While sibling relationships may be more asymmetrical due to the abilities of the brother or sister with disability in childhood and later on, the resulting differences are somewhat predictable and seldom regarded by typical siblings as negative.

The quality of the sibling relationship and level of involvement of the typical sibling is related to childhood experiences and as well as to gender of each member of the sibling pair, the relative ages of the siblings, and continued geographic proximity.

This wide span of ability means that it is possible for IQs to be low average to high or even gifted.

developmental disabilities dating-33

Prepared in Collaboration with the Sibling Leadership Network Tamar Heller and Ann Kaiser For the Research Work Group White paper can be downloaded here.

The purpose of this White Paper is to provide a summary of key research findings on siblings of individuals with disabilities and an initial set of guidelines and recommendations to guide new research in this area. The research work group drew up principles that should guide research on siblings, identified gaps in the research, and proposed recommendations and action steps for moving a research agenda on siblings forward.

It emanates from the research work group at the Sibling Leadership Network Conference held in Washington D. Siblings provide the most long-lasting relationships for adults with developmental disabilities.

Over 30 years of research on siblings has provided key information about the effects of being a brother or sister of an individual with a disability.

Living with a chronic illness or disability can be challenging, but the effects may at times be more challenging than the difficulty itself.

Other members of society, including family and friends, may view a disability as a defect or disadvantage, and many people may look at those who have a chronic illness or disability with pity.

Australian surveys have indicated that 10 to 16 per cent of students are perceived by their teachers to have learning difficulties and have support needs, particularly in literacy, that go beyond those normally addressed by classroom teachers.

These rates are similar to those reported in the UK and USA.

Moreover, learning disabilities do not manifest themselves in individuals in exactly the same way.