students with learning disabilities and behaviour problems. Children with attention deficit hyperactivity disorders (ADHD) or behaviour problems who are not disabled can also benefit from this. This analysis is noted most effective in children with autism.
Applied Behaviour Analysis is conducted by collecting and analyzing data on careful observation by therapists of student behaviour. Changes are made in the environment to see whether there is change also in the behaviour of patients. Part of therapists behaviour plan may be positive or negative reinforcement. This may reduce behavioural problems or teach desired behaviours. It is important to find a type of program of behaviour analysis appropriate for the child.
Teacher, school counsellor or school psychologist can help and discuss the childs behaviour and suggest appropriate method to follow.
How to Properly Address Persons with Disabilities
Social scientists have led positive views on individuals with intellectual disabilities. In fact, they regarded the important role mental retardation plays in influencing major social, political and economic domains. It is important to understand how mental retardation helps in maintaining structure in the society. Therefore, to negate the idea that people with intellectual and developmental disabilities are considered a surplus population is appreciated.
To lessen the social negative impact, changes in terminologies associated with these special conditions have been noted. A variety of terminologies have been used to denote intellectual incompetence since 1900. In 1954, the World Health Organiza- tion has proposed mental subnormality to the general condition with two subdivisions. Mental deficiency has been associated for biologically determined cases while mental retardation for socially determined cases.
Using the right words for people with disabilities is a matter of great concern, especially those words which they find acceptable. Some terminologies have been argued to be offending. Choosing the correct and appropriate words for them can create a positive view of people with disabilities. Otherwise, inappropriate words may have a negative impact to the patients and may reinforce false notions.
The Life Span Institute (2009) in the United States have explained and offered appropriate terminologies to describe people with disabilities. ADHD is an accepted acronym for Attention Deficit Hyperactivity Disorder, a syndrome of learning characterized by lack of focus, impulsive behaviour, and excessive activity. ADHD is preferred than the word hyperactive.
A person with autism is acceptable but not autistic. The latter sounds offending. A person with autism absorbs self-centered subjective mental activity, having the tendency to withdraw from reality, not able to interact socially, repetitive behaviour and has language dysfunction.
Blind is acceptable for ordinary use. Visually impaired is generic to all conditions of vision loss. Blind, visually impaired, or man who has low vision are positive. Likewise, profound degree of hearing loss is called deaf. Generically, it is termed hearing impaired or person with hearing loss. But some individual disfavour the term hearing impaired but prefer deaf or hard of hearing.
Brain damaged is another no-no for conditions of long-term or temporary disruption in brain functions. Persons with brain injury is the appropriate phrase.
A person with Chronic Fatigue Syndrome is correct, not malingering or hypochondriasis as they imply personality disorders and are unscientific. Chronic Fatigue Syndrome is a serious chronic condition. Individuals experience long hours of fatigue usually six or more months accompanied by physical and cognitive symptoms. Cleft lip or a cleft palate is a congenital disability that has existed since birth but not hereditary. A person with this disability involving the lip and gum can be addressed with congenital disability or person with cleft lift or cleft palate. Do not use the term hare lip as it is anatomically incorrect and disgraceful. Also, birth defect and deformity are as well inappropriate.
Other factors such as physical changes caused by burns, trauma, disease, or congenital conditions are types of disfigurement. Do not call a person burn victim but burn survivor, or adult or child with burns.
Down syndrome, as discussed earlier, describes as the result of mental retardation. It is a chromosome disorder that causes delay in physical, intellectual, and language development. Commonly, people call it Mongol, Mongoloid, and Downs childperson which are unacceptable, just say person with Down syndrome. Slow learners, retarded truly sounds offending. These labels are different from learning disability as it describes a permanent condition affecting the way individual retention and expression of information. Learning disability is preferred because it concerns only a specific learning condition.
Mental retardation is acceptable than subnormal or the retarded for persons with substantial intellectual delay. This condition is manifested by below-average intellectual functioning and requires environmental or personal supports to live independently. This is present before the age of 18.
