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PARENTS & LEARNING DISABILITIES.
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Role of parents' actions & reactions, modeling & educational involvement in helping children deal with & overcome learning problems.... More...
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Paper Abstract:
Role of parents' actions & reactions, modeling & educational involvement in helping children deal with & overcome learning problems.
Paper Introduction:
PARENTS AS PARTNERS
Introduction
Parents are partners with children in their conquest over learning disabilities. Parental reactions and effects as well as their different roles and involvement are important components related to the child's ability to cope and succeed. Severity of disability and normalization reflect areas of controversy and concern.
Parental Roles, Reactions, & Effects
Parent's reactions to children with learning problems often reflect a house divided. Parents have different roles and participation of each is different. The mother gives birth to the child and often seems clairvoyant about the child's development; she may see what others cannot see and yet she may
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Clarification betweenthe two concepts helps the education of children with learning problems.Children who cannot read well enough to participate in academic activitiesare handicapped in schoolwork, need special consideration, and may not becandidates for mainstreaming or inclusion (Westman, 199 ). Both parents are important as are the many techniques suchas storytelling, that allow them to assist their child. The male childneeds to know he will grow up to be a whole man, inspite of anydifficulties; in fact healthy growth is greatly thwarted when the fatherfeels the child is inadequate. & McNamara, F. In 1993, the Learning Disabilities Association of America issued aPosition Paper on inclusion. Parents have different roles and participation of each isdifferent. Once fathers learn to participate, many become the child'sinstant lawyer handling legal aspects regarding special services andprograms (Osman, 1979). Efforts may need to bemade to include the father in the planning and carrying out of programs.Many school systems remain old-fashioned, the fathers' interventions carrymore weight; for this reason, the father's involvement is even morehelpful. the degreeand salience of a disability determines whether it constitutes a handicap.A cerebral palsied child with a paralyzed arm may not be handicapped inwalking but may be handicapped in riding a bicycle. One method for instillingpositive learning and success is to give the child tasks that are brokendown into manageable components (McNamara & McNamara, 1995). Inclusion means educatingall children with disabilities in regular classrooms regardless of theirdisability. Parents need to provide a home environment thatis warm, positive, encouraging, and supportive. Flipsen (1995) reports that mothers tend to be better than all otherlisteners (including fathers) at identifying words being spoken by speech-delayed children with normal hearing; Thus the overall superiorperformance of mothers was supported. Journal of Communication Disorders, 28(1),3-19.Glascoe, F. Keys to parenting a child with alearning disability. Conclusion The importance of parental involvement as partners is indicated.Parental reactions and actions not only effect the child's self-concept andability to succeed, they determine whether the family functions as a unitor is divided. Families With Children With Different Handicaps Research shows that parent's concerns or appraisals of theirchildren's development represent meaningful indicators of truedevelopmental and behavioral status (7 to 8 percent), however, only abouthalf of these children actually have developmental problems. C. REFERENCESFlipsen, P. Necessary services are provided within regular schools;teachers and administrators are supported. Parental involvement also includes the enhancement of the child'slearning ability with different techniques. Statements regarding strengthsand weaknesses describe the program developed. The mother gives birth to the child and often seems clairvoyantabout the child's development; she may see what others cannot see and yetshe may not be as eager to mention doubts and fears. Concernsregarding self-help, gross motor skills, and social skills are not shown tobe associated with true problems. Father's are important for many other reasons; the father functionsas a role model for the child which is crucial for any child, butparticularly for the child with developmental difficulties. Attempts to report difficulties to a busy father may result in commentsthat the child is probably bored (Osman, 1979). Father's mayresent the time spent with the child and resort to references that themother is spoiling the child. Every child classifiedas learning disabled, by law, must receive an Individualized EducationProgram (IEP); the child's parents have the right to receive their own copyof the document. Stories help the child express fears and emotions andgain control of problems through the power of imagination. Parental reactions and effects as well as their differentroles and involvement are important components related to the child'sability to cope and succeed. (1994). During the meeting, the parent is asked to share thingsabout the child; an overview of experiences and personal life. They remain inpatient with unrealistic appraisal ofthe child's abilities and/or the mother's efforts to help. Inclusion remains a topic of controversy. Glascoe further explored this concept by studying the nature of therelationship between children's cognitive and adaptive behavior skills andparent's concerns. Massachusetts: Allyn and Bacon.