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Means such deviation from average development in one or more of the followiing developmental areas that special education and related services are required:

Physical

Cognitive

Adaptive behavior

Communication

Social or emotional development

It's current prevalence is 6.9% in 2022-23

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• Genetic or hereditary conditions like Down syndrome

I knew an older couple who had a baby who ended up with down syndrome because of the risk facotrs for having a baby after a certain age.

• Metabolic disorders like phenylketonuria (PKU)

• Trauma to the brain, such as shaken baby syndrome

• Severe psychosocial trauma, such as post-traumatic stress disorder

• Exposure to certain toxic substances like prenatal alcohol exposure or lead poisoning

• Some very serious infections

According to the Meningitis Research Foundation one of the possible after-effects include “learning and intellectual disabilities such as memory loss, lack of concentration or issues with thinking and problem solving” My cousin had it when she was a baby and as she got older, we noticed there was some Developmental Delay.

• Deprivation of food or environment

How is one’s brain supposed to grow and function when it is deprived of food or a stable environment. Food insecurity leads to developmental delay due to insufficient nutrients “needed for healthy growth influence on the brain.”

In some cases, it may not be possible to find the cause of the developmental delay.

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At SSM Health, we know it can be scary to learn your child may have a developmental delay. However, it's important to know there are treatment options for this diagnosis and it generally does not predict future intelligence. Every child grows and learns differently and we're here to help yours reach his or her full potential.

A developmental delay refers to a child who has not gained the developmental skills expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech and language, cognitive, play, and social skills. Global developmental delay means a young child has significant delays in two or more of these areas of development.

Causes of Developmental Delay

There is not one cause for delays in development. Factors that may contribute can occur before a child is born, during the birth process, and after birth. These could include:

Genetic or hereditary conditions like Down syndrome

Metabolic disorders like phenylketonuria (PKU)

Trauma to the brain, such as shaken baby syndrome

Severe psychosocial trauma, such as post-traumatic stress disorder

Exposure to certain toxic substances like prenatal alcohol exposure or lead poisoning

Some very serious infections

Deprivation of food or environment

In some cases, it may not be possible to find the cause of the developmental delay.

Signs and Symptoms of Developmental Delay

There are many different signs and symptoms of delay that can exist in children and often vary depending upon specific characteristics. Sometimes you may see signs in infancy, but in other cases they may not be noticeable until your child reaches school age. Some of the most common symptoms can include:

Learning and developing more slowly than other children same age

Rolling over, sitting up, crawling, or walking much later than developmentally appropriate

Difficulty communicating or socializing with others

Lower than average scores on IQ tests

Difficulties talking or talking late

Having problems remembering things

Inability to connect actions with consequences

Difficulty with problem-solving or logical thinking

Trouble learning in school

Inability to do everyday tasks like getting dressed or using the restroom without help

If there is an underlying medical reason that causes the developmental delay, identification and treatment of that condition may improve your child's developmental skills.

Therapies for Developmental Delays

Although there is no cure for developmental delay, therapies directed to the specific area of delay are very effective in helping children catch up to their peers. These types of therapies may include:

Physical Therapy

Physical therapy is often helpful for children with delays in gross motor skills.

Occupational Therapy

This can addresses fine motor skills, sensory processing and self-help issues.

Speech and Language Therapy

Speech therapy is typically used to address problems in the areas of understanding and producing language and speech sounds.

Early Childhood Special Education

Early childhood special education provides stimulation for early developmental skills, including play skills.

Behavioral therapy

This may be needed in some children for behavioral difficulties that affect socially appropriate behaviors.

At SSM Health, our world class team of developmental pediatricians and wide range of specialized therapists all have extensive experience working with families and children with developmental delays. Contact us today to set up an appointment or to learn more about the variety of resources we have to offer.

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Developmental Delay: Causes, Symptoms, & Therapies

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At SSM Health, we know it can be scary to learn your child may have a developmental delay. However, it's important to know there are treatment options for this diagnosis and it generally does not predict future intelligence. Every child grows and learns differently and we're here to help yours reach his or her full potential.

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Food Insecurity Harmful to Children’s Development | Society for Research in Child Development SRCD

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Babies cannot tell you how they feel and parents can feel at a loss as to what the future may hold.

Children can behave differently if they have been in hospital, they can become clingy, have temper tantrums and lose skills they have recently acquired.