Other conditions like psychiatric disability often identified with terms like psychotic, schizophrenic, neurotic should be used only in proper clinical context. The use of these terms should be checked with utmost caution for medical and legal accuracy. These words and such terms like crazy, maniac, lunatic, demented and schizo are offensive so they should never be applied to people with mental health problems or anyone else. Preferred terms are people with psychiatric disabilities, psychiatric illnesses, emotional disorders, or mental disorders.
People without disabilities are appropriately called nondisabled. Terms like normal, temporarily able-bodied, or whole is not acceptable.
Likewise, writing about persons with disabilities must also be taken with utmost care. It is important to keep in mind to put people first, not their disability. Person with brain injury, a child with autism, or a person who has learning disabilities are terminologies that focus on the individual and not the particular functional limitation. Portrayal issues may be difficult because of editorial pressures. But considering positive and accurate portrayals, terms like nondisabled persons, person with Down syndrome, paralyzed woman, are definitely acceptable. Whereas words like crippled, deformed, the retarded, the deaf and dumb, are examples which should never be used to person with disabilities or to anyone else under any circumstances. Use of epileptic and diabetic to refer to people should also be refrained.
Equally important is to emphasize abilities, not the limitations of the people. Do not use crippled but use wheelchairbraces, walks with crutches instead and do not use emotional descriptors. Also refrain from using condesending euphemisms. These are terms that reinforce the idea that persons with disabilities have no hope. Handicapable, physically inconvenienced and physically challenged terms are considered arrogant.
Never imply disease when talking about disabilities especially if the condition is a result of an earlier disease. Permanent conditions like post-polio syndrome are a heavy challenge for individual with disabilities as they are results from anatomical or physiological damage like cerebral palsy. Never refer people with disabilities as patients or cases unless for conditions personally attended by their physicians.
Showing people with disabilities as active members of the society is therapeutic as this will help in breaking down barriers between persons with and without disabilities. Active social environments will give them opportunities to interact and participate in open communications. Avoid upsetting persons with disabilities by insisting incurable diseases, congenital impairments, or severe injury. Focus on the issues that affect the quality of life such as accessible transportation, housing, affordable health care, employment opportunities, and discrimination. Person with disabilities who are successful in their field are admired as superachievers and must be commended properly. But do not portray them as Superhuman or Heroes because this implies false expectations. Sensationalizing disabilities should not be practiced. Instead consider them as person with multiple sclerosis. Finally, emphasize people not the labels. It is appropriate to say people with mental retardation than saying the retarded.
Special Roles in the Society
Normally students participate in a social community of learners. This is where they develop their skills necessary for future achievements. For children with learning problems, it is a great challenge to master the skills the need in order to actively participate in the social environment. Teaching and helping them first in academics brings so much pressure to teachers so social skills instructions would be more challenging. Yet these skills must be provided to them with patience to encourage socialization and involvement, to help them become better person despite their disabilities.
Persons with disabilities develop a positive outlook as long as the society accepts them positively, beginning at the family then in school. Children must be provided with building blocks of self determination to improve skills and behaviour. These building blocks include participating in decision-making, interacting and participating in given exercises and expressing appropriate control.
Young children need to engage with friends and family, whether they are developing or not. They also must learn to make choices and decisions of their own, control and regulate their environment, and develop self-efficacy. It is obvious that the foundation for self-determination starts early in life and in early childhood environments.
The Role of the Family
Home environment and family cooperation are essential factors in improving opportunities for youngsters to develop self-determination especially in engaging in the designed environment. Family values and beliefs are the important foundations for all young children. Child growth and development is affected by parenting styles and norms. Lack of knowledge about barriers in the home, and discomfort with noisy, non conducive environment, or messy activities may restrict home environments for children.
How the family react and the fear for their childrens safety as well as insufficient knowledge and resources are also essential in shaping personal background in which children with disabilities develop. The design and arrangement of space and furniture inside and outside the home, and the availability of appropriate toys, books, and games shape opportunities for children. It is also important to recognize a childs characteristics like his age and the nature and condition of his disability to help maximize opportunities and potentials for self-determination and also aide to limit or assist their life chances.
Initially, parents attitude and reactions to a retarded child is somewhat negative, viewing them as useless and a burden to the family. Some parents overestimate their children and even neglect and reject them, while others treat their child with mental retardation as precious and someone to give extra care.
