Disabled Children Research Articles

Value of Ultrasound as an Alternative to X-Ray in Assessment of Paediatric Upper Limb Trauma

Abstract Background Pediatric fractures are a common presentation in the Orthopedic Emergency Department. Trauma is the commonest cause of injury and disability in children and young adults worldwide. Aim of the Work This study aimed to establish the value of ultrasound compared to plain radiography (as a standard care imaging modality) in the assessment of pediatric upper limb traumatic fractures. Patient and Methods This prospective observational study was done among 30 patients with limb fracture who referred to Ain Shams University Hospital and Sohag Teaching Hospital. Results Our results showed that the sensitivity of sonography was 100% and its specificity 62.5%; the positive and negative predictive values were 88% and 100%, respectively with accuracy 90%. These results show that US had high sensitivity and specificity in assessment of pediatric upper limb traumatic fractures. Conclusion Our prospective observational study was done among 30 patients with limb fracture who referred to Ain Shams University Hospital and Sohag Teaching Hospital and In summary, the findings of this research showed that ultrasound, Alternative To X-ray, has high sensitivity and specificity in the diagnosis of pediatric upper limb traumatic fractures.

Early Indicators of Learning Disabilities in Children with Developmental Language Disorder Compared to Their Typically Developing Peers

Developmental language disorder (DLD) is a language deficit affecting approximately 7% of the general population and does not associate with any hearing impairment, neurological damage, or mental disorder. In DLD, the complications arise over time due to the learning difficulties experienced, which causes eventual cognitive delay compared to peers. Therefore, early diagnosis is important in children with DLD. In this study, the objective was to screen for early signs of learning disability in children aged 4 to 6 years with DLD. The study included 30 normal developing children and 26 children with DLD. The children with normal development comprised 17 boys and 13 girls, while the group of children with DLD included 16 boys and 10 girls. Learning disability was evaluated using the Learning Disability Early Symptoms Screening Scale (LDESSS) and Test of Early Literacy (TEL). Children with DLD scored higher on all subscales of LDESSS and lower on all subscales of TEL than the normal developing group ( p < .001). According to LDESSS and TEL scores, the risk of learning disability in children with DLD was significantly higher than the normal developing group. In addition, gender had no significant association in terms of learning disability. Since the risk of learning disabilities in children with DLD is higher than normal developing peers, early diagnosis and early therapy is recommended to prevent academic and social problems in the future.

Predictive value of the C-reactive protein to albumin ratio in the treatment of septic arthritis in young children: a retrospective study

IntroductionSeptic arthritis (SA) can cause lifelong disability in children due to joint dysfunction but there is controversy regarding the timing of surgery in SA. The C-reactive protein to albumin ratio (CAR) has emerged as a novel marker of inflammation and has been extensively used in predicting inflammatory bowel disease, arthritis, and systemic inflammation. Despite advancements, few studies have evaluated the role of CAR in SA. Therefore, the present study was aimed to investigate whether CAR could serve as predictive indicators for determining whether patients under four years old with SA should be managed conservatively or require surgical intervention, and to analyze its predictive accuracy. HypothesisAn increase in CAR values among patients under four years old with SA indicates the requirement of surgical intervention. Materials and methodsThis retrospective study enrolled SA children under four years old and divided them into two groups, the surgery and conservative groups. The clinical data between the two groups were compared and multivariate logistic regression was performed to assess the independent predictors of SA requiring surgery. The receiver operating characteristic (ROC) curve and the area under the curve (AUC) were used to determine the predictive ability of CAR in SA requiring surgery. ResultsA total of 82 SA children were included, with 42 children (51.3%) in the surgery group and 40 children (48.7%) in the conservative group. CAR ≥ 1.165 [OR = 12.641, 95% CI (4.264–37.479), p < 0.001] was an independent predictive indicator for surgery in SA children under four years old, with a predicted sensitivity of 0.714, specificity of 0.850, and AUC of 0.793 [95% (0.694−0.893)] indicating good predictive accuracy. DiscussionCAR to be an independent predictive indicator patients under four years old with SA. And a CAR value ≥ 1.165 upon admission in these patients suggests the necessity for surgical intervention. Level of evidenceIV, Retrospective study.

