Keywords
dyscalculia
Attention-Deficit/Hyperactivity Disorder
family
How to Cite
Abstract
The aim of this study is to examine, from a descriptive and comparative perspective, the emotional impact of developmental dyslexia on the family members of those who experience it, comparing their performance with control families and with families of individuals with other disorders comorbid with dyslexia, such as dyscalculia and ADHD. Using the Family Opinions Questionnaire (FAOP) with a sample of 128 families, the study analyzed how these families assessed their educational institutions, their parental involvement in education, their approach to their children's writing development, the provision of educational materials, and the encouragement of their children's overall development. Additionally, it evaluated family relationships and stability, comparing the different groups. The results indicated that families with at least one affected member reported high levels of distress and frustration compared to families without these conditions. These families showed little interest in engaging in intellectual activities with their children but actively participated in recreational and interactive activities aimed at strengthening their emotional bond. They valued self-sufficiency and communication, though they tended to experience higher levels of internal conflict. However, it was the families of children with dyslexia who paid the most attention to their children's curricular aspects, mainly due to the specific characteristics of this disorder.
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