In most situations, mothers of children with this special condition in the regular class status mostly see their child as deficient while parents with normal children view their child as favourable. Parents in this class expect low in academic performance and achievement of their child. Some family consider mental deficiency as a family tragedy where parents experience chronic sorrow which is but natural and understandable. In this case, children are not provided with their necessary needs and sometimes having a bad effect on the family. On the part of the siblings, Farber (1968) examined that adverse effects are brought to siblings of children with mental retardation due to their high degree of dependency, and they are most likely to bear an increased responsibility.
Variable reactions to intellectual disability manifest evidently. Grief for the loss of a normal child may be the usual reaction but gradually preparing for the emotional and practical consequences through coping strategies. Coping with bereavement and shock may vary in terms of duration and impact. Family members reactions may depend on the childs age when the diagnosis is made, and the family, values and beliefs in which they were oriented. Family structure, including the extended family may also affect the reaction on children with intellectual disability. Economic status and other stressors such as housing and finance and the familys usual way of coping with crises and stress may affect how the family accept children with disability.
Parents must learn to accept the condition of their child with intellectual and developmental disabilities. Children with special conditions must be accepted, loved and cherished by their parents and once this is fulfilled, the process will give a rewarding experience. Home care is still the best to serve the welfare of the child, so parents must resist any attempt to institutionalize the child. Institutionalization may increased conflict and may be self-destructive and may bring disastrous consequences, to the child and the parents. It can also be hazardous to the mental health of the entire family.
Transition and Fostering
Young people experience transitions as they progress from childhood to puberty and adolescence to adulthood. This is the stage of a persons life prior to maturity and independence. Bereavement, broken family and being cared by others than the immediate family are other life events that bring extra transitions. Opportunities gained during the time of transitions Times of transition include the opportunity to reflect on and be proud of achievements, and have hope for the future.
Facilitating the smooth and effective program for transition and care of a child with disability from childhood to adulthood are provided in different institutions around the world. Transition involves the event to transfer and attend to the special and medical needs as well as the educational, vocational needs of the children and their families.
In 2002, a survey by the Fostering Network has shown in United Kingdom, 7,800 more foster carers are urgently and desperately needed ensure children are given an appropriate placement. This survey involved a total of 128 local authorities which confirmed the results. Gerri McAndrew, the executive director of Fostering Network said regardless of number, each child deserves to live to a foster carer carefully chosen to meet his or her specific needs according to location, culture, lifestyle and language. The marked the launch of fostering fortnight attracted more foster carers. During that time, around 45,000 children and young people were already living with 37,000 foster families in the UK.
One legislative support in the United Kingdom for services to children with disabilities is specified through The Education Act 1993. This legislature has the official duty to undertake transition planning. This Act and the associated Code of Practice (1994) set up the plans for available services. According to the code of practice, health professionals have certain responsibilities at a young persons transition, including those with disabilities.
There is a variety of service model for transition for young people with intellectual disabilities in the UK. Appointment of transition champions is general in each service and serve as a common reference point nationwide. However, service still depends on how it is structured and according to experts availability. Geographical considerations are also considered.
Services available for children with disabilities
Children with disabilities deserve the same care and attention as other children. They also have the same rights as normal children especially to education and community services. Their special conditions must be assured that they grow up fully equipped with all the support and the same opportunities as other children and eventually live a fulfilling life. Supports and services are provided based on the individual needs of a child. These can be arranged between the parents and the social worker to decide which is the most appropriate service or program for the child. Some services differ in some areas and countries. One of the services or family support that could be offered could be any help to arrange day care for children under school age, even outside school hours and in school holidays. Parents and children may go for an overnight stays or other short stays so they may have a break from daily normal chores.
To help increase childs independence, special advice and adaptations to the house andor special equipment may be available as well as advice about benefits and other financial assistance. Extra help inside the home, some counselling advice and putting the parents in touch with organizations voluntarily offering aide and other agencies that offers support to family and children with mental or intellectual problems.
