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Founders1) dr mona patel 2) dr tejas patel

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Physiotherapy Occupational Therapy Sensory Integration Aquatic Therapy (Water Specific Therapy WST – Hallawick, Bad Ragaz Ring Mathod, Ai

chi, Wastu) Applied Behavior Analysis (ABA) Therapeutic Listening Early Intervention Clinical Child Psychology Therapy for Oro-motor/sensory and feeding issues Speech Therapy Adjunct Therapy Special Education Visual Rehabilitation Orthosis and Equipment’s Home visit / Home Programme / School visit

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Power by passion and sailing on dreams SPARSH was set in 2006 to nurture and cultivate functionality to live of physically and mentally challenged children. who all are affected with neurological, musculoskeletal, genetic, metabolic, disorders.

Years of vigorous effort, has many stories of clinical success and appraisals from patients and parents is not a matter of our pride but matter of our satisfaction.

Prosperity is not a goal, but facility is important and hence SAPRSH had taken big leap to open up a fully loaded paediatric rehabilitation clinic with multi faculty clinical consultation and services.

SPARSH is propelled by team of professional and experts specialized in physiotherapy, occupational therapy, Aquatic Therapy, Applied Behavioural Analysis (ABA), Therapeutic Listening, Sensory integration (SI), Speech therapy, Therapy for Oro-motor/sensory and feeding issues, child psychology, special education, counselling, visual rehabilitation and orthosis /prosthesis /adaptive equipment.

From initial years of career dr mona patel and dr tejas patel had a dream to build their unique rehabilitation centre individually. With god grass and blessing from parents they have started Sparsh as a Paediatric Neuro Developmental Therapy Clinic at 401, soham-2, navarangpura , with 585 sq ft space in 2005. Dr Ashok Johari (M.S.Ortho., M.Ch.Ortho.Eng, D.Ortho., D.N.B.Ortho., F.C.P.S.Ortho., F.R.C.S.Lon., F.A.M.S ) well known paediatric orthopedic and spin surgeon from mumbai have inaugurated premises on 19/11/2007.

With expansion of our work and increases in oue team member we required bigger space. In 2011 dr tejas patel and dr mona patel shifted Sparsh and renamed Paediatric Rehabilitation Clinic in same building at 1st floor, soham-2, Navarangpura, Ahmedabads with bigger space around 2200 sq fts area. This time also dr ashok johari blessed and shower his love on us and inaugurated our new premises on 26/06/2011.

What we treat? Cerebral palsy Obstetric Brachial plexus palsy (Erb’s Palsy)

Myopathies and muscular dystrophies Learning difficulties(Dyslaxia), Autism, Asperger’s syndroms, Dyspraxia, ADHD Head Injuries/ traumatic brain injuries Genetic disorders like Down syndrome, prader willi syndrome, spina bifida, spinal muscular

atrophy(SMA), turner syndrome, limb anomalies, hydrocephalus, Rats syndrome, Joubert’s syndrome, Taysach disease, leigh’s syndrome, wilson’s disease, William syndrome, etc….

Metabolic disorder like-Mucopolysaccharoidosis(MPS), lysosomal storage disorder, mitochondria disorder, phenylketonuria, etc……..

Children who all are affected with above mention condition are developmentally delayed. And they may have difficulty at reaching his/her developmental milestones age appropriately. Milestone are like head control, rolling, crawling, walking and talking.We provide therapy and professional support so each child can reach his or her full potential. We see Children range in age from birth to their teens.Each child receives an evaluation that helps us determine the therapies that will best help him or her begin on the right track to progression. Many of the children receive care from more than one therapist, depending on their needs.

About Us

Heart of SPARSH

We, at Sparsh Paediatric Rehabilitation Clinic has a comprehensive paediatric rehabilitation program to meet the individual needs of each of our patients. We have gone above and beyond to give your child the best care necessary to make life more enjoyable and functional. We have state-of-the-art processes and equipment to provide complete assessment, treatment, and rehabilitation for children from birth to teen age. Our multi-disciplinary set up and expert team works closely with children and their families to establish a plan of care that will help each child to reach their fullest potential.We understand the hope and dreams Parents have for their child. It is our goal to minimize the amount of assistance needed, so your child can spend more time “just being a kid” independently in community.

MissionSparsh Paediatric Rehabilitation Clinic has mission to developed specialized center for only differently able and special need infants, children, and young adults where we could provide all forms of therapies, education, surgical and medical intervention, and vocational rehabilitation under one roof.

FoundersDr Mona PatelPaediatric Physiotherapist, & Paediatric Aquatic Therapist

PT, C/NDT (certi by NDTA, USA)SIPT (certi by, USC, USA)Aquatic Therapy (certi, ATNI, India)

Dr Mona Patel is core visionary person who viewed about Sparsh Paediatric Rehabilation Clinic and made realized Dr Tejas Patel that It may possible to have a multidisciplinary paediatric rehabilitation clinic where they can caters services which is best available and widely accepted internationally.

She has passed her schooling from M & M high school from Godhara with flying colours in 1997. On merit base she got admission Bechalor Of Physiotherapy ( BPT ) at Govt Spine and Paraplegia Hospital, B J Medical College, Civil Hospital, Asarva, Ahmedabad.

While graduation From rotatary posting in paediatric department she found spark within her self and decided to work for differently abled kids and took challenge professionally for working paediatric rehabilitation. She use to say that “If I would not have found these kids I would not have become physiotherapist”. In 2001 dr mona Patel has finished her graduation.During internship Itself Dr Mona Patel has started taking short course in paediatric rehabilitation like NEURO DEVELOPMENTAL TREATMENT (NDT) and SENSORY INTEGRATION (SI). While doing these courses she kept on going in depth of the subject and always tried to take challenges in the form of the difficult cases.

Soon after her graduation she joined KALARAV CP CENTRE in navarangpura , ahmedabad which is NGO run by NASEOH (national society for equal opportunities for the handicapped) . She worked in KALARV about 3 years and gave full throttle to pick up her career. Because of the quality of inquisitive and enthusiasm for her work and profession she won the hearts of parents and kids. In kalarav she was designated as senior paediatrc physiotherapist. From the beginning parents satisfaction and joy on their face was the energy for Dr Mona Patel to keep working and working very hard in this field. Mean while Dr Mona Patel were also working in physiotherapy department of Ragukul Orthopedic Hospital at ghodasar and shri A.N.Chaturvedi Rotary Charitable Physiotherapy Centre.

In 2005 Dr Mona Patel and Dr Tejas Patel started working together and in 2006 they step the stone of SPARSH as a Neuro Developmental Therapy Clinic. Here they have to start with grass routes but strong foundation, depth knowledge of paediatric conditions and lot of self trust with in they have successfully started and run Sparsh in association with a very good friend Ms Vatsala Panchal .MA, DCCP, Paediatric Clinical Psycologist.

Soon after finishing her graduation till 2006 Dr Mona Patel has done so many short courses and workshops regarding paediatric rehabilitation on different subjects. But in 2006 she got breakthrough while doing a certification course on NDT (neuro developmental treatment/Bobath certificate course in management and treatment of children with cerebral palsy and other neuromotor disorder) which is approved by NDTA (Neuro Developmental Treatment Association) USA. Her mentor was Joan More, PT,C/NDT former president of NDTA.

Though paediatric physiotherapy and rehabilitation field is subjective, her instructor gave a system of independent thinking and problem solving mechanism while doing NDT certification.In 2011 Dr Mona Patel has done Advance Baby Course which helped her to handle high risk infants in NICU and in clinical set up as well. This course is also approved by NDTA (Neuro Developmental Treatment Association) USA and instructor was Suzane Devis PT, C/NDT.