----------------------- 1 Therapeutic storytelling is found to work best in a parent andchild relationship. Problems may not befaced until the child begins having difficulties in school. It wasconcluded that relationships between types of parental concern and types ofdevelopmental problems were not found when children had globaldevelopmental delays; concerns regarding behavior were the strongestindicator of global developmental delay. Parents need to be informedregarding rights and availability of opportunities. For thisand other reasons, the father often excludes himself from the child's lifeat school; all decisions are left to the mother. (1995). A free and appropriate public education in the leastrestrictive environment appropriate for specific needs, is supported(McNamara & McNamara, 1995). It appears that theLearning Disabilities Association of America provided an adequateresolution; that many students would benefit from the regular classroom,however it is not the solution of choice for all individuals. (1995). Handbook of learning disabilities. IEP has two goals: toestablish goals and to state services the school district is required toprovide. Children need to know what is right withthem; they need to be cared for and praised. However, different studies challengethis concept and argue that their findings indicate no differences werefound between mothers or teachers at identifying behaviors in children. A handicap exists when a disability interferes with theperformance of an activity and requires compensatory advantage. IEP is a written statement of the educational programdesigned to meet the child's special needs. Most students with learning disabilities are placed in regularclassroom settings with special education services in a resource roomduring the school day; this is different from placement in a specialeducation self-contained classroom. All childrenare taught about and to accept, human differences. (1979). Parents' concerns are thereforeviewed at best as a prescreening tool and cannot be taken at face value. Pediatric Nursing, 13(3), 175-178.McNamara, B. Concern regarding thedisruption of the classroom, by the disabled student is legitimate.Children with extreme disability or disruptiveness are not frequentlymainstreamed (McNamara & McNamara, 1995). Speaker-listener familiarity: parents as judges ofdelayed speech intelligibility. Resource room instruction provides thestudent with ways and means to succeed in the regular classroom, thusallowing for normalization (McNamara & McNamara, 1995). B. Inclusion provides all students with opportunities to learnfrom each other. This resentment adds strain to the maritalrelationship and drives the father further away from the child. IEP meetings are scheduled to developthe student's IEP. P. Results of his study indicated: nineteen percent of thechildren had global delays, including mental retardation, slowlearning/developmental delay, and functional developmental delay; fivepercent of the parents had concerns about global development; seven percentwere concerned about school skills; eight percent were concerned about fineor gross motor skills; nine percent were concerned about receptive languageskills; twenty-three percent were concerned about personal-social problems;twenty-seven percent were concerned about speech-expressive language; andmost commonly, fifty-one percent were concerns about behavior. Placementneeds to consider the individual child rather than generalized procedure. Cross-categorical resource room programs have students placedon the basis of their needs rather than particular classification;academic, social, physical, and behavioral needs are considered.Noncategorical resource room programs, do not classify students; studentswho may not be eligible for special education services also receive theseservices as a trial to see if they need to be classified (McNamara &McNamara, 1995). Learning disabilities a family affair. In fact care istaken that the student is placed in a regular classroom with the supportneeded to perform adequately. Full inclusion for all students with learningdisabilities was not supported. PARENTS AS PARTNERS Introduction Parents are partners with children in their conquest over learningdisabilities. The childwho views himself as successful, enthusiastic, and able, is more likely tomeet those expectations. (199 ). The Severity of Disability & Normalization Parents and schools need to work cooperatively for thedevelopmentally delayed child to succeed. Many fathers are unable to face that their child couldn't achievelike everyone else. Therapeutic storytelling: helping children learn and cope. New York:Random House.Westman, J. Many students would benefit from being inthe regular classroom, however, it is not the appropriate placement forthose who need alternative instructional environments. Clinical Pediatrics, 33(5), 292-6.Hahn, K. Disability students participatein all school uses (cafeteria, library, playground, etc.). Schoolconferences are often held during the day, the father may not be available. Placement must bebased on each individual and specific needs rather than administrativeconvenience. Hahn (1987) reports an additional finding, that imaginative play, artactivities, and storytelling can help children to learn and to cope.Storytelling has been used in psychotherapy with children, however,expertise in psychotherapeutic theory is not needed in order to beeffective. The IEP is a guideline, the school is only responsible forproviding the services described in an IEP, it is not responsible to ensurethat the child reaches the goals. Federal lawprovides for changing needs; at least once a year, a meeting must bescheduled to review the child's progress. Motivation for learningincludes many factors, a most important one being self-concept. A full re-evaluation must occurevery three years (McNamara & McNamara, 1995). Severity of disability and normalizationreflect areas of controversy and concern. E. Many parents fear the concept of mainstreaming, that their childrenwill be dumped into classes in an indiscriminant manner. Mainstreaming includes the concept that thestudent will benefit from regular placement. Parental Roles, Reactions, & Effects Parent's reactions to children with learning problems often reflect ahouse divided. False beliefs regardinginclusion include: that students are placed in regular programs withoutpreparation or support; that children's individual needs, safety, or wellbeing are ignored; that parents' concerns are ignored; that placement isnot age appropriate, or that students need to earn their way into regularclassrooms (McNamara & McNamara, 1995). J. (1987). During the 199 -91 school year, 2,117, 87children in public schools in the United States were identified withlearning disabilities. It's not what it seems. A topic ofcontroversy remains the issue of inclusion. A further complication is thelack of distinction between handicap and disability. There is a distinction between disability and handicap that needsacknowledgement. Concerns regarding speech-languagedevelopment or behavioral problems are highly associated with true speech-language or behavioral problems (Glascoe, 1994). Categorical resource room programs are those for which students areplaced on the basis of their specific classification such as learningdisability, mental retardation, emotional disturbance; the rational forthis program is that there are distinct, nonoverlapping special educationcategories. The fathers involvement andwillingness to share responsibility, brings the family closer together andhelps maintain the marital system (Osman, 1979). New York: Barrons.Osman, B.
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