Journal articles on the topic 'Parents of children with disabilities'
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1
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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Zhavoronkova, Liliya V., and Lyubov B. Pautova. "Interaction of teachers with children's families in rural inclusive school." Pedagogy Of Rural School 2, no. 12 (2022): 76–86. http://dx.doi.org/10.20323/2686-8652-2022-2-12-76-86.
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Today, children with various types of health restrictions are increasingly appearing in rural schools, who until recently studied in special boarding schools. The parents of these children choose to study in inclusive education at school in their place of residence. The Federal State educational standard of primary general education for students with disabilities assigns a large role to parents and family in its implementation, which makes the discussion of this problem relevant. Since the federal state educational standard of primary general education for students with disabilities is a tripartite social contract, there is a need to coordinate the positions of parents and educational organizations on its implementation The main purpose of the agreements is to create favorable conditions for the complete social formation, upbringing and education of children with disabilities for the self-realization of their personality among normotypically developing peers. The authors of the article reveal the substantive aspects of the interaction of an educational organization and parents of children with disabilities on the example of the implementation of a family cooperation program in one of the rural schools of the Yaroslavl region, aimed at actively involving parents of students with disabilities in the design and implementation of an inclusive educational process. The article actualizes such forms of interaction between an educational organization and parents as: parent club, training, sports and social projects, child-parent project, consultation. As an effective form of interaction, a child-parent sports project is considered, which allows solving the tasks of different categories of interaction participants — teachers, parents and students.
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Hsiao, Yun-Ju. "Parental Stress in Families of Children With Disabilities." Intervention in School and Clinic 53, no. 4 (June 14, 2017): 201–5. http://dx.doi.org/10.1177/1053451217712956.
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Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of parental stress by exploring what is known about parental stress in raising children with disabilities and examining factors that may result in parental stress for practitioners to work on so as to help parents reduce their stress. This article focuses on three strong predictors of parental stress in families of children with disabilities: (a) problem behaviors of the child, (b) coping strategies of parents, and (c) parenting support for families. Implications for practitioners to help parents reduce their stress are discussed.
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Buren, Molly K., Kristina Rios, and Meghan M. Burke. "Advocacy Experiences Among Rural Parents of Children With Disabilities." Rural Special Education Quarterly 41, no. 1 (December 10, 2021): 12–24. http://dx.doi.org/10.1177/87568705211049337.
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Parent advocacy is an essential component to help children with disabilities receive appropriate school services. However, there are limited studies about parent advocacy for children with disabilities living in rural areas. To address this issue, semistructured interviews were conducted with 12 parents of children with disabilities. The purpose of the study was to identify and define unique barriers to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed.
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Poptean, Corina Bianca, and Doru Vlad Popovici. "Emotional difficulties experienced by parents of children with disabilities versus parents of typical children." Review of Psychopedagogy 11, no. 1 (December 14, 2022): 79–87. http://dx.doi.org/10.56663/rop.v11i1.44.
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This study aimed to discover whether parents of children with disabilities report higher levels of depression, anxiety and stress compared to parents of typical children, but also whether having a child with special needs influences the parent's job. By applying the DASS and PSS questionnaires, we concluded that these parents are more stressed, depressed and anxious, but also that they give up their jobs to take care of the disabled child.
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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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Bibikova, Nadezhda Vyacheslavovna, and Polina Aleksandrovna Suvorova. "Social and psychological assistance to families with children with disabilities." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 6 (May 30, 2023): 327–39. http://dx.doi.org/10.33920/pol-01-2306-01.
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The article examines the essence of social and psychological assistance to families raising children with disabilities. The main problems of such families are identified. Methods and forms of work with families with children with disabilities are considered on the example of the Regional State Budgetary Institution of Social Service Multidisciplinary Rehabilitation Center «Podsolnukh (Sunflower) ". By means of diagnostic materials, socio-psychological problems of families with children with disabilities and emotional burnout of parents raising children with disabilities have been identified, and trainings for parents with children with disabilities have been conducted. The topics of the trainings were «Prevention of burnout syndrome in parents raising children with disabilities» and «Prevention of emotional stress in parents of children with disabilities».
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Abdat, Rawhi, Mohammed F. Safi, and Abdelaziz Sartawi. "Parental Outcomes in Early Intervention for Children with Special Educational Needs and Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 908–15. http://dx.doi.org/10.9756/int-jecse/v14i1.221105.
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Parents’ outcomes in early intervention for children with special educational needs and disabilities (SEND) have not received close study in the United Arab Emirates (UAE). In pursuit of this goal, a quantitative method used to collect quantitative data and investigate parents’ outcomes. Therefore, the family outcomes survey (FOS) was utilised to collect data from parents whose children were served in four rehabilitation centres across the UAE. Descriptive statistics, the independent t-test, and one-way ANOVA were used to address the main research question and examine the study hypotheses. The results of the study indicated high parent outcomes in two areas: understanding the child’s needs and providing support; meanwhile, other outcomes did not achieve the cut-off score. Additionally, statistical differences were found among outcomes in relation to the family services programme, type of disability (in favour of parents of children with developmental delay and Down syndrome), and according to service duration (in favour of parents of children receiving services for 13 months or more). Accordingly, this study results were discussed in light of the previous literature and provided recommendations to enhance parents’ outcomes in early childhood intervention programmes.
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Cooc, North, and Oanh T. Bui. "Characteristics of Parent Center Assistance From the Federation for Children With Special Needs." Journal of Special Education 51, no. 3 (March 13, 2017): 138–49. http://dx.doi.org/10.1177/0022466917696285.