This was not enough to handle a child who has multiple neurological and associated impairments, there is something is lacking in her clinical practice that is what Dr Mona Patel realized. She also realized that there is change in trend of characteristics of impairments in new admission at sparsh. She found that there is more incident of ADHD, Autism, Dyslaxia, And other sensory Processing and Sensory modulation disorder. And then she decided to do Sensory Integration certification. She finished her Sensory Integration course 1 and course 4 in 2012 and course 2 and course 3 in 2016 and became first SIPT (Sensory Integration and Praxis Test, WPS) first certified, therapist in Gujarat, India. The SIPT certification is affiliated to USC (University of Southern California, USA ) under various instructors Erna Blanche PhD, FAOTA, OTR/L, Gustavo OTR/L, and Steifanie Bodison OTD, OTR/L, C/NDT.Again, Dr Mona Patel found depth interest in handling children with sensory processing and sensory modulation disorders and she believed that this area is her strength. She continued exploring in this area of rehabilitation and she finished very effective course like Decoding Autism, and Vestibular Vision from Neurobioscientist Kimberly Barthel BMR, OTR in 2017.Anxiety, Attention, Poor Arousal, less social Engagement and Hyperactivity are the issues which parents facing problem in their special need kids, Therapeutic Listening the great tool to deal with it. She also completed her Therapeutic Listening course Sheila Frick and Lynette Burke in April 2017. There is a say that “when there is a trouble there is a way”. Water has its own natural healing property. One of the great basic element created by god. Throughout the career till 2017 Dr Mona Patel and Dr Tejas Patel found great troubleshoot and powerful tool in Paediatric Rehabilitation ever found and that is Aqautic Thearapy. In April 2017 under Dr C G Prashant (Associate Professor in SDM college. Dharwad, Certified Aquatic Therapist, IATF Switzerland and Founder of ATNI- Aquatic Therapy Network of India) Dr Mona Patel completed her Foundation Course on Aquatic Therapy. Year 2017 is learning year for Dr Mona Patel And Dr Tejas Patel, in May 2017 she completed her training program on Applied Behaviour Analysis( ABA ) under Kinnari Bhatt.“Learning happens till last breath of yours life” that is her attitude, during her career Dr Mona Patel has done many short course which are listed below but this is not the end. She believes every child teach her a new things and it is her moral responsibility that she should give her best while handling the children because parents have kept a faith on her.

1. Certificate of attendance for “INTRODUCTION TO NEURO DEVELOPMENTAL TECHNIQUES” by Dr.Asha Chitnis (Certified NDT physical therapist, Mumbai). COURSE CREDITE : 40 HRS

2. Certificate of attendance for ”INTRODUCTION TO EVALUATION OF SENSORY PROCESSING PROBLEMS” by Dr.Asha Chitnis (Certified NDT physical therapist, Mumbai). COURSE CREDITE : 75 HRS

3. Certificate of attendance for “NDT-FACILITATION TECHNIQUES” by Dr.Asha Chitnis (Certified NDT physical therapist, Mumbai). COURSE CREDITE : 60 HRS

4. Certificate of attendance for “INTRODUCTION TO NEURO DEVELOPMENTAL TECHNIQUES” by Dr.Medini Padhye (Certified NDT occupational therapist, Mumbai). COURSE CREDITE: 40 HRS

5. Certificate of attendance for “TREATMENT OF THE MULTI HANDICAPPED CHILD USING NEURO DEVELOPMENTAL AND MYFASCIAL TECHNIQUES AND SPECIALITY LECTURE: GAIT ANALYSIS AND ORAL MOTOR PROBLEMS” organized by Kasturba Medaical College,Mangalore,India.conducted by international Faculties from USA Usha Kanithi (P.T) and Nancy Rasch (O.T). COURSE CREDITE: 40 HRS

6. Certificate of attendance for “COMBINING NEURO DEVELOPMENTAL AND SENSORY INTEGRATIVE TREATMENT APPROACHES IN THE EVALUATION AND TREATMENT OF DEVELOPMENTALLY DISABLED CHILD” organized by Kasturba Medical College Mangalore, India. Conducted by international Faculties from USA Usha Kanithi (P.T) and Nancy Rasch (O.T). COURSE CREDITE: 40 HRS

7. Certificate of attendance for “SPEECH-LANGUAGE THERAPY IN AUTISM SPECTRUM DISORDERS [VERBAL-NONVERBAL] ASSESSMENT, EVALUATION AND PROGRAMME DEVELOPMENT FOR INTERVENTIONS” organized by Kasturba Medical College Mangalore, India. Conducted by Grishma Desai-MA/CCC-SLP. COURSE CREDITE : 40 HRS

8. Certificate of attendance for “BEHAVIORAL ISSUES IN AUTISM SPECTRUM DISORDERS ASSESSMENT, EVALUATION AND PROGRAMME DEVELOPMENT FOR INTERVENTION” organized by Kasturba Medical College Mangalore, India. Conducted by Van Kober-MA. COURSE CREDIT: 40 HRS

9. Certificate of completion for “EARLY INTERVENTION AND IDENTIFICATION OF CHILDREN AT RISK FOR DEVELOPMENTAL DIFFICULTIES” organiesed by department of physiotherapy, kasturba medical college, Mangalore, India. COURSE CREDITE: 40 HRS

10. Certificate of completion for “TIGHTNESS, HYPERTONIA, SPASTICITY-EXAMINATION AND TREATMENT” organized by Judith Berman, NDT instructor, PT, USA presented by Asia-pacific childhood disabilities update-2005. COURSE CREDIT: 17 HRS

11. Certificate of attendance for 8and half hrs course on “TREATMENT OF THE SHOULDER GIRDLE FOR DYNAMIC STABILITY,POSTURAL CONTROL AND FUNCTIONAL OUTCOME” presented by Gail Ritchie,OTR/L,NDT instructor, organized by Asia-pacific childhood disabilities update-2005. COURSE CREDIT : 8 HRS

12. Certificate of participation in the CONFERENCE AND SPECIALITY COURSE from 2nd to 4th

December, Mumbai organized by Asia-pacific child hood disabilities update.

13. Attended Seminar on “BUILDING A POSITIVE FUTURE FOR CHILDREN WITH LEARNING DISABILITY” organized by DISHA, (Organization for Children with Special Needs) Vadodara.

14. Certificate of attendance for “DEVELOPMENTAL ORTHOPEDICS, CLOSED CHAIN BIO-MECHANICS AND THERA TOGS APPLICATION” conducted by Beverly Cusick, PT, MS,COF, Associate professor (USA), organized by paeds NDT clinic, children’s orthopedic centre, and progressive Gateway, LLC (USA). COURSE CREDIT: 40 HRS

15. Certificate for “ANALYSIS AND TREATMENT RELATED TO THE FUNCTION OF GAIT BASED ON NDT/BOBATH PRINCIPLES” organized by therapy India and Dinanath mangeshkar hospital and paediatric developmental centre conducted by Joan day mohr,PT from USA. COURSE CREDIT: 24 HRS

16. Certificate of attendance for MANAGEMENT OF CEREBRAL PALSY: “TODAY AND TOMORROW” organized by National Society Equal Opportunities for the Handicapped (Gujarat)

17. Taken lecture on “MANAGEMENT OF CEREBRAL PALSY” in Indian Association of Physiotherapy, Ahmadabad branch.

18. Certificate for participation in NATIONAL PULSE POLIO IMMUNISATION PROGRAMME OF INDIA carried out on 7th December, 1997 and 18th January 1998.

19. Certificate for participation in NATIONAL PULSE POLIO IMMUNISATION PROGRAMME OF INDIA carried out on October, 1999 to march 2000.

20. Helped and supported TRIAL OF INNOVATIVE COMMUNICATION DEVICE developed by prof. prabhat rajan for disabled children and regarding that article published in AHMEDABAD MIRROR on23 July, 2012.

