Academic literature on the topic 'Parents of children with disabilities Australia Attitudes'
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Journal articles on the topic "Parents of children with disabilities Australia Attitudes"
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Tomić, Ivana, and Milena Nikolić. "Attitudes of parents of typically developing children towards the inclusion of children with disabilities." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 65–78. http://dx.doi.org/10.5937/specedreh20-31843.
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Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.
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Chandramuki, Dr, Indiramma Venkatakrishnashastry, and Mysore Narasimha Vranda. "Attitudes of Parents towards Children with Specific Learning Disabilities." Disability, CBR & Inclusive Development 23, no. 1 (May 31, 2012): 63. http://dx.doi.org/10.5463/dcid.v23i1.47.
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May, Tamara, Carmel Sivaratnam, Katrina Williams, Jane McGillivray, Andrew Whitehouse, and Nicole J. Rinehart. "‘Everyone gets a kick’: Coach characteristics and approaches to inclusion in an Australian Rules Football program for children." International Journal of Sports Science & Coaching 14, no. 5 (August 25, 2019): 607–16. http://dx.doi.org/10.1177/1747954119870294.
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This study aimed to understand coaches’ approaches to including children with disabilities in a community-based Australian rules football program for children. Football coaches for the program, called Auskick, completed an online survey providing qualitative and quantitative information about their experiences of inclusive coaching. Coaches (N = 130) completed the survey over 2016/2017. The average years of coaching experience was 3.3 (range 0–19 years). While 79% of coaches had experienced a child with a disability attending their football centre, only 31% of coaches (56% of paid coaches and 27% of volunteer coaches) had completed disability training. Autism, attention deficit hyperactivity disorder and intellectual disability were the most common types of developmental disabilities, and asthma, vision and hearing problems were the most common physical disabilities of children attending the coaches’ centres. Eighty-nine coaches provided examples of inclusive approaches. The most common was having an inclusive attitude, asking the parents for help, making adaptations to suit the child, giving extra time, getting additional help and staff training. Community football coaches frequently work with children who have a broad range of developmental and physical disabilities. Coach disability training is needed to support children with disabilities attending these types of sporting programs in the community.
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Fuchs, Hila. "Attitudes of parents and children towards people with disabilities and their integration into society." Kultura-Społeczeństwo-Edukacja 20, no. 2 (December 26, 2021): 91–109. http://dx.doi.org/10.14746/kse.2021.20.5.
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This study is part of a broader study that examined the correlation between cognitive, psychological, and behavioural abilities in parents and their children. It focuses on the correlations between attitude to disability and the integration of people with disabilities among parents and their children. This study is a two-part integrated study. In the first part, the data were collected and analysed according to a quantitative methodology to examine access to disabilities, the integration of people with disabilities, and the factors that influence attitudes, feelings, and willingness to integrate with the general population. In the second part, the data were collected and analysed according to a qualitative methodology in order to examine the relationship of attitudes of parents and their children towards people with disabilities and the integration of people with disabilities.
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Raisah, Putri, Rosa Amalia, and Bambang Priyono. "Comparison between school and home-based dental health promotion in improving knowledge, parental attitude and dental health of children with mild disabilities." Dental Journal (Majalah Kedokteran Gigi) 54, no. 1 (February 1, 2021): 25. http://dx.doi.org/10.20473/j.djmkg.v54.i1.p25-30.
