If you are reading this, it is highly likely that you are an excellent parent and doing a great job, but you may also have a nagging feeling that you should be concerned about how your child is developing. This is perfectly normal. Each child has their own unique rate of development, however, sometimes these developmental delays, minor variations are early signs that a child may need special education and early intervention services or special education may be a benefit for your child. It is not about rushing to label your child; it is simply about providing your child with the early intervention resources they need to be successful as soon as possible.
Why early intervention Matters: The Power of Right Now
The one thing I’d like you to remember is this: Time is really important.
Think of a child’s mind as a flexible piece of clay. When you’re a child (newborn, infant, toddler, or in pre-school), your mind can get used to anything because your brain works better during the first few years of life. This is known as “critical development.” By identifying a delay early and providing targeted/specialized help (known as “Early Intervention”), it will be easier to make long-lasting changes.
Brain plasticity changes as you age; therefore, providing early intervention will have better results than if you start later.
“Catch-up” Early intervention will help children catch up with their peers, thereby closing the gap before they even start kindergarten.
Long-term Success Children receive better grades and have higher graduation rates .Children who have received an early intervention generally require less intensive assistance later in life.
Waiting to take action could cause larger issues, more frustration for the child and the development of other challenges such as low self-esteem or anxiety. Becoming a proactive parent and monitoring a child’s developmental progress is your superpower!
Early signs child needs special education
The list below highlights warning signs to observe for children aged 0-5 years (Birth to 5 years).
Newborn to 12 months
Not responding to sounds, not able to make eye contact or core strength needed to sit unsupported by 9 months
1 to 36 months
Not saying any words by 15-18 months, difficulty walking by 18 months, no pretend play
36 months to 60 months
Difficulty following simple directions, trouble holding a crayon, difficulty being understood by non-family members
Behavior signs
Once a child has entered a structured learning environment such as pre-K, the signs become even clearer that they have a high likelihood of having a learning disability (such as dyslexia or dyscalculia), as well as a possible intellectual disability.
The examples of these signs and symptoms include:
Memory Problems – Difficulty remembering multi-step directions and/or forgetting recently learned information (such as letter and shape names).
Conceptual Problems – Ongoing difficulty understanding basic concepts (e.g., counting, size, time, and matching).
Delayed Literacy Skills – Not interested in books, difficulty identifying rhyming patterns (which are a crucial precursor to reading), and/or significant difficulty learning the letters of the alphabet.
Poor Organizational Skills – Difficulty keeping track of their belongings and/or difficulty following sequential steps to complete a task (such as getting prepared for school).
Inconsistent Performance – They appear to know something today but lose it entirely the following day.
In many situations, behaviors are not necessarily the primary issue, but they do indicate a larger problem, which could include a learning difference; Autism Spectrum Disorder (ASD); or Attention-Deficit/Hyperactivity Disorder (ADHD).
Severe Difficulty with Transitioning: A child may exhibit signs of extreme anxiety or an emotional meltdown during the transition between activities, locations, and routines. (For example, experiences have been reported of children crying when asked to change activities).
Social Reciprocity: A child may struggle within the context of social situations (e.g., difficulty with back-and-forth conversation; difficulty playing with others in cooperative play situations). (Social reciprocity is prevalent in individuals who struggle with ASD.).
Impulsive Failure to Sustain Attention or Focus: A child may struggle with the ability to remain seated; he or she may blurt out answers; may continuously misplace items; or may be unable to focus on a task for an age-appropriate time. Definition for attention-deficit/hyperactivity-this is considered ADHD.
Inappropriate Emotional Responses: A child may exhibit inappropriate emotional responses (e.g., excessive anger displayed when a crayon is broken; little to no emotional distress displayed when the child is injured).
Narrow or Intense Focus on a Subject Matter: A child may have an extremely intense and narrow field of interest (i.e., only interested in one or two subjects) in which he or she engages, especially when accompanied with repetitive behaviors.
Speech, Motor, and Sensory Indicators
This is the most important area! The majority of children who participate early in early intervention programs do so because they experience extensive communication delays.
