Analyzing two chapters, parents play an essential role in the planning process for a child with disabilities. They care for children and search for the ways how to develop their skills. Therefore, it is vital to have a behavior support intervention plan that can be created after parents receive special education to facilitate the adaptation of a child with disabilities in the community.
In my opinion, the reaction of family members to the birth of a child with disability can be different. However, a child with a disability is not the reason for the breakdown of the family and disruption of well-being. Today, medicine has reached a sufficient level to work with the disabled, effectively strengthening family ties. Specialists in this field are quite knowledgeable and aware of the significance of the family, and special education is a vital factor that will help family members cope with the psychological and physical difficulties of caring for a child with disabilities.
The role of parents is important, however, placing the responsibility entirely on them is not appropriate, as the involvement of teachers is also needed. Family members and teachers need to maintain a symbiotic relationship. It means that they communicate with each other about the child’s interests so that the child can begin to form goals. In order to effectively realize this goal, both parents and teachers have to organize a specific care plan for the development of the skills of children with disabilities so that they communicate with their peers and keep up.
In summary, the involvement of parents and teachers in the process of learning and development of children with disabilities is a necessary prerequisite. They must develop a plan of care based on the skills acquired through special education. Workers, despite achieving great success, are only beginning to use the potential of families to support the development of children with disabilities.