Module 2 Assignment 2: Role of the Family
Psychology of Exceptional Children | PSY309 R01
Argosy University Online
Role of the Family
Based on reading this article, it is about the unforeseen consequences that kids with learning disabilities have on their family’s lives. They used two separate focus group interviews with eleven students’ parents whose child was aged eight to sixteen years’ old. These unforeseen consequences include the stress of the family, extended family members reacting negatively, parenting disagreements, siblings having mixed effects, and problem in collaborating with the school. As well as the family coping. In the end they gave advices on family support and their students with a learning disabilities.
This study examines the consequences on the family of a kid with a lot of visible disabilities, and research found that families of kids with more visible disabilities stated that there was more kids with stress than families of nondisabled kids (Dyson, 2010). For example, “the visible disabilities in children includes intellectual, sensory, physical, and other developmental disabilities” (Dyson, 2010). Furthermore, another study stated that there was no change between fathers and mothers in their stress level, but a later study discovered that there were an increased risk level of poor health and more stress as a consequence for just having a kid with a disability.
Moreover, this study examines a particular consequences of a kid with learning disabilities on siblings, and research found that about 80% of kids with LD have sibling that do not have a disabled. For example, these nondisabled siblings suffer more (beyond their family unit) as the consequence of with an LD kid. Furthermore, one study stated that siblings of kids with developmental disabilities exhibited self-concept lower then then kids of sibling that have no developmental disabilities, but they exhibited the same sibling social competence, and behavioral adjustment. But a later study discovered that parents stated their careers had an increased interruption and stress.
There are a lot of challenges and benefits for a family that has one or more kids with disabilities. Parents caring for one disability kid might put unexpected stress on families, but when they are caring for two kids or more that have disabilities it might create several challenges on them such as extraordinary financial (financial cost of having two kid with disabilities such as special therapies, equipment, education and services), relationship (parents can have a problem with their child getting diagnose, and one of them might be devastated and withdrew because they have coping styles that are different, which can make it very difficult for them to support one another), and family emotional stress (Family stress can become a problem if one parent feels that the caregiving responsibilities fall extremely on him/her) that can seem overwhelming. For example Berns (2012) argues that, “Not only is parenting a kid with disabilities more complex and difficult, it is also more probable to cause major psychological stress on their parent, causing in troubled family interactions” (p.132).
Families should approach high-incidence kids with learning disabilities. For instance, black kids might be twice as expected as white kids to discovery they have been identified for a program serving kids that have intellectual and developmental disabilities. As their kids gets older, learning everything about the exact nature of their kid’s learning disabilities, acknowledging that learning disabilities is not who their kids are, but it is what their kid has, coordinating the kinds of services for their kid, accommodating and supporting their kid needs for them to be successful so that it can help them conquer barriers such as learning, developing independent, self-confident, and becoming a contributing participants of society (Cortiella, 2011). Furthermore, schools should approach high-incidence kids with learning disabilities by identifying kids with special needs, aiding them, and effectively fulfill those needs. For instance, black kids might be twice as expected as white kids in school to get misdiagnosed or delayed diagnosis, because of the school having a lack of funds. However, putting kids in special school programs plays a major part for them helping meet the educational needs of kids with learning disabilities. The schools primary goal is to support building accommodative learning chances for kids with learning disabilities in normal educational programs. The school’s special education programs aid as a kids support system, and help special educators assist normal school personnel manage the education of children with learning disabilities. Also communities should approach high-incidence kids with learning disabilities by help them with early intervention, vocational program services, educational programs, which these programs would be based on the kid’s desired needs, and educational background. For instance, black kids might be twice as expected as white kids, because some of these community are poor, they cannot afford these type of programs. However, those communities that does have these type of programs kids and his/her families will help the planning team, while recommending their placement, curriculum decision, and their pursued exit document.
Berns, R. (2012). Child, Family, School, Community: Socialization and Support. Cengage Learning, [Vital-Source Bookshelf Online]. Retrieved from http://digitalbookshelf.argosy.edu/#/books/1133086713/http://digitalbookshelf.argosy.edu/#/books/1133086713/
Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learning Disability Quarterly, 33, 43–55. (EBSCO AN: 48842496) http://search.proquest.com.libproxy.edmc.edu/docview/233085314
McGill, P. (N/A). Parenting a Child with Special Needs. Retrieved from http://www.familyvoices.org/admin/work_caring/files/nd20.pdf
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