Correlations between the screen time of children with special needs and their parent-child relationships, home participation, and occupational performance.

This study aimed to examine the relationships between the screen time of children with special needs and of their parents with their home participation, occupational performance, and parent-child relationships according to sex and diagnosis. Parents of 150 children with special needs (age range, 4 to 6 years) such as autism spectrum disorder, cerebral palsy, and attention deficit hyperactivity disorder, as well as undiagnosed and developmentally risky children, were included. The Demographic Information Form, Screen Time Usage Form, Parent-Child Relationship Scale, Participation and Environment Measure for Children and Youth, and Short Child Occupational Profile were used for the data collection. There was a significant relationship between the screen time of girls and their parent-child relationships, home participation, and occupational performance. Moreover, we detected a relationship between the screen time of children with autism spectrum disorder and positive parent-child relationships, home participation, and occupational performance. Therapists should account for screen time in their interventions associated with parent-child relationships, home participation, and occupational performance.

The effect of cognitive reappraisal on emotion recognition in mothers of children with special needs.

Intrinsic family dynamics are an important factor in the development of children with special needs, and mothers' emotion regulation ability influences children's development to some extent. This study examined the intrinsic mechanism of cognitive reappraisal of emotion regulation strategies affecting the emotion recognition ability of mothers of children with special needs. Results indicated that mothers of children with special needs recognized negative emotions significantly faster than typically developing child mothers. After receiving cognitive reappraisal emotion regulation strategies, they significantly improved emotional recognition of surprise and reduced attention bias towards anger. Overall, mothers of children with special needs may have obvious attention bias towards negative emotions, and cognitive reappraisal can target negative emotions to help them to better improve emotional resilience.

Nutritional Problems Among Special Needs Children in a Rural Special Needs Children Home Near Chennai.

Background Special needs children have various health problems, and the most common problems are nutritional deficiency and malnourishment which leads to increased morbidity affecting their quality of life. This study aims to assess the nutritional status and health-seeking behaviour of special needs children. Methods The study was conducted among 46 special needs children at a special needs children's home. After collecting basic sociodemographic details, they were assessed for nutritional status and health-seeking behaviour using a semi-structured questionnaire followed by general and clinical examination. Results Out of these 46 special needs children, 69.6% were male and 30.4% were female. The mean age was 11.69±4.62 years. In this study, 65.22% were underweight; 6.52% were overweight; 10.87% were obese I; 4.35% were obese III; 13.04% were normal. Among them, 37% seek Government healthcare facilities for their healthcare needs. Referral advice was provided to all required children. Conclusion A high proportion of the special needs children were screened positive for nutritional deficiency and malnourishment which needs to be addressed. Interventions should be aimed at correcting the nutritional deficiency and malnourishment by involving the caretakers, mainly mothers of these children.

The effect of drama on psychosocial problems and emotional states of hospitalized children with cancer.

BACKGROUND AND PURPOSE: Hospitalization is a traumatic experience for children. Especially in the case of childhood cancers that require long-term hospitalization, children need psychosocial support. The study aimed to examine the effectiveness of drama in reducing psychosocial problems in hospitalized paediatric children diagnosed with cancer. METHODS: The study used a mixed method approach, combining both qualitative and quantitative methods with a single group. Drama sessions prepared according to the Tasks and Skills Model were used to support their psychosocial conditions. The Facial Expression Form, The Assessment Scale for Psychosocial Symptoms in Hospitalized Children, and the Drawing and Writing Technique were used before and after the drama sessions. RESULTS: This study differs from others in its use of drama intervention to reduce psychosocial problems in children undergoing cancer treatment. As a result of the study, it was found that there was a decrease in anxiety, hopelessness, anger-aggression and communication difficulties among psychosocial problems and a change in mood towards feeling happy. The study suggests that drama sessions were effective in relieving emotional distress in paediatric cancer patients. CONCLUSION: The study suggests that drama sessions were effective in relieving emotional distress in paediatric cancer patients. PRACTICE IMPLICATIONS: Applying drama to children undergoing long-term hospital treatment can help alleviate psychosocial problems by reducing stress, emotional suppression, and compensating for trauma.

The Effect of Social Support on the Mental Health Literacy of Parents Who Have Children with Special Needs: A Moderated Mediating Effect.

Background: It is well known that parents play an important role in the family, particularly the mental health literacy of parents is essential for the growth and development of children. As the parents of children with special needs, they are facing more difficulties and psychological pressure, resulted in more mental health problems. Purpose: The current study examined the effect of social support on mental health literacy, and its underlying mechanisms regarding the mediating role of coping styles and moderating role of social comparison. Methods: Using a cross-sectional design, 165 parents of children with special needs (22-67 years old, M=37.72, SD=8.78) participated in the study. The general information questionnaire, Mental Health Literacy Scale (MHLS), Social Support Rating Scale, Simplified Coping Style Questionnaire, and Social Comparison Orientation Scale were used. Results: We found that objective support positively predicted the mental health literacy, positive coping style played a mediating role between objective support and mental health literacy. In addition, the relationship between objective support and positive coping styles was moderated by social comparisons; for lower levels of opinion social comparison, the effect of objective support on positive coping styles was significantly stronger. Conclusion: We revealed the underlying mechanisms between social support and mental health literacy. The present study has profound implications for mental health literacy services for parents who have children with special needs.

The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs - a systematic review.

Programs involving animals in therapeutic programs are becoming increasingly prevalent. These programs can vary greatly in their approach, scope, and objectives, and they can significantly impact the development of healthy children and those with various disorders. In this systematic review, we sought to investigate the psychological ramifications of animal-assisted activities (AAA), therapies (AAT), and interventions (AAI). We searched for relevant studies using the EBSCO Discovery Service search engine across 85 databases, utilising appropriate keywords. Our search generated 262 results, of which 21 were selected for inclusion after title and abstract screening, as well as full-text analysis. Our findings indicate that dogs and horses are animal-assisted programs' most commonly used animals. Additionally, autism, cerebral palsy, and ADHD were found to be overrepresented in these programs. Furthermore, the length of sessions and overall program duration exhibited considerable variation, regardless of patient age or disease type. The principal measures centred on the physiological variables related to the nervous system and motorium-related indicators. The studies were generally of exceptional methodological soundness. Frequently, the studies narrowed their scope to a single segment or just the child or adolescent, but the outcomes lacked contextual interpretation. Expanding the range of studies by comparing psychological and physiological indicators and conducting follow-up analysis with a longitudinal design would be beneficial.

Building an inclusive education-oriented, ICF-based and multi-faceted education placement service for children with special needs: policy, theoretical framework and methodology / 中国康复理论与实践

ObjectiveTo explore the policy framework, theoretical system and principles of educational placement for children with special needs based on the International Classification of Functioning, Disability and Health (ICF) for the multi-faceted educational placement services and methods for these children. MethodsBased on ICF theory and methods, public policy research techniques, and educational policy analysis, this study systematically investigated the policy architecture and theoretical underpinnings for the educational placement of children with special needs, focusing on an inclusive education-oriented system of multiple placements. ResultsThe study analyzed educational policies, emphasizing the rights to education under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and UNESCO's guidelines on ensuring inclusivity and equity in education which encourage the provision of individualized educational support services and reasonable accommodations to enable the effective participation of students with disablities in education. China, the European Union (EU) and the United States (US) have enacted laws and policies promoting inclusive education, integrating children with disablities into the general education system, and providing them with the same educational opportunities as other children. The development of special education focuses on tailored educational services for those children who need additional support and resources. Policies underscore the need to evaluate the specific needs of children with disablities and provide individualized educational plan based on these needs. ConclusionBased on core content from the CRPD, UNESCO's guidelines, and relevant policies from China, the EU, and the US regarding the education and educational placement services for children with special needs, the theoretical framework and principles of educational placement for children with special needs based on ICF are discussed, proposing contents and methods for constructing a multi-faceted educational placement service system for children with special needs.

Reflections of the COVID-19 pandemic on health problems of children with special needs.

