Why early intervention matters for children with disabilities

Experts emphasize that early intervention can provide children with disabilities valuable time and support to develop crucial skills before they start school. In Kuala Lumpur, Mohd Amin Azuwar's daughter was diagnosed with Down syndrome, prompting the couple to realize that the biggest challenge wasn't caring for their child, but understanding how to access the necessary help.

Initially, Amin left his data analyst job to focus on his daughter, only to later transition into AI development for more flexible working arrangements. Today, he and his wife are raising another child with Down syndrome, a situation that is not uncommon. As of July, around 17,000 children under six years old with disabilities were registered with the welfare department, including approximately 13,500 with learning disabilities.

However, there are only 11 specialized childcare centers for children with disabilities nationwide, with just three for those with Down syndrome and six for those with ADHD or autism.

The lack of nearby support can add to the uncertainty faced by families already adjusting to a diagnosis, particularly during the crucial early childhood period when skills such as communication, mobility, behavior, and self-care are rapidly developing. Amin believes that the current age limit for specialized childcare should be reconsidered, as children with Down syndrome may still be learning basic skills like walking, speaking, and following instructions beyond the age of four.

Taska Ikhlas (OKU) Melaka, a childcare center founded by Norashikin Ismail, supports extending the age limit to six years old. She argues that many children still require structured guidance at five and six years old, as communication, social interaction, behavior, and self-management may still necessitate close support, especially for children who develop at a slower pace than their peers.

The shortage of specialized centers also forces some parents to travel long distances or relocate to access suitable services, placing additional pressures on childcare operators who must handle higher staffing needs, specialized training requirements, and the cost of therapy equipment and accessible facilities. For families, the primary concern is often whether their child can receive consistent support at the right time.

Universiti Pendidikan Sultan Idris lecturer Hasrul Hosshan supports extending access to age six, as it could provide children with more time to strengthen language, communication, social, and self-help skills before entering school. Reliable care can also ease the burden on parents' working lives, allowing some to remain employed or return to work while ensuring their children receive appropriate support.

A clearer path for parents would involve hospitals and health clinics playing a stronger role in connecting families with information on registered childcare centers, early intervention programs, financial assistance, and other support services.