共查询到20条相似文献，搜索用时 671 毫秒
1.
《Early education and development》2013,24(3):226-235
This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers. 相似文献
2.
Azar Hadadian 《Early education and development》1994,5(3):226-235
This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers. 相似文献
3.
Marji Erickson Warfield Penny Hauser-Cram Marty Wyngaarden Krauss Jack P. Shonkoff Carole C. Upshur 《Early education and development》2000,11(4):499-517
In this investigation we examine the relation between intensity, duration, and comprehensiveness of early intervention (EI) services and changes in three aspects of maternal well-being: parenting stress, social support, and family cohesion. Data on the hours, length, and types of services received by a sample of 133 children and families from EI programs in Massachusetts and New Hampshire were gathered from the point of entry into EI to the point of discharge around the child's third birthday. Hierarchical regression analyses were used to determine which measure of EI service intervention contributed significantly to the explained variance in changes in maternal well-being, over and above aspects of the child's functioning and prior levels of maternal well-being. Results indicated that, although greater service intensity was associated with improved family cohesion overall, mothers of children without motor impairment reported greater increases than mothers of children with motor impairment. Service intensity and comprehensiveness predicted significant increases in social support levels. EI services did not have a significant impact on parenting stress. Three practice and policy implications are discussed: building flexibility into EI service provision to be responsive to individual family needs; attending to the accommodations required of families raising a child with a motor impairment; and incorporating other aspects of family functioning into future studies of EI effectiveness. 相似文献
4.
本研究旨在了解北京市0-7岁残疾儿童家庭康复需求的状况,为政府部门建构残疾儿童康复服务支持体系提供参考建议,对133名北京市智力残疾、听力残疾、肢体残疾、精神残疾、多重残疾共5类残疾儿童家长进行问卷调查。结果发现残疾儿童家长对咨讯支持、经济支持和专业支持需求强烈,对服务支持和精神支持也有较强需求。残疾孩子的母亲对咨讯支持需求显著高于残疾孩子的父亲,40岁以上的被试对精神支持需求显著高于40岁以下的被试,残疾程度为重度（一级）的家庭对精神支持需求显著高于其他残疾程度儿童家庭。研究者认为北京市0-7岁残疾儿童家庭康复需求强烈,相关部门和机构应适时给予残疾儿童及其家庭适当的支持服务。 相似文献
5.
6.
In the past technology products created to overcome accessibility and usability issues experienced by individuals with special needs have also resulted in greater usability for the wider population. Technology is increasingly being seen as a key component within the education of children with special needs and recently researchers have developed tailored approaches to involving this population in designing the technology. However, it is not known if these approaches could also benefit participation in a wider population. This paper investigates the potential benefits of using a new structured and supportive participatory design (PD) approach IDEAS, tailored to the specific needs of children with autism spectrum disorders (ASD), for mainstream schoolchildren. The development of this new approach is guided by the TEACCH program and additionally draws on ideas from existing PD approaches for children. A study has been undertaken to trial this approach with four design teams, two teams including children with ASD and two teams including mainstream schoolchildren. Their design task was to develop a mathematics game over a series of six design sessions following the IDEAS approach. The findings reveal that a structured and supportive PD approach can benefit both children with ASD and mainstream children. However, these benefits varied between and within different groups, with some children requiring the additional structure/support more than others. Future work intends to build upon these findings to develop a PD toolbox for a broader child population, enabling researchers to provide appropriate tailored support based on children’s individual characteristics and needs. 相似文献
7.
This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice. 相似文献
8.
Experiences and Perceptions of EHS Staff with the IFSP Process: Implications for Practice and Policy
This study examined the experiences of Early Head Start (EHS) staff with the development of the Individualized Family Service Plans (IFSPs) for young children with developmental delays and their families in 40 EHS programs in six Midwestern states. Staff perspectives about challenges, needs, strategies and suggestions for the IFSP development were explored. Findings indicated that time and scheduling, paperwork, and collaboration with early intervention (EI) agencies were the major challenges to participation and involvement in the IFSP process. Recommendations for practice and policy were suggested. 相似文献
9.
10.
The aim of this paper is to present a way of supporting parents that can lead to positive outcomes for families. The findings and processes from a study in England of six parents' experiences of support services for their young children with special needs are discussed in making the case that co-constructing the stories of parent and researcher experiences can become a valuable conduit for improving support. An ethnographic case study approach with narrative analysis was used, and this paper shows how the parents' narratives, interwoven with the reflections of the researcher/early years professional, suggest engaged listening as a way forward for professionals and parents (as well as researchers) to understand each other. Stories that each party is fearful of telling or hearing illustrate the balance of fragility and resilience in their assumptions and relationships. 相似文献
11.
Pirjo Aunio Jarkko Hautamäki Nina Sajaniemi Johannes E. H. Van Luit 《British Educational Research Journal》2009,35(1):25-46
The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, (special) educational support for low‐performing children is discussed. 相似文献
12.
Yaoying Xu 《Early Childhood Education Journal》2007,34(6):431-437
Many culturally diverse families and their young children with disabilities or delays are not provided appropriate early intervention/early
childhood special education services, especially not in a culturally sensitive and meaningful context. Families with diverse
backgrounds often feel helpless and stressful because their values are not respected, concerns are not identified, and therefore
their needs are not met due to the lack of support from appropriate resources. The purpose of this article is to provide a
positive strategy to empower families of young children with special needs and who are from culturally diverse backgrounds
through a family-centered, strength-focused family system model: Double ABCX model. Procedures of implementing the double
ABCX model was described and discussed. Supported by previous research and the current case studies, the double ABCX family
adaptation model has found to be an effective approach to serving diverse families of children with disabilities. 相似文献
13.
