NEURO-DEVELOPMENTAL DISORDERS AND LEARNING DISORDERS

Abstract

Neuro-developmental and learning disorders, including intellectual disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), communication disorders, motor disorders, and specific learning disorders (SLD), are lifelong conditions that affect cognition, behaviour, and adaptive functioning. Their multifactorial aetiology reflects genetic, biological, and environmental risk factors, with significant impact on personal, academic, and social participation. Occupational therapy (OT) plays a central role within multidisciplinary care by addressing functional limitations, promoting independence in daily routines, and supporting participation across contexts. OT practice integrates person–environment–occupation perspectives through assessment of sensory, motor, cognitive, and adaptive functioning, alongside ecological tools such as classroom observations and family interviews. Evidence-based interventions include Ayres Sensory Integration®, task-oriented motor training, handwriting remediation, play-based and activity-based approaches, environmental modifications, assistive technology, school-based OT, caregiver training, and emerging telerehabilitation models. While growing research supports OT effectiveness—particularly in sensory, motor, and participation-focused interventions—heterogeneity of methods and outcomes highlights the need for high-quality trials and implementation science. Ethical, cultural, and equity considerations underscore the importance of accessible, contextually adapted services. Ultimately, OT contributes uniquely to enhancing developmental trajectories and meaningful life participation for individuals with Neuro-developmental and learning disorders through individualized, evidence-informed, and collaborative approaches.