Surviving or Thriving: An Exploratory Analysis Measuring the Awareness and Perceptions of Educators Toward the Social-emotional needs of Siblings of Children With Disabilities

Abstract

There are approximately 6 million children in the U.S. who receive special education services to address an identified disability. Many of these children live with typically developing siblings (referred to in this study as "Siblings"). Research suggests that although Siblings may be negatively affected by the needs of the disabled child, there is potential for higher levels of positive outcomes in the social and emotional development of Siblings if they are given opportunities to learn about disabilities and develop positive coping skills. Further research determined that Siblings are mainly considered in the context of their homes and families, however there is little information about how Sibling experiences impact their social and emotional functioning in other settings, including school. This study was designed to determine whether educators are aware of Sibling experiences and how they affect their academic and behavioral performances in school, and the level to which they perceive the potential for positive outcomes as a result of Sibling experiences. Lastly, this study purposed to determine whether educators perceived the need for Sibling support to be a school responsibility as well as home. Results suggest a limited awareness of Sibling needs in educators and generally negative perceptions about Sibling experiences and outcomes. Results also suggested that educators may not consider themselves to be catalysts for Sibling outcomes and are not responsible to support their needs in the school setting.