AUTISM AWARENESS MONTH
When we talk about children with special needs, it’s essential to recognize that all children are inherently equal, but society however, often views them differently. Special needs children should not be seen as burdens but as God’s Gifts, possessing unique abilities and perspectives that the world needs to embrace. These children are chosen for a higher purpose, and their parents are selected to walk with them on their extraordinary journey.
Special needs children teach us the true meaning of patience, empathy, and unconditional love. They challenge us to see the world through a different lens, to celebrate milestones that others might overlook, and to appreciate the beauty in even the smallest achievements. Their parents are not merely caregivers, they are chosen for their strength, resilience, and deep love qualities that help these gifted children navigate a world that sometimes fails to understand them.
It’s not about viewing them as “different” in a negative light, but about recognizing their exceptional qualities. The patience and resilience parent’s show in the face of challenges are nothing short of inspiring, and these children have the power to bring out the best in their families. In this sense, they are truly God’s special children, entrusted to parents who are gifted with the opportunity to raise and nurture them.
The Challenge of Accessing Therapeutic Interventions in Jammu and Kashmir
In Jammu and Kashmir, a region known for its rich culture and breathtaking beauty, families of children with special needs are increasingly facing the challenge of accessing the proper therapeutic interventions and schooling for autism and other neurodivergent conditions. The demand for specialized services and therapies has become even more pressing in recent years, as parents and caregivers recognize the importance of early intervention in promoting better outcomes for children.
However, the scarcity of trained Rehab professionals and specialized therapy centers in certain parts of Jammu and Kashmir has led to a gap in the services available. Many families, particularly those in rural and remote areas, find it difficult to travel long distances to access the necessary therapies, further compounding their struggles.
Discovering DIR/Floortime Therapy
In 2022, I heard about DIR/Floortime therapy through some of my colleagues in USA, Mexico and Australia, which sparked my interest in learning more about it. Intrigued by its potential, I began conducting thorough research on DIR/Floortime therapy, exploring institutions that offer training in this approach and studying its effects on children with special needs. Through my continued research, I discovered that the ICDL Institute in the USA is widely recognized as the leading organization offering DIR/Floortime courses globally. Their training programs are renowned for their high quality and comprehensive curriculum, led by knowledgeable instructors across the world.
In 2023, after much anticipation, my colleagues I and a diverse team of professionals including speech therapist, Rehab therapist, special educators, and physiotherapists were able to register for the DIR 101 course, which serves as an introductory course to DIR/Floortime therapy. After successfully completing this foundational course, we proceeded to register for the Basic DIR 201 course. Throughout the 201 course, we all professionals engaged in intensive learning, class discussions, and present our presentations and assignments. This empowered us to support children with special needs more effectively. After months of dedication and hard work, we all successfully passed the DIR 201 course and marking a significant milestone in our professional development.
DIR/Floortime Therapy
DIR/Floortime (Developmental, Individual-Difference, Relationship-Based) therapy is an evidence-based, child-centered approach designed to address the emotional, social, sensory, and cognitive development of children with neurodivergent conditions such as autism, ADHD, sensory processing disorders, and other developmental challenges developed by Dr. Stanley Greenspan Child and adult psychiatrist USA.
DIR/Floortime is centered on a play-based approach that encourages meaningful interaction, communication, and emotional regulation.
- Developmental (D): Recognizing the developmental milestones that children need to reach at each stage of their growth.
- Individual Differences (I): Acknowledging that each child has a unique sensory processing style, temperament, and way of interacting with the world.
- Relationship-Based (R): Creating emotional connections through meaningful and authentic interactions between the child, caregiver, and therapist.
The Floortime therapy operates on the understanding that children with neurodivergent conditions often experience difficulties in social interactions, emotional regulation, and sensory processing. DIR/Floortime supports these children by fostering connections with caregivers, therapists, and peers through playful, engaging, and nurturing experiences. By working at the child’s developmental level, therapists create an environment that promotes growth while supporting the child’s social, emotional, and cognitive skills.
DIR/Floortime courses are taught at various professional levels by the ICDL Institute in the USA. These range from DIR/Floortime 101 (introductory) to DIR/Floortime 201, 202, 203, and DIR Floortime 204. Each level offers a deeper understanding of the therapy’s principles and techniques and FEDCs. The final level, DIR Floortime 204, qualifies therapists to become Training Leaders or Instructors, enabling them to teach DIR/Floortime courses worldwide. This certification ensures that therapists are highly skilled and capable of supporting children and families using the DIR/Floortime model.
The Concept of Functional Emotional Development Capacities (FEDCs)
A core concept within DIR/Floortime therapy is the Functional Emotional Development Capacities (FEDCs) which are the emotional and developmental milestones that children need to achieve for healthy emotional, social, and cognitive growth. These capacities represent a framework for understanding a child’s emotional and developmental progress, helping therapists tailor interventions to the individual needs of each child. The FEDCs encompass a range of emotional and cognitive functions, including the ability to engage in reciprocal interactions, form meaningful connections, and regulate emotions effectively.
These milestones serve as both a guide and a measure for the therapy, ensuring that interventions are age-appropriate and aligned with the child’s unique developmental stage. By focusing on these capacities, therapists are able to meet children exactly where they are in their developmental journey, offering targeted support to help them progress through each level at their own pace. This approach emphasizes the importance of individualized care, recognizing that each child’s developmental path is unique. Through this process, DIR/Floortime therapy fosters not only emotional growth but also the foundational skills necessary for effective communication, social engagement, and problem-solving.
