A DIFFERENT BEAT: Addressing the needs of disabled children

So too do children with disabilities. There are specific differences to their special needs and management. The best way to explain this is through examples as we go through the milestones of development.

THE TODDLER

F is a boy of 4 who has spastic diplegic cerebral palsy. He was born prematurely and had complications during delivery.

F is still unable to walk well. His gross motor functions, namely sitting, standing and walking, is delayed. He walks by cruising along furniture or the wall. He has significant spasticity in both legs and when he stands, he tiptoes with knocked knees. He attends physiotherapy sessions regularly and exercises at home too. His parents are seeking treatment to make him walk better.

Apart from that, he interacts well with his siblings. However, his communication skills are mildly impaired. He has difficulty completing a sentence but he is able to understand his parents well.

Fs therapy focuses on safe and efficient ambulation, the use of orthotics and aids for walking, spasticity management, effective communication and monitoring as well as attempts at catching up with his development.

THE SCHOOLING TEENAGER

M is a 9-year-old girl who also suffers from spastic diplegic cerebral palsy. She is attending public school by using a wheelchair. She is able to walk a short distance with the aid of orthotics and a walking frame.

M mainly walks at home and prefers to use a wheelchair at school. She still attends therapy sessions but not as regularly as before as it often clashes with her school time. She is compliant to spasticity treatment but gets tired easily with home therapy after a long day at school. Therefore, her weekends are mainly used for physiotherapy and occupational therapy and school holidays are the best time for us to treat her spasticity.

During her visit to our clinic, apart from her physical assessment, we also explored her academic performance, possible self-care issues, social skills and current school support. We visited her school earlier to assess the environment and recommended minor adaptations such as ramps, ground floor classes, table and seating setting and easy access to the lavatory.

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A DIFFERENT BEAT: Addressing the needs of disabled children