Although freedom of parental school choice has expanded to the Finnish education system, the government has maintained the principle of neighbourhood school allocation. Moreover, the Finnish education system has recently undergone a reform of its special needs education; all pupils are entitled to receive support in three categories of general, intensified or special. The focus of this article is to examine parental positions on school choices in relation to the parents’ social class and their children’s support needs in basic education. The results of the study are based on a quantitative questionnaire, which collected responses from 208 participants drawn primarily from four different municipalities in Finland. The study found that the category of a child’s support, rather than the socio-economic class of the parents, determined the child’s school allocations. Furthermore, the more support the parents felt their children needed, the more importance they placed on special education practices and less on the neighbourhood school allocation. In addition, the parents’ opinions were found to differ based on social class, rather than category of support. In conclusion, we argue that the social segregation of students with special educational needs can be avoided, if the principle of neighbourhood school allocation is preserved. 相似文献
14.
Wilson DC 《Death education》1982,6(3):205-212
This paper identifies the special characteristics needed by hospices caring for terminally ill children. It is based on a feasibility study conducted in 1979 for a pediatric hospital in New York City. From the analysis of statistical data and confidential interviews with health care professionals in the hospital and in the community, the study concludes that the needs of terminally ill children and their families are not being met currently and that the hospice is as appropriate for children as for adults. Three major differences in emphasis are noted, however. First, support of the family suffering the death of a child is of prime importance, because the grief is devastating and long lasting and because the number of family members affected is usually large. Second, the hospice emphasis on home care is even more imperative for children than for adults as it more significantly benefits both child and family; home care can be facilitated through supplementary care components such as day care. Third, there is a major need for both professional and public education in caring for terminally ill children and their families and in coping with childhood death. The author concludes that further research is needed in all aspects of pediatric terminal care. 相似文献
15.
Elective home education and special educational needs 总被引：2，自引：0，他引：2
Tiny Arora 《Journal of Research in Special Educational Needs》2006,6(1):55-66
This paper reviews the literature on home education with reference to special educational needs (SEN). A rapid expansion in home educating families is noted. Parents present a variety of reasons for this, including those with concerns about the provision for their child's SEN.
In one Local Education Authority (LEA), data were obtained through questionnaires from 65 families when they first registered their children for home education. In addition, 12 families, who had been home educating their children for more than 2 years, were interviewed about their experiences. Many of the children involved had SEN, but most of the parents and children expressed satisfaction with their present arrangements. However, there was often a feeling expressed that they would have preferred their children to have attended school, if their special needs could have been met. Implications for education services policy and schools' practice are discussed. 相似文献
In one Local Education Authority (LEA), data were obtained through questionnaires from 65 families when they first registered their children for home education. In addition, 12 families, who had been home educating their children for more than 2 years, were interviewed about their experiences. Many of the children involved had SEN, but most of the parents and children expressed satisfaction with their present arrangements. However, there was often a feeling expressed that they would have preferred their children to have attended school, if their special needs could have been met. Implications for education services policy and schools' practice are discussed. 相似文献
16.
我国特殊需要儿童教育诊断评估的研究现状与发展趋势 总被引：1，自引：1，他引：1
教育诊断评估是特殊需要儿童教育的起点,也是特殊需要儿童教育质量的保障。本文对近十年(1997-2006)国内关于特殊需要儿童教育诊断评估的研究成果进行分析、梳理、总结、概括,探讨国内特殊需要儿童教育诊断评估的研究现状及发展趋势,从而为我国特殊需要儿童的诊断评估的发展、完善提供借鉴。目前我国特殊需要儿童教育诊断评估研究反映出四个特征、六个问题与六个发展趋势。 相似文献
17.
《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
18.
19.
In this study, opportunities and challenges in parent–school partnerships in special needs schools were explored as the researchers’ noted that parents were usually reluctant to participate in curricular planning, learning support provisioning and the development of Individual Education Support Plans. Three focus group interviews were conducted with parents and data were analysed for recurrent themes within an interpretive framework. The challenges identified were related to family emotional stability, socio-economic constraints and the stigma of attending a special educational needs (SEN) school. Since parents’ experience trauma when placing their children in a SEN school, they turn towards the school for emotional support and guidance. However, parents felt disconnected from the school by inadequate teacher knowledge of family circumstances, insufficient opportunities for interaction amongst families and limited school communication to parents. These challenges led to misconceptions by parents and subsequent marginalizing of many families from the school, which further exacerbated their child’s learning problems. These challenges provided opportunities for SEN schools to develop guidelines for improving parent school partnerships. 相似文献
20.
Jorgen Hansen 《欧洲特需教育杂志》2013,28(1):38-46
ABSTRACT The development of the Danish Folkeskole (the basic school for pupils aged six to 16) followed a reform passed in 1969 by the Danish Parliament which stated that all children with special needs should be able to receive instruction in a normal school environment. The results obtained over the past 20 years are encouraging. Only 0.5 per cent of all school children attend a special school and about 12 per cent of all pupils receive special educational support in ordinary classes. This article evaluates the reform which has taken place, analyses some of the underlying factors and looks at possible future developments. 相似文献