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To assist parents of children with disabilities with navigating the special education system, the Individuals With Disabilities in Education Act (IDEA) established Parent Training and Information (PTI) Centers and Community Parent Resource Centers (CPRC) in each state. However, little is known about the 103 total Parent Centers currently operating across the country and whom they serve. We address this research gap by analyzing administrative data on 29,194 parents served over a 13-year period through the only PTI in Massachusetts, the Federation for Children With Special Needs (FCSN). Results show White parents and parents of children with autism spectrum disorders were more likely to contact the FCSN, while parents from rural and economically disadvantaged backgrounds were less likely to do so. Consistent across all backgrounds and disability categories, parents came to the FCSN most frequently for assistance related to individualized education programs (IEPs). Implications related to how Parent Centers can improve family outreach efforts and work with schools and community-based organizations are provided.
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LAZAR, Mioara Maria. "THE ROLE OF THE INTERDISCIPLINARY TEAM (TEACHERS, PSYCHOLOGISTS, SUPPORT TEACHERS, PSYCHOPEDAGOGUES, ETC.) IN MEDIATING CONFLICTS BETWEEN PARENTS OF CHILDREN WITH DISABILITIES AND PARENTS OF TYPICAL CHILDREN, IN ORDER TO EFFECTIVELY INTEGRATE CHILDREN WITH DISABILITIES." JOURNAL PLUS EDUCATION 32, no. 1/2023 (May 1, 2023): 207–14. http://dx.doi.org/10.24250/jpe/vol.32/1/2023/mml.
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Our study wants to find if the success of the functional integration of children with disabilities depends on the degree of involvement of specialists in the mediation of conflicts with the parents of typical children and their opposing attitude towards integration. In order to have a functional integration and all the children in the class, typical or disabled, in order to benefit from education, they need the attention and involvement of specialists, the support of parents, and relationships with classmates. The involvement of specialists in counseling parents with disabilities as well as typical ones, may facilitate a successful integration. In order to identify the benefits of integration for all children, the support of school managers and the support of school inspectorates is essential.: functional integration; parents with SCR (special counseling requirements); parents of typical children. The integration of children with disabilities in mainstream education is not a new topic anymore. Ever since Salamanca Conference (1994), which promoted the acceptance of diversity by offering equal educational opportunities to all disadvantaged students (Salamanca Declaration on Special Needs Education), the foundations of the principle of normalization were laid. In turn, the principle of normalization, as a concept, favored the integration of
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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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Namkung, Eun Ha. "THE ROLE OF AMBIVALENCE ON WELL-BEING OF AGING PARENTS WHO HAVE A DISABLED CHILD: MULTILEVEL MEDIATION APPROACH." Innovation in Aging 3, Supplement_1 (November 2019): S37—S38. http://dx.doi.org/10.1093/geroni/igz038.146.
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Abstract According to the family systems theory, strains from parenting an adult with disabilities may spillover to parents’ relationships with their other children and disrupt family dynamics and their well-being in later life. This study examined whether parental ambivalence toward their non-disabled children is greater in families of adults with disabilities [developmental disabilities (DD) or serious mental illnesses (SMI)] than families without an adult child with disabilities. The study also investigated whether ambivalence mediates the associations of having an adult child with DD or SMI on parents’ health. Data were from the 2011 Wisconsin Longitudinal Study in which aging parents (Mage = 71; n = 6,084) were asked about their relationship with each of their adult children. Multilevel regression models and multilevel structural equation models (MSEM) were estimated to analyze the data. Our findings showed that parents of an adult with SMI felt greater ambivalence toward their non-disabled adult children than comparison group parents of adults without disabilities, whereas no significant differences were found between parents of an adult with DD and comparison group parents. Parental ambivalence toward their non-disabled adult children played a significant indirect role in the negative association between having a child with SMI and parental physical and mental health, after adjusting for parent- and child-characteristics associated with parental health and/or ambivalence. The findings have implications for clinical practice with aging families of adults with disabilities and suggest the need for additional research to better understand intergenerational dynamics in these families.
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Abed, Mohaned G., and Todd K. Shackelford. "The Importance of Providing Play and Learning Materials for Children with Physical Disabilities in Saudi Arabia: The Perceptions of Parents." International Journal of Environmental Research and Public Health 19, no. 5 (March 3, 2022): 2986. http://dx.doi.org/10.3390/ijerph19052986.
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The purposes of this exploratory, qualitative research are to (a) examine the parental role in providing materials to facilitate learning and play for children with physical disabilities, and (b) identify the difficulties expressed by parents that affect the support provided to their children with physical disabilities. We conducted semi-structured interviews with 21 Saudi Arabian parents of children with physical disabilities to identify the parental role in providing play and learning materials as well as the challenges identified by parents in providing this support. Parents recommended that they initiate and maintain contact with other parents of children with physical disabilities and with associated organisations. Parents also recommended that teachers welcome parents to be involved in support of their children with physical disabilities, especially in the provision of play and learning materials. The authors conclude that disability awareness programs for peers and staff members may improve physical and psychological health for children with physical disabilities.
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Choiriyah, Ana Laela Fatikhatul, Muhammad Imaduddin, Inayatul Anisah, M. Arief Amrullah, and Fendi Setyawan. "Fulfillment of the Rights of Children with Disabilities After Their Parents' Divorce." Pena Justisia: Media Komunikasi dan Kajian Hukum 22, no. 3 (January 12, 2024): 496. http://dx.doi.org/10.31941/pj.v22i3.3623.
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<em>The purpose of this study is to provide an overview of the fulfillment of the rights of children with disabilities after their parents' divorce, in fact children with disabilities in a harmonious family really need the special attention of their parents, so that when both parents divorce, it is necessary to protect and fulfill the rights of children with disabilities from both parents, but currently there are parents who lack self-acceptance of the birth of children with disabilities and make them both divorced, based on the above background regarding the fulfillment of the rights of children with disabilities after the divorce of parents it is interesting to study, this study uses an empirical juridical research methodology using several approaches, namely a qualitative approach, the results of This research is a future concept so that the fulfillment of the rights of children with disabilities is fulfilled after the divorce of their parents</em>
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Kalpurniya, Shanthini, Rajesh Ramachandran, and Neeradha Chandramohan. "A Study on Stress Level, Happiness, Challenges, and Emotional Bonds of Parents having Children with Disabilities Availing Services at NIEPMD, Chennai." Integrated Journal for Research in Arts and Humanities 3, no. 5 (September 11, 2023): 72–88. http://dx.doi.org/10.55544/ijrah.3.5.7.
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Being a parent is normally a joyous occasion and creating emotional bond between parents and their children is special, but in certain situations, lives of parents' are plagued with challenges and are concerned about their ability to maintain their child's physical, emotional, or economic well-being. It is very important to understand as how it is like to be a parent, because this helps to enhance the wellbeing of both parents and their children, especially if the child born is having disabilities. The study here consisting of equal distribution of male and female (N =100, Male = 50 and female = 50) coming to NIEPMD for rehabilitation services were taken as samples to find out stress level of parents of children having disabilities based on gender, based on age of the parent, based on the educational qualification of the parent, based the diagnosis of the children having disabilities. The Parental Stress Scale (PSS) questionnaire developed by Berry & Jones (1995) is a standardized scale and was used to assess parental stress. The researchers obtained due permission to use the scale from the author. The findings of the study revealed that 63% of the parents are having high level of stress in particular female parent are experiencing high level of stress (33%). Findings based on age shows that 35% of parents aged between 31-40 are having high level of stress, based on educational qualification of the parent 27% of the parents who completed under graduation are having high level of stress and based on the diagnosis of the children 25% of the parents having children diagnosed with Autism Spectrum Disorder are having high level of stress. The result implicated that parents having children with Autism Spectrum Disorder are having high level of stress. Understanding these fundamental results and trends allows practitioners and researchers to develop customized interventions and support methods to promote positive parenting experiences and improve the well-being of parents and children.
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Love, Hailey R., Alison L. Zagona, Jennifer A. Kurth, and Amanda L. Miller. "Parents' Experiences in Educational Decision Making for Children and Youth With Disabilities." Inclusion 5, no. 3 (September 1, 2017): 158–72. http://dx.doi.org/10.1352/2326-6988-5.3.158.
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Abstract Families should be an active part of educational decision making for their children, and they can be particularly influential in advocating for inclusion for students with intellectual and developmental disabilities. Yet, significant research has shown that parents do not feel schools effectively collaborate with them. We interviewed 19 parents of children with disabilities to investigate the ways they were included and excluded from educational decision making and how they decided on their children's placement and services. Five themes emerged: parents' exclusion from decision making, parents' independent efforts to shape their children's educational services, parents' decisions as a result of school and district factors, parents' role changes to direct their children's education, and discrepancies between beliefs and experiences of inclusion. Parents' responses indicate that specific school structures and institutionalized procedures may regularly exclude parents from decision making. Results have implications for parent-professional partnership during decision making for students with disabilities and personnel preparation.
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Macias, Michelle M., Conway F. Saylor, Brandy P. Rowe, and Nancy L. Bell. "Age-Related Parenting Stress Differences in Mothers of Children with Spina Bifida." Psychological Reports 93, no. 3_suppl (December 2003): 1223–32. http://dx.doi.org/10.2466/pr0.2003.93.3f.1223.
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This study examined whether ages of child and parent were risk factors for general parenting stress and disability-specific stress in families of children with spina bifida. Parents of 64 children with spina bifida completed the Parenting Stress Index–Short Form, Parents of Children with Disabilities Inventory, and measures of family support and resources. Scores of families with children under 6 years (preschool) versus 6- to 12-yr.-old children (school age) were compared, as were scores of mothers above or below Age 35. Parents of school-aged children reported significantly higher stress on the Concerns for the Child domain of the Parents of Children with Disabilities Inventory. Mothers over 35 tended to report higher stress in the Concerns for the Child and Medical/Legal Concerns domains of the Parents of Children with Disabilities Inventory. No associations with medical severity, socioeconomic status, family resources, or family support were detected. As the children age and disability-related differences become more apparent, the same level of functioning and severity of disability may be associated with additional parenting stress. Older mothers and those with school-age children may need more resources than current social support systems typically provide.
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Shishkova, Alexandra M., Viktor V. Bocharov, Yulia S. Chernaya, Alexander V. Shashkov, Ivan V. Porfirev, and Alexandr G. Titov. "Interrelation of sociodemographic and clinical factors with burnout and engagement among mothers, who joined online peer support networks for persons raising children with disabilities." Pediatrician (St. Petersburg) 14, no. 5 (February 22, 2024): 95–105. http://dx.doi.org/10.17816/ped625946.
