The Families of Students with Multiple Disabilities in the Educational Process
DOI:
https://doi.org/10.17770/sie2015vol3.373Keywords:
Educational process, family, multiple disabilitiesAbstract
This paper focuses on several aspects of the relationship between families of students with multiple disabilities and the educational process. Quality-based methodology was used for the research due to a lack of sufficient theoretical background in this area. The objective of the paper was to elucidate the significance of education of students with multiple disabilities for their families and to describe the process of cooperation between these families and the teachers. This paper uses data and outputs from a qualitative analysis of education of students with severe multiple disabilities (semi-structured interviews with 45 teachers of students with multiple disabilities, observation of 4 students in the educational process and an analysis of 30 samples of educational documents using open, axial and selective coding). The resulting theory was combined with the results of a survey focused on the cooperation between the families and the teachers in order to gain a saturated data sample. This survey used semi-structured interviews with 5 teachers of students with multiple disabilities. The data from these interviews were analysed by means of open coding, compared with the outputs of the previous research and a theoretical model for educational intervention with the families of students with multiple disabilities was constructed and described. This model offers ideas for educational practice as well as further research.
Downloads
References
Axelsson, A. K., Granlund, M., Wilder, J. (2013). Engagement in family activities. Child: Care, Health and Development. 2013;39/4:523–534.
Axelsson, A. K., Imms, Ch., Wilder, J. (2014). Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities. 2014;36/25:2169-2179.
Bigge, J., Best, J., S., Heller, K., W. (2010). Teaching Individuals with Physical or Multiple Disabilities. New York: MacmillanPublishing Copany.
Carona, C. et al. (2013). The Disability Paradox Revisited. Journal of Child nad Family Studies. 2013;22:971–986.
Chvátalová, H. (2012). Jak se žije dětem s postižením po deseti letech. Praha: Portál.
Dobson, B. et al (2001). The Impact of Childhood Disability on Family Life. New York: Joseph Rowntree Foundation.
Evans, J. M., Darrah, J., Galambos, N. (2011). The Parenting Journey of Mothers of Young Adults with Multiple Impairments. Journal of Developmental and Physical Disabilities.2011;23:183–193.
Fishman, C. E., Nickerson, A. B. (2014). Motivations for Involvement: A Preliminary Investigation of Parents of Students with Disabilities. Journal of Child and Family Studies. 2014;24:523–535.
Greeff, A. P., Nolting, C. (2013). Resilience in Families of Children With Developmental Disabilities. Families, Systems and Health. 2013;31/4:396–405.
Grove, N. et al. (1999). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disability. 1999;12:190 – 203.
Houssier, S., Vibert, F. (2013). Siblings relationship in family of adolescents with multiple disabilities. Neuropsychiatrie de l'Enfanceet de l'Adolescence. 2013;61/3:183-189.
Jansen, S. L. G. (2014). Family-centredness of professionals who support people with profound intellectual and multipledisabilities. Research in Developmental Disabilities. 2014;35/7:1623-1630.
Jansen, S. L. G., Putten, A. A. J., Vlaskamp, C. (2012). What parents find important in the support of a child with profound intellectual and multiple disabilities. Child: Care, Health and Development. 2012;39/3:432–441.
Kantor, J. et al. (2014). Kreativní přístupy v rehabilitaci osob s těžkým kombinovaným postižením. Olomouc: Vydavatelství Univerzity Palackého.1 432
Krejčová, L., Strnadová, I., Vágnerová, M. (2009). Náročné mateřství. Praha: Karolinum.
Kyzar, B. K. et al. (2012). The Relationship of Family Support to Family Outcomes: A Synthesis of Key Findings From Research on Severe Disability. Research & Practice for Persons with Severe Disabilities.2012;37/1:31-44.
Light, J. (1985). The communicative interaction patterns of young nonspeaking physically disabled children and their primary caregivers. Toronto: University of Toronto.
Lin, S. (2000). Coping and adaptation on families of children with cerebral palsy. Exceptional Children. 2000;66:201 – 218.
Michalík, J. et al. (2011). Kvalita života osob pečujících o člena rodiny s těžkým zdravotním postižením. Olomouc: Vydavatelství UP.
Poon, K. (2013). Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or MultipleDisabilities. Research in Autism Spectrum Disorders. 2013;7/2:382-390.
Průcha, J. (2009). Moderní pedagogika. Praha: Portál.
Roper, S. O. et al. (2014). Caregiver Burden and Sibling Relationships in Families Raising Children With Disabilities and Typically Developing Children. Families, Systems and Health. 2014;32/2:241–246.
Štěrbová, D., Kdláček, M. (2014). Deaf-blindness: Voices of mothers concerning leisure-time physical activity and coping with disability. Acta Gymnica.2014;44/4:193–201.
Tadema, C. T., Vlaskamp, C. (2009). The time and effort in taking care for children with profound intellectual and multiple disabilities: British Journal of Learning Disabilities.2009;38:41–48.
Trute, B., Benzies, K. M., Worthington, C. (2011). Mother Positivity and Family Adjustment in Households with Children with a Serious Disability. Journal of Child and Family Studies. 2011; 21:411–417.
Ulus, Y. et al. (2012). Functional disability of children with spina bifida: Its impact on parents psychological status and family functioning. Developmental Neurorehabilitation. 2012;15/5:322-328.
Vohra, R. et al. (2014). Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions. Autism: The International Journal of Research & Practice. 2014;18/7:815-826.
Whiting, M. (2014). Children with disability and complex health needs: the impact on family life. Nursing Chlidren and Young People. 2013;26/3:26-30.
Wilder, J., Granlund, M. (2003). Behavior style and interaction between seven children with multiple disabilities and their caregivers. Child: Care, Health and Development. 2003;29:559 – 567.
Wilder, J., Granlund, M. (2015). Stability and Change in Sustainability of Daily Routines and Social Networks in Families of Children with Profound Intellectual and Multiple Disabilities. Journal of Applied Research in Intellectual Disabilities. 2015;28/2:133-144.
