scholarly journals A Qualitative Study of Parent to Parent Support for Parents of Children With Special Needs

1998 ◽  
Vol 23 (2) ◽  
pp. 99-109 ◽  
Author(s):  
Judith G. Ainbinder ◽  
Lynn W. Blanchard ◽  
George H. S. Singer ◽  
Mary Ellen Sullivan ◽  
Laurie K. Powers ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Parent Support ◽  
Children With Special Needs

scholarly journals Dental Students’ Perceptions before and after Attending a Centre for Children with Special Needs: A Qualitative Study on Situated Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 69
Author(s):  
Hani T. Fadel ◽  
Khlood Baghlaf ◽  
Afnan Ben Gassem ◽  
Hala Bakeer ◽  
Alla T. Alsharif ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Situated Learning ◽  
Dental Students ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Self Confidence ◽  
Before And After ◽  
Negative Perceptions ◽  
Negative Expectations

Objectives: To develop an in-depth understanding of the perceptions and experiences of senior dental students before and after fieldwork visits to a centre for children with special needs. Methods: A qualitative study utilised open-ended questions and involved 39 fifth-year dental students. A thematic analysis of the collected responses was undertaken, and a hierarchy of themes and subthemes were developed. Results: Analysis of the pre-visit responses revealed three main themes and a number of subthemes: ‘negative expectations’, ‘positive expectations’, and ‘pain expectations’. Similarly, four main themes with a number of subthemes emerged from the post-visit responses: ‘positive perceptions’, ‘negative perceptions’, ‘oral problems observed’, and ‘recommendations’. Conclusions: Within the study limits, different perspectives were extracted. Prior to the fieldwork visit, students expressed their lack of self-confidence and inadequate preparation. Following the situated learning visit experience, students’ perceptions of managing special needs children was positively influenced. Students were happy to be exposed to such an experience, but hoped for better organisation and specialised supervision in the future.

What Parents of Seriously Ill Children Value: Parent-to-Parent Connection and Mentorship

2007 ◽  
Vol 55 (2) ◽  
pp. 117-130 ◽  
Author(s):  
Shelley Cohen Konrad
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
End Of Life ◽  
Parent Support ◽  
Best Interests ◽  
Chronic Medical Conditions ◽  
Medical Conditions ◽  
Dying Children ◽  
Small Things ◽  
Seriously Ill

The value of parent-to-parent support has been noted in research with parents of children who have a range of special needs and chronic medical conditions, however, less is known about the benefit of such mentorship for parents caring for seriously ill and dying children. Findings from a qualitative study with mothers of seriously ill children, including those whose children had died, provided rich and detailed information about the personal and practical resources they received from other parents. Personal recommendations to parents by parents included the value of seeking out mentorship and appreciating the small things in life, while practical suggestions encompassed encouraging parents to become informed and to advocate for their children's best interests. Mothers also identified professionals with end-of-life training as instrumental agents of support.

Separate Sunday School for Some Children with Special Needs: A Teaching Model

2019 ◽  
Vol 16 (2) ◽  
pp. 275-292
Author(s):  
Carol T. McLurkin
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Lived Experiences ◽  
Sunday School ◽  
Spiritual Needs ◽  
Teaching Model ◽  
Children With Special Needs ◽  
School Classroom

A qualitative study was conducted to explore the lived experiences of parents of children with special needs who had a desire for their children to learn about Jesus in a separate Sunday school classroom but did not have a church home. Twenty-one separate Sunday school classes for children with special needs were taught and observed. The ten parents of children with disorders were asked questions to explore their perceptions of spiritual needs and concerns regarding their children.

PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ujang Khiyarusoleh
Keyword(s):  
Special Needs ◽  
Research Question ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Slow Learner ◽  
Learning Achievement ◽  
Study Approach ◽  
Role Of Parents ◽  
Guidance Teachers

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya. Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner   ABSTRACT Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children. Keywords: role of parents, role of special guidance teachers, slow learner

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