There is mounting evidence that parental involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs)

Though a large body of research has investigated the impacts of domestic violence on adult's victims, only few studies has been devoted to the exposure of children's to probable inter-spousal trauma that disrupts their neurological and biochemical pathways in development. The aim of this paper is to analyze the current empirical research that discusses the biological and psychological inference of domestic violence and risky family environment on children's health. In realizing this objective, the paper used the ecological framework to explain the interaction effects of bio-psychological processes on emotional regulation and social competence skills of children living in a domestic violence and risky family environment. Finally, study shows that a risky and harsh early family environment exacerbates disturbances in children' physiological and neuroendocrine responses to stress, and also has longterm adverse implication on their mental health.

The debate about diagnoses and treatment of attention deficit hyperactive disorder (ADHD) in children continue to range on between the developmental and biological perspectives. While there is increasing evidence that support the biological susceptibility of ADHD, a number of researches also emphasized the significant effect of environmental factors on the syndrome. This study used developmental perspectives to evaluate and bring together various bio-psychosocial factors that impact on development of children diagnosed with ADHD. To achieve this the study critically explored and integrated the existing and advancing study on ADHD to a more refined pattern that embraced developmental perspectives by organizing into sections; the clinical and social factors that associated with children diagnosed with ADHD. Also the study discussed how linkage in childhood ADHD fits within a developmental psychopathology perspective. Finally, the study revealed ADHD as a developmental disorder influenced by prenatal, biological and psychosocial environmental risk factors, and that better understanding of genomic susceptibilities, family environment, parental characteristics, and children's experiences can transform the pathway for its development in children

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Parent involvement is acknowledged worldwide as relevant to children's education and also well-thought-outas a key component of educating learners with SENs. While generally accepted as influencing education of learners with SENs, it is imperative to state that more evidence is still needed on the degree of beliefs that parents of learners with special needs had about involving in their children's learning, and why this is vary from one parent to the other.