A COMPARISON OF CHARACTERISTICS AND NEEDS OF FAMILIES HAVING NORMAL, DISABLED, OR GIFTED CHILDREN
Abstract
The primary purpose of this study was to explore the environments, parental perceptions, and needs of families having normal, disabled, or gifted children. A survey study was designed to investigate these related variables. Specifically, answers to the following questions were sought: To what extent, if any, do the three family types differ from one another in terms of relationship and personal growth dimensions and the basic organizational structure emphasized within the system? To what extent, if any, do the three family types differ from one another in terms of the degree of satisfaction with responsiveness of the educational institution and with parenting skills? To what extent, if any, do the three family types differ from one another in terms of need and desire for counseling and other educational services? To what extent, if any, do the three family types differ from one another in terms of desired interpersonal and intrapersonal attributes? The Family Environment Scale (Moos, 1974) and the Survey of Parents, an instrument designed for the purposes of this study by the investigator, were mailed to 225 families representing the three family types. The sample used in the analysis contained 169 families, or approximately 75% of the sampling population. The results indicated that the families having gifted children scored significantly higher on the cohesiveness and intellectual-cultural orientation subscales than did families with normal or disabled children. No significant difference among the three family types was found on the remainder of the Family Environment Scale factors. Analysis of the Survey of Parents questionnaire found significant differences between families having disabled children and those having gifted children on the four primary factors measured. In general, families having gifted children appeared to be more independent, more satisfied with parenting skills, more desirous of special educational programming, and less satisfied with the overall responsiveness of the educational institution than were the other two family types. Families having disabled children tended to be more accepting of their children's behavior, more desirous of individual counseling for the disabled child and family counseling for the family system, and more desirous of parent education training programs.
Degree
Ph.D.
Subject Area
Academic guidance counseling
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