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Background: In general, children with physical disabilities have a lower level of oral hygiene compared to able-bodied children because their access to dental health care services is affected by their physical limitations. The level of oral hygiene available to children with disabilities can be improved with the involvement of parents/caregivers equipped with good knowledge and attitudes regarding oral health. Purpose: Determine the difference between the effectiveness of school and home visit-based dental health promotion in improving the knowledge and attitudes of parents/caregivers and students regarding oral hygiene as well as lowering the dental plaque scores of students with mild physical disabilities. Methods: This study is quasi-experimental and uses the two-group pretest–posttest design. The study’s design was created with a model of one observation before intervention (O1), two interventions (X1-2) and two observations after intervention (O2-3). The study samples are students with mild physical disabilities aged 8–15 years old in special needs school, or sekolah luar biasa (SLB), in Sleman, Yogyakarta, and their parents/caregivers. The locations of the study were SLBs and the respondents’ homes. The study instrument was a knowledge test for students with mild physical disabilities and their parents/caregivers, along with a questionnaire on the parents/caregivers’ attitudes towards oral and dental health. Plaque control examinations for students with mild physical disabilities were conducted using the O’Leary index. Results: School-based oral health promotion was better at improving the attitudes of parents/caregivers to oral hygiene than the home visits (p<0.05). Both school-based and home visit-based oral health promotion was effective in furthering the oral hygiene knowledge of students with mild disabilities and their parents/caregivers as well as in improving the students’ dental plaque scores (p>0.05). Conclusion: The school based-oral health promotion model was more effective in improving attitudes of the students’ parents/caregivers. Both the school-based and the home visit-based oral health promotion models were equally effective in enhancing the knowledge of parents/caregivers, along with the knowledge and dental plaque scores of students with mild disabilities.
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Ekoningtyas, Endah Aryati, Irmanita Wiradona, Prasko Prasko, and Benni Benyamin. "The Influence of Long Time and Quality of Mother's According Through Peer Group Support on Behavior Changes and Debris Index in Children with Disabilities." Jurnal Kesehatan Gigi 9, no. 2 (December 30, 2022): 141–47. http://dx.doi.org/10.31983/jkg.v9i2.9325.
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Children with special needs have limited intelligence and motor skills that cause a lack of dental and oral health maintenance. Children with special needs are at risk of developing dental and oral diseases. Therefore, it is very necessary to assist parents in maintaining the dental and oral health of children with special needs. Assistance for parents of children with special needs has been carried out 4 times in a period of 2 years on an ongoing basis. The purpose of this study was to determine the effect of the length and quality of maternal assistance on behavioral changes and the debris index of children with special needs in Meteseh. This type of research is pre-experimental with a pretest and posttest one group design. The sample in this study were 30 parents and children with special needs. Data analysis used univariate and bivariate analysis, Wilcoxon test to determine differences in knowledge and attitudes of crew members and debris index before and after treatment. The Mann-Whitney Test was used to determine differences in the knowledge and attitudes of parents of children with disabilities to changes in debris index of children with disabilities. The results obtained indicate an increase in the knowledge and attitudes of children with disabilities Sparents. The debris index of children with disabilities Shas decreased but is still not enough to change the children with disabilities 's actions in maintaining dental and oral health into a good category. Assistance to parents of children with special needs needs to be carried out further and children with special needs still need more parental participation to achieve good dental and oral health measures.
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O’Sullivan, Cliona, Sinead McGann, Night Atwongyeire, Stuart Garrett, Tara Cusack, Deirdre A. Hurley, Caitriona Cunningham, and Ian Spillman. "Attitudes and beliefs of parents of children with disabilities in Uganda." Social Work and Social Sciences Review 22, no. 1 (September 15, 2020): 119–36. http://dx.doi.org/10.1921/swssr.v22i1.1505.
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Background. Little is known about the experience of carers of children with disabilities in Uganda, where child disability constitutes 31.4% of all disabilities. This study examined the experiences, beliefs, and attitudes of parents/ main carers of children with disabilities, and the challenges they face, in order to optimize rehabilitation strategies for the child and their family. Methods. Qualitative data were collected from ten semi - structured interviews with eight main carers children receiving rehabilitation in rural Uganda. Results. Three main themes were identified: (1) experiences, (2) beliefs, and (3) attitudes of the parents/ main carers. Carers experienced emotional stress and many life changes as the burden of care fell primarily on them. A lack of knowledge and information about disability amongst carers, resulted in alternative beliefs about treatment. Social stigma towards disability remains an issue within Ugandan society. Conclusions. Family centered rehabilitation should be incorporated into rehabilitation programmes to decrease burden of care upon the main carer. Health care practitioners are in a strong position to educate families about causation, diagnosis, and prognosis of a child’s condition, but such services should be improved through community education about disability and facilitated with the development of parental support groups.
