Parents are partners with children in their conquest over learning disabilities. Parental reactions and effects as well as their different roles and involvement are important components related to the child's ability to cope and succeed. Severity of disability and normalization reflect areas of controversy and concern.
Parental Roles, Reactions, & Effects
Parent's reactions to children with learning problems often reflect a house divided. Parents have different roles and participation of each is different. The mother gives birth to the child and often seems clairvoyant about the child's development; she may see what others cannot see and yet she may not be as eager to mention doubts and fears. Problems may not be faced until the child begins having difficulties in school. School conferences are often held during the day, the father may not be available. Attempts to report difficulties to a busy father may result in comments that the child is probably bored (Osman, 1979).
Many fathers are unable to face that their child couldn't achieve like everyone else. They remain inpatient with unrealistic appraisal of the child's abilities and/or the mother's efforts to help. Father's may resent the time spent with the child and resort to references that the mother is spoiling the child. This resentment adds strain to the marital relationship and drives the father further away from the child. For this and other reasons, the father often excludes himself from the child's life at school; all decisions are left to the mother. Efforts may need to be made to include the father in the planning and carrying out of programs. Many school systems remain old-fashioned, the fathers' interventions carry more weight; for this reason, the father's involvement is even more helpful. Once fathers learn to participate, many become the child's instant lawyer handling legal aspects regarding special services and programs (Osman, 1979).
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