A Qualitative Study of Parental Experiences of Participation and Partnership in an Early Intervention Service

Autor/inn/en	James, Claire; Chard, Gill
Titel	A Qualitative Study of Parental Experiences of Participation and Partnership in an Early Intervention Service
Quelle	In: Infants and Young Children, 23 (2010) 4, S.275-285 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0b013e3181f2264f
Schlagwörter	Parent School Relationship; Early Intervention; Preschool Education; Physical Disabilities; Cooperation; Child Development; Parent Participation; Inquiry; Interviews; Elementary School Students + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Physical handicap; Körperbehinderung; Co-operation; Kooperation; Kindesentwicklung; Elternmitwirkung; Interviewing; Interviewtechnik
Abstract	Family-centered practice encompasses a philosophy and a method of service delivery that underpins early intervention services and is considered "best practice" in fields concerned with optimal child development. The aim of this study was to gain a critical understanding of parental experiences of an early intervention service that professionals believed was based on the principles of family-centered practice. Using qualitative inquiry, in-depth interviews were carried out with parents of 7 children with primary physical disabilities who attended a preschool program. Overall findings revealed that parents were relatively satisfied with the nature of the services they received but identified specific process elements that warranted further attention. These included lack of support at critical times, lack of information, and continuity of care not being adequately developed. Parents in this study felt that there was meaningful collaboration and partnership with individual professionals, but indicated that this was less likely at team level. They also believed that collaboration at a higher organizational level was limited. Parents clearly feel that relationships with professionals are important and perceive that they are in partnership with professionals, but in varying capacities over time. Parent expertise, knowledge, and support were identified as the valuable resources for other parents, professionals, and the organization as a whole, but were not effectively utilized by the service. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10