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SAFONOVA, M. V., and T. R. KARABANOVA. "FEATURES OF ATTITUDES AND PARENTING SKILLS AMONG PARENTS OF DIFFERENT PSYCHOLOGICAL TYPES WHO HAVE A CHILD WITH INTELLECTUAL DISABILITIES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 118–32. http://dx.doi.org/10.25146/1995-0861-2020-54-4-248.
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Statement of the problem. The article provides an overview of theoretical positions and research on the problem of parental attitudes and their impact on the educational process of children with intellectual disabilities. Child-parent relationships are one of the most important aspects studied by family psychology, family relations psychology, and age psychology. There is a lack of programs for correcting child-parent relationships in families with children with intellectual disabilities. The purpose of the article is to identify and characterize the attitudes of parents of different psychological types towards their “special” children, as well as the features of their upbringing models and parenting skills. Research materials and methods. The research methodology is represented by the fundamental principles of psychology: consistency, unity of consciousness and activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.), provisions on the structure and functions of child-parent relations (R.V. Ovcharova, A.S. Spivakovskaya, E.G. Eidemiller, V.V. Justitskis, etc.); generalization of research on the features of child-parent relations in families raising children with developmental disabilities (L.V. Kuznetsova, I.I. Mamaichuk, Yu.P. Povarenkov, E.A. Savina, V.M. Sorokin, V.V. Tkacheva, L.M. Shipitsyna, O.B. Charova, etc.); ideas about the family as a priority institution of socialization of the individual (I.S. Kon, A.V. Mudrik, M.I. Rozhkov). Our study involved 50 respondents. Of these, 40 parents have a child with a diagnosis of mental retardation, 10 parents have children with mild mental retardation. All children are enrolled in school in Krasnoyarsk, age category is 7–10 years old. To diagnose the conscious and unconscious attitudes of parents towards their children with intellectual disabilities, the method “Unfinished sentences” was used, and to identify the parenting abilities of parents, V.V. Tkacheva’s questionnaire “Determining the parenting skills among parents of children with developmental disabilities” was used. To compare the samples, the Mann Whitney U-test was used, and the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The study showed that the attitudes of parents of an authoritarian psychological type towards their children are closely intertwined with their personal traits. 80 % of authoritarian parents emotionally accept their children, and 20 % reject them. In this group, 68 % of parents understand that their children have certain problems, while 32 % refuse to understand them. Adequate forms of interaction with children are observed in 72 % of authoritarian parents. Neurotic parents have different views on their children and their relationships with them. In the group of neurotic parents, 44 % of respondents accept their children, and 56 % reject them; 78 % understand children’s problems, 22 % do not understand; 67 % have adequate forms of interaction, and 33 % have inadequate ones. Psychosomatic parents have a positive attitude towards their children, wish them the best, and see their advantages and disadvantages. 75 % of psychosomatic parents experience emotional attachment to their children, 25 % – rejection. Almost all parents in this group are aware of their children’s problems (94 %), and also apply appropriate methods of influence to their children (87 %). Conclusion. It is concluded that the representations and conscious and unconscious attitudes of parents of different psychological types are associated with the personal characteristics of children with intellectual disabilities. The relationship between the educational skills of parents and the characteristics of their dominant psychological type is shown. The authors note that the problem of parents’ relations with “special” children has been studied for a long time, but there are few programs for correcting these relations.
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Johnson, Harriette C., Edwin F. Renaud, Diane T. Schmidt, and Edward J. Stanek. "Social Workers' Views of Parents of Children with Mental and Emotional Disabilities." Families in Society: The Journal of Contemporary Social Services 79, no. 2 (April 1998): 173–87. http://dx.doi.org/10.1606/1044-3894.1817.