Dr Tejas PatelPaediatric Physiotherapist, & Paediatric Aquatic Thrapist PT, C/NDT ( certi by NDTA, USA )SI ( Course 1 and 4 Certi by USC, USA )Aquatic Therapy ( Water Specific Therapy – Halliwick , certi by IATF, Switzerland )

Dr Tejas Patel has passed his schooling from Shree B R Patel Nutan Fellowship High School, Ashram Road Ahmedabad in 1997 and took admission in Bachelor of physiotherapy (BPT) in Srinivas College of Physiotherapy, Mangalore affiliated to Rajiv Gandhi University of Health Science, Bangalore. In 2002 he passed BPT with average aggregation of first class and done his internship in V S Hospital, Ahmedabad.

During graduation he was not sure about specialty but during internship with influenced of his senior clinical therapist and got interest in paediatric rehabilitation .Soon after the completion of internship he got appointed at KALARAV CP Centre is a NGO run by NASEOH (national society for equal opportunities for the handicapped). Here he got lot of opportunity to explore him self and realized that his analytic and kids friendly approach suite best for working with specially challenged children.

With inspiration of Dr Mona Patel and other senior colleague he had also done so many short courses about paediatric rehabilitation.Along with working at KALARV Dr Tejas Patel was also running Paediatric Rehabilitation department at Shree Varahi Physiotherapy Clinic at Ranip Ahmedabad till 2005. It was joint venture with close and childhood friend Dr Mitesh Patel.After association with Dr Mona Patel, Dr Tejas Patel has started SPARSH in 2006 and expanded in 2011 with success mantra of “Option of HARDWORK does not exsist”. Here he performed key role in developing a strategies to get succeed and that is hard work, continues learning from kids, from senior colleagues, physician and even from juniors colleague. Dr Tejas Patel has also realized that “learning process never end, nobody born with talents, they develop it by their inner instincts and kin focus on it”. In year 2012 Dr Tejas Patel had done his certification of NDT (Neuro Developmental Treatment / Bobath certificate course in management and treatment of children with cerebral palsy and other neuromotor disorder) which approved by NDTA ( Neuro Developmental Treatment Association ) USA. His instructor was Jane Styre Acevedo PT,C/NDT from Philadelphia USA. After getting trained under her Dr Tejas Patel and Dr Mona Patel had got different direction in form of analyzing and developing individual SMART functional goal and impairements prioritized based protocol for every children. They have developed dynamic thinking process in paedatric rehabilitation and that way helped parents to visualized futuristic approach about their kids. Along with working at Sparsh Paediatric Rehabilitation Clinic Dr Tejas Patel also work at Gujarat Cancer Research Institute, M P Shah Cancer Hospital, Civil Hospital Campus, Ahmedabad from Jan 2005 to April 2014. After that Dr Tejas Patel Started working fulltime at Sparsh.In 2016 Dr Tejas Patel finished his Sensory Integration course 1 and course 4, certification is affiliated to USC (University of Southern California, USA ) under two instructors Erna Blanche PhD, FAOTA, OTR/L, and Steifanie Bodison OTD, OTR/L, C/NDT.Dr Tejas Patel also realized that water is the medium where we can get breakthrough for many challenging cases. In April 2017 Dr Tejas Patel done certification course in Aquatic Therapy ( certi in Water Specific Therapy – Halliwick, IATF, Switzerland ) under pioneer of Aquatic Therapy in world Johan Lambeck, PT, Senior WST-H lecturer.

List of course and workshop done by Dr Tejas Patel1. Certificate of attendance for “INTRODUCTION TO NEURO DEVELOPMENTAL

TECHNIQUES” by Dr.Medini Padhye (Certified NDT occupational therapist, Mumbai). COURSE CREDITE: 40 HRS

2. Certificate of attendance for “TREATMENT OF THE MULTI HANDICAPPED CHILD USING NEURO DEVELOPMENTAL AND MYFASCIAL TECHNIQUES AND SPECIALITY LECTURE: GAIT ANALYSIS AND ORAL MOTOR PROBLEMS” organized by Kasturba Medical College,Mangalore,India.conducted by international Faculties from USA Nancy Rasch (O.T) and Kathy pattern (O.T ), COURSE CREDITE: 40 HRS

3. Certificate of attendance for “COMBINING NEURO DEVELOPMENTAL AND SENSORY INTEGRATIVE TREATMENT APPROACHES IN THE EVALUATION AND TREATMENT OF DEVELOPMENTALLY DISABLED CHILD” organized by Kasturba Medical College

Mangalore, India. Conducted by international Faculties from USA Nancy Rasch (O.T) and Kathy pattern (O.T), COURSE CREDITE: 40 HRS

4. Certificate of completion for “EARLY INTERVENTION AND IDENTIFICATION OF CHILDREN AT RISK FOR DEVELOPMENTAL DIFFICULTIES” organiesed by department of physiotherapy, kasturba medical college, Mangalore, India. Conducted by faculty from USA Nancy Rasch (O.T ), COURSE CREDITE: 40 HRS

5. Certificate of completion for “NDT HANDLING RECHNIQUES AND TREATMENT STRATEGIES FOR THE TRUNK” organized by Judith Berman, NDT instructor, PT, USA presented by Asia-pacific childhood disabilities update-2005. COURSE CREDIT: 8.5 HRS

6. Certificate of attendance for 8and half hrs course on “ENHANCEMENT OF UPPER EXTRIMITY FUNCTION IN PEDIATRICS” presented by Kimberley Barthel, OTR and Gail Ritchie,OTR/L,NDT instructor, organized by Asia-pacific childhood disabilities update-2005. COURSE CREDIT : 17 HRS

7. Certificate of participation in the CONFERENCE AND SPECIALITY COURSE from 2nd to 4th

December, Mumbai organized by Asia-pacific child hood disabilities update.

8. Certificate for “ANALYSIS AND TREATMENT RELATED TO THE FUNCTION OF GAIT BASED ON NDT/BOBATH PRINCIPLES” organized by therapy India and Dinanath mangeshkar hospital and paediatric developmental centre conducted by Joan day Mohr, PT from USA. COURSE CREDIT: 24 HRS

9. Certificate for pre conference course on “RECENT DEVELOPMENT IN CEREBRAL PALSY TECHNIQUE AND REHABILITATION PROGRAMME” conducted by prof. (Mrs.) Lata paramar, organized by Karnataka physiotherapy teachers association. COURSE CREDIT: 8 HRS

10. Certificate of attendance for “SPEECH-LANGUAGE THERAPY IN AUTISM SPECTRUM DISORDERS [VERBAL-NONVERBAL] ASSESSMENT, EVALUATION AND PROGRAMME DEVELOPMENT FOR INTERVENTIONS” organized Indian association of physiotherapy, Ahmadabad branch. COURSE CREDITE : 40 HRS

11. Certificate of attendance for “BEHAVIORAL ISSUES IN AUTISM SPECTRUM DISORDERS ASSESSMENT, EVALUATION AND PROGRAMME DEVELOPMENT FOR INTERVENTION” organized by Indian association of physiotherapy, Ahmadabad branch. COURSE CREDIT: 40 HRS

12. Certificate of attendance for “44TH ANNUAL CONFERENCE OF I.A.P” held at Ahmadabad in Jan 2006.

13. Certificate of participation for “SYSTEM TAPING THERAPY” conducted by Mr. Shawn soh, organized by the international rehab and wellness academy, Singapore, and biotech, India.

About Our TeamAnywhere on this universe there are set example about success of team work, Sparsh Paediatric Rehabilitation Clinic is one of them. Sparsh would never have been achieved this much success without team work. TEAM Sparsh is formed with different professionals like Physiotherapist,

Occupational Therapist, Child psychologist, Speech Therapist, and Special Educator with great qualities like of Hard Working, Exelant Handson, Dynamic, kids Friendly, and very thorough in their concept. Each member of SPARSH is skilled, enthusiastic, and very focused in their work.

