The effect of home-based interventions on the development of children with intellectual disabilities in Makurdi LGA, Benue State
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- NGN 5000
Background of the Study
Home-based interventions are emerging as a vital component in supporting the development of children with intellectual disabilities, particularly in regions where institutional services are limited. In Makurdi LGA, Benue State, many families rely on in-home strategies to supplement formal educational and therapeutic services (Udo, 2023). These interventions typically involve tailored learning activities, parent-led therapy sessions, and community support networks that help children develop essential cognitive, social, and motor skills. Research indicates that home-based programs can be highly effective when parents are equipped with the right resources and training (Eze, 2024). In Makurdi, such programs not only address developmental challenges but also foster stronger familial bonds and improve overall child well-being. However, the success of these interventions depends on multiple factors, including parental commitment, availability of expert guidance, and cultural acceptance of alternative educational approaches. Recent studies have highlighted that home-based interventions, when combined with periodic professional input, can lead to significant improvements in a child’s developmental trajectory (Okoro, 2025). The study also examines the challenges faced by families, such as limited access to specialist advice and socio-economic constraints that may hinder program implementation. By exploring both qualitative and quantitative evidence, this research aims to provide a comprehensive evaluation of home-based interventions in Makurdi, offering insights into best practices and potential areas for improvement. In doing so, the study contributes to the broader discourse on inclusive education and community-based support systems, aligning with global trends in early intervention and special needs education (Nwachukwu, 2023).
Statement of the Problem
Despite the potential benefits of home-based interventions, children with intellectual disabilities in Makurdi LGA often do not receive adequate support due to various challenges. Many families face difficulties in implementing effective home-based programs because of insufficient training, limited access to professional guidance, and economic hardships. As a result, these children may experience slower developmental progress compared to peers receiving structured institutional care. Furthermore, there is a lack of systematic evaluation of home-based approaches in this locality, leading to uncertainty about their overall effectiveness. Parents report feeling overwhelmed by the dual burden of caregiving and trying to implement specialized interventions without sufficient external support. This situation is exacerbated by a dearth of community resources and organized networks that could provide necessary assistance. Consequently, the gap between the potential of home-based interventions and their practical outcomes remains wide. This study seeks to identify the critical barriers that limit the effectiveness of home-based interventions and to propose strategies that could empower parents and caregivers in Makurdi. In doing so, the research will address systemic deficiencies and contribute to developing a more sustainable framework for supporting children with intellectual disabilities (Akinola, 2024).
Objectives of the Study
• To evaluate the effectiveness of home-based interventions on child development.
• To identify the challenges faced by families in implementing these interventions.
• To recommend strategies for enhancing support and training for caregivers.
Research Questions
• What are the observed impacts of home-based interventions on children with intellectual disabilities in Makurdi?
• What challenges do families encounter when implementing these interventions?
• How can community and governmental support improve the effectiveness of home-based programs?
Research Hypotheses
• H₁: Home-based interventions significantly improve developmental outcomes in children with intellectual disabilities.
• H₂: Lack of professional support negatively affects the success of home-based programs.
• H₃: Enhanced caregiver training is associated with improved intervention outcomes.
Significance of the Study
This study is significant as it evaluates a community‐driven approach to special needs education. Its findings will help shape policies and support programs that empower families, ensuring that children with intellectual disabilities in Makurdi receive timely and effective developmental interventions (Obi, 2023).
Scope and Limitations of the Study
This study is limited to home-based interventions for children with intellectual disabilities in Makurdi LGA, Benue State, and does not include institutional programs or other regions.
Definitions of Terms
• Home-Based Interventions: Educational and therapeutic activities conducted in the child’s home environment.
• Intellectual Disabilities: Limitations in intellectual functioning and adaptive behavior.
• Caregiver Training: Programs designed to equip parents and family members with skills to support child development.
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