The Child Development Project team can provide expert independent advice and support to parents as well as educational authorities and assist them to plan, clarify their priorities, overcome difficulties and improve interaction with children.For more information on Child Development Project consultancy work, or to request an initial meeting, project proposal or quote contact the project team at Hussaini Foundation office or use the contact form below.
Sana mother reported she was under considerable personal stress during her pregnancy. Her husband had lost his job and the family was facing serious financial crisis. Sometimes she had days where she could not afford to have a decent meal. Sana was born a healthy child. All milestones were adequately achieved. She attended local school till grade seven near her house however her performance was below average. It is only when her family moved to another area and tried to get her enrol to a new school, That’s when they learnt of her inability to read and comprehend information. Her mother also reported that she takes longer to understand simple instructions often tasks need to be simplified for her. Her IQ assessment reported borderline ability with better scores for performance tasks. Her current academic ability is not beyond grade one level. She is a friendly child who loves to interact with people, loves to dress up enjoys art, cooking & chatting!
Her academic plan included basic literacy & numeracy skills as well as vocational training involving specific tasks such as hand-made craft & jewellery designing.
Diagnoses:Borderline IQ & LD
Zara was born a happy healthy child. At the six she was in grade one when suddenly developed high grade fever and doctors reported she had brain infection. She stayed for a month in the hospital during this time she regularly slipped in and out of coma. After a month of very intense medical treatment she regained her consciousness but doctors informed that parents that Zara may show signs of regression and developmental delay. Following her discharge from hospital at the age of six Zara had to relearn to walk, talk and interact with others. Her IQ assessment confirmed she was 3 years behind her normal age.
Today Zara is 14-year-old. She daily takes medication for her health condition including mild tremors and epileptic symptoms. Her academic ability is not beyond kindergarten level. She is a friendly child who loves to interact with people, loves to dress up enjoys art, cooking, socializing & chatting!
Her academic plan includes basic literacy & numeracy skills as well as vocational training involving art and craft, self-help skills and cooking activities.
Sania’s mother had a very complicated pregnancy with multiple episodes of excessive bleeding. At birth Sania did not respond immediately and doctors had to spend several minutes getting her to “cry”.
Sania’s milestones were delayed and at 14 months she suffered high grade fever with sever epileptic fits. The parents rushed her to the hospital where she was given IV medication. After various Tests and MRI scan Parents were informed that she will have to take anti-epileptic medication for life and her milestones will be delayed. Over the years Sania has attended special school alongside occupational therapy& speech therapy.
Her IQ assessment confirmed her performance was at mild to moderate level. Today Sania is 14-year-old. She daily takes medication for her health condition including mild tremors and epileptic symptoms. Her academic ability is not beyond kindergarten level. She is a friendly child who loves to interact with people, loves to dress up enjoys art, cooking, music & chatting!
Her academic plan includes basic literacy & numeracy skills as well as vocational training involving arts and craft, Self Help skills and cooking activities.
Diagnoses:Medical Conditions & Developmental Delay
Sara is going through heart issues and has been through three major surgeries. She has attended many schools and was in Grade II. But due to her health issues, she was not consistent which led her to a lot of academic gaps. She was brought here with severe emotional difficulty and problems in comprehension and spellings according to her age level as her basic concept and sounds were also not secured.
She was given one to one attention with a lot of remedial teachers’ efforts, strategies, help, and motivation. She was successful to fill those gaps and is sent to school where she gets support and environment to open her wings and bloom with flying colors.
Diagnoses:Academic gaps (health issues)
Hamza was referred by one of our partner school. His teachers complained he doesn’t sit and likes to talk a lot. That was affecting his school routine and class room decorum and discipline. She discussed about his concentration span too. Initial observations confirmed he was a bright child and enjoyed hands on creative activities but could not concentrate for more than 2 to 3 minutes. He had no consistency. His difficulties impacted his academic performance.
Hamza was send for an assessment and was diagnosed with ADHD. The psychiatrist prescribed him with medication that could help him to concentrate. He was worked upon through a lot of activities and techniques applied by remedial teachers which helped him to cover his academic gaps and behaviour modification strategies to improve confidence and concentration , after a year of individual support was integrated back
into mainstream School.
Parveen is a girl who was migrated from northern areas after her father’s sudden death and was living with her mother and aunt. She was sent to an orphanage who referred her to us. She had never being to school and had speech difficulty. Her Urdu language skills were not developed fully but was very motivated to study and learn new things.
She was referred for assessment and was indemnified with learning difficulties and Emotional problems. Her remedial plan included one on one teaching and emotional support. She was also supported with vocational training skills including cooking and self-grooming. Within the period of nine months she was sent to a main stream school.
Diagnoses:Trauma & (language barrier)
Ali is a 10-year-old boy. He was brought to the clinic by his parents. For the last three weeks he was not attending school. His parents informed that three weeks back he suddenly woke up one night and started crying refusing to go school. On probing he informed his mother that some boys In his class were using abusive language and encouraged him to watch inappropriate content on YouTube. His parents shared their concerns with school authorities but they did not cooperate. Hence they pulled him out of school. His assessment results indicated he is a very bright child with sound academic skills but he appeared deeply distressed and under a lot of emotional pressure. Subsequent counselling session revealed his constant inner battle between his good side based on the strict religious values and morals taught by the mother and his anger and frustration as well as feelings of inadequacy and guilt related to the content he had seen. His condition gradually worsened to the extend where he would often talk about a “wish to die” on one occasion he picked the kitchen knife and wanted to kill himself & his young brother. He would often wake up from his sleep scared and crying. When awake and at home he sought constant reassurance from him mum often repeatedly asking mother “Do you love me?”
His treatment intervention plan included consultation with psychiatrist for his highly aggressive and harmful behaviour, he was prescribed a mild dose of relaxation medication. His counselling & art therapy plan focused on expressive art drawing to help him process his anger and storytelling art & relaxation techniques.
Diagnoses:Bullying & Abuse
Sara suffer from serious health issues and has been through three major heart surgeries. She has attended many schools and was in Grade II. But due to her health conditions she was not consistent which led her to a lot of academic gap. She was referred to CADP with severe emotional difficulty and problems in comprehension and spellings according to her age level as her basic concept and reading skills were also not secured.
She was given one to one attention with a lot of remedial teachers’ efforts, strategies, help and her personal motivation. She was successful to over come her academic gaps and rejoined full time school where she continues to receive academic support and encouragement to enable her to achieve and bloom with flying colours.
Diagnoses:Academic gaps (health issues)
Haider is a six years old boy. He has a twin brother. In December 2017 he was referred through school with academic complains. He was unable to concentrate or complete written task. His reading and mathematics skills were not according to his grade level. Haider was admitted to remedial support program and by June 2018 had shown significant improvement in his academic skills. Unfortunately, in July 2018 his father suddenly passed away. This tragic incident seriously disturbed all members of the family. The family than moved to live with the maternal grandparents. Haider would often complain about missing his home/ room.
His counselling and art therapy plan helped him process and work through the grief and lose through storytelling and drawing. After four months of art therapy at CADP he showed significant improvement is his mood and behaviour. Gradually our team started working upon his academic gap after one year of individual support he was integrated back in main stream school where he’s performing well.
Diagnoses:ADHD & (Trauma)
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