OBJECTIVE: This research aimed to examine changes caused by the COVID-19 pandemic in activities of daily living and health status of children with special needs. METHOD: The current descriptive and comparative study was carried out with 82 students studying at a special education practice school that provided daytime education to children with special needs before and during the COVID-19 pandemic. The Personal Information Form, the Katz Index of Independence in Activities of Daily Living, and the Omaha System Problem Classification Scheme were employed as data collection tools in the research. RESULTS: The 10 most common problems during the COVID-19 pandemic were stated as cognition (86.6%), mental health (75.6%), speech and language (85.4%), interpersonal relationships (79.3%), personal care (79.3%), social contact (64.6%), growth and development (63.4%), neighborhood/workplace safety (58.5%), communication with community resources (57.3%), and caretaking/parenting (n = 47, 57.3%). The incidence of "cognition," "speech and language," "neighborhood/workplace safety," "communication with community resources," and "caretaking/parenting" problems of children with special needs was significantly higher during the pandemic than before the pandemic (p < 0.05; p < 0.001). CONCLUSION: The current research emphasized the significant impacts on the health of children with physical and mental disabilities and loss of opportunity, as their education was considerably interrupted during the quarantine. During a pandemic, the regular evaluation of health benefits/risks is essential to ensure the continuity of medical follow-up, rehabilitation, education, and support mechanisms for children with disabilities.

Assessment of Oral Health Status and Treatment Needs of Institutionalized Children With Special Needs in Poonamallee, Chennai: A Cross-Sectional Study.

Background Dental caries represents a pervasive chronic pediatric ailment that significantly hinders normal patterns of nutrition intake, speech articulation, and daily activities. Notably, children with special needs emerge as a particularly susceptible demographic concerning dental afflictions, specifically in the context of dental caries and periodontal diseases. The objective of this study was to assess the oral health status of children with special needs in Poonamallee, Chennai, India. Methodology This cross-sectional survey involved a total of 1,114 children with special needs, classified into two groups, namely, intellectually disabled and physically challenged. The assessment of various oral health parameters in the study population was performed using the World Health Organization's Oral Health Assessment Form for Children 2013. For quantitative variables, mean and standard deviations were considered. The significance of the difference between quantitative variables was tested using an independent t-test. Statistical significance was set at p-values ≤0.05. Results Of the 1,114 children, 552 were females and 562 were males. Overall dental trauma was noted in 21%. The average decayed missing filled teeth (DMFT) value was 0.74, with intellectually disabled children exhibiting a higher mean compared to the physically challenged group with a mean value of 0.72. Additionally, when assessing gingival conditions, children with intellectual disabilities displayed more unfavorable outcomes compared to their physically challenged counterparts. A need for dental intervention was observed in 97.3% of the pediatric population. A statistically significant difference was found for missing teeth (M) in the DMFT index between the intellectually disabled and physically challenged groups. Conclusions The results of this study emphasize the less-than-ideal oral health condition among children with special needs, highlighting the urgent necessity for the creation of a comprehensive dental healthcare program tailored to their specific needs.

"God gave you a special child because you are special": difficulties, coping strategies, and parental burnout of Jewish mothers - a qualitative study.

Background: "Parental Burnout" is a specific syndrome resulting from an imbalance between continuous exposure to chronic parenting stress and available protective resources. Mothers of children with special needs have an increased risk of Parental Burnout due to dealing with various difficulties from carrying out long-term childcare. Purpose: To examine difficulties, coping strategies, and PB (risk factors and protective resources), among ultra-Orthodox and non-Orthodox Jewish mothers of children with special needs with high or low levels of Parental Burnout. Methods: A qualitative study. Twelve mothers of children with special needs identified with high or low Parental Burnout via a quantitative study were interviewed. The constant-comparative analysis method was used to analyze the findings. Findings: Three themes and twelve categories emerged: 1. Difficulties involved in motherhood with six categories: (a) caregiver burden, (b) task overload, (c) physical and mental self-neglect, (d) environmental, couple-hood, family and social neglect, (e) recognizing the gap between their child with special needs and other children of the same age, (f) the environment's contradictory expectations from the mother; 2. Coping strategies with four categories: (a) practical, (b) spiritual, (c) social and (d) emotional; and 3. Parental Burnout, consequences and coping with two categories: (a) personal and environmental risk factors (e.g., fear of the future, difficulty in trusting others in taking care of their child), and (b) personal and environmental protective resources (e.g., sharing similar circumstances with other mothers, a belief in God). Conclusions and implications: The findings contribute to understanding the unique difficulties, coping strategies and differences in risk factors and protective resources of Parental Burnout among ultra-Orthodox and non-Orthodox Jewish mothers of children with special needs. In order to alleviate the difficulties experienced by mothers and thus also reduce Parental Burnout risk factors and provide effective protective resources, it is recommended to develop empirically based professional guidance for policymakers, child development specialists, nurses, physiotherapists, and informal caregivers.

Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments.

BACKGROUND: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting. AIM: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C. METHODS: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions. TRIAL REGISTRATION NUMBER: NCT05435937.

Validation study on a prediction formula to estimate the weight of children & adolescents with special needs aged 2-18 years old.

BACKGROUND: This study aims to validate two predictive formulas of weight estimating strategies in children with special needs, namely the Cattermole formula and the Mercy formula. METHODOLOGY: A cross-sectional study with a universal sampling of children and adolescents with special needs aged 2-18 years old, diagnosed with cerebral palsy, down syndrome, autism and attention-deficit/hyperactivity disorder was conducted at Community-Based Rehabilitation in Central Zone Malaysia. Socio-demographic data were obtained from files, and medical reports and anthropometric measurements (body weight, height, humeral length, and mid-upper arm circumference) were collected using standard procedures. Data were analysed using IBM SPSS version 26. The accuracy of the formula was determined by intraclass correlation, prediction at 20% of actual body weight, residual error (RE) and root mean square error (RMSE). RESULT: A total of 502 children with a median age of 7 (6) years were enrolled in this study. The results showed that the Mercy formula demonstrated a smaller degree of bias than the Cattermole formula (PE = 1.97 ± 15.99% and 21.13 ± 27.76%, respectively). The Mercy formula showed the highest intraclass correlation coefficient (0.936 vs. 0.858) and predicted weight within 20% of the actual value in the largest proportion of participants (84% vs. 48%). The Mercy formula also demonstrated lower RE (0.3 vs. 3.6) and RMSE (3.84 vs. 6.56) compared to the Cattermole formula. Mercy offered the best option for weight estimation in children with special needs in our study population.

Impact of Social Determinants of Health in the Care of Moebius Syndrome: A Case Report.

Moebius syndrome is a rare congenital disorder characterized by nonprogressive uni- or bilateral abducens nerve (VI) and facial nerve (VII) palsy. Other cranial nerves (CN) such as CN III, IV, and IX-XII may be involved leading to varied presentations. Speech development, communication, and psychomotor complications are common. Given the complexity of the disease, patients require an individualized, multidisciplinary care plan involving many medical specialists. Accessing this level of care without insurance poses seemingly insurmountable challenges and places immense financial strain on both patients with Moebius syndrome and their families. Physicians must advocate for patients with Moebius syndrome and be knowledgeable about the community resources available to them such as non-profit organizations. This report presents a case of Moebius syndrome in an uninsured, immigrant, 13-year-old male and the barriers to providing him with adequate care.

Building Families' Capacities: Community Forums with Parents and Occupational Therapists.

Background. Parents of a child considered to have special needs are at greater risk of stress and exhaustion. Although many occupational therapy interventions can help these children, they often require significant time and energy from families. Purpose. To document the perspectives of parents and occupational therapists regarding ways to offer services that help build families' capacities without overloading them. Method. A qualitative descriptive design guided online community forums with 41 parents and occupational therapists in Quebec, Canada. Findings. Nine key principles to build the capacities of families without overburdening them were identified. These include being sensitive to possible negative impacts of services, avoiding overwhelming the family with information or recommendations, taking the needed time, highlighting the positive, and offering flexible conditions for services. Implications. Our findings help identify how capacity-building rehabilitation services can be offered to families to optimize positive outcomes and minimize harms.

