Disabilities in Children

Sl no

Disability

Category

RPwD Act 2016

NEP Support

Description

How Parents Can Assess

Diagnosis

01

Locomotor Disability

Orthopedic & Locomotor Disabilities

Yes

No

A disability of the musculoskeletal system that results in substantial restriction of movement of limbs. It involves inability of bones, joints, or muscles to function normally​. Examples include paralysis, limb deformities, amputations, or conditions like polio that affect mobility.

Parents might notice the child has difficulty crawling or walking compared to peers. They may limp, use one side of the body more, or need support to walk​. The child might have an observable deformity of the neck, spine or limbs, or may use assistive devices (braces, crutches, wheelchair) to move​. Any persistent difficulty in using arms or legs for age-appropriate activities should prompt evaluation.

Diagnosis is clinical: an orthopedic or neurologic assessment, including X-rays or other imaging if needed to determine cause. The degree of movement restriction is measured (e.g., range-of-motion tests, muscle strength grading). The rehabilitation team (physician, physiotherapist) also assesses need for assistive devices. A locomotor disability certificate is issued if limb movement is significantly impaired (typically 40% or more restriction as per guidelines).

02

Leprosy Cured Persons

Orthopedic & Locomotor Disabilities

Yes

No

Persons who have been cured of Hansen’s disease (leprosy) but have residual permanent disabilities. This may include loss of sensation in hands/feet, muscle weakness or paralysis, and deformities of limbs or eyes​. (By law, categories range from no visible deformity but sensation loss to more severe deformities​.)

Look for patchy, discolored skin lesions that had reduced sensation (the early sign of leprosy), and any resulting impairments. A child cured of leprosy might exhibit numbness in extremities or healed ulcers. There may be deformities like clawed fingers or drop foot. Parents would likely know the disease history; ongoing issues include insensitive hands/feet (prone to injury)​

Diagnosis of leprosy is medical (skin smears/biopsy when active). After cure, disability assessment is done by a medical board evaluating loss of sensation and limb deformity​. The extent of nerve damage (e.g. through monofilament tests for sensation) and any deformities (missing digits, etc.) are documented for certification.

03

Cerebral Palsy (CP)

Neurological & Intellectual Disabilities

Yes

Special educators, physiotherapy support, and assistive technology integration recommended.

A group of non-progressive neurological disorders caused by damage to the developing brain (before, during, or shortly after birth) that affects body movement, muscle tone, and coordination​. CP is lifelong but non-progressive (the brain lesion doesn’t worsen, though the effects on the body can change over time).

Infants with CP often miss motor milestones. For example, a baby may have difficulty holding their head up, rolling over, or sitting at the typical ages. Parents might notice the baby feels either unusually stiff or floppy when handled​. As the child grows, they may favor one side (e.g., crawling by pushing off with one hand/leg)​, or have asymmetric posture. Other signs include persistent primitive reflexes, poor balance and coordination, or involuntary movements/tremors​. If a toddler isn’t walking or is walking on toes with scissor gait (crossing knees), these are strong indicators.

Diagnosis is usually made in infancy or early childhood. Doctors assess the child’s motor development through neurological exams. They may use brain imaging (MRI) to look for areas of damage or abnormal development in the brain. There is no specific lab test for CP; it’s a clinical diagnosis supported by history (e.g. prematurity or birth complications) and exam findings. Once CP is suspected, evaluations by neurologists, developmental pediatricians, and therapists are done to categorize the type and severity (e.g. spastic, athetoid CP, etc.). Early intervention evaluations often double as diagnostic assessments.

04

Dwarfism

Neurological & Intellectual Disabilities

Yes

No

A medical/genetic condition resulting in short stature. By definition, adult height is 4 feet 10 inches (147 cm) or less​. Most commonly caused by achondroplasia, it often features disproportionately short limbs.

The child’s growth is noticeably delayed – they are much shorter than other kids their age. Certain features may be present: for example, a relatively large head with prominent forehead, bowed legs, or shortened arms and legs​. Parents might observe that clothing sizes for much younger children fit, or doctors may flag growth charts where height is far below normal percentiles.

Pediatricians diagnose dwarfism through growth measurements and physical exam. Bone X-rays can show characteristic growth plate changes. Genetic testing can confirm specific causes (e.g. FGFR3 gene mutation in achondroplasia). An endocrine evaluation might be done to rule out hormonal causes. Diagnosis is confirmed when the child’s projected adult height falls at or below the 147 cm threshold​(after excluding treatable causes).

