Two Brothers, One Special Bond

These two brothers share something truly special — a close, loving relationship that brings them comfort, security, and encouragement.

Their psychologist describes a strong sibling bond built on mutual support, affection, and companionship. The older brother naturally takes on a protective role, while his younger brother looks to him for reassurance and guidance.

They enjoy playing together, supporting one another, and simply being together. Their relationship is an important source of emotional stability for both boys.

Meet the Older Brother

A Friendly, Curious, and Caring Boy

The older brother is described as friendly, outgoing, curious, and emotionally expressive. He enjoys interacting with others and is comfortable showing his feelings.

He has completed third grade and demonstrates good physical coordination, including both large and small motor skills.

Learning and Educational Development

He experiences some challenges with attention, impulse control, learning, and processing information. However, he benefits from a structured learning environment where instructions are clear and tasks are broken into manageable steps.

Repetition, patience, and individualized support from a resource teacher help him participate in school activities and develop his skills.

Daily Living Skills

He can participate in everyday activities such as eating, dressing, and personal hygiene. He sometimes needs reminders and encouragement to complete these tasks independently.

Emotional Development

He responds positively to caring adults and predictable routines. When preparing for changes, such as moving into a new family environment, he benefits from visual explanations, reassurance, and a gradual approach that allows him time to adjust.

Meet the Younger Brother

An Active, Social, and Engaging Boy

The younger brother is described as active, sociable, and responsive to personal attention. He enjoys interacting with others and benefits from warm, supportive relationships with adults.

He has completed first grade and demonstrates age-appropriate physical coordination and motor skills.

Learning and Development

Medical records describe his intellectual functioning as within normal limits. However, psychological evaluations identify some challenges with maintaining attention, controlling impulses, understanding personal boundaries, managing emotions, and completing more complicated tasks.

He benefits from clear expectations, consistent routines, patient guidance, and individualized attention.

Daily Living Skills

He participates in everyday self-care activities but continues to need regular reminders, encouragement, and adult supervision.

Emotional Development

He has shown an encouraging interest in family life and asks practical questions about what his future home and family might be like.

He responds well to warm, predictable care and benefits from adults who provide reassurance, structure, and individual attention.

Health and Special Needs

Both brothers are described as physically healthy overall.

Their primary needs involve learning, attention, behavior, emotional regulation, and developmental support.

Both boys currently receive prescribed medications as part of their care:

• Older brother: Clopixol and Akinestat
• Younger brother: Speridan

Prospective adoptive parents should review these medications and the boys’ medical and psychological records with qualified healthcare professionals to better understand their treatment needs and any recommended ongoing care.

Although each brother has his own challenges, both benefit from patient guidance, consistent routines, emotional support, and individualized attention.

Their Special Relationship

Perhaps one of the most meaningful aspects of these boys’ story is the relationship they share.

Their psychologist has observed mutual affection, cooperative play, and a strong sense of security when they are together.

The older brother often looks out for his younger sibling, while the younger brother seeks his companionship and reassurance.

Because this bond plays such an important role in their emotional well-being, their psychological assessment recommends that the brothers remain together whenever possible.

Looking Toward the Future — Together!

Both boys have expressed interest in family life and respond positively to caring, dependable adults.

They would benefit from a family that understands the importance of patience, structure, encouragement, and emotional connection.

Their future parents should be prepared to support their individual educational, behavioral, and emotional needs while also nurturing the special relationship they share.

These brothers have already found comfort, friendship, and security in each other. Now, they deserve the opportunity to experience those same feelings within a loving, permanent family — together.

While their future progress cannot be predicted, a stable and nurturing family environment may provide valuable opportunities for both boys to continue learning, growing, and developing.

Please contact us for more info.

Developmental Progress and Personality

This sweet 3-year-old boy has Down syndrome and is described as an active, playful little boy who enjoys interacting with others. He is beginning to develop friendships and is making encouraging progress in his social and developmental skills.

Physical and Developmental Progress

He has shown some progress in learning to walk and is continuing to develop his motor skills. He is also gaining independence in everyday activities, including learning to hold a fork.

Although he experiences delays in his physical and developmental milestones, he continues to work toward building new skills.

Social and Emotional Development

One of the most encouraging areas of his development is his growing ability to connect with others!

He is becoming more comfortable adapting to new people and situations. He has developed a friendship with a little girl in his group and has begun initiating communication with other children and caregivers.

These are wonderful steps forward in his social development, showing his growing interest in forming relationships and interacting with the people around him.

Special Needs and Support

His care team reports that he experiences delays in psychomotor development, which affect his movement, coordination, and overall developmental progress.

However, the specialists also believe that some of these delays may be influenced by his current living environment, rather than being entirely related to his Down syndrome.

They recommend individualized attention, developmental support, and a nurturing environment where he can receive consistent emotional care and encouragement.

Looking Toward the Future

This playful little boy is making progress at his own pace. His growing friendships, willingness to communicate, and developing physical abilities are all encouraging signs.

His care team believes that the love, warmth, stability, and individual attention of a permanent family could play an important role in supporting his continued development.

While his future progress cannot be predicted, he deserves the opportunity to grow, learn, and experience the security of a loving family.

Contact us for more!

Contact us for more! 

Special Needs Overview (Plain-Language Context)

Ian is a two-year-old boy with congenital hydrocephalus treated with multiple neurosurgical procedures and a shunt system. Recent records describe stable health, with no emergency examinations or additional consultations related to his hydrocephalus or shunt during the preceding three months. He continues to need pediatric neurology and neurosurgery follow-up and has developmental delays affecting motor, communication, cognitive, and self-care skills.

Personality and Engagement

Ian is generally calm with familiar caregivers, enjoys shared activities, and seeks his foster caregiver’s attention with his gaze or sounds when uncertain. He may initially be cautious with unfamiliar people but can relax and accept interaction. He enjoys watching other children and shows pleasure in their presence, although he does not yet join them in play.

Developmental Functioning

Ian crawls actively, sits independently, rises from sitting while holding onto a stable surface, takes one or two cautious supported steps, and makes brief attempts to stand without holding on. He transfers small objects between his hands and holds his bottle independently but does not yet use utensils. He babbles and produces sound combinations but is not yet using functional spoken words; he does not consistently respond to his name, follow simple verbal instructions, point, or use common social gestures.

Daily Care and Routine

Ian follows a structured routine, has a good appetite, eats regular home-prepared meals, naps in the afternoon, and generally sleeps calmly. He requires substantial assistance with daily care, but he can hold his bottle, sometimes cooperates with dressing and undressing, and can remove his socks or shoes. He enjoys bathing and playing with water.

Additional Info Available

• Full Special Needs Profile (comprehensive narrative)
• Official translated medical reports
• Official translated developmental reports
• Recent photographs and video materials (secure links)

Meet Joanna — A Cheerful 9-Year-Old Girl with a Love for Life!

Joanna is a sweet, outgoing 9-year-old girl living with a foster family in Eastern Europe. She is described as cheerful, friendly, and affectionate in her interactions with others, often greeting those around her with a smile.

She enjoys spending time with other children, exploring her surroundings, and participating in activities that allow her playful personality to shine.

Personality and Social Development

Joanna is naturally curious and enjoys learning about the world around her. She asks questions, shows interest in new information, and enjoys interacting with others.

She communicates using simple sentences, participates in conversations, and demonstrates an ability to recognize and understand other people’s emotions.

