Cross- Cultural Issues Developmental Disabilities

Running head: CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 1

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CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 2

Cross- Cultural Issues Developmental Disabilities

Autism is one of the most common developmental disorders in America today. It refers to

the autism spectrum disorders that are part of the neurodevelopment disorder affecting the

sensory processing problems. A child with this condition suffers from various social and

language difficulties that include unclear communication efforts and social relations (Bridges,

2004). Other developmental disabilities such as attention-deficit hyperactivity, developmental

coordination enuresis among others are usually diagnosed during childhood years. There exists

little evidence for an increase in the occurrences of autism and other developmental disorders,

but a noticeable increase in the pervasiveness of the conditions has raised awareness of the needs

of these children and their guardians (Blancher & McIntyre, 2006). Despite this increasing

awareness, most people are not aware of the existence of cross-cultural issues in autism and other

developmental disorders. These issues influence how the children with such disorders receive

treatment, enjoy public facilities, and relate with other children about their ethnic cultures. The

treatment is also culture-sensitive and expected to be ‘culturally competent”.

A study done by Wilder et al. (2004) indicated that children with autism and other

developmental disorders from the non-dominant cultures face multiple problems as compared to

their natural counterparts. The multiple problems include, among others their beliefs in treatment

procedures, languages used, and behavioral tendencies. Therapists and educators are required to

understand and consider the impact of their communication and learning when dealing with

parents and caretakers of children with autism and other disability disorders from diverse

cultures. The guardians of children with autism are advised to implement a variety of strategies

to boost communication, presenting choices and making precise responses to involuntary

exchange in an important technique. This is because such parents should make efforts to alter the

CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 3

way they interact and treat the children to encourage them to be involved in social and

communicative circumstances (Bridges, 2004). In such cases, the guardians are expected to be

sensitive to the children’s culture while making various gestures, using symbols and other means

to encourage social interactions and general communication. Another social concern on the use

of different therapies is attached to multiple understanding levels of the children. Culture shapes

individuals behavior, the method of communication and other social aspects. Therefore, the use

of different therapies may offer different ways of relating to other people from those taught to

them by parents. Relations with other people may end up confusing the children under different

treatment plans. Besides, it increases difficulties to psychiatrists and teachers offering the

services to the children.

While providing teaching services to children with autism and other developmental

disorders, teachers and therapists use the American Academy of Pediatrics (APP) approved

therapies such as Applied Behavioral Analysis (ABA), Treatment and Education of Autistic and

Related Communication Handicapped Children (TEACCH), and sensory integration. The

treatment includes the modifications in their learning environment to boost opportunities to

learn, interact, and communicate. Creating awareness for the handlers of these children by

cultural differences and expectations is crucial in achieving their goals. The APP approved

therapies are also used to support learning in preschools and participation at home and other

social places in their communities. However, studies done indicated that diversity in culture and

native language has a direct impact on the kind of therapies used on children. According to the

study, different adults and ethnic groups perceive the therapies differently. This is especially

because of the symbols, signs, and illustrations used by the systems to help them learn and

interact socially. Some cultures believe that different symbols used may portray negative and

CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 4

incorrect meanings of the intended messages. Therefore, it is important for all the therapists and

teachers employing APP proven therapies to ensure that all the signs and symbols used are

suitable for all cultures and are easily understood by the children. This would help them interact

with ease in school, home, and the community (Mandell & Novak, 2005).

Cultural variables have a direct impact on how families accept a medical diagnosis and

the outcome of treatments for children with autism and other developmental disorders.

Therefore, it is important to consider cultural diversity whenever a therapist or a doctor is

examining such children and establishing a treatment plan. Also, some cultural beliefs convince

parents of such children on different causes of these disorders thus creating several expectations

of required treatment plans (Mandell & Novak, 2005). The plans include various religions that

view autism and developmental disorders as punishment from their Supreme beings. Even

though the disorders are not curable, adequate training and follow-ups help a child to adapt to a

near-normal life and interact freely with people in their communities. In this regard, many

doctors and psychiatrists face the cultural-based challenges that require a change in the mentality

of the parents of such children. As a result, some guardians may decide to use traditional ways to

treat their children under the assumptions that the doctors and psychiatrists are not culturally

competent to handle their child’s condition (Mandell & Novak, 2005).

The majority of parents in America do not understand why autism occurs nor do they

anticipate bearing children with such conditions fully. Consequently, a child with autism may

cause shock and negative reactions towards couples, diet, and other traditional factors. However,

autism is believed to have several causes such as labor difficulties, parental neglect or simply

genetically. A clear understanding of the possible causes of autism may reduce the stress and

frustration in parents who seek permanent solutions to the disorders. Whenever parents

CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 5

understand such disorders, they can ask for help from doctors. Many doctors today have

embraced the culture diversity in their diagnosis and treatment procedures that are sometimes

long and challenging. According to Mandell & Novak (2005), culture may determine the number

of times the parents visit a child with autism or any other developmental disorder. Psychiatrists

believe that such visits in treatment facilities help in the recovery of the child and easy adoption

of social interactions.

In conclusion, there are increased incidences of autism and developmental disorders in

the world today. Early detection of the signs and symptoms aids diagnosis of children with the

disorders giving the parents a head start for providing timely intervention. Developmental

disorders such as autism are part of the neurodevelopment disorders affecting the sensory

processing problems. A child with this development disorders suffer from various social and

language difficulties that comprise of unclear communication efforts and social relations.

Children with autism and other developmental disorders from the minority cultures face several

problems as compared to their native counterparts in enjoying services such as education,

treatment, and social interactions. Thought the diagnosis procedures and treatment plans might

be long and difficult, doctors and psychiatrist should always put cultural diversity into

consideration. Putting cultural diversity into consideration includes working with various beliefs

to help the children with these disorders by making adjustments such as omissions or inclusion

of suggested therapy that work to the advantage of the suffering child.

CROSS- CULTURAL ISSUES DEVELOPMENTAL DISABILITIES 6

References

Blancher, J. & McIntyre, L., L. (2006). Syndrome Specificity and Behavioral Disorders in

Young Adults with Intellectual Disability: Cultural Differences in Family Input. Journal

of Intellectual Disability Research. 50 (1). 184-198.

Bridges, S., J. (2004). Multicultural Issues in Augmentative and Alternative Communication and

Language. Topics in Language Disorders. 24(1). 9-11.

Mandell, D. & Novak, M. (2005). The Role of Culture in Families’ Treatment Decisions for

Children with Autism Spectrum Disorders. Mental Retardation and Developmental

Disabilities Research Reviews. 11. 110-115.

Wilder, L., Dyches, T., Obiakor, F. & Algozzine B. (2004). Multicultural Perspectives on

Teaching Students with Autism. Focus on Autism and Other Developmental Disabilities.

19 (2). 103-113.

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