Development and validation of a nomogram for predicting intellectual disability in children with cerebral palsy

ObjectiveIntellectual disability (ID) is a prevalent comorbidity in children with cerebral palsy (CP), presenting significant challenges to individuals, families and society. This study aims to develop a predictive model to assess the risk of ID in children with CP. MethodsWe analyzed data from 885 children diagnosed with CP, among whom 377 had ID. Using least absolute shrinkage and selection operator regression, along with univariate and multivariate logistic regression, we identified key predictors for ID. Model performance was evaluated through receiver operating characteristic curves, calibration plots, and decision curve analysis (DCA). Bootstrapping validation was also employed. ResultsThe predictive nomogram included variables such as preterm birth, CP subtypes, Gross Motor Function Classification System level, MRI classification category, epilepsy status and hearing loss. The model demonstrated strong discrimination with an area under the receiver operating characteristic curve (AUC) of 0.781 (95% CI: 0.7504-0.8116) and a bootstrapped AUC of 0.7624 (95% CI: 0.7216-0.8032). Calibration plots and the Hosmer-Lemeshow test indicated a good fit (χ2= 7.9061, p = 0.4427). DCA confirmed the model's clinical utility. The cases were randomly divided into test group and validation group at a 7:3 ratio, demonstrating strong discrimination, good fit and clinical utility; similar results were found when stratified by sex. ConclusionsThis predictive model effectively identifies children with CP at a high risk for ID, facilitating early intervention strategies. Stratified risk categories provide precise guidance for clinical management, aiming to optimize outcomes for children with CP by leveraging neuroplasticity during early childhood.

Human neural stem cells transplanted during the sequelae phase alleviate motor deficits in a rat model of cerebral palsy

AimsCerebral palsy (CP) is the most common physical disability in children, yet lacks an ideal animal model or effective treatment. This study aimed to develop a reliable CP model in neonatal rats and explore the effectiveness and underlying mechanisms of human neural stem cells (hNSCs) transplantation during the sequelae phase of CP. MethodsVasoconstrictor endothelin-1 (ET-1) was administered intracranially to the motor cortex and striatum of rats on postnatal day 5 to establish a CP model. hNSCs (5 × 105/5 μL) pretreated with hypoxia (5% O2 for 24 h) were transplanted near the infarct 3 weeks after ET-1 injury (the sequelae phase). The distribution and differentiation of hNSCs were observed after transplantation. Changes in neurotrophic factors, neurogenesis, angiogenesis, axonal plasticity, and motor function were analyzed. ResultsNeurobehavioral tests showed poor muscle strength and postural control in young ET-1 rats. Motor deficits of the left forelimb and gait abnormalities persisted into adulthood. Histopathological findings and MRI indicated the atrophy of the cortex, striatum, and adjacent corpus callosum in ET-1 rats. At 56 days after transplantation, hNSCs were widely distributed in the ipsilateral hemisphere, and differentiated into neurons, oligodendrocytes and astrocytes. Transplantation of hNSCs increased BDNF and VEGF expression, EdU+ cell number in the SVZ area, RECA-1+ vessel density and GAP-43 intensity around the lesion in ET-1 rats. The cylinder test revealed a significant increase in the left forelimb motor function from 28 days after transplantation, and the staircase and CatWalk tests showed improvements in fine motor function and gait parameters. ConclusionsIntracerebral injection of ET-1 modelled key functional and histopathological features of CP. hNSCs transplanted during the sequelae phase of CP resulted in long-term improvement in motor performance, possibly attributed to its capacity to stimulate neurotrophic factors, facilitate neurogenesis, angiogenesis, and promote axonal plasticity.

Compare the effectiveness of two treatments, behavioral activation and acceptance and commitment therapy, on depression and mental rumination in mothers of children with cerebral palsy in Ilam city.