Dr .Krunal JainPaediatric Physiotherapist & Paediatric Aquatic Therapist MPT Paeds ( RGUSH, Bangalore )NDT TrainedAquatic Therapy ( Certi by ATNI )

Dr Aadil Shaikh Paediatric Physiotherapist & Paediatric Aquatic Therapist MPT ( RGUSH, Bangalore )NDT TrainedAquatic Therapy ( Certi by ATNI )

Dr Pooja PanchalPaediatric Physiotherapist & Paediatric Aquatic Therapist NDT Trained BPT ( Gujarat University, V S Hospital, Ahmedabad )Aquatic Therapy ( Certi by ATNI )

Dr Monika BhattPaediatric Occupational TherapistBOT (Gujarat University, Ahmedabad) SI ( Course 1 and 4 certi by USC, USA )

Dr Naziya AmaravatiwalaPaediatric Occupational TherapistBOT ( Gujarat University, Ahmedabad)SI ( Course 1 and 4 certi by USC, USA )

Dr Mateen Shaikh Paediatric Physiotherapist & Paediatric Aquatic Therapist MPT ( RGUSH, Bangalore )Aquatic Therapy ( Certi by ATNI )

Dr Hiral PatelPaediatric PhysiotherapistBPT ( Gujarat University, J G College of Physiotherapy, Ahmedabad )NDT Trained

Dr Juhika JoshiPaediatric PhysiotherapistBPT (Maharastra Uni of Health Science, MGM college of Physiotherapy, Navi Mumbai)

DR Nilofar Vora Paediatric Physiotherapist & Paediatric Aquatic Therapist BPT (Gujarat University, B J Medical College, Ahmedabad)NDT trainedAquatic Therapy ( Certi by ATNI )

Dr Lipi Shah Paediatric Physiotherapist BPT (Gujarat University, B J Medical College, Ahmedabad)C/NDT ( certi by NDTA, USA )

Dr.Dharmendra Goswami Paediatric Physiotherapist BPT ( RGUSH, Bangalore )

Dr Charvi ShastriPaediatric Physiotherapist & Paediatric Aquatic TherapistBPT (Charusat University, Ashok And Rita Patel institute of Physiotherapy, Changa) Aquatic Therapy ( Certi by ATNI )

Dr Nil PatelPaediatric Occupational TherapistBOT ( Sardar Patel University, Shri K P Patel College of PT and OT )

Dr Dhruvi Parekh Paediatric Physiotherapist & Paediatric Aquatic TherapistBPT (Sardar Patel University, K M Patel institute of Physiotherapy, Karamsad) Aquatic Therapy ( Certi by ATNI )

Dr Bhoomita Gadhiya Paediatric Physiotherapist & Paediatric Aquatic Therapist MPT Paeds ( RGUSH, Bangalore )Aquatic Therapy ( Certi by ATNI )

Dr Nistha Shah

Paediatric Physiotherapist BPT (Gujarat University, B J Medical College, Ahmedabad)NDT and SI trained

Dr Arpita Patel Paediatric Occupational TherapistBOT ( Sardar Patel University, Shri K P Patel College of PT and OT )

Dr Megha Rana Paediatric Occupational TherapistBOT ( Sardar Patel University, Shri K P Patel College of PT and OT )

Dr Kinjal VaghelaPaediatric Occupational TherapistBOT ( Sardar Patel University, Shri K P Patel College of PT and OT )

Dr Priyal Patel Paediatric Occupational TherapistBOT ( Sardar Patel University, Shri K P Patel College of PT and OT

Dr Shreya VaghelaPaediatric PhysiotherapistMPT ( Gujarat University, J G College of Physiotherapy, Ahmedabad)

Dr Snehal DavePaedatric PhysiotherapistMPT (Gujarat University, J G College of Physiotherapy, Ahmedabad)

SERVICE

PhysiotherapyPaediatric Physical Therapy is the treatment for physical disabilities like Activities of Daily life, and Gross Motor functional activities. The physical therapist will use world wide accepted approaches and technique. There are many forms of treatment available, so it is imperative that our highly trained therapists fully assess your child and determine the therapy on the bases of SMART functional GOAL.

Signs Your Child may need Physical Therapy: Delay in achieving any motor milestone like head holding, turning, sitting, getting up from

sleeping, crawling, standing, walking etc.Not Using one hand and / or leg Not taking weight on one leg while walkingKeep heel off while walking and standingDifficulties riding a bike Obvious limps or weaknessesLooseness in torso, hands and legsStiffness in torso, hand and legsCrossing the legThrowing of head backwardsDisturbed sleep patternPoor balance and coordinationFrequent fallAwkward walking patternAny congenital problem or syndromes leading to delay in developmentDifficulty in performing task

Occupational Therapy

Pediatric Occupational Therapists help your child learn the fine motor skills. They also focus on subtle tasks of visual-motor development, sensory processing, fine-motor development, feeding skills and activities of daily life.Occupational therapists often see children who have been diagnosed with Autism, ADHD, Asperger’s, sensory processing delays, visual motor difficulties, writing and fine movements of hands.They deal with various worldwide accepted approaches like APPIED BEHAVIOR ANALYSIS, SENSORY INTEGRATION, and PICTURE EXCHANGE COMMUNICATION. [Sparsh is having certified ABA (applied behavior analysis), PEC (PICTURE EXCHANGE COMMUNICATION), SI (SENSORY INTEGRATION) occupational therapist]

When your child need occupational therapy. Writing difficulties Fine motor activities problems like buttoning, dressing undressing, and handling with spoon and fork,Attention deficits / HyperactivityDifficulty in performing taskRefusal to mingleNot coping from black board in schoolWrite few alphabets in wrong manner for e.g. b-d, p-q….Visuo motor co-ordination problems.

SENSORY INTEGRATION

Sensory integration (sometimes called "sensory processing" or SI) is a term that refers to the way the nervous system receives

messages from the senses and turns them into appropriate motor and behavioral responses. Whether you are biting into a

hamburger, riding a bicycle, or reading a book, your successful completion of the activity requires processing sensation or

"sensory integration."

Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory

signals don't get organized into appropriate responses. Pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD,

likened SPD to a neurological "traffic jam" that prevents certain parts of the brain from receiving the information needed to

interpret sensory information correctly. A person with SPD finds it difficult to process and act upon information received

through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems,

anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively.

One study (Ahn, Miller, Milberger, McIntosh, 2004) shows that at least 1 in 20 children’s daily lives is affected by SPD. Another

research study by the Sensory Processing Disorder Scientific Work Group (Ben-Sasson, Carter, Briggs-Gowen, 2009) suggests

that 1 in every 6 children experiences sensory symptoms that may be significant enough to affect aspects of everyday life

functions. Symptoms of Sensory Processing Disorder, like those of most disorders, occur within a broad spectrum of severity.

While most of us have occasional difficulties processing sensory information, for children and adults with SPD, these difficulties

are chronic, and they disrupt everyday life.

When your child need therapy?

Infants and toddlersProblems eating or sleeping

Refuses to go to anyoneIrritable when being dressed; uncomfortable in clothes

Rarely plays with toysResists cuddling, arches away when heldCannot calm selfFloppy or stiff body, motor delays

Pre-schoolersOver-sensitive to touch, noises, smells, other peopleDifficulty making friendsDifficulty dressing, eating, sleeping, and/or toilet training

Clumsy; poor motor skills; weakIn constant motion; in everyone else's face and space

Frequent or long temper tantrums

Grade schoolersOver-sensitive to touch, noise, smells, other peopleeasily distracted, fidgety, craves movement, aggressiveEasily overwhelmedDifficulty with handwriting or motor activitiesDifficulty making friendsUnaware of pain and/or other people

Adolescents and adultsOver-sensitive to touch, noise, smells, and other peoplePoor self-esteem, afraid of failing at new tasksLethargic and slowAlways on the go, impulsive, distractibleLeaves tasks uncompletedClumsy, slow, poor motor skills or handwritingDifficulty staying focusedDifficulty staying focused at work and in meetings

Aquatic Therapy (Water Specific Therapy WST – Hallawick, Bad Ragaz Ring Mathod, Ai chi, Wastu)

Aquatic Therapy is a set of therapeutic procedures applied in a pool by a certified practitioner in bringing about Therapeutic changes in an individual using the properties & hydrodynamic principles of water to maintain, improve or restore body structure & function, to overcome activity limitations and facilitate participation to full-fill their roles independently in daily life to

the maximum extent possible. Aquatic Therapy is one of the great tool in paediatric rehabilitation and with its wide applications and a great potential to growth, Aquatic therapy stands at a threshold to be explored and exploited in the best possible means.

