A Literature Review of Early Intervention.

Autor/in	Panitch, Melanie
Institution	Roeher Inst., North York (Ontario).
Titel	A Literature Review of Early Intervention.
Quelle	(1993), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Early Childhood Education; Early Intervention; Educational Policy; Educational Psychology; Family Involvement; Family Programs; Foreign Countries; Models; Outcomes of Education; Program Development; Special Education; Theories; Canada + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Erziehungspsychologie; Pädagogische Psychologie; Family program; Familienprogramm; Ausland; Analogiemodell; Lernleistung; Schulerfolg; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Theory; Theorie; Kanada
Abstract	This review of the literature on early childhood intervention with special needs children provides a Canadian perspective on theory, models, program development, effects, and training. After an introductory chapter, the second chapter identifies theoretical influences on early childhood intervention, including the work of Piaget, Bronfenbrenner, Sameroff, and Minuchin. The next chapter looks at various models and approaches including the developmental, functional, biological, and convergent models. Increasing emphasis in all current models is the important role of family support. The fourth chapter addresses the design and delivery of early intervention programs and compares development of child-centered services, family-focused services, and family-centered services (in which the child and family are served in the context of society). The fifth chapter summarizes results of studies showing effects of early intervention on children. Issues for families are identified in the sixth chapter, including lack of information, economic stressors, and formal/informal support networks. Chapter 7 discusses the training of professionals and covers team models, the role of the early intervention professional, basic competency areas for early intervention professionals, and preservice training. Finally, future challenges, especially in Canada, are discussed in the context of resource needs, research and training of professionals, coordination and information, cultural diversity, and the trend towards family-oriented intervention. A major concluding recommendation is for increased emphasis on the empowerment of families as the goal of intervention practices. (Contains 106 references.) (DB)
Anmerkungen	L'Institut Roeher, Kinsmen Building, York University, 4700 Keele St. North York, Ontario M3J 1P3, Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC