Relevant bibliographies by topics / Parents of children with disabilities

Academic literature on the topic 'Parents of children with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Parents of children with disabilities"

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Masood, Ambrin F., Lisa A. Turner, and Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan." Exceptional Children 73, no. 4 (July 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
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Rispoli, Kristin M., Leslie R. Hawley, and Marianne C. Clinton. "Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities." Journal of Special Education 52, no. 1 (February 14, 2018): 39–49. http://dx.doi.org/10.1177/0022466918757199.

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Using data ( N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent–school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with disabilities. Parent perceptions of teacher support and school communication differentially moderated associations between predictors and parent involvement for children with and without disabilities. Results inform an individualized approach to fostering involvement among low-income parents of children with disabilities in early education.
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Lee, Do Yeong, and Sung Bong Lee. "A Study of Parents’ Perceptions and Changes in Children’s Education through the Applied Behavior Analysis Training for Parents with Children with Developmental Disabilities." Journal of Behavior Analysis and Support 6, no. 3 (December 2019): 19–40. http://dx.doi.org/10.22874/kaba.2019.6.3.19.

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This study investigates the changes in parents’ perception of ABA education and the changes in their education of children after conducting ABA parent education for parents of children with developmental disabilities. The study participants were six parents with children who have developmental disabilities and had received ABA theoretical education and practical training. They were given in-depth interviews on ABA parent education. The results of the research are as follows. First, the effectiveness of ABA was positively recognized, and the scope of its application was more widely recognized. They were satisfied with the education’s contents, its operation methods, and the education’s results. Second, the parent’s quality of life has improved generally. They looked objectively at the children’s problem behavior and showed positive psychological status as their family relations improved. Third, the parent ’s ability to raise children improved significantly. Parenting skills increased, parenting stress decreased and the participants recognized themselves as competent parents. Fourth, ABA principles and strategies were routinely used for children’s education. Although an average of more than one year has passed since the completion of their education, the contents of the education were well applied and maintained throughout their everyday lives. These results show that ABA training for parents with children with developmental disabilities has a positive effect on the parent’s perception and their children’s education.
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Batool, Hifsa. "EVALUATION OF QUALITY OF LIFE OF PARENTS HAVING CHILDREN WITH SENSORY DISABILITIES." Pakistan Journal of Humanities and Social Sciences Research 2, no. 02 (December 30, 2019): 33–44. http://dx.doi.org/10.37605/pjhssr.2.2.4.

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The quality of parent’s life is an essential component for the development of healthy atmosphere for the rehabilitation of children with sensory disabilities. The study attempted to evaluate quality of parent’s life having children with sensory disabilities. It is a descriptive study in nature. Population of study is parents of children with sensory disabilities living in Faisalabad. Sample of N=200 children with sensory disabilities (n=100 parents of visually impaired children and n=100 of parents of hearing impaired children) is selected through Convenient sampling technique. Parental age is 25-55 years and children age is among 6-15 years. Quality of life BREF is used as instrument of study. Data collected through instrument clearly demonstrated that parents who have children with sensory disabilities have low quality of life as 95% parents responded at neither satisfied nor dissatisfied. it is found out that there is no significant difference in the quality of life of the parents on the basis of gender (mother and father), age groups ( 26-55) and on the basis of category of disability of child. It is concluded that parents having children with sensory disabilities have low quality of life and their relation with the child, their age or category of the child’s disability does not influence parents differently so school administration should arrange workshops and seminars that bring positive wellbeing of the parents having children with sensory disabilities. On the basis of the findings of current study, it is strongly recommended that Parents should visit special schools of their children to keep in touch with the strengths and weaknesses of their child. And Governmental policies makers should bring in further legislation to support family in regard to healthcare for family members with a sensory disability.
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Cho, Youn-Kyung. "Analysis of Perception and Needs of Parents of Individuals with Developmental Disabilities via Parent to Parent Peer Counseling Education: Based on the Focus Group Interviews." Korean Journal of Early Childhood Special Education 23, no. 1 (March 31, 2023): 31–60. http://dx.doi.org/10.21214/kecse.2023.23.1.31.

