An assessment of parental knowledge on early intervention strategies for children with disabilities in Yola North LGA, Adamawa State
- Project Research
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- NGN 5000
Background of the study
Early intervention strategies are critical in addressing developmental challenges faced by children with disabilities. Parental knowledge plays a pivotal role in the successful implementation of these strategies, ensuring that children receive timely support and resources essential for their cognitive, emotional, and social development. In Yola North LGA, Adamawa State, the significance of early intervention is amplified by the unique socio-cultural and economic landscape, which often affects access to specialized services. Parents serve as the primary agents of change, and their understanding of early intervention methodologies can determine the effectiveness of support provided (Mohammed, 2023). Recent initiatives have focused on educating parents through community programs, healthcare outreach, and school-based workshops. These initiatives aim to bridge the knowledge gap and empower parents with practical tools to support their children. Despite these efforts, many parents in Yola North LGA remain inadequately informed about available early intervention strategies, leading to delayed diagnoses and suboptimal outcomes (Sule, 2024). Furthermore, cultural beliefs and traditional practices sometimes conflict with modern intervention techniques, limiting the adoption of evidence-based practices. The scarcity of resources and professional guidance in the region further compounds these knowledge gaps (Abubakar, 2025). Understanding parental knowledge in this context is essential not only for improving individual outcomes but also for informing broader policy and programmatic initiatives. By identifying areas where parental knowledge is deficient, stakeholders can develop targeted educational programs tailored to community needs. This study, therefore, seeks to evaluate the level of parental awareness and understanding of early intervention strategies in Yola North LGA, with the goal of informing policy reforms and educational outreach programs that enhance support systems for children with disabilities.
Statement of the problem
Despite the recognized importance of early intervention strategies in mitigating developmental challenges for children with disabilities, a significant gap in parental knowledge persists in Yola North LGA, Adamawa State. Many parents remain unaware of the critical time windows for effective intervention and the techniques available to support their children’s development, leading to delayed identification of developmental issues. This lack of knowledge is exacerbated by limited access to reliable information and structured educational programs focused on early intervention (Mohammed, 2023). Additionally, cultural and socio-economic factors further hinder the dissemination of vital information. In communities where traditional practices are dominant, parents may prefer conventional remedies over evidence-based interventions, thereby delaying or foregoing early support (Sule, 2024). The deficiency in parental awareness not only compromises individual child development but also poses challenges for community-wide efforts to implement early intervention measures effectively. Furthermore, the absence of coordinated efforts between healthcare providers, educational institutions, and community organizations results in fragmented information dissemination. This disjointed approach leaves many parents without the necessary guidance to navigate early intervention options, adversely affecting the long-term developmental outcomes for children with disabilities (Abubakar, 2025). Addressing these issues requires a thorough investigation into current levels of parental knowledge, the barriers to effective communication, and the overall impact of these factors on early intervention practices. This study aims to uncover these critical insights to propose actionable strategies that improve parental understanding and ultimately enhance early intervention outcomes.
Objectives of the study:
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To assess the current level of parental knowledge on early intervention strategies for children with disabilities in Yola North LGA.
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To identify the barriers that hinder effective dissemination of early intervention information.
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To recommend strategies for improving parental awareness and understanding of early intervention practices.
Research questions:
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What is the current level of parental knowledge regarding early intervention strategies in Yola North LGA?
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What are the primary barriers to effective dissemination of early intervention information?
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How can targeted educational programs improve parental understanding and application of early intervention strategies?
Research Hypotheses:
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H1: There is a significant deficit in parental knowledge of early intervention strategies in Yola North LGA.
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H2: Cultural beliefs and socio-economic factors significantly impede the dissemination of early intervention information.
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H3: Targeted educational programs can significantly improve parental knowledge and implementation of early intervention strategies.
Significance of the study
This study is significant as it highlights the critical role of parental knowledge in the successful implementation of early intervention strategies for children with disabilities in Yola North LGA. By identifying gaps in awareness and the factors contributing to these gaps, the research aims to inform the development of culturally sensitive educational programs. The findings will assist policymakers, healthcare providers, and educators in designing interventions that promote early detection and support, thereby enhancing developmental outcomes for children with disabilities.
Scope and limitations of the study:
This study is limited to assessing parental knowledge on early intervention strategies for children with disabilities in Yola North LGA, Adamawa State, with a focus on cultural, socio-economic, and informational barriers.
Definitions of terms:
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Early Intervention: A set of strategies and programs implemented at an early stage to support the development of children with disabilities.
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Parental Knowledge: The awareness and understanding that parents possess regarding specific educational or developmental strategies.
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Intervention Strategies: Specific actions and programs designed to address developmental challenges in children with disabilities.
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