Children with severe intellectual disabilities (hereinafter referred to as SID) are less independent in activities of daily living, including oral hygiene, due to significant deficits in various areas of functioning. In performing these activities, they require constant help and support from their parents, who may face emotional and organizational challenges in doing so. This master’s thesis therefore focuses on the role of parents in promoting the independence of children with SID in the area of oral hygiene. The main purpose of the research is to identify the challenges parents face in this regard, the level of the child’s independence, and the types of professional support parents would need to more effectively promote the child’s independence.
In the theoretical section, we go on to define the characteristics of children with SID and present the structure of the special education program (hereinafter referred to as SEP) in which children with SID are enrolled. In doing so, we focus on the area of developing independence in daily life, with an emphasis on developing oral health care habits. We will then present proper preventive oral health care and the factors that make oral hygiene difficult for children with SID and affect their oral health. We pay special attention to the development of independence in children with SID, describing effective ways to promote independence and the positive effects of greater independence on oral hygiene. At the same time, we also highlight the barriers that arise in developing independence in children with SID. We also discuss the role of parents in promoting the child’s independence, factors that influence the success of learning and habit formation, and the importance of collaboration between parents and professionals.
For the purposes of the empirical study, we conducted a survey on the independence of children with intellectual disabilities in performing oral hygiene, as well as on the experiences, challenges, and needs of parents in supporting their children at home. The study was conducted on a sample of 79 parents of children with SID, aged 6 to 26, who are enrolled in SEP. We focused on assessing the level of the child’s independence in the individual steps of toothbrushing, the forms of assistance and support used by parents in this process, and the factors associated with the success of independent toothbrushing. The results show that the independence of children with SID in oral hygiene is generally low, as most children still require significant adult assistance when performing these tasks. Children are more successful with simpler steps of toothbrushing that require fewer motor skills, but they have the most difficulty with steps involving fine motor skills and precise coordination of movements. The study’s findings also indicate that the level of independence varies depending on the degree of intellectual disability (hereinafter ID) and the presence of associated disorders. A lower level of independence is primarily observed among children with associated physical disabilities and epilepsy. Parents of children with SID who participated in the study expressed a need for practical guidelines, information on adapted aids, additional advice from professionals, and more coordinated collaboration with schools and dental services, as this would make it easier for them to encourage independence in their children. The results indicate that an individualized, systematic, and long-term approach is crucial for developing independence in oral hygiene practices among children with SID. At the same time, they emphasize the need to strengthen support for parents in helping their children develop and maintain proper oral hygiene habits. Based on the study’s findings, we have also developed practical guidelines for parents and professionals in the form of a brochure, intended to contribute to more effective promotion of independence in oral hygiene among children with intellectual disabilities and to improve their quality of life.
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