SUJAY CDC

We work on following areas

These are common area of difficulty in children who are diagnosied with Development Difficulties

Autism

Autism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviours and sensory processing difficulties. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. Children with autism have trouble communicating. They have trouble understanding what other people think and feel. This makes it very hard for them to express themselves either with words or through gestures, facial expressions, and touch.
A child with autism who is very sensitive may be greatly troubled -- sometimes even pained -- by sounds, touches, smells, or sights that seem normal to others. Better understanding of Autism and early interventions (occupational therapy) can greatly increase the quality of life for children and adults with this disorder and help them live fulfilling lives

Fragile X syndrome

Fragile X syndrome is an inherited genetic disease that causes intellectual and developmental disabilities. Fragile X syndrome results in learning disabilities, developmental delays, and social or behavioral problems. Disabilities vary in severity. Male patients usually have some level of intellectual disability. Female patients may have some intellectual disability or learning disability or both, but many women with fragile X syndrome will have good chances of normal intelligence. Better understanding of Fragile x syndrome and early interventions (occupational therapy) can greatly increase the quality of life for children and adults with this disorder and help them live fulfilling lives

Attention-deficit/hyperactivity disorder (ADHD)

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.
Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school. Better understanding of ADHD and early interventions (occupational therapy) can greatly increase the quality of life for children and adults with this disorder and help them live fulfilling lives.

Down syndrome

Down syndrome is a genetic disorder caused when abnormal cell division results in extra genetic material from chromosome 21. This genetic disorder, which varies in severity, causes lifelong intellectual disability and developmental delays, and in some people it causes health problems. they have sensory processing difficulties.
Down syndrome is the most common genetic chromosomal disorder and cause of learning disabilities in children. Better understanding of Down syndrome and early interventions can greatly increase the quality of life for children and adults with this disorder and help them live fulfilling lives.

Learning disabilities

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

Specific Learning Disabilities:

Auditory Processing Disorder (APD):-
Also known as Central Auditory Processing Disorder, this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.
Dyscalculia:-
A specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.
Dysgraphia:-
A specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.
Dyslexia:-
A specific learning disability that affects reading and related language-based processing skills. The severity can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language-Based Learning Disability.

Developmental Delay

    There is lots of variation around what age a child should learn specific developmental skills, such as walking or talking. Most children develop these skills during the normal time period without any issues. However, some children don't attain these skills at the appropriate age. For example, some children learn how to walk well after their second birthday. When this happens, it may be a sign of developmental delay. The term developmental delay refers to when a child does not achieve developmental milestones within the normal age range. Simply put, it is a delay in a child's development.
Types of Developmental Delays and Symptoms:
    There are four main types of developmental delays in children. The symptoms depend on the type of developmental delay that is present. A child may experience developmental delays in one or more of the following areas:
Language or speech delays: This includes the ability to communicate with other people effectively, express and receive information such as instructions on how to complete an assignment, and to form sentences.
Motor delays: This includes the ability to balance, walk, and use your hands and fingers, and hand-eye coordination. Social and emotional delays: This includes the ability to have meaningful relationships with others, interact with others, and being able to pick up on social cues.
    Cognitive delays: This category includes thinking skills, learning, reasoning, and memory.

Childhood obesity

Obesity is defined as abnormal or excessive fat accumulation that may impair health. Childhood obesity is a medical condition that affects children and teenagers. Everyone has a body shape that is just right for him or her changes but sometimes we can store excessive body fat.
A healthy weight trajectory is where height and weight change proportionally together as children develop. When children are off the healthy weight trajectory, their weight gain is disproportionate to their change in height, meaning the gain of body fat that can negatively impact his or her healthy development and health overall.

Fatal Alcohol syndrome

Fatal alcohol spectrum disorders (FASD) are a group of conditions that can occur in a person whose mother drankalcohol during pregnancy.[1] Problems may include an abnormal appearance, short height, low body weight, small head, poor coordination, low intelligence, behavior problems, and problems with hearing or seeing.[1] Those affected more commonly have trouble in school, have trouble with law enforcement, are frequently jailed, are involved in high risk sexual activity, and have trouble with alcohol or other drugs.[2] The most severe form of the condition is known as fatal alcohol syndrome (FAS).[1] Other types including partial fatal alcohol syndrome (pFAS), alcohol-related neurodevelopmental disorder (ARND) and alcohol-related birth defects (ARBD).

Conduct Disorder (CD)

Simply put, children with ODD and CD disrespect others (particularly authority figures in ODD) and don’t follow rules.
Oppositional defiant disorder is the milder of the two and is typically diagnosed earlier. Children with ODD show a pattern of disobedient, hostile, defiant behaviours toward authority figures such as parents, teachers, daycare workers etc. Symptoms include refusing to follow rules, deliberately annoying others, arguing often, blaming others for mistakes, difficulty making or keeping friends, discipline problems at school, acting spitefully or seeking revenge, and being touchy or easily annoyed. Some research suggests that approximately half of children with untreated ODD will continue to have the behavior years later and about half of those kids (about 1/4 of the original group) will progress to conduct disorder.
Children and adolescents with conduct disorder not only break rules, but also show no respect for other people’s rights. They may be aggressive to people and animals (bully, fight, use weapons, intentionally hurt pets, steal), destroy property (for example throw or smash things, punch holes in walls, set fires) lie to get things they want or to avoid consequences, stay out past curfew, run away and skip school.

School refusal and school phobia

School refusal describes the disorder of a child who refuses to go to school on a regular basis or has problems staying in school. Children with school refusal may complain of physical symptoms shortly before it is time to leave for school or repeatedly ask to visit the school nurse. If the child is allowed to stay home, the symptoms quickly disappear, only to reappear the next morning. In some cases a child may refuse to leave the house. Common physical symptoms include headaches, stomach-aches, nausea, or diaerrea. But tantrums, inflexibility, separation anxiety, avoidance, and defiance may show up, too. More Common age 4-6 year or 8 to 10 year.

Cerebral palsy

Cerebral palsy refers to a group of neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination Cerebral palsy (CP) is caused by damage to or abnormalities inside the developing brain that disrupt the brain’s ability to control movement and maintain posture and balance. The term cerebral refers to the brain; palsy refers to the loss or impairment of motor function.
Children with CP exhibit a wide variety of symptoms, including:
• lack of muscle coordination when performing voluntary movements (ataxia);
• stiff or tight muscles and exaggerated reflexes (spasticity);
• weakness in one or more arm or leg;
• walking on the toes, a crouched gait, or a “scissored” gait;
• variations in muscle tone, either too stiff or too floppy;
• excessive drooling or difficulties swallowing or speaking;
• shaking (tremor) or random involuntary movements;
• delays in reaching motor skill milestones; and
• difficulty with precise movements such as writing or buttoning a shirt.

Developmental coordination disorder (DCD)

    Students diagnosed with DCD find it exceptionally difficult to acquire the movement skills that are expected of them in everyday life and are often referred to as ‘clumsy’. Such students do not suffer from any known neurological condition and their difficulties are not explicable in terms of a generalised delay in development. Students may have difficulty co-ordinating their movements, perceptions and thoughts. They exhibit difficulty with everyday tasks such as buttoning shirts and using a knife and fork, and may confuse left and right.
    In school, activities such as writing, Visual Arts, and Physical Education may pose problems. In play, difficulties may be observed in tasks such as running, jumping, hopping and catching a ball. In the classroom, the student may bump into and drop things and tend to find drawing and writing difficult. It is often difficult for the student to maintain erect posture, either when sitting or standing, and the effort expended on this can be considerable, giving rise to fatigue. Students may also need to prop up their bodies with their arms, which may cause problems when they have to use their arms for writing. This difficulty may also result in students being fidgety or exhibiting a tendency to lie across the desk.
    Some students have additional speech problems, others are distractible and show an inability to organise their behaviour. Students may also have poor spatial awareness. Students have difficulty with self-help and organisational skills and may find it difficult to remember what equipment is needed for particular activities and typically will mislay their belongings at school. At home they may be untidy and slow at tasks that require fine-/gross-motor skills. Students may have an inability to recognise potential dangers (e.g. using Bunsen burners and other equipment in science and technology subjects).

Common childhood orthopaedic conditions

    Spina bifida: When the bones of the spinal column do not develop properly before birth, a condition called spina bifida occurs. In spina bifida, the spinal cord is left partly unprotected by the vertebrae. This condition may be mild or severe. Children with spina bifida are more prone to have other conditions, such as clubfoot, latex allergy and learning disabilities.
    Club foot: The term “clubfoot” refers to a foot that turns inward. Clubfoot is present at birth (congenital) and is the most common disorder of the legs — about one in 1,000 children will be born with clubfoot.Streching may be used along with orthopaedic intervention.
    Toe Walking: Babies often walk on their toes as they’re learning to get around. This toe walking is normal and usually goes away after the toddler phase. But when children continue to toe walk after they should have outgrown the habit, you should seek a medical opinion about how to treat the condition.

Genetic deformity

    Cri-du-chat (cat's cry) syndrome: also known as 5p- (5p minus) syndrome, is a chromosomal condition that results when a piece of chromosome 5 is missing. Infants with this condition often have a high-pitched cry that sounds like that of a cat. The disorder is characterized by intellectual disability and delayed development, small head size (microcephaly), low birth weight, and weak muscle tone (hypotonia) in infancy.
    Williams syndrome : also called Williams-Beuren syndrome, is a rare genetic disorder that causes multiple developmental problems. This can include heart and blood vessel issues (including narrowed blood vessels), musculoskeletal problems, and learning disabilities.
Common symptoms of the condition include:
• specific facial features like a wide mouth, small upturned nose, widely spaced teeth, and full lips
• colic or feeding problems
• attention deficit disorder
• learning disorders
• inward bend of pinky finger
• specific phobias
• short stature
• speech delays
• sunken chest
• varying degrees of intellectual disability
    Alagille syndrome: Alagille syndrome is a genetic disorder that affects the liver, heart, kidney, and other systems of the body. Problems associated with the disorder generally become evident in infancy or early childhood. Treatment for Alagille syndrome includes medications and therapies that increase the flow of bile from the liver, promote growth and development in infants' and children's bodies, correct nutritional deficiencies, and reduce the person's discomfort.