Some parents of children with multiple disabilities appear to deny that their children have intellectual disabilities (i.e., mental retardation). This may be manifested in “shopping,” a continuous search for an alternate diagnosis or assistive technology that releases their children’s presumed intelligence. Health care professionals may be challenged in working with these parents during the assessment and intervention process. Historically, family professionals have viewed these families through a deficit-based perspective, which may inhibit a parent’s acceptance of their child’s intellectual disability. In this article, the collaborative-resource approach is introduced from family systems theory in which family professionals collaborate with the parents to facilitate the process of adapting to intellectual disability.
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