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Breaking the Cycle: Holistic Digital Solutions for Overlooked Challenges of Children with Special Needs in Socio-Economically Disadvantaged Communities

Author

Listed:
  • Neluwa-Liyanage R. Indika

    (Department of Biochemistry, Faculty of Medical Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka
    Global Research in Autism & Neurodiversity Consortium)

  • Nawoda Hewage

    (Global Research in Autism & Neurodiversity Consortium
    School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4059, Australia)

  • Hapu-Arachchige C. Harshana

    (Global Research in Autism & Neurodiversity Consortium)

  • Udara D. Senarathne

    (Department of Biochemistry, Faculty of Medical Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka
    Global Research in Autism & Neurodiversity Consortium
    Department of Medicine, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC 3168, Australia)

  • Anusha Kaneshapillai

    (Global Research in Autism & Neurodiversity Consortium
    Department of Basic Sciences, Faculty of Health Sciences, Open University of Sri Lanka, Nugegoda 10250, Sri Lanka)

  • Shaampavei Mahendrarajah

    (Global Research in Autism & Neurodiversity Consortium
    Accident & Emergency Department, District General Hospital, Nuwara Eliya 22200, Sri Lanka)

  • Samaraweera-Arachchige M. H. Kumara

    (Global Research in Autism & Neurodiversity Consortium
    Faculty of Graduate Studies, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka)

Abstract

In socio-economically disadvantaged communities, the challenges faced by children with special needs are often overshadowed by more visible issues such as poverty, family instability, and substance abuse. Children, especially those with special needs, are particularly vulnerable in these settings as they are disproportionately impacted by intersecting adversities, including neglect, exploitation, and limited access to education and healthcare. These adversities create a vicious cycle, where disability exacerbates financial hardship, and in turn, economic deprivation negatively impacts early childhood development, further entrenching disability. Conventional models, which require physical presence and focus primarily on diagnosis and treatment within clinical settings, often fail to address the broader social, environmental, and contextual complexities of disability. We propose an Information Technology-based Exit Pathway as an innovative, scalable solution to disrupt this cycle. Anchored in the five pillars of the Community-Based Rehabilitation (CBR) matrix of Health, Education, Livelihood, Social, and Empowerment, the model envisions a multi-level digital platform that facilitates coordinated support across individual, familial, educational, community, regional, and national levels. By improving access to services, fostering inclusive networks, and enabling early intervention, the proposed approach aims to promote equity, social inclusion, and sustainable development for children with special needs in marginalized communities.

Suggested Citation

  • Neluwa-Liyanage R. Indika & Nawoda Hewage & Hapu-Arachchige C. Harshana & Udara D. Senarathne & Anusha Kaneshapillai & Shaampavei Mahendrarajah & Samaraweera-Arachchige M. H. Kumara, 2025. "Breaking the Cycle: Holistic Digital Solutions for Overlooked Challenges of Children with Special Needs in Socio-Economically Disadvantaged Communities," Societies, MDPI, vol. 15(9), pages 1-20, August.
  • Handle: RePEc:gam:jsoctx:v:15:y:2025:i:9:p:234-:d:1730651
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    References listed on IDEAS

    as
    1. Porterfield, S.L. & McBride, T.D., 2007. "The effect of poverty and caregiver education on perceived need and access to health services among children with special health care needs," American Journal of Public Health, American Public Health Association, vol. 97(2), pages 323-329.
    2. Andrea Berglund Melendez & Maria Malmsten & Eva-Lena Einberg & Eva K. Clausson & Pernilla Garmy, 2020. "Supporting Students with Neurodevelopment Disorders in School Health Care—School Nurses’ Experiences," IJERPH, MDPI, vol. 17(16), pages 1-9, August.
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