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Stanford Medicine researchers have made a very important discovery that could help people with autism in the future.

They found a way to reverse autism like behaviors in mice, meaning the mice started behaving normally again. This was done by calming down too much activity in a small but very important part of the brain called the reticular thalamic nucleus. This part of the brain works like a “gatekeeper” , controls how sensory information (like sound, touch, and sight) moves to other parts of the brain.

In people with autism, this system may not work properly, which can make them feel overwhelmed by sounds, lights, or touch. For a long time, scientists did not pay much attention to this part of the brain in autism studies, but this new research shows that it plays a key role.

The researchers used two methods to fix the problem:

1. A medicine that is usually given to control seizures (fits or epilepsy).

2. Neuromodulation, which is a gentle way of adjusting brain activity using electrical or chemical signals.

When they used these methods, the brain activity of the mice became balanced again, and the mice showed normal social and behavioral patterns. They became calmer and more responsive  similar to how typical mice behave.

This research is also important because it found a strong connection between autism and epilepsy. Both conditions may involve the same brain circuits that control how signals travel through the brain. By studying these circuits, scientists can look for new ways to treat both disorders more effectively.

The findings give new hope for the future. Instead of only treating symptoms like speech delay or behavior problems, doctors might someday be able to treat the brain circuits directly that cause these issues.

In simple words, this discovery shows that autism might not always be a permanent condition , it could be improved or even reversed by calming certain parts of the brain. Although the study was done on mice, it opens a new door for research on humans and brings hope to millions of families living with autism.

Autism spectrum disorders (ASD) are a broad group of neurodevelopmental disorders that affect an individual’s social interactions, communication skills, and behavioral patterns.
 The characteristics of ASD vary significantly between individuals, from mild social impairments to severe communication and behavioral problems, a diversity that reflects the use of the term “spectrum”. Although the exact causes of ASD are not fully understood, research suggests that both genetic and environmental factors play a key role in its development.
The Characteristics of ASD are as under
Difficulties in social interaction
Individuals with ASD often exhibit significant difficulties in social interactions. These difficulties may include difficulty understanding the feelings and intentions of others, maintaining eye contact and facial expressions, and adapting to social norms and expectations. Individuals with ASD may experience challenges in establishing and maintaining friendships, they may not understand the two-way nature of social interactions, or they may feel uncomfortable sharing interests and activities.
Communication disorders
Communication deficits are another core feature of ASD. This may manifest itself in delays in language development, including delays in uttering first words or simple sentences. Some individuals with ASD may not use language to communicate at all. Even among individuals with ASD who have normal language skills, they may have difficulty using language in conversations to communicate thoughts, feelings, or needs. In addition, nonverbal communication, such as the understanding and use of body language and facial expressions, may also be affected.
Repetitive behaviors and interests
Individuals with ASD often display restricted, repetitive patterns of behavior and interests. These may include a strong fixation on specific topics or activities, repetitive body movements (e.g., rocking, clapping), and an overreliance on daily routines. These repetitive behaviors are sometimes seen as a way of self-soothing or as an attempt to control an environment that otherwise feels unpredictable and overwhelming to them .
Sensory sensitivity
Many individuals with ASD have abnormalities in sensory processing and may have very strong or delayed responses to sound, light, touch, taste or odor. For example, some individuals with ASD may find background noises in their everyday environment unusually harsh, or they may not notice pain or other bodily sensations.
References

1. Cui M, Ni Q, Wang Q. Review of intervention methods for language and communication disorders in children with autism spectrum disorders. PeerJ. 2023;11: e15735.

2. Hirota T, King BH. Autism spectrum disorder: a review. JAMA. 2023;329(2):157–68.

3. Uljarević M, Phillips JM, Schuck RK, Schapp S, Solomon EM, Salzman E, Allerhand L, Libove RA, Frazier TW, Hardan AY. Exploring social subtypes in autism spectrum disorder: a preliminary study. Autism Res. 2020;13(8):1335–42.

4.Cheroni C, Caporale N, Testa G. Autism spectrum disorder at the crossroad between genes and environment: contributions, convergences, and interactions in ASD developmental pathophysiology. Mol Autism. 2020;11(1):69.