Dr Mona Patel is ATNI (Aquatic Therapy Network of India) certified therapist. And Dr Tejas Patel is Water Specific Therapy – Halliwick (IATF, Switzerland) certified therapist. And there are 8 another atni certified Aquatic Therapist working in team SPARSH.

Sparsh peadiatric Rehabilitation Clinic is associate with indoor temperature control pool.

Benefits of Aquatic Therapy

Offers a medium for patients to experiment. Child will fill freedom of movement because of buoyancy.

Gives time for patients to develop motor strategies. Reduces ground reactions forces. Gives apparent loss of weight. Reduces weight bearing on joints at different immersion depths. Gives therapist a 3 dimension perspective of the patient. Lighter to the therapist. Natural relaxation because of the warmth of water. Promotes muscular relaxation. Reduces pain sensitivity. Increases ease of joint movement. Increases muscle strength and endurance. Reduces gravitational force. Re- educates paralyzed muscles. Improves body awareness, balance, co-ordination & posture. Encourages functional activities. Regulates tone. Improves circulation. Reduces edema. Puts a greater demand on the heart. Improves respiratory muscle strength. Helps in regaining good breathing control. Ensures ventilation to all parts of lungs. Develops milestones And finally brings Functional changes Improves patients morale and confidence.

APPLIED BEHAVIOURAL ANALYSIS

Applied Behaviourl Analysis is the application of behavioural learning principle to understand and change behaviour. The principle is that the future occurrence of behaviour is dependent on the consequences and antecedents to that behaviour.

ABA has been used as a method of teaching students with Autism Spectrum Disorder or developmental delay since the 1970s.

ABA is an intensive, highly structured teaching approach where skills are taught sequentially and in a clear and consistent manner. Skill are broken down into simple segments, guided by

child’s functioning, and then chained together. This ensures success at each level., progressing to independent generalised learning. Positive reinforcement is always ket to an ABA approach.

Key Elements of the ABA Approach

Clear, direct instruction are given Positive reinforcement is given for desired behaviour, and inappropriate behaviours are ignored

and redirected. The introduction of skill is structured using prompting and reinforcement. Prompts may be physical, verbal, visual, gestural, and positional. Prompts are faded rapidly once leaning is achieved. An individual programme is designed with baseline of established behaviours and skill. The ABC model is used.

A-B-C Model

A (Antecedent) – give clear instruction, provide assistance (Prompt), use material at suitable level in an appropriate environment.

B (Behaviour) – the response of child (correct, incorrect, and no response) C (consequence) – give immediate feedback to response.

Teaching Strategies

There are several different types of teaching within our ABA models:

Discrete trial training – a discriminative stimulas (instruction) is given, prompt (if necessary), student response, consequences, reinforcement, and brief interval before next discriminative stimulus.

Precision teaching, using small teaching steps – for example, reading and writing programs. Experience – based learning, using incidental learning.

The behavioural analysis approach should been seen as a means of teaching skills across all areas from language and cognitive skills to social/emotional and functional living skills. The rate of progress varies with individuals.

THERAPEUTIC LISTENING

What is Therapeutic Listening ®?Therapeutic Listening ® is an “evidence-based auditory intervention intended to support individuals who experience challenges with sensory processing dysfunction, listening, attention, and communication.” It’s not a stand-alone program. Therapeutic Listening® (“TL” for short) is one tool that can be used as part of a bigger-picture therapy program based in sensory integration, along with the use of a daily sensory diet (but I like to refer to it as a “sensory lifestyle”).

Basically, kids (or even adults) wear special headphones that play special music which has been “filtered” or modified in order to expose the nervous system to “low sounds” (below 1,000Hz, related to vestibular and postural functions), “mid range sounds” (1,000-4,000Hz, related to key speech sounds), and “high sounds”(›4,000Hz, related to attention, discrimination, and emotional subtleties) at various times throughout the music track. In addition to filtering, the music has also been specially crafted or selected based on the type and number of instrumentsused (percussion, bass, stringed instruments all affect the nervous system differently) as well as the rhythm (beat, pattern, repetition, tempo), melody, and even the physical space in which the recording was made. Music selections range from nursery songs to nature sounds to classical music to upbeat/pop songs and more.

What does Therapeutic Listening ® do?Though Therapeutic Listening ® impacts kids’ nervous systems in MANY ways, here are five main highlights of what it does:1. Influences kids’ extreme patterns of seeking or avoiding movement2. Influences kids’ understanding and use of their body in space (including motor skills, timing, planning, and coordination)3. Influences kids’ arousal and activity level so their “Engine” can be “Just Right”4. Influences kids’ biological rhythms that they may struggle with such as sleep/wake cycles, hunger/fullness, bowel/bladder control, respiration, etc.5. Influences kids’ ability to use and control their eyes in relation to their head and body

This program uses sound to address functional goals such as improved engagement, social participation, ability to tolerate transitions, communication, learning/academic performance, attention, self-help skills, tolerance for new foods and clothing textures, and even improved handwriting performance. According to the course instructor, most parents report their child’s first responses to TL include changes related to engagement and movement (vestibular: balance, spatial orientation, postural control).

How is the Therapeutic Listening ® Program structured?In general, children listen to a particular therapist-selected CD for two weeks, at a rate of twice per day for 30 minutes each, with at least three hours in between each listening session. Because Therapeutic Listening ® is a HIGHLY individualized program, it does not follow a cookie-cutter approach. Every child’s plan will be different. Trained therapists use their clinical reasoning to choose and adjust music selections based on the child’s needs/history, the parent’s concerns, and the child’s response to each CD. It is highly dependent on clinical observation and open communication between parents and therapist. Music selections are divided into three categories (Engagement, Interaction, Discrimination) and children are assigned one of three “profiles” in order to guide the therapist in choosing music selections that will best address the child’s needs as they move through one or all three of the categories. Children typically spend a minimum of 12-16 weeks engaging in their individualized program; most will spend even longer depending on their needs and response to each phase of the program.

Who can benefit from doing the Therapeutic Listening ® program?Everyone! Well…almost. Therapeutic Listening ® should NOT be used with individuals with schizophrenia, auditory-evoked seizures (which are rare), or during active ear infections (prior to 24 hours of antibiotics). It can be used (some with special considerations) for individuals with hearing aides,

cochlear implants, Traumatic Brain Injury, Fetal Alcohol Syndrome, children under two, and even premature infants in the NICU (so cool!). As mentioned above, this program is meant to be used as part of a therapy program that utilizes additional sensory integration techniques to address bigger picture needs that influence a child’s ability to function in his or her daily life.

So, yes, kiddos and teens with SPD, Autism/Asperger’s, developmental delays, Down Syndrome, Cerebral Palsy, visual motor/handwriting difficulties, ADD/ADHD, generalized anxiety, social anxiety disorder, difficulties with executive function, and even/especially those with no diagnosis or who don’t qualify for school-based services but clearly have needs affecting their learning or function in their school or everyday environment…all will benefit! After taking this training, I’m even thinking I need a bit of Therapeutic Listening ® intervention for myself! We all have our own issues, right?

What programs can be used in conjunction with Therapeutic Listening ®?For those of you therapists who are reading this, you can certainly use TL in conjunction with interventions such as the Astronaut Training Program, Core Concepts in Action, Rhythmic Movement Training, Interactive Metronome, The Alert Program/How Does Your Engine Run, ZONES of Regulation, R.O.P.E.S. Program for improved executive function, and even Handwriting Without Tears. Any others I didn’t list that you would recommend?

