Family Interaction and Learning Disabilities

1984/11/01 by Martin J. Amerikaner, Michael M. Omizo

paper · doi:10.1177/002221948401700907

crossref issued 1984/11/01 · crossref published 1984/11/01 · crossref published-online 1984/11/01 · crossref published-print 1984/11/01 · crossref created 2008/12/22 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31

Abstract

This study explored the relationship of family systems theory to understanding the problems associated with learning disabilities in school children. Hypotheses were developed relating family interaction to classification of children as learning disabled (LD), emotionally disturbed (ED) and normal (N). The parents of 90 children (n = 30 LD, 30 ED, 30 N) completed The Family Adaptability and Cohesion Evaluation Scales (FACES). Results provided partial support for the hypotheses, and were discussed in terms of: (1) implications for assessing and intervening in problems identified as learning disabilities, and (2) methods for practitioners to assist this population.

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• The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review
• The role of psychological assessment and family support in enhancing emotional well-being and academic performance of children with learning disabilities
• Meta-synthesis on the experiences of families from nondominant communities and special education collaboration