Tėvų lūkesčiai ir jausmai vaikams, turintiems mokymosi negalių

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Tėvų lūkesčiai ir jausmai vaikams, turintiems mokymosi negalių
Alternative Title:
Parents' feelings and expectations for their children with learning disabilities
In the Journal:
Specialusis ugdymas [Special Education]. 2005, Nr. 1 (12), p. 26-34
Lyginamoji analizė, švietimas; Tėvų jausmai; Tėvų lūkesčiai; Vaikai su mokumosi negalia; Vaikai, turintys mokymosi negalią; Šeima.
Children with learning dissabilities, education, faamily; Childrens with learning disabilities; Comparative analyses; Parents expectations; Parents feelings.
Summary / Abstract:

LTStraipsnyje nagrinėjami mokymosi negalių turinčių vaikų ir j ų tėvų santykių aspektai - tėvų lūkesčiai ir jausmai savo vaikams. Pateikiami empirinio tyrimo rezultatai. Tyrimu siekta palyginti jaunesnio mokyklinio amžiaus vaikus, turinčius mokymosi negalių ir j ų bendraamžius pagal tai, kaip j i e atitinka tėvų lūkesčių lygį, sugretinti tėvų patiriamus neigiamus ir teigiamus jausmus savo vaikams, įvertinti j ų sąsajas su vaiko lytimi, mokymosi negalės sunkumo laipsniu ir šeimos konteksto kintamaisiais. [Iš leidinio]

EN[…]. This study deals with maternal feelings and expectations toward children with and without learning disabilities. The first group consisted of 102 children with learning disabilities (average age being 9.2). This group in turn was subdivided in 2 subgroups according to the severity of learning disability: 63 children with mixed learning disabilities (their learning problems encompass reading, writing and mathematics) and 39 children with specific learning disabilities (learning problems cover reading and writing). The comparison group consisted of 102 children of average achievements (average age being 9.3). Two kinds of comparisons were made: between the groups (children with learning disabilities and with average achievements) and within the groups (children with specific learning disabilities and mixed learning disabilities). In order to collect data on maternal expectations toward their children Goodness of Fit questionnaire was used (Feagans et al. 1991). Mothers' feelings (positive feelings, negative feelings and dissatisfaction with herself as a mother) were assessed with the Scale of Parents' Feelings toward a Child (Barkauskienė, 2003). Data on family backgrounds were gathered using family background questionnaire made by the author of this study. Comparative analysis of maternal expectations and feelings in groups of children with learning disabilities and average achievers indicated some different and similar trends. Higher percent of children with learning disabilities had less maternal expectations and demands in comparison with the children without disabilities.Mothers in the SEN children is group reported higher level of negative feelings toward their child (p <0,001) and were less satisfied with themselves as mother (p <0,05). There was no difference in positive feelings between mothers of the two groups. The analysis of maternal expectations and feelings toward their learning disabled children in the subgroups of children with learning disabilities – boys and girls, children with mixed and specific learning disabilities – showed no differences. Further analysis involved the impact of family context variables as measured by mother is education level, family status and the number of stressful life events experienced by a child since his/her birth. The results showed some patterns characteristic to families that had children with learning disabilities. The specific feature involved the relationship between mother's education level and her positive feelings toward a child with learning disability. ANOVA revealed that mothers with higher education level reported lower levels of positive feelings (F (4,102) = 3,46, p <0,05). Stressful life events correlated with mother's dissatisfaction with herself (r = 0,20, p <0,05). Family status had no impact on mother's feelings toward their learning disabled children. Child's goodness of fit level with maternal expectations did not correlate with any o f family context variables. The research results are discussed from the point of the child's impact on family perspective. Practical implications o f the obtained results as well as further lines o f research are discussed. [From the publication]

1392-5369; 2424-3299
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2018-12-17 11:43:08
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