**4. The family as the locus of intervention: Support resources**

The families of children with LD increase their degree of involvement if they perceive their help to be efficient, due to the big effort required to help their children, especially if they have other family members or work to take care of. It is therefore very important to give parents tools to ensure their actions will be effective and thus avoid them becoming frustrated and not collaborating further. Making them aware of how important their help is and of the positive effects of their collaboration, through their own evidence, is crucial. When starting to work with families of children with LD we should follow some guidelines.

First of all, it is very important that teachers address family crises in order to count with their collaboration. A common stress factor for families is their children's difficulties at school, so it is this institution that can best address them. Promoting parents' involvement is also considered a quality trademark for teachers (Tungland, 2002). However, it is important to consider the barriers to parents' collaboration and their possible solutions. Table 2 shows some of them.


Table 2. Family elements that limit their involvement in the education of children with LD and strategies to overcome them (adapted from Tungland, 2002).

providing them organizational, self regulation or applied structures there will be clear benefits to the children's performance. We must, nevertheless, take into account that parents of children with LD report they have more problems than usual doing their homework and require more dedication. We must take the family's characteristics into account – number of children, profession and even the effects of involvement – which all affect its collaboration. This means taking its structural and functional traits into account in order to adapt the collaboration required to its real capacity, especially regarding children with LD, who may live in a highly stressful environment and whose parents may also suffer LD. In the next section we explore procedures, guidelines and resources that can guide direct work with

The families of children with LD increase their degree of involvement if they perceive their help to be efficient, due to the big effort required to help their children, especially if they have other family members or work to take care of. It is therefore very important to give parents tools to ensure their actions will be effective and thus avoid them becoming frustrated and not collaborating further. Making them aware of how important their help is and of the positive effects of their collaboration, through their own evidence, is crucial. When starting to work with families of children with LD we should follow some guidelines. First of all, it is very important that teachers address family crises in order to count with their collaboration. A common stress factor for families is their children's difficulties at school, so it is this institution that can best address them. Promoting parents' involvement is also considered a quality trademark for teachers (Tungland, 2002). However, it is important to consider the barriers to parents' collaboration and their possible solutions. Table 2 shows

Barriers that limit parent cooperation Solving Strategies for Professionals Language shortcomings Use appropriate communication skills and

Work problems or time constraints. Provide flexible schedules and locations to work

Low self-awareness of one's skills. Identify parents' skills and make them aware of them.

equals.

with the professional.

effective and understandable language.

Introduce parents to ways to help children

Treatment of professionals and families as

regarding family collaboration.

Set goals together

associations.

Table 2. Family elements that limit their involvement in the education of children with LD

and strategies to overcome them (adapted from Tungland, 2002).

Recognizing parent's educational potential and their responsibility.Avoid negative attitudes

Specific interventions, parent support groups,

**4. The family as the locus of intervention: Support resources** 

families of pupils with LD.

some of them.

education.

them.

Negative school experiences, feelings of inferiority in relation to teachers, minimizing the importance of

Not understanding LD or denying

When parents don't recognize their children's LD it might be due to them not knowing what these disorders are and therefore not addressing them. Karende, Mehta and Kulkarni (2007) confirmed this during their diagnostic procedures of LD for children. They then ran a specific session to train parents on LD. They asked parents a set of questions on what a learning disorder is, its causes, course, treatments, etc. These issues were debated for about 45 minutes and they were made aware of the correct answers. This allowed them to verify that their children had a real problem that required intervention. After this session parents became aware of LD and the need to treat them specifically, which required their collaboration. The results therefore proved to be very satisfactory.

In the 80s Stoll (1985) detected that families' lack of understanding of the diagnosis of LD was a factor contributing to the low relationship between parental expectations and children's potential, and therefore a low probability of acceptance of treatment. Therefore, he decided to carry out a seminar for families aimed at raising their awareness, which was expected to lead them to not resist the diagnosis and offer their children the help they really required. The starting hypothesis was that knowledge of the problem and its treatment would help decrease parental anxiety and increase their receptiveness. The seminar consisted of a week of 90 minute sessions both parents needed to attend, which addressed the following topics: definition of LD, family life, school life and future prospects. The sessions initially presented a general framework and progressively worked their way to each particular case. The facilitator asked questions parents had to answer. The answers were then fed back into the group and opened a debate. As the seminar progressed individual cases were addressed with the goal of decreasing stress through a cognitive understanding of reality which aimed to identify problems to then solve them. The results of the seminar met all the goals, increasing parents' awareness of the problem, helping them express it and understand it. It also helped them adapt their expectations regarding their children and increase parental collaboration.

