Running Head: COMMUNITY SOCIALIZATION 1

The Importance of Community and Family in Socialization of Disabled Youth

Kathleen Lucchesi

Fresno Pacific University

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The Importance of Community and Family in Socialization of Disabled Youth

Leading psychologists in nearly every studied field insist the importance of a well-

nurtured childhood in the overall success of individuals in a community. While this factor is

often accounted for in consideration of typically-abled children, others grappling with various

levels of disability will experience a wide swing of social differences in their youth and

upbringing. This raises the exploration into the communitys role in socialization of these

children and their preparation for independence. Additionally, studies are beginning to show that

familial involvement in childrens early lives are strong indicators for appropriate social

development across cultures (Davidson & Roopnarine, 2015). The information discussed ahead

will briefly explain the importance of strong parental involvement and the relationship between

connectedness and proper social-emotional development in children with disabilities. It takes

positive adult involvement and community influence to make sure that all children successfully

navigate their academic years and graduate healthy and well-prepared for adult life.

The parental experience can be one of feeling inadequate or uninvolved. Many mothers

and fathers anecdotally report feeling judged or pressured about how often they are alone with

their children or what kind of activities they are engaged in with them. Research is beginning to

stress the importance of parent-child time together and fails to mention with any alarming

frequency specific activities over others. According to the research journal on parental play,

In developed societies, opportunities for playful interactions with parents are valorized by

psychologists, pediatricians, and early-childhood educators as essential for the

development of attachment bonds, the maintenance of physical health, timely

development of language, and appropriate social adjustment in children (Davidson &

Roopnarine, 2015).
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The researchers posit that the complex nature of parent-child relationships rely on consistent

time together, rather than particular activities or another, more complex set of qualifications. The

journal goes on to say Furthermore, when playful interactions occur within the context of a

democratic parenting style in which parents offer a good deal of nurturance and support to young

children, they encourage the development of prosocial skills such as helping, sharing

(Davidson & Roopnarine, 2015). It is in the safety and confine of family relationships that

children learn to respect others regardless of their perceived merit or social status. Not only are

strong family ties important for the family dynamic, they also build the foundation on which

children will relate to others, regardless of differences like physical ability.

There are long reaching implications of parenting a disabled child. While many students

and educators may struggle to offer inclusion to students who are physically very different or

cognitively further behind their age-mates, the families of these children live with this reality on

a daily basis. In many western cultures, a standard of inclusion is bringing positive results.

Inclusive education is:

a term used to describe the process of education of children with special needs in

general education school. Despite the physical, intellectual, social, emotional, linguistic

and other peculiarities of children, each child is given the possibility to be included into

the integral process of education and training, development and socialization, which

enables the growing-up person to become the equal member of society, decreases risks of

his or her segregation and isolation (Nasibullov, Kashapova & Shavaliyeva, 2015, p.

549).

The need for inclusion points to the realization that even disabled children greatly benefit from

social outlets, especially those with neuro-typical children of their same age group. The Russian
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studied noted that Children with disabilities get the richest experience in conditions of

communication with healthy children in a general education school (Nasibullov, et al., 2015, p.

547). The urge to divide groups of children by their ability is driven by two concerns, as

educators are not only worried about overwhelming disabled children but also slowing the

progress of able-bodied children. However, there is no substantial research that proves any harm

to the typically abled children when inclusion is promoted in their classrooms. Rather than

separating and catering to children of any developmental milestone, actions must be taken to

include them in learning and social environments together organically.

The correlation between a positive communal environment and proper

development in children is undeniable. While some researchers in the field and experts such as

Elise Huneke-Stone have found evidence that social norms exist inside a group of children

innately, the responsibility to foster this culture falls onto educators and adults (Huneke-Stone, p.

85, 2015). Teachers need to be in contact with the families of their students and involving

themselves in their lives in positive manners. It is the duty of community leaders and members

alike to ensure that safety and productivity is promoted in a positive manner and modeled for

children in a way that allows them to explore their own abilities and find success in their

endeavors.

Socialization begins in the social circles that children are born into. When families from

different cultures or with different handicaps involve themselves in the early development of the

young children in their lives, they greatly increase the likelihood that those children will grow

into well-adjusted adults. Social-Emotional development is not skill reserved only for typically

abled children, as even facing permanent disabilities, parental and community involvement is

proven to bolster the social success of children in a school setting and beyond.
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References

Huneke-Stone, E. (2015). Grace and courtesy in the elementary community. North American

Montessori Teachers Association, 40(1), 83-100.

Nasibullov, R., Kashapova, L., & Shavaliyeva, Z. (2015, July 21). Conditions of formation of

social successfulness of students with disabilities in the system of continuous inclusive

education on the basis of value approach. International Journal of Environmental and

Science Education, 10(4), 543-552. Retrieved August 27, 2016, from

http://files.eric.ed.gov/fulltext/EJ1082019.pdf

Roopnarine, J., & Davidson, K. (2015). Parent-child play across cultures: Advancing play

research. American Journal of Play, 229-236. Retrieved August 28, 2016, from

http://files.eric.ed.gov/fulltext/EJ1053428.pdf