She especially enjoys imaginative play, where she takes on different roles and participates in games with other children.

Activities and Interests

Joanna loves being active and spending time outdoors!

Some of her favorite activities include:

• Riding bicycles and tricycles

• Playing outdoor games

• Running and chasing games

• Imaginative and role-playing activities

• Spending time with other children

Her enthusiasm for play and social interaction is a wonderful part of her personality.

Learning and Educational Development

Joanna enjoys attending school and participates willingly in educational activities.

She recognizes basic colors, can count to 10, and is beginning to develop her reading and writing skills. She is currently learning to read by combining syllables into words.

Although she is making progress, she experiences some learning challenges, particularly with identifying and grouping animals and geometric shapes.

She may benefit from additional educational support, patient instruction, and opportunities to practice new skills at her own pace.

Health and Physical Development

Joanna is described as physically healthy, with physical development reported to be appropriate for her age.

Her medical information does not indicate any chronic health conditions.

Independence and Daily Living Skills

One of Joanna’s strengths is her growing independence in everyday activities!

She can dress herself, choose clothing appropriate for the weather, put on her shoes, and manage buttons and zippers.

She also demonstrates well-developed daily routines, including:

• Eating independently without special food preferences

• Maintaining personal hygiene

• Following regular mealtime and bedtime routines

• Preparing for school and bedtime

• Participating in everyday household routines

These skills help her navigate daily life with increasing confidence and independence.

Looking Toward the Future — A Family of Her Own!

Perhaps one of the most meaningful things about Joanna’s story is that she has expressed a desire to be adopted.

She is a cheerful, curious girl who enjoys friendships, outdoor adventures, imaginative play, and learning new things.

Although she may need additional educational support, she brings many strengths, interests, and developing life skills to her future.

Joanna deserves the opportunity to continue growing in a loving, stable, and permanent family where she can feel safe, supported, and valued.

Could your family be part of Joanna’s next chapter?

Contact Saint Mary Adoption to learn more about Joanna, her needs, and the international adoption process.

Coming soon. 

Special Needs Overview (Plain-Language Context)

Andrey is an 8-year-old boy with documented developmental and communication needs. His
records describe pervasive developmental disorder, unspecified, specific developmental
disorders of motor function, mild intellectual disability, and other behavior disorder. He has
been assessed with 85% type and degree of disability.
He is cheerful, active, communicative in his own way, and responsive to familiar adults and
children. He walks independently, uses short words and gestures, follows simple instructions,
and participates in familiar daily routines with support.

Personality and Engagement

Andrey seeks contact through physical closeness, short words, gestures, facial expression, and
body language. He enjoys praise, claps when he succeeds, and often looks for adult attention
and reassurance.

He likes music, children’s songs, active games, playground activities, modeling clay, and
playing with a ball together with an adult. He is friendly toward children and does not display
aggression toward them.

Developmental Functioning

Gross motor skills are described as developed for his age: he walks independently, runs,
jumps on two feet, climbs stairs with support, and throws and catches a ball. Fine motor skills
are a relative strength; he uses a pincer grasp, holds a pencil, draws, cuts with scissors, applies
glue, and works with small objects with some assistance.

His learning is delayed and benefits from imitation, repetition, visual support, and practical
activities. He recognizes colors and basic shapes, knows parts of the face and body, sorts
objects by simple characteristics, and completes structured tasks with help. Communication
remains limited, but he uses short words, gestures, body language, and physical guidance to
express needs.

Daily Care and Routine

Andrey participates meaningfully in daily routines. He eats independently, knows his place at
the table, clears the table, and drinks independently from his cup. He signals hunger and thirst
with short words and gestures.

He sleeps calmly and falls asleep independently while hugging a soft toy. He uses a diaper
only during sleep, gives a sign and uses the toilet, washes his hands independently, brushes
his teeth with help, and participates in dressing routines.

Included Materials

• Full Special Needs Profile (comprehensive narrative)
• Official translated medical reports
• Official translated developmental reports
• Recent photographs and video materials (secure links

Special Needs Overview (Plain-Language Context)

Doan is a 3-year-and-7-month-old boy with documented developmental, communication, socialinteraction, adaptive, and motor needs. His records describe pervasive developmental disorder –
childhood autism, mild to moderate form, cognitive development assessed at the level of moderate
intellectual disability, and 85% disability with lifelong attendance.

He currently lives in a foster family, where he requires constant care and continuous observation.
He is not yet independently walking, does not have developed speech, and remains highly
dependent on adult support. At the same time, he shows attachment to familiar caregivers, smiles,
cuddles, laughs during play, enjoys music, and makes some attempts at simple play actions with
adult help.

Personality and Engagement

Doan does not consistently seek communication, but he shows comfort with familiar adults. He
cuddles with his foster parents, sometimes cuddles with the other foster child, smiles with people he
is used to, and rarely cries.

He enjoys music and reacts positively to tickling and other simple games. His play is limited and
often solitary, but with support he may try blocks, puzzles, construction sets, passing toys, and
simple imitation activities. Eye contact is unstable and social reciprocity remains significantly
delayed.

Developmental Functioning

Motor development is delayed. Doan sits independently, stands up independently from sitting and
lying positions, and walks when held by the hand. The medical documentation refers to suspected
cerebral palsy based on quadrihypertonus, while the developmental characteristics describe his
muscle tone as well developed; updated neurological and rehabilitation information would be
useful.

Speech is not developed. Doan vocalizes, coos, pronounces some syllables, and may attempt sounds
after repeated prompting. He does not reliably respond when called by name and does not
consistently follow simple instructions. Hearing testing has documented hearing within the norm.
Cognitive and adaptive development are significantly delayed. He learns through many repetitions,
can memorize simple game actions after repeated demonstration, and may imitate some animal
sounds when shown pictures.

Daily Care and Routine

Doan is described as entirely dependent on adult care and as needing constant observation. His selfcare and autonomy skills are below the expected level for his age.

He rarely expresses needs for water or a toy and does not consistently point or lead adults to what
he wants. A future family would need detailed caregiver guidance about feeding, toileting, sleep,
sensory needs, calming strategies, and daily routines.

Special Needs Overview (Plain-Language Context)

Age – Born in Mid 2017

• Bryce is a child who requires consistent adult support in all areas of daily life.
• He responds positively to calm, attentive interaction and benefits from physical closeness, structured routines, and a predictable environment.
• Medical documentation describes a combination of severe intellectual disability, cerebral palsy, epilepsy with seizures, and a history of congenital cataracts that have been surgically treated.
• He does not use spoken language and communicates through sounds and reactions. He depends on adult support for all daily activities.
• Earlier medical information from 2020 indicates that he was not able to sit or walk independently. More recent developmental information from January 2026 describes that he is able to sit independently, stand with support, and walk independently, although his movements are uncoordinated.
• Bryce’s daily functioning requires continuous adult presence, structured support, and responsiveness to his physical and emotional needs.

Personality and Engagement

• Bryce shows positive responses to familiar adults, including smiling and relaxation when approached with calm and gentle interaction.
• He benefits from physical closeness and sensory input such as touch and massage.
• He is also described as anxious and easily overstimulated. He may become restless or irritable, particularly in response to noise or discomfort.
• He does not actively seek interaction with other children and does not demonstrate awareness of others’ emotions.

