ABSTRACT
One of the most momentous events for a family is learning about their child’s disability. This may occur prior to the birth, at birth, or even several years later. Parents tend to express greater dissatisfaction regarding how they were informed of the disability than with almost any other interactions regarding their children (Russell 1991). This chapter reviews current research that shows that the way in which the diagnosis is given can have a beneficial effect on subsequent parent-child relationships and the relationship between parents and professionals. It concludes with guidelines for implementing a policy for best practice regarding the giving of a diagnosis to the parents of children with long-term special needs.