Adults are often shocked to discover they are very tired and lacking in energy

A person who has been in hospital may feel well at discharge and not realise that they may not be able to slot back into their normal life immediately. It is important to realise that recovery can be a slow process.

Even those who go on to make a full recovery often report that they became easily tired and found it difficult to concentrate for a period of time during recovery.

Returning to education and/or work too early, or too energetically, can be overwhelming. Phased returns can be helpful.

If available, follow up care with appropriate health professionals, specialist or support networks after meningitis is really important. Please ask about these at discharge or speak with your doctor.

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Effects of Meningitis | Meningitis Research Foundation

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Babies cannot tell you how they feel and parents can feel at a loss as to what the future may hold. Children can behave differently if they have been in hospital, they can become clingy, have temper tantrums and lose skills they have recently acquired.

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1. Cognitive Delays

-cause learning difficulties that affect a childs intellectual abilties and communication skills. Having a hard time time communicating and playing with others will make it hard for the child and other students in a school setting.

2. Motor Delays

– “interfere with a child's ability to cordinate large muslce groups.” In a classroom setting they may need assistnance with holding a pencil, writing or typing or doing labe experiments.

3. Social, Emotional and Behavioral Delays

– These students take in their surroundings diffrently than their peers, which can impact their ability to “learn, communicate and interact with others.” In a school setting they might not know how to make or keep friends let a lone talk to their peers. They may even struggle behaving properly in class.

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Pediatric specialists at Hassenfeld Children's Hospital at NYU Langone identify several types of developmental delays in children. These delays can affect a child's physical, cognitive, communication, social, emotional, or behavioral skills.

Often, developmental delays affect more than one area of a child's development. When a child has delays in many or all of these areas, it is called global developmental delay.

Some developmental delays have an identifiable cause. However, for many children, the cause of the delay, or multiple delays, is not clear.

Cognitive Delays

Cognitive delays may affect a child's intellectual functioning, interfering with awareness and causing learning difficulties that often become apparent after a child begins school. Children with cognitive delays may also have difficulty communicating and playing with others.

This type of delay may occur in children who have experienced a brain injury due to an infection, such as meningitis, which can cause swelling in the brain known as encephalitis. Shaken baby syndrome, seizure disorders, and chromosomal disorders that affect intellectual development, such as Down syndrome, may also increase the risk of a cognitive delay. In most cases, however, it is not possible to identify a clear reason for this type of delay.

Motor Delays

Delays in motor skills interfere with a child's ability to coordinate large muscle groups, such as those in the arms and legs, and smaller muscles, such as those in the hands. Infants with gross motor delays may have difficulty rolling over or crawling; older children with this type of delay may seem clumsy or have trouble walking up and down stairs. Those with fine motor delays may have difficulty holding onto small objects, such as toys, or doing tasks such as tying shoes or brushing teeth.

Some motor delays result from genetic conditions, such as achondroplasia, which causes shortening of the limbs, and conditions that affect the muscles, such as cerebral palsy or muscular dystrophy. They may also be caused by structural problems, such as a discrepancy in limb length.

Social, Emotional, and Behavioral Delays

Children with developmental delays, including those with related neurobehavioral disorders such as autism spectrum disorder and attention deficit hyperactivity disorder, often also have social, emotional, or behavioral delays. Due to differences in brain development, they may process information or react to their environment differently than children of the same age. These delays can have an impact on a child's ability to learn, communicate, and interact with others.

It is common for children with developmental delays to have difficulty with social and emotional skills. For example, they may have trouble understanding social cues, initiating communication with others, or carrying on two-way conversations. They may also have difficulty dealing with frustration or coping with change. When the environment becomes too socially or emotionally demanding, children with developmental delays may have prolonged tantrums and take longer than other children to calm down. This behavior can be a signal that the child needs more support by modifying his or her environment or learning skills to cope with social and emotional challenges.

Speech Delays

Some speech delays are receptive language disorders, in which a child has difficulty understanding words or concepts. Children with this type of speech delay may have trouble identifying colors, body parts, or shapes. Others are expressive language disorders, in which a child has a reduced vocabulary of words and complex sentences for his or her age. A child with this type of speech delay may be slow to babble, talk, and create sentences. Often, a child with a speech delay has a combination of receptive and expressive delays.

Children with an oral motor problem-such as weakness in the muscles of the mouth or difficulty moving the tongue or jaw-that interferes with speech production have what is known as a speech production disorder.