Developmental Functioning

• Bryce’s development is significantly delayed across all areas.
• His cognitive functioning corresponds to severe intellectual disability, with a developmental level
• described as approximately that of a one-year-old child.
• He does not use speech and communicates through non-verbal sounds and responses. His attention is limited and easily exhausted.
• He is able to sit independently and move with support. More recent information indicates that he can walk independently, although with uncoordinated movement.
• Fine motor skills are significantly delayed, and his use of objects is not functional.

Daily Care and Routine

• Bryce requires full assistance with all daily activities.
• He uses diapers and does not have control over bowel and bladder functions. He is not able to feed or care for himself independently.
• He follows a structured daily routine for sleep, feeding, and wakefulness. He shows preferences for certain foods, including dairy-based supplements and pureed foods.
• During periods of discomfort or overstimulation, he may display self-injurious behaviors such as hitting his head.
• He is described as responding positively to calming strategies, including physical touch and massage.

Included Materials Upon Request:

• Medical report
• Developmental assessment
• Photos
• Video materials

About This Child

This young boy is six years old and currently lives in a supportive care setting where he receives help from specialists and caregivers. He attends kindergarten and is beginning to build important skills through structured support and therapy.

He is described as a child with a joyful spirit, strong emotional expression, and growing interest in the world around him.

Special Needs

This child has been diagnosed with autism and a speech delay (alalia). He is currently considered nonverbal, meaning he does not yet use consistent spoken language to communicate.

Because of this, he:

• Uses gestures, pointing, and touch to communicate his needs
• Has a limited number of spoken sounds, syllables, and a few simple words
• Sometimes repeats sounds or words he hears rather than using them independently
• May show selective mutism (speaking only in certain situations or with certain people)

He also has delays in:

• Fine motor skills (drawing, using tools, coordination)
• Understanding and processing information
• Social and play development

He benefits greatly from speech therapy, structure, repetition, and patient guidance.

Development and Progress

One of the most encouraging parts of his story is the clear progress he has made since receiving structured care and therapy.

Communication Progress

• Initially had no communication skills at all
• Now uses nonverbal communication consistently (pointing, leading, gestures)
• Has begun to produce sounds, syllables, and simple words
• Is showing a growing desire to communicate
• Understands and follows simple instructions with support

This is a very meaningful step forward for a child with his diagnosis.

Social and Emotional Growth

This child shows strong emotional expression and connection:

• Smiles, laughs, and expresses joy openly
• Seeks contact with adults and will hold hands and look for help
• Has begun forming trusting relationships, especially with his therapist
• Shows interest in both familiar and unfamiliar people

He enjoys:

• Music and children’s songs
• Rhythmic movement and “dancing”
• Sensory experiences like sand play and swinging

His emotions are genuine and expressive, and positive moods are most common.

Motor Skills

His gross motor skills are developing, and he can:

• Walk, run, jump, and climb
• Ride a bike with training wheels (with some coordination challenges)
• Catch and throw a ball (though kicking is still difficult)

His fine motor skills are still developing, but he can:

• Hold a pencil correctly
• Complete simple puzzles (2–3 pieces)
• String objects (like beads or pasta)
• Use utensils for eating

He is also beginning to show early independence in daily tasks, such as dressing and hygiene.

Learning and Play

This child is still in the early stages of learning and understanding concepts.

He:

• Enjoys cause-and-effect play (pressing buttons, sounds, movement)
• Prefers sensory toys and musical activities
• Plays mostly independently, but is beginning to tolerate others nearby
• Is starting to engage in simple structured activities in kindergarten

While he does not yet engage in imaginative or role play, he is slowly building foundational skills.

Daily Living Skills

He has developed important daily routines and skills:

• Eats independently with utensils
• Communicates basic needs
• Sleeps well and follows a routine
• Has emerging independence in toileting, dressing, and hygiene

He also finds comfort in familiar objects, such as a favorite blanket, which helps him feel secure.

A Child Making Meaningful Progress

Although this child has significant developmental challenges, his journey shows real and encouraging progress.

Since entering a structured and supportive environment, he has:

• Begun to communicate
• Developed motor and daily living skills
• Built emotional connections with others
• Shown a growing awareness of his environment

With continued therapy, consistency, and a nurturing family, he has the potential to keep building on these important gains.

Special Needs Overview (Plain-Language Context)

Indy has been assessed within the range of moderate intellectual disability and

presents with significant global developmental delay. He has an expressive speech

disorder and unilateral conductive hearing loss in one ear, with socially adequate

hearing in the other. In practical terms, he requires consistent adult supervision,

structured daily routines, and long-term educational and therapeutic support.

Personality and Engagement

Indy responds positively to calm and predictable interaction. He distinguishes tone of

voice and seeks adult attention and physical closeness, including hugs. He expresses

positive emotions through smiling and laughter. When frustrated, he may become

irritable or whine but does not demonstrate aggression or self-injurious behavior.

Developmental Functioning

He walks independently, runs, and goes up and down stairs alone, though with an

unsteady gait. Fine motor skills are delayed; he holds a pencil with his whole hand

and scribbles but cannot yet draw or color intentionally. He does not use developed

expressive speech and communicates primarily through sounds, facial expressions,

and emotional reactions. His attention is unstable, and he benefits from repetition,

visual demonstration, and structured support.

Daily Care and Routine

Indy feeds himself and drinks from a cup independently. He sleeps well and maintains

a stable daily rhythm. He requires reminders for toileting and assistance with dressing,

undressing, and other self-care routines. Close and consistent adult supervision is

necessary throughout the day.

Included Materials Upon Request

• Full Special Needs Profile (comprehensive narrative)
• Official translated medical reports
• Official translated developmental reports
• Recent photographs (secure link)
• Video materials (secure link)

Meet This Bright and Joyful Boy

This sweet 9-year-old boy is known for his warm smile, gentle spirit, and positive attitude toward others. He enjoys being around people and has formed strong connections with the caregivers and specialists who support him. Those who know him describe him as calm, cheerful, and kind-hearted.

He currently lives in a loving foster home where his caregivers are dedicated to helping him grow and thrive. He attends school and regularly participates in a day program where he works with therapists and teachers who support his development.

With encouragement and consistent support, he continues to make meaningful progress in many areas of his life.

His Strengths and Personality

This young boy has many wonderful qualities that make him special:

• He is friendly and open with others, including adults and other children.
• He adapts well to new environments and enjoys interacting with people.
• He is often described as happy, smiling, and gentle.
• He shows curiosity and interest in activities that capture his attention.
• He enjoys outdoor games, especially playing with a ball.
• He loves hands-on activities such as puzzles, sorting games, and Montessori materials.

He also enjoys watching other children play and often joins group activities when he feels comfortable.

Development and Learning

This child learns best through hands-on activities, repetition, and encouragement. While his learning pace is slower than other children his age, he continues to make progress through individualized support.

He is currently working on early academic skills and can:

• Recognize familiar objects and everyday actions
• Count to five with some support
• Identify basic concepts such as big/small and long/short
• Participate in simple educational activities

He especially enjoys learning through sensory activities, matching games, and visual learning tools.

Although he may sometimes feel shy or unsure of himself, he responds very well to patient guidance and positive encouragement.

Communication

He has a good vocabulary for everyday communication and enjoys talking with people around him. He understands conversations, follows instructions, and can answer questions.

He is able to participate in simple dialogue about daily life and activities. Some speech sounds are still developing, but his communication continues to improve with support.

Health and Special Needs

This child has moderate intellectual disability, which means he learns and processes information more slowly than other children his age. He benefits from specialized educational support and structured routines.