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In response to concerns expressed by parents of children with emotional and mental disabilities about professionals' attitudes and beliefs, the authors surveyed the views of a sample of clinical social workers. The majority of respondents in a national random sample endorsed statements expressing validating attitudes toward parents, agreement with open information sharing, and agreement with providing specific guidance to parents about how to help their children. However, the views of a substantial minority of social workers were antithetical to a parent-friendly perspective. The most problematic area was the prevalence of parent-blaming beliefs reported by approximately half of the social workers. The view that medication was helpful correlated positively with validating views of parents and correlated negatively with blaming them for their children's problems. The belief that research-based knowledge is important for practice and that medical journals are a good source of information about emotional problems correlated with support for open information sharing and the view that medication was helpful. Seeing a child as the identified patient in a dysfunctional family, perceiving parents' views as useful primarily as clues to family dynamics, and seldom feeling the need to refer to other disciplines, correlated positively with blame, negatively with the use of medication, and negatively with validating attitudes.
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Lewko, Agnieszka. "Taming disability. Working with parents of children after specialist diagnosis." Problemy Opiekuńczo-Wychowawcze 568, no. 3 (May 31, 2018): 16–23. http://dx.doi.org/10.5604/01.3001.0011.8294.
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This article discusses the subject of effective working with parents of children with disabilities. It describes the fundamentals of proper relationships, the stages of taming disability, and negative parental attitudes in the context of their aptitude for engagement. It also includes conclusions from selected research reports and the goals of working with parents. Its task is to approximate the specifics of the situation of parents with children with disabilities, to more effectively support them, to select the content of pedagogy, and indirectly to allow optimal development of the child.
Dissertations / Theses on the topic "Parents of children with disabilities Australia Attitudes"
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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.
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Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.
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The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the University of Western Cape, the Ministry of Community Development and Social Services in Zambia and Rural Health Centre. Signed consent from parents, consent from parents stating that their children can participate and assent from children was obtained. Anonymity and confidentiality of participants was emphasized and participants were reminded that their participation was voluntary. Participants had the freedom to withdraw without any prejudice. The results indicated positive attitudes of children and their parents towards school attendance of children with disabilities. The traditional and religious beliefs of parents did not influence or contribute to children with disabilities not attending school. The main reason why most children with physical disabilities were not attending school in Mazabuka district was due to physical and social barriers.
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Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
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Larson, Brooke Noelle. "Preferred developmental disabilties among prospective adoptive parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3288.
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This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.
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Wogqoyi, Mirriam Ntombesoka. "Knowledge, attitudes and practices of parents/guardians of children with disabilities on abuse of children with disabilities, in the Willowvale area, Eastern Cape Province, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20400.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Child abuse is a problem worldwide and also a serious problem in South Africa. Recent statistics revealed an increase in reported cases. Incidence of abuse is difficult to determine accurately but there might be a million children involved annually (Berkow 1977: 1040). Available research indicates that disabled children across all types of disabilities are at a greater risk of all forms of abuse than non-disabled children. The causes of child abuse are complex and involve social factors. The general effect of poverty, unemployment, alcohol and drug abuse are likely to be associated with child abuse. In addition the disability and its effects on the child and family as well as wider societal views of disability exacerbates the risk for disabled children and make apprehending and bringing perpetrators to justice more difficult. But, the topic requires further exploration. Thus the study evolved with the aim to explore parents‟ and caregiver‟s knowledge, attitudes and practices towards the abuse of children with disabilities in the Willowvale area of the Eastern Cape of South Africa. A qualitative, descriptive study with a small quantitative component was done. The sample consisted of 24 participants, identified through snowball sampling, in five purposively sampled study areas in the Eastern Cape. Data was collected in March 2009 through a self-designed questionnaire that focused on knowledge of abuse and a focus group discussion in each site. Content analysis of data according to pre-determined themes was done. Results indicated low levels of knowledge on abuse as well as difficulties defining the concepts of disability and abuse. However, participants had a general awareness of the presence of abuse of children with disabilities and could provide many an example from personal experience. In addition participants indicated challenges with reporting of abuse such as being unsure what constitutes a criminal offence, what the lines and procedures of reporting are, being scared of the perpetrator and his or her family, being scared of losing social support and poor support from the police and legal system. It is recommended that customized education programs on disability and child abuse are developed and implemented for both parents of children with disabilities in the study communities as well as the communities at large. Developing and implementing these educational packages can be structured along community based rehabilitation guidelines. The current study participants can form the core group to represent children with disabilities. Implementation, monitoring and evaluation can be linked to local rehabilitation projects. In addition various local and provincial departments such as social services, health, education and safety and security must collaborate to develop and assist with implementing the education programs and materials.
