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Foreign Study It is well known that parents of children with complex needs are more psychiatrically distressed and

socio-economically disadvantaged than parents of children without these disabilities (Emerson 2003; Hatton & Emerson 2009). Less is known about the child and family variables including socio-economic status that explain parent distress in a heterogeneous sample of children with complex needs. It is now understood that there is a wide range of responses to parenting children with developmental disabilities including positive outcomes. Earlier assumptions of virtually universal and unvarying negative impacts on families have been displaced by a more complex understanding of family adaptation and of long-term resilience. The majority of families with special needs children do well despite the required increase in family resources such as time, energy and coping strategies. There are, however, still a signicant proportion of parents most responsible for the child with special needs that are not able to adjust. Metaanalysis results show that 29% of mothers have elevated symptoms of depression (Singer 2006), 1215% have clinical depression (Bailey et al. 2007) and conclude this to be a signicant problem . That was why the study Associations and costs of parental symptoms of psychiatric distress in a multidiagnosis group of children with special needs was conducted (Loney et. al., 2011).

Their results showed that chronically ill adults with depression attending specialty outpatient clinics had twice the annual expenditure than those not depressed (Drummond-Young et al. 1996) and single mothers on social assistance with depression had signicantly higher hospital expenditures and income maintenance costs (Browne

et al. 2001). As found in other work (Byrne et al. 2006), effective treatment of depression in parents of children can lead to improved behavior and decreases in overall costs of or child use of health and social care service and possibly family income.

Bailey D., Golden R., Roberts J. & Ford A. (2007) Maternal depression and developmental disability: research critique. Mental Retardation and Developmental Disabilities Research Reviews 13, 3219. Browne G., Roberts J., Byrne C., Gafni A., Weir R. & Majumdar B. (2001) The costs and effects of addressing the needs of vulnerable populations: results of 10 years of research. The Canadian Journal of Nursing Research 33, 6576. Byrne C., Browne G., Roberts J., Mills M., Bell B., Gafni A. et al. (2006) Changes in childrens behavior and costs for service use associated with parents response to treatment for dysthmia. Journal of the American Academy of Child and Adolescent Psychiatry. 45, 23945. Drummond-Young M., LeGris J., Browne G., Pallister R. & Roberts J. (1996) Interactional styles of out-patients with poor adjustment to chronic illness receiving problem-solving counseling. Health & Social Care in the Community 4, 31729. Emerson E. (2003) Mothers of children and adolescents with intellectual disability: social and economic situation mental health status and the self assessed social and psychological impact of the childs difficulties. Journal of Intellectual Disability Research 47, 38599 Singer G. (2006) Meta-analysis of comparative studies of depression in mothers of children with and without developmental disabilities. American Journal of Mental Retardation 111, 15569. Loney P., Paul L., Thurston S., et. al. (2011). Associations and costs of parental symptoms of psychiatric distress in a multi-diagnosis group of children with special needs. Journal of Intellectual Disability Research. volume 55 part 3 pp 263280

Foreign Literature Exceptional Parent Magazine (2012) stated that there are nearly 6.5 million kids in the special education system with parents who want the best for their children. Parents are the ones trying to stay on top of it all and fighting the fight for their child. Even with the support of family and friends, a special education advocate, an attorney, and others, the level of the childs academic success aside from the effort the child puts in still depends on the parent. Theres so much to learn about the process and how to make it work. On top of that, parents must carve out time from busy schedules. Theyre used to meetings and appointments its part of their job but for some, it means shuffling responsibilities, taking time from work, perhaps even dealing with transportation issues. One obstacle upon another can make it difficult to get and stay involved.

However, when parents arent involved, kids cant be helped. Parental approval must be given before a child can be evaluated for special education services. Thats why they provided tips and issues to consider. Some students whod qualify for special education services but dont get it may have trouble socializing or may hang with the wrong crowd. Getting the child the academic help he or she needs can help prevent emotional or behavioral issues from developing. If the child is evaluated, but denied special education services, and the parent must believe theres a real need, have the child tested outside the school system. In single-parent households or when both parents work, life can be hectic and time constraints, huge. Find ways to get and stay organized in all aspects of a parents life. The effort pays off in the long run, helping the

parent reduce stress and manage time. Additionally, when parents can easily find information such as medical documents or last years special education reports the parent less likely to put off getting paperwork completed or preparing for school meetings.