05

Muscular Dystrophy (MD)

Neurological & Intellectual Disabilities

Yes

No

A group of hereditary muscle diseases characterized by progressive skeletal muscle weakness and wasting​. Different types (Duchenne, Becker, etc.) are caused by gene mutations affecting muscle protein production. Over time, muscles degenerate and lose function.

In young children, frequent falls and difficulty climbing stairs or getting up from the floor can signal an MD like Duchenne​. Parents may notice the child has a waddling gait or needs to “walk” their hands up their thighs to stand (Gowers’ sign). The child might run slower than peers and have trouble with activities like jumping​. Calf muscles often appear unusually enlarged (pseudohypertrophy)​, and the child may start walking on tiptoes. Any progressive loss of motor abilities (a child who was walking then starts struggling) is a warning sign for MD.

Diagnosis is confirmed by a combination of genetic and clinical tests. A simple blood test for creatine kinase (CK) is often extremely elevated in muscular dystrophies​, indicating muscle damage. DNA testing can identify mutations (e.g., in the DMD gene for Duchenne/Becker MD). Doctors may also perform a muscle biopsy to examine the muscle fibers and protein levels. Electromyography (EMG) may be done to distinguish muscle conditions from nerve disorders. Prenatal or neonatal screening is possible if there’s a family history.

06

Acid Attack Victim

Orthopedic & Locomotor Disabilities

Yes

No

Refers to a person who has been disfigured due to a violent assault with acid or similar corrosive substance​. Acid attacks cause chemical burns that can result in severe scarring, deformities, and often partial or complete loss of function in the affected areas (e.g. loss of vision if eyes are involved, contractures of limbs, etc.)

The injury is usually obvious. Parents or observers will see severe burn scars on the child’s body. Depending on the attack, the face might be disfigured (with features like nose or ears melted/scarred), and the skin on affected areas is often taut and depigmented or hyperpigmented with scar tissue. If the eyes were hit, the child may have impaired vision or blindness. Acid burns can also cause the tightening of skin around joints (contractures) — so a child might have restricted movement in an arm, neck stiffness, etc., as they heal. Essentially, the parent witnesses the aftermath of the trauma: the focus is then on medical treatment and recovery, but from a disability standpoint, any lasting functional impairment (e.g., difficulty in using hands, or facial disfigurement affecting eating or speaking) is noted.

Diagnosis in terms of disability is a medical examination of the residual effects of the acid attack. The acute incident is treated in emergency/ burn units, but for disability certification, a medical board evaluates the extent of permanent damage. For example, if vision is lost due to corneal burns, the child is also certified as blind. If limb function is limited due to scar contractures, the percentage of locomotor disability is assessed. Essentially there isn’t “diagnosis” of acid attack per se (the event is usually well-documented); rather, doctors assess the functional impairments resulting from the acid burns – scar severity, disfigurement, any loss of senses – to determine the disability status. Psychosocial evaluation is also important, as these survivors may have emotional trauma requiring rehab.

07

Blindness

Sensory Disabilities

Yes

NEP promotes Braille materials, screen readers, and assistive technology for visually impaired students.

Complete or nearly complete loss of vision. Legally, it includes total absence of sight or very low visual acuity (less than 3/60 in the better eye even with best correction)​

Infants may not make eye contact or track moving objects by about 3 months of age​. Older children won’t respond to visual stimuli (e.g. not recognizing people unless they speak) and may bump into things.

Eye examination by an ophthalmologist – including visual acuity tests (e.g. Snellen chart) and field of vision tests – is used. Criteria for certification include profound vision loss (e.g. acuity <3/60)​

08

Low Vision

Sensory Disabilities

Yes

Provides large print books, AI-based learning tools, magnifiers, and high-contrast reading aids.

Significant visual impairment even after treatment or correction, but not total blindness. Defined as visual acuity <6/18 but above the blindness threshold, or a limited field of view (<40°) in the better eye with best correction​

The child may hold books or objects very close to the face, squint or tilt their head to focus, and rub their eyes frequently​. They might have trouble seeing the blackboard or often complain of headaches due to eye strain.

Comprehensive eye exam measuring visual acuity and visual fields. An ophthalmologist determines the degree of vision loss; acuity between 6/18 and 3/60 (in better eye) typically falls under low vision​. Corrective lenses and low-vision aids are evaluated during diagnosis.

