The anecdotes on this page share the essential tips that I have been able to formulate in the last 18 years, spent in assessing, analysing and helping differently abled children.  

These notes if optimally utilised and correctly applied can aid parents in early identification. This will ensure an early start in the several corrective measures that can be made in the environment to make life easier. It will also prevent the general struggles of life and detrimental impacts.

Simple changes in the milieu can be designed to support the child's best development. 

Parental - Observation, being aware, and making conscious efforts at home apart from getting the correct support from a Special Educator,  can make a world of a difference for a child. Small measures will help carve the path to freedom, escalation and honing of abilities, skills, attitude and confidence. 

When the parents hear complains from home and their gut instinct tells them that hmmmm, may be there is something not right, when I compare him/ her to his / her friends.  

This is the time when you may just consult a Special Educator or two, take their advise and make a correct judgement by yourself.  It is imperative that you do not fall for traps at this point. Regular teachers are not the correct advisers for such concerns. For example- if you have a broken bone then the general practitioner is not the correct person to take advice from. 

Please read and observe your child for a few days. Then think of consultation, only if you feel the concerns are realistic. 

Such concerns may be- the child does not respond to his/ her name, does not make eye contact, seems a little too full of energy, is developing ticks, school may be raising concerns, anything which may be a little odd, different from what is usual or expected, different from the other same aged children. A simple doubt by the mother. 

A simple feeling that something may not be right. 

These signs may be symptoms or passing phases but your instinct should not be passed by. Immediate corrective action must be taken by consulting a special educator.

Advise of a Special Educator must be sought.

Parents must feel obligated to ask for references and qualifications of the Educator, whom they choose to refer and take advice from. (Mark that the Special Educator must not be in a hurry to label the child)

Cautiousness is of prime importance. Special Educators and Centres are rapidly mushrooming, though a majority lack in experience, qualifications and true intent to help.

A Trained and experienced Special Educator will follow the Steps to Success format, check out:

 http://www.positivesolution.co.in/steps

and if need be the Special educator will thereafter refer the child to a suitable specialist.

Labelling, the child is of no urgency.

A vast majority of schools and our society, in India are not ready to handle a labelled child. We are not really ready to discharge the required extent of help and support, hence I advise that labelling a child at the earliest is ill advised.

United Kingdom, USA , Singapore and other countries do advise early labelling so that they can immediately implement a corrective system and instantaneously work on supporting the child and the parent. Whatever the age of the child may be.

In India, the government requires a certificate by the registered Psychologist Centres for exemptions in certain subjects that the child may be struggling in like a Second Language, Maths or any other. When the child is in Grade 8th, specifically for the Central Grade 10th and onwards exams. Thus, it is advised that parents postpone labelling the child till there is a need, in cases of requesting an exemption etc. Instead of finding a common term to the child's specific weaknesses or difficulties, parents must find the solutions.

These are the earliest symptoms that can be observed in a child who may be as young at 1 and half year old:

The child does not make eye contact, walks on his tip toes, likes to run instead of walk, does not stop moving all day, likes to run around while eating. 

Does not respond to his name to the extent that parents may think he is deaf, is selective in hearing and responding to commands, speech or the usual age appropriate blabbering is slow, instead mumbles to himself, often will throw things when upset.

Weak bladder control, difficult to potty train.

When playing with toys, the child will not follow the toy around and respond to others trying to play with him/her. Although may love a particular toy

The child's attitude comes across as in different and "i don't care", does not respond to love and affection and emotions/ feelings. Does not show insecurity or seems to miss any body around.

The child may also not sign for things that he/she may need like water.

Reflects signs of awareness of direction

May easily get frustrated and bang his head or throw things around when things don't go his/her way.

The above are some symptoms I have noticed as early as 1 and half years of age in children who may grow to reflect Autism.

If correct help is given at an early age, things can be made easy for the family and the child and the child can move towards being a positive, productive being.

The child finds it difficult to adjust right from the start at pre school, takes unusually longer to settle in. Finding separation from parent/ caregivers very difficult. 

Shows no inclination to make friends. Does not approve of the teachers and classmates to come close to them.

Likes to play with toys in a corner of the classroom.  Does not participate at Circle time and other group activities, will not like to stand in a line and hold other people's hand. When the name is called the child will be unresponsive and will further not follow the commands.

Will not make an initiative to make or talk to anyone around

Eventually not learn rhymes and songs, Letter recognition but may just simply show knowledge of numbers and his/ her name.

The child shows poor analytical skills. Finds it hard to follow teacher demands of rules compliance, will like to wander around aimlessly. 

A child of course who cannot sit for a while and finds it difficult to listen to what you have to say, they are generally restless and what may seem, always in a hurry .

Their behaviour is unpredictable and erratic at times. They often can't hold back any information and may disclose information without realising  the impact. 

They seem fast and efficient when things need to be done. Hence, they always seem to feel bored and need something else to do. They are able to  easily complete work at hand and seem ready for the next challenge.

Having said that, these children are often lazy to think, analyse and assess the situation around. They like to be told what to do.  

This child seems to always have energy till they have to be forced to go to bed. They toss and turn in bed. Continuously requesting communication from parents, asking to be read a story book, one after the other.

They grow to tell lies and display erratic behaviour. They overreact to any situation, at times they may act aggressively. 

A complete lack of interest in studies.

Struggling with writing, reading ,identification and remembering , recalling what has been learnt.