He also has epilepsy, which is currently being treated with medication and monitored by doctors.

Physically, he is active and mobile. He can walk, climb stairs, and move around independently. His coordination is good, and he enjoys physical play.

Daily Skills and Independence

One of his encouraging strengths is his growing independence in daily life. He is able to:

• Dress and undress himself
• Put on and take off his shoes
• Eat independently using utensils
• Communicate when he needs to use the bathroom
• Follow simple daily routines

He also enjoys order and cleanliness and likes when activities follow a predictable sequence.

The Family He Needs

This boy would thrive in a patient, loving, and supportive family that understands developmental delays and can celebrate progress at his pace.

He will benefit from parents who can provide:

• Structure and routine
• Encouragement and reassurance
• Continued therapeutic and educational support
• A nurturing environment where he feels safe and valued

With the right family beside him, he has every opportunity to continue building skills, confidence, and meaningful relationships.

Melody is 10.

About This Girl

This young girl has shown incredible resilience from the very beginning of her life. She was born extremely premature and faced serious medical challenges as a newborn. Thanks to intensive medical care and the support of dedicated caregivers, she survived those difficult early days and continued to grow stronger.

She has been living in a stable foster home for several years, where she has received consistent care and encouragement. Today, she continues to make steady developmental progress with the help of supportive adults and educational services.

Early Medical History

At birth, she was extremely premature and very small, requiring specialized neonatal intensive care. During her first days of life, doctors treated several serious medical issues related to premature birth, including breathing difficulties and seizures. With treatment and close monitoring, her health gradually stabilized.

Because of her early medical challenges, she experienced delays in several areas of development, including motor skills, physical growth, and emotional development. These delays are not uncommon for children born extremely premature.

She has received regular medical monitoring, and many of her early medical concerns have improved over time.

Development and Learning

Although her development has been slower than many children her age, she has shown clear progress across multiple areas.

She learned to walk later than other children, but her motor skills have steadily improved. Specialists continue to observe progress in her movement, coordination, and physical abilities.

Her academic and learning development is also moving forward. She can:

• Read and write

• Hold a pencil properly and complete basic writing tasks

• Participate in school activities

She sometimes needs additional encouragement and support with concentration and learning tasks, but caregivers note that she continues to improve with guidance.

Language and Communication

One of the most exciting areas of growth for this child is her language development.

Through educational apps and self-motivated learning, she has developed the ability to communicate in English, even though it is not her native language. Her English teacher has been pleasantly surprised by her ability to understand and speak the language.

She recently communicated with professionals using English, demonstrating both curiosity and motivation to learn.

Interests and Activities

This girl enjoys participating in school activities and extracurricular programs. She is currently involved in:

• Volleyball

• English language activities

She is curious about people and enjoys interacting with others. She shows interest in conversations and social interaction, although she sometimes needs help staying focused on a topic.

Social and Emotional Development

She is described as a curious and socially interested child. She enjoys interacting with others and exploring her environment.

Because of early developmental delays, she sometimes benefits from guidance and support in social situations, particularly when it comes to maintaining focus or completing tasks. However, caregivers report visible progress in both her speech and social communication.

Daily Living Skills

She has developed good hygiene habits and independence in daily routines. She manages personal care tasks appropriate for her age.

Her appetite can sometimes be limited, but caregivers notice that she often eats better in different environments, such as restaurants.

Progress and Growth

Professionals working with her consistently note that her development continues to move forward. Improvements have been observed in:

• Motor development

• Speech and communication

• Social interaction

• Learning abilities

Although she still needs encouragement and structured support, her progress is clear and ongoing.

A Child with Resilience

This girl’s story is one of strength and perseverance. Despite beginning life with serious medical challenges, she has continued to grow, learn, and develop new abilities.

With continued support, patience, and encouragement from caring adults, she has the potential to keep building skills and confidence as she grows.

Contact us for more. 

Kristi is 4.

She is practically blind.  It is likely the blindness is caused by a genetic issue.  Details on the genetic issue are being pursued.  She does very well navigating her surroundings.  Those close to her, such as her foster family, reports that she is able to do pretty much everything by herself despite not being able to see.

Contact us for more info.

Contact us for more.

Kris is a cute 6-year-old little boy with a big smile. He lives in a Foster family in Eastern Europe since birth.  His biological mother was not able to care about the child and the Social services placed Kris in a Foster family.

Special Needs: Atypical autism; Cerebral Palsy; Mental disability

Kris is a physically active boy and needs to walk and run. He does not feel anxious or fearful when meeting new people, but shows no interest in them. He rarely and selectively makes eye contact. General development is consistent with a younger age. Does not report physiological needs. He picks up objects on his own which he wants and which the foster mother places in convenient places. Does not take a self-care. Falls asleep easily.

The child has no speech but understands individual words and instructions that foster mother says and sometimes selectively carries them out.

Grasps and holds objects of interest to him. Places a small object in a bowl.

Shows interest in a limited range of activities – playing with drums, sometimes rolling a ball.

Kris has a tactile selectivity and prefers objects that are with smooth surface.

He needs continued and systematic work with an occupational therapist, psychologist and speech and language therapist, as well as ongoing support and supervision.

Contact us for more info.

Garry is 6 years of age. He lives in a Baby home in Eastern Europe.

Special Need: Congenital heart malformation

Garry has a congenital heart malformation and early onset of heart failure, which is why two surgeries were performed at the National Cardiology Hospital – in June 2019 and in November 2019.

Garry is fine now, he walks on his own, runs, knows how to make turns; climbs, spins, kicks a ball. The child goes up and down the ladder with support or held by the adult’s hand. He can overcome obstacles. Garry is very active child and has no signs of heart failure.

Garry opens doors, scribbles in the borders of the sheet; lowers rings on a stable axis, nests figures by shape, puts cups one inside another, etc. He unfolds the pages of a hardcover book. He tries to cut with scissors along a defined path.

Has a developed concept of color, pronounces yellow, blue, green. Sings along and says words, refrain from a familiar children’s song. He likes toys with the ability to rotate and perform pulsating actions, for example, flash-off; coming-going etc.

From the age of one, Garry began to speak conscious words, imitates people’s speech, gradually began to understand speech and rarely answers some of the questions. Garry turns when called by name. He executes instructions of the type “give me”, “bring this”. He can provide a basic dialogue. The child is calm. Laughs out loud at teasing games.

Garry eats common food by him self with a spoon. He can drink from a cup. He falls asleep on his own. His sleep is peaceful. The boy does not regulate his physiological needs, but he accepts to go to the children’s toilet.

Contact us for more info.

Andy will be 2 years old later in October (2025). He lives in a small group home in Eastern Europe.

The boy was born with Congenital bilateral cleft lip and cleft palate, which was corrected with palate plastic surgery. He was born with duodenal atresia, too, which also was corrected shortly after birth by surgery.

Now Andy is doing well. He is eating by a spoon and trying to drink from a cup. He is sitting stable and walk with walker. The therapist explained, that he is in a process of starting walking independently.  

The boy is playing with toys, looking at books, loves music. He is well accepted by the other kids in the group, he is contactable and want to join the games.

Andy is a calm child who communicates through gestures and smiles. He responds positively when praised and tries to talk, so far only syllables.

Andy receives supports and stimulation from a team of professionals including Therapist and Speech Therapist.

***Medical Info***

Current health status/ Current diseases.