How DIR/Floortime Therapy Works
In DIR/Floortime therapy, therapists and caregivers engage children at their current developmental level, often through activities like play, to build strong emotional connections and foster meaningful relationships. The therapy is designed to be child-centered, focusing on the child’s unique interests and encouraging activities that promote interaction. By initiating and guiding these interactions, therapists help children develop critical skills, including joint attention, emotional regulation, and communication. These interactions are playful and enjoyable, creating a safe and supportive environment where children feel both understood and empowered as they learn important life skills.
A fundamental aspect of DIR/Floortime is its emphasis on relationships and connection. The therapy focuses on helping children form secure, trusting bonds with their caregivers, peers, and therapists, which is essential for fostering healthy emotional development. As children learn to navigate and express their emotions in socially appropriate ways, their overall development flourishes across all domains cognitive, emotional, and social. What sets DIR/Floortime apart is its emphasis on following the child’s lead, with therapists adopting an approach of “wait, watch, and wonder.” This means that therapists observe the child’s cues, reflect on their interests and needs, and wait for the child to initiate or respond, ensuring that interactions remain respectful of the child’s pace. This individualized approach builds on the child’s natural motivation and engagement, making the therapy process more meaningful and effective.
Success Stories from DIR/Floortime Therapy
I am deeply grateful to my course instructors and mentors Gaby Michaca, Jeff Guenze, Ekaterina, Mehnaz, Serena, Marina Grobler, Sanjay, Brooke, and Riccardo. They have guided me every step of the way, teaching me DIR/Floortime and providing unwavering support throughout my Floortime journey. DIR/Floortime therapy has proven to be life-changing for many children with neurodivergent conditions. During my practice, I had the privilege of applying the DIR/Floortime approach with several children with special needs, and I would like to share some of my success stories that highlight the profound impact of this therapy.
A 3 year-old boy diagnosed with mild autism and limited verbal communication began DIR/ Floortime therapy. After just two months of consistent sessions, his parents, who had been trained to apply the techniques at home, reported remarkable improvements. He started expressing himself more openly and engaging with others in ways he hadn’t before. Initially cranky and non-verbal in his interactions, he gradually began to initiate play and share his emotions with his family and peers. Over time, his name response, command following, communication skills strengthened significantly, and he formed meaningful connections with other children at her preschool. This transformation was not only evident in his interactions but also in his increased confidence and joy in social settings.
A 6-year-old boy with ADHD and sensory processing difficulties had significant struggles with social anxiety and emotional regulation. Through DIR/Floortime therapy, he was able to make gradual but profound progress. By breaking down his anxieties into smaller, manageable steps and focusing on building emotional connections, he became more comfortable interacting with others. The floortime therapy emphasized creating a safe and supportive environment where he could express his feelings without fear of judgment. As he gained more confidence in social situations, his on the go behavior showed substantial improvement, both at school and at home. With consistent support and individualized goals, DIR/Floortime helped him sharing ideas, navigate social challenges more effectively, empowering him to overcome obstacles that had once seemed insurmountable.
Empowering Parents and Caregivers
One of the most unique and impactful aspects of DIR/Floortime therapy is its strong emphasis on the involvement of parents and caregivers. In DIR Floortime, parents are often trained to implement the approach at home, allowing them to provide their child with the consistency and emotional security essential for progress. For neurodivergent children, who often thrive in stable and predictable environments, this consistency is particularly crucial. When parents are actively involved in the therapy process, they not only ensure that the child receives regular, individualized support, but they also become more attuned to their child’s specific needs, preferences, and developmental cues.
This active involvement empowers parents to become better advocates for their child, enabling them to seek out the best resources, make informed decisions, and provide the most effective support in various contexts. Furthermore, as parents work closely with their child during therapeutic sessions, they deepen their emotional connection, fostering a sense of security and trust that is vital for the child’s overall emotional and social development. Through this partnership between therapist and caregiver, DIR/Floortime nurtures an environment in which the child can flourish, building essential skills in communication, emotional regulation, and social interaction that will benefit them both at home and in the wider world.
Conclusion: A Global Impact
DIR/Floortime therapy has proven itself to be a life-changing approach for children with autism and other neurodivergent conditions. Unlike traditional therapies, which often focus solely on physical behavioral interventions, DIR/Floortime emphasizes emotional connections, individualized goals, and meaningful play. This focus enables the development of essential skills such as communication, social interaction, and emotional regulation in a way that feels natural and engaging for children.
By meeting children at their developmental level and building on their interests, DIR/Floortime fosters a deeper connection between therapists, caregivers, and children, allowing for progress that is both meaningful and lasting. As more families and professionals embrace this approach, the potential to transform the lives of neurodivergent children continues to expand, making DIR/Floortime a beacon of hope for families seeking effective, personalized care.
I would also like to extend my gratitude to the ICDL USA and its CEO, Jeffrey, along with his dedicated team, for their tireless efforts in providing world-class training for professionals around the globe. Thanks to their commitment to excellence, we are now better equipped to implement DIR/Floortime techniques in our practice. This training has not only broadened our therapeutic expertise but also enhanced our ability to collaborate effectively as a multidisciplinary team.
Our collective approach, incorporating speech therapy, Rehabilitation therapy, special education, and physiotherapy, has become a powerful tool in supporting the holistic development of children with special needs. By working together across these disciplines, we are able to provide a more integrated, effective, and comprehensive form of care, ensuring that these children receive the support they need to thrive across multiple aspects of their development
We do not treat the child as a patient. We see the child as a person whose developmental needs can be understood and natured through Relationships.
(The Author is Sr. Pediatric Rehab Therapist, DIR/Floortime Therapist & Social Worker (MSW) Working for Child Rights. Feedback: zaheerjan2019@gmail.com)
