Missed Beginnings: How Early Educational Deprivation Shapes Diagnostic Outcomes for Neurodevelopmental Conditions Among Students with Disabilities

Shiv Hariharan

Abstract: Education in today's world is a necessity, but unfortunately, only in theory. In practical terms, society is ill-equipped to impart accessible, equal, quality education globally, especially in developing countries. Even within quality schooling, however, educational deprivation can manifest as poor-quality home environments with limited cognitive stimulation, a lack of preschools, or, most importantly, unequal access. This disparity can influence the accuracy of diagnosing neurodevelopmental conditions among students with disabilities as adults. Autism, ADHD, dyslexia, and other learning disabilities, if not recognised early on, can adversely affect a child's growth and learning ability. This paper aims to examine how a lack of good education during childhood can delay an accurate diagnosis of neurodevelopmental conditions in adulthood, shaping long-term outcomes among students with disabilities.

Keywords: neurodevelopmental conditions, childhood, educational deprivation, disability, home environment

How to Cite?: Shiv Hariharan, "Missed Beginnings: How Early Educational Deprivation Shapes Diagnostic Outcomes for Neurodevelopmental Conditions Among Students with Disabilities", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 294-298, https://www.ijsr.net/getabstract.php?paperid=SR26624122139, DOI: https://dx.doi.org/10.21275/SR26624122139

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