TAIPEI (TVBS News) — Taiwan's health authorities have uncovered a troubling correlation between child abuse and developmental conditions. The Ministry of Health and Welfare (MOHW, 衛生福利部), Taiwan's national health agency, disclosed Friday (April 25) that one in five children suffering abuse in 2024 had special needs, including hyperactivity disorders or developmental delays. Officials shared these findings during a press conference titled "Embrace Children's Differences" (擁抱孩子的不一樣), which brought together specialists to discuss intervention strategies.
During the conference, Chang Hsiu-yuan (張秀鴛), who heads the Department of Protective Services (保護司), a child welfare division within the ministry, stressed that early detection and support systems are crucial for vulnerable families. Chang noted that proper access to social services and healthcare can interrupt escalating patterns of family dysfunction. The gap between need and intervention remains significant—while the World Health Organization identifies developmental delays in 6% to 8% of children worldwide, Taiwan's early intervention services reach just 4.3% of children under six.
The conference also featured insights from Gau Shur-fen (高淑芬), a senior administrator at National Taiwan University Hospital (NTUH, 台大醫院), Taiwan's premier medical institution. Gau presented alarming statistics indicating that mental health conditions affect more than 30% of Taiwan's school-age population, with attention deficit hyperactivity disorder (ADHD) comprising approximately 10% of cases. As a preventative measure, she advocated for expanded physical activity programs for children across the island.
Education specialist Yen Jui-lung (顏瑞隆), who directs the Taipei City West District Special Education Resource Center (台北市西區特殊教育資源中心), a regional support hub for families with special needs children, contributed practical guidance for parents. Yen outlined a four-part framework for effective caregiving: building strong trust networks connecting families with educational institutions, active participation in school activities, teamwork-based approaches to resolving school challenges, and nurturing positive interactions between parents and children with developmental differences. ★