Letter of the Day | The silent crisis facing children

THE EDITOR, Madam:
Much has been said about improving the education system, but the issue of the growing number of young children with developmental delays who are not receiving the early assessment and intervention they desperately need is not getting attention.
Increasing numbers of children are entering the school system unable to communicate verbally or requiring significant developmental support. The response to address these problems has been painfully inadequate.
Early identification and intervention are the most effective ways to improve outcomes for children with developmental delays, autism spectrum disorder, speech and language disorders, and other special educational needs. Yet, many families wait months or even years for assessments, speech therapy, psychological evaluations, occupational therapy, and other essential services. For many, these services are simply inaccessible because of long waiting lists, high costs, or limited availability.
Every Teacher Resource Centre within each Quality Education Circle should be equipped to facilitate developmental screening and referral services. While comprehensive diagnoses should remain the responsibility of qualified health professionals, schools and education support centres should have access to trained personnel and the necessary tools to identify children who may need further assessment as early as possible.
By the time many children enter the classroom, valuable years for early intervention have already been lost. Many educators find themselves teaching children with significant developmental and communication needs, despite having little or no formal training in special education. 
Many parents report that their children appeared to be developing typically during infancy, and later experiencing developmental regression or delayed speech. These experiences are understandably distressing and often leave families searching for answers. Parents are forced to become their own advocates, navigating a fragmented system while their children lose precious time. 
Inclusion demands investment in specialised teachers, speech-language therapists, psychologists, occupational therapists, educational assistants, and multidisciplinary teams that work together to support each child’s development.
Children who receive early support are more likely to develop communication skills, participate meaningfully in school, become more independent, and contribute positively to society. Conversely, delaying intervention often results in greater educational challenges, increased social costs, and unnecessary hardship for families.
Children deserve every opportunity to reach their full potential. They deserve the tools they need to thrive.
Their voices may be silent today, but the response should not be.

DR BURNETT ROBINSON
blpprob@aol.com