Rolfsen and Martínez (2008) also carried out family training. They developed a psychoeducational program which aimed to guide parents of children with LD on how to use the resources available in their environment to prevent more serious difficulties. The participants were 8 parents of primary school children with LD. The program was 6 sessions long, which covered topics such as organization of family routines, support with children's homework, relationship between the family and the school, enriching everyday experiences, communication and family relationships and educational practices. The sessions, which were 90 minutes long and took place at the school, aimed to inform parents of assertive behaviors that favored children's adaptative behaviors and their school progress. The program addressed parents' needs. They showed a lot of interest in the content and raised their expectations regarding their ability to help their children together with the school.

Apart from these kinds of interventions there are other procedures which aim to help parents of children with LD, such as support groups, which can help families deal with the child's difficulties.

#### **4.1 Family support groups**

In Spain it is still unusual to find support groups for parents of children with LD, despite them being popular in the US and in other European countries, such as the UK. In the UK

Interventions in Specific Learning Disabilities Through Families 99

ASSOCIATION NAME Nationwide Spanish Federation of Dyslexia and Other Specific Learning Problems (Federación española de dislexia y otra dificultades especificas de aprendizaje, FEDIS) Dyslexia without Barriers (Dislexia sin Barreras) National Association for Learning Disabilities and their Rehabilitation (Asociación Nacional para las Deficiencias de Aprendizaje y su Rehabilitación, ANDAR) Spanish Association for Special Education (Asociación Española de la Educación Especial, AEDES) Learning Disorders Specialist Unit Sant Joan de Deu Hospital (Unidad especializada en trastornos de aprendizaje Hospital Sant Joan de Deu, UTAE) Dyslexia and the Family Association (DISFAM) Asociación dislexia y familia (DISFAM) Regional Canary Islands Dyslexia and other Learning Disabilities (Dislexia Canarias y otras dificultades de aprendizaje, DISLECAN) Catalan Association for Dyslexia and other Specific Difficulties (Asociación catalana de dislexia y otras dificultades específicas, ACD) Dyslexic Association Murcia (Asociación disléxicos de Murcia, ADIXMUR) Valencian Association for Dyslexia and other Learning Disabilities (Asociación Valenciana para la Dislexia y otros problemas de aprendizaje, AVADIS) Galician Association for Education, Development and Diversity (Asociación Gallega de Educación, Desarrollo y Diversidad, AGAED) BROT Educational Foundation (Fundación pedagógica el BROT). Association for Dyslexia and Learning Problems of Asturias (Asociación para la dislexia y problemas de aprendizaje de Asturias, ADISPA) Cantabrian Dyslexia Association (Asociación Cántabra de dislexia, ACANDIS) Association for Children with Dyslexia and other Learning Disabilities of Reus (Asociación de niños disléxicos y otras dificultades de Aprendizaje de Reus) Galician Dyslexia Association (Asociación gallega de Dislexia, AGADIS). Positive Dyslexia Andalusian Association (Asociacion Andaluza Dislexia en Positivo, ASANDIS) Dyslexia Association Biscay (Asociación Dislexia Bizkaia, DISLEBI) Jaen Dyslexia and other Learning Disabilities Association (Asociación Dislexia Jaén y otras Dificultades de Aprendizaje, ASDIJA) Overcoming Dyslexia (Superar la dislexia)

Table 3. Regional and nationwide Spanish LD associations.

