author: Penka Yaneva
It is a fact that children with disabilities have more specific needs than others. Needs affecting both the family and the whole society. In today's society, the question of where these children belong is still controversial. When the time comes for these children to attend kindergarten or school, the question arises of how to overcome their specific learning disabilities.
The term specific learning disabilities has gained traction in recent years. Research shows that this disorder affects nearly 10% of the world's population. This term is used to describe that part of students who have certain difficulties in mastering school skills. A learning disability is a severe and ongoing difficulty with one or more of the following areas of learning – reading, spelling, writing and mathematics. A child with such a disability will have low ability in one or more of these areas when his educational opportunities, age, and other abilities are taken into account. Learning disabilities are sometimes called specific learning disabilities, learning disabilities, specific learning difficulties, and dyslexia. Learning disabilities must be evaluated and diagnosed by professionals. These disorders are not due to a learning disability, brain disorder, trauma, or mental retardation. Children with these disorders have normal to high levels of intelligence, but have impaired reading, writing, and/or math skills.
CHILDREN WITH DISABILITIES - PUNISHMENT OR A LIFE LESSON IN LOVE
Adaptation implies a continuous process, there is no final stage of absolute acceptance by the parents. On the contrary, sometimes grief and other conflicting emotions linger or resurface. Cognitively, parents must come to an understanding of the meaning and implications of the diagnosis for them and their child. They need to clearly understand the information about their child and his condition. Emotionally, parents must experience, accept and express the feelings of disappointment, sadness, grief, anger and guilt that can understandably accompany the news that their child has a serious disability. In addition, stressed parents must work through intense negative feelings to experience the pleasures, rewards, joys, and connection with their real child. This does not mean that they will not feel worried about their child's condition, but that these feelings will not be as strong or overwhelming as they were initially.
Attitude towards children with disabilities today in our country and around the world
Many parents who have a child with special needs manage to cope and adapt on their own and relatively quickly. The signals that the parents have a problem adapting to the child with special needs are different. Sometimes parents remain overinvolved with negative emotions related to their child's diagnosis. With such intense emotions on the part of the parents, it is assumed that they have received the news recently, when in reality it has been years. Other parents deny any negative feelings or disappointment about their child's diagnosis. These parents seem to idealize their child and their role as caregivers.
Evidence from worldwide research shows that when a child with a disability is helped in an adequate and professional manner at the earliest possible moment, in 70% cases he can recover and his development will be equal to that of children without disabilities or difficulties. But early identification and early childhood intervention services, through which caregivers are supported to provide stimulating care for children with disabilities in the first 3 years of life, are not yet sufficiently developed, which limits their developmental opportunities and growth. There is still insufficient support for caregivers of children with disabilities and developmental difficulties, including through psychological counseling, parenting support groups and skills acquisition, as well as the provision of reliable information about care, social and sanatorium services, etc. . More investment is needed in the professional development of teachers by increasing their skills to respect diversity and support learning. The environment in educational institutions should encourage teachers to collaborate with each other, with other professionals and in the community to provide personalized support for all children with disabilities. Assistive technologies, especially alternative communication and augmentative technologies (including low-cost technologies), are not well known and used by practitioners to facilitate the participation and learning of children with disabilities. Many children with disabilities do not receive support or access to adapted learning materials to enable them to actively and fully participate in class activities. Most buildings, streets, public transport vehicles, schools, sports facilities, halls for cultural events, service centers, playgrounds, etc. are not accessible and not adapted for children with disabilities, so as to ensure their inclusion.
But the biggest problem is stereotyping and discrimination by families, professionals, peers, employers and the public. They continue to undermine the rights of children with disabilities. They lead to segregation, both in school and in the community, affect the self-esteem of children and young people and limit their opportunities for professional realization and full participation in all spheres of life.
The most important thing about children with disabilities is that they are children. And like all children, they want to be loved, praised, to feel safe, and around the age of two, they start wanting to do everything themselves.
© 2024 Iliana Dechkova