Speech and Language
Articulation Problems – From about age three to four, a child should generally be understandable by most people. If their speech is unclear, inconsistent, or contains significant amounts of lisp, confusion, or inconsistent speech sounds, it may indicate the presence of a speech disorder.
Difficulty Following Directions – This includes difficulty either not being able to follow simple directions or requiring constant repetition of them, which could indicate a Receptive Language Delay (an inability to process and comprehend spoken language).
Limited Vocabulary – Children may have difficulty using more sophisticated vocabulary and relying heavily on short, simple sentences to communicate their thoughts/points of view. This is an Expressive Language Delay.
Motor Skills (Gross and Fine)
Gross Motor (Large Muscle): Clumsiness, trouble running or jumping, poor balance, or struggling to climb stairs (signs of Motor Delay or Dyspraxia).
Fine Motor (Small Muscle): Very awkward grip on crayons or pencils, difficulty with fasteners (zippers, buttons), or trouble cutting with scissors (often related to Occupational Therapy needs).
Sensory Indicators
Some kids are highly sensitive or under-sensitive to the world around them. This is often described as Sensory Processing Disorder (SPD).
Oversensitivity (Sensory Avoidance): Extreme negative reaction to loud noises, certain textures (clothing tags, food mushiness), or bright lights.
Under-Sensitivity (Sensory Seeking): Constantly moving, spinning, or crashing into things; chewing on non-food items; or not reacting to pain or temperature.
When to Seek a Professional Evaluation
So, you’ve noticed a few things. What now? Don’t wait!
Your first step is almost always a conversation with your child therapist. They can perform basic screenings and refer you to specialists.
If you have a child between the ages of 0 and 3, contact Eve child rehabilitation centre as they are required by law to provide evaluation and potentially, depending on eligibility, free services including Speech Therapy, Physical Therapy, and Occupational Therapy.
If your child is between 3 and 5 years old, contact us .We provide a variety of services including screening for preschoolers.
For School-Age Children (K-12)
You have the right to request an evaluation from your child’s school district in writing. Write a short, clear letter to the Principal or Special Education Director stating, “I am formally requesting a full, comprehensive special education evaluation for my child, \[Child’s Name], due to concerns with \[list 2-3 specific concerns].
The school must then begin the formal process of evaluating your child within a set number of days. This is the first step toward getting them a therapist.
How Early Intervention Improves Long-Term Outcomes
Using Early Intervention with Eve child rehabilitation centre leads to a better result for your child in the future. While starting to receive a diagnosis or to be serviced may seem like you have failed, it means parent(s), guardian(s) or some other type of person who takes care of their child, have put together a custom-designed map of how their child learns the best.
Early Intervention is for building the foundation for a child to be able to learn and communicate with people, be able to form friendships and be able to learn. It is not about fixing your child.
Today, by making this commitment:
- You will help boost your child’s self-esteem. The moment your child receives the necessary types of support, the feelings of failure, frustration, and disappointment will quickly go away as they begin feeling successful.
- You will help prevent future problems. When you are able to help a child identify the source of their challenges, you will eliminate the possibility of the children developing anxiety or behavioral concerns due to a learning delay.
- You will be providing your child with skills now that will serve as the foundation for future learning. The skills of sitting, focusing, communicating their needs, and holding onto a pencil are all examples of the foundational skills they will need in order to become mature, capable learners.
You are your child’s biggest advocate. Trust your instincts and take the first step. Eve,child rehabilitation centre exists for you and your child.
Frequently Asked Questions
Early signs may include delayed speech, difficulty recognising letters or numbers, trouble following instructions, short attention span, poor memory for daily tasks, frequent confusion, or struggling with fine motor skills like holding a pencil.
If you notice consistent difficulties for a few months, or if your child is falling behind peers in basic skills (speech, reading readiness, motor skills), it’s best to seek an assessment. Trust your intuition—early checks are always helpful.
Yes. Early intervention can significantly improve learning outcomes. Identifying challenges early allows for personalised support, boosts confidence, and reduces future academic stress.