Barriers to parental empowerment in the context of multidisciplinary collaboration on behalf of preschool children with disabilities

Abstract

The purpose of this study was to explore the role of parents in multidisciplinary collaboration on behalf of their preschool-aged children with disabilities from the theoretical perspective of empowerment. The study employed a multiple-case study design, including twenty-six individual and two focus group interviews with parents and professionals supporting six children and their families. Three interconnected themes emerged from the analysis. First, parents struggled with navigating a system that was perceived as rigid and cumbersome. Second, parents often found themselves in the position of having to ‘police’ the professionals involved in supporting them. Third, parents expressed a desire to ‘just be parents’ and relinquish a degree of control to professionals. Findings highlight central dilemmas associated with the goal and process of empowerment in the provision of social, educational, and health-related support.