Proceedings of The 3rd World Conference on Teaching and Education
Relationships of siblings of children with disabilities from two cases analyzed. Suggestions from an educational psychology perspective
María Jesús Luque Rojas, Diego Jesús Luque and Cristina de la Peña Álvarez
Introduction. The existence and family living with a sibling with a disability implies a dynamic and structure with meaning to children and their circumstances. However, a sibling that accompanies, helps, or takes part in family life, usually is a lower analysis compared with children with disabilities. Objective. The goal of this work is to analyze the behavior of children before siblings with disabilities from the analysis of two cases of children with siblings with disabilities and to suggest a guide to families and schools. Methodology. Following two children’s opinions in this context. It is intended to make a qualitative analysis about the children’s behavior towards their sibling, and finally, seek reflection on the structure of family relationships. For this, the comments or considerations of 2 children with siblings with disabilities in Primary Education are described. Results. The results indicate positive and negative thoughts and feelings of siblings with intellectual disabilities. Consequently, a reflection on family relationships is proposed, highlighting positive aspects to strengthen siblings with disabilities and considerations for working with these students from school or tutorial and teaching action. Discussion. A School that recognizes the personal and social development of children, as the nucleus of progress, which entails their acceptance as a person, the understanding of their characteristics, and the adjustment of their educational response.
Keywords: Family. Disability. Relationships. Inclusive Education. Educational Guidance.