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BACKGROUND: Parents raising children with disabilities are often exposed to stress and emotional burnout associated not only with the parenting process itself, but also with the need to create special conditions for the development and maintenance of the physical and mental well-being of their children. It is important to reveal factors that determine the parents’ adaptation success in a child’s illness situation. Parents of disabled children often join communities via Internet in order to exchange experiences and competencies in the field of care and interaction with children. This is rapidly developing trend of modern society and requires close attention of psychologists and other specialists working with parents of children with disabilities. This knowledge will allow us to develop appropriate mechanisms for cooperation, treatment and prevention in relevant peer support networks.
AIM: The aim of the study was to reveal the relationships of sociodemographic and clinical factors with the severity of burnout and engagement in child care in parents who joined online peer support networks for persons raising children with disabilities.
MATERIALS AND METHODS: The study involved 125 parents (121 mothers and 4 fathers) caring for children with disabilities. Mean [±SD] age, 36,3 ± 6,7 years. The “Level of relatives’ emotional burnout / parent-child version” was used as an assessment tools. Also, semi-structured interview for assessing socio-demographic and clinical characteristics was applied.
RESULTS: The results of the study showed that age of the mother and child, the education and the work activities of the mother, the child’s kindergarten attendance, the age of onset and duration of the child’s illness, the nature of the relationship with him and the degree of parent’s activity in the treatment and rehabilitation process are the factors associated with engagement and burnout in parents of children with disabilities who joined online peer support networks. In particular, the lesser the age of the mother and the disabled child, the more exhaustion, tendency to devaluate successes and achievements in the process of children’s treatment (inefficacy) and tendency to destructively defuse of stress tension in mothers. The process of exhaustion is most likely at the initial periods of adaptation of the mother to the disease of the child, then the adaptation to the existing situation occurs. Burnout acts as a pathological process that contradicts the general trend and develops in cases when, due to environmental or personal factors, difficulties in adapting the parent to the child’s disease arise.
CONCLUSIONS: Understanding of parents’ burnout processes is important for moderators of Internet communities, since it allows to route work with information content.
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Schormans, Ann Fudge. "Experiences Following the Deaths of Disabled Foster Children: “We Don't Feel Like ‘Foster’ Parents”." OMEGA - Journal of Death and Dying 49, no. 4 (December 2004): 347–69. http://dx.doi.org/10.2190/pmpx-5jww-7lab-c9le.
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Foster parents in the child welfare system occupy a unique position in our culture. While expected to parent and provide safe, loving, and normative family experiences to a child removed from her/his family of origin, they are, simultaneously, expected to remember that they are not the child's biological parent. Increasingly, foster parents are being asked to care for children with severe disabilities that sometimes precipitate an early death. How do foster parents experience the death of a foster child with disabilities in their care? Semi-structured interviews with bereaved foster parents revealed foster parents' self-identification as “parents” who shared “parent/child” relationships with foster children whom they considered to be part of their families. The foster parents' experience of the death of the foster child with a disability was reported comparable to the death of a birth child, however, their identification as legitimate grievers was often disenfranchised by others.
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Liao, Ya-Tzu, Ai-Wen Hwang, Hua-Fang Liao, Mats Granlund, and Lin-Ju Kang. "Understanding the Participation in Home, School, and Community Activities Reported by Children with Disabilities and Their Parents: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 24, 2019): 2217. http://dx.doi.org/10.3390/ijerph16122217.
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Participation has significant impact on children’s health and well-being. Knowledge is limited on how children with disabilities perceive their participation and whether their perceptions differ from their parents. This pilot study aimed to explore whether self-reported frequency of participation and prioritized activities differ between children with disabilities and their parents. Thirty children with disabilities eligible for special education in elementary school and their parents were included. Each of them were interviewed with the Chinese version of Picture My Participation (PMP), separately, to identify the child’s participation frequency in 21 activities at home, school, and community, desire-to-change activities, and the level of involvement in these activities. The results indicated that children’s ratings of participation frequency were significantly lower than parents’ ratings in home activities but not in school and community activities, as analyzed by the Wilcoxon Signed Ranked test. Nineteen (63%) child–parent pairs had selected entirely different items as their desire-to-change activities. Children selected the activities that they were somewhat to very involved in; while parents selected the activities they thought their children were less involved in. Our findings suggest that children with disabilities had unique views on life and this should be supported in their health care and individualized education plans.
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He, Lihang. "Cognitive Behavior Therapy for Asian American Families of Children With Developmental Disabilities." Family Journal 25, no. 2 (April 2017): 179–86. http://dx.doi.org/10.1177/1066480717697687.
Full textAbstract:
Parents of children with developmental disabilities usually experience stress, grief, and isolation. Asian American parents may experience higher stress and other difficulties due to their cultural background, discrimination, and different acculturation status. Parental well-being also has an impact on the parent–child interaction and the child’s development. Psychological and educational intervention for parents of children with developmental disabilities has been studied from different approaches, such as family system and cognitive behavior therapy. The possibility of integrating cognitive behavior therapy and structural family therapy was also proposed.
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Sergienko, A. I., and A. B. Kholmogorova. "Post-Traumatic Growth and Coping-Strategies of Parents of Children with Disabilities." Консультативная психология и психотерапия 27, no. 2 (2019): 8–26. http://dx.doi.org/10.17759/cpp.2019270202.
