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    23 views1 page

    Parental Reaction To Disability

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    api-315342284

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 1
    “The carly wock of Garpsnlo (1985) is characacsiei afi ine and i epecscarati of more contemporary models (for example, Cook, Kiem, & Temicz, 2008; Fiedl Simpson, & Clark, 2007; Smith, Gartin, Mundick, & Hiloon, 2006). According wo Gargiulo model (ce Figure 71), parental reaction t a disability includes chree sages an encompasses a wide range of felings and reactions. The model is generic because pare= of children with differen disabilities feequentiy experience common feelings and rea: in similar fashion. Reactions differ more in degree than in kind. Gargiulo stresses“ tuniqueness and variability of the response pattern. He also emphasizes flexibility hecaus of each family’s unique situation and that feelings and emotions are likely to recur ow the family lifecycle. The order of parental response is not predictable, not does moverne= depend on successful resolution of an earlier feeling, Gargiulo explains, [should be noted that not all parents follow a sequential pattern of reaction according foapredetermined timetable. The stages should be viewed as laid, with parents passing forward and backward as their individual adjustment process allows. Some indiidusle ‘may never progress beyond hurt and anger, others may not experience denial stillothere ‘accept and adjust rather quickly to ther child’ abilities and disabilities. Also both per. «ets do not necessarily move through these stages together. Bach parent will rece i his or her own unique way. (p.21) Gargiulo (1985) and more recently, Berry and Hardman (1998), believe that the re actions and feelings experienced by some parents are legitimate, automatic, understand able, and perfectly normal. Parent have a right to exhibic these emotions and to express their feelings. They are natural and necessary for adjustment. They do not represent reflections of pathology or maladjustment, Stil, chese emotions have the potential oe significanely affecting collaborative partnerships with professionals. Ic is crucial, there fore, that educators respect and understand these responses while providing the appro- Priate support needed to establish meaningful alliances with parents. We fully agree rich Salend’s (2011) recommendation cha veachers can further asist families “by beine honest with chem, showing genuine care and compassion, being empathetic rather thas sympathetic, and encouraging them ro obtain supportive services” (p. 165). In a similae voice, Park, Alber-Morgan, and Fleming (2011) write: “ocollaborate with parents, fis necessary to understand the family. Parents who have a

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