Literaturnachweis - Detailanzeige
Autor/inn/en | Cameron, David Lansing; Tveit, Anne Dorthe |
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Titel | 'You Know That Collaboration Works When … ' Identifying the Features of Successful Collaboration on Behalf of Children with Disabilities in Early Childhood Education and Care |
Quelle | In: Early Child Development and Care, 189 (2019) 7, S.1189-1202 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2017.1371703 |
Schlagwörter | Cooperation; Parent Teacher Cooperation; Early Childhood Education; Students with Disabilities; Severe Disabilities; Young Children; Interaction; Foreign Countries; Cooperative Planning; School Personnel; Parents; Interpersonal Relationship; Interpersonal Communication; Participative Decision Making; Information Dissemination; Norway Co-operation; Kooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Frühe Kindheit; Interaktion; Ausland; Schulpersonal; Eltern; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Informationsverbreitung; Norwegen |
Abstract | The purpose of this study was to identify features of successful collaboration among professionals and parents involved in supporting children with disabilities in early childhood education and care. The study employed a multiple-case study design comprising 6 cases and 30 adult participants, who were interviewed regarding their collaboration on behalf of 6 children with significant disabilities ranging in age from 3 to 5 years. Applying a system-theoretical approach, analysis led to the development of a framework based on the concepts of 'internal' and 'external' features of collaboration. Whereas internal aspects refer primarily to the interpersonal interactions of parents and professionals, external features are linked to conditions that occur at a greater 'distance' from these interactions, yet nonetheless appear to have a substantial impact on participants' beliefs about whether the collaboration is successful. We argue that external influences have too often been overlooked in the literature on multidisciplinary collaboration in this context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |