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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Intellectual Disability01:29

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
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Autism Spectrum Disorder01:19

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Introduction to Developmental Psychology01:27

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Developmental psychology explores the changes and continuities in human abilities throughout life, encompassing physical, cognitive, linguistic, and social dimensions. Human development is not restricted to growth, but includes aspects of decline, particularly in physical abilities as individuals age. Developmental psychologists seek to understand how people change as they age and how their mental and social skills evolve.Developmental MilestonesA key concept in developmental psychology is...
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Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

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Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
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Updated: Jan 8, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Nothing About Us Without Us in the First 1000 Days: Developing Inclusive Early Years Support With Disabled Families.

Angharad E Beckett1, Neve McLean2, Anna Miller1

  • 1School of Sociology and Social Policy, University of Leeds, Leeds, UK.

Sociology of Health & Illness
|December 14, 2025
PubMed
Summary

Disabled families co-designed an early years program, highlighting how ableism creates barriers. Their solutions promote fundamental transformation for equitable health and social care support.

Keywords:
co‐designdisabilityearly yearshuman rightsinclusioninstitutional ableismparentingsocial model

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Area of Science:

  • Health Services Research
  • Social Care Policy
  • Disability Studies

Background:

  • Existing early years programs in health and social care often have limitations for disabled families.
  • Ensuring disability inclusion from the program's inception is crucial for enhancing caregiver and infant well-being.

Purpose of the Study:

  • To co-design a universal early years program with disabled families.
  • To identify and address exclusionary practices within health and social care provision.
  • To develop practical design principles for inclusive family support.

Main Methods:

  • Conducted intensive co-design workshops with 11 disabled families.
  • Employed barrier mapping and solution generation activities.
  • Utilized thematic analysis to identify key domains of exclusion and inclusion.

Main Results:

  • Co-designers identified four key domains of exclusionary practices: physical accessibility, program flexibility, content inclusivity, and professional practice.
  • Institutional ableism manifests through inaccessible venues, rigid policies, and dismissal of parental expertise.
  • Proposed solutions included accessible venues, flexible attendance, strength-based content, and validated parental expertise.

Conclusions:

  • Meaningful inclusion necessitates dismantling exclusionary systems rather than retrofitting them.
  • Co-designers' insights offer a critique of institutional ableism and practical principles for inclusive services.
  • Participatory approaches can foster equitable family support by generating alternative possibilities.