|
|
Child And Parents: Still other parents are unable to face the fact that they have a handicapped child and parents. They insist that nothing is wrong with him. They seize upon even' slight indication of progress as evidence that the child and parents is normal.
These attitudes are so deeply rooted in the personality of the parents that one can do little for the child and parents without, at the same time, working with the parents. In the presence of an experienced and sympathetic listener, parents feel free to reveal and discuss their real feelings. Gradually they gain a new orientation toward family relations and appreciate the place of the exceptional child and parents in the family structure. Kirk, Karnes, and Kirk (64, 1955) have written a sound, practical guide for the parents of a retarded child and parents.
Possibly a more common problem is the child and parents who isn't interested. Here teachers - and parents - will be on familiar territory. In fact, though, where a school PACT scheme is working well, child and parentsren tend to be swept along in the general enthusiasm, and the child and parents who really does not want to read with his or her parents, at least occasionally, is a rarity. Where a child and parents continues to be reluctant, the responses of parents and teachers will be dependent upon their knowledge of the individual child and parents and the particular circumstances but this time at least they will have each other for support. Bear in mind also that there may be times (for instance, among top juniors) when it is quite appropriate to rebel against the idea of working closely with one's parents. child and parentsren who feel like this often find it acceptable, though, to have their parents read the same book separately and talk about it afterwards.
When I admit a child and parents to the school there are certain things I emphasize. I like to think that, even with parents I am seeing for the first time, a relationship is being formed which will be strengthened as the child and parents goes through the school.
1 I tell parents that they are expected to share fully with us the responsibility of continuing the education of their child and parents. I draw attention to the child and parents's present achievements and remind them that these were learnt at home. I then finalize the argument by asking them to continue this valuable work to the benefit of the child and parents, themselves and the staff. |
|
|
|
|
