When a child bleeds excessively from a minor cut, or a newborn’s umbilical cord stump won’t stop oozing, most parents assume the worst but rarely think of haemophilia. Yet this is often exactly how this inherited bleeding disorder first announces itself. Haemophilia is a condition in which the blood lacks sufficient clotting factors – proteins essential for stopping bleeding – making even routine injuries potentially serious. According to the U.S. Centers for Disease Control and Prevention (CDC), early and accurate diagnosis is crucial because it directly shapes the treatment plan and the long-term health of the affected child. Understanding the early warning signs and the diagnostic tools used to confirm haemophilia is therefore essential knowledge – not just for medical professionals, but for families, educators, and caregivers too.

Table of Contents

Recognizing the early signs of haemophilia

The early signs of haemophilia are not always dramatic. They can be subtle enough to be dismissed as ordinary childhood mishaps. What distinguishes haemophilia-related bleeding is its disproportionate severity relative to the injury – bleeding that lasts too long, recurs without cause, or appears in unexpected places.

Signs in newborns and infants

Haemophilia symptoms may appear within weeks after a child’s birth. One of the earliest indicators is a prolonged bleed from the umbilical cord stump, which normally heals within two weeks. In baby boys, extended bleeding after circumcision is another significant early warning sign. Many babies with severe haemophilia are first diagnosed when prolonged bleeding occurs after circumcision.

Infants may also show unusual bleeding from the mouth – particularly when cutting teeth or biting their tongue. A published case series found that clinical onset of haemophilia A in neonates typically occurred within the first week of life in approximately 8 out of 10 cases, underscoring how early symptoms can appear and how rapidly they can escalate. In some severe cases, internal bleeding in the brain (intracranial haemorrhage) can occur, making prompt recognition life-saving.

Signs in toddlers and older children

As children grow more active, different bleeding patterns emerge. Toddlers and older children commonly experience bleeding into muscles and joints, with symptoms including pain, swelling, loss of range of motion, and an inability to move or use the affected arm or leg – often without any visible bruising on the skin.

Haemarthrosis – bleeding into the joints – is the most common musculoskeletal complication of haemophilia, affecting 75 to 90% of patients with severe disease. The ankles, knees, and elbows are the most frequently affected joints. In infants and toddlers, this may present as irritability and a reluctance to move a particular limb, while older children may describe a distinctive tingling or bubbling sensation in the joint before pain and swelling develop.

Other visible warning signs in this age group include:

It is worth noting that a child with mild haemophilia may show no signs at all unless an accident, dental procedure, or surgery causes excessive bleeding. This is why family history plays such a critical role in raising clinical suspicion early.

The role of family history and prenatal awareness

Haemophilia follows an X-linked inheritance pattern, which means it predominantly affects males while females are typically carriers. If haemophilia runs in the family, doctors can conduct prenatal testing using amniocentesis or chorionic villus sampling; more commonly, when the baby is born, they test a sample of blood from the umbilical cord. For families with a known history of haemophilia, this early awareness allows for immediate monitoring and preparation, significantly improving outcomes for the newborn.

The diagnostic toolkit

Diagnosing haemophilia is not a single-step process. It involves a layered approach – beginning with clinical observation and family history, followed by targeted laboratory tests, and in some cases, imaging studies to detect internal bleeding. According to the CDC, haemophilia is diagnosed using screening tests followed by more specific clotting factor tests: screening tests show whether blood is clotting properly, while clotting factor tests indicate the type of haemophilia and its severity.

Physical examination and history

The first step in diagnosis is a thorough physical examination combined with a detailed review of the child’s personal and family medical history. During a physical exam, the doctor looks for raised bruises or swelling around the joints and assesses how much movement the child has in those joints, while also asking parents about symptoms such as nosebleeds, unusual bruises, or blood in the urine or stool. Any family history of unexplained bleeding – particularly among male relatives such as maternal uncles, grandfathers, or cousins – is a significant diagnostic indicator.