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This study was intended to know perception and needs of the parent to parent peer counseling education of individuals with disabilities to support the younger parents to cope with disabilities of their children at the early stage. 6 parents of individuals with disabilities participated the focus group interview who finished the 10 sessions group education and individual in-depth course. The collected data were transcribed and 3 categories and 14 sub-themes were derived through qualitative-comparative content analysis. The results were as followed: First, parents evaluated the parent to parent peer counseling education of individuals with disabilities as giving the positive effects. But they wanted to get more professional contents on disabilities and technical skills on counseling. Second, parents perceived the parent to parent peer counselor as important agent to support the initial parents to accept their child’s disabilities and to live well as social community members. And they viewed the parent to parent peer counselor as omnidirectional supporter to all family members of individuals with developmental disabilities. Third, parents said they wanted to set up the center for the parent to parent peer counselor of individuals with disabilities at community and establish the system of early identification for children with disabilities, and to work there as staffs. Based on these results, proposals for putting the project of the parent to parent peer counselor of individuals with disabilities into practices were suggested.
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Bonab, Bagher Ghobari, Farzaneh Motamedi, and Fazlolah Zare. "Effect of Coping Strategies on Stress of Parent with Intellectual Disabilities Children." Asian Education Studies 2, no. 3 (September 19, 2017): 11. http://dx.doi.org/10.20849/aes.v2i3.187.

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Background: Raising a child with intellectual disability is stressful for the parent because it requires an intensive physical engagement as well as coping with emotional reactions to the child’s condition. Parents have different modes of adapting to stress and demands caused by the disorder. Method: The current descriptive research design is aimed to identify existing coping strategies of parents who have children with intellectual disabilities. This study included 60 parents with intellectual disabilities children (30 mothers and 30 fathers) that were selected by random sampling. Parent's coping strategies were assessed by Collaborative Coping Strategies in Challenging Life Events (Ghobary et al., 2003) and Questionnaire on Resources and Stress (Friedrich, short form: QRS–F) was used to examine the degree of parental stress. Result: The correlation and regression analysis was used. The most of parent were used kind of coping strategies for coping with stress. Recognition of coping strategies of the parents is important and useful for the development of therapeutic interventions aimed at facilitating family adaptation in families with a child with intellectual disabilities.
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Mantey, Efua Esaaba. "Parental Involvement: A Response to Children with Disability’s Education." African Research Review 14, no. 1 (April 28, 2020): 27–39. http://dx.doi.org/10.4314/afrrev.v14i1.3.

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Drawing on the fact that education of children is a human right issue, the study explored parent’s involvement in the education of their children with disabilities. Using quantitative research methodology, 166 respondents were sampled from two selected basic schools in Koforidua, Ghana. Results indicated that, often the demand on parents such as time, work, house chores, and many other commitments impede their preference to be involved in their children’s education. The school activities most parents involved themselves in are the Parent Teachers Association’s (P.T.A.) meetings. This is because parents do not see themselves as having interest in many of the other activities children in school are involved in. Equally, though some parents from poor background may want to educate their child with disability, the cost involved in educating the child is high. Evidence showed that there was a moderate level of parents’ involvement in the education of their children with disability and that the level of involvement is associated with the socio-economic status of such parents. The study concluded that parental involvement in their children with disabilities education leads to positive learning outcomes and academic achievements. It was recommended among others that parents should get involved in decisions concerning the education of their children with disability; parents must honour invitations from schools and speak with school staff and teachers. Again, parents should disabuse their minds of the perceptions that taking their child with disability to school is of no benefit and a waste of resources. Key Words: Parents, children with disabilities, education
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Fu, Wangqian, Rui Li, Yaqian Zhang, and Ke Huang. "Parenting Stress and Parenting Efficacy of Parents Having Children with Disabilities in China: The Role of Social Support." International Journal of Environmental Research and Public Health 20, no. 3 (January 24, 2023): 2133. http://dx.doi.org/10.3390/ijerph20032133.

