Importance and the Role of Families in the Development of Kids With Disabilities in Educational Process

Authors

DOI:

https://doi.org/10.59519/mper3016

Keywords:

family, parents, family of children with disabilities

Abstract

The most important factor in a child’s upbringing is family and it’s fundamental for development of children. Family members are the first ones who make a contact with a child and they are the most important in shaping child and his abilities. Parents are first teachers that child meets in his life and are the ones who provide support, motivation and abilities to learn through different activities, it’s important that they keep that role through child’s entire life. Children with disabilities require support and incentive from their families to achieve maximum of their abilities and to reach their full potential. In everyday life we are witnesses that families of children with disabilities are exposed to varieties of different problems that require adequate help and support to overcome them. In educational process family is the key and indispensable factor which contributes to the sucess of process itself.

The aim of the study is to get to know and to explain key factors that families have for children’s development. The paper focuses on connection between professionals and families and strategies that they use in mutual cooperation to help children to achieve results and make progress. With adequate support from a family there is nothing that a child can’t do and every barrier that they meet will be overcomed much easier.

References

1. Abdurahman, M. (2003). Education for children with learning difficulties. Jakarta: Rieneka Cipta.

2. Batcher, W. E. (1982) .The influence of the family on career selection: a family systems perspective, The Personnel and Guidance Journal, pp. 87-91.

3. Benner, A.D., A.E. Boyle and S. Sadler. 2016) . Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6): 1053-1064.Available at: https://doi.org/10.1007/s10964-016-0431-4.

4. Chen, W., & Gregory, A. (2011). Parental involvement in the prereferral process: Implications for schools. Remedial & Special Education, 32, 447–457. doi:10.1177/0741932510362490 [Crossref ], [Web of Science ®], [Google Scholar]

5. Cotton, K. (2000): The schooling practices that matter most. SIRS: Northwest Regional Educational Laboratory.

6. Dejvis, H. (1995). Savetovanje roditelja hronično obolele dece i dece ometene u razvoju, Beograd: Institut za mentalno zdravlje.

7. Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701–712. [Web of Science ®], [Google Scholar]

8. Hafid, A.D. (2013) . Basic concepts of educational sciences. Bandung: PT Alfabeta.

9. Hodkinson, P., Sparkes, A., Hodkinson, H. (1996). Triumphs and Tears: Young People, Markets and the Transition from School to Work. London: David Fulton Publishers.

10. Hrnjica, S. (2007): Psihološke pretpostavke saradnje škole i porodice u pružanju pomoći detetu sa posebnim potrebama, u N. Polovina i B. Bogunović (prir.), Saradnja škole i porodice (254-264). Beograd: Institut za pedagoška istraživanja.

11. Igrić, Lj., Ivančić, Đ., Sekušak-Galašev, S., Stančić, Z. (2004). Moje dijete u školi: Priručnik za roditelje djece sa posebnim edukacijskim potrebama. Zagreb.

12. Jurčević-Lozančić A. (2005). Izazovi odrastanja: Predškolsko dijete u okružju suvremene obitelji i vrtića. Petrinja: Visoka učiteljska škola.

13. Kalaš, Dž., Mavrak, M. (1997). Medicinska psihologia i pedagogija (3.razred srednje medicinske i zdravstvene struke). Sarajevo: Federacija Bosne i Hercegovine. Ministarstvo obrazovanja, nauke, kulture i sporta i Grafičko-izdavačka kuća „Oko“ d.d. Sarajevo.

14. Karić, J. i V. Radovanović (2008). Pružanje podrške porodicama dece sa posebnim potrebama u redovnom sistemu obrazovanju, u Zorica Matejić Duričić (ur.): U susret inkluziji-dileme u teoriji i praksi, (187- 197), Beograd: Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Izdavački centar CIDD.

15. Kreider, H., Caspe, M., Kennedy, S., & Weiss, H. (2007). Family involvement in middle and high school students’ education (Family Involvement Makes a Difference Research Brief 3). Cambridge, MA: Harvard Family Research Project.

16. Ljubešić, M. (2005). Stimulacija emocionalnog razvoja djece. Hrvatski časopis za javno zdravstvo, 1(2).

17. Moran, P., Ghate, D., Van Der Merwe, A., i Policy research bureau. (2004). What works in parenting support?: a review of the international evidence. London: Department for Education and Skills.

18. Munah, B. (2019). The Contribution of Family and Comunity Education in Realizing the Goals of School Education. Americal Journal of Education and Learning. Vol.4, No.2, 292-301,2019.

19. Pećnik, N. (2013). Kako roditelji i zajednice brinu o djeci najmlađe dobi u Hrvatskoj. Zagreb: UNICEF Hrvatska.

20. Pitt, V. & Curtin, M. (2004). Integration versus segregation: the experiences of a group of disabledstudents moving from mainstream school into special needs further education, Disability &Society, 19(4), 387–400.

21. Reay, D. (2009). ‘Class acts’: Home–school involvement and working-class parents in the UK. In R. Deslandes (Ed.), International perspectives on contexts, communities and evaluated innovative practices: Family–school–community partnerships (pp. 50–63).

22. Rispoli, K.M.; Hawley, L.R.; Clinton, M.C. (2018). Family background and parent–school interactions in parent involvement for at-risk preschool children with disabilities. J. Spec. Educ. 2018, 52, 39–49.

23. Rosić, V. (2005). Odgoj, obitelj, škola. Rijeka: Naklada Žagar.

24. Shah, S. (2010). Role of Family in Empowering the Young Disabled People. International Journal of Disability Studies. Vol. 4,Nos. 1 & 2, January-December 2010, pp. 100-125.

25. Shah, S. (2007). Special or mainstream? The views of disabled students. Research Papers in Education Vol.22, No.4, December 2007, pp. 425-442.

26. Shumow, L., & Miller, J. D. (2001) Parents’ at-home and at-school academic involvement with young adolescents. Journal of Early Adolescence, Vol 21, 68-91.

27. Todd, L. (2003). Disability and the restructuring of welfare: The problem of partnership with parents. International Journal of Inclusive Education, 7, 281–296.

28. Turnbull, A., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. [Google Scholar]

29. Zečić, S., Tomić, R., Biščević, I. (2019). Obiteljski odgoj djece s teškoćama u razvoju. Tuzla.

30. Ziraldo, L. (2016). Working Together: Effective Advocacy and Collaboration. Powerpoint Presentation.31. Walton, E.; Rusznyak, L. (2016). Choices in the design of inclusive education courses for pre-service teachers:The case of a South African university. Inter. J. Dis. Dev. Educ. 2016, 64, 231–248.

32. Weiss, H. B., Dearing, E., Mayer, E., Kreider, H., & McCartney, K. (2005). Family educational involvement: Who can afford it and what does it afford? In C. Cooper, C. Garcia Coll, W. Bartko, H. Davis, & C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking context and diversity as resources (pp.17-40). Mahwah, NJ: Erlbaum.

Published

26.10.2021

How to Cite

Importance and the Role of Families in the Development of Kids With Disabilities in Educational Process. (2021). Multidisciplinarni Pristupi U Edukaciji I Rehabilitaciji, 3(3), 197-207. https://doi.org/10.59519/mper3016

Similar Articles

71-80 of 126

You may also start an advanced similarity search for this article.