Literaturnachweis - Detailanzeige
| Autor/inn/en | Morris, Pricella; Weglarz-Ward, Jenna M.; Love, Hailey R. |
|---|---|
| Titel | Preparing Families of Young Children with Autism Spectrum Disorder for Formal School Settings |
| Quelle | In: Intervention in School and Clinic, 57 (2021) 2, S.126-131 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451220928968 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Young Children; Educational Legislation; Students with Disabilities; Equal Education; Federal Legislation; Transitional Programs; Family School Relationship; Cooperative Planning; Family Involvement; Early Intervention; Preschool Education; Readiness |
| Abstract | Transitioning young children with autism spectrum disorder from the Individuals with Disabilities Education Improvement Act (IDEA) Part C to Part B 619 is a multifaceted process. This process may leave families stressed, worried, and frustrated due to the lack of awareness of expectations and their rights. Educators can better prepare parents and caregivers for the changes in service delivery and transitions to formal school settings using family-centered practices and in turn reduce the feelings of uncertainty associated with this transition while promoting family competence, confidence, and advocacy skills. Building better relationships with families and including the families in the planning, developing, and implementation processes can help prepare families for this significant transition. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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