Diving into the Resolution Process: Parent's Reactions to Child's Diagnosis.

This research presents an in-depth observation of parental resolution regarding a child's diagnosis with special needs to help counsellors understand the complexities of parental coping. Sixty-two parents of children with Autism Spectrum Disorder/Intellectual Developmental Delay participated in a Reaction to the Diagnosis Interview and a semi-structured interview. Categorical analysis revealed that 59.7% of the parents had reached resolution, with approximately 40% emotional orientation, 40% cognitive orientation, and 20% proactive orientation. Content analysis revealed three themes: emotions-feelings of guilt, shame, and emotional breakdown; thoughts-fear of stigma and concern for the child's future; actions-concealment, seeking support, and attempts to reject the results of the diagnosis. Whereas most parents were diagnosed as having reached resolution, the content analysis still found complex subject matter suggesting lack of resolution. Research findings show that counsellors should identify the intricate emotional dynamics of parents coping while being cautious of premature coping categorization.

Technology-enhanced and game based learning for children with special needs: a systematic mapping study.

Technology-based education of children with special needs has become the focus of many research works in recent years. The wide range of different disabilities that are encompassed by the term "special needs", together with the educational requirements of the children affected, represent an enormous multidisciplinary challenge for the research community. In this article, we present a systematic literature review of technology-enhanced and game-based learning systems and methods applied on children with special needs. The article analyzes the state-of-the-art of the research in this field by selecting a group of primary studies and answering a set of research questions. Although there are some previous systematic reviews, it is still not clear what the best tools, games or academic subjects (with technology-enhanced, game-based learning) are, out of those that have obtained good results with children with special needs. The 18 articles selected (carefully filtered out of 614 contributions) have been used to reveal the most frequent disabilities, the different technologies used in the prototypes, the number of learning subjects, and the kind of learning games used. The article also summarizes research opportunities identified in the primary studies.

A Randomized Cross-over Trial of Behavior Guidance Techniques on Children with Special Needs during Dental Treatment: The Caregivers' Perceived Mannerisms.

Aim: To compare caregivers' acceptance, consent, and concern toward utilization of a combination of basic behavior guidance technique (CBBGT) and Papoose Board (PB) for their special needs children and to evaluate the impact of PB usage on the caregiver's attitude and the association between their education level, monthly household income, and previous dental experience. Materials and Methods: This cross-over study incorporated 90 special needs children who were recruited to receive dental treatment with two ways of behavior guidance exposures consecutively in the order of A-B/B-A design. Exposure A is CBBGT (distraction, tell-show-do, and positive reinforcement), while Exposure B is PB. The dental procedures were either dental prophylaxis or restoration with a handpiece. Caregivers need to answer a paper-based questionnaire before and after exposure. The Wilcoxon sign rank test and logistic regression were utilized in order to establish the comparability, impacts, and association. Result: About 88 caregivers of special needs children aged between 2 and 15 years completed the sequence. Overall, 98.9% of the children presented with neurodevelopmental disorders. Twenty-seven caregivers were significantly concerned when the combination of basic BGT was applied to their children, and 14 caregivers felt the same for PB. However, the Wilcoxon sign rank test revealed insignificant caregiver scores on acceptance and consent for both methods but significantly improved attitudes towards the use of PB after observing the placement of their children. Conclusion: The studied caregiver demonstrated equivalent acceptance, consent, and concern toward the use of PB and a combination of basic BGT with improved attitudes after comprehensive explanation and real-time observation of PB usage during their children's dental treatment.

Comparative Evaluation of Antibacterial Efficacy of Emblica Officinalis Lollipop Against Streptococcus Mutans Counts in Institutionalized Visually Impaired Children.

Background Among the 1.21 billion population of India, 26.8 million individuals have disabilities, and around five million are visually impaired. These children encounter problems related to oral health maintenance, thus further leading to dental problems. Even though Pediatric dentists treat visually impaired children for their oral problems, they emphasize mainly on the prevention of dental caries. Dental caries has a multifactorial etiology, and dentists are unable to find a complete solution for its prevention. However, reducing Streptococcus mutans has been seen to reduce the caries rate in the past. The use of the herbal product Emblica officinalis to reduce Streptococcus mutans levels has been documented. An affordable delivery system is required to use Emblica officinalis for its anticaries action. Thus, a unique delivery system of herbal sugar-free lollipops containing Emblica officinalis extract was made and can effectively deliver antimicrobial action in visually impaired children. Aim To evaluate the antibacterial efficacy of Emblica officinalis lollipop on Streptococcus mutans counts and pH levels in institutionalized visually impaired children. Method A total of 60 institutionalized visually impaired children (age: 4 to 14 years) were selected. The study consisted of two groups (experimental "Emblica officinalis lollipop" and control "placebo lollipop"), and the children were divided equally into both groups. Children from the study and control groups were subjected to the respective lollipops twice daily for seven days. Streptococcus mutans count and pH count were evaluated at baseline and after seven days post-intervention of the respective lollipop. Results The results showed that in both groups, Streptococcus mutans count was reduced post-intervention. However, the efficacy of the study group (Emblica officinalis lollipop) in inhibiting the Streptococcus mutans count was better than the control group (placebo lollipop). An increase in the pH level was seen post-intervention for both the study and control groups. And on the intergroup comparison, no statistical significance was found. Conclusion The use of Emblica officinalis lollipop is effective in inhibiting the Streptococcus mutans count when compared with the placebo lollipop. While marginal pH change was seen in both groups. Thus, the herbal modality most acceptable without any pharmaceutical concerns should be chosen. Emblica officinalis lollipops can be used in institutionalized visually impaired children to reduce the oral Streptococcus mutans count and maintain a healthy oral cavity.

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs.

BACKGROUND/OBJECTIVES: Heightened stress tends to undermine both teachers' efficacy and students' outcomes. Managing job stress in teachers of children with special education needs is continually recommended due to the increased demands for the teachers to adapt curriculum content, learning materials and learning environments for learning. This study investigated the efficacy of blended Rational Emotive Occupational Health Coaching in reducing occupational stress among teachers of children with special needs in Abia State, Nigeria. METHOD: The current study adopted a group-randomized waitlist control trial design with pretest, post-test and follow-up assessments. Participants (N = 83) included teachers of children with special education needs in inclusive and specialized schools. The bREOHC group was exposed to intersession face-to-face and online REOC program weekly for twelve (12) weeks. Data were collected using Single Item Stress Questionnaire (SISQ), Teachers' Stress Inventory and Participants' Satisfaction questionnaire (PSQ). Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA and bar charts. RESULTS: Results revealed that the mean perceived stress, stress symptoms and the total teachers' stress score of the bREOHC group at post-test and follow up assessments reduced significantly, compared to the waitlisted group. Participants also reported high level of satisfaction with the therapy and procedures. CONCLUSION: From the findings of this study, we conclude that blended REOHC is efficacious in occupational stress management among teachers of children with special education needs.

The role of the household in the social inclusion of children with special needs in Uganda - a photovoice study.

BACKGROUND: Social inclusion establishes a basis for the overall wellbeing of children with special needs. Although children's lives are centred around the household, little is known about the household's influence on social inclusion. Therefore, the aim is to investigate the household's role in the social inclusion of children with special needs in Uganda. METHODS: Twelve carers of children with special needs participated in this photovoice study on the outskirts of Kampala, Uganda - including a training workshop, home visits, in-depth individual interviews and focus group discussion. RESULTS: The social inclusion of children with special needs is highly complex because it has the potential to both benefit and cause harm. The results show that when a disability is socially devalued to a certain degree, carers and their household members have to deal with the ongoing process of stigma management. Depending on the characteristics of the child, carer and household, this can lead to an upward spiral towards visibility or a downward spiral towards concealment - reinforcing social inclusion or stigma, respectively. CONCLUSIONS: Despite the fact that there is disability among Ugandan children it remains a 'hidden reality'. This research helps to reveal this hidden reality by understanding the role of the household in social inclusion in a stigmatized context.