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Disability, Culture, and DevelopmentA Case Study of Japanese Children at School$
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Misa Kayama and Wendy Haight

Print publication date: 2013

Print ISBN-13: 9780199970827

Published to Oxford Scholarship Online: April 2014

DOI: 10.1093/acprof:oso/9780199970827.001.0001

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How Educators Support the Parents of Children With Developmental Disabilities

How Educators Support the Parents of Children With Developmental Disabilities

Chapter:
(p.102) (p.103) 5 How Educators Support the Parents of Children With Developmental Disabilities
Source:
Disability, Culture, and Development
Author(s):

Misa Kayama

Wendy Haight

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199970827.003.0005

Chapter 5 focuses on how educators support the parents of children with developmental disabilities. With the increasing attention on children with developmental disabilities, many parents have read about disabilities, including their neurological bases. Yet their understandings of disabilities were deeply embedded in the social context. They focused on how children’s disabilities impacted their relationships with peers, how the children received educational support, and how children understood and dealt with their differences from peers. Given their focus on the social context, many parents expressed hesitation about placing children in special education classrooms. They were sensitive to “other people’s eyes.” Concerns with stigma made it difficult for some parents to accept that their children have difficulties or disabilities, let alone grant permission for them to receive additional support outside of the peer group. Knowing parents’ concerns, teachers carefully support parents’ gradual acceptance of their children’s need for special education services.

Keywords:   stigma, impact of stigma on families, stigma-sensitive practice, support for parents of children with disabilities, parents’ acceptance of their children’s disabilities, parent involvement in special education, Japanese education

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