How do I get started with the Therapeutic Listening ® program?First you or your child must be under the supervision of a therapist trained in the use of the Therapeutic Listening ® program. Ask your child’s therapy provider about this or find a certified provider on the Therapeutic Listening ® website by visiting www.vitallinks.net and then clicking Find a Practitioner (or just click here). Once you find a TL provider, discuss whether it would be a good fit for your child and your family. I’ll be honest — it’s a commitment. Two 30-minute sessions a day, seven days a week for at least three to four months? That kind of schedule is not for everyone, and there may be other ways to address your child’s needs and functional goals. Plus, just because it’s not right for you right now doesn’t mean it may not be great at some point in the future.

If you and your child’s therapist decide to begin Therapeutic Listening ®, you may have to purchase some equipment designed specifically to access the therapeutic benefits of the program. As mentioned before, the headphones are specifically designed for use with TL (find online he re ) and the music selections are customized for the program as well. Music can be played from CDs using a regular portable CD player (secured in a backpack or hip pack), or it can be accessed in the form of a Sansa clip that attaches directly onto the special headphones so you don’t have to worry about dealing with discs. Music should not be burned onto other CDs or compressed into separate MP3 files because it will affect the range of sounds transmitted in music and will compromise the music’s therapeutic effects. Many clinics or therapists may be able to work with families in terms of lending out parts of the program (such as the music) while expecting them to fund some of it themselves (such as buying their own set of headphones and CD player/Sansa clip). Talk with your therapy provider to find out more about their policies regarding this program.

Where can I find more information about Therapeutic Listening ®?Visit the Vital Links website at www.vitallinks.net. Equipment ordering information can be obtained at www.vitalsounds.com.

If you have any further questions about how the Therapeutic Listening ® program works please leave a comment below, or contact a certified provider in your area (click here) and discuss your specific questions or concerns with him or her.

Happy listening!

EARLY INTERVENTION

Research has shown that infants who require NICU care are at risk for a number of developmental complications. These children have many times have prolonged periods of hospitalization and with the fight for survival in the early phase of the neonatal life, they get deprived of the time, opportunity to move, manipulate & explore the new environment/surroundings. EARLY INTERVENTION, consists of stimulations as required from time to time from NEONATAL ICU, regular timely checkups to keep a track on the child’s development so that the gap between the child’s chronological age and corrected age (developmental age) is minimized. Early identification and treatment provides a child with an optimal environment in which secondary disabilities can be prevented. Early therapy helps to fill in any gaps, optimize outcomes and prevent unnecessary difficulty. It is meant for children who are usually young (0-5 years) and need intensive therapy to make maximum progress. It is usually provided to children belonging to care-group.

How early intervention helps? Modify sensory stimulation to promote behavioral organization and physiological

stability Promote postural alignment and more normal pattern of movement through

therapeutic handling and positioning Minimize secondary impairment like contractures, deformities & and pressure sores Enhance oro-motor skills and assist with feeding Reduces stress & reflux Enhances flexor patterns which is normal developmental sequential milestone in infants Increases midline orientation Promotes state organization Encourage weight shifts Supports for cranial rounding To strengthen sucking reflex To improve co-ordination between sucking / swallowing /and breathing Facilitate alertness

Facilitate vestibular System Provide the perception of various positions Facilitate head righting Activate trunk muscles

CLINICAL CHILD PSYCHOLOGY

Counseling is used to treat children with emotional problems or behavioral issues. The focus of psychological counseling is to stimulate the optimum behavioral, emotional and social development of your child. The goal is to resolve problems that affect their personal and family lives and improve the overall well-being of the child. Sparsh Counselor is trained to improve the functioning of the whole family and provide your child with the stability to cope with life’s difficulties.Sparsh’s child psychologist is trained in worldwide accepted approaches like APPIED BEHAVIOR ANALYSIS (ABA), and PICTURE EXCHANGE COMMUNICATION(PEC) and trained for SENSORY INTEGRATION (SI).

When your children need child psychologist consultation and therapy session?Lots of behavioral issues in school and at home Not to mingle with peer groupHave a excessive fascination about one toy or non-leaving things for eg whole day play with cars, or like to smell shop unstoppablyNot give answer to your question instead repeat question againUnsocial movement eg, excessive flapping of hands, nodding head or rubbing genitals publically.Bed wettingPoor self esteem and confidencePoor IQNo social smileRefusal to approach or play with toysExcessive cryingFailure to achieve in academics Negativity towards crowded areas.

SPEECH THERAPY

Speech Therapy is the treatment of language disorders and speech problems. Your child may have difficulty putting words together and producing sounds. A language or speech pathologist (speech therapist) understands in the development of human communication, speech disorders and the proper techniques to give your child the power to communicate more effectively. Sparsh’s speech therapist trained and certified in various world wide accepted approaches like PEC (PICTURE EXCHANGE COMMUNICATION) and ABA (APPLIED BEHAVIOUR ANALAYSIS).

Signs Your Child may need Speech Therapy:Your child is stumbling-or stammering over words Garbled or inaccurate/inarticulate speechYour child's teacher has expressed concern about problems with verbal skills and communicationYour child becomes frustrated easily when trying to communicate verballyDifficulty holding head up

THERAPY FOR ORO-MOTOR / SENSORY AND FEEDING ISSUES

Along with postural and sensory issues children with cerebral palsy and other neuromotor disorder are also having some oro motor control, oral sensory issue and feeding difficulties. with various approach and therapy we can increases somato sensory awareness. Therapy helps in normalizing the oral tactile sensitivity. It also increases the volitional movement of oral structure for speech production and it also helps in reducing the feeding issue too. Signs of child may need therapy for oro-motor/sensory and feeding issues:Excessive gaging while feedingExcessive droolingTaking long time for feedingFrequent falling sick (pneumonia), continuously having lung secretions.Severe constipation.Choosy about texture and test of food.Difficulty in swallowingChewing and drinking issues.

ADJUNCT THERAPY

1) Thera togs

It’s a living orthotic system in form of garments and strapping. With thera togs we can realigned the deviated atypical postures so that children with musculoskeletal and neuromotor disorder can use their energy efficiently. How thera togs helps? With its Compressive quality it helps in postural support and increases body awareness. With its strapping system it Resist undesirable movt pattern and assist desirable movt pattern. While improving resting alignment, it improves quality of movement kinesiologically and

developmentally. Prolonged period of improved alignment and movement promotes normalizing changes in

Underlying muscle length through physiologic adaptation.

Dr mona Patel is train under founder of thera togs Beverlly cusick for its application and operation.

2) SPIO (Stabilising Presurre Input Orthosis)

This is also a kind of compression garment . It work on deep pressure principle. Which helps to

improve posture and it give control too. SPIO helps in

Reducing hypertonia. Gives dynamic stability/balance. Helps in improving Movement Control. Gives Postural and muscle readiness which help to increase awareness of children’s own body

who all have body awareness issue.

Dr tejas Patel and Dr Mona Patel are trained under founder of SPIO Nancy Hylton PT, for its application and operation.

3) Kinesio tappingKinesio tap is vertically stretchable skin friendly elastic tap. It is used in aligning the deviated joints (segments), enhancement of muscle function, inhibition of over use of muscle, and for stabilization of joints.Dr mona and dr tejas are trained in its application and functional use of it.

4) Body support Treadmill system SPARSH have paediatric configured body support Treadmill system which helps in gait training. System includes suspended harness with the help of it patients can be hold inside the treadmill and support for walking. The amount of weight bearing can is adjustable.

5) Electrical StimulationKids who is having brachial plexus palsy, myopathy, muscular dystrophy, and immediate post-operative condition to maintaine the properties of muscles, to reduced the pain electrical stiomulation is very helpful.