09

Hearing Impairment (Deaf / Hard of Hearing)

Sensory Disabilities

Yes

Encourages sign language instruction, captioned videos, and hearing aids in classrooms.

Partial or total inability to hear. Legally classified as “deaf” (70 dB or more hearing loss in both ears) or “hard of hearing” (60–70 dB loss)​. It can be congenital or acquired, and affects speech and language development.

In babies, lack of startle response to loud sounds or not turning toward sounds by 6 months is a red flag​. By age 1, not babbling or responding to name is concerning. Older children may have delayed or unclear speech, not follow verbal instructions (often mistaken for inattention), say “huh?” frequently, or listen to the TV at high volume​

Newborn hearing screening (using OAE/ABR tests) can detect early loss. Formal diagnosis is via audiological evaluation – pure tone audiometry to measure the dB loss, and impedance tests. If a child shows signs, an ENT or audiologist does a hearing test; a loss >60 dB in the better ear confirms impairment​. Early identification is crucial, so infant screening is recommended for all newborns​

10

Speech and Language Disability

Sensory Disabilities

Yes

Pushes for speech therapy support in schools and use of AAC (Augmentative & Alternative Communication) tools.

A permanent disability involving one or more components of speech or language due to organic or neurological causes. Examples are speech impairments from conditions like laryngectomy (removal of voice box) or aphasia after a brain injury​. It can affect voice production, articulation, fluency (stuttering), or the ability to understand or use language.

Parents might observe that the child’s speech is markedly behind peers. Signs include: not speaking at all by an age when most kids do (e.g. no words by 2 years), speech that is difficult to understand (unclear articulation), or the child only speaking in very short, broken phrases. The child may struggle to form sentences or use incorrect word order (for example, saying phrases like “juice want” instead of “want juice”)​. Stuttering or frequent repetition of sounds/words is another sign – e.g. prolonging sounds or repeating syllables (“b-b-ball”). Some children have a limited vocabulary for their age and cannot express themselves well, leading to frustration. If a child’s speech is unintelligible to people outside the family after the age of 3, or if they consistently have trouble expressing or understanding language, an S&L evaluation is warranted.

An evaluation by a speech-language pathologist (SLP) is needed. The SLP will assess the child’s receptive language (understanding) and expressive language (speaking), as well as speech sound production, fluency, and voice quality. Standardized tests (like the Peabody Picture Vocabulary Test for understanding, or articulation tests) help pinpoint the issues. Hearing testing is also done to rule out hearing loss as a cause. Diagnosis may be given as specific disorders: e.g., phonological disorder (speech sound disorder), childhood-onset fluency disorder (stuttering), or expressive/receptive language disorder. The diagnosis is essentially clinical, based on how far the child’s communication skills deviate from normal developmental milestones​. Early intervention by an SLP is crucial once identified.

11

Intellectual Disability (ID)

Neurological & Intellectual Disabilities

Yes

Emphasizes special education, Individualized Education Plans (IEPs), and life-skills training.

A developmental condition characterized by significantly below-average intellectual functioning and deficits in adaptive behavior (daily living skills), originating before age 18. In practical terms, the person learns and develops more slowly than typical. Severity can range from mild to profound.​

Parents may notice global developmental delays. Infants and toddlers might sit up, crawl, or walk much later than peers​. The child might have slow language development – for example, speaking much later, or difficulty forming sentences. They can struggle with understanding concepts, have trouble remembering things or solving simple problems, and may not grasp social rules (like taking turns)​. In school, an ID child generally has difficulty in all academic areas.

Diagnosis requires standardized assessment by a psychologist. An IQ test (e.g. WISC-V) is administered to gauge intellectual functioning, and adaptive behavior is evaluated using scales like the Vineland Adaptive Behavior Scale​. ID is typically defined as IQ around 70 or below and deficits in adaptive skills. The evaluation also reviews developmental history. Only trained professionals can diagnose ID, and they often classify it by severity after comprehensive testing.

12

Specific Learning Disabilities (SLD)

Neurological & Intellectual Disabilities

Yes

Includes Dyslexia, Dyscalculia, Dysgraphia; NEP focuses on early identification, teacher training, and accommodations.

A heterogeneous group of learning disorders that affect the ability to acquire and use academic skills. SLD may manifest as difficulty in reading (dyslexia), writing (dysgraphia), or mathematical reasoning (dyscalculia), despite normal intelligence and opportunity​. It is a brain-based processing difference, not due to lack of education or other disabilities.

