in Mumbai, Byculla, Juhu,Thane, Dombivali, Dahisar, Vashi, Pune, Nashik, Lucknow, Delhi, Bhubaneshwar, Nepal - Dr Kondekar
A BEST DOCTOR FOR AUTISM IS ONE WHO INITIATES AND SUSTAINS SOCIALISATION AND COMMUNICATION BY TURNING THE KID RECEPTIVE BY TACKLING HIS STEADYNESS BEHAVIOUR VIOLENCE AND VERBAL UNDERSTANDING.
Dr Kondekar Santosh as Autism Doctor and ADHD Specialist helping in children with Speech, Hyperactrivity, Behaviour and Understanding; provides his regular services by appointment at Aakaar Clinic Byculla West Mumbai 400008. Also he has monthly visit for OPD consultations in various cities.
In Pune, at Unnati Rehab Center, Warje, Dr Kondekar for autism, adhd, SLD, cognitive development is providing services on monthly basis since more than 6 years. for appointment whatsapp 8693893295
In Nashik, at Shatayu Hospital Jatra Nandur road, Dr Kondekar for autism, adhd, SLD, cognitive development Dr Kondekar for autism, adhd, SLD, cognitive development is providing services on monthly basis since more than 5 years. for appointment whatsapp 8693893295
In Vashi, atIshanya Rehab Center, sector 28, Dr Kondekar for autism, adhd, SLD, cognitive development is providing services every second wednesday, on monthly basis since more than 5 years. for appointment whatsapp 8693893295
in Dahisar/ Borivali, at Blooming Kids Therapy center, Dr Kondekar for autism, adhd, SLD, cognitive development visits every third wednesday 6 to 11 pm
in Juhu, at Power Learning center, Dr Kondekar for autism, adhd, SLD, cognitive development visits every first wednesday.
In Dombivali at Vedant Hospital near Station every last wednesday each month
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by differences in social communication and restricted or repetitive behaviors. Contemporary pediatric cognitive neuroscience reframes autism not merely as a behavioral disorder but as a variation in brain development involving altered connectivity, sensory processing, and neuroplastic adaptation.
This article integrates established academic evidence with the clinical philosophy of Dr. Santosh Kondekar, whose Goal Directed Cognitive Approach (GDCA) emphasizes early identification, structured goal setting, communication prioritization, parental empowerment, and time-bound monitoring of functional gains.
The central question explored is: What does “best” mean when applied to autism doctors, therapists, schools, or parents? The answer, from a neuroscience-informed and clinically pragmatic standpoint, lies in measurable functional improvement, socialization, communication growth, and sustained developmental receptivity.
According to the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, ASD is defined by:
Persistent deficits in social communication and interaction
Restricted, repetitive patterns of behavior, interests, or activities
However, pediatric cognitive neuroscience expands this definition to include:
Altered synaptic pruning
Atypical long-range vs. local connectivity
Sensory modulation differences
Developmental timing variations
Autism is increasingly conceptualized as a difference in neural organization, not merely a deficit.
Research demonstrates that some autistic children show accelerated brain growth during infancy followed by altered trajectories (Courchesne et al., 2011). This may influence:
Sensory hypersensitivity
Information overload
Reduced integrative processing
Functional neuroimaging studies (Uddin et al., 2013) suggest:
Reduced long-range connectivity → difficulty integrating social information
Increased local connectivity → detail-oriented strengths
These findings explain the coexistence of pattern recognition strengths and social cognition challenges.
Regions including:
Superior temporal sulcus
Amygdala
Medial prefrontal cortex
show altered activation patterns in ASD (Pelphrey et al., 2011).
Variability in frontal-temporal language circuits contributes to:
Nonverbal presentations
Echolalia
Pragmatic language deficits
Prefrontal maturation differences influence:
Flexibility
Planning
Impulse control
Repetitive behaviors
Marco et al. (2011) describe altered thalamocortical processing in autism. Clinically, this manifests as:
Noise intolerance
Tactile defensiveness
Sensory seeking behaviors
Difficulty filtering stimuli
Dr. Kondekar emphasizes that physical stability and sensory regulation precede higher cognitive learning. A child must:
Sit with stability
Maintain attention
Sustain eye contact
Demonstrate verbal receptivity
before complex language or academic tasks are introduced.
