Wednesday, 6 May 2020

Rehabilitation of Exceptional Children: Role of Peers, Role of Family


Rehabilitation of Exceptional Children: Role of Peers, Role of Family  

There are following role of peers and family in rehabilitation of exceptional children.

 • Acceptance, which involves viewing the child with disability realistically and withdrawal of emotional investment from the loss of a healthy child and attachment to the real child with person with disability, is a crucial and important aspect, where each parent individually goes through the process of mourning at his or her own space • A good family encompasses a warm and easy husband-wife relationship.

 In order to promote parental understanding, physicians, psychologists, therapists and teachers must show a warm compassionate attitude toward the child.

 • The Mother Participates in a programme which is committed to avoiding disabled children from being taken from their family home and community.

 • Cause of the handicap is known or unknown contributes to variety of parental reactions.

 If the cause is known and could not be prohibited by the parents for example some sort of brain injury during birth, parents usually experience less guilt.

 When known cause is apparent by the parents and avoidable for example parental infections of the mother or seizures and injuries resulting from the child falling or dropped by mother, father or by some family member the guilt experience is relatively more.  Causes are not known or not detectable in around 30-40% of cases who are Mentally Challenged (Indian council of medical research, 1996).

 • Nature of disability, what exactly is wrong with the child is one of the major concerns of the parents of child with disability.

 It affects the realistic acceptance of the parents of child with disability.

 There can be two scenarios either the disability can be obvious or not obvious.

 When the disability is physically obvious and noticeable then it becomes easier for the parents to accept the reality of disability.

 • Relationship of rehabilitation professional and parents became the foundation to motivate and increase effective parental involvement in the process of rehabilitation.

 • It is important to communicate parents that the responsibility rest not only with the professionals but also with parents.

 Parents must feel that rehabilitation professional is not working for them as a substitute; rather solution to problem will be sort together.

 For an example, the overprotected atmosphere in the sheltered workshops can increase the dependency of the child with disability and of parents.

 • Parents are always struggling with the feelings of acceptance of their child with disability.

 However, rehabilitation professionals accepting attitude towards child with disability will generate similar feelings in parents too.

 • During the interaction with child rehabilitation professional is also modeling to the parents how should be behavior towards the child with disability.

 This positive attitude of the rehabilitation professional will not only help the child but parents will also learn in the process.

 • Parents struggle to do the best they can for their child from the moment they realize the problem of their child.

 • After completion of the assessment of the child, a detail feed back to the parents is helpful.

 Rehabilitation professional must communicate to the parents all possible aspects of assessment, as it will help in realistic appraisal of the situation of their child.

 • The impact of peer influence on exceptional children is generally associated with negative connotations.

 The use of the peer group as a vehicle for problem-solving development has not been fully utilized, even though it presents significant opportunities for childcare practitioners and educators.

 • It is widely accepted that membership in peer groups is a powerful force in exceptional children education.

 These groups provide an important developmental point of reference through which special children gain an understanding of the world outside of their families.

 • Unfortunately, many childcare professionals have a pessimistic view of children and behavior that is detrimental to the rehabilitative process, and the basis of most therapeutic approaches for children with behavior disorders is a negative attitude.  A pervasive clinical orientation that explains problematic behaviors as pathological or deliberate has prevented child-care professionals from viewing behaviors as symptoms of personal distress.

 • Troubled adolescents typically have a difficult time with problem-solving tasks.

 How they go about seeking solutions may be more important than what alternatives they produce.  Developing problem-solving processes (the "how") promotes generalization to future problem-solving situations; what solutions they choose may offer only temporary relief from a momentary difficulty.

   • Peer: A person who is the same age or who has the same social status as you.

 • Parental: Connected with a parent.

 • Collaborative: Involving, or done by several people or groups of people.