SPECIAL EDUCATION

Special education forms the basis of child’s progress. Life survival skills, activities of daily living and academic curriculum are taught by Special Educators. Regular scheduled program and modern teaching techniques for slow learners are also used to enhance the performanceSpecial education is a system of pragmatic intervention. These interventions, used successfully, will empower students to overcome or compensate for disabilities that hinder learning. These interventions include:

Preventive Intervention – averting potential or minor learning deficiencies. Remedial Intervention – instruction aimed at eliminating the effect of a disability on

learning. Compensatory Intervention – using various methods to compensate for a disability.

Who may require Special Education?Kids with the following challenges:

Communication challenges Emotional and behavioral disorders Physical disabilities Developmental disorders Scholastic backwardness. Learning Disabilities and slow learner Autism Spectrum Disorder ADD & ADHD Mental Retardation

VISUAL REHABILITATION

All About visual rehabilitation

Some visual conditions cannot be treated adequately with just glasses, contact lenses and/or patching, and are best resolved through a program of Visual rehabilitation.

What is Visual rehabilitation?

Visual rehabilitation is an individualized, supervised, treatment program designed to correct visual-motor and/or perceptual-cognitive deficiencies. Visual rehabilitation sessions include procedures designed to enhance the brain's ability to control:

eye alignment, eye teaming, eye focusing abilities, eye movements, and/or visual processing.

Who Benefits from Visual rehabilitation?

Children and adults with visual challenges, such as:

Learning-related Vision ProblemsVisual rehabilitation can help children and adults who lack the necessary visual skills for effective reading, writing, and learning (i.e., eye movement and focusing skills, convergence, eye-hand activity, visual memory skills, etc.).

Poor Binocular Coordination Visual rehabilitation helps individuals develop normal coordination and teamwork of the two eyes (binocular vision). When the two eyes fail to work together as an effective team, performance in many areas can suffer (reading, sports, depth perception, eye contact, etc.).

Strabismus and Amblyopia Visual rehabilitation programs offer much higher cure rates for turned eyes and/or lazy eye when compared to eye surgery, glasses, and/or patching. The earlier the patient receives Visual rehabilitation the better, however, sparsh has successfully treated patients.

Stress-induced Visual Difficulties21st century lifestyles demand more from our vision than ever before. Children and adults in our technological society constantly use their near vision at work and at home. Environmental stresses on the visual system (including excessive computer use or close work) can induce eyestrain, headaches, and/or visual difficulties which can be effectively treated with corrective lenses and/or Visual rehabilitation.

Visual Rehabilitation for Special Populations

Vision can be compromised as a result of neurological disorders or trauma to the nervous system (such as, head injuries, traumatic brain injuries, stroke, whiplash, developmental delays, cerebral palsy, multiple sclerosis, etc.). Visual rehabilitation can effectively treat the visual consequences of brain trauma (including double vision).

Sports Vision ImprovementStrong visual skills are critical to sports success. Not much happens in sports until your eyes instruct your hands and body as to what to do! Visual rehabilitation can successfully improve eye-hand coordination, depth perception, visual reaction time, peripheral awareness, eye teaming, focusing, tracking, and visualization skills (to mention just a few).

ORTHOSIS/PROSTHESIS AND EQUIPEMENTS

Dr Tejas Patel, and Dr Mona Patel, are trained under well known PT and orthotist Nancy Hylton from USA for taking measurement of foot plates and and AFOS.

In collaboration of well known Orthotist of India, Sparsh is also providing services for the following:

Custom designed AFOs (Ankle foot orthosis) SMOs (supra maleollar orthosis) FRO (floor reaction orthosis) Foot plates (shoe insets) Various hand functional splint Night splints Home based required equipment like stander, posterior (reverse) Walker, elbow crutch, sticks Specially designed CP chair, and wheel chair , Adjusted Benches, Trolley, Various size physio ball,

Bosu ball, Ballster, Sensory integration equipment’s like platform swing, trapeze, ballsters swing, T swing, frog

swing, trampoline, tyre jumper, tyre swing, Hanging ladder, slides

HEALTH RESOURCES

HOME VISIT

‘Home is where the heart is'

Our team visits the home of children and families they are working with, to be able to gain insight into what their immediate and natural environment is like. This enables the professional to plan the intervention programme according to the needs and facilities of the families, keeping in mind practical issues that may affect carrying out the prescribed home programme by the family.

We also provide suggestions on alternatives for therapy material and expensive toys/activities that the child may only use for a short period. Home visits provide an opportunity for professionals to meet extended family and encourage them to contribute to the whole process.

We provides therapy at home to special need children, especially post operatively, post botox during plaster cast and severely involved children.

SCHOOL VISITBeyond the early developmental milestones, school systems provide children with the stimuli necessary for further development in the areas of motor, cognitive, speech-language, sensory and social-emotional skills. Our team SPARSH, with its motto of providing support for children in their natural environment, also works closely with schools. We ensure that any intervention programme is within the context of any typical educational environment. Therapists help teachers identify sensitive issues that may affect the course of intervention such as overlooking some deficit areas observed in the clinical Therapists spend time with the teachers to draw out assessment procedures for children who are not functioning within the school curriculum and possibly have specific needs. In this case, instead of giving the children a task and measuring how well they do or how badly they fail, teachers are encouraged to observe how much and what kind of help they need in order to complete the task successfully. In this approach, the child is not assessed alone. Rather, the social system of the school and child is dynamically assessed to determine how far along these children have progressed.Therapists also sit with the respective teachers and school personnel to discuss what are the changes practically possible within the child's learning environment to enhance maximum productivity and benefit for the child. Parents are included in decision-making and invited to contribute the same.

HOME PROGRAMMEParents / Care taker play a primary role in the upbringing, protection and development of their children, and hence empowering them to be actively involved in the process is one of our prime focuses. We make sure that every child who comes to us will have some home based activity to do for better functional carry over. For that if necessary we train parent or caregiver for carrying out certain activities.

Training and enhancing parent’s skill to effective for home based exercise / therapy programme. On request based and in special case we also make therapy plan video for distance patient also

train their home town therapist.

Parent-child interaction where parents are trained to observe, understand their atypical postures and rout of its progression and communicate effectively with their therapist and physicians.

Enhancing their skills to be effective partners in the child's developmental process. Making changes on the home front and designing cost-effective resources to suit their

child's needs. Stress management and recreational ideas to help parents cope with their challenging

life.Parent support groups are organized in regular intervals to help parents share challenges and emotions.

PARENTS INFORMATION

WHEN SHOULD YOU COME TO US Delayed Milestones

Milestones are stages of expected physical and mental development of a child at a particular age eg. a child learns to sit by the time he is seven months old.

Inappropriate ResponsesReactions, which are not right in a particular situation eg a hearing impaired child, will not be affected by loud noise of crackers.

Maladaptive behaviorBehavior which is detrimental to the wellbeing of a childe.g. a child engages in physically harmful, dangerous activities not for the sake of fun or thrill of it, but he has no consideration for the possible consequences.

HELP YOUR CHILDA special child cannot learn all the things what other children can do. But with the help of family members, teachers he can participate in most of the activities. Training is very essential for making the child become part of any regular social activity or learning Activities of Daily Life (ADL) and be integrated in the society.

Guidelines for Parents and Caregivers A child with disability may not be well accepted in the outside world. The main reason

being lack of awareness. Make other people understand the disability, let them empathize with the child and help you in the training process.

Do not shield the special child from the outside world instead expose him to various experiences, give him the opportunity to do the things what other children of his age do.

Be patient, give some extra time every day to learn his ways of communication Motivate him to do the Activities of Daily Life (ADL). Explain the importance of learning

ADL which will lead to his independence and being self-sufficient. Observe the child's Peak and Weak hours. Do not start difficult activities in his weak

hours.

