首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 62 毫秒
1.
This study examines the effects on normal children of the presence in the family of siblings with disabilities, attempting to measure both their level of stress and attitudes towards disability. The stress level and attitudes towards disability of normal siblings of children with disabilities (SCD) and siblings of normal children (SNC) were compared in terms of gender, family size and educational level. The stress level was measured by Holroyd's Questionnaire on Resources and Stress; attitudes towards disability were examined by Attitudes Towards Disabled Person Scale. 60 subjects participated in this study; 30 of them were SCD and 30 of them were SNC. t-test was used for data analysis. Results revealed a significant difference between the stress level of SCD and SNC. However, no significant difference was found between two sibling groups' attitudes towards disability. Also, gender, family size and educational level showed no significant difference either on the stress level of both sibling groups nor on their attitudes towards disability.This study is based on the master thesis of the first author.  相似文献   

2.
ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems.  相似文献   

3.

This article describes the ways in which a 25-hour internship with families who have children with disabilities impacted four doctoral students in educational leadership. We discuss the lessons we learned as a result of our experiences and provide insight into the structural components of the internship experience that were critical to enhancing our professional development. Key lessons include: (1) the realization that disability is a socially-constructed term that does not describe the talents, feelings, and aspirations of individuals with disabilities; (2) increased knowledge and strategies about how school leaders can provide support to families by listening to their hopes, dreams, and challenges; and (3) the critical need to include families in decision-making processes to ensure that the family perspective is represented. Important structural components of the internship experience included spending time with families in their homes and communities for extended periods of time. Implications for the preparation of educational leaders are discussed.  相似文献   

4.
  相似文献   

5.
This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia‐wide study of 212 parents of children (5–12 years of age) with physical disabilities who attend mainstream schools. The relationships between parental attitudes, parental involvement, family relationships, teachers’ opinions, disability severity, and children’s social skills were tested using structural equation modelling. The results of this study show the importance of family characteristics for the development of social skills in children with physical disabilities. A strong link was found between aspects of healthy family relationships, especially high levels of parental involvement with schooling, and greater social skills development in children. In short, families with highly cohesive, idealised, and democratic family styles strongly influence children’s social skills by providing a safe and sound foundation for children to explore their social environment. Practical implications arising from this study are discussed.  相似文献   

6.
Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

7.
The qualitative study reported in this article investigated how youth with disabilities in India described their peer relationships within their educational settings. We situate the aims of this study within the larger context of inclusive education in India and discourses on self-determination for individuals with disabilities. Findings from the study suggest that students with disabilities actively sought membership in their peer communities but had few opportunities within inhospitable schooling contexts to represent themselves in ways other than as needing help. For families of students with disabilities, the onerous demands of making physical environments and curricular materials accessible to their children left them isolated within schools and their communities. The study sheds light on families’ reluctance to abandon legal guardianship models in order to support increased self-determination for their children, and also raises important questions for activist educators working within complex conditions such as the Indian context.  相似文献   

8.
Abstract

The research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss their perceptions of their or their children’s perceived learning disabilities.  相似文献   

9.
It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion.  相似文献   

10.
This study researched the experiences of homeless families with young children between the ages of four and eight. Many families experience homelessness every year; therefore, it is important for early childhood educators to have an understanding of how homelessness affects families with young children so that educators can effectively serve the needs of homeless families as they seek to find more permanent situations for themselves and their young children. Many early childhood educators may not understand how homelessness affects young learners. This research sought: (1) to understand reasons families with young children become homeless; (2) to become aware of beneficial resources available to families and their perceptions of the resources; (3) and to examine the developmental effects that homeless living situations can have on young children. The outcomes of this study will be used to inform early childhood educators about practices as they seek to serve young children ages four to eight living homeless. Research suggested common themes as to why and how parents and young children are affected by homelessness.  相似文献   

11.
  相似文献   

12.
School psychologists may provide support services to siblings of children with special needs as part of a family-focused approach to intervention. The purpose of the present study was to evaluate the effectiveness of a 6-week support group for siblings. Pre-and posttest assessments of six children who participated in the support group and five who did not indicated that the support group had a significant effect on the participants' perceptions of social support. Parental interview data also indicated some improvements in the group participants' behavior toward their siblings. No significant differences were found between the groups on measures of behavior problems, self-concept, or knowledge about and attitudes toward children with handicaps. These results provide moderate support for the effectiveness of support services for siblings of children with special needs.  相似文献   

13.
BackgroundThere is an urgent need to understand how best to prevent and respond to violence against children with disabilities as they are at a high risk for violence because they are marginalized, isolated, and targeted and have little power within their communities.ObjectiveGuided by social-ecological theory, this study explores responses to violence against children with disabilities, including preventative measures and treatment of victims in the West African countries of Guinea, Niger, Sierra Leone, and Togo.ParticipantsParticipants were recruited using purposive and snowball sampling from the following three groups: disability stakeholders including representatives from local, national, and international organizations and governments; community members including parents, teachers, and leaders; and children with disabilities.MethodsA qualitative study design guided data generation, that included document analysis, semi-structured interviews, and focus groups across the four countries. In total, 419 people participated. Of those participants, 191 took part in an interview and the rest participated in one of 55 focus groups.FindingsResponses to disability-based violence are driven at the mesosystem and exosystem levels. Prevailing views indicated that national level policies and laws are not always considered part of solutions, communities are leading responses to violence, and children with disabilities are hidden at home or in institutions for both their own and their family’s safety.Conclusions The findings can inform development of prevention and intervention programs that will protect children with disabilities from violence in contexts with high levels of disability stigma, social conflict, violence, and poverty.  相似文献   

14.
The purpose of this study was to better understand parents’ perspectives of education in Budapest, particularly parents of children with disabilities or children who struggle with learning. Nine parents were interviewed. Parents found schools for their child with a disability to be lacking in terms of updated materials, methods and service provision for students; relationships with families and the burden placed on families to advocate for their child or find alternatives were also problematic. Changes are required at all levels of the educational system, including parent involvement and teacher preparation programmes.  相似文献   

15.
Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed.  相似文献   

16.
The purpose of this study was to examine the relationships among the attitudes and perceptions of parents, teachers, and family support staff toward parental involvement in prekindergarten programs for children identified as being at risk for later school failure. Focus group interview data identified, from multiple perspectives, factors that encourage or discourage parents from assuming an active role in their young children's education. Results are discussed in terms of future research and program development efforts aimed at helping family support professionals and early childhood educators better meet the needs of the diverse groups of children and families represented in prekindergarten programs.  相似文献   

17.
The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open-ended questionnaires to examine teachers' first-hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre-service teacher education programs and family workshops.  相似文献   

18.
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities.  相似文献   

19.
The goals of the present research were: a) to characterize children's interventions into disputes involving mothers and siblings, b) to examine symmetry between siblings' intervention behaviors, and c) to investigate how children's conflict interventions were linked to the quality of sibling relationships. During home observations of 50 families observers audiotaped family conversations, including conflicts that simultaneously involved 33-month-old younger siblings, their elder siblings and their mothers. Siblings' interventions most often concerned rules of the house, and were most likely to occur when mothers were not upset. Opposition was the most common strategy for both siblings, however alliances were asymmetrical, eldest siblings offered greater support to younger siblings. Alliances between siblings were linked to more harmonious sibling relationships. Results were discussed with regard to children's responses to anger and conflict in the home. The development of mediation skills within the family and their implication for family relationships was also considered.  相似文献   

20.
ABSTRACT

This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号