5.    Morrison KE, DeBrabander KM, Jones DR, Faso DJ, Ackerman RA, Sasson NJ. Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. Autism. 2020;24(5):1067–80. 
6.    Baird G, Norbury CF. Social (pragmatic) communication disorders and autism spectrum disorder. Arch Dis Child. 2016;101(8):745–51.
  1. 7.    Berry K, Russell K, Frost K. Restricted and repetitive behaviors in autism spectrum disorder: a review of associated features and presentation across clinical populations. Curr Dev Disord Rep. 2018;5:108–15.

Recently the Trump administration announced a $50 million Autism Data Science Initiative aimed at advancing research into the genetic, environmental, and medical contributors to autism. The initiative also proposed the creation of a national autism registry and efforts to accelerate approval of certain drug treatments, such as leucovorin for language delays in children with specific metabolic conditions. While these steps were presented as major commitments to autism research, they were accompanied by significant controversy.

Parents play a very important role in the life of their special need child. When parents support their child, the child feels safe, accepted, and encouraged to try new things.

Parents  can help child educating their child, in daily activities or different therapies. There is no doubt that parents know their child better than anyone else means they  understand the child’s strengths, needs, and feelings in a way no one else. Because of this so much understanding, parents can give the best support to their special need child. By being patient and kind, they make their child feel valued and capable.

Parents are prime educators. Parents also work with teachers and therapists to make sure their child gets the right help. They speak up for their child’s rights and provide guidance at home. This teamwork helps the child grow, learn, and become more independent. Parents love and care give the child strength and confidence. This confidence makes it possible to face the society.

Physiotherapists have an important role in special schools . They are  healthcare professionals as well as a part of multiprofessional team of the school. There role is to work with children having physical and developmental challenges

As we know every child is different from other, so their needs are also different. Physiotherapists assess each student’s  motor skills, muscle strength, posture, balance, and coordination. These detailed evaluations helps in understanding where a child may need support.

On the basis of assessments, they plan of each child aiming to  improve mobility and daily living skills. These plans may include different exercises, stretching, or fun physical activities, tailored to the child’s specific abilities and goals. The crucial aim is to help children become as independent as possible in their daily living.

In many cases, physiotherapists also deal physical discomfort or pain. Physiotherapists do  this by using techniques of  pain management. These strategies  also promote better posture and movement patterns to support long-term development.

In special need schools physiotherapists collaborate closely with special educators and other therapists such as occupational therapists, speech and language therapists, audiologists, and psychologists. This multi professional   team builds a holistic plan that covers all aspects of a child’s development ie physical, emotional, cognitive, and social. Along with them parents, too, are an important part of child’s programme. Physiotherapists counsel and guide parents, helping them understand their child’s needs and how to support progress at home.

In conclusion,  physiotherapist’s role  in special need schools is very wide . They are assessors, planners, motivators, and partners in a child’s growth journey. Their work empowers children with special needs to participate more fully in school life and gain confidence in their own abilities.

 

The International Day of Families, observed every year on 15 May. The day reminds us the critical role families play in society. Declared by the United Nations in 1993, this day provides an opportunity to increase awareness about issues relating to families and to recognize the influence families have on social, economic, and developmental progress. In today’s ever-evolving world, where inclusivity is becoming a hot topic, it is especially important to recognize the vital role that families play in the lives of children with special needs.

The term Special Children refers to those with unique needs that may be physical, developmental, emotional, or cognitive. This includes children with conditions such as hearing impairment, visual impairment, autism spectrum disorder, Down syndrome, cerebral palsy,  learning disabilities, etc. These children require extra support in their daily lives which includes special education, therapies, rehabilitation etc. While professionals and educators contribute significantly to their growth, it is the family that forms the foundation of their development and emotional well-being.

The International Day of Families, observed every time on 15 May. The day reminds us the critical part families play in society. Proclaimed by the United Nations in 1993, this day serves as an opportunity to raise awareness about family-related issues and to celebrate the impact families have on social, economic, and emotional development. In moment’s ever- evolving world, where inclusivity is getting very important content, it’s especially important to fete the vital  part that families play in the lives of children with special  requirements.

The term Special Children refers to those with unique requirements that may be physical, experimental, emotional, or cognitive. This includes children with conditions similar as hearing impairment, visual impairment, autism, Down Syndrome, cerebral palsy, learning disabilities, etc. These children bear redundant support in their diurnal lives which includes special education, curatives, recuperation etc. While professionals and preceptors contribute significantly to their growth, it’s the family that forms the foundation of their development and emotional well- being.

Families are the first and utmost continuing support system for special children. From the time a opinion is entered, parents or guardians frequently take on multiple places of caregivers, preceptors, therapists, and lawyers. They navigate complex healthcare systems, attend remedy movables , advocate for educational rights, and  frequently make  particular  offerings to  insure their child receives the stylish possible care. The responsibility is enormous, yet it’s carried out with a kind of love and adaptability that deserves recognition.

Emotionally, families give a safe space for children with special  requirements. These children can occasionally face social rejection, bullying, or  misreading in  academy and community  surroundings. At home,  still, they find acceptance and  stimulant. This unconditional support is essential for erecting tone-  regard and emotional strength. Parents, siblings, and extended family members each contribute to creating a loving and  probative atmosphere that helps the child thrive emotionally and socially.

Beyond emotional support, families frequently come facilitators of their child’s literacy and growth. They take time to understand their child’s specific requirements and learn strategies that can help with development. Whether it involves speech  remedy, occupational exercises, or using assistive communication tools, families customize their approach to suit the child’s unique conditions. numerous parents suffer training themselves to come more effective in  furnishing this support, demonstrating remarkable commitment and rigidity.

Families also play a major part in connecting with communities. They form or join support groups, where guests are participated, and emotional  stimulant is changed. These networks come inestimable in reducing  passions of  insulation and  furnishing a sense of belonging.  likewise, numerous families endorse  for better  programs, inclusive education, and accessible healthcare. In this way, they contribute to broader societal change, creating a more inclusive  terrain not just for their own child but for others facing  analogous challenges.  Despite this, families of special children face several challenges. Among all  fiscal strain is one of the most  burning issues.

Specialized curatives, assistive bias, and medical care can be precious, and not all services are covered by insurance or government programs. also, constant caregiving can lead to emotional collapse. Parents may find little time for themselves or their other children, and the lack of respite care  frequently adds to the stress. Social insulation is another concern, as musketeers or indeed extended family members may not completely understand or support their situation.  To empower these families and insure better issues for special children, it’s vital to give better support systems. Access to accurate and timely information is essential.

Governments and associations should produce centralized coffers that guide families about their rights, available services, and legal protections. fiscal  backing programs, respite care, and family comforting can also play a significant  part in reducing the burden on families.  Inclusive education is another crucial area where families need support. seminaries should be equipped with trained staff, Individualized Education Plans( IEPs), and the necessary  structure to accommodate children with different  requirements.

Inclusive education not only benefits special children by integrating them into mainstream settings but also fosters empathy and understanding among all  scholars. This holistic approach creates a more accepting society.  Promoting mindfulness and acceptance in the community is also  veritably important. Public juggernauts, inclusive events, and educational  enterprise can shift societal  stations and break down  spots. When communities come more accepting and inclusive, families feel less  insulated, and children are more likely to be included and valued.

All over the world, innumerous families serve as shining exemplifications of love and perseverance. For illustration, a  mama  whose child has autism started an association to support other parents going through  analogous  gests . also, a father created  literacy tools from original accoutrements  when  seminaries refused to admit his son with cerebral paralysis. Other  illustration is siblings of a child with Down pattern run a social media platform that educates the public and promotes addition. These are n’t just  particular achievements they are  benefactions to a  further compassionate society.

As we celebrating the International Day of Families, it’s important to recognize all families. But special recognition must go to those raising children with special requirements. Their  trip is filled with challenges, but also with stopgap, strength, and love. These families remind us that care goes beyond duty — it becomes a important force for change, for compassion, and for adaptability.