This aligns with neurobiological models of attentional gating and executive readiness.
Visual processing
Detail orientation
Pattern recognition
Strong memory in narrow domains
Theory of mind
Flexible thinking
Pragmatic language
Abstract reasoning
This strength–challenge duality supports a neurodiversity-informed framework.
The developing brain exhibits high plasticity. Dawson et al. (2012) demonstrated normalization of EEG patterns following early behavioral intervention.
Intervention must be:
Early
Intensive
Structured
Developmentally sequenced
Dr. Kondekar’s GDCA emphasizes:
Defined developmental targets
100-day reassessment principle
Communication-first hierarchy
Adjustment if plateau occurs
This time-bound monitoring differentiates his model from loosely structured therapy approaches.
The word “best” is relative. In autism care, “best” must be defined functionally, not emotionally or commercially.
Uses DSM-5 / ICD-11 criteria
Avoids over-testing unless indicated
Prioritizes communication and socialization
Uses medication only for comorbidities
Engages parents actively
Monitors measurable change within defined time frames
Teaches language through context and narration
Works face-to-face (eye-to-eye engagement)
Integrates cognition and communication
Promotes essay composition and conversational development
Encourages social transfer of skills
Accepts autism as neurodevelopmental difference
Tracks progress objectively
Sets short-term goals
Maintains consistency
Avoids miracle cures
Models calm communication
Advocates for educational rights
Consistent with AAP and global standards:
Medication is indicated for:
Hyperactivity
Aggression
Anxiety
Sleep disturbance
Seizures
Not for “curing” autism.
Dr. Kondekar conceptualizes medication as enhancing receptivity — allowing therapy to be effective by stabilizing behavior and attention.
Under the Right of Children to Free and Compulsory Education Act and the Rights of Persons with Disabilities Act:
Children 6–14 years have free education rights
Autism cannot be grounds for denial of admission
Schools must provide reasonable accommodation
25% seats in private unaided schools reserved for disadvantaged groups
Neuroscience-informed schooling includes:
Structured classrooms
Visual supports
Executive training
Sensory-friendly environments
IEP-based planning
Dr. Kondekar provides structured neurodevelopmental services in:
Byculla (Aakaar Clinic, Mumbai)
Pune
Nashik
Vashi
Juhu
Dahisar/Borivali
Dombivli
Monthly outreach models increase accessibility in regions where full multidisciplinary teams may be limited.
Comparison with:
American Academy of Pediatrics (AAP)
DSM-5
NICE (UK)
WHO
Shows:
Domain
Alignment
Diagnostic Criteria
Strong
Medication Use
Strong
Family Involvement
Strong
Evidence-Based Therapy
Strong
Time-Bound Goals
More structured than mainstream
Over-testing Avoidance
Conservative, aligned
GDCA differs from ABA in emphasis:
ABA → behavioral reinforcement model
GDCA → cognitive-communication sequencing model
Both share structured, goal-oriented foundations.
The term “reversal” is controversial in academic discourse. Within this framework, it refers not to erasing neurodiversity but to:
Reversing functional stagnation
Reversing social isolation
Reversing communication barriers
Reversing maladaptive behavioral cycles
This interpretation is compatible with modern strengths-based neurodiversity perspectives.
Modern neuroscience supports:
Acceptance of neurological variation
Strength-based development
Reduction of stigma
Dr. Kondekar’s philosophy:
“Make the child social, not special in isolation” — emphasizes integration into social contexts rather than segregation.
Autism, when examined through pediatric cognitive neuroscience, reflects variations in brain connectivity, sensory processing, and executive development.
The “best” in autism care is not a title — it is a measurable trajectory of improvement in:
Receptivity
Communication
Social engagement
Functional independence
Integrating neuroscience, structured goal-setting, parental empowerment, and realistic optimism provides a comprehensive framework for improving outcomes.
A best doctor is one who:
Understands the developing brain
Initiates socialization
Sustains communication
Turns the child receptive
Aligns therapy with neurodevelopmental readiness
Monitors change within defined timelines
Ultimately, best is defined by functional progress within context, not marketing labels.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. 2013.
Lord C, et al. Autism spectrum disorder. Lancet. 2018;392:508-520.
Johnson MH, et al. Brain adaptation and alternative developmental trajectories. Dev Psychopathol. 2015.
Courchesne E, et al. Brain growth across lifespan in autism. Brain Res. 2011.
Uddin LQ, et al. Functional connectivity in autism. Biol Psychiatry. 2013.
Dawson G, et al. Early behavioral intervention and normalized brain activity. JAACAP. 2012.
Marco EJ, et al. Sensory processing in autism. Pediatr Res. 2011.
Pelphrey KA, et al. Social brain development in ASD. J Child Psychol Psychiatry. 2011.
Hyman SL, et al. Identification and management of ASD. Pediatrics. 2020.
Boston Children’s Hospital. Early detection research. 2021
Autism spectrum disorder (ASD) is increasingly understood not just as a behavioral condition but as a neurodevelopmental difference rooted in early brain development. Pediatric cognitive neuroscience provides a powerful framework to understand how variations in brain structure, connectivity, and function shape the cognitive, social, and communication profiles seen in autistic children.
By examining how the brain develops from infancy through adolescence, clinicians and researchers can better understand why autistic children think, learn, and interact differently — and how targeted interventions can support optimal development.
Autism spectrum disorder is characterized by differences in social communication and the presence of restricted or repetitive behaviors. However, beneath these behavioral features lie complex neural processes involving atypical connectivity, altered sensory processing, and differences in neural plasticity.
Rather than viewing autism purely as a deficit, modern neuroscience increasingly frames it as a difference in neural organization and information processing, with both challenges and strengths.
Research shows that some children with autism exhibit accelerated brain growth during the first years of life, followed by altered developmental trajectories. This may contribute to differences in neural connectivity and sensory processing.
Studies suggest atypical connectivity patterns:
Reduced long-range connectivity affecting integration of information
Increased local connectivity contributing to detail-focused processing
These patterns may explain strengths in pattern recognition alongside difficulties with social integration.
Regions such as the superior temporal sulcus, amygdala, and medial prefrontal cortex play key roles in social cognition. Differences in activation of these networks are associated with challenges in interpreting social cues and emotions.
Altered development in temporal and frontal language areas contributes to variability in speech and communication skills, ranging from nonverbal profiles to highly verbal individuals with pragmatic language difficulties.
Differences in prefrontal cortex maturation affect planning, flexibility, and impulse control, contributing to repetitive behaviors and difficulty adapting to change.
Many autistic children experience sensory differences due to altered neural processing in sensory cortices and thalamocortical pathways.
This may manifest as:
Sensory hypersensitivity (noise, touch, light)
Sensory seeking behaviors
Difficulty filtering irrelevant stimuli
Understanding sensory processing differences helps explain behavioral responses and guides supportive environments.
Pediatric cognitive neuroscience highlights several cognitive patterns commonly seen in autism:
Attention to detail
Visual processing abilities
Pattern recognition
Strong memory in specific domains
Theory of mind and social understanding
Flexible thinking
Abstract reasoning
Pragmatic language
The developing brain is highly plastic, meaning early experiences significantly influence neural pathways.
Early intervention leveraging structured learning, social engagement, and language stimulation can strengthen neural circuits and improve developmental outcomes.
This supports the principle that intervention works best when it begins early and is intensive, individualized, and developmentally informed.
These tools help identify differences in attention, sensory processing, and language perception in infants at risk for autism.
Structural and functional MRI studies reveal differences in brain volume, cortical thickness, and connectivity patterns that correlate with behavioral features.
Researchers are exploring early neural markers that could allow diagnosis before behavioral symptoms fully emerge.
Understanding autism through neuroscience leads to more targeted approaches:
Recognizing neural and developmental signs allows earlier support.
