Timely intervention can transform the lives of neurodivergent children, reducing long-term therapy costs and opening doors to mainstream education. Experts in Dubai stress the importance of early screening and support, sharing success stories that highlight how children can flourish when given the right tools at the right time.
When Hoor first arrived at Sanad Village, a specialized education centre for children of determination in Dubai, she was unable to speak, respond to her surroundings, or make eye contact with peers or adults. Today, after three and a half years of consistent therapeutic support, the five-year-old is set to join a mainstream kindergarten class. Now confident and expressive, Hoor enjoys music, dancing, and storytelling—interests she is eager to pursue further in her new school environment.
Her story is one of nearly 60 success stories from Sanad Village, where neurodivergent children are being successfully reintegrated into mainstream educational systems. Alongside her peers Mayed and Omar, Hoor’s transformation showcases the powerful impact of early and targeted intervention for children with learning and developmental challenges.
According to Mahmoud A. Mahmoud, Regional Clinical Director at Sanad Village, such cases demonstrate how early support can shape the long-term trajectory of a child’s development. “Early intervention helps students build essential core skills that are critical for independence,” he said. “It opens the door to acquiring more complex abilities like reading, writing, and participating meaningfully in a school setting.”
Mahmoud further explained that initiating therapy at the earliest stage doesn’t just benefit the child—it can also significantly reduce long-term therapy costs. “When children receive proper support early on, the duration and intensity of therapy required later in life can be reduced by as much as 80 percent,” he said. “This offers financial relief for families and, more importantly, empowers children to integrate into society more confidently.”
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Understanding and acting upon early signs of learning difficulties is crucial, according to Gayatri Govind Gajjam, clinical psychologist at the newly launched Aster DYU Child Development Centre in Bur Dubai. She noted that many signs of learning disabilities or developmental delays begin to emerge before the age of seven and should be addressed promptly.
“These early indicators provide a vital window for timely support,” she said. “When identified early, children can be guided toward a more positive and inclusive educational experience. The goal is not just academic success, but emotional and social well-being as well.”
Gayatri emphasized that learning disabilities are not indicative of a child’s intelligence. Rather, they stem from the way a child processes specific types of information. “A child may have difficulty processing language, numbers, or spatial reasoning—not because they aren’t smart, but because their brain interprets information differently,” she explained.
To detect these issues, psychologists and educators typically conduct comprehensive evaluations. These include observations of cognitive abilities, academic skills, emotional well-being, and social development. "We also involve teachers, who give us insights into the child's behavior and performance in class. Family history, early development, and medical background are also reviewed carefully,” said Gayatri.
Using this data, specialists perform cognitive and academic assessments to determine areas where the child may need additional support. These findings help create personalized intervention plans to address specific developmental challenges.
At Sanad Village, decisions about a child's educational path are made on a case-by-case basis. Mahmoud highlighted that every child is unique, and assumptions made by families or schools may not always be correct.
“For example, Omar’s parents believed that he needed to be removed from his mainstream school and placed in a special needs centre,” he said. “After we met him, we agreed. But in other cases, we’ve advised families that their children were actually better off remaining in mainstream school, with some additional support. Our goal is to make informed decisions that are best for the child.”
Mahmoud clarified that Sanad Village is not a diagnostic centre. Instead, its focus is therapeutic—working with children to strengthen areas where they need help and supporting them through various stages of development.
Gayatri shared a case study from Aster DYU involving a six-year-old child who was flagged during a routine school screening for struggling with letter recognition. After a detailed psychological evaluation, the child was diagnosed with dyslexia. “With targeted, phonics-based instruction and consistent support, the child showed remarkable improvement in reading fluency and classroom engagement within six months,” she said.
Despite the clear benefits of early intervention, both experts noted that stigma and fear remain major obstacles. “Many parents hesitate to pursue screening because they’re afraid of labeling their child,” said Gayatri. “There’s a common misconception that learning disabilities are linked to low intelligence or permanent limitations.”
To counter this, she emphasized that early identification should be seen as a positive step. “It’s not about labelling—it’s about empowering the child with tools, strategies, and support that help them succeed.”
Mahmoud agreed and noted that many parents he meets are in denial about their child’s challenges. “We often encourage them to seek professional evaluations from hospitals or centres equipped to diagnose developmental disorders,” he said. “The professionals there are trained to break the news gently and guide families on the next steps.”
He added that Sanad’s role is to focus on behavior and developmental needs, working in partnership with families and schools to build confidence and independence in children.
Ultimately, the message from experts is clear: early screening and intervention can dramatically improve the life outcomes of neurodivergent children. With the right support at the right time, children can not only rejoin mainstream education but also thrive socially, emotionally, and academically.
“Families, educators, and professionals must work together to remove the fear and stigma around learning differences,” said Gayatri. “Every child deserves a chance to reach their full potential—and early intervention is often the key that unlocks it.”
Source : Khaleej Times