Services and support that school may provide is through the help of professionals which every school may receive such as educational psychologists and specialist advisory teachers. These are the practitioners who can provide quality advice to teachers and parents regarding the disabilities of the child and what approach could be done to help the child develop.
The results of the Fourth National Survey (2007) on the state of services for children with intellectual disabilities in the United Kingdom showed that teenage boys with autism was the common profile of children waiting the longest for a service. Some services have been made accessible to families and children belonging to the ethnic minority. Since family-based short breaks were rapidly changing and the continuous increase in contract carer services, the challenge for short breaks is to be more available and responsive to the needs of children and families. Appropriate extra help need by children with disabilities are available, if not all but in most schools. The head teacher thus works closely with the parents and the one who identifies the special educational needs of the child. It is also the head teacher who is responsible to make the best possible provision in school.
In instances that a child has significantly greater educational needs than other children, legal assessment of your childs needs in school may be performed, either by the request of the parent or the school. After the assessment, any special provision which your child needs will be identified and will decide if there is a need for special arrangements, or a transfer of school if necessary.
Why service is denied
There are persons who serve as advocates for children with disabilities who work in their behalf to get the services they need. They are the ones who negotiate with schools and other agencies and service providers by conducting research, offering opinions and aiding parents in team discussions. For professionals to assist and work essentially with the family of children with ID, they must have complete information on the composition of the family and the way they accept and understand the disability of the child, their attitudes, aspirations and fears, their resourcefulness and parenting style, and their access to external help. Professionals must understand how the family functions in relation to their child with disability and the way they communicate and relate to one another and in wider networks, and during the time of crisis. This is very important because changes occur at different stages of the life-cycle. A child may grow fast starting from school age until puberty. This will affect their perspective and attitude as they grow to adulthood because this may have a destabilizing effect on the family system.
Children with disabilities deserve even the full and utmost care from families and friends, as well as institutions because of their special conditions and needs. But despite humane reasons to provide them with such, it is frustrating that some schools and agencies deny their services, technology or other piece of adaptive equipment to parents when their children need them. To be fair, some agencies or schools may tell parents why the service is denied. But in other case, parents just leave with shoulders down and frustrated for not getting the service when they know it is really need by their child.
A number of reasons may perhaps hinder parents request for service they need for their child from school providers. For instance, the provider may believe that the request is a want but not really needed. The provider may think that the requested service or item is not the appropriate or effective and there is no solid guarantee and research supporting the service or item. The provider sometimes believes the serving the request already meets the minimum legal and ethical requirements. A request may also be denied if it is not related to the providers obligations. For instance, the school district may believe that rather address and educational need, the request focuses on the medical needs. Denied service can also be addressed as less expensively or the requested item or service is not compatible with systems or is an unnecessary duplication or perhaps simply because the request is inappropriate. These reasons are valid and if the agency is correct, it may refuse the request without being liable to it.
In 2005, a study by Elsa Sigridur Jonsdottir and Hrnn Palmadottir of Iceland University of Education focused on the how the school system respond to the educational needs of children and adolescents with intellectual disabilities. They chose to compare two preschools in Iceland where decisions about teaching and education are made from different points of view. Based on the findings, parents had little power in decision making regarding their children. Teachers also have negative attitudes towards children with disabilities having the idea that a disabled child was a tragedy and the parents were in grief and they are not capable of education. There is also little knowledge among parents of the services and special support received by their children.
Not always that the request should be rejected or denied. Sometimes, providers make wrong assessment and judgement of a request. For example, in some cases, the provider may deny the request for a service without any valid reasons. Sometimes, it has an incorrect opinion about the service and as to how it will benefit the childs education. The provider also denies the request because of lack of knowledge and understanding of the individuals disability and why the service is essential. In some cases, they just do not understand their legal obligations and in rare cases, just for keeping the program costs low. In situation that services are denied, parents may feel there is no hope anymore for their children not getting the services they need. But persistence and patience would somehow lead them to the right institution and push more to attempt to get schools to provide services. When conflict arises during negotiations between a person with disability or his parents and the service provider and the issue is cannot be resolved at their level, disability advocacy becomes necessary. Usually, conflicts happen when the service provider just does not want to provide the service, an instruction, an adaptation, equipment, or an accommodation that the person with a disability needs, thus a need for advocacy. Examples of some common reasons why conflicts over special education services may arise include the schools refusal to include items the parent wants on the childs individual education program or IEP. Another reason for conflict is the school and parent disagreement regarding HYPERLINK httplearningdisabilities.about.comodpublicschoolprogramsgsdidefinition.htm specially designed instruction should be provided or, on related services for the child. Sometimes, the school and parents disagree on disciplinary measures and on appropriate placement for the child in the HYPERLINK httplearningdisabilities.about.comodpublicschoolprogramsaleastrestrictiv.htm least restrictive environment. At times, parents complain when they feel that their childs program is not appropriate and that no HYPERLINK httplearningdisabilities.about.comodpublicschoolprogramstpmeasureprogress.htm signs of progress or improvement are seen or being made.