AFRIKAANSE OPSOMMING: Statistiek dui op `n toename in kindermishandeling. Die probleem kom wêreldwyd voor en neem ook in Suid Afrika ernstige afmetings aan. Spesifieke insidensiesyfers is moeilik bepaalbaar, maar dit wil voorkom asof `n miljoen gestremde kinders jaarliks mishandel word. Die risiko van mishandeling is groter vir gestremde kinders as vir nie-gestremde kinders. `n Komplekse interaksie tussen sosio- ekonomiese faktore soos armoede, werkloosheid, alkohol- en dwelmmisbruik kan dikwels met kindermishandeling geassosieer word. In die geval van gestremde kinders dra die effek van die gestremheid op die kind en familie, sowel as gemeenskappe se negatiewe houding teenoor gestremde kinders, by tot die risiko vir mishandeling en vergroot die uitdaging om die oortreder op te spoor en suksesvol te verhoor. Daar is egter steeds verskeie onduidelikhede oor die onderwerp en verder studie is nodig. Die huidige studie het beoog om ondersoek in te stel na die kennis, houdings en optrede van ouers en voogde van gestremde kinders in die Willowvale area van die Oos-Kaap, Suid-Afrika, ten opsigte van mishandeling van gestremde kinders. `n Kwalitatiewe beskrywende studie met `n klein kwantitatiewe komponent is gedoen Vier en twintig ouers of voogde van gestremde kinders uit vyf plekke in die Willowvale-gebied het aan die studie deelgeneem. Die studieplekke is doelbewus geselekteer en die deelnemers is deur middel van sneeubalseleksie geïdentifiseer. Data-insameling is deur middel van fokusgroepbesprekings en `n vraelys oor kennis van kindermishandeling in Maart 2009 gedoen. Die inhoud van die fokusgroep-besprekings is volgens voorafbepaalde temas geanaliseer. Die resultate dui daarop dat die deelnemers beperkte kennis van kindermishandeling het. Hulle het ook gesukkel om begrippe soos gestremdheid en kindermishandeling te definieer. Hulle was egter bewus daarvan dat mishandeling van gestremde kinders voorkom en kon vele voorbeelde uit eie ervaring opnoem. Volgens die data het deelnemers verskeie probleme met betrekking tot die aanmelding van kindermishandeling ervaar. Die probleme sluit onsekerheid oor wanneer mishandeling `n kriminele oortreding is, watter prosedure om te volg om mishandeling aan te meld, vrees vir die mishandelaar en sy/haar familie, vrees dat die gemeenskap hulle sal verwerp, asook onvoldoende ondersteuning van polisie en regssisteme in. Na aanleiding van die bevindinge word aanbeveel dat `n opvoedingsprogram oor gestremheid en kindermishandeling saamgestel en in die studiegemeenskappe geïmplimenteer word. Die program behhort op ouers en voogde van gestremde kinders sowel as op die breër gemeenskap te fokus. Deelnemers aan hierdie studie en bestaande gemeenskapsrehabilitasieprojekte kan genader word om die proses te bestuur. Voorts moet plaaslike en provinsiale regeringsverteenwoordigers van Gesondheid, Gemeenskaspontwikkeling, Opvoeding sowel as Veiligheid en Sekuriteit betrokke wees by die ontwikkeling, implementering en monitoring van die opleiding.
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Pang, Fung-cheung Irene. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at Aberdeen Rehabilitation Centre /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115625.
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Shaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong." Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.
Full textBooks on the topic "Parents of children with disabilities Australia Attitudes"
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Conditional love: Parents' attitudes toward handicapped children. Westport, Conn: Bergin & Garvey, 1994.
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Disabled, New York (State) State Commission on Quality of Care for the Mentally. Special education: Parents' perspective. Albany, N.Y: The Commission, 1990.