Since in most families, mothers are more responsible for taking care of children and have more responsibility than fathers for monitoring the child, taking care of a disabled child can have a more negative effect on the psychological state of mothers. This study aimed to investigate the effectiveness of behavioral activation (BA) and acceptance and commitment therapy (ACT) in depression and rumination in mothers with children with cerebral palsy. This research was quasi-experimental field research with a pre-posttest and control group. The study population comprised 237 mothers with children who had cerebral palsy and were referred to occupational therapy centers in Ilam, Iran. The sample consisted of 60 participants selected by convenience sampling, who were randomly divided into two experimental groups (BA and ACT) and a control group (n = 20 per group). Data were analyzed using Statistical Package for the Social Sciences (SPSS) version 27.0 with descriptive and inferential statistics, such as mean, standard deviation, and multivariate analysis of covariance (MANCOVA). The results of both BA and ACT were effective in reducing depression (P < 0.01) and rumination (P < 0.01) in the two experimental groups compared with the control group in the posttest phase. Furthermore, the effectiveness of the ACT in reducing depression and rumination was found to be more significant than the effectiveness of BA (P ≤ 0.05). The findings of the study suggest that both BA and ACT are effective in reducing depression and rumination in the research participants. However, the study also found that ACT was more effective than BA in reducing depression and rumination. Thus, both approaches can be used to strengthen treatment interventions to lessen depression and rumination in the research participants.

Challenges to Implement the Inclusive Education in Pakistan: A Case of Intellectually Disabled Children

This study aimed to explore the current education status of Intellectually Disabled Children and the challenges to inclusion of Intellectually Disabled Children in Pakistan. Using a quantitative research approach, data was gathered from the families of students having intellectual disabilities using mother’s reports about the interaction of normal sibling with intellectually disabled children in a school environment. The findings of the study reveal that the level of warmth is much higher in the inclusive education classes as compared to the Rivalries, Relative Status and Conflicts with intellectually disabled students. A higher level of empathy increases the sense of responsibility, tolerance, and encouragement. The research strongly recommends that the educationist and professionals must initiate the teachers’ awareness programs about disabilities. Government and media can assist in spreading awareness about relationship and interactions among students by establishing awareness programs that focuses on the implementation of the inclusive education systems in Pakistan.

Translation, Adaptation, and Validation of the Social Stigma Scale

The present study was designed to translate, validate, and adapt the Social Stigma Scale (SSS) (Maria et al., 2020) in the English language. The current study was designed in two phases. The first phase was the SSS’s translation into the English language through the forward and backward translation methods. The linguistic equivalence between the English and Urdu versions of the scale of SSS was measured (r=.97) in the pilot study, where an item was excluded due to low inter-item reliability. Secondly, the psychometric properties of the translated version of the SSS were established using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Convergent and Divergent Validity, and Test-Retest Reliability. The EFA retrieved a factors solution with 19 items, and the CFA confirmed a four-factor model with 12 items. The convergent and divergent validity and test-retest reliability showed that the translated version of the scale was a valid and reliable measure of the Social Stigma Scale among parents of disabled children.

EXAMINING ABLEIST NARRATIVES: MEDIA PORTRAYALS OF DISABILITY AND CONTROVERSIES IN MALAYALAM CINEMA

The concepts such as ‘normal’, ‘normalcy’ and ‘able-bodied’ set the parameter in an able-society to evaluate a person’s ability and disability. The ableist conscious inherent in the representation of the disabled in Malayalam cinema has been celebrated in the early 1990s to the end of 2010s, and the auteurs of the film themselves claim that their films support the community through these representations. Disability depictions often vacillate between a comic interlude, underplayed heroism, liability and burden (Menon, Neelima 1). There has always been a conflict between the representation of the disabled through the ableist lens and their question of identity. Even when the representations occur, it connotes the successful life of the able-body. The climax sequence of Athbhutha Dweepu (2005) and the disabled protagonist’s soliloquy is one such of a kind. There have been many stigmas and stereotypes associated with disability that are inherent in the ableist consciousness; they are portrayed in several television programs that tend to promote charity model of disability and often blends it with inspiration-porn. The film Kaduva (2022) was scrutinized highly in recent times, due to its insensitive comment on the birth of the disabled children and deeds of their parents. The continued discussions on the online platforms and several posts from the parents of the disabled forced the aforementioned film’s team to appear before the public to apologize for the comment. The profound implications of the prevalence of normalcy have a significant impact on the very essence of cultural production. Characters with disabilities consistently carry ideological significance, as do instances of illness or accidents that alter these characters. The paper aims to examine ableist memes disseminated through social media platforms, distinguishing between ableism and disablism. It broadly investigates the media's handling of the Kaduva issue and various instances in television programs to analyse the perpetuation of stigma and the construction of normalcy.

