Broke the ice ?

A day that takes off with a bickering lot of devious auto-wallahs doesn’t particularly set you up on a chirpy mood.
Thrust in an auto (inhuman much?), we’re all grimacing, furrowed eyebrows, us. When we finally reached our stop, Pastor Home, loud screams and laughter welcomed us.
And there they were…
Without any ceremonies, we flung our bags away, loudly calling out to each other, cackling and chortling, while curious beady eyes followed us in. Some of the energetic folks went ahead and started chatting up with the shy, apprehensive inhabitants of the shelter. Some fist-bumps, some high-five’s, and lo! we were friends!
The caretaker took us all in with a warm smile, while the kids were all giggles. Each of us was assigned a batch of eight kids. With a little struggle and lots of help from the kids, I finally got all their names right!

 And amidst all this hustle-bustle, I found a fellow volunteer, Vaibhav, snooping around with his camera, capturing shots of what would be later recollected as our first MAD memories.
After the round of introductions, we decided to revive our childhood PE moments with games of ‘kho-kho’, ‘kabaddi’, ‘that-game-with-the-stone-throws’, etc. Finally tired, we took a time-out and one of the girls, Natasha came near me, bickering about ‘boys will be boys’ phenomena.

Long story short, all of us had a gala time!
After the visit we assembled at the gallery and all of us chimed in about our experiences. And each volunteer had their own moment of joy to share.

The faces fell immediately when it was time to leave. Walking back towards our hostels, we had but one thing in our minds;  the way the children looked up to us strengthened our determination to not let them down…
And there begins our MAD journey!

Reliving the childhood days !!!

11:30 pm: Reminder message and bags packed!
12:00 am: Setting the alarm for the next morning 4:00 am
12:15 am: All set to SLEEP 1:45 am: EXCITEMENT and NO SLEEP
2:15 am: Gazing at the roof and still NO SLEEP
3:45 am: Butterflies in stomach and ALREADY UP BEFORE THE ALARM!
With each passing moment, my excitement grew that night. Like a child, I was eagerly waiting for the alarm to ring so that I could get up and get ready. For the camp; a MAD CAMP! Yes, finally, it was here. This year! :D
We were to leave for Kajrat, a city located on the Western Ghats, some 85 km from Mumbai with the children from St Francis and YMCA. As I reached the centre, I saw that the kids were extremely excited, even though it still was early morning!
They were all ready to go and on that pleasant morning, OUR JOURNEY BEGAN! :D

From cheering by the boys from St Francis for the engine as it revved up to to everyone hitting the floor, showing off some amazing dance moves on the latest numbers, we did it all! Every 15 minutes someone would come to us with a big smile on the face and a twinkle in the eye and ask, “Didi, aur kitna duur hai??” or “When will we reach, bhaiya?”
Taking several turns, crossing the beautiful mountains and, not to forget, FORGETTING OUR WAY, we finally reached our destination THE MAGIC BUS! *Yayayayyaaaayy!!* :D As we entered, we realized how huge the whole area was, with a lush green background, fresh air, and a cool breeze amidst the forest! Something hard to find in a place like Mumbai.
The Magic Bus coordinators welcomed us warmly and were ready with the itinerary for the day, packed with innumerable fun-filled activities! The best part about a MAD CAMP is that it is the perfect time to spend some time with the kids and take the relationship we share to an altogether different level! What better way than at the breakfast table!
Giving a further boost to the already sky-rocketing level of excitement, we took the kids for the first activity. Grouping them into teams of 12, they were told to cross a virtual swamp using only 6 tools without stepping on the floor! An awesome way of teaching them teamwork, coordination, importance of time and most importantly, how to go forward in life, no matter how many hurdles!
It was then time for lunch; some more *bonding* and then, for RAPPELING and LOW ROPE activity! Forming 2 teams, each team was allotted one of the 2 activities. The kids were literally jumping around with excitement. After having explained the activity and the proper use of safety devices to them, they got all ready with the harness and helmets to go up and start rappelling down!

As team 1 was busy rappelling, team 2 were all set for their low rope activity, where they had to walk on a log without support and 2 wires with nothing more than a rope to aid them. We were amazed to see how quickly they strategized and finished the activity!

Yes, some of them were scared. Scared of falling down or failing to complete the activity; but the loud cheering by all the other kids kept their confidence high! The post-activity review session ensured that they understood the importance of FEAR and learnt about the art of GOAL SETTING and going on to fulfilling it.
A free football session and later, a CAMP FIRE, where the kids got to showcase their amazing dancing, acting and qawwali skills, acted as an awesome end to an awesome day!

Morning of day 2! We went on a nature trail, moving through a REAL FOREST, seeing trees, vegetable plantations and some cute little birds here and there. Then, team 1 (from the previous day) went on for the low rope activity and team 2, for rappelling.
For the kids with a creative inclination, a session was organized where they painted and were asked to *draw* their dreams and what they’d do to achieve them.

As if the day wasn’t already going awesomely, something happened that I am sure none of the volunteers present there can ever forget.
During our break-time, the boys from YMCA got all of us to gather in the balcony saying that they had a surprise for us! And what did we see there?
A big bottle of Pepsi, plastic glasses, packs of Kurkure and paper plates – all from the money they had saved just for us! Guys, as if we don’t already know how much you love us!

As the camp neared its end, a song kept lingering on in my mind…
“Aane wala pal,
jaane wala hai..
Ho sake toh ismein, zindagi bita do,
Pal jo yeh jaane wala hai…”
We packed our bags and went for one last session, concluding the purpose of the camp. As we headed to the bus, the kids were not happy; they wanted to stay there longer and demanded a 5 day camp next year! :P

These 2 days reminded me what it felt like to be a child; it took me back to my own childhood days. Their smiles kept telling me how important these kids are in my life. Like them, I too wanted this camp to go on forever…with all the fun we had, all that we learnt, and all the lovely memories we made!

MAD STARS are back !!!

“The kids in the center I teach at participated in the Theatre Workshop. They are now very excited about the idea of acting! Can we make them take part in a play? They really, really do want to!”
It all began with this one phone call. A Theatre Workshop organized for the kids at Bal Sahyog by MAD’s Placements Team got them really excited. And so, it was our job to keep the excitement level high and give them a chance to showcase their talent.
Another day. Another phone call. The gist –
MAD gets associated with Manthan’12. Manthan – the annual street play fest of Shaheed Sukhdev College of Business Studies. They invite street play societies from different colleges to revive street theatre and raise awareness about sensitive issues facing our society. This year, it is held from February 27 to March 4, and our kids are one of the performers, staging their very own Thoda Sa Samay – a street play.

From then on, every day after their school, the kids practiced, trying to learn all the dialogues and put into use all that they had learned at the workshop. A team from Manthan’12 also came down to aid us in our efforts and share some tips and tricks with the kids! *excitement level rising*
However, some slight nervousness still present. After all, the kids were to be performing in front of a live audience at a public place. Their first ever performance!
One day before the D-Day. The *will they, won’t they* phone call. What made it just right ­–
I heard what one of the kids told the MADster who was practicing with the kids…“Bhaiya, why do you worry? We remember ALL the dialogues! Just see how we perform tomorrow!” That’s it. We knew. They would rock the next day!
The day.
February 28, 2012. V3S Mall, Laxminagar. 3 pm. The huge crowd did not scare them. Remembering the many dialogues did not worry them. They just went there and did their best. And everyone agreed. The kids were *super-duper-awesome*! The hard work paid off. A tear trickled down my eye. *They did it!*

Sharing with you a little something that a spectator had to say for our superstars – These kids are so talented! Congratulations. You guys are definitely making a difference!

Manisha Dutta, a MADster who was there, expresses the spasm of emotions and pride, through a beautiful poem.
Little fingers held my hand bearing the torch
Of igniting the enkindled hearths
With the fiery blend of imagination and knowledge;
The fingers held high the torch to awaken
Every sleeping eye to devote some moments
For the difference a single hope had conjured
In them and thousands of little hearts…the hope
To Make A Difference.
28 Feb 2012, V3S Mall, the CBS annual street play fest ‘Manthan’
Teamed with us, to blow the conch of
Making the difference in the blurred life of a child
Unveiling his potential, proving to the world
‘Child indeed is the father of a man’!
All socks pulled up, our Bal Sahyog studs
Sprang to life with boosted spirits
Amidst the crowd the little feet stood,
Powerful voices through gestures echoed
Expression, inspiring oration effectively highlighted
The need to learn English effective such that
Empowered our buds to fulfil aspirations
And create the world of own where
Dreams are no longer dreamt but lived.
Be it the youth initiative to Make a Difference or
The kids enthuse to create their world
Encircling them, enraptured spectators stood in awe
Admiring their stupendous, moving performance they saw.
If not History, I shall remember how my nurtured little birdies
Won the hearts of many in a handful moments
Accolades, praises, written words of appreciation
Saw their wings of talent stretch that day aiming
To soar higher to the zenith of perfection;
Beholding my little kids, innocently devouring refreshment
Oblivious to the waves of inspiration they had instigated
In such little age, in such a little moment
I wondered and smiled and realized
Tear drops of affection cloud my eyes.

Best job in the world !!!

I’ve been teaching at MAD for about two months now. Just two months, and I’m discovering a part of me that I had no idea existed. I teach at the Don Bosco Centre, Kilpauk, on Sunday mornings. The students at Don Bosco consist of only boys and they are between 15 and 20 years of age. When I first found out that I’d be teaching teenage boys, I admit, I was both disappointed and apprehensive. Disappointed, because I was looking forward to teaching tiny tots, and apprehensive, because I thought that teenage boys would be a handful. But, how wrong I was! Today, I wouldn’t trade places with anyone for the world! The first time we met the students was at an icebreaker session with them. And it turned out to be fantastic! Their excitement, enthusiasm, and innocence touched me. That’s when we realized that these boys really do want to learn English. They’re old enough to be aware of the importance of English in today’s world, and they genuinely want to be taught the language. But only once classes began did I see the child in their hearts. Their innocence shines through. They are attentive and obedient, they answer when spoken to, they call me Ma’am and they ask for permission before they enter the classroom. In short, they’re not what I expected them to be.

Tanya Joshua at a MAD class

Last Sunday, it started raining; the weather got a little chilly. And the boys at Don Bosco, they brought us hot tea and biscuits during the break – a very touching gesture indeed! However, sometimes I do feel that my lack of fluency in Tamil hinders my ability to reach out the kids more effectively. But then, I remind myself that it’s been just two months. All it needs is a little more time, and I’m certain these barriers will no longer exist. Oh, how I love Sunday mornings! The fact that I get to spend the morning teaching eager young minds gives me a sense of fulfillment and satisfaction. It’s funny how before I joined MAD, I used to wake up late on weekends. I just hadn’t realized how much valuable time I’d been wasting – the time that I now use to Make A Difference.

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Read Play Love !!

Bacchon Ka Ghar (BKG) in Daryaganj is swarming with wide-eyed children, busy-as-bees MAD volunteers and the extremely enthusiastic guests – a bunch of management students at ESSEC, who have come all the way from Paris to set up a library here.
If you listen closely, you can discern a medley of languages – English, Hindi, French, Urdu – as all these diverse speakers come in contact with each other. A ‘Hello?’ from one of the boys is met with an ‘As-Salamu Alaykum’ from a French speaking ESSEC student! The tone is set, and everyone is ready to dive headlong into the fun.


3:00 PM
Volunteers are walking carefully to avoid being knocked over by the speeding kids, who just cannot control their exuberance, as they are grouped and sent off to different classrooms. The labels on the classroom doors read: Origami, Languages, Photography, Drama, Drawing, Olympic games, Board Games, Computers, Dance. Yes, these are all the workshops which are going to be conducted by the ESSEC students, before they start setting up the library!
Within a few minutes, we can see some kids with cameras, joyfully clicking away at everything they see around them. Some kids are participating in a sack race, some are causing eyebrows to be raised at their phenomenal dance moves, some are giggling as they recite the names of all their body parts in French, some are folding paper to create beautiful shapes, some are learning the fine art of emoting… so much activity, and such few words in which to describe it all! Sigh!

4:00 PM
As the workshops start winding up, the kids make their way to a room which is about to be transformed into a magical, magical place. The ESSEC students have prepared a backdrop, now it’s time for the kids to make their mark.
Here’s how it works: take a glob of paint in your palm, rub your hands against each other, hold them to the wall – and stamp! Then rinse and repeat! Simple, right? :D

Within seconds, the walls are teeming with handprints of every colour, shape and size. The volunteers have joined in, and now all the hues of pink, blue, green, yellow, red and orange are competing for a spot on the walls of the new library. Names, faces, stars, trees, alphabets – everything is being drawn on.
The ESSEC students and the kids can’t speak each other’s languages, but no one is asking for an interpreter. There is complete, utter chaos and we’re all loving it!

