Introduction
Families are facing the profound impact of their children with disabilities. The entire family along with the other members have gratitude and pity feelings. All the aspects and functioning of family disturb with experiences of disabilities. Taking the positive side, the disability will increase the cohesiveness, increase connection with extended family members, internal health awareness and enhance the relationship of disables with the religion. However, the negative side presents expensive diagnosis, increase demand for emotional and physical services, and other complexities associated with the disabled. The impacts will serve according to the kind of disability and financial condition of the family. There are various intervention programme and services for the grieved families. Some schools are providing necessary support for the rehabilitation of the child. Various techniques implied by the educational sectors to enhance the communication of children and their disabled families.
Discussion
The collective partnership of the family and schools provided value to the learning of the child. Both the parents and the educators are involved in promoting the knowledge of their children. The application of the practices is according to the policies of the respective educational institution. The schools provided the parenting skills to the guardian of the respective child. They assist the parents in understating the adolescent development of the child. The school also help the parents for the establishment of learning atmosphere at home. Through the variety of methodologies, the educators help the guardian to develop the psyche of the child.
The computerize messages, videos books and copies, tip sheets, and the workshop are the few tools implied to get the child back to the learning. The educators adjust the parent centers in the schools for the easy approach of disabling families (Cantwell, 2014). The preferences and likings of the parents are also considered by the schools to help them in departing their favors for the child. The critical position of the child with disability invites the educators to have personal visits, information sharing with parents and addresses the questions and concerns of the parents. Other than these services, parents also have the support of experts for the treatment of their children.
Regarding the intervention of the child, researchers have conducted the variety of programmes to recover the child from disability. In the past decades, there are the models that have evolved for the intervention process. Ecological model and transitional model focus on the maltreatment and the maladaptive parenting along with increase relationship with social and individual behavior. The cultural forces and the role of parents are frequently discussed in the both ecological and transition models. The assumption of the educational model is that taking the individual explanation of guardian or child are not sufficient for the assessment of nature and maltreatment in children.
The researchers assess those factors that are influencing the problems of parents and their disabled children. Social isolation, stress, behavioral issues, and the lack of knowledge of parents regarding the child rearing are some of the factors describe by the studies on educational intervention support. The child protection agency has reported that neglecting the child is the primary cause of child maltreatment. Those families that are isolated socially have the increase chances of driving towards disabilities along with their family. In order to mediate the stress and the depression parents are requires going through the proper intervention programmes. The transitional model, which is based on the chandler’s recommendations, are the interaction between risk and the protective factors.
The social environment of the family must include the regular contact with the educational class along with the experts to save themselves from disabilities. The involvement of the family in the educational sectors must be proactive. Disable Students along with their parents should work with the teachers in order to meet the requirements of the educational programme (Jacobs, 2016). The teachers and the parents’ communications are highly valuable through cohesive homeschool relationship for the disabled children. The productive and the ongoing communication can enhance the reinforcement in the behavioral and mental disorder of the pupil.
The legislative bodies are also working for the better home-school communication and the educational programme. In nineteen seventy-five the rights of the guardians have been specified and educators are bind to take permission from the parent for evaluating the Childs. The act of the education has also increased the communication process among the children disable parents with the educational experts. The participation and involvement in the educational activities of the child, along with conferences, programming with IED becomes essential for parents by the act of education. The establishment of the easy to use relation among school and homes is a part of the communication process between the parent and educators. Parents and the teachers must create joint assessment and agreement for the child performance, check, and attendance in school.
The emotional and sensible reaction towards the child by the teacher can enhance the performance of the family and disable child in the school. The teacher can become instrumental in understanding the feelings and sufferings of the disabled family (Stormshak, 2016). There are certain guardians who lost their hope regarding the productivity in their life. The staff of the education center can inform them that disability is a productive experience for the family facing severe problems and the issues. These disabled people feel and exchange the emotion of joy, strength, and love. Certain families are of the view that disables child has posture a positive influence on their lives.
The support can be provided the grieved families and those disable children by enhancing and cooperating with them in exercising love and accepting of the differences. Enlarge and strengthen the relations of their families. On the small or minor achievements of the child, give the parents a greater sense of pride by awarding them high values medals. Provide the disable families to play a leading role in advocating about their children. Regular exercises of these people can relax and make them patient (Woodman, 2015). They can adopt tolerant behavior by interacting social schooling and with the experts. The most important of the entire things is the teaching and the learning of the disable families that how they can enjoy the little things with their unbearable pains of life.
The life of the disable children’s and the families are not ended with the deficiencies they have in their body. They have multiple options to achieve something they wanted to reach. However, the support of the society and the educational training can help them in achieving their desired tasks. Being humans and for the people like we, it is the priceless blessing of nature that we are having no disability. We must realize the pains and the sufferings of the individuals who are passing through any kind of disability.
Conclusion
To conclude the detail discussion on the disabled families and their children we must teach our students that health is a great gift of nature. We must take care of the disables along with the educational intervention programmes. In the classroom, every child should donate and help those children that are facing certain kind of disorder. Similarly, the schools can foster effective communication and family advocacy. Improve and the better relationship between the teacher and the disable families can enhance the productivity skills, abilities and the talents of disabled children.
References
Cantwell, J., Muldoon, O. T., & Gallagher, S. (2014). Social support and mastery influence the association between stress and poor physical health in parents caring for children with developmental disabilities. Research in developmental disabilities, 35(9), 2215-2223.
Jacobs, M., Woolfson, L. M., & Hunter, S. C. (2016). Attributions of stability, control and responsibility: how parents of children with intellectual disabilities view their child’s problematic behaviour and its causes. Journal of Applied Research in Intellectual Disabilities, 29(1), 58-70.
Stormshak, E. A., Brown, K. L., Moore, K. J., Dishion, T., Seeley, J., & Smolkowski, K. (2016). Going to scale with family-centered, school-based interventions: Challenges and future directions. In Family-school partnerships in context (pp. 25-44). Springer, Cham.
Woodman, A. C., Mawdsley, H. P., & Hauser-Cram, P. (2015). Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years. Research in developmental disabilities, 36, 264-276.
