Children with disabilities are among the most marginalized and excluded members of society, often experiencing widespread violations of their rights as well as discrimination at all levels, including within their families and among their peers and communities. In a particular state, evaluation, location and identification of disabled children who are in need of services and special education, is known as 'Search and serve'. Its purpose is for reception of services and special education and for implementation and development of a method that is practical, for disabilities owning children. ‘Transition’ refers to helping a disabled child in moving from school age to practical age. It includes functional and academic achievement improvement, support for a living, career counseling and employment support. Children with disabilities are less likely to attend school, to have access to appropriate medical and social services, or to have the opportunity to participate in society. Additional layers of discrimination are often faced by children with disabilities based on other aspects of their identity, for example, their gender or minority status. Too often isolated within their societies and communities, children with disabilities also face a significantly increased risk of physical abuse.
There is a need to define the requirements for who must be served based on age and disability. As logic leads us, the smaller the child is the higher priority he should get to be served. This will ensure that the child who needs the most attention gets it first. Realization of the rights of children with disabilities may be viewed as both an investment in the future and a requirement for development. Although the socio-economic impacts of disability are recognized, as well as the nexus between disability and development, there remains a need to transform development processes to be more inclusive, equitable and sustainable if the progress achieved is to benefit all members of society, including children with disabilities. The cost of exclusion is highest for those who experience it directly: children with disabilities and their families. However, it is also borne by the larger society. There are social costs, for example, related to the exclusion of children with disabilities from educational and employment opportunities.
The preferred start is an early start, right at the kindergarten level. Realization of the rights of children with disabilities in society and development requires that their situation and perspectives also be considered in the interpretation of the situation as a whole. Without deconstructing the barriers that prevent the full participation of children with disabilities in society and development, the society can neither achieve its goals, nor their responsibilities under the rights of persons with disabilities. Implementation of the rights of children with disabilities in development also requires that the cross-sectionalities between disability and other issues, such as gender, health issues, peace and security and emergency and disaster management be addressed. Indeed, the general principles of the society, which include non-discrimination, full and effective participation and inclusion in society, and equality of opportunity and accessibility, are all essential to the full enjoyment of human rights by children with disabilities.
There have to be certain goals that have to set to ensure that services and efforts don’t for an unwanted cause. The rights of the disabled child must be a central consideration in the implementation of the society norms, including through the general obligations the laws sets out for the common people. These include, as relevant, the adoption or amendment of legislation; the consideration of the human rights of persons with disabilities in all policies and programmes; measures to eliminate discrimination on the basis of disability; development and promotion of accessible physical environments, education and information; and promotion of the training of professionals working with persons with disabilities which, in the case of children includes teachers and health care providers, among others. The development of appropriate approaches to addressing the situation of children with disabilities depends upon having adequate information about them. In this regard, society should also include children with disabilities in their efforts to collect information, including statistical and research data, regarding disability.