Lessons we can learn

30 years ago parents of children with disabilities had a difficult job advocating for their child. Parent’s needs were not often considered and few children had the opportunity to attend schools. A great deal of time and effort went in to bringing about change.

The following points are drawn from a poster presentation at the ARACY conference in September 2009 about children with disabilities as a special needs group.

They apply almost as readily to gifted children whose needs also often fall outside the norm.

• Early identification and early intervention have been shown to lead to best outcomes. 
• Service providers work in partnership with parents and families (and later schools) to provide them with the skills and knowledge to support and optimise their child’s development and their ability to participate in community life. 
• Parents often move through a number of stages including shock, confusion, anger and disbelief before they accept the diagnosis.*
• At various times the parent will be an advocate, information seeker, spokesperson and public educator for their child.
• Parents with a disabled child are in frantic need of formal and informal support and need thoughtful professionals who respect their feelings
• Such a child impacts on parental wellbeing and functioning 
• Services should be child focussed and family centred.
• Professionals should acknowledge and respect parent’s expertise and knowledge and help families recognise their children strengths
• Professionals must respect families desire to be in control and give families the information they need to make informed decisions. 
• There is a further need to promote positive and collaborative partnerships, for mentoring to be available and for improved partnerships with educational institutions to increase efficacy. 

 (* for many parents of gifted children there is also an element of grieving for their own lost opportunities as they reflect on their own path through school).