Parents usually notice issues once the child starts school, although early signs can appear in preschool. The child might have difficulty learning letters, phonics, or numbers. In elementary school, they may read much more slowly than peers, often skipping or substituting words​. They might write very poorly or illegibly and struggle to spell simple words correctly​. Math problems can be unusually hard – for example, trouble grasping basic addition or remembering multiplication tables. The child may have a good oral understanding but “blank out” when asked to read or write, or have trouble following multi-step instructions​. If a bright child persistently underperforms in one area (like reading) and shows frustration or avoidance of that activity, an SLD could be the cause.

Diagnosis is done by educational psychologists or special educators through psycho-educational evaluation. This typically involves standardized achievement tests in reading, writing, and math, and an IQ test to rule out global cognitive delay. A significant discrepancy between the child’s intellectual ability and academic achievement indicates a learning disability. For example, a child with average IQ who reads far below expected level might be diagnosed with dyslexia. Professionals use tools like the WISC-V (IQ test) and achievement tests (WIAT, Woodcock-Johnson, etc.), and also consider classroom performance and developmental history. Only qualified professionals can diagnose an SLD​– parents should seek an evaluation if they suspect one. Early diagnosis (by 6–8 years) can lead to targeted interventions (remediation, accommodations).

13

Autism Spectrum Disorder (ASD)

Neurological & Intellectual Disabilities

Yes

Recognized under inclusive education programs, sensory-friendly classrooms, and behavioral therapy support.

A neurodevelopmental disorder typically appearing in the first 3 years of life, affecting a child’s ability to communicate and interact socially, and often associated with restricted, repetitive behaviors or interests. It is a “spectrum” because it manifests with varying severity and symptoms.​

Parents may notice early signs in infancy or toddlerhood. Key red flags include: the child not responding to their name by ~12 months, limited eye contact and social smiling, and failure to point at objects to show interest​. They might prefer to play alone and have difficulty engaging in pretend play or with peers. Speech may be delayed – some children don’t talk by 2 years, or may echo phrases (echolalia) instead of using their own words. Additionally, the child could exhibit repetitive behaviors like hand-flapping, rocking, or inflexible routines (upset by small changes)​. These signs, especially in combination, should prompt an autism screening.

There is no single medical test; diagnosis is based on developmental screening and comprehensive evaluation. Pediatricians conduct routine ASD-specific screenings at 18 and 24 months​. If concerns arise, the child is referred to specialists (developmental pediatrician, child psychologist). They use structured tools (like ADOS or CARS assessments) and clinical observation to see if the child meets DSM-5 criteria for Autism Spectrum Disorder. A diagnosis is typically made by a multidisciplinary team after ruling out hearing impairment or other conditions. Early identification is important – many children can be reliably diagnosed by age 2.

14

Mental Illness

Mental Health & Neuropsychiatric Disabilities

Yes

No

Any substantial disorder of thinking, mood, perception, orientation or memory that grossly impairs judgment, behavior, reality recognition or the ability to meet the ordinary demands of life​. This category covers psychiatric disorders like depression, bipolar disorder, schizophrenia, etc. (It does not include intellectual disability or neurodevelopmental disorders which are separate.)

Parents should watch for persistent and extreme changes in a child’s mood or behavior. Warning signs include: prolonged sadness or irritability lasting weeks, severe anxiety or fear that interferes with activities, social withdrawal (avoiding friends or play), frequent outbursts or aggression beyond typical tantrums, talk of self-harm or suicide​​, or bizarre thoughts and behaviors. School-aged children might show a drastic drop in performance or refusal to attend school. Any such red flags merit professional evaluation.

A clinical diagnosis is made by mental health professionals (psychiatrist/clinical psychologist) based on detailed history and symptom criteria (DSM-5 or ICD-10/11)​. There is no single test – diagnosis involves interviews, behavioral assessments, and often standardized questionnaires. Physical causes are ruled out (medical exams, lab tests), and the child’s developmental and family history is reviewed​. Once diagnosed, treatment (therapy, medication) can be planned.

15

Multiple Sclerosis (MS)

Neurodegenerative & Autoimmune Diseases

Yes

No

A chronic autoimmune disease in which the immune system attacks the myelin sheath covering nerve fibers in the brain and spinal cord​. This leads to disrupted nerve signals. MS often causes episodes of neurological symptoms (relapses) followed by periods of partial recovery (remissions). Over time, it can result in progressive disability as nerve damage accumulates.