Prenatal diagnosis for at-risk families

For families with a confirmed history of haemophilia, diagnosis can begin before birth. The two most commonly used prenatal testing methods are amniocentesis – which involves removing a small amount of amniotic fluid, usually during the second trimester – and chorionic villus sampling, which collects a small tissue sample from the placenta after the 11th week of pregnancy. Both procedures examine fetal cells for the genetic mutations responsible for haemophilia. Genetic counselling before pregnancy is considered ideal, as it helps couples make informed decisions before conception.

Coagulation screening: aPTT and PT

Once haemophilia is suspected – whether in a newborn or an older child – laboratory blood tests are the cornerstone of diagnosis. The activated partial thromboplastin time (aPTT) is one of the most important initial screening tests. It measures how long it takes for blood to clot, and the aPTT is prolonged in individuals with haemophilia A or B, reflecting the deficiency in clotting factors VIII or IX. In contrast, the prothrombin time (PT) – which measures a different part of the clotting pathway – is typically normal in haemophilia, helping to distinguish it from other bleeding disorders.

A complete blood count (CBC) is also routinely ordered. While the CBC may be normal in haemophilia, if a child has unusually heavy or prolonged bleeding, the haemoglobin and red blood cell count can be low, indicating significant blood loss that requires attention.

Clotting factor assays

To confirm the diagnosis and determine its type and severity, doctors measure the specific clotting factor levels in the blood. Clotting factor tests, also called factor assays, determine the clotting activity of Factor VIII and Factor IX in the blood – these are required to diagnose a bleeding disorder, identify its type, and assess its severity, all of which are essential for creating the best treatment plan.

Haemophilia severity is classified based on factor activity levels: severe haemophilia involves factor activity below 1% of normal, moderate haemophilia ranges from 1-5%, and mild haemophilia falls between 5-40%. In severe haemophilia, clotting factor activity is lower than 1%, and determining the specific type and severity is important for creating an individualised treatment plan.

Genetic testing

Genetic testing goes one step further by identifying the exact mutation in the F8 or F9 gene responsible for the condition. Genetic testing can confirm a haemophilia A or B diagnosis by identifying mutations in the genes responsible for producing clotting Factors VIII or IX, and it can also determine if a person is a carrier of a haemophilia mutation – meaning they don’t have haemophilia themselves but can pass it to their children.

This has significant implications for carrier detection in female relatives and for family planning. According to the NIH’s GeneReviews, the optimal time for determining genetic risk and discussing prenatal testing options is ideally before pregnancy, and establishing the genetic status of a female at risk as early as possible in a pregnancy is strongly recommended.

Imaging tests: MRI, ultrasonography, and CT scans

Blood tests confirm the diagnosis, but imaging studies are essential when internal bleeding is suspected – particularly in the joints, muscles, or brain. Each modality has a distinct role.

MRI (Magnetic Resonance Imaging) is the most sensitive tool for detecting early joint damage. MRI can detect early synovial and cartilaginous changes that may not be visible on conventional X-rays and can differentiate between acute and chronic bleeding in soft tissues. It is particularly valuable for identifying haemophilic arthropathy in its earliest stages, before significant structural damage has occurred.

Ultrasonography is a practical, radiation-free bedside tool. Ultrasound is useful in distinguishing muscle bleeds near joints from acute haemarthrosis, and deep muscle bleeds – such as those in the psoas muscle – often require imaging confirmation via CT or ultrasound. Ultrasonography is especially valued for monitoring soft-tissue haematomas over time and for point-of-care joint assessments.

CT (Computed Tomography) scans offer a complementary strength. CT is useful in evaluating subtle bony erosion and intra- and extraosseous pseudotumours – encapsulated blood collections that can develop in patients with repeated or untreated bleeds. CT is also the preferred modality when intracranial haemorrhage is clinically suspected, particularly in neonates or following head trauma.

Why early diagnosis matters

Early diagnosis and prophylactic treatment from birth helps reduce the risk of bleeding into the brain, which can be life-threatening, and may also prevent bleeds that cause disability and long-term damage to joints and muscles. The diagnostic journey – from spotting early symptoms to confirming the diagnosis through laboratory and imaging tests – is not just a clinical formality. It is the foundation upon which a child’s entire management plan is built. Most children receive a haemophilia diagnosis before age 3, but some people with mild forms may not know they have the disease until adolescence or adulthood, which is why sustained awareness among parents, teachers, and healthcare workers remains critical.