Diagnosis: Congenital bilateral cleft lip with total cleft palate; condition after plastic surgery of the lip and palate. Congenital duodenal atresia; condition after surgical correction. Bronchopulmonary dysplasia. Prematurity II degree. Delay in neuropsychiatric development.

Male child, born with very low weight (prematurity II degree). The child has a congenital maxillofacial anomaly and congenital atresia of the duodenum. In early neonatal age, due to a pronounced clinic of duodenal atresia, a two-stage surgical intervention was performed – duodeno-duodenal anastomosis. Subsequently, plastic surgery of the lip and palate was performed in two stages.

The child is in good general condition, with a lag in neuropsychiatric and motor development, with noted progress. He sits independently for a short time, is placed in a walker; makes sounds. Feeds with a spoon. Seeks contact with adults, smiling.

The child needs follow-up by medical specialists. Conducts motor rehabilitation. Works with a psychologist, teacher and speech therapist.

 Medical history. History of diseases.

Pregnancy and birth:

– Another pregnancy: third unmonitored

– Mechanism of birth: emergency cesarean section

– Birth weight: 1560 g.

– Birth length: 39 cm.

– General clinical assessment: APGAR 5/6. Morphological maturity 32 years of age. Prematurity II degree. Moderate asphyxia at birth. Newborn with a large maxillofacial defect. Due to worsening respiratory failure, he was intubated and placed on mechanical ventilation for 4 days and subsequent oxygen therapy. Due to clinical manifestations of congenital duodenal atresia, at 4 days of age he was transferred for surgical treatment.

Family history: no data.

Food and medication allergies: none established.

Vaccinations: There is data on vaccines administered against:

Hepatitis B – March 7, 2023

Tuberculosis – December 8, 2023

Diphtheria, Tetanus, Pertussis, Poliomyelitis, Hemophilus inf. type B – no.

Pneumococci – no.

Measles, rubella, mumps – no.

Immunizations have been postponed due to medical indications.

Common childhood diseases such as whooping cough, chickenpox, measles, rubella, mumps, etc.: no.

Other diseases and complications related to them:

Operation for congenital duodenal atresia.

Surgical interventions for plastic surgery of a congenital maxillofacial defect.

Fed with a naso-gastric tube before the correction of the maxillofacial defect.

Bronchopulmonary dysplasia.

Frequently suffering from acute respiratory infections.

Acute bronchitis with obstructive syndrome.

Persistent foramen ovale.

Tuberculosis – no.

Convulsions – no.

Hospitalization: yes.

October 30, 2023 – February 13, 2024 in the Children’s Hopsital. Diagnosis: Congenital atresia of the duodenum. Surgical intervention was performed due to congenital atresia of the duodenum (2/3 duodeno-duodeno anastomosis). The child is fed with a tube.

February 4, 2024 – February 7, 2024 hospitalization. Diagnosis: Clefts of the hard and soft palate with bilateral cleft lip. First stage of surgical correction of congenital maxillofacial anomaly – bilateral cheiloplasty was performed.

March 17, 2025 – March 20, 2025 hospitalization. Diagnosis: Clefts of the hard and soft palate with bilateral cleft lip. Congenital absence, atresia and stenosis of other specified parts of the small intestine. Bronchopulmonary dysplasia occurring in the perinatal period. Second stage of surgical treatment of congenital malformation in the maxillofacial region (closure of the cleft palate) – uranoplastic surgery. Recommendation: Consultation with the Clinic of Pediatric Surgery for placement of a gastrostomy due to inability to feed through the mouth. The child remains under dispensary supervision in the department – annual check-ups. Treatment is staged and individual and continues even after growth in the maxillofacial region has stopped. Between the ages of 3 and 5, a visit to an orthodontist and possible planning of orthodontic treatment is necessary.

Additional consultations and examinations conducted:

March 26, 2024. Results: Mild asymmetric dilatation of the lateral ventricles.

Hearing screening – normal.

February 23, 2024 Echocardiography. Results: Persistent foramen ovale.

February 23, 2024 Abdominal ultrasound. Results: No abnormalities.

December 23, 2024 Consultation with a pediatric neurologist. Diagnosis: Microcephaly. Neurological status: Cranial nerves – pharyngeal reflex present. Axial muscle hypotension of the lower extremities. Live tendon-supine reflexes; pathological Babinski on the left.

Expert decision of the Territorial Medical Expert Commission #91021/102/ June 2, 2025 – 90% type and degree of disability with third-party assistance for 3 years. Diagnosis: Congenital absence, atresia and stenosis of the duodenum. Microcephaly. Hypotrophy of the fetus, without specifying whether it is small or low weight for gestational age. Bronchopulmonary dysplasia occurring in the perinatal period. Lack of expected physiological development, unspecified. Clefts of the hard and soft palate with bilateral cleft lip.

Results of tests for AIDS, syphilis, etc.:

Tests for Syphilis – August 22, 2024, negative (-);

Test for AIDS – August 22, 2024, negative (-);

Hepatitis B test – August 22, 2024 negative (-);

Complete blood count from April 4, 2025 Results: hemoglobin 125g/l; erythrocytes 4.77 T/l; leukocytes 10.64 G/l; hematocrit 0.384 l/l; platelets 555 G/l;

Urine test from March 21, 2025 Results: normal.

Facial, auditory and visual signs/features:

Head – microcephalic configuration.

Eyes – normal ophthalmological status for age.

Ears – no visible abnormalities.

Mouth and pharynx – congenital bilateral cleft lip with total cleft palate; condition after surgical correction (plastic) of the lip and palate.

Objective: good general condition. Lagging behind in all indicators of neuropsychiatric and motor development. Progress is noted in the development of motor skills. Can be placed in a walker. Can sit independently for a while. Plays with toys and manipulates them. Smiles, seeks contact with an adult. Speech is in the process of development; makes sounds. Eats slowly with a spoon from an adult. Does not drink from a cup.

Chest: symmetrical.

Heart: rhythmic heartbeat, clear sounds.

Lungs: clear vesicular breathing.

Abdomen: soft, painless; postoperative scar on the anterior abdominal wall.

Liver and spleen – not enlarged on palpation.

Kidneys: the norm.

Lymph nodes: not enlarged on palpation in accessible areas.

Limbs – the norm.

Neurological status: Axial muscle hypotonia of the lower extremities. Tendon and periosteal reflexes – lively. Primitive grasping reflex persists. INPR.

Genitals: male type.

Skin: pink.

Anthropometric measurements as of May 8, 2025:

– Weight: 9,700 kg.

– Height: 76 cm.

Meet 5YO Gabriel.

Born from a first unobserved pregnancy by normal mechanism, normal physique, height and weight slightly below the norms for age. From seven days of age, the child has been in a foster family, since a study was conducted after the mother’s birth and it was established that she was not able to care for a newborn baby. She does not have her own home, has no permanent income.

Gabriel has a family burden, the child’s mother, aunt and uncle have mild and severe mental retardation. At the moment, there is no speech development, he makes sounds. It cannot be assessed whether he has hearing impairments, because he does not always react and perform elementary tasks. He does not control pelvic tanks and does not give signals for such. The child’s gait is not correct, steps on a step and sometimes on toes.

Due to a lack of adequate parental care and unidentified relatives who have the desire and ability to take care of the minor, he was placed in a professional foster family.

Leading diagnosis: Atypical autism. Accompanying diseases: Spastic cerebral palsy.

