Academic literature on the topic 'Mothers of exceptional children Learning disabled children'

This research is globally aimed to improve the achivement motivation for the mentally disabled students. The specific objectives of this research are to improve: (1) students learning achievement for the mentally disabled students; (2) learning achievement for the mentally disabled students in SLB YPAC Pangkalpinang. This research desaign was desaigned with research and development desaign which produce development model of group dynamics learning for exceptional students which can increase achievement motivation for students. The final objective of this research development is producing development learning model based on group dynamics so that teaching and learning process can be more effective, eficient, and interesting. This research will produce development model of group dynamics learning for mentally disabled students so that can increase achievement motivation in exceptional school. This development learning model of group dynamics has three activities, there are learning through dream trees, learning through filling students’ identity, and learning through artistic creativity development by drawing and coloring. The result of these three activities of development group dynamics learning model can be used as the source to arrange the learning model especially for mentally disabled students. It can be done so that we can develop the mentally disabled students’ potencies and they can reach good achievements in study. Besides that, it can be the source for the teachers to have innovative learning model in teaching mentally disabled students at exceptional school (SLB) YPAC Pangkalpinang.

Self-reports of learning difficulties by parents of reading disabled children may be inflated because of recall bias. A retrospective study of the association between specific reading disabilities and familial reports of learning difficulties indicated the relative odds of being reading disabled for those whose relatives reported learning difficulties compared with children whose relatives did not report learning difficulties was statistically significant if fathers or siblings reported learning difficulties. No significant association was found between mothers' self-reports of learning difficulties and a diagnosis of specific learning disabilities in their children. The results support the association between specific reading disabilities and self-reported histories of academic problems in the father or siblings, but not in mothers of learning disabled children. The results suggest that reports of learning difficulties among mothers of reading disabled children may be inflated because of recall bias.

The performance instability of learning disabled (LD), emotionally handicapped (EH), and nonhandicapped (NH) children was compared. Employing two contrasting strategies of repeated measurement, we administered three third-grade reading passages to 50 LD, 37 EH, and 40 NH children. First, subjects were tested on a different reading passage once a week for 3 consecutive weeks; second, pupils were tested on three passages in one sitting. Analyses of covariance were run on a stability index calculated on the number of words read correctly during each administration. On both sets of measurements, LD and EH pupils demonstrated similar instability. On the first repeated measures, the NH pupils' performance instability was greater than that of the handicapped students; on the second repeated measures, however, no difference was found between NH and handicapped children's variability. Implications for the diagnosis and treatment of LD and other exceptional children are discussed.

Not everyone understands what it means to be twice exceptional. How can you be both ‘learning abled’ and ‘learning disabled’? This doesn't compute. There are two basic misunderstandings here: that the learning disabled aren't smart and that giftedness means high achievement. If someone thinks learning disabled means ‘dumb’ and that the gifted are ‘smart,’ you can't be smart and dumb at the same time However, federal and state definitions of learning disabilities specifically limit the term, ‘learning disabled,’ to children of at least average intelligence. So you have to be smart to be learning disabled! Definitions and district identification procedures that focus on achievement make it nearly impossible to recognize and include twice exceptional (2e) children. Here is another way to look at giftedness. No two gifted people are alike. In fact, gifted people differ from each other to a greater extent than other groups. Imagine a scatter plot with thousands of dots representing the IQ scores of thousands of people. If you drew a line around the dots, it would form a normal curve. Where is the greatest density of the dots? Where are the fewest dots? The further the child is from the norm, the more unique the child. Thus, no two gifted children are alike. And if you add the co-occurrence of different types of disabilities, no two 2e children are alike. Each child who comes to the Gifted Development Center for assessment is a new puzzle. Our testers have to re-invent the wheel for each child. This paper analyses some of the underlying causes of ‘twice exceptionality’.

