Professionals strongly believe that children have feelings of resentment towards their disabled sibling which in turn produce a feeling of guilt. Jealousy and envy are thought to be common as the children tend to feel left-out of attention in favor of their disabled sibling. They may also feel the need to fight for their share of space and attention. (A Report to Renfrewshire Council) The realization of a mental disability in a child often comes as a shock. Adjustment in home routines, career and relationships with family and professionals are usually required.
Ample evidence indicates that parents of children with mental disabilities go through prolonged periods of stress than do parents with typical normal children. Like any other child, the family and environmental systems also affect a child with disabilities. A negative attitude towards disability from the family members, relatives and friends not only impacts the child directly, but also adds on to the present stress levels of the family. Although it is undisputable fact that parents of disabled children face a great deal of stress, it is now important to move away from describing these stressors and their undesirable effects.
Instead, research should now focus on exploring the ways that these families cope with varying degrees of success. Various studies have been made which recognize that many families have been successful in developing positive perceptions regarding raising a child with mental disability. Studies done recently, have consistently reported that families with a mentally handicapped child, can and in fact do have positive perceptions which lead to a better quality of life for the whole family.
Though precipitated by a specific event, formation of positive perceptions is usually a process, which can come about simultaneously or a longtime after the event. Obtainable research suggests that positive perceptions play a central role in the coping process and assist us in dealing with the traumatic and stressful events. Aside from the fact that they benefit the parents and the siblings in coping with the child, the disability, and the difficulties associated with it, it also helps the family unit as a whole. The manner, in which a family functions, is influenced by the parent’s perception of their child’s difficulties.
Guilford describes a model of the intellect that is characterized by a set of operations: cognition, memory, divergent thinking, convergent thinking, and evaluation. He suggests that content is dealt with on a unit, or larger basis. Some of his constructs can be applied as we treat literal, inferential and critical reading. Others have based their explanations of reading comprehension on aspects of this model. How children learn to recognize and process information has been the subject of much speculation and some research.
Perhaps no one has shed more light on the intellectual developmental of Piaget, whose findings have been used to support the concept of readiness in learning. Conclusions If we want our schools to educate the students well, we need teachers who are well-trained, highly respected professionals. But teachers today are not given the right opportunities to be trained well. We simply cannot expect to implement rigorous standards and testing, tightened discipline and effective early interventions without true professionals to deliver them.
It is imperative that colleges of education should overhaul their curriculums to include methods of evaluating scientific research. Teachers must know how to determine the effectiveness of new ideas, textbooks and methods of teaching. They have eagerly swallowed too many myths and fads for too long. The professionalization of teaching extends beyond teacher preparation to the way educators are treated once they enter practice. Schools cannot possibly train, recruit, and retain teachers who possess sophisticated critical thinking skills until they reward teachers with respect and support.
But rewards must also be associated with expectations. Almost miraculously, many excellent, dedicated and well-educated teachers work in public schools today. However, society must muster the courage to weed out or retrain educators who lack the necessary talent and skill to teach our young. Our children deserve true, highly regarded professionals to lead them. The child is unique and perceives and understands the world differently from the way the adult does. Thus, the child’s ideas are valued.
This kind of philosophy has an integrated core curriculum which is best suited to the developmental interaction and sees the child as a thinking self-propelling, well-adjusted individual. A teacher must believe that the basic tenet of her kind of approach is that the growth of cognitive functions–acquiring and ordering information, judging and reasoning, problem solving, using systems of symbol–cannot be separated from the growth of personal and interpersonal processes–the development of self-esteem and sense of identity, internalization of impulse control, capacity of autonomous response and relatedness to other people.