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Raising children with disabilities is challenging for parents, who experience high parenting stress. The study aimed to understand the status quo of parenting efficacy of parents having children with disabilities and to analyze the association between parent efficacy, parenting stress, and social support in China. We surveyed 373 parents having children with disabilities enrolled in special education schools or rehabilitation institutions from 14 provinces in China. The online questionnaire including Parental Stress Index-Short Form, the Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD), and Social Support Scale was applied in the study. The results suggested that parenting efficacy of parents having children with disabilities in China was at the medium level. Parenting stress, social support, and parenting efficacy were significantly related with each other, and social support played a mediating role between parenting stress and parenting efficacy. The findings indicated that reducing parenting stress and improving social support might improve parenting efficacy. We also discussed the implications of providing intervention strategies or social support to improve parenting efficacy for parents with disabled children in China.
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Sunita, Kathuria, and Bhanudas Rekha. "Mental health in relation to parents of children with disabilities in india." i-manager’s Journal on Educational Psychology 16, no. 1 (2022): 12. http://dx.doi.org/10.26634/jpsy.16.1.18871.

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Parenting is regarded as the most amazing experience a person can have, and it is true to say that parents are essential in assisting children in growing and developing to the fullest extent possible. However, the most beautiful phase may become challenging if the child deviates from normalcy. Speaking of children with disabilities, parents of children with disabilities experience such social, psychological, emotional, and physical disturbances in life as their children strongly rely on them for their fundamental needs such as food, life skills, special education, safety, and care, etc. Worry, anxiety, despair, overprotection, rejection, and self-blame are all typical feelings for parents when they discover their child's condition. They are found to be frequently struggling with social situations as well. In such a condition, how can a parent be expected to have both balanced psychological well-being and a healthy parenting style? In order to highlight the importance of the delivery of appropriate interventions at the right moment to support parents in need, the researchers felt the need to conduct a study related to the dimensions and mental health status of parents of children with disabilities. For this study, a sample of 50 parents having children with disabilities (CwDs) and 50 parents having children without any disability (Cw/oDs) was prepared. The Mithila Mental Health Status Inventory was used to gather the data from the sample taken from Delhi, India. The hypothesis was framed and tested through descriptive and inferential statistical tools. In the end, the findings revealed that there was emotional instability, alienation, and egocentrism among parents of CwDs, and it was ultimately determined that the mental health of the parents of CwDs was poor. The mental health of parents of Cw/oDs was estimated to be average, with low levels of social alienation, emotional instability, and emotional nonconformity. Additionally, there was a statistically significant difference between the mental health of CwD parents and Cw/oD parents. The study proposes that since a parent's mental health directly affects how they parent their child, practitioners who work with families of CwDs must inquire about the mental strength of the parents and offer advice on coping mechanisms in order to reduce the stress levels of the parents. The good mental health of the parent is directly related to the quality of life of the entire family.
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Sevastyanova, Ulyana Yu. "Features of Stress and Basic Beliefs of Parents of Children with Normative Development and with Disabilities." Общество: социология, психология, педагогика, no. 12 (December 27, 2023): 77–84. http://dx.doi.org/10.24158/spp.2023.12.10.

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The article presents the results of the study of stress level of parents of children with typical development and with disabilities (mental retardation, autism spectrum disorders, cerebral palsy, visual and hearing impairment). The specificity of the expression of attitudes towards intensive parenting, basic personal and parental beliefs is analyzed. The study involved 190 respondents: 125 parents of children with normal development and 65 parents of children with disabilities. A high level of parental stress was identified among parents of children with disabilities. The data obtained allow us to say that there are such features of parental stress as an in-creased experience of loss of control over one’s life as a result of the birth of a child with disabilities, increased demands for development and upbringing, lack of pleasure, a reduction in the positive emotions that the ful-fillment of the parental role brings, a decrease satisfaction with oneself as a parent. Specific personal attitudes toward the experience of traumatic parenting have also been identified. Adults raising children with disabilities are dissatisfied with themselves, do not approve of their actions, and tend to consider themselves less success-ful than parents of children with normal development.
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Dissertations / Theses on the topic "Parents of children with disabilities"

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Mpontshane, Nozipho Bethusile. "The experiences of parents of children with disabilities." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.