5:30 PM
The last smudges of paint are wiped off, as the kids prepare to feast on biscuits, chocolates and soft drinks. It has been a gloriously satisfying day for everyone. We take one last look at the library. The furniture is still wrapped in plastic, and all the books are not yet out on the shelves, but you can already sense the promise of a brighter future… where there is more to read, more to learn, more to imagine, to share… more to make dreams come true!

History of Udaan !!!

THE FOUNDERS WHO STARTED FSMHP-UDAAN IN 1992

Mrs.Shubhra, (wife) Principal, UDAAN centre
Dr. Arun Mukherjee, Medical Consultant & Administrator, FSMHP-UDAAN
Aparajita, (daughter) Commercial artist and Creative Designer (Event Management)
Dhriti, (daughter) Ex-Special Educator at UDAAN
Ina, our late pet doggie, favorite playmate of many a disabled child

FSMHP-UDAAN started 20 years ago from the drawing room of its founder trustees, and by sheer determination and dedication, has achieved National and International level recognition for its work with Cerebral Palsy and autism children: the most difficult group to manage.
Mrs. Shubhra Mukherjee, is the very heart and soul of UDAAN. It is because of her unusual love for children, irrespective of their looks, caste, creed, religion, background and economic status, that this center came into being and dedicated her life to their happiness.
We could not have sustained this effort had it not been for the whole hearted help and co-operation extended by their two daughters, Dhriti (on the left) and Aparajita (holding on to our doggie, Ina: a favourite playmate of many of our kids.). Indeed, I can say that FSMHP is a Mukherjee family mission, started not out of any religious or pious feeling but just because it was great fun, which it still continues to be.
UDAAN is the main activity centre of a non-profit trust: Foundation for Spastic and Mentally Handicapped Persons (FSMHP) ®. It was registered as Trust in April 1994, and with the Ministry of Social Justice & Empowerment, Govt. of India in March 2000.
UDAAN is a Hindi language word that means Flight. It symbolizes the flight of the freedom from the confines of disabilities: a trait that we try to inculcate in the heart of these children.

Milestone of Udaan

1992 : Birth of UDAAN
1994 : Registered as Non profit trust ; Foundation for Spastic and mentally Handicapped Persons.
2000 : Recognized by Ministry of social justice, Govt of India as a project for education and training of severely multiple handicapped children.
2001 : Pioneered introduction of HBOT in brain damaged children
2006 : Initiated Biochemical testing for Children with Autism and need based dietary and micro nutrient support.
2006 : Introduced low pressure hyperbaric therapy in India to treat children with brain damage.
2007 : Organized NR2CON, an international conference covering all aspects of neurodevelopmental disabilities, attended b more than 600 deligates and presented by 7 international authorities and almost 20 national authorities as speakers.
2007 : Initiated mild HBO for children with autism
2010 : Dr. Mukherjee was awarded Hyperbaric Doctor of the year at the 7th International symposium on HBOT, California.
2012 : First Indian Doctor to complete 1st & 2nd training module of Medical Academy of Pediatric Special needs ( MAPS ) from U.S.A.
2013 : Initiated Autism Hour, a free monthly internet based interactive conference on one important topic on Autism, conducted by a world authority, with Dr. Mukherjee on the Specialist Panel as one of the coordinators.
2013 : MB12 double blind randomized controlled clinical trial in autism affected children initiated.

Special education for that special child, for you for us !!!

