Parent Education Practicum Model: Theoretical and Philosophical Basis for the Parent Program.

Autor/in	Zelazo, Janice
Institution	Denver Univ., CO. Dept. of Speech Pathology and Audiology.
Titel	Parent Education Practicum Model: Theoretical and Philosophical Basis for the Parent Program.
Quelle	(1987), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiology; Communication Disorders; Curriculum Development; Delivery Systems; Higher Education; Individualized Programs; Parent Education; Parent School Relationship; Practicums; Preschool Education; Professional Education; Speech Pathology; Therapists + Suchen Sie Ihr Suchwort? Audiologie; Kommunikationsstörung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierte Ausbildung; Parents education; Elternbildung; Elternschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Practicum; Praktikum; Praktika; Pre-school education; Vorschulerziehung; Berufsausbildung; Therapist; Therapeut
Abstract	One component of the final report of a 3-year project to train speech language pathologists and audiologists to deliver services to young children (birth to age 5) with communication disorders, the paper describes the parent education practicum model developed by the project. The underlying philosophical foundation of the training was to adapt to the individual interests and needs of each family based on the INREAL (Inter-reactive learning) model for effective communication. In addition to the parent training program, activities offered to parents included a parent orientation to the Child Language Center (CLC) in Boulder, Colorado, parent meetings, parent observation of the CLC, social activities, and parent conferences. The parent/child interaction training program included: classroom observation by parent/s and trainer, in-home video taping of the family, viewing and discussion of video by parent/s and trainer, and parent discussion group. Training in the parent component was received by four graduate students and their training goals are outlined. A case study demonstrating the interface of family, trainees, and trainer completes the report. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01