Children may have speech delays due to physiological causes, such as brain damage, genetic syndromes, or hearing loss. Other speech delays are caused by environmental factors, such as a lack of stimulation. In many instances, however, the cause of a child's speech delay is unknown.

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Types of Developmental Delays in Children

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Pediatric specialists at Hassenfeld Children's Hospital at NYU Langone identify several types of developmental delays in children. These delays can affect a child's physical, cognitive, communication, social, emotional, or behavioral skills. Often, developmental delays affect more than one area of a child's development.

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1. Having print outs of the notes for students who have a hard time writing this can go for students with a motor delay or cognitive delay which can prevent some students from writing as well.

2. Give students options, do they prefer physical books, ebooks, youtube books where someone reads to them, what do they like to write with? Learn what they feel most comfortable with so they can excel with out our expectations. I can use interactive websites that encourge learning and memorization skills using games like Brainpop.

3. Still hold them to the same standards as everyone else as you know that they are capabale of doing what ever it is that needs done but its okay that they may have to do it different. Each and every one of us is a diverse learner and learn best when we feel the most comfortable.

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BrainPOP was founded in 1999 by Dr. Avraham Kadar as a creative way to explain difficult concepts to his young patients.

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†Not applicable.

#Rounds to zero.

¹ Data do not include Vermont, for which 2007-08 and 2008-09 data were not available. In 2006-07, the total number of 3- to 21-year-olds served in Vermont was 14,010.

² Data in the 2016-17, 2017-18, 2018-19, and 2019-20 columns include 2015-16 data for 3- to 21-year-olds in Wisconsin because 2016-17, 2017-18, 2018-19, and 2019-20 data were not available for children served in Wisconsin.

³ Data in the 2016-17 column include 2015-16 data for 3- to 5-year-olds in Nebraska because 2016-17 data were not available for children in that age group served in Nebraska.

⁴ Data in the 2017-18 column include 2016-17 data for 3- to 5-year-olds in Minnesota and 6- to 21-year-olds in Maine and Vermont because 2017-18 data were not available for children in those age groups served in those states.

⁵ Data by disability type for Iowa are imputed based on the reported 2018-19 percentage distribution by disability type applied to the 2019-20, 2020-21, 2021-22, and 2022-23 total number of children served in Iowa.

⁶ Data in the 2020-21 column include 2019-20 data instead of 2020-21 data for 5- to 21-year-olds in Louisiana because 2020-21 data were not available for children in that age group served in Louisiana.

⁷ Data in the 2021-22 column include 2020-21 data instead of 2021-22 data for 3- to 5-year-olds in Louisiana because 2021-22 data were not available for children in that age group served in Louisiana.

⁸ Although federal law does not require that states/entities and local education agencies categorize children according to developmental delay, if this category is required by state law, they are expected to report these children in the developmental delay category.

⁹ Other health impairments include having limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes.

¹⁰ For 1990-91, preschool children are not included in the counts by disability condition but are separately reported. For other years, preschool children are included in the counts by disability condition.

¹¹ Based on total public school enrollment in prekindergarten through grade 12. For total public school enrollment, see table 203.20.

NOTE: Disability type refers to the specific disability for which a child is receiving services under IDEA. If a child has multiple types of disabilities but is receiving services for only one IDEA-defined disability, then the child is categorized under that specific disability. If a child is receiving services for more than one type of IDEA-defined disability, then the child is categorized under "multiple diabilites." Data in this table represent the 50 states and the District of Columbia. Prior to October 1994, children and youth with disabilities were served under Chapter 1 of the Elementary and Secondary Education Act (ESEA) as well as under the Individuals with Disabilities Education Act (IDEA), Part B. Data reported in this table for years prior to 1994-95 include children ages 0-21 served under Chapter 1 of ESEA. Increases since 1987-88 are due in part to new legislation enacted in fall 1986, which added a mandate for public school special education services for 3- to 5-year-old children with disabilities. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, selected years, 1979 through 2006; and Individuals with Disabilities Education Act (IDEA) database, retrieved October 13, 2023, from https://data.ed.gov/dataset/idea-section-618-data-products. National Center for Education Statistics, Statistics of Public Elementary and Secondary School Systems, 1977-78 and 1980-81; Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education," 1990-91 through 2022-23. (This table was prepared December 2023.)

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Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by type of disability: Selected school years, 1976-77 through 2022-23

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The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).