Autism spectrum disorder is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first two years of life. People with autism have a wide range of symptoms, which can include differences in social and communication behaviors, intellectual disabilities, and other physical and mental health conditions. People with autism also have a wide range of health care and basic service needs. Research shows that access to needed services and supports early in life can promote people’s health and well-being over the long term.

Intelligence Quotient(IQ), is defined as a score that measures how a person’s thinking and problem-solving skills compare to others of the same age. IQ tests usually look at skills such as understanding language, memory, reasoning, and visual thinking. Some of the common IQ tests include the Wechsler Intelligence Scale for Children (WISC), the Stanford-Binet Intelligence Scales, and Raven’s Progressive Matrices. These tests were originally are for people without developmental conditions, so they may not fully capture the thinking styles of autistic children.

In the past, autism was often linked to intellectual disability. In the 1960s and 1970s, studies such as one by Rutter (1970) reported that up to 75% of autistic children had IQ scores below 70, which is considered to show an intellectual disability. This led many professionals, teachers, and families to believe that all autistic children had low intelligence. But this idea was based on tests that didn’t consider the unique ways autistic children learn and communicate. For example, nonverbal children couldn’t answer questions that relied on spoken words, and sensory issues like noise or bright lights often made it hard for them to focus. These tests also ignored areas where many autistic children are strong, like visual thinking or pattern recognition. As a result, many children were misjudged and misunderstood.

Today, research gives much clearer picture. A study conducted by Charman et al. (2011) found that only about 31% of autistic children have an intellectual disability. In contrast, 45% have average or even above-average IQ scores. Similar results were reported by the Centers for Disease Control and Prevention (CDC, 2020), showing that more and more autistic children are being identified without having intellectual disabilities. These changes are likely due to better testing tools and more awareness of the diversity within autism.

One of the most important things to understand is that autistic children often have uneven abilities. This is called a “spiky profile,” meaning they might be very strong in one area and struggle in another. For example, some children may have a low verbal IQ (trouble with language) but a high performance IQ, doing well on tasks that involve solving puzzles or recognizing patterns. Research using nonverbal tests like Raven’s Progressive Matrices has shown that many autistic children who score low on verbal tasks actually perform very well on visual tasks (Dawson et al., 2007). This highlights the importance of using a variety of tests to understand a child’s true potential.

There are many factors which affect how well an autistic child does on an IQ test. Communication is  a major factor. Many autistic  children are nonverbal or not compete with their age, they may not respond to questions that require spoken answers. They understand what they are told but not express what is expected.They also have sensory issues. It is seen that testing rooms with bright lights, background noise, or unfamiliar people can be awesome for autistic children, causing stress or distraction during the examination . If a child is uncomfortable , resultantly  test scores may not reflect their true abilities.

IQ tests also include tasks based on social and language skills, like understanding a short story or identifying feelings from facial expressions. As the autistic children have problem in processing of information so these  tasks may not match . Even a child is good at problem solving or logical thinking, they might score low on  social-based questions. This can give a wrong impression of their overall intelligence. That’s why many experts recommend using flexible and personalized approaches to testing, so that each child’s strengths and needs are properly considered.

Another fascinating part of autism is the presence of splinter skills or savant abilities in some children. These are rare but amazing talents in areas like math, memory, music, or art. A child might struggle with everyday tasks but have an incredible memory or be able to play music by ear. Some can read at a very young age (a skill known as hyperlexia) or remember calendar dates for years into the future. These skills remind us that intelligence comes in many forms and can’t always be measured by a standard test (Treffert, 2009).

Understanding the different ways of thinking and learning of autistic children have  big implications for education and therapy. It’s important for teachers and school professionals  to create Individualized Education Plans (IEPs) that reflect each child’s specific abilities. Teaching strategies should focus on what a child can do, not just what they find hard. For example, using visual aids, assistive technology, or alternative communication tools can help children succeed in the classroom.

A strength- based approach can build confidence and help children reach their full potential. It’s also important that  IQ should not only considered as the main measure of ability. Although  IQ can provide useful information, it should not be the only factor when making decisions about diagnosis, support, or school placement. Instead, looking at a child’s adaptive functioning how they manage daily life, interact socially, and solve real-world problems can give a better picture of their abilities and needs.

