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A Visual Representation of the Grief Cycle for Use by Teachers with Families of Children with Disabilities

M.L. Anderegg received her PhD in behavior disorders from Georgia State University in 1989. She is currently an assistant professor of education at Kennesaw State College, executive director of the Cobb Education Consortium, and interim chairperson of the Early Childhood/Elementary Education Department. Dr. Anderegg's research and writing interests lie in educational reform and effective instruction.

Glenn A. Vergason

Glenn A. Vergason received his EdD in special education from Peabody College in 1962. He is currently professor of special education and coordinator of the Special Education Administration Program at Georgia State University. His current research and writing interests are educational reform and effective instruction.

Margaret C. Smith

Margaret C. Smith received her PhD in special education administration from Georgia State University in 1990. She is currently administrative assistant to the superintendent, Heard County Schools, Franklin, Georgia. Dr. Smith's present research and writing interests are in effective instruction and teacher support systems. Address: M.L. Anderegg, Cobb Education Consortium, Kennesaw State College, PO Box 444, Marietta, GA 30144.

Data from current studies of the grief process experienced by parents whose children have disabilities have been incorporated with the results of observations of 130 parents from two support groups to develop a visual representation of this process. The current model is useful in working with parents to facilitate their movement through stages of the grief process into more functional behavior. Behaviors from the traditional models of grief are organized into clusters for a conceptualization that will aid professionals in its use as a counseling tool with families of children with disabilities. Implications drawn from the grief cycle for use with parents and other family members are described including the full range of interactions in this model. These interactions make it unnecessary for the professional to view the parent or family members as dysfunctional.

Remedial and Special Education, Vol. 13, No. 2, 17-23 (1992)
DOI: 10.1177/074193259201300204


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