A Qualitative Analysis of Parents With Children Diagnosed With Reading Disabilities

Abstract

Semistructured interviews were conducted with nine parents with children diagnosed with reading disability (RD). A phenomenological theoretical tradition was used to explore the meaning, structure, and essence of the shared experiences of these individuals. Results generated a deeper understanding of the lived experiences and challenges of families with children diagnosed with RD. Themes produced a need for a systemic model of home, school, and community collaboration, which may improve interaction and communication among all parties. Implications for research and working with families with children diagnosed with RD are discussed.

Dysfunctional Career Thoughts and Perceived Quality of Parental Relationships in Adolescents With Attention‐Deficit/Hyperactivity Disorder

“…Adolescents with ADHD who have positive relationships with their mothers exhibit less external conflict about their career choices. This result is consistent with research findings from Dipeolu et al (2014) and Ginevra et al (2015) indicating that mothers tend to be more involved in the lives of their children with disabilities compared with fathers. A perceived positive relationship with one's mother suggests a higher level of social‐emotional adjustment and, when applied to the career‐planning process for students with ADHD, may lead to lower scores on the EC subscale.…”

“…Dysfunctional career thinking has been identified as a significant concern for young adults with ADHD (Dipeolu et al, 2013) and may contribute to occupational stress and mental health concerns (Walker & Peterson, 2012). ADHD symptoms have a direct impact on work effectiveness and performance, and these issues may act as barriers to career development (Dipeolu et al, 2014). Understanding why ADHD symptoms influence dysfunctional career thoughts and interpersonal relationships could provide valuable insights to career practitioners and researchers, thus helping to effectively address the needs of youth with ADHD.…”

Συγκριτική Μελέτη Της Εμπλοκής Των Γονέων Στην Εκπαίδευση Παιδιών Με Και Χωρίς Ειδικές Μαθησιακές Δυσκολίες

“…Αφενόσ αιςκάνονται ανακοφφιςθ γιατί πλζον μποροφν να κατανοιςουν επαρκϊσ τισ ανεξιγθτεσ και μυςτθριϊδεισ μζχρι τϊρα δυςκολίεσ του παιδιοφ, αφετζρου διακατζχονται από ζντονα αρνθτικά ςυναιςκιματα όπωσ για παράδειγμα ενοχι, φόβο, πόνο και κυμό και νιϊκουν γενικότερα ςυγκλονιςμζνοι. Σ' αυτι τθ φάςθ οι γονείσ χρειάηονται άμεςθ βοικεια από ζνα δίκτυο κοινωνικϊν υπθρεςιϊν ϊςτε να διοχετεφςουν τθ ςυναιςκθματικι τουσ φόρτιςθ ςε κετικι κατεφκυνςθ (Dipeolu, Storlie, Hargrave, & Cook, 2014).…”

“…Ραρά τθν πρόκεςι τουσ να επενεργιςουν υποςτθρικτικά ςτισ μακθςιακζσ ανάγκεσ των παιδιϊν τουσ επιφζροντασ τισ επακόλουκεσ μεταβολζσ δεν γνωρίηουν τον ορκό τρόπο και διακατζχονται από ενοχικά ςυναιςκιματα (Heward, 2011· McClain, 2006. Οι ςυνκικεσ αυτζσ δθμιουργοφν ζνα ζκρυκμο κλίμα που πλιττει τθν ευθμερία τθσ οικογζνειασ και επθρεάηει δυςμενϊσ τισ ςχζςεισ μεταξφ των μελϊν τθσ (Dipeolu et al, 2014 (Creswell, 2011). Στθν παροφςα εργαςία για να μελετθκεί διεξοδικότερα θ εμπλοκι των γονζων κρίκθκε αναγκαία και θ άποψθ των εκπαιδευτικϊν.…”