References

 

 

Vitamins and nutritional supplements can play a supportive role in managing certain symptoms associated with autism, particularly when a child has underlying nutritional deficiencies. It is pertinent to mention here that vitamins are not a cure for autism. In addition each child with autism is unique, and the effectiveness of supplements can vary significantly from one individual to another. Several vitamins and supplements have shown some potential benefits when used carefully and under medical supervision.
Vitamin B6, often combined with magnesium, shows  improvement in communication, attention, and behavior in children with autism. Similarly, Vitamin D is frequently found to be low in individuals on the autism spectrum, and supplementing it can support brain health, mood regulation, and immune function. Omega-3 fatty acids, commonly found in fish oil, are also widely used due to their known benefits for brain development and behavior. Studies also suggest that omega-3s may help reduce hyperactivity and improve eye contact.
Now gut health. Gut health refers to the well-being of the gastrointestinal (GI) system, including the stomach, intestines, and colon, and its associated microorganisms, collectively known as the gut microbiome. It encompasses the functions of digesting food, absorbing nutrients, and eliminating waste. A healthy gut microbiome is crucial for overall health, influencing digestion, immunity, and even mental well-being.
 Many autistic experience digestive issues, and probiotics can help restore a healthy balance of gut bacteria, which may in turn influence mood and behavior. Multivitamins can also be helpful, especially for children who are picky eaters and may not get a balanced diet. Additionally, folate—especially in the form of methylfolate—may be beneficial for children with certain genetic profiles like the MTHFR mutation, which affects how the body processes folic acid.
Consulting professionals like  pediatricians, nutritionists, or autism specialists before introducing any vitamins or supplements is better. Medical guidance ensures that supplements are safe, appropriate, and tailored to the child’s individual needs. When used thoughtfully, and alongside evidence-based therapies such as speech, occupational, and behavioral therapy, vitamins can be part of a holistic approach to supporting children with autism.

Hearing loss

According to WHO , an individual who is not able to hear as well as someone with normal hearing – hearing thresholds of 20 dB or better in both ears – is said to have hearing loss. Hearing loss may be from  mild to profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.

On the other hand, hard of hearing refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

Deaf people mostly have profound hearing loss, which implies very little or no hearing. They can benefit from cochlear implants. Some of them use sign language for communication.

Causes of hearing loss & deafness

Prenatal period

Perinatal period

Childhood and adolescence

Adulthood and older age

Factors across the life span

The impact of unaddressed hearing loss

Unaddressed, hearing loss impacts many aspects of life at individual level as under:

Prevention

Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.

Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.

Effective strategies for reducing hearing loss at different stages of the life course include:

Identification and management

Early identification of hearing loss and ear diseases is key to effective management.

This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:

Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the hearWHO app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.

Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.

Rehabilitation for hearing loss

Rehabilitation helps people with hearing loss to function at their optimum, which means they can be as independent as possible in everyday activities. Specifically, rehabilitation helps them to participate in education, work, recreation and meaningful roles, for example in their families or communities, throughout their lives. Interventions for rehabilitation for people with hearing loss include:

Reference: WHO

The American Academy of Pediatrics (AAP) recommends autism screening at 18 and 24 months. Some children, however, especially those with mild symptoms, may not receive a diagnosis until school age or even adulthood. Early diagnosis is important  because early intervention can significantly improve developmental outcomes.

Generaly the early signs of autism  appear before the age of 2. Signs may include delayed speech and language skills, limited eye contact, lack of response to their name, and repetitive behaviors like hand-flapping or rocking. Children may also show unusual reactions to sensory stimuli, such as being overly sensitive to sounds or textures. Another common sign is difficulty in social interactions, such as not engaging in pretend play, not pointing to show interest, or not understanding facial expressions. Some children with Autism may also display an intense focus on specific objects or routines and become distressed with changes in their environment.

References

1.   Centers for Disease Control and Prevention (CDC). (2023). Signs and Symptoms of Autism Spectrum Disorder.

2.   American Academy of Pediatrics (AAP). (2020). Identifying and Evaluating Children With Autism Spectrum Disorders.

3.    National Institute of Mental Health (NIMH). (2022). Autism Spectrum Disorder.