The Importance and Role of Inclusive Education in Educational Institutions

Inclusive education is a state policy aimed at eliminating barriers between disabled and able-bodied children, children with special educational needs, adolescents with disabilities for some reasons, developmental disabilities, or is an educational system that represents inclusion in the general education process aimed at adapting to social life regardless of economic difficulties. Inclusive education ensures that children with special needs receive education on the basis of equal rights with children of normal development. Currently, the education of children with special needs in the system of general education institutions is the main topic that has caused a wide discussion at the world level, and declarations and decisions are being made at the world level. Many countries of the world recognized them. But to date there are many problems in their implementation. In some countries, when laws or decisions on general education are adopted, the issue of education of disabled children is not included in it. But the recognition of inclusive education will not depend only on passing laws. Experiments were conducted in 14 schools in 3 cities of the republic. 114 healthy, 41 disabled students, parents of students, 36 pedagogues were involved. During the research, observation, interview, pictures, tests, and social survey were used.

Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students’ self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students.

Understanding and alleviating informal caregiver burden through the development and validation of a caregiver strain index-based model in Taiwan

BackgroundQuantifying the informal caregiver burden is important for understanding the risk factors associated with caregiver overload and for evaluating the effectiveness of services provided in Long-term Care (LTC).ObjectiveThis study aimed to develop and validate a Caregiver Strain Index (CSI)-based score for quantifying the informal caregiver burden, while the original dataset did not fully cover evaluation items commonly included in international assessments. Subsequently, we utilized the CSI-based score to pinpoint key caregiver burden risk factors, examine the initial timing of LTC services adoption, and assess the impact of LTC services on reducing caregiver burden.MethodsThe study analyzed over 28,000 LTC cases in Southern Taiwan from August 2019 to December 2022. Through multiple regression analysis, we identified significant risk factors associated with caregiver burden and examined changes in this burden after utilizing various services. Survival analysis was employed to explore the relationship between adopting the first LTC services and varying levels of caregiver burden.ResultsWe identified 126 significant risk factors for caregiver burden. The most critical factors included caregiving for other disabled family members or children under the age of three (β = 0.74, p < 0.001), the employment status of the caregiver (β = 0.30–0.53, p < 0.001), the frailty of the care recipient (β = 0.28–0.31, p < 0.001), and the behavioral symptoms of dementia in care recipients (β = 0.28–2.60, p < 0.05). Generally, caregivers facing higher burdens sought LTC services earlier, and providing home care services alleviated the caregiver’s burden.ConclusionThis comprehensive study suggests policy refinements to recognize high-risk caregivers better early and provide timely support to improve the overall well-being of both informal caregivers and care recipients.

Социальная помощь семьям группы риска: практика реализации проекта «Обучение служением»

Interaction with high-risk families and providing social assistance to children from these families are among the priority issues considered within the framework of implementing Russian state social policy. The modern period of development of this industry is characterized by the active inclusion of volunteer practices in the process of socialization and prevention of deviant behavior among members of high-risk families, including through the formation of their subjectivity. One of the examples of volunteer practices analyzed in the study is the Ministry Training Project. By the method of content analysis, current social orders implemented within the framework of the project under study were systematized and described as one of the directions for interaction with families of the risk group and children from these families. The results of the study demonstrate differences in the degree of prevalence of Ministry Training Project practices in relation to at-risk families. The implementation of the project’s social orders is extended to only one category of this group – families raising disabled children and children with disabilities, while other categories (social orphans, antisocial families, single-parent families, etc.) are not represented within the framework of the project.