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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017
Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.
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Byrne, Natalie Elizabeth. "Parental cognitions, stress and coping in parents of children with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4928/.

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The review examines the literature in relation to parental cognitions and their relationship to child behaviour in parents of children with intellectual disability. It is generally recognised that mental health difficulties are at least partly influenced and maintained by cognitive differences and style. A literature search was carried out to identify articles relevant to parental locus of control, self-efficacy and attributions of behaviours in people with intellectual disability. It is argued that there is a need to develop a multidimensional model of parental cognition to fully describe parental cognitions and their relations to child behaviour and parental mental health. Within the empirical paper, parental perceptions of their child’s genetic syndrome were explored using the Common Sense Model of Illness Representations (Leventhal et al., 1980). Associations between parental perceptions, coping behaviours, affect and mental health were explored. Participants completed the Illness Perceptions Questionnaire Revised for Genetic Syndromes, measures of positive and negative affect, anxiety and depression and coping behaviours. Findings provide preliminary support for the hypothesis that the Common Sense Model of Illness Representations can be applied to the caregivers of children with rare genetic syndromes. Findings suggest that illness representations may have important implications for coping strategies and caregiver wellbeing.
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Giauque, Amy Leigh Bailey. "Relationships between cohesion and depression in parents of children with developmental disabilities /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1105.pdf.

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Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.

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Fanelli, Kimberly. "Family Pals an exploration of parents' experiences /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23255.

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Ong-Dean, Colin William. "Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.

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Burke, Christopher W. "Parent-professional collaboration : implications for service delivery to parents of children with learning disabilities." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27524.

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This study examined the relationship between parents of children with learning disabilities and healthcare professionals providing services to them. Parents were asked to name the most and least helpful professional they had experienced contact with in relation to their child with learning disabilities and rate them using an adapted version of the Helping Behaviour Checklist (HBCL-A) (Cournoyer and Johnson, 1991). An adapted version of the Providers Beliefs About Parents Questionnaire (PBAP-A) (Johnson et al, 1994) measured the degree to which professionals endorsed a collaborative approach towards working with parents of children with learning disabilities across blame, inform, validate and instruct factors. The extent to which these professionals' beliefs on the PBAP-A influenced parents choice of most and least helpful professional was examined. Further analyses investigated whether other characteristics of professionals or characteristics of the family influenced parents choice and rating on the HBCL-A of most and least helpful professionals. Parents choice of the most and least helpful professional was not found to be influenced by professionals' beliefs on the PBAP-A. Parents were more likely to name the professional as most helpful than least if they understood their role, had a larger number of contacts and ongoing contact with them, and had a greater degree of congruence with professionals' beliefs on the instruct factor of the PBAP-A. HBCL-A ratings of most helpful professionals were correlated with parents' age and factors concerning parental stress, support and child's behaviour. HBCL-A ratings of least helpful professionals were correlated with parents' beliefs about parents on the validate factor. Implications for service provision were discussed.
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Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.

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Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.
Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.
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Chan, Kwok-ying. "Stress and coping in parents of children with developmental disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29697190.

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Jenkins, Kate S. M. "Parents of children with disabilities : chronic sorrow and parenting stress." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420251.

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Books on the topic "Parents of children with disabilities"

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Haller, Mary Cathryn. Learning disabilities 101: A primer for parents : written by a parent for parents of children with learning disabilities. Highland City, FL: Rainbow Books, 1999.

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M, Ward Louise, ed. Working with parents of young children with disabilities. San Diego, Calif: Singular Pub. Group, 1993.