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After the tears: Parents talk about raising a child with a disability. San Diego: Harcourt Brace Jovanovich, 1987.
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Simons, Robin. After the tears: Parents talk about raising a child with a disability. Denver, Colo: Children's Museum of Denver, 1985.
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Chosen for Charlie: When God Gifts You with a Special-Needs Child. [Place of publication not identified]: Life Bridge Press, 2016.
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Special children, challenged parents: The struggles and rewards of raising a child with a disability. Baltimore: P.H. Brookes, 2001.
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Naseef, Robert A. Special children, challenged parents: The struggles and rewards of raising a child with a disability. Baltimore: P.H. Brookes, 2001.
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Gill, Barbara. Changed by a child: Companion notes for parents of a child with a disability. New York: Doubleday, 1997.
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Gill, Barbara. Changed by a child: Companion notes for parents of a child with a disability. New York: Doubleday, 1997.
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Binstock, Cathy Lynn. After your child's diagnosis: A practical guide for families raising children with disabilities. Manassas, VA: E.M. Press, 1997.
Find full textBook chapters on the topic "Parents of children with disabilities Australia Attitudes"
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Kingsley, Karrie, and Tara J. Glennon. "Environmental Barriers and Their Impact on Participation for Youth with Physical Disabilities." In 50 Studies Every Occupational Therapist Should Know, edited by Elizabeth A. Pyatak and Elissa S. Lee, 241—C35.S1. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med/9780197630402.003.0035.
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Abstract Dyads of 427 parents and children, aged 6–14 years and with a range of health and developmental difficulties, were surveyed, interviewed, and scored on three structured tools to evaluate the perceptions of barriers to participation in school, recreation, and community activities. Perceived barriers were noted in all contexts, ranked highest to lowest in school and work, natural and built environments, policies, services and assistance, and attitudes, respectively. The authors recorded environmental characteristics of accessibility, accommodation, resource availability, social support, and equality as interfering factors and barriers to participation. Adolescents, children with behavioral challenges, and young children with physical limitations were demographic groups with greater perceived barriers.
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Gopalan, Rejani Thudalikunnil. "ADHD, Parental Stress, Stigma, and Mindfulness Training." In New Developments in Diagnosing, Assessing, and Treating ADHD, 278–304. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch018.
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Many studies have proven that parental stress was associated with childhood mental disorders and disabilities, and in recent years, studies have shown that parents of children with neurodevelopmental disorders (NDDs) experience more parenting stress than parents of typically developing children. Parents living with a child with ADHD experienced stress as they struggled to cope with the child's symptoms amidst the stigmatizing attitudes from family and community members. The chapter tried to explore various factors related with parental stress and ADHD such as quality of life, parental rating of ADHD symptoms and related issues, treatment outcome, marital life, and mental health. One of the important factors contributing to stress is stigma, and the chapter also attempted to explore the link between parental stress and stigma, especially related to ADHD and its interventions. The chapter emphasized the role of mindfulness training for treating ADHD and parental stress while pointing out the methodological limitations.
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Kamata, Suzanne. "An American Mother Raising a Deaf Daughter in Small-Town Japan." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 197–217. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/8.
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In this chapter, I describe my struggle, as an American mother in Japan, to understand and adapt to the policies of the local school for the deaf, and the possible effects of being bicultural on my deaf daughter’s educational development. As Sikes and Goodson (2017) posit, we make sense of our lives through the telling and retelling of stories of our lived experiences. As such, “personal narratives have a status as personal, as well as research, data” (2017, p. 64). In the case of parents of children with disabilities, such as myself, “the potentialities or limits of a narrative plotline are contested; the available narratives are considered inadequate, and narrators turn to counter-narratives with alternative plotlines” (Shuman, 2017, p. 244). Here, I will employ personal narrative, incorporating personal memory data and self-observational and self-reflection data to explore some of the differences regarding attitudes toward and practices of education for deaf children from a bicultural background (specifically Hispanic/Latino) in the United States and my own experiences in Japan, and to suggest areas for further study.
Conference papers on the topic "Parents of children with disabilities Australia Attitudes"
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.
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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.