Page 214 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ela Golubović, Jasna Maksimović, Jovana Uzelac, and Sandra Glamočak
ization, feelings, own identity, education and professional development, etc.,
are described (Price et al. 2000). Demands that arise due to such impact may
require significant financial costs and complicate other aspects of life.
Apart from the initial request for reorganization and strengthening of the
family relationships structure, the family is faced with numerous demands for
increased childcare and a number of aggravating circumstances in relation to
these requirements. Parents are constantly confronted with the needs of the
child, which are often unclear and far different from the needs of children of
typical development; therefore, they are not always sure how to satisfy them.
The characteristics of developmental disorder, such as communication diffi-
culties, significantly hampered motor development, lack of feedback from
the child, reduced ability to interpret social signals, etc., often interfere with
the child’s signal behaviour and parents’ response, leading to reduced sen-
sitivity and a lesser chance of adequate responses (Van Ijzdendoorn et al.
2007). Parents often invest all their resources in the treatment of the child,
but ignore or insufficiently encourage the child’s psychosocial development.
Many of them, due to lack of information on who could help them, often
feel completely helpless. Also, many families with children with serious dis-
abilities and developmental disorders are impoverished for additional costs
and endangered by limited employment opportunities (Juhásová 2015; Mc-
Connell, Savage, and Breitkreuz 2014).
All this is associated with an increased level of stress, mental health disor-
der, low self-esteem, difficulties in physical functioning, chronic fatigue and
exhaustion of parents (Milićević 2015; Gardiner and Iarocci 2012). This leads
to the conclusion that the quality of family life goes beyond the needs of a
child with developmental disability and summarizes the needs of all family
members as well as the strong sides of the family functioning (Smith-Bird
and Turnbull 2005). That the presence of disturbance in development is not
the only factor determining the quality of family life. However, studies show
that families of children with developmental disabilities tend (Gardiner and
Iarocci 2012)
Research Methodology
The quality of family life can be observed in relation to an individual and in
relation to all family members (Milićević 2015). The aim of this survey is to de-
termine whether the presence of a disability in a child affects the quality of
life of its family, and in which domains it differs from the same in the fami-
lies with typical developed children. The research focus has been directed to
perception of certain problems in the functioning of such children by their
214
ization, feelings, own identity, education and professional development, etc.,
are described (Price et al. 2000). Demands that arise due to such impact may
require significant financial costs and complicate other aspects of life.
Apart from the initial request for reorganization and strengthening of the
family relationships structure, the family is faced with numerous demands for
increased childcare and a number of aggravating circumstances in relation to
these requirements. Parents are constantly confronted with the needs of the
child, which are often unclear and far different from the needs of children of
typical development; therefore, they are not always sure how to satisfy them.
The characteristics of developmental disorder, such as communication diffi-
culties, significantly hampered motor development, lack of feedback from
the child, reduced ability to interpret social signals, etc., often interfere with
the child’s signal behaviour and parents’ response, leading to reduced sen-
sitivity and a lesser chance of adequate responses (Van Ijzdendoorn et al.
2007). Parents often invest all their resources in the treatment of the child,
but ignore or insufficiently encourage the child’s psychosocial development.
Many of them, due to lack of information on who could help them, often
feel completely helpless. Also, many families with children with serious dis-
abilities and developmental disorders are impoverished for additional costs
and endangered by limited employment opportunities (Juhásová 2015; Mc-
Connell, Savage, and Breitkreuz 2014).
All this is associated with an increased level of stress, mental health disor-
der, low self-esteem, difficulties in physical functioning, chronic fatigue and
exhaustion of parents (Milićević 2015; Gardiner and Iarocci 2012). This leads
to the conclusion that the quality of family life goes beyond the needs of a
child with developmental disability and summarizes the needs of all family
members as well as the strong sides of the family functioning (Smith-Bird
and Turnbull 2005). That the presence of disturbance in development is not
the only factor determining the quality of family life. However, studies show
that families of children with developmental disabilities tend (Gardiner and
Iarocci 2012)
Research Methodology
The quality of family life can be observed in relation to an individual and in
relation to all family members (Milićević 2015). The aim of this survey is to de-
termine whether the presence of a disability in a child affects the quality of
life of its family, and in which domains it differs from the same in the fami-
lies with typical developed children. The research focus has been directed to
perception of certain problems in the functioning of such children by their
214