The child has no assigned therapy. If necessary, Alora 5mg.

Motor skills:

General: The child can walk, respectively, and keeps balance. High level of activity, loves movement and rarely stands in one place.. No skills for crossing the midline. Coordination of large muscle groups is not conscious, fails to follow instructions. Spatial orientation is not conscious, jumps over obstacles, but does not determine where something is in space.

fine: Fine motor skills are not well developed. No skills to cope with daily activities. Uncontrolled, rough movements. Manages to hold objects correctly but for short periods and lets them go, does not know how to throw.

Psychological status.

Perceptions and ideas: significant gaps in general knowledge and skills for age. Spatial and object ideas have not yet been formed.

Attention: passive, involuntary with a small volume and easy switching with minimal stimulus. Significant difficulties in concentration. Generally slowed mental pace. Does not follow instructions.

Memory: Memory impairments in accordance with the disease. Slowed process of perception and reproduction of submitted information, reduced volume and working capacity

Thinking: Underdeveloped for his age at the level of the disease, difficult process of performing basic mental operations.

Imagination: underdeveloped

Intellect: corresponds to severe mental retardation. He is unable to analyze and synthesize information. He performs simple operations involuntarily. He knows the functions of some everyday objects.

Spatial and temporal orientation: no spatial and temporal orientation

Emotional development (predominant emotional states, level of anxiety; depression; aggressiveness):

Predominantly calm, non-executive, emotionally labile – shows affection through cuddling, very weak emotional volitional control. Aggression and auto-aggression are not observed. Very rarely falls into crises, which manifest themselves in tremors and crying.

Language and speech skills and communication (communication and dialogue skills, expressing feelings in communication, using non-verbal means in communication):

He has no developed speech. Expressive speech is not developed, he says syllables, but cannot unite them into words. It cannot be established whether he recognizes colors. He shows non-verbally when he is thirsty, hungry or wants to go outside. He expresses affection and love by holding hands and cuddling.

Personal development (self-esteem; interests):

Adequate self-esteem has not been formed. He likes walks. They calm him down. He stares at the TV for a short time. He likes to listen to music, preferably the CITY channel. He seeks attention from an adult and likes positive physical contact when initiated by him. He has no interest in toys, but is very excited by new household objects.

Orientation in interpersonal relationships (with peers; with adults):

Exhibits trust and attachment to certain adults. Reacts positively to physical contact when initiated by them. Recognizes his foster parents. Initiates contact with peers selectively, HO experiences difficulties in implementing it. Communication with peers is very difficult.

Play activity (play skills, preferences (independently or with peers), participation in plot and symbolic games):

No developed play skills. Does not play with toys. Very difficult process of following instructions. Prefers frequent change of activities. Likes water-related activities. Prefers individual games. Does not like to contact

peers.

Household hygiene habits/self-care skills (incl. sleep, eating, etc.):

Inability to feed oneself, support is needed. Cannot self-care, does not control pelvic tanks.. The child does not fall asleep independently, needs support. Is completely dependent on his foster parents – inability to dress and undress, as well as maintain personal hygiene.

Attitude/attitudes towards the adoption process:

The child is too small, physically and mentally unstable for an objective assessment of his foster parents.

Date: 6/16/2025

Meet Indy.  He is 8-year-old child of Roma origin. Parents have given consent for full adoption due to inability to care for him. Child with disability 80%, Moderate mental retardation, significant behavioral disorder. 

General physical development: With normal physical development for his age. 

Expressive speech disorder, with hearing impairment – unilateral conductive hearing loss in one ear. Normal hearing in the other.  

– Somatic status (body configuration and health condition): Normally developed body, consulted with an orthopedic surgeon – scoliosis has been corrected at the moment, correct proportions, good health condition, does not get sick often. As of 11 Aug 25 is 23 kg., 123 cm., waist circumference 60 cm. 

– Motors: 

general: normally developed – walks independently, with an unsteady gait, goes down and up stairs alone, runs. 

fine: poorly developed – knows how to embed elements, strings figures on strings with help, feeds himself, holds a pencil with his whole hand and scribbles on paper, cannot draw, cannot color, does not know colors, cannot cut with scissors, does not arrange construction sets and puzzles. 

3. Psychological status.

– Perceptions and ideas: undifferentiated, inadequate for age. Objects are perceived fragmentarily. Responds adequately to noise and light stimuli. Rarely responds to his name. 

– Attention unstable 

– Memory: short-term and long-term poorly developed, better developed emotional memory. Imagery- poorly developed, verbal-logical-undeveloped. Undeveloped conscious memorization. Does not make associations. Imitates other children. 

– Thinking: Lacks logical thinking skills, thinking is visual – figurative. 

– Imagination: underdeveloped 

– Intelligence: functions at the level of moderate mental retardation, with overall retardation in all levels of functioning, affecting all major areas – motor skills, language and speech development, cognitive functions, habits and skills, social functioning. 

– Spatial and temporal orientation: disoriented to space and time. His movements are chaotic. 

4. Emotional development (predominant emotional states, anxiety, depression; aggressiveness): unable to express emotions verbally, expresses positive emotion through a smile, laughs out loud when happy. Easily irritable, stubborn, has difficulty obeying commands, whines, does not show aggression or auto-aggression, impatient.

5. Speech and language skills and communication (communication and dialogue skills, expression of feelings in communication, use of non-verbal means in communication): visits to a speech therapist have been discontinued, as there is no improvement, speech is not developed, he rarely pronounces syllables. He understands what is said to him, recognizes the tone. Feelings are expressed through whining, crying, laughing.
6. Personal development (self-esteem; character traits; interests): No self-esteem. Shows stubbornness and impatience. No interest in anything specific yet. Looks at children’s movies.
7. Orientation in interpersonal relationships (with peers; with adults): He distinguishes the tone in which he is spoken to. He does not show aggression, he likes attention from an adult. For some time now, he has been observed playing with two boys his age from the Family-type accommodation center – they chase each other or pass a ball, they look for each other. Eye contact is not complete. He likes to be hugged.
8. Play activity (play skills, preferences (alone or with peers), participation in story and symbolic games): prefers to play alone, does not know how to participate in role-playing or story games. He begins to develop a sense of partnership in games. He likes cars, tries to play with them, prefers to hold them in his hand. He chases and kicks a ball. He likes light-up toys. He likes spending time outdoors. He likes music and tries to dance.

9. Educational activity (knowledge, skills and competences of the child/student; preferred subjects and activities; difficulties in the educational process): poorly developed memory skills, thought is devoid of depth, there is no unlocked speech.
10. Household hygiene habits/self-care skills (including sleep, eating, etc.): Has a restful sleep. He knows how to feed himself, he knows how to drink from a cup, he does not know how to dress and undress, put on and take off his shoes by himself, but after many requests. Again he began to perform his physiological needs in the designated places, but necessarily with a reminder.

Yolani was raised in her family environment until she was 5 months old, after which she was placed in the foster family, where she is currently being raised. This is an elderly woman, whom the child calls “grandmother”, who is very dedicated to taking care of Yolani. Thanks to her and her entire family, the child receives all the necessary care and medical services that are available to them.

Yolani arrived at our meeting at the Community Support Center with her foster grandmother and was very scared and anxious at first. She rarely visits this space and it took her time to get used to the environment. At first, she carefully looked around everyone present with great distrust and all the time observed who was doing or saying what.

