A Longitudinal Look at Rural Family Outcomes: From Birth to Eight Years Old.

Autor/inn/en	Haring, Kathryn A.; Lovett, David L.; Chandler, Rita
Titel	A Longitudinal Look at Rural Family Outcomes: From Birth to Eight Years Old.
Quelle	(1999), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Delivery Systems; Developmental Disabilities; Disadvantaged; Early Childhood Education; Early Intervention; Family Programs; Home Programs; Longitudinal Studies; Parent Child Relationship; Rural Family; Special Education; Young Children; Oklahoma + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Auslieferung; Entwicklungsstörung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Family program; Familienprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Landfamilie; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit
Abstract	This paper presents three case studies describing the experiences of rural families receiving early intervention (EI) services for a developmentally disabled infant/toddler. Part C of the Individuals with Disabilities Education Act (IDEA) (1997 amendments) provides funds for home-based, family-centered, transdisciplinary EI services. The case studies indicate that for rural families, the reality of home-based EI often fails to meet the goals of IDEA. The families presented here are from rural or small town settings, come from diverse backgrounds, may be struggling at low income levels, and may be reluctant to seek government support. Data interpretation focuses on early communication between infants and caregivers, the context of families as impacted by cultural and socioeconomic diversity, and client perceptions of a transdisciplinary family-focused program philosophy. The cases illustrate how family characteristics require different responses from EI providers. In addition to direct services to identified children, EI workers may need to provide social and emotional support to parents, basic assistance to families in working with medical professionals, information about and assistance with the processes for obtaining public assistance, and advice to some families with strong religious beliefs about the importance of special education services and how they can be consistent with religious beliefs. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC