Module 9

Examining the Importance of Social Relationships and

Social Contexts in the Lives of Children

With High-Incidence Disabilities

In the article, Examining the Importance of Social Relationships and Social Contexts in the Lives of Children With High-Incidence Disabilities by Christopher Murray and Mark T. Greenburg, the authors focused on relationships with peers, teachers and parents. The bonds with schools/neighborhoods and their behavioral/ emotional adjustments. Most of the research was taken from perspectives that place an emphasis on the dynamic among the individual, family, relationships, neighborhood and community.

According to Greenburg and Murray, the approaches relied on perspectives that have the potential to deepen our understanding of the stressors, risks and supports that can negatively and positively impact affect development over time. The study was conducted among 96 fifth and sixth grade students receiving special education services with a variety of disabilities. The students' disabilities ranged from learning disabilities, emotional and behavioral disorders, mild mental retardation and other health impairments. The research supported the claim that children with the above stated disabilities are at a heightened risk for experiencing difficulties their entire lives. Through developing a greater understanding of the social and contextual lives of these children with disabilities is very important because social relationships and contexts could be risks or protective factors in these children's lives.

Relationships with peers can play a vital role in the child's life. Findings suggested that peer relationships influence the social, emotional, and academic health of children and adolescents. The type of relationships consists of friendships, peer rejection and bullying. Children will learn appropriate and inappropriate behaviors according to the norms of their peer group. Research has shown that the role between peer friendships and peer rejection helps determine the children's social, emotional and academic health.

Children spend a great amount of time at school and with teachers and other school staff members. Through much research, a concept called attachment theory was developed. This theory is related to how a teacher-child relationship can affect a child developmentally. Teacher-child relationships contribute to the psychological adjustment of the child. When relationships between teachers and students have open communication, support and involvement this provides a sense of security that promotes social, emotional, and academic competencies. Also, the more support students receive from teachers fewer behavioral problems are reported. Teacher supported students are better adjusted in school compared to students with conflict in their relationships with their teachers.

Caregiver relationships can positively or negatively affect the child's social, emotional, and school related functioning. The study found that children's rating of attachment security was positively associated with academic and emotional adjustment and also negatively associated with behavioral problems. During the study adolescents' self reports of attachments to parents were associated with self-esteem and depression. Adolescents in the study reported that greater communication and trust in their relations with parents provided a greater self-esteem and a lower rate of depression. While findings suggest that the quality of relationships with caregivers are directly related to the child's social, emotional and school related functioning. These findings further suggest that attachment relationships continue to have an influence beyond childhood years.

This article was well written and informative. The research was thorough and the data was provided with a table of assessment and a graph which represented the given data. Although, we may not think much about the importance of relationships between teacher, caregiver, school and community among children with high- incidence disabilities. These relationships tremendously impact the lives of children whether positively or negatively depending on the type of involvement within the relationship.


　
References

Murray, C; Greenberg, MT. Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. Journal of Special Education. 39, 4, 220-233, Dec. 1, 2006. ISSN: 0022-4669.

Laura’s Perspective on

Let’s Talk about the Needs of African American Children with Sickle Cell Disease: A Recognized “Other Health Impairment”

Elizabeth A. Dooley and Nechelle Perkins

West Virginia University

 

            As I was looking for this week’s article I thought this would be interesting. I never really thought about sickle cell as being recognized as “other health impairment”. Two of my good friends had children with this disease. Just this past week my girlfriend texted me to let me know she was going to be with her son away at college because he was in the hospital having a pain crisis. I am familiar with the disease because of my friend’s direct situation, but I feel like overall there is not much of an awareness because it is not talked about often, especially in education.

            According to the article Elizabeth Dooley and Nechelle Perkins provided a review, description and management plan for sickle cell disease. Also, Dooley and Nechelle explained the educational rights of a student with the disease which are considered within the framework of Individual with Disabilities Education Act. Due to the unnecessary bouts of sickness, possible increased absences from school and even skill gaps within the child’s learning are some factors that could potentially qualify the child for special education services under IDEA.

