Abstract
The issue of exercising parental roles in families with children with special needs is a study framework that requires customization of measurements and interventions related to types and degrees of deficiencies. From this perspective, there is a configuration of mediating and moderator factors. The transnational, socio-cultural, and socio-economic aspects cannot be ignored from the perspective of adequate assistance and orientation of the children through parents. Support strategies must be related to diagnosis and psycho-individual manifestations. Also, parental cognitive abilities, parental educational and social status, parental physical and mental health, perceived self-efficacy and parental satisfaction, coping strategies, and parental reported well-being are elements that influence the quality of parent-child interrelations.
TopIntroduction
The low stimulation of the child in the family environment, together with poor motivation and intrinsic motivating the child, low parental school involvement have complex links with the success of the educational- recuperative approaches that are achieved through the intervention of the multidisciplinary team. The quality of parenting and parenting practices are the result of transforming the parent into an active and efficient member of this team, in a motivated and self-empowered member, a member who crosses stressful experiences, pressures and social barriers, but contributes to the educational, professional and social success of the child by accessing and continuing the support and specialty services. Directions on particular ways to address children's specific needs, responding to the specific needs of parents, and the ways parents can support the success and evolution of their own children are listed and theoretically grounded on the main theories and studies that have been made previously.
Educational psychology through conceptual frameworks and paradigms draws directions of educational intervention marked by transdisciplinarity, educational decisions, educational communities and networks, different modalities of educational communication, educational technology, modernization of classical educational psychology (Trif, 2019), personalization. All these aspects are objectified in transformations that only education can generate at the human level.
Key Terms in this Chapter
Parental Efficacy: Parents' trust in their own actions, their quality and their beneficial effects in the relationship with the child.
Disability: Limitation in child functioning due to impairment of physical or mental functions or processes.
Development Particularities: Individual differences between people on processes of growth, maturation and adaptation.
Prognosis: Conclusions of the team of specialists regarding the characteristics of the evolution of a child/ adult following the consecutive diagnostic evaluations, with the indication of the necessary therapeutic and support services.
Parental Adaptation: Parental attitudinal and behavioral reporting, more or less positive, effective and centered on the results, to circumstances regarding the physical and mental health of children.
Stagnation: A state of stopping the person's progress in the field of intervention through specialized services, following his/ her diagnosis.
Parental Typologies: Parental categories resulting from bringing together common features that relate to parents' ways of behaving, thinking, perceiving the child's situation.