Finally, If the special education plan isnt working or the school isnt providing services the child needs, there are steps a parent have a legal right to take. When first requested special education services, a parent should have been given this information. If not, ask for it, research it, check with your network, hire an advocate, call an attorney, whatever a parent must do to know the rights. If issues cant be resolved, a parent might consider changing public schools or looking into private education. Parents may feel private school is unaffordable, says Wise. I suggest they avoid making assumptions by first looking into their options and learning the real costs. Once thats done, I can help them troubleshoot. Well look at spending habits and their overall financial situation to see where their strategy can be adjusted to work more effectively or free up cash.

Exceptional Parent Magazine. (2012). Fight the Good Fight: Getting Special Education Services for Your Child. EP Global Communications. Pp. 20-22

Foreign Study According to Akiva, Arel, and Benn et. al (2011), Parents and teachers of children with special needs face unique socialemotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents and special educators health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving in these adults. The quality of caregiving by parents and special educators is a critical factor for assuring the well-being and educational success of this special needs population. Studies consistently document the innumerable stresses faced by families raising children with disabilities. These stresses continue throughout childhood and are often exacerbated during adolescence, influencing the stability and quality of family relationships (Hartley et al., 2010) and hence making appropriate and supportive parenting more difficult (e.g.,Osborne, McHugh, Saunders, & Reed, 2008).

Their research has suggested that the task of educating children with special needs poses significant professional and emotional concerns for special education teachers (Billingsley, 2003). Some of the unique stresses facing special education teachers include providing instruction that is individually responsive to each students developmental needs while maintaining order and high-quality student engagement in the classroom as well as open communication with these students f amilies. Consequently, many teachers leave special education (Billingsley, 2003), and only 32% of general education teachers report that they are well prepared to address the

emotional and instructional demands of students with disabilities who are mainstreamed into their classes (Parsad, Lewis, & Farris, 2001). Interventions to help both parents and educators reduce stress and maintain well-being are needed so they can better fulfill their respective caregiving roles and maximize the educational skills of this high-need population. Because responding empathically and appropriately to the behavioral and learning needs of children with disabilities requires high levels of focused attention, cognitive flexibility, and emotion regulation on the part of caregivers, interventions that focus on developing these specific capacities could serve an important function. Mindfulness training (MT) is a strategy that may prove useful in this regard, as studies have linked MT to neural and behavioral changes in areas of the brain subserving attention and emotion regulation as well as to corresponding subjective changes in adults reports of their mood and wellbeing. The National Research Council (2001) suggests that coordinating parent and teacher interventions is an important strategy for optimizing child outcomes. In light of the time demands placed on parents and educators in caring for and teaching children with special needs, we believe that offering MT through the school system may be a very effective approach for reaching these populations. In the present study, we used a randomized control design to investigate whether a short-term, intensive, school-based MT intervention is feasible for parents and educators and hypothesized that MT would prove efficacious with regard to fostering positive changes in mindfulness, reductions in stress and distress, increases in well-being, and positive changes in relational and caregiving competence.

The results from their study demonstrate that intensive MT conducted over a 5week period significantly increased participants self -reported mindfulness in terms of their being (a) more aware and present to their surroundings, physical sensations, and internal mental processes; (b) less judgmental; and (c) more descriptive of their moment-to-moment experiences. These core competencies of mindfulness, in turn, were found to mediate the influence of the training on reductions in participants stress and distress, with program effects persisting and growing larger by the follow-up assessment 2 months later. Parents and educators who participated in MT reported not just a reduction in distress but also an enhancement of positive psychological functioning, as reflected in greater self-compassion and personal growth over time, as well as in enhanced relational competence, evidenced by more empathic concern and forgiveness of others

Benn R., Akiva T., and Arel S. et al. (2012). Mindfulness Training Effects for Parents and Educators of Children With Special Needs. Developmental Psychology. 2012, Vol. 48, No. 5, 14761487 Billingsley, B. S. (2003). Special education teacher retention and attrition: A critical analysis of the literature (COPSSE Document No. RS-2). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. Hartley, S. L., Barker, E. T., Seltzer, M. M., Floyd, F., Greenberg, J., Orsmond, G., & Bolt, D. (2010). The relative risk and timing of divorce in families of children with an autism spectrum disorder. Journal of Family Psychology, 24, 449457. doi:10.1037/a0019847 National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press. Osborne, L. A., McHugh, L., Saunders, J., & Reed, P. (2008). Parenting stress reduces the effectiveness of early teaching interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 38, 10921103. doi:10.1007/s10803-007 0497-7

Parsad, B., Lewis, L., & Farris, E. (2001). Teacher preparation and professional development: 2000 (NCES 2001088). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

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