Face-to-face interaction and education of a student with a disability can be a difficult task but so can teaching a student whose parent/s has a disability. There are countless factors that need to be considered in order to make the family as well as the student feel comfortable in their school and community. The inclusion of a parent with a disability is just as important as the inclusion of a child whether they have a disability or not. The acknowledgment of them as an independent individual is empowering and reflects the entire community’s spirit. It is mainly through the exploration of the report “More Than getting Through the Gate” (Disability council of NSW, 2001) that I began to understand just how much needs to be taken into consideration.
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In the week 8 tutorial, my class discussed possible stereotypes that would stop parents from becoming involved. There is a growing concern regarding the stress on parents with a disability leaving a burden on their child, putting them in a position where they need to grow up early and take responsibility of activities that their parents cannot perform due to their disability. By taking on extra tasks at home, it can hinder the outcomes of the students school work. In a study run by Susan Collings, to discover whether students with a parent with an intellectual disability are greatly disadvantaged in the classroom, results showed that there are no major difference between those with and those without a parent who has an intellectual disability (Collings & Llewellyn, 2016). This can be used to rebut a common stereotype that parents with a disability can create a burden on their child. However, to assist students in the classroom who have parent at home with a disability the community and school environment can support the family adequately through compromise and conversing issues then the student will be able to reach their full potential in schooling and socialising …show more content…
Although inclusion in a community is never clearly defined, those with an intellectual disability can be facilitated as those on the “outside looking in” (Llewellyn & Gustavsson, 2016). To eliminate this others looking in effect for parents in a schooling system, principal and teaching staff can be provided training on how to deal with certain disabilities. For example, a parent with an intellectual disability can receive an excursion form for their child to visit the zoo, great difficulty could follow this as some instructions or requirements may not be fully understood by the parent, therefore concern for their child could follow. To avoid this happening, staff can note which students live with a parent who has a disability and can receive an altered and simplified form which also includes a phone number for any follow up queries that the parent may have. This procedure is highlighted in recommendation 1 of “More Than getting Through the Gate” (Disability council of NSW, 2001). This is just one of the many basic changes that can be made to help parent/s with a disability in schools.
Students provide their parents numerous opportunities to reach out in the community and “be there” in the local community (Llewellyn & Gustavsson, 2016). People with a disability is the most excluded group in many communities, it is through recognition and understanding that these
In the week 8 tutorial, my class discussed possible stereotypes that would stop parents from becoming involved. There is a growing concern regarding the stress on parents with a disability leaving a burden on their child, putting them in a position where they need to grow up early and take responsibility of activities that their parents cannot perform due to their disability. By taking on extra tasks at home, it can hinder the outcomes of the students school work. In a study run by Susan Collings, to discover whether students with a parent with an intellectual disability are greatly disadvantaged in the classroom, results showed that there are no major difference between those with and those without a parent who has an intellectual disability (Collings & Llewellyn, 2016). This can be used to rebut a common stereotype that parents with a disability can create a burden on their child. However, to assist students in the classroom who have parent at home with a disability the community and school environment can support the family adequately through compromise and conversing issues then the student will be able to reach their full potential in schooling and socialising …show more content…
Although inclusion in a community is never clearly defined, those with an intellectual disability can be facilitated as those on the “outside looking in” (Llewellyn & Gustavsson, 2016). To eliminate this others looking in effect for parents in a schooling system, principal and teaching staff can be provided training on how to deal with certain disabilities. For example, a parent with an intellectual disability can receive an excursion form for their child to visit the zoo, great difficulty could follow this as some instructions or requirements may not be fully understood by the parent, therefore concern for their child could follow. To avoid this happening, staff can note which students live with a parent who has a disability and can receive an altered and simplified form which also includes a phone number for any follow up queries that the parent may have. This procedure is highlighted in recommendation 1 of “More Than getting Through the Gate” (Disability council of NSW, 2001). This is just one of the many basic changes that can be made to help parent/s with a disability in schools.
Students provide their parents numerous opportunities to reach out in the community and “be there” in the local community (Llewellyn & Gustavsson, 2016). People with a disability is the most excluded group in many communities, it is through recognition and understanding that these