Maximizing Home Visit Time In Rural Early Intervention.

Autor/in	Jung, Lee Ann
Titel	Maximizing Home Visit Time In Rural Early Intervention.
Quelle	(2003), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Caregivers; Delivery Systems; Disabilities; Early Childhood Education; Early Intervention; Family Environment; Home Visits; Interdisciplinary Approach; Parent Empowerment; Parent Role; Parents as Teachers; Rural Areas; Rural Family; Special Education + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Auslieferung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familienmilieu; Hausbesuch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Parental role; Elternrolle; Rural area; Ländlicher Raum; Landfamilie; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The 1997 reauthorization of the Individuals with Disabilities Education Act requires early intervention programs to serve children in natural environments. Because of geography and resources, it is often impossible for service providers to visit rural families at home as frequently as families were seen via a center-based model. At first glance, reducing visits to rural families may appear to be a serious disadvantage. However, the most efficient route to more intervention is through intervention embedded in typical daily routines and delivered by natural caregivers. In a consultation delivery model, the professional uses the intervention time to teach caregivers strategies that allow them to maximize natural learning opportunities arising in their daily activities, giving the child continuous opportunities for intervention. Transdisciplinary intervention is a flexible, holistic approach in which team members teach and learn from one another to provide integrated intervention suggestions for caregivers. Professionals can determine the frequency and team configuration for home visits based upon how often strategies will likely need modification, how much support the caregivers want or need, and what type of support is needed. One example of a team configuration might include monthly visits by therapists and weekly visits by a special educator. Although the special educator would not be qualified to prescribe therapy, the special educator can assess the child's progress and the family's comfort with strategies to determine if the therapist needs to visit more often. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC