Working with Parents of Children with Special Educational
                    Needs

Dukes, Chris; Smith, Maggie

doi:10.4135/9781446215913

Cited by 5 publications

(4 citation statements)

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“…ADHD is a developmental disorder, which means that difficulties associated with it, manifest throughout an individual's developmental process, even into adulthood. Many references in the literature also note the comorbidity of ADHD with other developmental or non-developmental disorders such as Language Disorders, Learning Disorders, Autism Spectrum Disorder, or Motor Coordination Disorders (Papadaniel, 2019). The existence of comorbidity, according to Kakourou and Maniadaki (2000), in accordance with the "international literature, the rates of comorbidity between ADHD and learning difficulties range from 8% to 60%," which is quite remarkable (Kakourou & Maniadaki, 2000).…”

Section: Definition Of Adhd and Key Characteristicsmentioning

confidence: 90%

Psychometric assessment for ADHD and the role of ICTs

Pinelopi Christani

2024

Global J. Eng. Technol. Adv.

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The Attention Deficit Hyperactivity Disorder (ADHD), with or without Hyperactivity, is a matter of concern for a significant portion of the student population. This study aims to undertake an exploratory approach regarding the diagnostic process, especially the use of psychometric tools in the assessment and diagnosis of a child considered to have ADHD. In order for this analysis to be feasible, a widely accepted definition of what this disorder is, as well as its basic characteristics, must be provided. This will make it clear what symptoms can be observed in individuals diagnosed with this disorder.

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Section: Definition Of Adhd and Key Characteristicsmentioning

confidence: 90%

Psychometric assessment for ADHD and the role of ICTs

Pinelopi Christani

2024

Global J. Eng. Technol. Adv.

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“…We conclude that the pedagogue's observations and early cooperation with parents, administration and support staff specialists are vital in providing special needs children with the necessary support. Dukes and Smith (2007) highlight the importance of communication with parents in the educational process:…”

Section: Discussionmentioning

confidence: 99%

Inclusive Pre-School Education in Latvia: Problems and Solutions

Tauriņa¹,

Zīriņa²

2023

To Be or Not to Be a Great Educator

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Cabinet Regulations No. 556 of November 19, 2019 titled ‘On Education Development Guidelines 2021–2027’ state the importance of targeted support measures for ensuring inclusive education in Latvian educational institutions. However, the evidence in pre-schools indicates an insufficient understanding and interest in using these support measures to find solutions to the challenges of inclusive education. This empirical study investigates the problems in carrying out evaluations of children with special needs, establishing an individual plan and receiving support measures, and it also explores pedagogical solutions to these problems. Thanks to the European Social Fund (ESF) Project No. 9.2.1.3/16/I/001 ‘Improving the support system for children with communication difficulties, behavioural disorders and domestic violence’, teachers are now able to receive qualified specialist support on how to cooperate with parents or legal guardians and how to organise the pedagogical process. The aim of this research is to assess teachers’ awareness of what is stipulated in regulatory enactments for ensuring inclusive education, the challenges to inclusive education and the available solutions. Literature analysis, teachers’ surveys, an analysis of student behaviour in pre-schools and pedagogical documentation are used. The research results reflect the level of awareness among teachers of the education guidelines, the content of regulatory enactments and the willingness of teachers to accept diversity, seek support measures and cooperate with parents or legal guardians to ensure an education that is appropriate to each child’s abilities.

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“…The level of support also influences Work can be considered a coping strategy and a barrier for a father to be involved in caring for his child (Kimura & Yamazaki, 2017). According to (Kimura & Yamazaki, 2017), studies have shown that intervention programs for children with intellectual disabilities/ASD are more beneficial to mothers than fathers' involvement (May et al, 2013) According to Dukes & Smith (2007), coping with the challenges means adjusting to changes to the reality that they have a child with a disability and clearly understanding the needs of the child clinically outlined by a licensed physician and other professionals. To be well-informed to address the child's unique needs and provide appropriate care and attention requires an effort that makes parents experts in this manner.…”

Section: Experiences Of Parents Of a Learner With Intellectual Disabi...mentioning

confidence: 99%

“…Among all people, parents and family members are the most important people in a child's life. Genuine respect, basic human respect, and ethical expertise are required for child care, and appropriate special education may be of great assistance in achieving the child's best possible development (Dukes & Smith, 2007).…”

Section: Experiences Of Parents Of a Learner With Intellectual Disabi...mentioning

confidence: 99%

BEYOND ABILITIES: UNDERSTANDING the LIVED – EXPERIENCES of PARENTS of LEARNERS with INTELLECTUAL DISABILITY

Salinas¹,

Tiamzon²

2022

CJMS

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Parents’ love is unconditional, truly selfless, and unending. It always protects, always hopes, and is always proud. Parenting life seems to be challenging, but despite all this, having children to nurture and a family to lean on is somehow fulfilling. This study explored the lived experiences of parents of learners with intellectual disabilities. The researcher conducted a virtual face–to–face interview to describe their parenting day–to–day experiences, challenges, and coping mechanisms as parents of learners with intellectual disability. Limitations to examining the phenomenon are observed in this study. Six (6) parents of learners with intellectual disabilities were interviewed virtually, and the data gathered was transcribed using thematic analysis. The themes derived from this study were: Journey to Acceptance, The Art of Being Selfless, and The Key to Successful Co-Parenting. The exploration of themes described meaningfully and inspirationally the parents' journey when raising a child with an intellectual disability. Data gathered was supported by related literature and studies and the theoretical perspectives involving Parent Development Theory (PDT) and Lazarus and Folkman's stress and coping theory. The insights gained in this study will contribute to further parenting studies and special education and general education research. The findings of this study may enlighten parents of learners with intellectual disabilities, special education teachers, general education teachers, social workers, and others in support of awareness advocacy on the wonderful journey of parenting experiences, challenges, and coping mechanisms when raising a child with intellectual disability.

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Working with Parents of Children with Special Educational Needs

Cited by 5 publications

References 0 publications

Psychometric assessment for ADHD and the role of ICTs

Psychometric assessment for ADHD and the role of ICTs

Inclusive Pre-School Education in Latvia: Problems and Solutions

BEYOND ABILITIES: UNDERSTANDING the LIVED – EXPERIENCES of PARENTS of LEARNERS with INTELLECTUAL DISABILITY

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