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1963-, McKenzie Susan, ed. Professional collaboration with parents of children with disabilities. London: Whurr, 2000.

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Hubley, Nancy A. Children without parents: The IDEA's surrogate parent mandate. Horsham, PA: LRP Publications, 1997.

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Child Welfare Information Gateway (U.S.). Adopting children with developmental disabilities. Washington, DC: Child Welfare Information Gateway, U.S. Dept. of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau, 1999.

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Educational Resources Information Center (U.S.), ed. Rights and responsibilities of parents with children with disabilities. [Washington, D.C.?: ERIC, 1994.

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Educational Resources Information Center (U.S.), ed. Rights and responsibilities of parents with children with disabilities. [Washington, D.C.?: ERIC, 1994.

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Elms, Janice. Parents with learning disabilities who have had children removed. Roehampton: University of Surrey Roehampton, 2000.

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Capper, Lizanne. That's my child: Strategies for parents of children with disabilities. Washington, D.C: Child & Family Press, 1996.

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Parks, Stephanie. HELP when the parent has disabilities. Palo Alto, Calif: VORT Corp., 1999.

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Book chapters on the topic "Parents of children with disabilities"

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Feldman, Maurice A. "Children of Parents with Intellectual Disabilities." In The Effects of Parental Dysfunction on Children, 205–23. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1739-9_10.

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Findler, Liora. "Grandparents of Children with Disabilities—The Parents’ Perspective." In Grandparents of Children with Disabilities, 69–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45517-4_4.

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Love, Amy F. Conner, Lorie Taylor, Lisa P. Turner, and Richard Sabousky. "Siblings of Children With Disabilities." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span, 138–54. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n11.

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Manor-Binyamini, Iris. "School Professionals and Parents of Children with Disabilities." In School-Parent Collaborations in Indigenous Communities, 65–92. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8984-9_3.

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Hagan, Robert. "Adult Children with Learning Disabilities Living with Aging Parents." In The Palgrave Encyclopedia of Disability, 1–10. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-40858-8_134-1.

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Kuhlthau, Karen. "Parent Caregivers of Children with Disabilities." In Multiple Dimensions of Caregiving and Disability, 67–82. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_5.

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Schiemer, Margarita. "Reality Bites: Listening to Children, Parents, Teachers and Other Experts." In Education for Children with Disabilities in Addis Ababa, Ethiopia, 87–136. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60768-9_5.

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Manor-Binyamini, Iris. "Collaboration Between Parents of Children with Disabilities and Professionals in Schools." In School-Parent Collaborations in Indigenous Communities, 93–135. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8984-9_4.

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Grumi, Serena, Elisa Roberti, Shaghayegh Parsanejad, Renato Borgatti, and Livio Provenzi. "Video-Feedback Interventions to Support Parents of Children with Neurodevelopmental Disabilities." In Family-Centered Care in Childhood Disability, 193–211. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34252-3_9.

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Rooks-Ellis, Deborah L., and Nicole Achey. "Sexuality Education for Parents of Children with Intellectual and Developmental Disabilities." In Sex Education Research, 73–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003189787-8.

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Conference papers on the topic "Parents of children with disabilities"

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Junaidi, Ahsan Romadlon, and Dimas Arif Dewantoro. "Parents’ Perceptions of Children with Disabilities." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.205.

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Чистякова, Наталья Викторовна, and Вероника Вячеславовна Сидельникова. "PSYCHOCORRECTIONAL ASSISTANCE TO THE PARENTS OF CHILDREN WITH DISABILITIES." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.57.34.021.

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Адаптивный характер системы детско-родительских отношений в структуре семей с детьми-инвалидами зависит от уровня психологической готовности родителей к социальной реадаптации. Специфика организации психокоррекционной помощи определяется эффективностью системы взаимодействия «ребенок - родитель - специалист» с целью достижения социальной интеграции путем актуализации ресурсного потенциала семьи. The adaptive nature of parent-child relationships in the structure of children with disabilities families depends on the level of parents’ psychological readiness to a social readaptation. Organization specifics of the psycho-correctional assistance is determined by the effectiveness of “child-parent-specialist” interaction system to achieve a social integration by updating family’s resource potential.
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Strebeleva, Elena A., and Elena A. Kinash. "Assistance to parents of children with disabilities in the process of counseling." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-3-11.

