Historically, people with disabilities were not afforded the same rights and opportunities as other community members, and research on families of children with disabilities was “framed by the medical model, which views disability as a biological deficit, necessarily associated with burden and grief” (Lalvani & Polvere, 2013, p. 1). However, more contemporary research has helped to develop understandings about best-practice and how children with disability, developmental delay and neurodivergence can be supported to realise their potential. “One of the goals of research can be to achieve positive social change” (Walmsley, et al., 2017, p. 757).  Reimagine Australia has recently developed new National Guidelines for Best Practice in Early Childhood Intervention (Early Childhood Developmental Supports).  These were informed by a comprehensive literature review which identified three key areas of research to be explored – empathy and collaboration, child development and approaches to achieving outcomes, and inclusion and ethical approaches (Reimagine, 2024).  This exploration of current research provides a foundation to determine that guidelines for quality practice have evidence embedded within them.

In addition to using research to inform practice, it is also important to consider the role of research involving those with disability, developmental delay and neurodivergence and their families.  Too often research is done ‘on’ people, rather then ‘with’.  Engaging participants with disability ethically in research ensures the voices of those most impacted are heard.  Jenkin and colleagues from Deakin University developed a guide which explored how to engage children with disability in research. “This guide presents a set of resources for supporting the involvement of children with disability in research, as well as consultation, policy and service development, monitoring and evaluation” (Jenkin, et al., 2015, p. 2).