Special consideration and care is required for properly educating students with this disease. Some educational rights for a student with sickle cell disease are outlined within the IDEA framework such as: goals of early intervention; type of services considered; identification, location, and evaluation; inclusion; eligibility determination; individualized education program development; and placement safeguards. Although, teachers are made aware of any known health issues and concerns their students may have, proper teacher education needs to also be provided to prevent a medical crisis from occurring.

Through the research provided by Dooley and Perkins, sickle cell disease affects a special protein inside the red blood cells called hemoglobin. A person with this disease makes a different kind of hemoglobin.  The red blood cells begin to change shape and have trouble moving through the small blood vessels. The vessels then clog up causing the blood to not bring oxygen to the tissues. Without oxygen, that particular part of the body begins to hurt painfully. The disease is most commonly found among African Americans and Latinos. Along with pain crisis, individuals with the disease are more subject to obtaining infections, like pneumonia. In some cases, especially with small children, the disease could be very life threatening if proper and immediate care is not provided.

In conclusion, the article further discussed laws, educational rights, and implications for educators/administrators. The disease affects each individual differently. With most illnesses, common experiences are similar, however the level of care and treatment may vary.  A positive attitude, proper care and support can lessen the seriousness of the disease and make it manageable within the individual’s lifestyle. I have observed this to be true through the lives of my friend’s family.

 

 

References

 

Dooley, E. A., & Perkins, N. (1998). Let’s talk about the needs of african american children with sickle cell disease: a recognized “other health impairment.”.  

Preservice Teachers' Learning among Students with Austism Disorder

Laura’s Perspective on

Preservice Teachers’ Learning among Students with Autism Spectrum Disorder

Anne Power and Debra Costley

University of Western Sydney, Australia

            The focus of this article reported on a collaborative venture between Autism Spectrum in Australia and the University of Western Sydney which formed a network for children providing a structured environment for positive peer interactions that were safe and nonjudgmental. The network was ran by trained experts and pre-service teachers undertaking a service-learning unit of study at the University of Western Sydney. These pre-service teachers gained an understanding that students with autism spectrum disorder could thrive better in a more structured environment. These pre-service teachers described their experience to be authentic and enriching preparing them for their future classrooms.

            This article defined ASD as a permanent neurodevelopmental disability with three main areas of impairment: communication, behavior and social relating. Further suggesting that children with ASD have difficulty forming and sustaining peer relationships which is resulting from attention deficit disorders, thinking and learning style differences and impulse control problems. These children are socially and emotionally vulnerable, unable to read social cues and have difficulty in most social situations.

            The study looked at several types of intervention while teaching social skills. Carefully designed play spaces with adult support of peer play for the younger children were created. While, a peer network strategy for adolescents consisted of students without ASD tutoring students with ASD in vocabulary, comprehension games and conversation responses. Although, evidence suggested that peer modeling alone is insufficient, research showed that a peer network strategy increases social interaction skills among children with autism. With the inability to encounter social challenges adolescents need help developing social awareness.

            While the growth of students with ASD increases, the need for services and prepared teachers also will need to increase. Research has shown over the course of twenty years in Australian schools inclusion with students with disabilities has been challenging. Although, classrooms are often stressful places for students with ASD the networking clubs provide a safe space in which students with ASD can actively engage in learning. The pre-service teachers also learned that the clubs can allow students to interact without any pressure. The pre-service teachers agreed that this experience was a significant learning opportunity and will greatly impact how they set up and operate their future classrooms.

            In conclusion, I found this article to be interesting and enriching. I understand the importance of inclusion with students with disabilities in the mainstream setting. I also thought it was a great idea to include pre-service teachers in the study. It provided a different perspective and learning opportunity for them before entering the field. With the increasingly amount of individuals with disabilities included within the mainstream education, it is important to become equip with knowledge on how to educate the entire population of students however diverse it may be.

 

References

Power, A., & Costley, D. (2014). Preservice teachers’ learning among students with autism spectrum disorder. Australasian Journal of Special Education, 38(1), 34-50.