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The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.
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Tokareva, Olga Nikolaevna. "Основное содержание работы клубов психолого-педагогического сопровождения родителей, воспитывающих детей с ограниченными возможностями здоровья." In International Scientific and Practical Conference, Chair Natalia Nikolaevna Shereshik. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-519238.

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This article substantiates the idea of creating psychological clubs for parents raising children with disabilities who need psychological and pedagogical assistance. Considerable attention is paid to increasing parental competence in the matters of upbringing, development, and social adaptation of “special” children, through psychological and pedagogical education; attracting parents to cooperation, in terms of common approaches to raising and educating the child.
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Kuracki, Kamil, and Agnieszka Dłużniewska. "SUPPORT FOR PARENTS OF CHILDREN WITH DISABILITIES AND DEVELOPMENT OF PARENT-CHILD RELATIONSHIPS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1238.

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Лещенко, О. Г. "РОЛЬ ГРОМАДСЬКИХ ОРГАНІЗАЦІЙ У СОЦІАЛЬНІЙ ІНКЛЮЗІЇ ДІТЕЙ З ІНВАЛІДНІСТЮ В УКРАЇНІ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7355.

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The article is devoted to the role of public organizations created by parents of children with disabilities in their inclusion in society. The author highlights the essence and principles of social inclusion, outlines international and national regulations that have become the basis for the development and implementation of inclusion in Ukrainian society. The article uncovers the concept of “disability”, identifies challenges of families upbringing children with disabilities. Among the main problems faced by parents upbringing children with disabilities were defined as barriers to functioning, meeting the necessary needs of special children and creating discrimination in society. The author of the article reveals the essence of the concept of “public organizations” and gives examples of public organizations created by parents upbringing children with disabilities. The main directions of activity of these organizations were defined, which promote social inclusion of special children, regardless of the peculiarities of their psychophysical development, excluding any discrimination and ensuring equal attitude to all people.
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McKay, Maxine, and Lorna McKay. "Children with Disabilities and Distance Education: Experiences of Primary School Teachers and Parents: Covid-19 Lockdown." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6009.

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This study highlights the experiences of parents of children with disabilities and primary school teachers who taught these children via Distance Education during the COVID-19 Lockdown. The teachers who participated in the study teach children ages 10-14 with varying disabilities. The teachers are from three districts located in Belize (Belize, Orange Walk, and Cayo). The 30 parents were chosen based on recommendations made by the teachers. A phenomenological approach was used as the research method because this approach allowed the researchers to make in-depth analyses and provide thematic descriptions. Research data was collected through semi-structured interviews and analyzed using the inductive method. The researchers asked vital questions and the results show that teachers experienced various issues while using Distance Education. Teachers noted that although they made all attempts to cater to the needs of the children and their families via modalities like Zoom, WhatsApp and Googlemeet, children struggled regardless of the platforms used. The results also show that children did complete assignments, did not log on at times, did not follow directions without the help of the teachers, and the content was too challenging. Teachers also noted that they were not given adequate time nor support from Government, their school management, or their immediate supervisors. The teachers also reported a financial, psychological, and emotionally challenging experience while teaching via Distance Education. The teachers also noted that the parents expected them to work when they were available rather than schedule times. Teachers also noted that parents were rude when they sought clarification and insulted them on the platforms and in writing. Teachers also noted that it was hard to cater to the various exceptionalities. On the other hand, parents reported that teachers' assignments were challenging and not innovative. The teachers offered little support during Distance Education to their children, who struggled to keep up. Parents also noted that teachers seemed ill-equipped to deliver their lessons via Distance Education; they did not give quick feedback, which delayed their children's learning. Parents also reported that the teachers were late and at times did not meet deadlines they had set. Lastly, parents noted that they prefer face-to-face because their children get better support in the classroom.
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Kuvshinova, Irina Aleksandrovna, and Iuliia Andreevna Baranova. "Features of Interaction of a Teacher-Defectologist with Parents of a Child with Disabilities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96871.

