Parkinson’s disease is one of those conditions that quietly reshapes a person’s entire life – not all at once, but gradually, movement by movement. It is a progressive neurological disorder that primarily affects how the body moves, and understanding its nature requires looking deep inside the brain, at the level of individual nerve cells and the chemical signals they rely on. For anyone working in education, caregiving, or disability support, grasping how and why this condition develops is essential to offering meaningful, informed support.

Table of Contents

What is Parkinson’s disease?

Parkinson’s disease is formally defined under India’s Rights of Persons with Disabilities (RPwD) Act, 2016 as a progressive disease of the nervous system marked by tremor, muscular rigidity, and slow, imprecise movement, primarily affecting middle-aged and elderly people. It is associated with degeneration of the basal ganglia of the brain and a deficiency of the neurotransmitter dopamine. This legal recognition is significant – it places Parkinson’s disease among the 21 categories of disability recognized under the RPwD Act, 2016, broadening access to support and benefits for those living with the condition.

At its core, Parkinson’s is a movement disorder – but that description barely captures its full impact. The condition worsens over time and affects not just physical movement but, in many cases, cognitive functioning and emotional wellbeing as well. Research indicates that Parkinson’s disease has affected approximately 0.58 million people in India alone, and this number is expected to rise in the coming decades.

The role of the central nervous system

To understand Parkinson’s disease, we first need to understand the system it disrupts: the Central Nervous System (CNS). The CNS consists of the brain and the spinal cord. Together, they serve as the command centre for the entire body – receiving information from the environment, processing it, and sending out instructions that control everything from heartbeat to handwriting.

As MedlinePlus explains, the nervous system is made up of billions of neurons that communicate with each other constantly. When the brain initiates an impulse – say, to lift an arm – that impulse travels through a network of nerve pathways, passing through key brain regions before reaching the muscles. One of the most critical of these regions for movement control is the basal ganglia.

The basal ganglia: the brain’s movement coordinator

The basal ganglia are a group of structures located deep within the brain, beneath the cortex. According to the MSD Manual, the basal ganglia help initiate and smooth out voluntary muscle movements, suppress unwanted movements, and coordinate changes in posture. When the brain sends a movement signal, it passes through the basal ganglia, which fine-tune that signal before it reaches the muscles.

Within the basal ganglia lies a specific region called the substantia nigra – a Latin term meaning “black substance,” named for the dark pigment produced by the dopamine precursor found there. The substantia nigra is where dopamine, the neurotransmitter most critical to movement control, is produced.

How neurons and neurotransmitters work

Neurons are the fundamental building blocks of the nervous system. Each neuron has three key parts: dendrites, which receive incoming signals; the cell body (soma), which processes those signals; and the axon, which carries the outgoing signal to the next cell. However, neurons don’t actually touch each other. Between any two neurons lies a tiny gap called a synapse.

For a signal to cross this gap, it must be converted from an electrical impulse into a chemical message. This chemical signal is called a neurotransmitter. The sending neuron releases neurotransmitter molecules into the synapse; those molecules then bind to receptors on the receiving neuron and trigger the next signal in the chain. This process – happening billions of times per second across the nervous system – is what allows the brain to coordinate every thought, sensation, and movement.

As Cleveland Clinic describes, neurotransmitters carry chemical signals from one neuron to the next target cell, which can be another nerve cell, a muscle cell, or a gland. The body simply cannot function without them.

Dopamine: the movement messenger

Among the many neurotransmitters in the brain, dopamine holds a particularly important role in movement. It is produced primarily in the substantia nigra and acts as a key modulator within the basal ganglia circuit. According to research published on NCBI, dopamine plays an essential role in several brain functions, including learning, motor control, reward, and executive functions.

In terms of movement specifically, Mayfield Brain & Spine explains that dopamine-producing nerve cells in the substantia nigra are responsible for relaying messages that plan and control body movement. When dopamine is released into the basal ganglia, it helps balance two competing pathways – one that promotes movement (the direct pathway) and one that suppresses it (the indirect pathway). This balance is what allows us to move smoothly and purposefully.

