PPubMed28 Jun 2022Cited 14×

The Role of Parenting Interventions in Optimizing School Readiness for Children With Disabilities in Low and Middle Income Settings

Tracey Smythe, Nihad A. Almasri, Marisol Moreno Angarita, Brad D. Berman, Olaf Kraus de Camargo, Mijna Hadders-Algra, Paul Lynch, Maureen Samms-Vaughan, Bolajoko O. Olusanya

Abstract

Children with disabilities should be able and have a right, to experience positive wellbeing and full involvement at school rather than merely attending education services. Parents of children with disabilities experience emotional distress, isolation and lack of support, particularly in cultures where unfavorable superstitious beliefs about disability prevail (45), which may trigger profound disappointment, prolonged grief and a sense of hopelessness for a seemingly uncertain future for their children (46). Parenting interventions, for school readiness designed for parents to be able to bette

§ The Valyu brief

The paper, in five minutes

Read from the full text via Valyu Contents

Culturally sensitive parenting interventions are essential to improve school readiness for children with disabilities in low‑ and middle‑income countries.

What’s new

i.Highlights the need for culturally sensitive parenting interventions for children with disabilities in LMICs
ii.Proposes a multidimensional roadmap linking parenting interventions, ready schools, and inclusive communities to improve school readiness
iii.Identifies gaps in research, funding, and policy for inclusive early childhood development
iv.Calls for system‑wide strategies and political will to implement inclusive parenting programs

How they did it

The authors conducted a narrative review, synthesizing existing literature, systematic reviews, policy documents, and global reports to discuss parenting interventions and school readiness. They proposed a conceptual model and a roadmap based on this synthesis. The work combines evidence appraisal with policy analysis to outline recommendations.

What they found

Approximately 53 million children under 5 with disabilities worldwide.
50 % of registered clinical trials on early child development excluded children with disabilities.
Only 2 in 10 children globally attend pre‑primary programs; about half of preschool‑aged children attend.
Education spending in 2019: 5.3 % of GDP in North America, 3.5 % in sub‑Saharan Africa, 2.5 % in South Asia.
An additional US $0.50 per person per year is estimated to incorporate early child development into existing services.

Caveats

✕Most evidence on parenting interventions comes from high‑income settings, limiting generalizability to LMICs
✕Ethical challenges and cultural relevance of interventions in low‑resource contexts are noted
✕There is a lack of large‑scale implementation data and investment in national parenting programs
✕The article is a narrative review rather than an empirical study

§ The Valyu brief

Reading the full paper and taking notes. This takes a few seconds…

§ Ask this paper

Ask a question about this paper

Valyu reads the full text and answers from what the paper actually says.

§ Related work in other archives

The Role of Parenting Interventions in Optimizing School Readiness for Children With Disabilities in Low and Middle Income Settings

The paper, in five minutes

Ask a question about this paper

Similar papers in all four archives

Similar papers in all four archives

The paper, in five minutes