Parental expectations from three different perspectives: what are they based on?
The aim of this article is to highlight parental expectations as they are expressed in three different studies: an intervention programme, a study on conductive education and a study on information and communication technology. Traditions and views on knowledge within school and child and youth habilitation may affect the expectations of the family. The possibilities of a family to be part of the planning process of the child's habilitation and tutoring are important. Common for all three studies is that the parents, when they participated in projects or courses, increased their hopes for improvements for the child and increased the possibilities for activity and communication. Even if the results did not yield exactly what they had expected, they developed new and other expectations, for example, that their experiences would result in long-term development.
Lindstrand
Peg
P
The Disability and Handicap Research Group, Stockholm Institute of Education, Stockholm, Sweden. Peg.Lindstrand@lhs.se
Brodin
Jane
J
Lind
Lena
L
D002547:Cerebral Palsy; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders; D003201:Computers; D005260:Female; D006040:Goals; D006801:Humans; D007223:Infant; D008297:Male; D010287:Parent-Child Relations; D010290:Parents / Q000523:psychology*; D013548:Sweden