The role played by grandparents in family support and learning: considerations for mainstream and special schools

Abstract

The twenty-first century family faces many demographic changes. Despite this, the importance of intergenerational relationships remains. This article initially reviews the literature surrounding the role that grandparents play in their children's families, highlighting a growing body of research demonstrating the important support role that grandparents play in the lives of families with non-disabled children. In contrast, there is limited research on the role played by and support needs of grandparents to families with disabled children. Recognising the significance of 'family' rather than purely 'parent'-based partnerships in UK schools, this article considers the role and importance of grandparents in schools; in particular, intergenerational learning, and how schools can begin to include grandparents and also provide support to meet grandparents' own support needs. Despite a limited literature on schools working specifically with grandparents of children with SEN, some policy and practice issues are discussed and areas for future consideration suggested.

Emerging Adulthood and Developmental Co-ordination Disorder

“…A review of work in this field has been recently undertaken by Mitchell (2008). One area highlighted is the potential for sharing skills between grandparent and child, such as teaching IT skills and teaching driving skills.…”

Kaynaştırma Ortamlarında Ailelere Yönelik Eğitsel ve Psikolojik Hizmetler

“…Bu hizmetler ailenin bilgi ve becerilerinin artmasını, ayrıca ailenin psikolojik olarak güçlenmesini sağlayarak, kaynaştırma uygulamasını başarısını arttırmaktadır (Sileo ve Prater, 2012;Hornby,2014;Turnbull vd., 2013). (Baranowski ve Schilmoeller, 1999;Fiedler vd., 2007;Kaufman, 2001;Lessenberry ve Rehfeldt, 2004;Mitchell, 2008;Odluyurt ve Batu, 2012;Seligman, 1991;Varol, 2007;Turnbull vd., 2013).…”

Les grands-parents : une source de soutien pour les parents d’enfants ayant une déficience

“…L'appui des grandsparents, s'il est de qualité, peut aider les parents à maintenir un état émotionnel positif et favoriser l'adaptation de la famille (Green, 2001;Seligman et al, 1997 Concernant les pères des enfants ayant une déficience, l'appui des grands-parents contribuerait aussi à réduire leur stress (Sandler et al, 1995). Mitchell (2008) note cependant que les résultats des études sur le stress peuvent être contradictoires. Ainsi, Hornby et al (1994) trouvent que 24 % des parents (N = 25) décrivent l'aide des grands-parents comme étant un stress additionnel.…”

“…Pour bonifier l'aide des grands-parents, il serait important d'évaluer l'information à donner à ces derniers et les interventions à privilégier (Bouchard et al, 1994;Hillman, 2007;Hornby et al, 1994;Mitchell, 2008;Morton, 2000). Si l'information sur la déficience permet de mieux comprendre l'enfant, Mirfin-Veitch et al (1997) Il serait aussi intéressant de considérer l'influence des changements sociétaux sur le rôle et le soutien des grands-parents.…”

“…En 2008, Mitchell souligne les avantages de la collaboration des grands-parents, des petits-enfants et des milieux scolaires pour l'apprentissage des élèves. Toutefois, Mitchell (2008) précise que peu d'études se sont penchées sur cette collaboration pour les familles qui ont des enfants ayant des besoins particuliers.…”