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We present the results of an empirical study of the effect of coping strategies on post-traumatic growth (PTG) of parents who raise children with disabilities. We emphasize the need for psychological help for parents that emerges as a predictor of the most successful development of the child and improves the quality of life of the parent. In the course of the study, 113 parents of children with disabilities completed the Post Traumatic Growth Inventory and the Ways of Coping Questionnaire. The results showed that coping strategies can either enhance or interfere with PTG. Positive reassessment, acceptance of responsibility, confrontational coping and search for social support have a positive effect on PTG, and planning has a negative effect. We drew up recommendations for the psychological assistance to parents of children with disabilities, based on the data and the concept of post-traumatic growth.
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Karina Silvani. "Dampak Pola Asuh Orang Tua Terhadap Keberfungsian Sosial Anak Disabilitas Netra." RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan 2, no. 3 (May 10, 2024): 134–40. http://dx.doi.org/10.62383/risoma.v2i3.97.
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Parents have an obligation to guide, protect and raise their children. So that the role of parents is the main basis in improving social functioning, especially for children with visual disabilities. Children with visual disabilities have unique challenges in improving their social functioning. This research explains three types of parenting, namely, authoritarian, democratic and permissive. So if parents choose the wrong parenting style, it will have an impact on the development process, from this parenting style that helps children with visual disabilities can overcome obstacles and improve strong skills because the role of parents is key in helping their children overcome life's challenges so that they can develop optimally. This study aims to determine the parenting patterns applied by parents to children with visual disabilities, to determine the parenting patterns applied to improve the social functioning of children with visual disabilities, and to determine and improve the social functioning of children with visual disabilities.
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Baranauskienė, Ingrida. "Expression of discrimination against children with disabilities in the Lithuanian health care system." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 42 (December 30, 2021): 99–136. http://dx.doi.org/10.15388/se.v1i42.593.
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In the present article, I aim to answer the questions: what is the situation of children with disabilities and their parents in the healthcare system in Lithuania? Are they discriminated against? If discrimination against children with disabilities persists, what is its manifestation? Is it possible to see a link between discrimination against children with disabilities and attitudes towards parents of children with disabilities? These and other similar questions reflect the scientific problem of the article. The research questions are concretized by the research object – expression of discrimination of children with disabilities and their parents in the Lithuanian health care and related systems. The findings of the research prove that there are cases when children with disabilities experience discrimination in the Lithuanian health care system. The expression of discrimination against children with disabilities and their parents is related to: open disregard of the child and his/her mother, which escalates into an underestimation of the child as a person; neglect of infants from children’s home in the hospital; unequal treatment conditions for children with different disabilities; discrimination against children with intellectual disabilities in access to dental treatment; irresponsible administering or not administering medicines to children with disabilities; together with children, their mothers are also discriminated against; low-quality services that violate the dignity of the child and the family. Not only children with disabilities but also their parents can face discrimination in the health care system.
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Dewi, Renie Kumala, Beta Widya Oktiani, Anugrah Qatrunnada Hakim, and Ika Kusuma Wardani. "Parent Education Program about Dental Health Education for Intellectual Disability Children in Wetland." Jurnal sosial dan sains 3, no. 10 (October 25, 2023): 1047–52. http://dx.doi.org/10.59188/jurnalsosains.v3i10.1032.
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Background: Wetlands are swamps with a water pH of 3.5-4.5. There are also cariogenic bacteria, including Streptococcus sp. Parents living in wetlands have a habit of using wetland water for their daily routine, such as for gargling after toothbrushing. Oral health problems in intellectual disabilities children include gingivitis, periodontitis, and rapid dental caries. Dental Health Education can increase the awareness of people in wetlands.
Purpose: to analyse the effectivity of parent education program about dental health education for intellectual disability children in Wetland
Methods: A quasi-experiment study with pretest and posttest without control design that used a simple random sampling technique.
Results: Thirty-eight parents of intellectual disabilities children filled questionnaires for pretest, then asked to watch an animated video of Dental Health Education for moderate intellectual disabilities children living in wetlands concerning dental caries prevention. As for the posttest, the samples were asked to fill the same questionnaire after 20 days. Data were analyzed using Wilcoxon statistical test. The results of the Wilcoxon test prove value = 0.000 (p < 0.05).
Conclusion: There is an effect of the parent education program through Dental Health Education video for intellectual disabilities children in wetlands on dental caries prevention. This video can be applied to parents of children with intellectual disabilities as promotive action for dental health education.
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Siregar, Hairani, and Siti Hazzah Nur. "Community Acceptance of Children with Disabilities in Medan City." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (December 3, 2020): 3831–44. http://dx.doi.org/10.33258/birci.v3i4.1450.
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This research is to see how the family and society accept the presence of children with disabilities in the family and society. This research was conducted in Medan Johor District, Medan City. This research uses qualitative research methods with a descriptive approach. Using data collection techniques from interviews, observation, and documentation studies and using qualitative data analysis. The informants in this study were parents who have children with disabilities, communities who have neighbors with children with disabilities, community leaders and the coordinator of children with disabilities in Medan. The results of the research conducted show that parents who have children with disabilities feel very sad at the start of knowing that their children have disabilities and have a great sense of concern for the child's future. As time goes by, parents' acceptance of children with disabilities gets better, especially when parents see children's talents that need to be developed. Family neighbors who have children with disabilities, community leaders are able to accept the presence of children with disabilities present in the midst of the environment. Public. Furthermore, the coordinator of children with disabilities stated that there are still children with disabilities who experience discrimination and there is no forum provided by Medan City Government as a place to practice and channel the talents of children with disabilities.
