FAMILIES OF A CHILD WITH DISABILITIES: REACTIONS AND EXPERIENCES, STYLES, RELATIONSHIPS AND PARENTAL INTERVENTIONS

2020 ◽  
Vol 11 (2) ◽  
pp. 264-266
Author(s):  
Dimitrina Kaloyanova ◽  
Keyword(s):  
Developmental Disabilities ◽  
Developmental Disability ◽  
Emotional Climate ◽  
The Family ◽  
Pass Through ◽  
Families With Children ◽  
Child With A Disability ◽  
Children With Developmental Disabilities

Raising a child with a disability is a challenge for most parents. Often a range of emotions such as rejection, guilt, accusation, dissatisfaction, anger, despair pass through the parents. The article examines families raising a child with a developmental disability. Birth of a child with a disability, reactions and experiences of the parents. Groups of families with children with developmental disabilities are differentiated. Parental interventionst to improve the psycho-emotional climate in the family.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

scholarly journals DIFFICULTIES FACED BY FAMILIES WITH CHILDREN WITH DEVELOPMENTAL DISABILITIES AND THEIR NEEDS FOR SOCIAL SERVICES IN HO CHI MINH CITY

2012 ◽  
Vol 15 (4) ◽  
pp. 79-86
Author(s):  
Nga Hanh Do
Keyword(s):  
Developmental Disabilities ◽  
Social Workers ◽  
Social Services ◽  
Developmental Delays ◽  
Ho Chi Minh City ◽  
Handicapped Children ◽  
Specialized Schools ◽  
Families With Children ◽  
The City ◽  
Children With Developmental Disabilities

This paper analyzes difficulties of families with handicapped children and their needs for social services. The data collected from 105 parents of children with developmental disabilities attending specialized schools in the city revealed the time they discovered signs of their children's developmental delays, difficult familial problems after the discovery, and the desire to be supported by the society. Survey outcomes showed parents’ lack of knowledge about signs of child developmental delay, shortage of social workers to assist them in the early detection, diagnosis and assessments of their child's disability, as well as to help parents look for social services; thereby, proposing some tasks to be fulfilled by social workers to support families with child developmental disabilities.

scholarly journals An approach to identifying young children with developmental disabilities via primary care records

2021 ◽  
Vol 6 ◽  
pp. 189
Author(s):  
Sarah C. Masefield ◽  
Stephanie L. Prady ◽  
Kate E. Pickett
Keyword(s):  
Primary Care ◽  
Developmental Disabilities ◽  
Young Children ◽  
Developmental Disability ◽  
Autism Spectrum ◽  
Definitive Diagnosis ◽  
Preschool Period ◽  
Prevalence Estimates ◽  
Disability Prevalence ◽  
Children With Developmental Disabilities

Background: Preschool aged children with developmental disabilities frequently receive a diagnosis of an indicator of disability, such as developmental delay, some time before receiving a definitive diagnosis at school age, such as autism spectrum disorder. The absence of a definitive diagnosis potentially underestimates the need for support by families with young disabled children, also delaying the access of families to condition-specific information and support. Our aim was to develop a strategy to identify children with probable and potential developmental disabilities before the age of five in primary care records for a UK birth cohort, considering how the identification of only probable or potential developmental disability might influence prevalence estimates. Methods: As part of a study of the effects of caring for young children with developmental disabilities on mothers’ health and healthcare use, we developed a two-part strategy to identify: 1) children with conditions associated with significant disability and which can be diagnosed during the preschool period; and 2) children with diagnoses which could indicate potential disability, such as motor development disorder. The strategy, using Read codes, searched the electronic records of children in the Born in Bradford cohort with linked maternal and child sociodemographic information. The results were compared with national and Bradford prevalence estimates. Results: We identified 83 children with disability conditions and 394 with potential disability (44 children had a disability condition and an indicator of potential disability). Combined they produced a developmental disability prevalence of 490 per 10,000 which is above the UK estimate for developmental disabilities in children under five (468 per 10,000) and within the 419-505 per 10,000 prevalence estimated for Bradford (for children aged 0-18). Conclusions: When disability prevalence is estimated only using conditions diagnosed as developmental disabilities, most young children with developmental disabilities likely to be diagnosed at later ages will be missed.

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