MS in the pediatric age range is rare (it more often begins in young adulthood). If it does occur in a teenager, parents might notice transient neurological issues: for example, an episode of blurry or double vision (optic neuritis), sudden weakness or numbness in limbs, problems with balance or walking, or bouts of extreme fatigue. These symptoms may improve, then recur months later in a different combination. Any unexplained neurological episode (like a child suddenly having trouble seeing or dragging a foot, then getting better) should be investigated. Because MS is uncommon in children, these signs might initially be attributed to other issues – but recurrent, varied neurological deficits point toward MS or similar conditions.

Diagnosis is made by a neurologist using a combination of clinical evaluation and tests. MRI scans of the brain and spinal cord are crucial – they often show characteristic lesions (areas of demyelination) that indicate MS​. A lumbar puncture (spinal tap) might be done to check for oligoclonal bands (immune proteins) in cerebrospinal fluid, which support the MS diagnosis​. Doctors will also rule out other causes of demyelination (infections, other autoimmune diseases). There is no single definitive test, but if MRI evidence of lesions “disseminated in time and space” is present along with the clinical history, MS can be diagnosed even in a child.

16

Parkinson’s Disease

Neurodegenerative & Autoimmune Diseases

Yes

No

A progressive neurodegenerative disorder that predominantly affects older adults, characterized by loss of dopamine-producing neurons in the brain. Key symptoms are resting tremors, muscle rigidity, slowed movement (bradykinesia), and balance difficulties​. (Included in the Act likely for adult disability rights; juvenile Parkinson’s is extremely rare.)

It would be highly unusual to see Parkinson’s in a child (it’s usually after age 50-60). In the theoretical scenario or in an older adolescent, one would notice: a resting tremor (e.g. a rhythmic shaking of a hand when it’s at rest), stiffness in limbs (lead-pipe or cogwheel rigidity on movement), and slowness in initiating or executing movements. The person may develop a shuffling gait with stooped posture and have diminished facial expressions (“masked” face). Fine motor tasks (like handwriting) get very small and shaky. Parents of a teen (or an adult caring for an older parent, more realistically) might first see a slight tremor in one hand or the child becoming unusually slow and clumsy in movements. Again, Parkinson’s in childhood is exceptionally rare (when it occurs very early it’s often due to genetic forms, sometimes called juvenile Parkinsonism).

Diagnosis is clinical, made by a neurologist. There is no definitive lab test for Parkinson’s; doctors rely on history and neurological exam findings (such as the classic triad of tremor, rigidity, bradykinesia). They may use response to Parkinson’s medication (like Levodopa) as a diagnostic aid – if symptoms improve on these meds, it supports the diagnosis. In doubtful cases or atypical early presentations, genetic testing might identify rare mutations, and an MRI or DAT scan (dopamine transporter scan) may be done to rule out other issues and visualize dopamine activity. Essentially, a diagnosis of Parkinson’s in a young person would be one of exclusion and careful clinical observation over time. (For disability certification, Parkinson’s would be assessed based on motor impairment and how it limits daily activities.)

17

Hemophilia

Blood & Genetic Disorders

Yes

No

An X-linked genetic disorder in which blood fails to clot normally due to deficiency of clotting factor VIII (Hemophilia A) or IX (Hemophilia B). This leads to prolonged bleeding. It almost exclusively affects males (females are typically carriers).

In small children, easy bruising and excessive bleeding from minor cuts or injuries can signal hemophilia. For example, after a routine fall, a hemophilic toddler might develop a large bruise or a goose-egg hematoma on the head. Joint bleeds are a hallmark – a child may have swelling and pain in a knee or elbow without obvious injury, due to internal bleeding. If an infant undergoes a procedure like circumcision or a vaccination and bleeds unusually long, that’s often the first clue. Parents may also notice frequent nosebleeds or blood in urine without cause. Family history is a big factor – many times, a mother knows she’s a carrier, so they test the baby at birth.