Medical history

Diagnoses: Congenital lumbar spina bifida (myelomeningocele) with hydrocephalus. Lower flaccid paraplegia. Condition after spina bifida repair and implantation of a ventriculoperitoneal valve system. anastomosis. Congenital hydronephrosis III st. with hydroureters. Urinary tract infections. Chronic renal failure III st. Anemia. Neurogenic bladder weakness. Vesicostomy (2023).

Current medical condition:

– Condition after spina bifida plastic surgery, the child does not move his lower limbs. Presence of a postoperative scar.

– Hydrocephalus – condition after surgical intervention to replace the valve system for ventriculo-peritoneal anastomosis in January 2025, a new modern valve was inserted, which, according to the doctors, will need to be replaced after 4 years. She attends preventive examinations for revision of the shunt.

– Low hemoglobin levels – its level is monitored and, if necessary, injections with ferroglobin are given.

– Urinary infections – when placed in the foster family, the child had constant urinary infections due to bladder dysfunction related to spina bifida. For this reason, a decision was made to perform a vesicostomy. Currently, the child has no problem with urinating, it happens through the vesicostomy directly into the diaper. In order to prevent urinary infections, Yolani takes a prophylactic dose of antibiotics every night.

– Chronic renal failure III – One kidney is working normally, the other is failing, the child is being monitored by a nephrologist, her condition does not require medication therapy, nor adherence to a specific diet.

– Convulsions – the two seizures registered in December 2024 were due to high fever and ventricular peritoneal shunt malfunction. The child was on short-term therapy with Convulex.

Drug therapy:

Antibiotic, injections to increase hemoglobin if necessary.

Stopped Convulex therapy, as there are no indications of subsequent seizure symptoms.

Motor development:

Yolani is very active and mobile in the upper body. She occupies an independent seat, can sit on a chair. She moves by crawling using the support of her hands. She manipulates very dexterously with her hands, has a developed pincer grip. The child attends motor rehabilitation twice a week. There she receives massages, electrical stimulation and exercises. Joanna really likes to attend rehabilitation classes, where she crawls, climbs obstacles and climbs a Swedish wall with support.

According to the foster grandmother, after electrical stimulation, reflex excitability of the legs is observed and she believes that the child has some sensation. Sometimes, when she is sitting on her her legs, she asks the foster mother for help to move her legs because they hurt.

Speaking Skills:

Yolani understands perfectly when spoken to, she responds, makes sentences like “Grandma, I love you.” “Come on, Grandma, let’s go.”, hums and tries to sing songs. She knows the names of all family members, knows how old she is, says her name, can count to 5, and can distinguish between basic colors.

During our meeting, she was quite shy and only started talking at the end, when she saw the foster family’s car coming with an adult she knew. Videos of her talking in a family setting are included.

Emotional development:

Yolani is a calm, bright child who can easily be made to smile once she gets used to the adult. She loves to cuddle and is very affectionate. The foster family has many neighborhood children with whom Yolani plays daily. She loves having the company of children and is good at playing with them.

Play activities:

She can play with any toys, loves puzzles, loves to draw or play with dolls. She has favorite stuffed toys that she falls asleep with at night. She is very independent in her games and does not require the constant attention of an adult while playing. She loves watching videos and listening to music.

Feeding: Yolani feed herself. She eats common solid food that is prepared in the host family’s home. She eats 5 times a day and already goes to sleep with a bottle of yogurt. Her food is avoided to have a lot of salt or spices. She has recently started eating boiled eggs, she loves chocolate and ice cream.

Sleep: Joanna sleeps twice a day, but lately she doesn’t like to have an afternoon nap. She has difficulty falling asleep. Usually her sleep is peaceful and long. She doesn’t wake up at night. However, lately she sometimes wakes up with stomach pains and is restless when she has to go to the bathroom. Sometimes she says when she has to poop and uses the potty, but the child is in a diaper all the time because of the vesicostomy.

Conclusion: Yolani is a very sweet little girl who, thanks to the care and efforts of the foster family, copes with and overcomes the difficult diagnoses. She is very resilient and persistent and, despite the limitations of the paralysis of her legs, moves in space. Yolani has preserved intelligence and when her medical needs are covered, she will be able to lead a normal and fulfilling life. The child needs a dedicated and caring family that is ready to provide her with all medical consultations and therapies. She can easily integrate into a larger family with other children.

Meet 2.5 year old Yana!

She was born in 2022.

The mother has gone abroad, and the father has filled out a declaration in which he stated that given the health condition of Yana cannot take care of her, he does not have the support of relatives and loved ones. At the age of 5 months, the child was placed in the professional foster family.

She can feed herself and grab objects.​​​

Psychological status.

Perceptions and representations: Startles at loud sounds, orients correctly to light and sound, speech, recognizes her name.​

Attention: She keeps her attention for between 5 and 10 minutes, depending on the activity and level of familiarity. Start playing quickly, holds attention for a longer period when the toy is new and unfamiliar.​​​

Memory: Stores and reproduces skills, tries to memorize simple words and phrases.​

Thinking: Thinking activity occurs in the process of perceiving and acting with objects. Getting to know the surrounding world occurs through real manipulation with toys and objects. Can deal with toys with buttons, levers and parts, which are removed.

Imagination: Naturally involves others (foster mother) in her play. Creates imaginary games, tries to combine activities together in a more complex sequence, instead of moving from one toy or activity to another as before. Draws scribbles with crayon or pencil, tries to redraw​​​​ what she saw.

Intellect: Tries to explore the world, shows interest in new and unfamiliar things.

Spatial and temporal orientation: Orients to where familiar objects are located – toys =, a lamp, a telephone.

Emotional development: Yana is a visibly calm child. Contacts, smiles. According to the foster mother, the child ‘s sleep is peaceful.

Language and speech skills and communication: During the research conducted, it was found that the child says separate words, tries to repeat what she heard and to compose simple sentences. When she wants something, she points it out, gets nervous when they don’t understand her right away.

During the meeting, it was established that Yana is able to demonstrate strong character, sometimes arising from her inability to obtain or achieve a given thing. Regarding the child ‘s interests, they relate primarily to activities suitable for her age.

Orientation in interpersonal relationships: The child is calm, very loving, cuddled in the arms of the foster parents. There is an emotional bond between them.

The child look for the foster mom when she is not there. She plays alone and sometimes with close family members. At the moment, she adapts more quickly in a familiar environment, knows how to play with children during rehabilitation.​​

Play activity participation in story and symbolic games): The child plays with toys, appropriate for her age, she likes to draw, and she plays with people.

Educational activity (knowledge, skills and competencies of the child/student; preferred subjects and activities; difficulties in the educational process): Given her age and the diagnosis, Yana does not realize and does not understand the educational process. The child already recognizes colors and has difficulty determining the forms and the objects.

Household hygiene habits/self – care skills: The child is completely dependent on the foster parent and uses a diaper. She eats common food, appropriate for her age. At the time of the conversation according to the foster mother, the child still sometimes wakes up from sleep to drink water.

General physical development:

The child has been diagnosed with Lumbar spina bifida with hydrocephalus and hydronephrosis. According to​the foster mother, on 01/21/2025, a fourth surgery was performed, the spine and the bladder.

To date, the mandatory vaccines have not yet been made, given the child ‘s health condition. Yana is certified by the TELC with a certain 100 % need of external assistance. The child has a general illness: Flaccid paraplegia. The child assists rehabilitation in the city of S***.