After every activity big or small praise him discretely (Praise should not lose its value) Hug him, make him feel wanted despite failing Set aside a particular time for training. Make innovations, modifications in the teaching methods.

Remember it is you, who can make them independent.

TESTIMONIALS1) Rashi and Anuj Mangalik, parents of Himanshu Magalik

All accolades to sparsh hard work, dedication, timely guidance and sensitivity to a child’s needs that we have been able to share the responsibility of Himanshu in much happier and healthier way.Thanks you sparsh for truly touching our lives and making a difference with the “MIDAS THOUCH”2) Krunal Desai and Punita Desai, parents of Om

We are from Chicago (USA). Our son om is a case of microcephaly with spastic diplegia and associated with hyperactivity, and inability to speak. Since last six years, he is diagnosed cerebral palsy case we receive physiotherapy, occupational therapy and speech therapy at USA. we could not see him walking.During our visit to SPARSH (INDIA) in 2011, and one month of therapy here we got a “BIG SURPRISE” that om started walking and gained drastic control over his hyperactivity. We would be always be indebted to the services of SPARSH, all our life!, special thanks to SPARSH team.

FAQs

THE ANSWER WHICH HAS GIVEN BELOW WILL NOT BE A PURE TECHANICAL EXPLANATION. WRITERS HAVE MODIFIED IT IN LAYMEN LANGUAGE.

What is cerebral palsy?Cerebral palsy is movement and posture disorder, occurs because of nonprogressive damage in the brain before, during or after delivery of a child. CP children will be having difficulty in achieving their developmental milestone. Some of CP will present with compliance, personal, social and psychological, behavioral and sensory issues too.

How long cerebral palsy kid required therapy?As we mention that there is a brain damage in cerebral palsy, brain have control all over the body for eg moving the legs and arms, for seeing the things, smelling the things, hearing , experience of touch…etc. so depending of area of damage brain loose its control over that

particular function of body. Primarily in cerebral palsy damage occurs in area of locomotion where the control of legs and arm is operated. In normal human body when our bone grows (increase the height of person) our muscle will get stretch and lengthen automatically. In normal human being because of routine locomotion and activity of daily life our muscle will get at least minimum muscular strength to perform that particular activity. In cerebral palsy these scenario is not happening muscle are neither going to lengthen by themselves nor going to expose challenge which required to strengthen them. So more or less cerebral palsy children required therapy till they achieve their skeletal maturity.

Is sooner is better for cerebral palsy, autism, or any other developmental disorder management, why?Absolutely yes, sooner is better. Because of neural plasticity, In early life human brain has maximum potential to grow and learn new things. So before learning wrong thing or learning things in atypical way because of damage, it is very crucial to expose brain the normal and typical way of leaning the things with help of therapy. It is easier to write on blank paper then write on paper which is already full so if we want to write in full paper we have to erase the previous writing, so same way it is difficult to erase the previous wrong memory from brain. That why it is strongly recommended to have early intervention in developmental disorder condition like cerebral palsy, down syndrome, Autism etc….. Are Physical Therapy and Occupational Therapy the Same?Although both types of therapy help kids improve the quality of their lives, there are differences. Physical therapy deals with the issues of pain, strength, joint range of motion, endurance, and gross motor functioning, whereas Occupational Therapy deals more with fine motor skills, visual-perceptual skills, cognitive skills, and sensory-processing disorders.

What is Attention Deficit Disorder (ADD) & Attention Deficit Hyperactive Disorder (ADHD)?Attention Deficit Disorder describes a behavior of persistent inattention that is more common and severe than in typical children of the same level of development. Attention Deficit Disorder is now classified as a separate category from Attention Deficit Hyperactive Disorder because not all children with the disorder are hyperactive.

What is the Signs and Symptoms of ADD/ADHD?

Lacks attention to detail particularly in schoolwork.

Trouble completing tasks, often shifts from one uncompleted task to another. Daydreamer does not follow instructions.

Difficulty following conversations, frequently interrupts and/or loses interest of subject midpoint.

Trouble remembering what someone just told them.

Frequently losing or misplacing homework, schoolbooks or other items. Fidgeting and squirming or problems staying seated. Moving around constantly, often running or climbing inappropriately. Blurting out answers to questions without waiting to be called on.

Difficulty with tasks that require taking turns. Inability to keep powerful emotions in check, resulting in angry outbursts or temper tantrums.

What is Autism?

Autism is a spectrum of disorder and developmental disability that affects communication and social abilities of child. Children

with autism typically have difficulty in both verbal and nonverbal communication. They may have a difficulty in relating to the

outside world and may have unusual reactions to the people around them. Children with autism may demonstrate aggressive

behavior that may cause injury to themselves or others. The disorder also may cause sensitivity to the senses of sight, hearing,

touch, smell, and taste.

What is Learning Disability?A learning disability is not a problem with intelligence, often the individual's IQ falls within the normal range. Children and adults with a learning disorder have trouble processing sensory information, which interferes in their daily activities at school and work. They see, hear and understand things differently. A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own, they need help to learn how to do those things.

How Sensory Processing Disorder is treated?

Most children with Sensory Processing Disorder (SPD) are just as intelligent as their peers. Many are intellectually gifted. Their brains are simply wired differently. They need to be taught in ways that are adapted to how they process information, and they need leisure activities that suit their own sensory processing needs.

Once children with Sensory Processing Disorder have been accurately diagnosed, they benefit from a treatment program of occupational therapy (OT) with a sensory integration (SI) approach. When appropriate and applied by a well-trained clinician, listening therapy (such as Integrated Listening Systems) or other complementary therapies may be combined effectively with OT-SI.

Occupational therapy with a sensory integration approach typically takes place in a sensory-rich environment sometimes called the "OT gym." During OT sessions, the therapist guides the child

through fun activities that are subtly structured so the child is constantly challenged but always successful.

The goal of Occupational Therapy is to foster appropriate responses to sensation in an active, meaningful, and fun way so the child is able to behave in a more functional manner. Over time, the appropriate responses generalize to the environment beyond the clinic including home, school, and the larger community. Effective occupational therapy thus enables children with SPD to take part in the normal activities of childhood, such as playing with friends, enjoying school, eating, dressing, and sleeping.

Ideally, occupational therapy for SPD is family-centered. Parents are involved and work with the therapist to learn more about their child's sensory challenges and methods for engaging in therapeutic activities (sometimes called a "sensory diet)" at home and elsewhere. The child's therapist may provide ideas to teachers and others outside the family who interact regularly with the child. Families have the opportunity to communicate their own priorities for treatment.

Treatment for Sensory Processing Disorder helps parents and others who live and work with sensational children to understand that Sensory Processing Disorder is real, even though it is "hidden." With this assurance, they become better advocates for their child at school and within the community.

Is any disability related to cerebral palsy and other developmental disorders curable? How do u help if not curable? Why is therapy imp for all disabilities?

If you asking 100% curable then we would say no. we cannot make a cerebral palsy kid “cosmetically” 100% correct like a atypical human being. Therapy can make them functionally able in near normal way or near atypical way. As we have mention above therapy helps in gaining functional level during first decade. In second decade as skeletal structure grows faster than routine age therapy maintains the gained improvement. And at last generally CP (not all) will have botox or final corrective surgical procedure around 12-15 years of age so soon after the surgical procedure a vigorous rehabilitation is proved as gold mine in developmental scenario.

Contact UsSparsh Paediatric Rehabilitation Clinic1st Floor, Soham -2, Opp- Ramji Mandir, Ishwar Bhuvan Road, Nr- Navarang School Six Road Circle, Navarangpura, Ahmedabad-380014, Gujarat, India.

LANDLINE- 91-79-26420828Dr Tejas Patel MO-91-9426284419 Dr Mona Patel MO-91-9426038646

EMAIL sparshprc@yahoo.com

-tejphysio@yahoo.com -monandt@yahoo.comPrior appointment is must for consultation. Add Google map in contact page like www.missionhealth.co.in