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Throughout the world, parents of children with special needs face challenges when looking for support for their child. Whether the issue is one of accessibility, affordability or effectiveness or a combination of these issues these challenges persist in developed and developing countries. However, there is now a substantial body of research that identifies parents as necessary partners in the therapy provided to their child. Engaging parents in therapies for children with special needs improves outcomes and can also address the issues of accessibility and affordability. In most cases, this assumes a family-centered approach, as parents must participate in goal setting and decisionmaking to be active partners and effective co-therapists for their child. This paper reviews some of the literature that documents the efficacy of parent participation in clinical interventions for a developmental disorder, disability or mental health issue in a child. The studies identify benefits for the child and the entire family, supporting the use of the parent-led intervention model in a variety of settings.
Keywords: developmental disorders, autism spectrum disorder, parents, intervention, empowerment
In parent-led interventions, parents receive knowledge, guidance, resources, training and/or mentoring in some combination from child development professionals such as child psychologists and occupational and speech therapists, or from community health workers who have been trained by child development professionals. When tliis support is provided, it empowers parents with the information, insights, skills and tools they need to advance their child's skills on their own. The support gives them confidence in their own ability to address their child's needs. It also leaves them in a better position to advocate for their child in their communities.
Review of literature
In his research, Venkatesan (2004) states that "One of the most powerful avenues to reach children with disabilities is by extending home-based training programmes between professionals to parents and caregivers." His training guide for parents, teachers and caregivers who care for children with developmental disabilities notes that the strengths of parents and professionals must be combined and optimized to create a foundation for a productive partnership. He adds that parents "have valuable information about their child's behaviour, interests, likes and dislikes, temperament, abilities, etc. They share a greater physical and psychological proximity with the disabled child. They spend more time with the...