Specialized blood coagulation tests are used. A prolonged aPTT (activated partial thromboplastin time) raises suspicion. Definitive diagnosis is by assaying clotting factor levels: hemophiliacs will have very low Factor VIII or IX activity. Genetic testing can identify the specific gene mutation. Often this diagnosis is maSpecialized blood coagulation tests are used. A prolonged aPTT (activated partial thromboplastin time) raises suspicion. Definitive diagnosis is by assaying clotting factor levels: hemophiliacs will have very low Factor VIII or IX activity. Genetic testing can identify the specific gene mutation. Often this diagnosis is made in infancy if there’s known family risk. Once diagnosed, management (factor replacement therapy) begins. For disability certification, the severity (e.g. <1% factor = severe hemophilia) is noted​, as severe hemophilia is recognized due to the significant impact of frequent bleeding episodes.de in infancy if there’s known family risk. Once diagnosed, management (factor replacement therapy) begins. For disability certification, the severity (e.g. <1% factor = severe hemophilia) is noted​, as severe hemophilia is recognized due to the significant impact of frequent bleeding episodes.

18

Thalassemia

Blood & Genetic Disorders

Yes

No

An inherited blood disorder characterized by abnormal or reduced hemoglobin production​. It leads to excessive destruction of red blood cells, causing chronic anemia. Thalassemia major (the severe form) typically requires regular blood transfusions for survival, while thalassemia minor/trait is mild.

Usually detected in infancy or early childhood. Babies with severe thalassemia (Cooley’s anemia) become pale, lethargic, and fail to thrive by a few months of age. Parents might notice the child’s skin is very pale or yellowish, the child is easily fatigued, and the belly may appear swollen due to an enlarged spleen. Dark urine can occur from breakdown of red cells​. Frequent infections or bone changes (like frontal bossing of the skull) can also happen if untreated. Because it’s genetic, often there is a family history. Carrier parents might be aware and thus test the baby early.

A simple Complete Blood Count (CBC) will show anemia (low hemoglobin) and abnormal red cell indices. Definitive diagnosis is via Hemoglobin electrophoresis or HPLC, which identifies abnormal hemoglobin variants and confirms thalassemia​. Genetic testing can further characterize the specific thalassemia mutation. Newborn screening in some regions checks for thalassemia. Once diagnosed, children with major thalassemia are started on regular transfusion therapy, and chelation to manage iron overload; this medical management is part of their care plan, while disability certification acknowledges the long-term treatment burden.

19

Sickle Cell Disease

Blood & Genetic Disorders

Yes

No

A hereditary blood disorder in which a mutation in the hemoglobin gene causes red blood cells to become rigid, sticky, and sickle-shaped. These misshapen cells can block blood flow and break down easily, leading to anemia, pain crises, and organ damage​. It is most common in certain ethnic groups (like those of African or Indian descent).

Signs often begin in late infancy (around 5–6 months, when fetal hemoglobin is replaced by adult hemoglobin). Babies may have episodes of pain—such as dactylitis, which is painful swelling of the hands and feet, often an early symptom. The child might be pale and tired from anemia, and may have a yellow tinge to the eyes or skin (jaundice) from rapid red cell breakdown. Parents might notice the child crying in pain intermittently (pain crises, often in bones, abdomen, or chest). Sickle cell kids are also prone to infections (like pneumonia or spleen infections) early on. If not diagnosed at birth by screening, these recurring pain and anemia episodes usually lead to testing.

A Hemoglobin electrophoresis test will detect the presence of sickle hemoglobin (HbS). Newborn screening programs often identify sickle cell disease at birth. In absence of newborn screening, a CBC will show hemolytic anemia, and sickle-shaped cells can sometimes be seen on a blood smear. The definitive diagnosis is genetic or electrophoresis confirmation of HbSS or other sickle genotypes. Once confirmed, the child’s care includes infection prophylaxis and managing crises. Disability-wise, sickle cell is recognized due to its significant health impacts – episodic pain crises and risk of organ complications.

20

Multiple Disabilities (including Deaf-Blindness)

Neurological & Intellectual Disabilities

Yes

Schools must provide customized education plans & multiple accommodations for students with multiple disabilities.

The simultaneous occurrence of two or more disabilities in the same person​. Because multiple impairments coexist, the overall effect on development and daily functioning is more complex. Deaf-Blindness (combined hearing and visual impairment) is explicitly included in this category and is one common example of multiple disability.

Parents will observe deficits in more than one domain. For instance, an infant who doesn’t respond to sounds (possible hearing loss) and also doesn’t track objects or faces (possible vision loss) could be deaf-blind – they may appear very unresponsive to their surroundings overall. Another example is a child with cerebral palsy and intellectual disability: parents notice motor delays (difficulty moving, spastic limbs) as well as learning/cognitive delays. Essentially, the signs are those of each constituent disability present. Parents might initially think the child has a single issue, but as development progresses, it becomes clear multiple areas are affected. For deaf-blindness specifically, babies may not startle at noise or turn to voices and also fail to make eye contact or reach for toys, indicating dual sensory loss.