Straipsnyje analizuojama motinų įsitraukimo į mokymosi negalę turinčių vaikų mokyklinę veiklą problema: laipsnis, pobūdis, veiksniai. Aptariami įvairūs požiūriai, nagrinėjantys įvairių šeimos veiksnių reikšmę motinų įsitraukimui į vaiko mokymąsi.Tyrimas buvo skirtas įvertinti mokymosi negalių turinčių vaikų motinų įsitraukimo į vaiko mokymąsi pobūdį, laipsnį ir sąveiką su šeimos ypatumais - šeimos statusu, motinos išsilavinimu, stresiniais šeimos gyvenimo įvykiais, motinos lūkesčiais ir jausmais vaikui. Eksperimentinę grupę sudarė 92-jų mokymosi negalių turinčių vaikų šeimos, kontrolinę - 90-ies vidutiniškai besimokančių vaikų šeimos.Tyrimo duomenys rodo, jog mokymosi negalių turinčių vaikų motinos, palyginti su vidutiniškai besimokan čių vaikų motinomis, labiau įsitraukia į vaiko mokymąsi, bet skiriasi įsitraukimo pobūdis: jos dažniau negatyviai kontroliuoja namų darbų atlikimą (p < 0,05), suteikia paramą ruošiant namų darbus (p < 0,001) ir paskatina vaiką (p < 0,05), tačiau reikšmingai nesiskyrė motinos pokalbių su vaiku dažnumas mokymosi negalių turinčių ir vidutiniškai besimokančių vaikų grupėse. Motinos teigiami jausmai vaikui ir aukštas vaiko atitikimas jos lūkesčius reikšmingai koreliavo su paskatinimu, pokalbiais su vaiku apie mokymąsi bei bendru įsitraukimo į vaiko mokymąsi indeksu, o neigiami motinos jausmai vaikui, nepasitenkinimas savimi kaip motina ir menkas vaiko atitikimas motinos lūkesčius - su negatyvia namų darbų atlikimo kontrole. Negatyvi namų darbų atlikimo kontrolė reikšmingai koreliavo ir su stresiniais šeimos gyvenimo įvykiais. MOTHERS' INVOLVEMENT IN THEIR LEARNING DISABLED CHILDREN SCHOOLINGRasa Barkauskienė SummaryProblem: This study deals with mothers' involvement in their learning disabled children schooling defined as different mothers' activities: support for doing homework, negative control of homework, mother-child discussions about learning and school activities, child reinforcement for learning. Mothers' involvement in child's schooling is discussed in the light of family factors - mother's feelings and attitudes toward the child, child's "goodness of fit" to mother's expectations, mother's education level, family status and stressful life events - possibly related to particular forms of mothers' involvement. Sample: Experimental group consisted of 92 primary school children (8-11 years old) diagnosed as learning disabled and control group - 90 average achievers from the same classes as children from experimental group. Evaluation tools: Mothers' involvement with child?s learning was assessed via Mothers' Involvement in Child's Schooling Scale (constructed by author of article), mothers - feelings and attitudes toward the child - via Mothers - Feelings Scale (constructed by author of article), child's "goodness of fit" to mother's expectations - via technique recommended by Feagans and al. (1991). Data on family status, mother's education level and family stressful life events were gathered through family questionnaire made by author of article. Results: Results revealed that mothers of learning disabled children are more controlling as well as give more positive reinforcement and support for child's learning when compared to mothers of average achievers. Mothers of learning disabled children report higher degree of dissatisfaction with themselves as mothers as well as more negative feelings toward child. Mother's positive feelings toward child and child' high fit within mother's expectations positively correlated with child reinforcement, mother-child discussions about learning and school as well as with general level of mother's involvement in child's schooling. Negative control of homework was higher when child's fit within mother's expectations was low. Negative control had positive statistically significant correlation with mother's negative feelings toward child. Other family features such as stressful live events, family status is to be considered in the examination of mother's involvement with their learning disabled children schooling.

This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukey's HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.

Pearson coefficients were computed between 1979–80 and 1982–83 Wechsler Intelligence Scale for Children—Revised Verbal, Performance, and Full Scale scores for 310 exceptional students (89 mentally retarded and 221 learning disabled). The correlations were all significant at p = .001.