What do you think? If a child in your care regularly shows unexplained bruising or bleeds longer than usual after minor cuts, how confident are you in recognising these as potential warning signs rather than ordinary childhood injuries? And given that around one-third of haemophilia cases arise from spontaneous gene mutations with no family history, how can schools and community health systems better support early identification of this condition?

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References
  1. https://www.cdc.gov/hemophilia/testing/index.html
  2. https://www.childrens.com/specialties-services/conditions/hemophilia
  3. https://bns.institute/paediatric-nursing/hemophilia-in-children-diagnosis-management/
  4. https://www.mdpi.com/2227-9067/11/11/1352
  5. https://www.ucsfbenioffchildrens.org/conditions/hemophilia
  6. https://www.stanfordchildrens.org/en/topic/default?id=hemophilia-90-P02313
  7. https://www.rush.edu/kids/conditions/hemophilia-children
  8. https://kidshealth.org/en/parents/hemophilia.html
  9. https://nyulangone.org/conditions/hemophilia-in-children/diagnosis
  10. https://hemophilianewstoday.com/diagnosis-of-hemophilia/
  11. https://emedicine.medscape.com/article/779322-workup
  12. https://www.rarediseaseadvisor.com/disease-info-pages/hemophilia-testing/
  13. https://www.cincinnatichildrens.org/health/h/hemophilia
  14. https://www.healthline.com/health/hemophilia-labs
  15. https://www.ncbi.nlm.nih.gov/books/NBK1404/
  16. https://ajronline.org/doi/10.2214/ajr.158.1.1727336
  17. https://www.diagnosticimaging.com/view/imaging-brings-precision-hemophilia-diagnosis
  18. https://www.roche.com/stories/haemophilia-in-infants

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Introduction to Disability

1 Understanding Disability

  1. A Brief Historical Perspective
  2. The Changing Perspectives Towards Disability—From Charity to Human Rights Approach
  3. WHO’s International Classification of Functioning
  4. Who are Children with Disabilities?
  5. Sameness in Differences Accepting Diversity
  6. The Purpose of Focusing on both Differences and Similarities
  7. The Inspiring Life of Srikanth Bolla

2 Types of Disabilities’ Causes and Prevention

  1. Use of Appropriate Language for Persons with Disabilities
  2. Types of Disabilities
  3. Causes and Prevention of Disabilities

3 Rights of Persons with Disabilities Act, 2016

  1. A Brief Overview of the Rights of Persons with Disabilities Act, 2016
  2. Some Definitions and Concepts in RPwD Act, 2016
  3. Rights and Entitlements of Persons with Disabilities as per RPwD Act
  4. Provisions for Education and Empowerment
  5. Provisions for Skill Development and Employment
  6. Special Provisions for Persons with Benchmark Disabilities
  7. Special Provision for Persons with Disabilities with High Support Needs
  8. Certification of Specified Disabilities
  9. Constitution of Central and State Advisory Boards on Disability
  10. Provisions for Special Courts
  11. Offences and Penalties under the Act

4 Early Childhood Care and Education- Policies and Frameworks

  1. Defining Early Childhood Years
  2. Types of Service Provision during Early Childhood Years
  3. Benefits of ECCE Programmes
  4. Sustainable Development Goals (SDGs)
  5. ECCE in India: Some Policies and Legislations
  6. National Education Policy, 2020
  7. NIPUN Bharat, 2021
  8. Vidya Pravesh, 2022
  9. National Curriculum Framework for Foundational Stage (NCF-FS), 2022
  10. NAVCHETNA – National Framework for Early Childhood Stimulation for Children between Birth to Three Years, 2024
  11. ADHARSHILA – National Curriculum for Early Childhood Care and Education for Children from Three to Six Years, 2024
  12. Provisions for Children with Disabilities in ECCE Policies and Frameworks