The associations are generally aimed at an audience of families and people affected, and not so much at professionals. Among the services offered, most of them have webpages that offer information. Their content is usually very similar – articles and other materials,

we find the British Dyslexia Association, which has regional support groups created by parents for parents of children with LD. The general goal of the groups is to offer families social support through meetings, practical information and by addressing the needs of their members. They seek to exchange emotions, offer courses for families to learn how to help their children with homework or activities to improve relationships among siblings. They also have hotlines, rules for becoming a member, resources, etc.

The presence of different initiatives at the international level allows us to know and analyze their functioning and efficiency, as well as their limitations. An analysis (Bull, 2003) has shown that relatives who attend activities have different motivations for doing so, depending on their personal circumstances. We must take into account these interests before starting an association. For example, parents may go to support groups soon after diagnosis in search of information on LD or to find educational treatments they can carry out at home. They may also need to find effective support to help diminish the stress caused by their child's disability. Other relatives go to parents' groups after being referred by a professional or just to talk to other people who are in the same situation. Initial motivations are very important because they determine parents' satisfaction with the support group and, therefore, influence their functioning and proliferation. When starting up these groups it is important to consider members' characteristics and propose diversified, systematic, well organized and structured activities that address the needs of all of them (Bull, 2003).

#### **4.2 Associations**

In Spain there is a low level of awareness of LD – diagnostic criteria, different typologies and specific needs. Due to this, despite significant progress in terms of the law and the number of associations, the services offered are significantly more limited than those available to students with special needs and their families, due to these being much more conceptualized. The number of Spanish federations and local associations on development disorders far exceed those focused on LD, which shows a delay in this area. The number of associations in this area is, however, increasing, as can be seen in the following table on LD associations in Spain.

These associations often use dyslexia in their title though, according to their own descriptions, they offer services to all children and adults suffering from any type of learning disability and are not restricted to people with reading difficulties. Most of these associations have been created and financed by parents of children with LD, sometimes together with professionals. Their goal is an activist one, as they do not agree with how the Spanish education system is treating LD. On 15th July 2006 the Spanish Federation for Dyslexia and other Specific Learning Disabilities was created in order to join forces so as to better face different levels of government and allow each association to be more effective. It main objectives are: a) Raise society's awareness of Learning Disabilities, how they can be prevented and how to solve the problems associated with them; how LD are one of the causes of school failure; b) Bring Educational Institutions' attention to what the real situation is, enabling them to offer adequate measures, both in regards to how the real education system addresses specific children's needs as well as the training received by teachers and professionals and the quality of help provided to families; c) Find and publicize the latest research, promote research and funding for research lines and the development of treatments for these disorders.

we find the British Dyslexia Association, which has regional support groups created by parents for parents of children with LD. The general goal of the groups is to offer families social support through meetings, practical information and by addressing the needs of their members. They seek to exchange emotions, offer courses for families to learn how to help their children with homework or activities to improve relationships among siblings. They

The presence of different initiatives at the international level allows us to know and analyze their functioning and efficiency, as well as their limitations. An analysis (Bull, 2003) has shown that relatives who attend activities have different motivations for doing so, depending on their personal circumstances. We must take into account these interests before starting an association. For example, parents may go to support groups soon after diagnosis in search of information on LD or to find educational treatments they can carry out at home. They may also need to find effective support to help diminish the stress caused by their child's disability. Other relatives go to parents' groups after being referred by a professional or just to talk to other people who are in the same situation. Initial motivations are very important because they determine parents' satisfaction with the support group and, therefore, influence their functioning and proliferation. When starting up these groups it is important to consider members' characteristics and propose diversified, systematic, well

organized and structured activities that address the needs of all of them (Bull, 2003).

In Spain there is a low level of awareness of LD – diagnostic criteria, different typologies and specific needs. Due to this, despite significant progress in terms of the law and the number of associations, the services offered are significantly more limited than those available to students with special needs and their families, due to these being much more conceptualized. The number of Spanish federations and local associations on development disorders far exceed those focused on LD, which shows a delay in this area. The number of associations in this area is, however, increasing, as can be seen in the following table on LD