Therapies can be tailored based on cognitive and sensory profiles.
Explaining brain-based differences helps families understand behaviors and respond effectively.
Combining behavioral therapy, speech therapy, occupational therapy, and medical support provides comprehensive care.
Neuroscience-informed education emphasizes:
Structured learning environments
Visual supports
Executive function training
Sensory-friendly classrooms
Individualized teaching approaches
Such strategies align teaching methods with how autistic brains process information.
Modern neuroscience supports the concept of neurodiversity — recognizing autism as a natural variation in brain development rather than solely a disorder.
This perspective encourages support, acceptance, and strengths-based approaches while still addressing challenges that affect daily functioning.
Research is moving toward:
Early biomarkers using AI and neuroimaging
Precision medicine approaches
Better understanding of sensory processing
Brain-based outcome measures for therapies
These advances promise earlier diagnosis and more effective interventions.
Autism, viewed through pediatric cognitive neuroscience, reflects differences in how the brain develops and processes information. Understanding these neural mechanisms helps clinicians, educators, and families move beyond surface behaviors to address underlying processes.
This brain-based perspective supports earlier diagnosis, individualized therapies, and strengths-based approaches that improve long-term outcomes and quality of life for autistic individuals.
Ultimately, integrating neuroscience with clinical care provides a more compassionate and effective framework for supporting children on the autism spectrum.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Arlington, VA: American Psychiatric Publishing; 2013.
Lord C, Elsabbagh M, Baird G, Veenstra-VanderWeele J. Autism spectrum disorder. Lancet. 2018;392(10146):508-520.
Johnson MH, Jones EJH, Gliga T. Brain adaptation and alternative developmental trajectories. Dev Psychopathol. 2015;27(2):425-442.
Courchesne E, Campbell K, Solso S. Brain growth across the life span in autism: age-specific changes in anatomical pathology. Brain Res. 2011;1380:138-145.
Uddin LQ, Supekar K, Menon V. Reconceptualizing functional brain connectivity in autism. Biol Psychiatry. 2013;74(7):498-505.
Dawson G, Jones EJH, Merkle K, et al. Early behavioral intervention is associated with normalized brain activity in young children with autism. J Am Acad Child Adolesc Psychiatry. 2012;51(11):1150-1159.
Marco EJ, Hinkley LBN, Hill SS, Nagarajan SS. Sensory processing in autism: a review. Pediatr Res. 2011;69(5):48R-54R.
Pelphrey KA, Shultz S, Hudac CM, Vander Wyk BC. Research review: constraining heterogeneity: the social brain and its development in autism spectrum disorder. J Child Psychol Psychiatry. 2011;52(6):631-644.
Hyman SL, Levy SE, Myers SM. Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics. 2020;145(1):e20193447.
Boston Children’s Hospital. Early detection of developmental disorders through neuroimaging research. Boston: BCH; 2021.
Dr. Kondekar’s definition of the “best autism doctor” is mostly aligned with global standards, but he:
Adds clear structure and time-bound goals
Pushes for early, targeted intervention
Avoids over-testing and over-labeling
Advocates hope + realism, not despair
Builds his own practical therapy framework (GDCA)
He may be a great option for parents who want an actionable, structured, and communication-focused approach, particularly in early stages or in India where access to full teams may be harder.
Http://www.bestautismdoctor.in
Http://www.neuropediatrician.com
“Ten Commandments for Autism Reversal”: A list of concrete guidelines that therapist + parents follow. These are more prescriptive than many academic guidelines which are more flexible. autismdoctor.in
GDCA (Goal Directed Cognitive Approach): Focuses heavily on cognitive and communication readiness, with early emphasis on listening, narration, social communication instead of early reading, letters, object‑based learning. autismdoctor.in+1
Time‑bound expectations: He expects visible change relatively quickly (within ~100 days) at least in basic domains. Mainstream guidelines also emphasize early intervention, but tend not to specify such a firm expectation.
“Make social, not special”: A strong narrative of bringing child into social world rather than treating as “special need” isolated. Possibly more emphasis socially.