Special Education is that component of education which employs special instructional methodology (Remedial Instruction), instructional materials, learning-teaching aids and equipment to meet educational needs of children with specific learning disabilities. Remedial instruction or Remediation aims at improving a skill or ability in a student. Techniques for remedial instruction may include providing more practice or more explanation, repeating information, and devoting more time to working on the skill. Effective teaching strategies may include the use of ‘procedural facilitators’ like planning sheets, writing frames, story mapping and teacher modelling of cognitive strategies, although for quality and independence in learning it is crucial to extend these technical aids with elaborated ‘higher order’ questioning and dialogue between teachers and pupils.
Special education teachers use various techniques to promote learning such as :

• Approaches that encourage children to regulate their behaviour by teaching them selfmonitoring, self-instruction and self-reinforcement skills are effective in producing adaptive behaviour change (i.e. increased on-task behaviour, reductions in anti-social behaviour).
• Approaches using positive reinforcement (where appropriate behaviour is immediately rewarded), behaviour reduction strategies (such as reprimands and redirection), and response cost (a form of punishment in which something important is taken away) appear to be effective in increasing on-task behaviour.
• Combinations of approaches (e.g. cognitive-behavioural with family therapy) are more effective in facilitating positive social, emotional and behavioural outcomes than single approaches alone

Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small group work. Special education teachers help to develop an Individualized Education Program (IEP) for each special child. The IEP sets personalized goals for each student and is tailored to the student’s individual needs and ability. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home. They are involved in the students’ behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Special education teachers communicate and work together with parents, social workers, school psychologists, speech therapists, occupational and physical therapists, school administrators, and other teachers.

The best in class assistive technology, so that your child never feels left behind !

Assistive Technology:

Assistive devices are equipments that are used to improve function in persons with disabilities. Assistive Technology describes devices that help children move more easily and communicate successfully at home, at school and in community with family and friends. These are devices that assist a child to overcome physical and communication limitations. There are a number of devices that help children stand straight and walk, such as postural supports or seating systems, open front-walkers, quadrapedal canes. It can also include more high tech equipment like customized wheelchairs and electric wheelchairs that let children move more freely.
As individuals mature, they may require support services such as personal assistance services, continuing therapy, educational and vocational training, independent living services, counseling, transportation, recreation/leisure programs, and employment opportunities, all essential to the developing adult. Simple technology can be used to assist with skills (modified eating utensils). Complex technology can substitute or replace abilities that do not exist (power chairs for walking, electronic speech aids for talking). Learning to use the equipment may include education from a therapist or teacher, depending on the technology.
A variety of orthotics, braces or splints, are recommended by doctors and physiotherapist for your child to correct muscle abnormalities. These may be used on your child’s legs, arms, hands or trunk. Some of these supports are used to help function, such as improved walking, sitting or standing. The purpose of other types of orthotics is for additional stretching or positioning of a joint.
Assistive Technology Options

• Braces (orthotics) and Splints
• Mobility Devices
• Canes
• Walkers
• Wheelchairs: manual or powered
• Powered scooters
• Positioning Devices
• Seats
• Standers
• Sidelyers
• Wedges
• Adapted eating equipment
• Speech aids
• Computer software or hardware
• Vision aids (magnifiers, large text print books)
• Hearing aids (telephone amplifiers)

For more information log on to www.udaan.org

At Udaan all your concerns gets Diagnosed, and smiles delivered, Visit Udaan.

Assessment and Diagnosis involves a more in-depth investigation of children and differentiates them from various developmental disorders. Lack of acquisition of the normal standardized milestones within known accepted and established ranges is considered abnormal and associated with a high probability of a developmental disability. In-depth diagnosis and evaluation are important in determining optimal interventional strategies based on the child’s profile of strengths and weaknesses. Assessment is done in wholistic approach on Behavioural, Emotional and Social Development parameters which consist of clinical, psychological and standard therapy assessments. The key to appropriate teaching lies in careful and ongoing assessment linked with teaching.

• Appropriate Diagnosis of your child
• Identifying level of severity of the disorder
• Identifying his strengths and weakness and various behavioral issues
• Decide the treatment plan of your child in phase-wise manner. 

Clinical Assessment: It includes medical assessments and need based biomedical tests and specific scans performed to identify the degree of damage to the BODY/brain as well as assessing the overall Metabolic functioning.

Psychological Assessment: It includes diagnosis of children based upon international scales as well as identification of the child disorder among the other spectrum disorders. Psycological assessment also includes counseling and home program for the parent to deal with the behavioral issues of the child.