These associations often use dyslexia in their title though, according to their own descriptions, they offer services to all children and adults suffering from any type of learning disability and are not restricted to people with reading difficulties. Most of these associations have been created and financed by parents of children with LD, sometimes together with professionals. Their goal is an activist one, as they do not agree with how the Spanish education system is treating LD. On 15th July 2006 the Spanish Federation for Dyslexia and other Specific Learning Disabilities was created in order to join forces so as to better face different levels of government and allow each association to be more effective. It main objectives are: a) Raise society's awareness of Learning Disabilities, how they can be prevented and how to solve the problems associated with them; how LD are one of the causes of school failure; b) Bring Educational Institutions' attention to what the real situation is, enabling them to offer adequate measures, both in regards to how the real education system addresses specific children's needs as well as the training received by teachers and professionals and the quality of help provided to families; c) Find and publicize the latest research, promote research and funding for research lines and the

also have hotlines, rules for becoming a member, resources, etc.

**4.2 Associations** 

associations in Spain.

development of treatments for these disorders.

#### ASSOCIATION NAME

Nationwide


Table 3. Regional and nationwide Spanish LD associations.

The associations are generally aimed at an audience of families and people affected, and not so much at professionals. Among the services offered, most of them have webpages that offer information. Their content is usually very similar – articles and other materials,

Interventions in Specific Learning Disabilities Through Families 101

the European Union for 2009-2010-2011 (BOCyL 27 on April 2009). Both were awarded to the Director/Main Researcher (J. N. García). We are very grateful to Victoria Rosa Sturley

*Correspondence* should be addressed to Departamento de Psicología, Sociología y Filosofía. Área Psicología Evolutiva y de la Educación. Campus de Vegazana s/n, 24071 – León, Spain. Phone: +34-987291041 (university); +34-987222118 (home); +34-652817871 (cell); Fax:

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Bodovski, K., & Youn, M. (2010). Love, discipline, and elementary school achievement: the

Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: homework problems and promising practices. *Educational Psychologist, 36*(3), 167-180. Bull, L. (2003). The use of support groups by parents of children with behaviour. *Early child* 

Buswell, C., Norwich, B., & Burden, B. (2004). Parental agency, identity and knowledge: mother of children with dyslexia. *Oxford review of education, 30*(3), 418-432. Dyson L. (2010). Unanticipated effects of children with Learning disabilities on their

Espina, A., Fernández, E., & Pumar, B. (2001). El clima familiar en hogares con niños con

Feagans, L., Merriwether, A., & Haldane, D. (1991). Goodness of fit in the home: its

Feiler, A. (2003). A home visiting project for reception children predicted to experience

Foley, M. (2011). A comparison of family adversity and family dysfunction in families of

literacy difficulties. *British journal of special education, 30*(3), 156-162.

trastornos del habla y del lenguaje [The family atmosphere of children with speech

relationship to school behaviour and achievement in children with learning

children with attention deficit hyperactivity disorder (ADHD) and families of children without ADHD. *Journal for Specialists in Pediatric Nursing*, *16*(1), 39-49.

writing disability. *Scientific studies of reading,5*(1), 59-106.

role of family emotinal climate. *Social Science Research, 39*, 585.

*trastornos mentales [Diagnostic and statistical manual of mental disease]*. Barcelona:

learning disabilities: a person-oriented approach. *Learning Disabilities: a* 

for her help with the English version.

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Masson (Edición original, 2000).

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**7. References** 

+34-987291035 (university). E-mail: jn.garcia@unileon.es.

forums, contact numbers, FAQs, etc. Some of them, usually the associations aimed at or related to psychology or educational psychology professionals, which generally have an evaluation function, offer diagnosis. Other services they offer are stimulation and leisure activities, treatment and guidelines, counseling and information for families. Most of them also offer information, courses and seminars for professionals who work with these pupils.

Among the materials offered we would like to point out information on the disorders, how the family can face them, recommended treatment for the school and on the current legislation around the matter. They also often present screening protocols, guidelines for assessment, psychometric tests or intervention programs, treatment strategies and techniques, and practical proposals.

To sum up, the development of Spanish LD associations is underway but still insufficient. However, there is another type of association, which is private and generally works at the national level, which has been founded and run by professionals from different areas whose aim is therapeutic and to offer guidance. They are focused both on treatment and family and teacher guidance.