Understanding autism and its treatment: The child's perspective

IntroductionWhile parents' and professionals’ perceptions regarding children with autism spectrum disorder (ASD) have been studied extensively, limited data regarding the perspectives of children with ASD on their needs and the challenges they face are available. The study aimed to examine how children with ASD understand their condition and the aims of the interventions they undergo. MethodsNineteen children and adolescents (ages 5.7–14.2 years) formally diagnosed with ASD, with borderline to high intelligence (range 70–140), and able to converse verbally were interviewed in person at a child development clinic. A qualitative approach was used to capture children's perceptions of their strengths and challenges and their understanding of a novel ASD treatment. The interview included direct and projective open-ended questions on each topic. Interpretive content analysis was used to evaluate the children's answers. Medical data were extracted from medical records. The children's parents completed questionnaires on their children's disability levels, awareness of ASD diagnosis, and sociodemographic details. FindingsChildren spoke of their embodied sensations and feelings and discussed “normality” vs. “disability.” They varied in their awareness of their diagnosis/symptoms, and only one boy named his diagnosis and described its consequences in detail. Most children lacked an understanding of the educational and therapeutic aspects of the goals set for them. Discussion and conclusionsChildren with ASD are aware of their unique emotional and behavioral challenges. Nevertheless, they are frequently excluded from the process of patient information provision and lack an understanding of the goals of interventions. Findings suggest the need to explore developmentally and emotionally adaptive ways to involve children with ASD in discussions of their condition and possible interventions.

Обучение детей с ограниченными возможностями здоровья в системе дополнительного образования (из опыта работы МО ДО «Станция юных натуралистов» г.о. Прохладный)

The article reviews the experience of creating and implementing a developing subjects-related and educational environment based on the "Sunny Bunny" program for disabled children studying at the "Station for Young Naturalists" in the Prokhladny city district of the Kabardino-Balkarian Republic. The program takes into account the characteristics of intellectual and physical development of children. The method of formation of social skills of mentally retarded children through the use of animal therapy and natural therapy is described.

Psychosocial Burden in Parents Having Intellectually Disabled Children: A Hospital-based Study

Abstract Background: Intellectual disability is a non-communicable health disorder that has become a public health concern worldwide, with a marked impairment in communication, academic, and social skills. It is important to identify the level of psychological stress among parents of these children. Hence, this study was designed to assess the level of psychological stress among parents having intellectually disabled children. Materials and Methods: The study was conducted in the Physical Medicine and Rehabilitation outpatient department (OPD) at Kalawati Saran Children’s Hospital, New Delhi. Data were collected to analyze the psychological stress in families. Parental Stress Scale (PSS) was used as the tool to measure stress in parents. Results: A total of 170 mothers were enrolled in the study. In total, 14 different variables were considered plausible contributing factors to the mother’s stress. Four variables demonstrated a clear linear association between variable values and PSS. These variables were a) per-capita monthly family income, b) socioeconomic status, c) study subjects’ occupation, and d) duration of disability. The overall mean PSS for the entire cohort was found to be 47.14 ± 2.93. The reference criteria for low stress was 19–45, and it was 45–90 for high stress. Conclusion: The study suggests that mothers of children with intellectual disability experience high stress. Raising a child with special care needs is overwhelming for mothers. Appropriate clinical services should be provided to support parents of children with disabilities and offer resources to educate and enable mothers to manage their children’s disabilities and needs.

Social Determinants in COVID-19 Experiences of Children With Disabilities Receiving School-Based Services in Chicago: Mixed-Methods Study of Parent/Guardian Perspectives.

To identify the impact of social determinants on the experiences of children with disabilities and their families during the COVID-19 pandemic from the perspective of parents/guardians. A mixed-methods study engaged parents/guardians of children with Individualized Education Programs (IEPs) in July to August 2021 at a developmental/behavioral pediatrics clinic in 1 urban academic medical center. All parents/guardians completed study-specific surveys on experiences and impact of COVID-19. A subset completed semi-structured interviews. Analysis included descriptive statistics and Fisher exact tests for survey questions and thematic analysis to code interviews and identify themes. Results were corroborated by experts in developmental/behavioral pediatrics and special education. Participants included 24 parents/guardians representing 27 children (mean = 7.37 years). A majority attended public school (78%) and identified as non-White (78%). Most commonly, the children's disabilities were autism (52%), attention-deficit hyperactivity disorder (37%), and speech/language impairment (33%). The services received by children most commonly were speech/language (89%) and physical/occupational (70%) therapies. Five themes emerged about the impact of social determinants on experiences during COVID-19 related to: adapting to disruption of routines, attendance/engagement in learning, interruption of IEP services, support for children and families, and challenges with technology. Social determinants, such as housing, income, insurance, and quality of education, affected the experiences of families and their ability to adapt to the needs of children with disabilities in the setting of COVID-19 pandemic-related changes.