Therapy priority order: For him, physical stability (capacity to sit still, attention, eye contact) comes before complex language or academic tasks. Other models may start parallel tracks or start language earlier.
Caution against overuse of tests: He recommends minimal necessary testing; many tests done “for research” only; avoids tests until clinically indicated. This might differ from some settings where assessments (psychometric, behavioral) are routine.
Here are some ideas, drawn from Dr. Santosh Kondekar’s writings (Goal Directed Cognitive Approach, his “ten commandments”, follow‑up formats etc.) plus general best practices, for how to be the best parent for a child with autism. You can use them as both mindset pointers and practical tips.
Based on his websites and clinic material, this is what he expects parents to do / believe / practice:
Accept Autism, Not Disability
Recognize that autism is a neuro‑developmental difference. Do not accept a label of “disabled” as a fixed destiny; believe in potential and improvement. autismmumbai.com+1
Don’t let the diagnosis freeze your expectations; work on what is difficult but expect gains. autismdrmumbai.com
List What’s Difficult & Track Gains
Make a list of things your child finds hard. Then list what you have tried over recent months. autismdrmumbai.com+1
Also make a list of what improvements you have made. Even small ones matter. This helps you and your doctor/therapist know what’s working. autismdrmumbai.com+1
Set Short‑Term, Achievable Goals (100‑Day Change Principle)
Dr. Kondekar believes that after interventions, you should see definite changes in ~100 days in certain areas if therapies + medicines are properly aligned. autismmumbai.com+2aakaarclinic.weebly.com+2
If you are “stuck” at a certain step for more than ~3 months (or about 100 days), then reevaluate plan — change therapy / diagnostic approach etc. autismdrmumbai.com+1
Be the Eyes & Ears: Observe, Document, Report
Maintain a monitoring chart or diary at home: eye contact, concentration, response to sound, behavior changes etc. Using his “follow up format” for tracking symptoms and gains. autismdoctor.in+2autismdrmumbai.com+2
Note even small changes (e.g. better eye contact, more imitation, less tantrum etc.). These feed into decision making. autismmumbai.com+1
Work with Eye Contact, Face‑to‑Face & Social Communication
Encourage face‑to‑face interaction, sustained eye contact. These are foundational to communication. Google Business+1
Narrate what you do; avoid over‑reliance on screens or object‑based learning early; move towards language via listening and talking. autismdoctor.in+2autismdrmumbai.com+2
Set & Enforce Rules, Structure, Consistency
Dr. K says if you don’t make rules for child behavior, child may “rule you” — tantrums, etc. So parents must provide structure. autismdoctor.in+1
Consistent routines, behavior expectations, predictable environment help. Also sensory breaks, etc when needed. autismmumbai.com+2autismdrmumbai.com+2
Be Careful What the Child Sees, Hears & Feels
Children copy what they observe. If parents shout, use physical punishment, or model unwanted behaviors, children may mimic. autismdoctor.in+2autismdrmumbai.com+2
Instead, model calm, communication, respectful interaction. Give positive attention for good behavior rather than negative attention for bad. autismdrmumbai.com+1
Physical Stability & Receptiveness
Work on helping child to sit calmly (when required), attend, focus. But also allow sensory breaks; regulate hyperactivity etc so that the child can benefit from therapy. Google Business+2autismdrmumbai.com+2
Medicines may help in some cases to bring the child to a state where therapy becomes more effective. But medicines are accessory, not replacement. autismmumbai.com+2autismdoctor.in+2
Parental Commitment & Consistency
Do not leave things “halfway.” Consistency in following therapy plan, daily home routines etc. Drop in routines or missing therapy sessions delays gains. autismdrmumbai.com+1
Parents must learn what to do at home; follow up on assignments from the therapist/doctor. You are part of the therapy. autismdrmumbai.com+1
Don’t Chase Miracles; Use Evidence / Trust Expert Guidance
Avoid unproven treatments, miracle cures. Seek advice from a pediatric neurodevelopmental specialist. Rely on therapies with reasonable evidence. autismmumbai.com+1
Use questionnaires, diagnosis tools, but understand that tests are for counselling/documentation, not always for predicting everything. autismdoctor.in+1
Mental Health of Parents & Family
Parenting an autism child is demanding; parents need to care for their own emotional/mental health. Seek peer support, counselling as needed.
