Social and Emotional Implications of Teenagers with Disabilities

Social and emotional implications for teenagers with disabilities consist of multiple
challenges. Research supports the idea that parents are paramount to a child success, while other
research also supports the idea that it has no implication. In this blog, I will provide a definition
of a person with a disability and introduce you to what you as a parent can do to support your
child by developing a safe environment in which he or she can excel.
According to the Iowa Client Assistance Program brochure developed in 2001, a person
with a disability is defined as :
1) Someone who has significant difficulty performing a major life activity (such as
breathing, walking, talking, seeing, hearing, learning, etc.) as a result of a physical or
mental condition. This has to be a substantial difficulty and not just a temporary one.
2) Someone who has a past record of a disability or
condition. The person may no
longer have a difficulty but had
a record or history of the disability.
3) The person is regarded or perceived as having a disability.
As a parent it is important to understand the definition of what is a disability as well as
the resources available to families to be able to assist their child with their social and emotional
needs. The research shows that children and youth with disabilities experience additional
harassment and bullying as a result of their disability. Children and youth with disabilities tend to
have a small group of friends in comparison to their peers, less likely to participate in
extracurricular activities (Palmer, S., Heyne, L., Montie, J., Abery,2011). One can argue having a
small group of friends and not participating in extracurricular activities can lead to emotional and
poor academic functioning. According to Martinez and Senrud teenagers who experience both
emotional and poor academic functioning tend to drop from high school at a faster rate than their
peers. (Martinez, R., & Sernrud-Clikeman, M. 2004).
Developing and maintaining a safe environment in which teenagers with disabilities can
have the social and emotional support requires parents to be actively engaged. Some schools
have gone as far as teaching children strategies such as highlighting, studying with flashcards to
assist with the academic functioning side of things (Broomhead, 2013). In addition to teaching
kids and parents some strategies, there are currently three positive trends taking place to support
the emotional needs of children and youth with disabilities, greater access to inclusive
experiences, positive outlook related to people with disabilities and expanded self-advocacy
(Palmer, S., Heyne, L., Montie, J., Abery,2011).
In summary, parents, educators and children are all important to a childs success. Each role
plays an important part in the success of all children. One role is not more important than the
other since all parties are needed to be successful.

References
Broomhead, K. E. (2013). Going the extra mile: educational practitioners compensating for
perceived inadequacies in the parenting of children with behavioural, emotional and
social difficulties (BESD). Pastoral Care In Education, 31(4), 309-320.
doi:10.1080/02643944.2013.835856
Kai, R. V., & Cavanaugh, J. C. (94002). Human Development: A life Span View. Belmonth, CA:
Cengage Learning.

Martinez, R., & Sernrud-Clikeman, M. (2004). Emotional adjustment and school functioning of
young adolescents with multiple versus single learning disabilities. Journal Of Learning
Disabilities, 37(5), 411-420 10p.

Palmer, S., Heyne, L., Montie, J., Abery, B., & University of Minnesota, I. I. (2011). Feature
Issue on Supporting the Social Well-Being of Children and Youth with Disabilities.
Impact. Volume 24, Number 1, Spring/Summer 2011. Institute on Community
Integration.

The Americans with Disabilities Act Title I Employer/Employee Rights and Responsibilities A
Guide for Iowa. (2001, May 01). Retrieved April 9, 2016, from
http://publications.iowa.gov/4781/1/AmericDisabilActTitleI.pdf