3 Tips for Choosing the Right Diet for Children with Special Needs

Choosing a dietary program is not an easy task. Many factors influence the effectiveness of a diet, especially for children with special needs.

Three things to consider

Novi Arifiani, a Family Physician and Functional Medicine Practitioner, explains that there are three key aspects to consider when choosing a diet for children with special needs.

1. Recognize child’s unique characteristics

Every child has different attitudes and eating patterns. Some children enjoy drinking tea, some prefer sweet foods, while others are picky eaters. These differences reflect how each child’s body functions. Therefore, a diet should be adapted to the child’s individual habits, preferences, and physiological responses, rather than forcing a one-size-fits-all approach.

2. Recognize the parents’ unique characteristics

Children are born with their parents’ genes. Therefore, parents need to reflect on their own growth and development during childhood. Sometimes, the same patterns or disorders appear in more than one child, but the manifestations are different. For example, the first child may have a heavier body build, while the second child appears physically fine, even though both experience the same underlying condition. Eating-related issues can also be identified as early as pregnancy. For instance, if a mother experienced frequent vomiting during pregnancy, this may indicate a disruption in enzyme production. As a result, parents should be prepared to provide foods that are easier for the child to digest

3. Determine whether the child has allergies or intolerances

If a child has a food allergy, any food they eat will cause a reaction. With food intolerance, certain foods cannot be digested. The key is to determine whether the child has a food processing problem or a true allergy. Therefore, parents should monitor and expand their dietary intake.

The importance of observing and managing a child’s diet

This approach was practiced by Eko Purwanto after learning that his child had autism. After receiving the diagnosis, Eko brought his child to a therapist. One of the therapists recommended that his child consume soy milk. Eko followed this advice by gradually increasing the amount of soy milk given. As a result, his child’s hyperactivity decreased.

For Eko, dieting does not mean reducing food intake. Instead, it involves applying several key principles: food sources, food presentation, meal timing, and portion sizes. He also shared that his child eats five times a day, consisting of three main meals and two snacks. For the main meals, he follows this pattern:

1. Breakfast: High in carbohydrates, with moderate amounts of protein and fiber.
2. Lunch: High in protein, with moderate amounts of carbohydrates and fiber.
3. Dinner: Higher in fiber content.

Before beginning a dietary program, there are three important factors to consider:

1. Ourselves: Are we able to commit to the diet as a long-term lifestyle?
2. Family involvement: Is the family willing and able to support and follow the diet consistently?
3. The child: If the child is not accustomed to dietary changes, complaints and resistance are to be expected.

The role of schools

Kris Sri Rahayu shared how schools help support dietary management for children with special needs. She explained that schools select dietary approaches in collaboration with therapists, but the final decision regarding the diet plan rests with the parents. The role of the school team is to provide support, not to impose decisions.

Kris also noted that nearly three-quarters of the students at her school follow specific diets. In her experience, dietary management has a significant impact, particularly in reducing hyperactivity.

For children who are on dietary programs, schools help monitor growth and development. Progress can also be seen through learning reports. Regardless of the outcome, schools must communicate these developments to both therapists and parents.

She emphasized that dietary programs require agreement and commitment from the entire family. If a child’s meals differ significantly from those of other family members, the child is more likely to complain or resist.

Finally, Novi Arifiani emphasized that dieting is a learning process. Parents and teachers should not be too quick to blame food when challenges arise. This is where collaboration between teachers and parents becomes essential. When teachers encounter stagnation in a child’s learning progress, they should communicate this to parents. The cause may not be the diet or the food itself; there may be other factors involved that need to be identified and addressed together.