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None of the therapy programs generally available for children with developmental problems have success at pluging the empty steps in their movement through the developmental stages. Most therapy programs focus on teaching as many skills as possible to someone who will be an grownup with those developmental problems.

Teaching the un-teachable child

Most therapy programs assume that children with developmental problems will always have those developmental problems. So, they have stopped hoping that the movement through the developmental milestones can be fixed. They have stopped searching for ways to round out the empty steps in their movement through the developmental stages.

Instead, they have settled for teaching the un-teachable child as their paradigm. They select a series of skills that they think an adult with developmental problems will need. They struggle for weeks or months or years to teach those skills to their un-teachable students. Of course, the workers in these therapy programs are very respectful of the special children with whom they work. They just assume these children will never be able to lose their symptoms.

It is in the diagnosis

There is an attitude that there is no solution built into the diagnostic process and even in the definitions of all of the individual issue diagnoses. Everyone involved thinks that this present-tense statement also includes the future as well. There is no solution is thought to also mean that there will never be a solution.

This presents an interesting dilemma. If someone found a solution, it could not be proved. The definition (for example) of Learning Disability includes an item that there is no solution (with the un-written understanding that there will never be a solution). If professionals try to use a pre and post diagnosis testing in their research, the post-test (diagnosis) would indicate that the test subject continues with that developmental issue, because the subject obtained that diagnosis in the pre-test. Depending on the treatment, the research could certainly show that the symptoms have changed (maybe even gone away), but the diagnostic process does not include the possibility of solution.

If a child has one of these developmental problems, and receives a diagnosis for that problem, the child will continue with that diagnosis even if the child loses all of the symptoms of that diagnosis. Even when a child stops having that problem, the diagnosis continues. That is an interesting situation. Investigation to prove that the solution has been found cannot prove it, because the definition precludes that possibility.

So, what can you expect?

Even if the solution was discovered today, it would be many years before there is enough research to overcome the definitions, diagnostic specifications, and the diagnostic prejudice in existence today. This frame-of-reference that there is no solution is so strong that little effort is being spent on searching for that solution or expecting a solution to be forthcoming. Parents should not expect the solution to be announced before their own child has children with developmental problems (don't expect it for decades).

No medical, psychological, or educational program provider has available, or will send you to, a program that offers a solution. And, the therapy programs they send you to will have the attitude that they are teaching an un-teachable child. Parents should not expect the mainstream medical, psychological, or educational programs to provide a solution. They have no understanding of that possibility.

If parents want to find anything close to a solution for their children with developmental problems, they should not look for that in the mainstream therapy programs. It is simply not there. They have to look at alternative programs.

If parents want their child to surpass their developmental problems, they should search for programs which work with the movement through the developmental milestones. Our technique assists the child’s innate capability for maturing. And, we get the children to round out the empty steps in their movement through the developmental stages.

This Disability article is provided by Articleteller - The Free Article Directory http://www.articleteller.com

RC Bailey, MS has degrees in Social Science and Counseling. He provides Developmental Discovery System™ consulting for families, (in English and Spanish), which assists the child’s innate capability for maturing. Checkout his Developmental Discovery Blog and his free Developmental Checklist.

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