The Methodology will take as its point of initiation the following primary research question:
What parenting style(s) have proven most effective and least effective in producing positive special education achievements and developmental outcomes in special needs children?
The Literature Review will set out to answer this question by exploring a wide array of dimensions relating thereto.
Literature Review:
The Literature Review conducted hereafter will be divided into an array of subsections intended to illuminate the relationship between parenting styles and special education achievements for special needs children. It is imperative before proceeding to a broader literature review synthesis, to consider some basic context for the present discussion. Namely, we initiate with a reflection on the formative implications of childhood. Regardless of whether one is special needs or one is of traditional needs, childhood is a tumultuous phase of the life cycle marked by constant change and adaptation. It is an important and defining period in the course of his or her personal evolution. It is considered the major time period in the development of the individual, as his or her basic learning competencies are developed through the early stages of the life-cycle phase. This period is characterized by many significant changes that affect all aspects of development from one's academic and cognitive orientation to one's social and emotional comprehension. (Martinez, Martinez, 2004).
Special needs issues have increasingly become a major concern for educational and developmental scholars. As a consequence, there exists both a host of literature on the subject and a wide variance of definitions for the condition of being special needs. (Martinez, Martinez, 2004). In other words, it is very difficult to find a clear definition of the concept of children with special needs. Definitions vary depending on whether one is from a psychological perspective, sociological or biological. On the psychological level, Store & Church (1973, pg 21) have defined the condition of being a special needs child as "a state of mind, a way of being which begins roughly at puberty and ends when the individual became an independent action, i.e., when it is socially and emotionally mature and he has the experience and motivation necessary to achieve the adult role." From a psychoanalytic perspective, children with special needs are seen as struggling to develop at a time when the individual leaves the infant attachment figures to turn to other socially connected figures. In a more sociological perspective, an author as Fight (1988) considers children with special needs as experiencing trends of marginalization and subordination that are imposed at a young age and that typically persist through adulthood. Though various defintions are available to us, the research encountered show very clearly that it is not easy to find a definition of children with special needs (Morrison, Rimm-Kauffman, 2003).
For the puproses of the present research though, we will define children with special needs as individuals who are faced with new and specific impediments to development during periods of critical physiological, psychological and social development. In developmental psychology, many authors adopted the concept of "developmental tasks" to reflect these new realities. Claes (2003) refers to the idea that the individual is not a passive spectator of changes taking place, but an actor actively engaged in building his own life. In what follows, we will present the various transformations taking place in the individual on the physiological, cognitive, and social identity (Morrison, Rimm-Kauffman, 2003). The first three aspects are presented as irresolute; we will focus on new social realities, including new relationships that the young person has with his/her environment during this period.
Effects on Achievement
A number of research concerns relate directly to the impact that parenting style may or may not have on the child's educational achievements. This section is driven by a number of questions that are of interest to the broader research subject. Namely, we consider whether or not awareness of the correlations discussed here within might ultimately influence parenting style. The section also inquires as to whether using a certain parenting styles can impose a more positive effect or a negative effect on the achievement levels of a child with a learning disability.
Developmental psychologists have had a keen interest in knowing the effects parenting styles have on a child...
Parenting Styles The Effects of Parenting Styles on Students Achievement in Special Education Parents develop parenting styles that largely determine the type of parent-child relationship and the levels of development of children in various skills and competencies. Within this discipline, the family context is conceived as a system that includes ways of mutual influence, direct and indirect, between its members. Parenting styles and family interaction patterns influence virtually in all spheres of
Adopting Special Needs Children When it comes to adoption, parenting styles for special needs children is really no different. There are hundreds and thousands of children that are currently living in the foster care system that are put into the group of "Special Needs" waiting for a household to support and love them. The word special need promptly brings to mind the idea of a child with inability, in adoption terms
Everywhere we look, individuals use body language and non-verbal signals. We've seen evidence of politicians and the media using signals to improve their veracity (or the contrary), but non-verbal clues have even been studied by anthropologists as a way to recognize subtleties of communication. In fact, anthropologist Ray Birdswhistell found that most humans can recognize over 250,000 facial expressions that impart meaning (Pease 2006, 10). Sources of Nonverbal Communication- Psychologists
Students level of skills How students are relating to vocabulary usage Time segments in minutes Notes need help (more than 20% are unable to process) Students are spending more time working independently. Fewer students need assistance from teacher. A somewhat skilled (10-20% need some assistance from teacher) working independently (fewer than 10% need assistance from teacher Learning Styles used Time segments in minutes Notes Verbal/Linguistic Visual/Spatial Body/Kinesthetic Interpersonal Intrapersonal Musical Naturalistic Student Engagement Indicators - Make notes of overall impression of the lesson: Students Given Choices Give
Parenting Education for Teen Mothers If a community values its children, it must cherish their parents. (John Bowlby) Rationale of intervention population Group based intervention programs Multi-purpose programs Teen Mother Empowerment Program Series (TMEPS) Framework of TMEPS Program-Fig Fig 2-Phased TMEPS Phase 1 sessions Table 1- Session Administration Lesson Plans Evaluation of program outcomes Follow-up plan Continuation of TEMPS Appendix II-Program Evaluation Questionnaire This paper is aimed at presenting a parenting education and support program for teenage mothers. To identify the most basic needs of
Parenting knowledge and skills are naturally acquired through ethnic, culture, kinship and friendship ties as well as from other available resources. Parents need to share their concerns and views on their children in order to create an opportunity for exploring solutions and sharing resources. Parents involvement in their children education assist them accurately assess their development comparing them to other of the same age. They are also better placed to
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