Straipsnyje nagrinėjama veiksnių, susijusių su turinčių mokymosi negalę vaikų elgesio bei emociniais sunkumais, problema. Tyrimas buvo skirtas įvertinti vaikų, turinčių mokymosi negalę, elgesio bei emocinių problemų ypatumus, vaiko atitikimo motinos lūkesčius laipsnį, motinos jausmų, įsitraukimo į vaiko mokymosi veiklą pobūdį ir šių kintamųjų tarpusavio sąryšį. Eksperimentinę grupę sudarė turinčių mokymosi negalę, kontrolinę – vidutiniškai besimokančių vaikų šeimos. Tyrimo duomenys rodo, kad turintys mokymosi negalę vaikai pasižymi didesne nei jų bendraamžiai emocinio pobūdžio sunkumų rizika bei aukštesniu bendru elgesio ir emocinių problemų lygiu. Eksperimentinėje grupėje motinos ir vaiko tarpusavio santykiams būdingas prastesnis vaiko atitikimas motinos lūkesčius, stipresni motinų neigiami jausmai vaikui ir nepasitenkinimas savimi, didesnis įsitraukimo į vaiko mokymosi veiklą laipsnis, tačiau teigiami motinų jausmai vaikui tiriamųjų grupėse nesiskyrė. Didesni turinčių mokymosi negalę vaikų elgesio ir emociniai sunkumai susiję su mažesniu atitikimo motinos lūkesčius laipsniu, stipresniais jos neigiamais jausmais vaikui, didesne negatyvia namų darbų atlikimo kontrole bei retesniais motinos ir vaiko pokalbiais apie mokymąsi ir mokyklą. LINKING MOTHERS’ EXPECTATIONS, FEELINGS AND SUPPORT TO EMOTIONAL AND BEHAVIORAL PROBLEMS IN CHILDREN WITH LEARNING DISABILITIESRasa Barkauskienė SummaryThough psychological studies reveal that children with learning disabilities are at greater risk for behavioral and emotional disturbances than other children are little is known about factors related to behavioral and emotional difficulties in these children. It has been claimed that the psychological difficulties faced by children with learning problems are not necessarily simple linear correlates of their academic deficits, social information processing or organic dysfunctions. Recently a need to explore a role of family on behavioral – emotional problems in learning disabled children has been stressed. Maternal expectations and child’s goodness of fit within these expectations, mother’s involvement with child’s learning as well as mother’s disappointment and other emotional reactions toward a child have been hypothesized as contributing to the level of emotional and behavioral problems in children with learning disabilities.The aim of this study was to explore the interplay between behavioral and emotional problems and mother – child interactions, as measured by child’s goodness of fit level with maternal expectations, mother’s positive feelings, negative feelings toward child and feelings of dissatisfaction, involvement with child’s learning (support for homework, negative control of homework, encouragement of child, mother – child discussions about school and learning activities) in children with learning disabilities. The experimental group consisted of 102 children with learning disabilities. Subjects in the control group were average chieving children selected from the same classes that contained learning disabled children. Child Behavior Checklist (CBCL 4/18; Achenbach, 1991) was used to collect data on children’s emotional and behavioral problems. Child’s goodness of fit within maternal expectations was assessed via Goodness of Fit Questionnaire (Feagans et al., 1991). Measures on mother’s feelings toward child and involvement with child’s learning were obtained via Scale of Parents’ Feelings toward child and Involvement with Child Learning Questionnaire, respectively.Comparative analysis of behavioral – emotional problems in the groups revealed that children with learning disabilities scored significantly higher on internalizing problems and total problems score but not on externalizing problems. As it was expected groups differed on mother – child interaction aspects: children with learning disabilities had lower goodness of fit level with maternal expectations, their mothers reported higher levels of negative feelings and more intensive dissatisfaction with themselves. In contrary, positive feelings did not differ between groups. Mothers of learning disabled children were more involved with their children learning: they provided more support, encouragement and negative control. Mother – child interactions variables had significant associations with problem behaviors in children with learning disabilities. Child’s level of goodness of fit with maternal expectations was significantly related to all CBCL 4/18 scores indicating that children with poorer fit had more behavioral – emotional problems. Mother’s negative feelings were the second consistent correlate of behavioral – emotional problems in both groups. As it was predicted, measures of mother’s involvement also correlated with problem behaviors in children with learning disabilities. Specifically, negative control was related to total problem scores on CBCL 4/18, and higher scores on mother – child discussions subscale were associated with lower scores on internalizing problems, externalizing problems and total problems.

This thesis examines how mothers of children labeled ‘learning disabled’ negotiate with educational professionals as advocates for their children. Previous scholarship has not adequately addressed the role that parents, particularly mothers of children labeled ‘learning disabled’ play in the education of their children. Through analyzing the ways in which these educational practices shape people’s experiences and identities, we can gain a deeper understanding of the ways in which labeling processes are experienced, managed, constructed, negotiated and/or resisted. This subject was explored through in-depth interviews with six mothers, using interviewing practices informed by standpoint methodology. My analysis follows two major themes. The first theme deals with the contradictory nature of psychoeducational assessments in the classrooms of the educational system. I demonstrate how psychoeducational assessments act as a set of rules, regulations and rights. I demonstrate how the mothers in my study used these as tools for empowerment and resistance to educational structures and discourses of normalcy. I also demonstrate the limitations of these texts to secure the educational interest and rights of children labeled ‘learning disabled’. The second theme deals with transformation processes. I ask, how do mothers of children labeled ‘learning disabled’ change as a result of negotiating their child or children’s ‘learning disability’. I demonstrate how being a parent of a child labeled ‘learning disabled’ is outside the sphere of ‘regular’ parenting and the sphere of the formal educational system and the economic, social and health-related consequences of such negotiations.

