Paediatric neurodisability - sub-specialty

A neurodisability paediatrician supports children and young people with disabilities resulting from congenital or acquired long-term conditions. Find out more about this sub-specialty and its curriculum.

What makes a neurodisability paediatrician?

A neurodisability paediatrician is a clinician who specialises in the management of children and young people with disabilities resulting from congenital or acquired long-term conditions. These problems are generally due to impairment in the nervous or musculoskeletal systems and can be static or progressive in nature.

Although they are involved in the diagnosing, the neurodisability paediatrician’s emphasis is in managing the complex comorbidities seen, targeting the patients’ rehabilitation and enablement. While working closely with local teams in the hospital and community (such as genetics, neurology, community paediatrics, surgical specialties and palliative care, as well as NGO's and education and social services), they often provide specialist regional advice in a model of shared care.

At a tertiary level, neurodisability paediatricians have developed specialist skills within the neurosciences. This includes in the assessment of motor and neurobehavioural disorders (eg attention deficit hyperactivity disorder (ADHD) and autism), and neurorehabilitation, and they often subspecialise in one or more of these areas.

RCPCH Progress curriculum

As of 1 August 2018, sub-specialty trainees use the RCPCH Progress Level 3 Generic syllabus alongside the RCPCH Progress Paediatric Neurodisability Syllabus which is available to download below.

Exceptions to this are those trainees who will CCT (certificate of completion of training) before 15 September 2019 - the 2010 curriculum is available to download below.

Sub-specialty learning outcomes

In addition to the generic learning outcomes for level 3, paediatric neurodisability trainees must fulfil the following requirements:

  • Demonstrates specialist expertise in the management of children and young people with disabilities resulting from congenital or acquired long-term conditions.
  • Effectively manages comorbidities, and focuses on rehabilitation and enablement.
  • Demonstrates the ability to act as a resource across both hospital and community teams to provide specialist regional advice in a model of shared care.
  • Shows development of specialist skills within the neurosciences in the assessment of motor and neurobehavioural disorders, including ADHD and autism, and in neurorehabilitation.

Any queries, please contact progress@rcpch.ac.uk