Also, support siblings; balance attention so no child feels neglected. (While I didn’t find a lot about this specifically in Dr. K’s writings, it is part of general good practice and appears in related articles.) India Today+1
Maintain Hope & Realistic Expectations
Celebrate small successes. Progress may be slow and uneven. Some things may take much longer. Don’t lose hope, but also understand that “normal” may need a definition relative to child’s potential. autismdrmumbai.com+2autismdoctor.in+2
Putting the above into daily life, here are actions parents can take:
Create a daily schedule including therapy, play, rest, meals. Keep it as consistent as possible.
Narrate everything: Talk about what you are doing, what you see, what feels, what you plan to do. Use full sentences.
Reduce screen time or make screen use carefully structured, balanced with face‑to‑face interaction.
Use sensory‑friendly environments: dim lights if oversensitive, allow breaks in noisy places, calm area when child is overwhelmed.
Use positive reinforcement: praise, affection when child does what you want, even small attempts.
Set simple rules: calling your child, asking to sit, using manners etc; enforce gently but regularly.
Eye contact games: playing games that encourage eye contact, mirroring facial expressions etc.
Social exposure: Try safe, small social interactions (family, small groups). Allow child to observe, model social behavior.
Follow up with doctor/therapist regularly: share your observations, ask for changes if no progress.
Be your child’s advocate: ensure proper schooling options, resources, tell school/teachers your child’s needs.
Take care of yourself: Healthy parents are better parents. Seek help, share burden with spouse, family, support groups.
Here are some ideas from Dr. Santosh Kondekar’s approach + what experts recommend, to help you choose a good school for a child with autism, and some school / centre suggestions in Mumbai.
Dr. Kondekar emphasizes the following:
Goal-Directed Cognitive Approach — setting clear goals and working towards them, including readiness for primary school. Autism Dr Mumbai+2autismdoctor.in+2
Therapy & remediation integrated into routine: occupational therapy, speech therapy, special educators, remediations. Mumbai Child Specialist+2Mumbai Child Specialist+2
Regular monitoring of progress with objective tracking (not just “feels better”) — eye contact, responses, concentration, etc. autismdoctor.in+1
Flexibility: the school must cooperate with outside therapeutic/support services; and adapt as per the child’s level of disability. ButterflyLearnings+1
Putting Dr. Kondekar’s inputs together with general best practices, a good school should have:
Inclusive vs Special decision: depending on how severe/broad the autism is. If the child has strong verbal skills and manageable sensory/social issues, inclusive schools with supports may work. If more support is needed, special schools with small class sizes.
Qualified staff: teachers trained in special education, speech, occupational therapy support (or at least close collaboration with therapists).
Low student-teacher ratio so that the child gets individualized attention.
Support for therapies: either in-school or the ability to accommodate sessions outside school.
Safe, sensory-friendly infrastructure: quieter classrooms, calm environment, possibly rooms for calming or OT.
Location and Accessibility: easier commute, so child is not too fatigued; easy for parents to reach.
Regular assessment & feedback: school should work with you to track progress and adapt IEP (Individualized Education Plan).
Flexibility in curriculum/exams: alternative boards like NIOS, or accommodations if the board allows so. Hindustan Times
Here are a few institutions and special schools / therapy-centres around Mumbai you may consider, depending on where you are:
From Justdial etc.:
Swavalamban Special Education & Therapy Center (Mumbai Central area) Justdial
Silver Lining Center, Bandra East Justdial
Sai Connections, SV Road, Khar West Justdial
Priyanj Special School, Oshiwara, Andheri West Justdial
Organization for Autistic Individuals, Andheri West Justdial
Shanay Autism Resource Centre (STU) – early intervention, allied therapies, assessment etc. Sopan
Also institutions like Dr. Kondekar’s own Aakaar Clinic, which may help coordinate therapy + schooling advice
Here’s a clear summary of how the Right to Education (RTE) Act, 2009 applies to children with autism and other neurodevelopmental disabilities in India:
Every child between 6–14 years has the right to free and compulsory education in a neighbourhood school.