Base line Assessment: The therapist observes children to see if they can do tasks they are expected to do at their ages. Based upon their assessment of individual body functions, an individual therapy program is designed which is reviewed after every 2 months. Base Line assessment include the following assessments
Base Line assessment include the following assessments:

• Speech and Communication assessment:
  Contrary to popular misconceptions “SPEECH THERAPY” is not a simplistic speech therapy. It includes physical therapies designed to teach or restore functions of the body from neck to nose. These include sucking, chewing, swallowing, saliva drooling control, soft and hard pallete control, breathing, phonation, non verbal communication and where possible, verbal communication. Assessments for speech therapy measure each of the above parameters to decide on the therapeutic approach to be taken to restore them toward normalcy. The assessment made by a speech and language pathologist is usually the definitive measure of the presence or absence of a communication disorder. A combination of interview techniques, behavioral observations, and standardized instruments is used by the speech and language pathologist to identify communication disorders as well as patterns of communication that are not pathological.
• ADL (activities of daily living) assessment : This includes assessment of activities of self and social management such as toileting, eating, self grooming, performing all daily activities, going to the shops, being on public transport etc.
• Physiotherapy / Ocuupational Therapy: It involves a detailed assessment and motion analysis in generating a specific goal for spasticity management that should be started as early as possible to prevent irreversible changes in musculo-skeletal system which will further distort the biomechanics of movement. Motor assessment include muscle tone, the capacity of co-contractions of muscles, involuntary extremity and trunk movements, stability of extremities correction and equilibrium reactions, sitting balance, upper extremity and hand functions, sensorial perceptional problems, speech and language function,and feeding. In addition, orthosis, mobilization devices and other adaptive equipment, general health status of the child is evaluated.[13,19] Realistic goals are defined, and plans are communicated with other members of the treatment team and family
• Special Education Assessment: They will basically assess the cognitive level and over all understanding level of the child.

After complete assessment the treatment goals and instruction are set and target a broad range of skill areas such as communication, sociability, self-care, play and leisure, motor development and academic skills. Goals emphasize skills that will enable learners to become independent and successful in both the short and long terms. The instruction plan breaks down desired skills into manageable steps to be taught from the simplest (e.g. imitating single sounds) to the more complex (e.g. carrying on a conversation). The analyst meets regularly with family members and program staff to plan ahead, review progress and make adjustments as needed.
For more information log on to www.udaan.org

Councelling for you if you think your child cant be like others, Give your Child Wings to fly, Udaan !!!

On learning that their child have a disability, most parents react in ways that have been shared by all parents before them who have also been faced with this disappointment and this enormous challenge. One of the first reactions is denial—”This cannot be happening to me, to my child, to our family.” Having the complete diagnosis and some knowledge of the child’s future prospects can be easier than uncertainty. In either case, however, fear of the future is a common emotion:

• What is going to happen to this child when he is five years old, when he is twelve, when he is twenty-one?
• What is going to happen to this child when I am gone?
• Will he ever learn?
• Will he ever go to college?
• Will he or she have the capability of loving and living and laughing and doing all the things that we had planned?

Other unknowns also inspire fear. Parents fear that the child’s condition will be the very worst it possibly could be. Over the years, I have spoken with so many parents who said that their first thoughts were totally bleak. When parents learn that their child has a disability or a chronic illness, they begin a journey that takes them into a life that is often filled with strong emotion, difficult choices, interactions with many different professionals and specialists, and an ongoing need for information and services. Initially, parents may feel isolated and alone, and not know where to begin their search for information, assistance, understanding, and support. Parents of the child with multiple disabilities struggle with feelings of isolation and alienation from mainstream programs for children. Counseling, proper guidance and consultation plays a very important role in answering the questions in parents mind. We assist parents in understanding the special needs of their child; providing parents with information about child development; and helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s Individual Development Plan
It involves :

• Increasing acceptance level among the parents and other family members
• An appropriate diagnosis for their child
• Making decisions about medical intervention
• Guidance regarding therapies and educational planning
• Managing daily behavioral challenges
• Managing unusual responses to sensory stimuli

As parents, you know your child best. You know your child’s strengths, abilities, needs, and challenges, and, as a result, you have a vital role in the treatment of your child. We believe interventions can broadly promote family well-being by focusing on parental emotional, cognitive, and behavioral adaptation to their child’s condition. Parents’ adaptation to their child’s diagnosis has been found to predict both family well-being and their child’s attachment security. The parents should be made aware that the child could achieve normal movements faster if they offer them appropriate occasions for functional activities in daily living. Even if the motor movements are retarded, the activities should be parallel with the cognitive level of the child and this condition should be explained to the families.