The impact of dopamine deficiency in Parkinson’s disease

In Parkinson’s disease, the dopamine-producing neurons in the substantia nigra begin to degenerate and die. The reason this happens is not yet fully understood, but the consequences are well-documented. According to current research, by the time the motor symptoms of Parkinson’s become noticeable, between 50 and 80 percent of all dopaminergic neurons in the substantia nigra may have already degenerated.

As dopamine levels fall, the carefully maintained balance between the direct and indirect pathways in the basal ganglia is disrupted. Research published in the journal Neuron explains that when dopamine is lost, the direct (movement-promoting) pathway becomes underactive while the indirect (movement-suppressing) pathway becomes overactive. The net effect is excessive inhibition of the brain regions that initiate movement – meaning the brain essentially has too many brakes and not enough acceleration.

This neurological disruption produces the hallmark symptoms of Parkinson’s disease:

  • Tremor at rest – involuntary shaking, typically in the hands, that decreases with purposeful movement
  • Bradykinesia – slowness of movement, affecting everything from walking pace to facial expression
  • Muscular rigidity – stiffness in the limbs and trunk that makes movement effortful
  • Postural instability – balance problems that increase the risk of falls

As Mayfield Clinic notes, when approximately 80 percent of dopamine is lost, these symptoms of Parkinson’s disease – including tremor, slowness of movement, stiffness, and balance problems – become clinically apparent.

Why the disruption spreads beyond movement

While the basal ganglia have traditionally been seen as the central region affected by Parkinson’s, research published in npj Parkinson’s Disease proposes that the disorder should be understood as a dysfunction of the broader basal ganglia-cortex-cerebellum system. This wider perspective helps explain why Parkinson’s disease can also affect cognition, mood, and autonomic functions like digestion and sleep – well beyond simple movement impairment.

Additionally, the death of dopamine-producing cells is often accompanied by the formation of abnormal protein clumps called Lewy bodies – misfolded proteins (primarily alpha-synuclein) that accumulate inside neurons. These Lewy bodies are found not just in the substantia nigra, but also in the cortex, the amygdala, and structures linked to heart rate and digestion, which helps explain the range of symptoms that people with Parkinson’s experience.

A condition that progresses over time

The word “progressive” in the definition of Parkinson’s disease is important. The condition does not appear overnight, nor does it remain static. Neurons continue to degenerate over time, and symptoms typically worsen gradually. Research from India notes that Parkinson’s disease primarily affects those over the age of 60, though younger-onset cases do occur. As more people are diagnosed at younger ages, the importance of early recognition and long-term support continues to grow.

For educators, disability support professionals, and families, understanding this progressive nature means recognizing that the level of support a person with Parkinson’s needs today may be very different from what they will need a year from now. Flexibility, awareness, and ongoing adaptation are essential.

What do you think? Considering that Parkinson’s disease progressively disrupts the brain’s own communication system, how might this understanding change the way educators and support professionals design learning environments or daily routines for individuals living with the condition? And given that dopamine deficiency affects not just movement but also mood and cognition, how should disability support training be updated to reflect this broader neurological impact?

How useful was this post?

Click on a star to rate it!

Average rating 0 / 5. Vote count: 0

No votes so far! Be the first to rate this post.

We are sorry that this post was not useful for you!

Let us improve this post!

Tell us how we can improve this post?

References
  1. https://www.disabilityrightsindia.com/2017/04/what-21-disabilities-covered-in-rights.html
  2. https://pmc.ncbi.nlm.nih.gov/articles/PMC6436405/
  3. https://pmc.ncbi.nlm.nih.gov/articles/PMC10637607/
  4. https://medlineplus.gov/ency/anatomyvideos/000089.htm
  5. https://www.msdmanuals.com/home/brain-spinal-cord-and-nerve-disorders/movement-disorders/parkinson-disease-pd
  6. https://www.neurolab360.com/blog/basalgangliaandpd
  7. https://my.clevelandclinic.org/health/articles/22513-neurotransmitters
  8. https://www.ncbi.nlm.nih.gov/books/NBK539894/
  9. https://mayfieldclinic.com/pe-pd.htm
  10. https://en.wikipedia.org/wiki/Parkinson%27s_disease
  11. https://www.sciencedirect.com/science/article/pii/S0896627319302119
  12. https://www.nature.com/articles/npjparkd201625

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *

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