Every Child Is Like All Other Children, Like Some Other Children And

Every Child Is Like All Other Children, Like Some Other Children And Every Child Is Like All Other Children, Like Some Other Children And Like No Other Children â€" Essay Example > Developmental disorders involve any condition that occur at some age in the development of a child and leads to delay of development of one or various psychological functions of a child such as a language and communication skills. Developmental disorders involve both physical and psychological disorders. They are impairment in normal development in cognitive or motor skills which are usually have no cure and are expected to continue indefinitely (Searight, 2001). Causes of scientific disorders is scientifically based on various theories where some of the major variations is whether not the environment the child’s normal development, or there are predetermined abnormalities. Normal development of developmental disorders occurs due to contributions from contribution of both genetics and environment where the variation is the belief of the role of ever factor in normal development. As a result, this affects hoe such abnormalities are caused. One of such theories that underpin envir onmental causes of developmental disorders involves early childhood stress such as theorizing cause of developmental disorders by traumatizing by early childhood. Other theories even stress that accumulation of small stresses can accumulate leading to developmental difficulties as a result of behavioural, social, or emotional disorders in children (Neef, 2001). The central issue considered in diagnosis of developmental disorders is provision of a coordinated, timely, economical, equitable and accurate diagnosis. Well diagnosed developmental disorders facilitates timely entry towards an appropriate treatment, enable the members of the family to have a clear understanding of the developmental challenges associated with their child in order to adapt to the demands of the needs of the child, and opens opportunities for counselling and control of increased risks in the child and subsequent generation (Mandell et al. , 2002). This essay discusses and evaluates issues that surround the e ffective diagnosis of developmental disorders in early childhood by considering three cases: ever child is like no other children; is like some other children; and is like all other children. It also examines the challenges of achievement of an effective diagnosis of developmental disorders. Although there is consensus on professionals in regard to what leads to best practices for comprehensive conduction of diagnostic assessments, there are several challenges associated with diagnosis of developmental disorders. Diagnosis of developmental disorders is usually challenging due to complexity associated to their some common effects such as relationship to the people around as well as the way a child may be communicating. In addition they syndromes associated with such various developmental disorders such as autism may be related to a wide range of subgroups making it even more complicated to diagnose (Pinto-Martin et al, 2005). Many children may be having a mixture of various features by at last; they may not fit neatly into any syndrome. As a result, the whole spectrum is usually defined in terms of presence of impairments which affect social imagination, social interaction, and social communication, referred to as triad of impairments. Such impairments are associated with repetitive range of activities (Silka, Hauser, 1997). In addition, there are also a range of other problems which are associated with the triad making diagnosis more complex. This leads to challenges of trying to settle at impairments that may be regarded as basic as the defining criteria for certain disorder. Diagnosis of developmental disorders can also be challenging given that individuals who are identified as experiencing a certain disorders behave very differently. This is due to extension of various features such as intellectual capability from severe disability in learning to normal or even going further to the levels above intellect. In a similar way others skills have such a wide variety of variation. Fr instance, linguistic skills of a child with a developmental disorder may range from the children who are mute to those who might display grammatically correct speech, but in a complex way (Sand et al. , 2005).