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Interferences in psychosocial development of seriously health-impaired and physically disabled children. Educational
1Department of Teacher Education, Incarante Word College, San Antonio, TX 78209-6397.
Insights
Children with chronic illnesses or disabilities often face challenges in employment and independent living. Psychosocial factors, rather than disability severity, significantly impact their post-secondary outcomes, highlighting the need for educational support.
Area of Science:
- Pediatrics
- Developmental Psychology
- Special Education
Background:
- Neonatal care advances increase survival rates for children with serious health impairments and physical disabilities.
- Despite survival, many young adults with disabilities experience poor employment and independent living outcomes.
- Emerging research suggests psychosocial factors are more influential than cognitive ability or disability severity on post-secondary status.
Purpose of the Study:
- To examine the psychosocial development of children with chronic illnesses or physical disabilities within Erikson's psychosocial stages.
- To propose educational strategies supporting the social development of these students during their school years.
Main Methods:
- Literature review and theoretical framework application.
- Analysis of psychosocial development in relation to Erikson's stages.
- Synthesis of findings to inform educational interventions.
Main Results:
- The psychosocial environment significantly shapes the life trajectories of children with chronic health conditions or disabilities.
- Early psychosocial experiences and support systems are critical for long-term outcomes.
- Educational settings present opportunities to foster crucial social development.
Conclusions:
- Addressing psychosocial factors is paramount for improving the post-secondary success of students with disabilities.
- Educators can implement targeted strategies to enhance social development and life skills.
- A focus on psychosocial well-being is essential for fostering independence and employment in adulthood.
Abstract:
Improvements in neonatal care and medical intervention have dramatically increased the number of seriously health-impaired and physically disabled children who now survive to enroll in elementary and secondary schools. Investigation into the post-secondary status of those populations reveals that few of them are employed or living independently. Some researchers have recently found that the disappointing status of these individuals correlates more significantly with psychosocial factors than with intelligence or severity of the disability. This paper describes the circumstances which typically surround children with serious chronic illness or physical disability in the context of Erikson's stages of psychosocial development and suggests strategies for educators regarding the social development of such individuals during the elementary and secondary school years.