Cripping sex education: reflections on a public pedagogy project

ABSTRACT In response to recent calls for ‘cripping sex education’, we describe and reflect on an 11-week public pedagogy project in Canada that paired five community sexuality educators with 78 undergraduate students to make digital sexuality education tools for disabled, Deaf, and queer children and youth. From a perspective that argues for a genealogy of crip desire in childhood, we reflect on the possibilities and limitations of an intellectual partnership project, called Cripping Sex Education: Creating Digital Tools for Disabled, Deaf, and Queer Kids. This public pedagogy project centred crip theory, coalition building, and critical digital pedagogy in its aim to discover how cripping sex education might be feasible within the parameters of our institutions, vocations and lives. The work required all partners to consider new pedagogical formations of sexuality education, including through ethical engagements, relational rights, and expansive approaches to access. Interviews with three student participants reveal that cripping sex education involves thinking broadly about accessibility, challenging normalcy and, as disability justice principles attest, centring those who are most impacted. We close with recommendations for future cripping sex education pedagogical work that honours already existent crip desires, childhoods, and futures.

Relationship of Fatigue, Pain Interference, and Physical Disability in Children Newly Diagnosed With Juvenile Idiopathic Arthritis.

Our objectives were to quantify the relationships among fatigue, pain interference, and physical disability in children with juvenile idiopathic arthritis (JIA) and to test whether fatigue mediates the relationship between pain interference and physical disability in JIA. Patients enrolled within three months of JIA diagnosis in the Canadian Alliance of Pediatric Rheumatology Investigators (CAPRI) Registry between February 2017 and May 2023 were included. Their parents completed the Patient-Reported Outcomes Measurement Information System fatigue and pain interference short proxy questionnaires and the Childhood Health Assessment Questionnaire disability index at registry enrollment. Associations were assessed using Pearson correlations and multiple linear regression. Structural equation modeling (SEM) was used to test if fatigue mediates the relationship between pain interference and physical disability. Among 855 patients (61.4% female, 44.1% with oligoarthritis), most reported fatigue and pain interference scores similar to those in the reference population, but 15.6% reported severe fatigue and 7.3% reported severe pain interference, with wide variation across JIA categories. Fatigue was strongly correlated with pain interference (r = 0.72, P < 0.001) and with physical disability (r = 0.60, P < 0.001). Pain interference (β = 0.027, P < 0.001) and fatigue (β = 0.013, P < 0.001) were both associated with physical disability after controlling for each other and potential confounders. SEM supported our hypothesis that fatigue partially mediates the relationship between pain interference and physical disability. Our findings suggest both fatigue and pain interference are independently associated with physical disability in children newly diagnosed with JIA, and the effect of pain interference may be partly mediated by fatigue.

A critical history of child protection and welfare services for disabled children in the Republic of Ireland, 1960–2023

Existing research demonstrates at least threefold higher rates of maltreatment for disabled children than for their non-disabled peers. The situation is compounded by pervasive impediments to effective safeguarding practice for disabled children. While scholarly attention to this area is growing, one aspect remains thoroughly neglected in the Irish context, namely, historical accounts of disability and child protection are stark by their absence. This article presents key historical changes in child protection and welfare practice for disabled children from 1960 to 2023 in the Republic of Ireland. The account illustrates how discourses of risk aversion, rights and inclusion have collided with increased bureaucratisation and state regulation. Towards achieving a critical theoretical exposition of the history, conceptual conventions of the ‘5-P’ child protection model (prevention, paramountcy, partnership, protection and parental responsibility) are applied. Key lessons for policymakers and practitioners about the sociocultural construction of child protection and disability are then extracted and, with respect to informing future practice, critically explored.