The perceived needs of support of parents and classroom teachers  a comparison of needs in two microsystems

Granlund, Mats; Roll-Pettersson, Lise

doi:10.1080/08856250110074382

Cited by 23 publications

(18 citation statements)

References 18 publications

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“…Although previous studies have identified characteristics that are associated with parents' perceived unmet needs (Ellis et al 2002;Granlund and Roll-Pettersson 2001;Kogan et al 2008;Siklos and Kerns 2006), to our knowledge, this is the first to examine these factors systematically in a conceptual framework. Planning for comprehensive services is held back by our limited understanding of the characteristics associated with greater unmet need among families of children with ASD.…”

Section: Methodological Strengthsmentioning

confidence: 93%

Beyond an Autism Diagnosis: Children’s Functional Independence and Parents’ Unmet Needs

Brown

Ouellette‐Kuntz

Hunter

et al. 2010

J Autism Dev Disord

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High demand has resulted in gaps in autism service provision. Our objective was to explore the association between children's functioning and parents' perceived unmet needs. We conducted a cross-sectional study of 97 families of school-aged children with an autism spectrum disorder. Log binomial regression was used to examine the relative risk for unmet need. Families of children with high functional independence had lower unmet need than families of children with moderate functional independence (RR = 0.81, 95% CI = 0.67-0.99). Those who experienced greater impact of the child's disability had greater unmet need (RR = 1.22, 95% CI = 1.03-1.45). The child's functioning and its impact on the family provide insight into unmet need which may inform service planning.

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Section: Methodological Strengthsmentioning

confidence: 93%

Beyond an Autism Diagnosis: Children’s Functional Independence and Parents’ Unmet Needs

Brown

Ouellette‐Kuntz

Hunter

et al. 2010

J Autism Dev Disord

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“…Their inter-rater agreement, which allows one, scale-step difference, was 85% between parents and teachers and between parents and specialists (Bailey et al, 1993). The Swedish translation of the ABILITIES inter-rater agreement was 72% between parents and special educators (Granlund & Roll-Pettersson, 2001) and the stability of test-retest for special educator ratings was 90% .…”

Section: Methodsmentioning

confidence: 94%

Conceptions of Participation in Students with Disabilities and Persons in Their Close Environment

Eriksson

Granlund

2004

Journal of Developmental and Physical Disabilities

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All previously published papers were reproduced with permission from the publisher.Published and printed by Universitetsservice AB Nanna Swartz väg 4, SE-171 77 Stockholm, Sweden ABSTRACT Participation in everyday life is vital to a child's development and well-being and is a basic human right. One definition of participation is engagement in life areas. The objective of this study is to investigate participation in school activities of children and adolescents with disabilities; the study focus on personal factors and factors in the environment, which are closely related to participation. Data were collected in a large survey and a smaller observational study.In the survey, students, parents, teachers, and special education consultants responded to statements about participation and factors related to participation such as autonomy, interaction, availability, support, and environment.In the observational study, participation was observed during various school activities during an entire school day and after school. Children were interviewed about their school day, friendships, and autonomy.The results revealed that participation is multidimensional, with an emphasis on personal experiences, interactions, and context. The theoretical assumption of the International Classification of Functioning, Disability, and Health (ICF) states that the body, participation, and the environment are related. The research results proved this assumption and support the multidimensionality of the participation construct. As indicated in previous research, children and adolescents with disabilities show a lower degree of participation in school than their peers. Participation seems to be more related to autonomy and interactions with significant others than to disability type and general environment. A closer look at various school activities reveals that children with disabilities primarily have a lower degree of participation in math, practical subjects, and science. Being included and having many friends, who provide emotional support, facilitate participation. While, frequently receiving support from teachers and assistants lowered participation. This indicates that there is a relation between support and participation: providing too much support during class can be detrimental to class participation, whereas a good social support network of other children is vital.In this thesis, participation is measured in two ways: by participation frequency and by participation intensity. By counting the number of activities that children participate in, and how often they participate in these activities, a measure of an individual's average participation is obtained, that is, participation frequency. This measure depends more on internal rather than contextual factors, and it changes more often because of internal rather than contextual changes. Intensity measures of participation refer to the amount of involvement within a specific situation, and are contextually dependent. Involvement change based on the situation and the individual's pr...

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“…In addition, some of these parents may have an ID themselves (David et al 2013). When combined, these difficulties increase the probability that families with a child with an MID must handle daily situations that differ from those of other families with regard to daily routines, social activities, and coping skills, as well as contact with support services (Granlund and Roll-Pettersson 2001;Webster et al 2008). Common needs of most families with children having disabilities include informational demands, knowledge, and skills regarding how to collaborate with professionals, maintaining parental influence over services, and understanding their children's rights (Bailey et al 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The questions were answered using a three-point scale with the options yes, unsure, or no. The questionnaire has been tested previously for reliability and validity in Sweden (Granlund and Roll-Pettersson 2001). Perceived needs are divided into indexes.…”

Section: Questionnairementioning

confidence: 99%

Perceived needs among parents of children with a mild intellectual disability in Sweden

Huus

Olsson

Andersson

et al. 2016

Scandinavian Journal of Disability Research

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Perceived needs among parents of children with a mild intellectual disability in Sweden. Research, https://doi.org/10. 1080/15017419.2016.1167773 Access to the published version may require subscription. Parents of children with a mild intellectual disability experience more distress and require more support than other parents. The aim was to investigate the perceived family needs of parents of children with an MID and to investigate the relationship between parents' perceived selfefficacy in their parental role and in collaborating with professionals as well as with their perceived needs for support. Interviews were based on questionnaires to the parents of 38 children. The results revealed that parents perceived need for information, respite, and venues in which to meet other parents in similar situations. The informational needs were related to parental self-efficacy and obtaining support. A lower need for information was related to higher perceived control over services. In conclusion, it appears that professionals need to work to strengthen parents' ability to ask for support and to express the needs. Wellinformed parents will develop stronger parental self-efficacy and perceived control over services. Scandinavian Journal of Disability ARTICLE HISTORY

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The perceived needs of support of parents and classroom teachers a comparison of needs in two microsystems

Cited by 23 publications

References 18 publications

Beyond an Autism Diagnosis: Children’s Functional Independence and Parents’ Unmet Needs

Beyond an Autism Diagnosis: Children’s Functional Independence and Parents’ Unmet Needs

Conceptions of Participation in Students with Disabilities and Persons in Their Close Environment

Perceived needs among parents of children with a mild intellectual disability in Sweden

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