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Wang, Haowei, Kyungmin Kim, Kira S. Birditt, Steven H. Zarit, and Karen L. Fingerman. "Middle-Aged Children’s Coping Strategies With Tensions in the Aging Parent–Child Tie." International Journal of Aging and Human Development 90, no. 3 (January 6, 2019): 234–54. http://dx.doi.org/10.1177/0091415018822079.
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Middle-aged children may cope in different ways with interpersonal tensions with their aging parents. This study examined coping strategies as a function of parent’s age and disability and children’s emotions (i.e., guilty feelings and worry). Middle-aged children ( N = 378) reported coping strategies when encountering interpersonal tensions with each of parents ( N = 482): engagement, acceptance, avoidance, and confrontation. Middle-aged children also indicated how guilty and worried they felt about each parent. Multilevel models indicated that middle-aged children were most likely to use engagement and acceptance strategies, followed by avoidance, and least likely to use confrontation. Results also revealed that middle-aged offspring were more likely to use engagement toward their parents who were older and acceptance toward parents with more disabilities. Furthermore, when middle-aged children had stronger feelings of guilt toward parents, they were more likely to be avoidant and less likely to engage with parents. Worries about parents were positively associated with the use of engagement strategies.
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Wondim, Mebrat Gedfie, and Abraham Kebede. "Parental Involvement Status in the Education of Children with Disabilities: The Case of Tabor Primary School, Debre Tabor, Ethiopia." Kotebe Journal of Education 2, no. 1 (June 30, 2024): 22–50. http://dx.doi.org/10.61489/30053447.2(1).22.
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Using Epstein’s theoretical framework, this study examined parental involvement status in the education of children with disabilities at Tabor Primary School in Debre Tabor Town, Ethiopia. A qualitative case study design was utilized, involving six participants. Through purposive sampling, six participants were chosen from the school for in-depth interviews. Thematic analysis was used to analyze data from interviews focusing on six dimensions of parental involvement: parenting, communication, learning at home, volunteering, decision-making, and collaborative partnership. Results indicated that parents of children with disabilities are relatively more engaged in parenting activities to support children's education. However, their communication with teachers and school principals was limited. While some parents provided learning support at home, many were unable to do so. Moreover, parents had little direct participation in the decisions that were made about their children's education, even if they may have had some indirect influence through their involvement in parent-student-teacher associations. Lastly, parents were not actively involved in volunteering and collaborating activities to help children's education. Generally, the research revealed that parents of children with disabilities had limited involvement in their child's education. This limited involvement may hinder the education and development of children with disabilities. Therefore, government bodies and others need to provide training to help parents actively play and discharge their diverse roles in the education of their children.
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Misura, Anja Kovac, and Haris Memisevic. "Quality of Life of Parents of Children with Intellectual Disabilities in Croatia." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 43–48. http://dx.doi.org/10.5901/jesr.2017.v7n2p43.
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Abstract The goal of the present study was to examine the quality of life (QOL) of parents of children with intellectual disability. An additional goal was to examine the effects of gender and educational status on the QOL of these parents. The sample for this study consisted of 50 parents of children with intellectual disabilities and 50 parents of children without disabilities as a control group. As A measure of QOL, we used Family Quality of Life Survey. Results have shown that there is a statistically significant difference between the perceived QOL of parents of children with intellectual disabilities and parents of typically developing children. The effects of gender and educational status on QOL of parents of children with intellectual disabilities were also statistically significant. However, there were no interaction effects of gender and educational status on the QOL. Given the lower QOL of parents of children with intellectual disability, it is important to provide them with support programs in order to improve their QOL.
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Kim, K. A., and R. V. Kadyrov. "Group Schema Therapy for Reducing Parenting Stress in Families with Children with Disabilities." Bulletin of Kemerovo State University 24, no. 4 (October 9, 2022): 517–24. http://dx.doi.org/10.21603/2078-8975-2022-24-4-517-524.
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Parents experience stress that manifests itself as a negative reaction to the situation when the demands of being a parent exceed the expectations of oneself as a parent. Stress level in parents of children with disabilities is significantly higher than in standard families. Schema therapy is an effective psychological intervention for managing this stress. The paper reviews foreign and Russian publications on schema therapy for parents of children with special needs. The comparative analysis showed that schema-therapy approach might have higher efficacy in managing this type of stress than other popular psychotherapeutic approaches, e.g., CBT, MCT, PST, etc. These approaches often focus on teaching specific parenting skills or changing parents' behavior and attitude but leave behind their emotional well-being. Schema therapy develops effective parenting skills and behavioral practices while teaching emotion management strategies. A comprehensive schema therapy program may reduce stress in parents of children with disabilities.
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Hidayatun, Lian. "Parental Care in Forming Non-Academic Outstanding Children with Mental Disabilities at SLBN Banjarnegara." International Proceedings of Nusantara Raya 1, no. 1 (October 20, 2022): 69–76. http://dx.doi.org/10.24090/nuraicon.v1i1.105.