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The article is devoted to the relevant problem of integration of children with disabilities in society and the problem of interaction of the teacher-defectologist with the child's parents in the process of correctional and developmental work. The authors consider the functions of the defectologist and the features of pedagogical activity, emphasize the need to implement equal rights of children and the need to create special learning conditions for students with special educational needs. The article reveals the need for social and educational integration of children with disabilities.
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Levterova-Gadjalova, Dora, and Maya Fyodorova-Radicheva. "THE SPECIFICS OF PARENTAL STRESS IN PARENTS OF CHILDREN WITH DISABILITIES ENROLLED IN INCLUSIVE EDUCATION." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2658.

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Margaletic, Anica Culo, and Ivan Simovic. "GUIDING PRINCIPLES OF THE CROATIAN CHILD PROTECTION SYSTEM." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. http://dx.doi.org/10.35603/sws.iscah.2024/fs01.06.

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Protection of children is guaranteed by the Constitution of the Republic of Croatia and special protection is guaranteed to particularly vulnerable groups of children � children with disabilities, socially neglected children, orphans and minors neglected by their parents. According to the UN Convention on the Rights of the Child (Art. 18 para 1) parents are primarily responsible for the development, growth, upbringing and protection of the child. Additionally, Croatian Family Act prescribes that parents above all have the right, duty and responsibility to live with their child and take care of him/her, and help is provided and interventions are made only when is needed. Therefore, the state intervention, i.e. authority of the state to intervene in family life of children and their parents takes place when parent(s) are not able to exercise parental care independently or in a satisfactory manner and child�s rights in the family are endangered or violated. Aim of such interventions are protection of the child�s rights and welfare. Protection of a child without adequate parental care is provided by the institute of guardianship. Child protection is also emphasized when it comes to the child's right to a standard of living, especially concerning maintenance of a child and temporary maintenance institute. In cases of poverty, when child�s family doesn't have enough resources to meet basic life needs, various forms of assistance to children and families � e.g. different forms of benefits as well as social services, the social welfare system aims to provide. Having in mind these crucial areas of Croatian child protection system in this paper we will present and analyze fundamental guiding principles which derive from relevant legal documents aiming to emphasize the value and importance of child protection in the Croatian family law system as well as to indicate some challenges in implementation of those principles and give some proposals de lege ferenda.
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Reports on the topic "Parents of children with disabilities"

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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist Tool Phase 2 - 2023. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/ids.2023.054.

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This report describes participatory research undertaken in 2023 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. This report covers Phase 2 of the research, when the team re-visited the schools to repeat the piloting of the revised checklists to (1) explore whether the revisions to the checklists (designed in Phase 1) improved their useability for a range of respondents and made the data they produced more specific and useful, and (2) to learn whether the schools and the communities (where the SMILE project had been doing a variety of interventions to promote inclusion), were now perceived by the children and their parents to be more inclusive and supportive of their wellbeing. This report shares the findings, describes how the revised versions worked and what they told us about the children’s and parents’ experiences. Finally, some suggestions are made about how these tools could be developed and rolled out further.
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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist tool 2022 - Phase 1. Institute of Development Studies, February 2023. http://dx.doi.org/10.19088/ids.2023.005.

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This report describes a piece of participatory research undertaken in 2022 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. The tool was developed in a way which was informed by what children themselves see as important. It was also designed to show changes in experiences and perceptions overtime through repeated use of the tool over a one-year period. This report describes Phase 1 which covers the process of planning, designing and testing the tool.
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Wickenden, Mary, Josephine Njungi, and Brigitte Rohwerder. Children with Disabilities’, their Parents’ and Teachers’ Changing Perceptions and Experiences of Disability Inclusive ECDE in 2 Sites in Kenya. Institute of Development Studies, October 2023. http://dx.doi.org/10.19088/ids.2023.052.