This includes children with autism, intellectual disability, cerebral palsy, and multiple disabilities (as recognised by the Rights of Persons with Disabilities Act, 2016 (RPwD)).
A child with autism cannot be denied admission to a mainstream school on the basis of disability.
Schools (government, aided, and even private unaided receiving government aid) must admit and retain the child.
RTE + RPwD Act together push for inclusive education: children with autism should ideally study alongside peers in regular schools.
Schools must make “reasonable accommodations” – such as curriculum modification, extra time in exams, assistive devices, and therapeutic support.
Section 3(2) of RTE: children with severe or multiple disabilities, who cannot be accommodated in mainstream schools, have the right to homeschooling, special schools, or alternative education centres.
Parents can choose what’s best.
Schools should have trained special educators or resource teachers.
Barrier-free access (ramps, sensory-friendly environment) is required.
Teacher training curriculum (NCTE, SCERT) must include special education modules.
25% reservation for disadvantaged groups (including children with disabilities) in private unaided schools under Section 12(1)(c) of RTE.
State reimburses school fees for these children.
Children with autism can get:
Extra time in exams
Use of a scribe / computer
Exemption or modification in subjects like second language or handwriting-intensive tasks
Boards like CBSE, ICSE, and state boards already provide these concessions.
State and local authorities (School Management Committees, District Education Officers, State Commissions for Protection of Child Rights) are responsible for ensuring RTE implementation.
Parents can file complaints if schools deny admission or accommodations.
✅ In essence:
All autistic children (6–14 yrs) have a right to free education in their neighbourhood school.
Schools must admit them, provide support, and cannot discriminate.
Parents can also choose special schools if mainstream is unsuitable.
Private schools must keep 25% seats reserved (with government reimbursement)
WHAT DO WE MEAN BY BEST WHEN WE TALK ABOUT AUTISM AND DOCTORS?
Best is a relative word. Though often used loosely, it does mean good or better than other, but unique. A parent should look at it in a way to understand as the one who shows obvious improvement in 100 days, which other experts couldnot predict in advance.
Here’s a summary of what Dr. Santosh Kondekar (neuro‑developmental pediatrician in Mumbai) seems to consider the hallmarks of a good/best autism doctor, based on his writings, “Ten Commandments”, “Goal‑Directed Cognitive Approach”, clinic philosophy, etc.
Dr. Kondekar’s View: What Makes an Excellent Autism Doctor
Dr. Kondekar believes a top autism doctor should have the following features:
Neuro‑Developmental Pediatric Expertise
Someone who understands not just pediatrics, but neurodevelopment; knows child neurology, developmental milestones, behavioural disorders (autism, ADHD, cerebral palsy, intellectual disability). autismdrmumbai.com
Diagnosis Using Current Standard Criteria
Use of DSM‑5 (or ICD‑11) criteria, not older tools alone. autismdoctor.in
Use of questionnaires and clinical observation; not over‑reliant on expensive tests unless clinically needed. autismdoctor.iN
Goal‑Directed Cognitive Approach (GDCA)
The doctor should plan therapies/care around clearly defined goals. autismdrmumbai.com
Regular monitoring of progress; adjusting plan if no improvement within a certain period. autismmumbai.com
Holistic Treatment: Therapy + When Needed, Medicines
Emphasis on therapies like speech, occupational therapy, sensory integration. autismmumbai.com
Use medicines only for “accessory features” (e.g. hyperactivity, behaviour issues, seizures, anxiety) and to improve receptivity to therapy—not to ‘cure’ autism per se. autismmumbai.com autismdoctor.in
Focus on Communication & Social Skills
Strong emphasis on verbal communication: increasing listening, narration, face-to-face interaction, shifting from screen‑based/object based learning to people/action based learning. autismdoctor.in+2autismmumbai.com+2
