Naslov
Parenting children with intellectual disability.

Autori
Lisak, Natalija

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, stručni

Knjiga
Building Bridges Promoting Wellbeing for Family, Handbook for parents

Urednik/ci
Colomeischi, Aurora Adina

Izdavač
Lumen

Grad
Iași

Godina
2018

Raspon stranica
146-157

ISBN
978-973-166-510-8

Ključne riječi
pareting, support, children with intellectual disability

Sažetak
In this chapter the reader will find definition of intellectual disability in terms of intellectual functioning and adaptive behavior. After that some other important terms in the field of intellectual disability are explained briefly. The data about the prevalence of intellectual disability and the causes are also presented in this chapter. The idea was then to present the functioning of children with ID and adult persons in family environment, in school environment and in interactions with peers or relations with others. Finally at the end of this chapter parents could find useful tips for their support of child with ID but mostly for support of parents in dealing with challenges of difficulties and how to provide some empower family relationships useful strategies for coping with challenges of having child with ID. Intellectual function refers to intelligence which means general mental ability. In general mental ability we do include following determinants: opinion, inference, reasoning, planning, problem solving, an abstract opinion, understanding complex ideas, learning speed, learning through experience (AAIDD, 2010). When we try to define term adaptive behavior then we could say that it refers to a set of conceptual, social and practical skills that a person has learned for functioning in everyday life (AAIDD, 2010). Conceptual skills could be defined as skills like expressive and receptive language, academic skills, writing, reading, the concept of money, self-realization and so on (AAIDD, 2010). Social skills represent interpersonal skills such as development of responsibility, trusting in relations ; respect the rules in communication and relation, avoiding the role of the victim and so on. Finally, practical skills mean ability of person for nutrition, mobility, dressing, hygiene habits, meal preparation, housekeeping, travelling and so on (AAIDD, 2010). Child or adult person with intellectual disability in the field of conceptual skills could have a problem in adaptive skills for example in a way that she/he will learn slower letters and words, will forget some new information because she/he has got a problem with short-term memory or will never go alone to supermarket because she/he has got no idea of the value of money and then she/he will need support. In the field of social skills the child or adult person with ID will need support in establishing relationships and recognizing who has good intentions and who does not or in whom to trust or not and who can be a friend and who does not. In the field of practical skills people with ID could have problem in memory how to dress themselves, how to prepare meal, or how to go outside of the house and use public transport to school safety. Some of them will always need help in some of these activities but also some of them could need a support only in the begging of the activity and then this kind of support in named occasional support (AAIDD, 2010). Children with ID in educational system need different type of support and from different resources such us teachers, profesionals, teaching assistants, paretns and peers. For child with ID in academic sense it is very imprtant to have an appropriate IEP and educational program, as well as professionals support as well as teachers understanding the child difficulties. But also it is very imprtant that schools environment an all imprtant acgtors ineducational system develop also acceptance of child and new social skills through groups activities, and building important relationships with their peers. For parents, it is very important to invest in positive relationships with the adults in child‘s school, especially the teachers and therapists who will interact with them and track their progress on a regular basis. Parents are suggested to prevent miscommunication by being upfront about child‘s intellectual disabilities, and also to discuss child‘s progress on a consistent schedule thorough attending meetings, taking notes, asking questions, and be open to the process of helping child as the member of a support team in educational system (https://www.integrityinc.org/school-tips- children-intellectual-disabilities/).

Izvorni jezik
Engleski

Znanstvena područja
Edukacijsko-rehabilitacijske znanosti

POVEZANOST RADA