A thorough, multidisciplinary evaluation is required. Each suspected disability is assessed by the relevant specialist (e.g. audiological exam for hearing, ophthalmological exam for vision, psychological/developmental assessment for intellectual or learning disabilities, etc.). Once each condition is identified, a combined report is made. For instance, a child might be certified as “Multiple Disability: Cerebral Palsy with Intellectual Disability” or “Deaf-Blindness” after confirming significant hearing and vision impairment. The deaf-blind diagnosis itself comes from failing both hearing and vision tests to a qualifying degree. Overall, diagnosis of multiple disabilities is essentially the aggregation of diagnoses – it ensures the child gets recognition and support for all facets of their needs, not just one.

21

Chronic Neurological Conditions

Mental Health & Neuropsychiatric Disabilities

Yes

No

This category covers long-term neurological disorders not covered elsewhere. It can include conditions like epilepsy, Alzheimer’s, Parkinson’s disease, stroke, etc., which affect the central nervous system over time​. These conditions are chronic and often progressive, leading to various disabilities (motor, cognitive, or both). (Note: Multiple Sclerosis and Parkinson’s are also chronic neurological conditions, but they are explicitly listed as separate categories in the Act.)

Signs vary widely depending on the specific condition. For example, a child with epilepsy (a common chronic neurological condition) may have recurrent seizures – episodes of convulsions or staring spells. A condition like Neurofibromatosis (another chronic neurological disorder) might present with developmental delays and physical signs (cafè-au-lait spots, tumors). In general, parents should be alert to persistent neurological symptoms: frequent seizures, unexplained weakness or paralysis episodes, abnormal movements, or regression of developmental skills. Each condition has its own early indicators (e.g. frequent headaches and vision changes might herald a pediatric brain tumor, one of the chronic neurological conditions).

Diagnosis is condition-specific. Generally, a neurologist will perform a neurological examination and order appropriate tests: an EEG for epilepsy (to detect abnormal brain waves), MRI/CT scans for structural issues (tumors, demyelination as in some leukodystrophies), blood tests or genetic tests for inherited metabolic or degenerative conditions. Because this is a broad category, diagnostic tools range from clinical observations (for migraine or headache disorders) to advanced imaging and genetic panels. The key is a thorough medical work-up to identify the particular neurological disorder and quantify the resulting disability.

22

Attention-Deficit/Hyperactivity Disorder (ADHD)

No

Schools must adopt inclusive teaching strategies and flexible assessments to support students with ADHD under NEP 2020’s emphasis on personalized learning.

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and/or impulsivity that interfere with functioning or development. Symptoms must be present before age 12, and they significantly impact academic, social, or occupational life. It is categorized into three types: Predominantly Inattentive, Predominantly Hyperactive-Impulsive, and Combined Presentation. Common traits include difficulty focusing, forgetfulness, excessive talking, restlessness, and impulsive decision-making.

Parents may notice that their child: (1) Is easily distracted, does not listen when spoken to, and frequently loses items. (2) Cannot sit still , fidgets, and often leaves their seat in class. (3) Blurts out answers, interrupts conversations, and struggles with self-control. (4) Has difficulty following multi-step instructions or organizing tasks. (5) Shows excessive energy and talks excessively. Symptoms must persist for at least 6 months and be more severe than typical for their age. ADHD often leads to poor academic performance, difficulty in social settings, and emotional outbursts.

Diagnosis is made through clinical assessment by a psychologist, psychiatrist, or developmental pediatrician. No single test can confirm ADHD; instead, evaluation includes (1) Behavioral questionnaires (e.g., Vanderbilt ADHD Rating Scale, Conners Scale) completed by parents, teachers, and sometimes the child. (2) Clinical interviews to assess symptoms across different settings (home, school, etc.). (3) Observations of the child’s behavior in structured environments. (4) Exclusion of other conditions (e.g., anxiety, learning disabilities). A formal ADHD diagnosis requires meeting DSM-5 or ICD-10/11 criteria. Early identification helps in managing symptoms through behavioral therapy, parent training, and, in some cases, medication (e.g., stimulants like methylphenidate).