Sensory Regulation & Physical Stability
Recognizes sensory issues are critical. The doctor should help manage sensory overload, hyperactivity to enable the child to sit, attend, engage. Physical stability (not just exercises) is important so therapy can be effective. autismmumbai.com+1
Parental Involvement / Counselling / Education
Doctor should guide and empower parents: tools to monitor, document progress; teach how to engage, communicate with the child. autismdoctor.in+1
Pragmatic Use of Testing
Tests (genetic, imaging, metabolic) are not routine; used selectively when clinical picture suggests syndromic, metabolic, or neurological conditions. autismdoctor.in+1
Tests are more for ruling things out, for planning and counselling, rather than simply for diagnosis. autismdoctor.in
Hope & Realistic Expectations
He emphasizes that while “cure” is not claimed, improvements are possible. He encourages not giving up, not accepting deficits prematurely. autismdrmumbai.com
Structured, Time‑Bound Approach
Goals should be sequenced, timed. If expected improvements don’t happen in a certain period (say 2 months or 100 days) reassessment or change of plan is needed
From sources like:
American Academy of Pediatrics (AAP)
DSM-5 / ICD-11 standards
National Institute for Health and Care Excellence (NICE, UK)
CDC (Centers for Disease Control)
WHO and top autism research centers (like UC Davis MIND Institute, Kennedy Krieger Institute)
Academic View: Diagnosis should be based on DSM-5 or ICD-11, using:
Clinical observation
Developmental history
Structured tools (e.g., ADOS-2, CARS, M-CHAT-R)
Dr. Kondekar: Agrees – emphasizes current criteria (DSM-5), developmental observation, and selective use of tools. Cautions against outdated tests and overdiagnosis.
🟢 Alignment: Strongly aligned
Academic View: Involves a team: developmental pediatrician, child neurologist, psychologist, speech therapist, OT, special educator.
Dr. Kondekar: Also encourages collaboration, but focuses on neuro-developmental pediatricians with structured goal-directed care. Less emphasis on large teams unless needed.
🟡 Alignment: Mostly aligned, but more streamlined and individualized in Dr. K’s model.
Academic View: Focus on therapies (ABA, speech, OT, social skills), individualized based on the child's strengths and needs.
Dr. Kondekar: Fully agrees. Uses his Goal-Directed Cognitive Approach (GDCA) for custom plans, focuses on early outcomes, communication goals, and adjustment if no progress in a set time.
🟢 Alignment: Aligned, with added emphasis on time-bound progress.
Academic View: Medications only for comorbid issues (e.g. ADHD, anxiety, aggression, sleep problems); not for autism itself.
Dr. Kondekar: Agrees; uses meds for “accessory symptoms” only. Emphasizes that meds should improve therapy receptivity, not replace it.
🟢 Alignment: Strongly aligned
Academic View: Parents are central to therapy. Doctors must guide, counsel, and empower them.
Dr. Kondekar: Emphasizes parent training, documentation, and realistic hope. Avoids “doom and gloom” narratives.
🟢 Alignment: Very well aligned
Academic View: Use tests selectively—e.g., for syndromes, metabolic/genetic issues. Imaging not routinely done unless neurological signs are present.
Dr. Kondekar: Matches this closely. He’s cautious about over-testing unless symptoms clearly suggest it.
🟢 Alignment: Strongly aligned
Academic View: Diagnosis is a tool; ultimate goal is functional independence, communication, and social engagement.
Dr. Kondekar: Echoes this—focus is on skill-building, speech, socialization, and not over-focusing on the label or IQ score.
🟢 Alignment: Strong
Academic View: ABA (Applied Behavior Analysis) is most widely studied and used, though controversial for some.
Dr. Kondekar: Doesn’t promote ABA directly; instead, his own GDCA model emphasizes cognitive targets, communication, therapy timing, and outcome-based planning.
🟡 Alignment: Philosophy is similar, but approach differs. ABA is behavior-focused; GDCA is more cognitive‑communication‑goal focused.
