Less Stress, More Rewarding: Parenting Children With Down Syndrome

Hodapp, Robert M.; Ly, Tran M.; Fidler, Deborah J.; Ricci, Leila A.

doi:10.1207/s15327922par0104_3

Cited by 122 publications

(109 citation statements)

References 33 publications

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“…In fact, for overall academic adjustments, teachers were most favourable toward the learner with Down syndrome on all of the items, suggesting that teachers have the fewest concerns about including learners with Down syndrome. These findings may be related to a phenomenon that has been termed the -Down syndrome advantage‖ (Hodapp, Ly, Fidler, & Ricci, 2001), a commonly-held belief that, when compared to children with other disabilities, children with Down syndrome are easier to rear because they tend to be more sociable and easy-going (Hodapp, 2002 The provision of supports appears to be a vital contributor to teachers' attitudes toward inclusion, as previous research has found that teachers' top three main concerns about including learners with disabilities into mainstream settings were: (1) inadequate support staff, (2) inadequate resources, and (3) inadequate specialist equipment at the school (Subban & Sharma, 2006). The general lack of supports that are provided to teachers in South Africa (Nel et al, 2011) therefore is concerning and may be one important contributor to teachers developing negative attitudes toward inclusive education.…”

Section: Discussionmentioning

confidence: 99%

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners' social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared to the inclusion of learners with other disabilities F(3, 90) = 9.59, p < .01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.

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Section: Discussionmentioning

confidence: 99%

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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“…Compared to parents of children with other types of disabilities, parents of children with Down syndrome generally feel less stressed and more rewarded by their offspring (Hodapp, Ly, Fidler, & Ricci, 2001). Such findings arise in studies using a variety of measures; when offspring with disabilities vary in age; and when the contrast group has one of many problems (e.g., autism, different types of mental retardation).…”

Section: Reacting To Etiology-related Personalities and Dependency Cuesmentioning

confidence: 99%

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Hodapp

2004

J Autism Dev Disord

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Different genetic disorders predispose individuals to display specific, etiology-related profiles, personalities, and maladaptive behaviors. Using groups with genetic etiologies as stand-ins or proxies for a specific behavior or set of behaviors, one can then examine how others in the child's environment react and whether such reactions are limited to a particular disorder or occur generally to all individuals showing that behavior. Just as twins, adopted, and institutionalized children have all been used as natural experiments to tell us about typical development, so too can groups with specific genetic syndromes help us to understand the nature and mechanisms of the reactions and behaviors of others.

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“…This fact can be connected also with another protective factor -parental satisfaction involving gratification and reinforcement from being a parent. Parental satisfaction is increased by feelings of being loved and appreciated by one's child and by having a close relationship with the child (Hodapp, Ly, Fidler, & Ricci, 2001). Laws and Millward (2001) indicate that parents of children with Down syndrome gain satisfaction from their own parental effectiveness and involvement in child's education.…”

mentioning

confidence: 99%

Perceived stress, ego-resiliency, and relational resources as predictors of psychological well-being in parents of children with Down syndrome

Kózka¹,

Przybyła-Basista²

2017

Health Psychology Report

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The objective of the present study was to examine the role of perceived stress, ego-resiliency, and relational resources in maintaining psychological well-being in parents of children with Down syndrome, in particular in groups of mothers and fathers. Being a parent of a child with a disability is stressful, and it can be a burden. Despite these negative aspects of child-rearing, mothers and fathers are supported by their own resources and help from other people. participants and procedureThe study included 126 parents of children with Down syndrome (75 mothers and 51 fathers). All parents were married at the time of the study (i.e. the study did not involve single parents). The subjects completed questionnaires of psychological well-being, perceived stress, ego-resiliency, quality of marital relationship, and perceived social support. resultsPerceived stress proved to be a negative predictor (β = -.35) of psychological well-being both in the group of all parents and in groups of mothers and fathers. Ego-resiliency, perceived social support, and quality of marital relationship were positive predictors in the group of all parents, whereas ego-resiliency was a positive predictor (β = .29) of psychological well-being of fathers; perceived social support constituted a positive predictor (β = .25) in the group of mothers. conclusionsThe results of the present study show the factors that have a significant effect on parental well-being and may, thus, be unfavourable (e.g. perceived stress) or favourable (e.g. perceived social support for mothers, ego-resiliency for fathers) for adaptation of parents of children with Down syndrome and their mental health. Particularly interesting are the differences in groups of mothers and fathers with regard to factors positively affecting their psychological well-being: relational resources (social support) are factors important for mothers, whereas psychological inner resources (ego-resiliency) are important for fathers. Further research on the topic is needed.

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Less Stress, More Rewarding: Parenting Children With Down Syndrome

Cited by 122 publications

References 33 publications

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Perceived stress, ego-resiliency, and relational resources as predictors of psychological well-being in parents of children with Down syndrome

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