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Parenting is a process that parents must carry out in directing, supporting, and guiding children in a real, social, and mental manner. Parents must guide children, one of which is in terms of education. Tunagrahitaan is a person with special needs with intellectual, physical, social, emotional, and social retardation who requires special attention to develop maximum potential. Achievement is a real ability obtained from an interaction of various factors that influence both from within and outside the individual in learning. Achievements are achieved through work tenacity, where each individual pursues achievements according to their respective fields and abilities. Getting achievements is what all students want both in academic achievement and non-academic achievement, including for children with special needs with mental disabilities. In SLBN Banjarnegara, there are several children with mental disabilities who excel in non-academic fields, parenting in shaping children is a necessary and important thing in developing the potential of children with mental disabilities at SLBN Banjarnegara. This study aims to find out how the care carried out by parents in shaping children with mental disabilities with non-academic achievements. This research uses a type of case study research, with a qualitative descriptive approach by conducting research at SLBN Banjarnegara, research sources in the form of primary and secondary data sources, and the process of collecting research data through interviews, observations, and documentation. the care provided by the parents of children with mental disabilities forming non-academically outstanding children has provided care from each parent, starting from providing care, meeting needs, and motivating children to develop their potential and excel. The parenting style carried out by each subject or parent in using the parenting style or type, including using supportive and permissive.
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Dinnesen, Megan Schneider, and Stephen D. Kroeger. "Toward Active Partnership: Notice of Procedural Safeguards Designed for Parent Use." Journal of Disability Policy Studies 29, no. 1 (January 24, 2018): 54–64. http://dx.doi.org/10.1177/1044207317751674.
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Procedural safeguards have been in place for years with the intention of protecting the rights of parents and their children with disabilities. Despite the promises of the Individuals With Disabilities Education Act, parents have not mastered the tools they need to be active participants in their child’s special education. Educators must inform parents of children with disabilities of their rights and responsibilities in documents that clearly communicate the expectation that parents can and will advocate for their children. Review of the documents currently used to inform parents of their rights, as well as relevant literature on the topic, indicated that parents are not empowered to give informed consent. This study sought to talk directly with parents of children with disabilities to explore whether a redesigned notice of procedural safeguards document is warranted and could support parents’ engagement in their child’s special education. Interview data collected demonstrated that parents of children with disabilities see a need for revised documents and need functional information from the schools. The implementation of rights notices that authentically inform parents could bring about a shift in the culture of special education and include all parents as active participants in their child’s special education.
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Shedden, Fiona, Vikki Taylor, Rosanna Pajak, and Paula Corredor Lopez. "Parenting children with disabilities is challenging: Does parenting style contribute to experience of parental stress in parents of children with disabilities?" Clinical Psychology Forum 1, no. 270 (June 2015): 29–33. http://dx.doi.org/10.53841/bpscpf.2015.1.270.29.
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This study explores whether parenting style is associated with parents/caregivers experience of stress when parenting children with disabilities. We looked at a cross-section of parents involved with the Disabled Childrens’ Outreach Service (DCOS) in East London.
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Singer, George H. S., Garry Hornby, Jiyeon Park, Mian Wang, and Jiacheng Xu. "Parent to Parent Peer Support Across the Pacific Rim." Journal of International Special Needs Education 15, no. 2 (December 1, 2012): 89–106. http://dx.doi.org/10.9782/2159-4341-15.2.89.
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In Pacific Rim countries parents of children with developmental disabilities have organized peer support organizations. One form of peer support is Parent to Parent based on one to one connections between two parents. The movements to create and sustain peer support in the U.S., New Zealand, China, and Korea are described. Qualitative evidence from interviews in the US indicates several reasons why Parent to Parent is effective for some of the people who obtain social provisions from the organizations. Peer support helps parents resist social stigma, gain hope, and obtain persuasive guidance. They are able to exchange situated knowledge from their lived experiences with children with disabilities (Brown, Collins & Duguid, 1989). This kind of information may not be available through other sources.
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Lefakane, Leah, and Nonhlanhla Maseko. "Emotional Trauma in Parental Involvement in Transitioning Learners with Intellectual Disabilities from Mainstream to Special Schools." Trauma Care 3, no. 3 (July 13, 2023): 126–45. http://dx.doi.org/10.3390/traumacare3030013.
Full textAbstract:
Disability is associated with negativity, discrimination, shame, and stigma in townships, which impacts how parents interpret it when their child has a disability. Parents who have recently learned of their children’s intellectual disability often experience psychological and emotional trauma due to uncertainty and lack of knowledge and understanding of intellectual disabilities, including a lack of formalized and policy-supported transition programs in South Africa. Guided by Barbara Mowder’s Parent Development Theory, this study aimed to explore parents’ understanding of their role in transitioning learners with intellectual disabilities from mainstream to special schools. Using a qualitative case study, semi-structured interviews were conducted with eight purposively sampled participants from one chosen mainstream primary school in Soweto, Gauteng Province, South Africa. The results of the current study confirmed that the meanings participants attribute to their parent role characteristics during the transitioning of their children with intellectual disabilities are influenced by the connection between the Parent Development Theory’s parent role perceptions and the participants’ individual factors, including their educational background levels, which made a major contribution to how these parents perceived their parental role and their understanding of intellectual disabilities. The results highlight that owing to parents’ educational levels and cultural aspects, identifying learners with intellectual disabilities can be particularly challenging, with overwhelming, mixed emotions. The provision of psychosocial services in mainstream schools, as well as teacher training in skills to address the overwhelming parental support needs, will benefit parents and their intellectually disabled children by facilitating therapy and counseling during the transition process to overcome psychological challenges.
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Burke, Meghan M., Zach Rossetti, Kristina Rios, Kristen Schraml-Block, James D. Lee, Janeth Aleman-Tovar, and Javier Rivera. "Legislative Advocacy Among Parents of Children With Disabilities." Journal of Special Education 54, no. 3 (January 31, 2020): 169–79. http://dx.doi.org/10.1177/0022466920902764.