This qualitative research enabled the participants (three young people, aged nine to fourteen years, and seven mothers) to explain their experience of living with long-term Glue Ear. As far as I could ascertain this is the first research in which young people and their mothers have led the researcher in exploring their experience. This innovative research illustrates the effects of the condition at home and school. It provides insight into participants’ views of interactions with healthcare and educational professionals. Photovoice is usually used with groups, but in this research it was successfully adapted to enable individual participants to reflect on their experience. The data was analysed using Interpretative Phenomenological Analysis (IPA) to keep the focus on each participant’s words. Innovatively combining these two methodologies provided depth to both the data gathering and the data analysis. Five healthcare and educational professionals were interviewed to understand their perspective. The contribution of this research is that the methodology enabled young people and their mothers to reflect on their experience and lead the researcher in understanding the impact Glue Ear had on their day-to-day life. It highlighted the need for educational professionals to receive more formal training about Glue Ear’s potential educational and social impacts and to potentially adapt their teaching and learning practices to better support affected students. Young people and their parents demonstrated that they have valuable information to contribute to decisions about their healthcare and education requirements and would welcome the opportunity to work collaboratively with such professionals.

Research literature indicates that parents of children with disabilities have different effects from and perceptions of their children’s disabilities. Evidence also suggests that mothers and fathers experience different effects from their child’s disabilities. The purpose of this study was to examine differences in stress levels between Kuwaiti fathers and mothers about their children with specific learning disabilities (SLD). The research utilized a descriptive survey design that employed a mixed methodology of both quantitative and qualitative research approaches. A sample size of 182 parents comprised of 91 fathers and 91 mothers participated in the study. Descriptive statistics were used to describe the demographic characteristics of the participants and their children with SLD. Descriptive statistics were also used to demonstrate participants’ responses toward the open-ended questions that were included in the qualitative section, while the t-test and repeated-measured MANOVA were used to examine the differences in stress levels between the Kuwaiti parents in the quantitative section. The outcome of the research revealed that there were significant differences in overall stress levels between Kuwaiti fathers and mothers about their children with SLD. The findings of this study showed that overall mothers have significantly higher stress levels than fathers, and they have higher stress levels specifically about the child’s characteristics (Child Domain) and also the parents’ characteristics (Parent Domain) as well. The researcher suggests that ministries of education and ministries of health in Kuwait and the Gulf Area need to provide effective programs that improve the quality of life of parents of children with disabilities and meet the needs of children with disabilities and their families. Parents of children with disabilities need governmental and other program models that support their efforts on behalf of their children with disabilities and decrease the unhealthy stress levels that these parents might experience.
Department of Special Education

Review of the literature on the currently available services for special needs children and early intervention programs in the Kingdom of Saudi Arabia, supports the fact that early intervention services for young special needs children and their families are very limited. The present study aims at determining the importance of early intervention services for children with special needs and their families. The study also aims to firstly identify the need for establishing more early intervention programs across the country as well as to give suggestions for effective utilization of the presently available services. Secondly, the study focuses on determining the needs o mothers of children with intellectual and physical impairments. Thirdly, the study aims to assess the extent to which the available services are benefiting the special needs children and their families. A descriptive research study was conducted on a sample of 27 mothers of young children with intellectual and physical impairments. Three questionnaires were designed and distributed to obtain information about the following issues: 1) the current early intervention services available for young. special needs children in the Kingdom of Saudi Arabia and the Gulf countries. 2) the background information of the families of the sample. 3) the needs of the mothers in the sample. The data was qualitatively analyzed and interpreted by comparing frequencies and their corresponding percentage values. Results of this study indicated that the majority of the mothers expressed severe and moderate need for more information about their child's impairment; and needed more services and intervention programs for their child. Results from the study also established a relationship between some of the socio-economic background variables and the different categories of needs. Finally, some of the needs of the mothers were met with the early intervention services provided by the centre where the study was conducted.
Inclusive Education
D.Ed.(Special Education)