The Experiences of Families of Children with Learning Disabilities: Parental Stress, Family Functioning, and Sibling Self-Concept

Abstract

Quantitative and qualitative measures of 19 parents and 19 siblings of school-age children with learning disabilities (a parent-sibling pair for each child) showed that the functioning of the families and the self-concept of the siblings were comparable to that in families of nondisabled children, but the parents in the former group experienced greater stress than did parents of nondisabled children. Furthermore, despite few problems in sibling relationships, the families experienced adaptational difficulties, especially with regard to the school. Family intervention and future research are suggested.