5 Blindness and Low Vision

  1. Introduction
  2. Structure of the Eye and the Process of Seeing
  3. Meaning and Types of Blindness and Low Vision
  4. Censes and Prevalence of Blindness
  5. Characteristics of Children with Visual Impairment
  6. Common Causes of Visual Impairment
  7. Prevention of Visual Impairment
  8. Prenatal Care and Maternal Health
  9. Early Screening and Eye Examination
  10. Vaccination
  11. Prevent and Treat Retinopathy of Prematurity (RoP)
  12. Nutritional Interventions for Children
  13. Prompt Treatment of Eye Infections and Injuries
  14. Genetic Counseling and Education
  15. Access to Eye Care Services
  16. Prevent and Treat Cerebral Visual Impairment (CVI)
  17. Early Intervention and Rehabilitation
  18. Clinical Assessment of Blindness in Classroom Condition
  19. Testing Visual Acuity
  20. Functional Skills Inventory for the Blind
  21. Functional Vision Assessment

6 Management of Blindness and Low Vision in Classroom

  1. Early Childhood Care and Education
  2. Concept of Expanded Core Curriculum
  3. Preparation and Use of Teaching Learning Material
  4. Assistive Technology for Persons with Visual Impairment
  5. Optical and Non-optical Devices for Children with Low Vision

7 Deafness and Hard of Hearing

  1. Meaning and Definition
  2. Classification and Specific Causes of Hearing Loss
  3. Causes of Hearing Loss
  4. Diagnosing Hearing Loss
  5. Hearing Aids
  6. Prevention of Hearing Loss
  7. Management of Hearing Loss
  8. Early Identification
  9. Early Intervention
  10. Early Childhood Care and Education

8 Speech and Language Disability

  1. Understanding Speech, Language and Communication
  2. Nature of Speech and Language Disability
  3. Speech Disorders: Types and Identification
  4. Language Disorders: Types and Identification
  5. Learning Needs of Children with Speech and Language Disabilities
  6. Strategies to Support Learning of Children with Speech and Language Disabilities

9 Intellectual Disability

  1. Nature of Intellectual Disability
  2. Identification and Characteristics of Persons with Intellectual Disability
  3. Prevalence and Causes
  4. Early Identification and Early Intervention
  5. Some Principles for Working with the Child during Early Childhood Years
  6. Providing Early Stimulation to the Child at Home and in the ECCE Setting

10 Specific Learning Disabilities

  1. Understanding the Definition of SLDs
  2. Types of SLDs and their Characteristics
  3. When can SLDs be Identified?
  4. Causes of SLDs — Possible Factors
  5. Identification and Assessment of SLD
  6. Intervention and Support Strategies

11 Autism Spectrum Disorder

  1. Introduction
  2. Meaning and Features of ASD
  3. Prevalence and Causes
  4. Assessment and Diagnosis
  5. Choosing the Interventions
  6. Classroom Management Strategies for Teachers

12 Mental Illness

  1. Understanding Mental Health and Mental Illness
  2. Symptoms of Mental Illness
  3. Types of Mental Illness
  4. Specific Causes of Mental Illness in Children
  5. Assessment and Diagnosis of Mental Illness
  6. Stigma and Mental Illness in Children
  7. Intervention for Mental Illness
  8. Preventive Measures for Mental Illness in Childhood

13 Locomotor Disabilities

  1. Understanding Locomotor Disabilities
  2. Characteristics/ Behavioural Manifestation of Locomotor Disabilities
  3. Specific Causes and Prevention
  4. Assessment
  5. Interventions

14 Muscular Dystrophy

  1. Introduction
  2. Definition and Nature of Disability
  3. Types of Muscular Dystrophy
  4. Physical Characteristics and Behavioural Manifestation
  5. Causes of Muscular Dystrophy
  6. Assessment and Diagnosis
  7. Prevention of Muscular Dystrophy
  8. Management of Muscular Dystrophy
  9. Educational Implications for Pre-primary and Primary Levels