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This report present findings from the second phase of participatory qualitative research for a project in Kenya which is aiming to develop understanding and practice of disability inclusive early child development and education (IECDE). The research was carried out with a small team of nine people with disabilities who were involved as ‘peer researchers’, working with the support of a Kenyan consultant to undertake the focus group discussions and interviews with children, parents and teachers in the two districts which are very different from each other.
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Thakur, Urvashi, Shantanu Menon, and Kushagra Merchant. Ummeed Child Development Center: A hope for Acceptance. Indian School Of Development Management, March 2023. http://dx.doi.org/10.58178/2303.1020.

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This case study engages with the journey of Ummeed Child Development Center, a non-profit based in Mumbai, working in the field of developmental disabilities amongst children. Part of its story is closely wound up with the story of Vibha Krishnamurthy, a developmental paediatrician who, along with her team at Ummeed, has put in a pioneering effort to wean developmental disabilities away from the shadows of public and private conversations and to bring a holistic lens to awareness about them, interventions for them, and including others into mainstreaming the cause and seeking solutions for it. Remarkably, it has made what is often a solitary and anxious concern for parents into a collective and caring process providing a chance for parents themselves to participate in the development of their child. The result has been that Ummeed has become a point of reference when it comes to childhood disabilities. This case-study, in tracing Ummeed’s journey, also unfolds what it means to build and sustain a culture on which such a practice can stand: a culture that must deal with multiple interventions through multiple types of talent all the while holding true to what it means to care for a child. As far as case studies go, this case study aims to speak not only to learners and practitioners of management but also to parents of children with developmental disabilities, so that they too might find an echo of their concerns, and a hope for tomorrow; as well as to all of us as a broader society that contributes to the experiences of people with disabilities and their families.
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Higuchi, Aya. Inclusive Community: What can Planners do to better serve adult children with intellectual and developmental disabilities and their parents with community recreational activities? Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-889.

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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, Romayne Javangwe, Saku Tuominen, Danny Gilliland, and Lasse Leponiemi. Spotlight on quality education for all during Covid-19 crisis. HundrED, April 2020. http://dx.doi.org/10.58261/ciad8546.

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HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a collection of 30 simple, yet effective solutions that help parents, teachers and children navigate through the plethora of challenges facing education during the pandemic. From the opportunity for teachers to form much stronger connections with parents, students (especially for students with disabilities) to challenges of untrained teachers and lack of access to digital learning resources, the report has plentiful insights and resources.
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Cummings, Rachel, and María José Luengo-Prado. The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics. Federal Reserve Bank of Boston, August 2023. http://dx.doi.org/10.29412/res.wp.2023.07.

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Sturrock, David, Peter Levell, and Alex Davenport. Why do wealthy parents have wealthy children? The IFS, September 2021. http://dx.doi.org/10.1920/re.ifs.2021.0196.

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Martínez, Caludia, and Raimundo Smith. Maternal Child Penalties and Children with Disabilities: Preliminary Findings. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005107.

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This study uses administrative data and an event study methodology to analyze the impact of childbirth and the birth of a child with a disability on labor market outcomes of mothers and fathers. We use a monthly employer-employee panel based on unemployment insurance data. The findings reveal a substantial gender gap associated with childbirth, and childhood disability further widens this gap. Moreover, childhood disability creates an intra-gender gap for mothers after childbirth, where mothers of children with disabilities experience poorer labor outcomes compared to mothers of children without disabilities. These findings underscore the importance of caregiving policies in general and for children with disabilities in particular. It is crucial to consider disability in family assessments and social protection programs designed to address these disparities.
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Houser, Daniel, John List, Marco Piovesan, Anya Savikhin Samek, and Joachim Winter. On the Origins of Dishonesty: From Parents to Children. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20897.

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