Although thet:e has been gradual awat:eness of leat:ning disabilities aftet:
Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment
and special education wet:e provided in schools. Specifically, in the at:ea
of services for families, a reaffirmation of the fundamental rights of
chilruen and families emerges.
Although stress associated with the presence of a learning disabled child
is an important consideration, its impact on the family is related to the
family members' cognitive appraisal of the stress situation and thett
copmg resources. Parents of learning disabled chilruen experience more
stress, often exacerbated by faulty, misunderstood coping efforts that
increase conflict in the family.
Reseat:chers have investigated how: families manage stress; and cope with
the multiple stt:esses of rearing a learning disabled children. It has been
found that while many families cope, others cannot. Stress theory has
dttected our attention to circumstances that weaken families and
exacerbate distress. Preventative and ameliorative services at:e needed to
assist such families. Stress and coping theory suggest that differences in families' reactions to
learning disabilities may be related to amount and quality of resources
available to pat:ents. This involves cognitive adaptation using coping
skills, enabling them to t:e-evaluate stressful events positively. Another
resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services
while increasing the family's mastery of coping with learning disability.
Research has shown that parents' initial contact with learning disability
and how to assist their learning disabled child was stressful. After
parents received counselling on coping with their stress and stress
management, and after the child's psycho-educational assessment and
remedial measures were implemented, there has been significant positive
feedback from parents and children.
Research would embrace relationships between perceptions and family
well-being using Ellis's rational-emotive therapy, thereby contributing to
better understanding of how families cope with stress. Ayurvedic
principles would be used to adopt a holistic approach to life. By using
RET and A yurvedics the researcher was able to assist parents with
learning disabled children to cope better with their stresses and effectively
manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17292 |
| Date | 01 1900 |
| Creators | Maharaj, Malthi |
| Contributors | Lessing, A. C. (Anna Christina), 1947- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 238 leaves) |
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