General: Yana is unable to move her lower limbs, but is making attempts to crawling, dragging her feet, relying on the muscles of the arms. She needs specific care.​

Prepared by: Psychologist

Meet Ethan! Born in 2015.

General motor skills: Ethan moves independently with a specific gait and there is an inability to bend his legs at the knees. Demonstrates good eye-hand, hand-hand coordination despite the described visual-motor coordination disorder and eyelid ptosis. Feeds himself using a specialized utensil, drinks water from a cup. Throws a ball with both hands and tries to catch it. Goes up and down stairs, leaning on a railing, wall or with the help of an adult. He cannot run, but when his interest is provoked, he is able to move quickly despite general motor difficulties.

During the monitored period, there are improvements in general motor skills. Greater confidence in gait and the formation of the skill of climbing and descending stairs are noted, with the support of an adult being more focused on stimulating independence.

Fine motor skills: The performance of activities related to fine motor skills is not precise and accurate due to contractures of the fingers. He is able to look for a writing utensil, scratch within the limitations, outline shapes according to an internal template on a sheet of paper. There is no tweezers grip. Nests elements of a wooden puzzle without help. Lowers wooden elements on a string, puts buttons/buttons, balls through a slot. Stitches a colorful mosaic. Folds a sheet of paper and napkins with great skill. Catches objects that are handed to him. Eats independently, serves his own dishes and utensils.

The consolidation of the acquired skills is noted.

There is no change in the condition during the reporting period. 

Emotional development: the child reacts adequately and expresses his affective state according to the relevant situation. Ethan is inquisitive, cheerful and cheerful. Respects authority and has an understanding of unacceptable behavior. Seeks help from an adult through limited facial expressions and gaze. Plays alone, expressed interest in objects and toys. Curious and investigating in a familiar environment. Reacts to audio and visual stimuli. When he does not agree with a specific activity or requirement, he displays protest behavior. Demonstrates certain motor automatisms (when happy, he not only smiles, but also puts his fingers in front of his face). Becomes anxious and cries when there is a change in the schedule.

During the monitored period, a manifestation of autonomy and emotional connectedness is observed. In order to attract attention, Ethan shows defiant behavior. Understands instructions and short commands. Is aware of authorities, but obeys selectively. There is no change in the condition during the reporting period.

Language and speech skills and communication: underdeveloped expressive speech. Poor passive vocabulary for age specificity. Given the certain intellectual disability, Ethan understands and carries out many orders related to his daily functioning. The team is impressed by the child’s desire to be present in all conversations and participate in the house’s regimes. He uses gestures for communication, extends a hand to greet, gives a kiss to say goodbye. He has a desire to repeat sounds after an adult who is important to him.

There are no changes in language and speech skills. Improved non-verbal communication and understanding.

Personal development: basic self-assessment is reported, indicates himself with a gesture, with a verbal stimulus for identification; character traits and interests are typical of a lower age than the calendar age.

There is no change in the condition during the reporting period.

Orientation in interpersonal relationships:

Relationships with peers: gradually learns to play functionally and interact with others through a “greeting circle”. Works in a study group, being well adapted and calm among his peers. He carries out purposeful interaction with another child regarding an interesting toy, but a negative reaction and reluctance to share toys are observed, as well as with distributed attention from an adult.

Relationships with adults: differentiates a familiar from an unfamiliar adult and reacts adequately when meeting new people (he may show withdrawal or embarrassment). He makes contact with staff members by going alone to receive a hug or attention. He now allows more authority figures and seeks purposeful contact for play, in addition to adults and children. He willingly joins in familiar story games.

There is no change in the condition during the reporting period.

Play activity: in the process of building functional play skills, does not always use a toy for its intended purpose. He plays and learns through objects, movement, walks, visiting a children’s corner. He has an attraction to vehicles, and has a need to observe the opening and closing of doors and windows, starting and moving the vehicle. He shows a desire to play with a ball in a pool with a coach.

Special Needs and Diagnosis:

Somatic status: ER of TELK No. 0421/014/2/1/2022, 72% type and degree of disability with external assistance, valid for 3 years with a leading diagnosis: Arthrogriposis multiplex condenita and general disease: Arthrogriposis multiplex condenita, Moderate mental retardation. Ethan had malformations at birth – ptosis of the left eyelid; syndactyly of the 2nd and 3rd toes of the left foot, extension contractures of both knee joints, equinovarus deformity of both feet. There is no paresis, it is not cerebral palsy. No genetic tests have been done for arthrogryposis, he wears specialized orthoses and orthopedic shoes in his daily life. He underwent orthopedic LKK specialized orthoses and orthopedic shoes. The child has data on a family history of deafness, after tests conducted in April 2021, he concluded that he is clinically healthy.

Ethan has no complications in his general health. During the period, he suffered from a viral infection, for which treatment was prescribed by a personal doctor. He also underwent a preventive examination. There is no change in his condition during the reporting period. 

Robbie is a cute 7 years old little boy, who is living in Child Center in Eastern Europe.

The child is with considerable delay in the neuro-psychical development.

Robbie enjoys being held by adult. Contact on a verbal level. Smiles at affectionate speech.

Robbie likes silence, when disturbed by noise becomes nervous and anxious. If fed, calm and feeling well he may spend a lot of time playing with favorite toys. He calms down when massaged on the back and touched on the head, food is the most powerful resource for his anxious states.

Robbie shows interest in toys and activities offered to him if he is calm. During individual activities he listens to songs, but longer activities lead to nervousness and tension.

The child is enrolled in the kindergarten. A team of specialists – a speech therapist, a rehabilitation therapist, a psychologist and an art therapist – work with Robbie on the territory of the Child Center.

The child has an established eating, waking and sleeping regime. He shows food preferences. Has no hygiene habits, yet. Needs constant individual care and supervision.

Robbie is fully served by his caregivers.

Ricky is 5-year-old little boy. He grew in family surrounding at first but after while was abundant and placed in foster family till 2023. Now he lives in a small group home in Eastern Europe.

Ricky turns when is called by name, makes brief eye contact, follows short instructions of one or two steps. He communicates mainly non-verbally with gestures, when he wants something, he leads the adult by the hand to the appropriate object and points to it, reaches for what he wants, points to it, or uses facial expressions. Child seeks adult attention and responds with a smile when someone talks or plays with him/her. Laughs out loud at games that bring pleasure to him/her and at individual attention from an adult, seeks help and comfort from an adult.

The child is physically active, has good balance and general strengthening of the muscles is noted – he stands upright, keeps his head straight, maintains body balance. Moves independently, climbs up and down steps led by hand. Changes body position by himself – gets up, sits down, bends, jumps, runs. When dressing, undressing, putting on and taking off his shoes, he relies entirely on the adults for assistance. Ball games give the child pleasure, as do games with small carts – he passes them to another and receives them from him. Assists with stacking toys when instructed and with help after play is completed.

Ricky interests in new subjects and activities. Explores unfamiliar objects by looking, feeling and moving them, sometimes throwing them. He is successful at stringing large rings. Enjoys solving ” Segen” type puzzles.

The boy does not often suffer from respiratory infections. He eats with the help of adults, mainly blended food offered with a spoon. Occasionally he is given saltine crackers and biscuits as solid food. He has a good appetite and a preference for salty food, showing some nervousness when hungry. He drinks water from a glass.

Risky sleeps alone, in a crib, without safety barriers. His sleep is deep and restful.

Special Needs: Severe Mental Disabilities;  Child Autism