15 Dwarfism

  1. Introduction
  2. Types of Dwarfism
  3. Causes of Dwarfism
  4. Early identification and Treatment of Dwarfism
  5. Challenges Faced by Individuals with Dwarfism
  6. Management of Dwarfism

16 Individuals Affected By Leprosy

  1. Introduction
  2. Definition and Meaning
  3. Types of Leprosy
  4. Symptoms of Leprosy
  5. Impact of Leprosy
  6. Causes and Prevention
  7. Early Diagnosis, Treatment and Rehabilitation
  8. Coping Mechanisms
  9. Education of Children Affected with Leprosy

17 Acid Attack Victims

  1. Understanding Acid Attack
  2. Causes of Acid Attack
  3. Effects of Acid Attacks
  4. Case Studies of Acid Attacks
  5. Prevention of Acid Attacks
  6. Learning Needs of Students with Acid Attack

18 Cerebral Palsy

  1. Cerebral Palsy Definition and Nature?
  2. Effects of Cerebral Palsy
  3. Types of Cerebral Palsy
  4. Causes of Cerebral Palsy
  5. Screening and Early Detection of Cerebral Palsy
  6. Early Signs of Cerebral Palsy
  7. Early Intervention for a Child with Cerebral Palsy

19 Attention Deficit Hyperactive Disorder

  1. Introduction
  2. Meaning and Features of ADHD
  3. Types of Attention Deficit Hyperactive Disorder
  4. Prevalence of ADHD
  5. Causes of ADHD
  6. Assessment
  7. Interventions

20 Haemophilia

  1. Introduction
  2. Nature of the Disability
  3. Types and Causes of Haemophilia
  4. Severity Levels of Haemophilia
  5. Early Signs and Diagnosis of Haemophilia
  6. Impacts of Haemophilia on the Health and Wellbeing of Individuals
  7. Management of Haemophilia
  8. Managing a Child with Haemophilia at School

21 Sickle Cell Disease

  1. Understanding Sickle Cell Disease
  2. Prevalence in India
  3. Symptoms of Sickle Cell Anaemia
  4. Complications of Sickle Cell Anaemia
  5. Cause of Sickle Cell Disease
  6. Types of Sickle Cell Disease
  7. Impact of Sickle Cell Disease on Wellbeing
  8. Prevention of Sickle Cell Disease
  9. Management of Disease
  10. Accommodation in Schools

22 Thalassemia

  1. Introduction
  2. Nature of Thalassemia
  3. Specific Causes
  4. Prevalence
  5. Symptoms and Characteristics
  6. Impact of Thalassemia
  7. Early Detection and Diagnosis
  8. Treatment and Management
  9. Support Services
  10. Educational Interventions for Students with Thalassemia

23 Parkinson’s Disease

  1. Nature of Parkinson’s Disease
  2. Prevalence of Parkinson’s Disease
  3. Causes of Parkinson’s Disease
  4. Symptoms of Parkinson’s Disease
  5. Identification of Parkinson’s Disease
  6. Impact of Parkinson’s Disease on Wellbeing of Individuals
  7. Management of Parkinson’s Disease

24 Multiple Sclerosis

  1. Understanding the Nature of Multiple Sclerosis
  2. Impact of Multiple Sclerosis on Neurons
  3. Symptoms of Multiple Sclerosis
  4. Causes and Risk Factors for Multiple Sclerosis
  5. Progression of the Disease
  6. Impact on Daily Life
  7. Management and Treatment

25 Multiple Disabilities

  1. Introduction
  2. Multiple Disabilities as per Rights of Persons with Disabilities Act, 2016
  3. Some Facts about Multiple Disabilities
  4. Types of Multiple Disabilities
  5. Causes of Multiple Disabilities
  6. Early Intervention
  7. Individualized Education Plan
  8. Enhancing Functional Skills
  9. Task Analysis
  10. Alternative and Augmentative Communication Systems
  11. Total Communication
  12. Assistive Technological Devices for Children with Multiple Disabilities
  13. Therapy and Rehabilitation
  14. Various Settings for Providing Education to Children with Multiple Disabilities