Summary and Conclusion
Intellectual and Developmental disability is a condition wherein children or individuals have certain limitations in mental functioning and in daily adaptive skills such as communicating, taking care of him or herself, and social skills. As a result, they learn and develop more slowly than the usual persons. They take longer and difficult time to learn to speak, walk and attending to their personal needs such as bathing or eating. There are some things also which they cannot learn and they are more likely to have trouble in school. Abnormal genes from parents or genetic error when genes are combined or other genetic problems usually are the cause of intellectual disability. Examples of these are Down Syndrome and Fragile X Syndrome. Problems may also arise during pregnancy. Special conditions of children or individuals like intellectual and developmental disabilities are often misunderstood. Slow learners, low IQ, autistic, mentally retarded are some name calling these individuals experience and struggle almost all the time of their lives. One way or the other, this may traumatize the child and may develop negative traits. And instead of helping them grow independently strong, they might develop inferiority complex and increased their emotional and behavioural disorders. Any emotional and behavioural disorders may interfere in the progress of a child. Although most children having this condition recognize that they are behind others of their own age, family and friends must be cautious still. Some may not easily accept their condition and any negative portrayals might result to frustrations, withdrawn or anxious and other negative emotions. Adolescents and young adults with intellectual disabilities may suffer depression because they might also not have enough skills to express their feelings.
Family and institutions nowadays should work hand in hand to achieve one common goal. This is to help the child with intellectual disabilities stay and live like other people in the family and participate in community life. Good thing that in most states, the law guarantees educational and other services at public expense. It is important that psychiatric disorders be detected at an early possible time. This may help the family in setting appropriate expectations, limits, opportunities to succeed, and other measures which will help the child with intellectual disabilities handle stress.
There are various service providers that will aid children on individual with disabilities. Conflicts may arise between the person with disability or the parent and the service provider but these conflicts may be resolved through the help of disability advocacies. This must not be the case because the concern should be the condition of the child with disability and must not cause any disagreement but a positive agreement. Parents may choose from variety of service providers and institutions which ever offers the program best suited for their childs needs. Children with intellectual disabilities can also be cared for with adoptive or foster families. This will give opportunities for children with ID to socialize outside their family and in some residential settings. These foster families will also have their own beliefs and culture which professionals must also understand to be able to find a family fitted to a certain child condition. Effective intervention will be impossible without any knowledge of the factors to consider and the systems of services because this may have a major impact on the day-to-day care of the child. Finally, intellectual disability is not a disease. This is not contagious that would affect the society very badly. Intellectual Disability is neither a type of mental illness, like depression or paranoia that brings negative impact to the family and society. Individuals especially children with intellectual and developmental disabilities are special people therefore they must be given the utmost and special care. They need greater attention since they are lacking of something which is present and complete to a typical person. Although there is no cure for intellectual disability, most children in this condition still can learn and do many things and seeing them improve will give a rewarding and fulfilling experience, only to appreciative parents, family members and society. And since learning is a great challenge for them and requires more time and effort, they need our utmost help. The accomplishments of children with disabilities extend to the achievement of the community involving institutions and agencies merited for their support and encouragement. Besides, they are also part of the precious creation in Exodus 411 Then the LORD said to him, Who has made mans mouth Who makes him dumb, or deaf, or seeing, or blind Is it not I, the LORD.