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In the past, parents of children with disabilities have spearheaded several policies for individuals with disabilities. However, little is known about their experiences with legislators. To address this gap, focus groups and surveys about legislative advocacy were conducted with 127 parents of individuals with disabilities across four states. The purpose of the study was to explore parent perceptions about experiences with legislative advocacy including the frequency of, strategies for, and barriers to legislative advocacy. Descriptive statistics were conducted to analyze the survey data; constant comparative analysis was used to analyze the focus group data. Participants reported engaging in various forms of legislative advocacy. Participants shared positive and negative experiences interacting with legislators, including individual and collective advocacy efforts. Some participants did not engage in legislative advocacy due to intimidation. Relationships facilitated legislative advocacy for participants. Implications for future research about legislative advocacy and practices to facilitate legislative advocacy are discussed.
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Francis, Grace L., and Alexandra S. Reed. "Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities." Focus on Autism and Other Developmental Disabilities 34, no. 4 (February 7, 2019): 246–56. http://dx.doi.org/10.1177/1088357619827931.
Full textAbstract:
Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood.
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CHERKASOVA, I. P. "THE USE OF THE MUSEUM PEDAGOGY MEANS FOR THE DEVELOPMENT OF POSITIVE RELATIONSHIPS BETWEEN PARENTS AND TEENAGERS WITH DISABILITIES." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 1 (2021): 94–98. http://dx.doi.org/10.36871/ek.up.p.r.2021.01.02.013.
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The article is devoted to the problem of the relationship between parents and adolescents with developmental disorders. Parent-child relations in the family of a child with disabilities are often violated, parents are not always ready for joint activities with such children. The author notes the importance of positive relationships between parents and adolescents with disabilities and shows the possibility of their development using the methods of museum pedagogy.
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Berggren, Ulrika Järkestig, and Ann-Sofie Bergman. "Whether Disabled Parents Receive Personal Assistance for Parenting and the Consequences for Children—An Interview Study." International Journal of Environmental Research and Public Health 19, no. 6 (March 11, 2022): 3330. http://dx.doi.org/10.3390/ijerph19063330.
Full textAbstract:
Personal assistance, since its implementation in 1993, has been shown to provide support for persons with severe functional disabilities in their everyday life, ensuring inclusion in societal roles such as working life. Personal assistance (PA) may also provide support in parenting; however, with the right to PA becoming increasingly questioned in Sweden, parents with disabilities have varying experiences of receiving support for their role as parents. Experiences also differ in regard to how access to a personal assistant is important to their child’s daily life. The aim of this article is to shed light on the meaning of PA for parents and children in everyday life, especially when PA is reduced or even withdrawn. Eleven parents who have had or presently have PA were interviewed. The results show that parents describe that PA help them to fullfil their parental roles although the support could be more flexible to the needs of parents and their children. In situations when PA has been denied, children are negatively impacted and some children act by taking on responsibilities for the care of their parent. In conclusion; childrens’ perspective of their family life needs to be taken in consideration when assessing the rights to PA.
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Taylor, Donald M. "Learning From Parents of Children With Disabilities." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 64–76. http://dx.doi.org/10.1177/1057083716638489.
Full textAbstract:
The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.
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Mitrović, Ivan, Nada Šakotić, Slavko Milić, and Žaklina Nikolić-Ilić. "Social development of children with disabilities in the integrated departments in Montenegro." International Review, no. 3-4 (2021): 93–106. http://dx.doi.org/10.5937/intrev2103093m.
Full textAbstract:
Socialization is not just training an individual for social life and his future role in society, but it is very important for personality formation, which is formed through learning with certain characteristics, and thus becomes a member of one culture [1]. Conflicts in the family, inconsistent discipline, affective cold, parents' hostility, poor monitoring and non-inclusion of parents in the everyday life of a minor, but also his psychological and emotional state, as well as crime and alcoholism in the family can be important factors, causers and triggers of the appearance of delinquent behaviour. The research was conducted for the duration of one school year, and it is represented by the central, southern and northern regions of Montenegro, in integrated departments at regular schools (PI Primary school 'Ilija Kisic' Herceg Novi, PI Primary school 'Vuk Karadzic' Berane, PI Primary school 'Dusan Korac' Bijelo Polje, PI Primary school 'Njegos' Kotor, PI Primary school 'Bosko Buha' Pljevlja, PI Primary school 'Olga Golovic' Niksic and PI Primary school 'Yugoslavia' Bar. Starting from the nature, essence and importance of the defined problem, the subject of our study is focused on the social development of children with disabilities, as well as on the influence of social development on the presence of problematic behaviour. The most significant results of this research, and we think that they have an impact on the social development of the child are: the fact that 23% of children grew up, lived and formed a socio-emotional status with their parent, who was not in the marital union of another child's parent. Parent's education: the most frequent is secondary school with 45.5%, and the number of parents with non-completed primary school is relatively high with 14.5%. A significant number of parents of children with disabilities are unemployed (fathers 26.4%, mothers 60.0%). We can conclude that economic characteristic can be very unfavourable for the functioning of the family. Our research shows that there are quarrels between 51.8% of parents. Regarding the presence of psychological violence against children with disabilities, we have concluded that in 14.5% of children there are indications of experiencing some form of psychological violence. The quarrel between parents, as a serious disorder in the social and overall development of children with disabilities, are expressed as a problem in the amount of 23.6% and there are indications that they reach up to 33.7%. So we can say that the presence of this problem is high. It is not negligible that 40% of children with disabilities have an inadequate relation towards teachers.