A Comparison of the Beliefs and Priorities of Early Intervention Providers and the Families They Serve

Autor/in	Coyle, James E.
Titel	A Comparison of the Beliefs and Priorities of Early Intervention Providers and the Families They Serve
Quelle	(2010), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-1743-7
Schlagwörter	Hochschulschrift; Dissertation; Program Design; Early Intervention; Parent Participation; Parent School Relationship; Comparative Analysis; Preschool Teachers; Parent Attitudes; Preschool Children; At Risk Students; Interviews; Parent Role; Teacher Role; Teacher Attitudes; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme design; Programmaufbau; Programmplanung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elternverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interviewing; Interviewtechnik; Parental role; Elternrolle; Lehrerrolle; Lehrerverhalten
Abstract	A study was conducted to compare the perceptions and beliefs held by parents of children, aged three to five years, receiving early intervention to those of early interventionists. The participants included parents whose children were receiving early intervention provided by a regional education services agency in Southeastern Pennsylvania and the early interventionists who worked for the same agency. A semi-structured interview methodology was employed. Participants were selected purposefully to insure maximum variation among them. The interviews were transcribed. Response themes and categories were identified. Professional participants reported differences between parents and early interventionists that centered on the role of the parent and the role of the early interventionist. Early interventionists recommended improvements in parent involvement and responsiveness. Parents did not believe that early interventionists had different priorities or beliefs. However, they made recommendations for improving early intervention programs, addressing their need for improved communication, collaboration, responsiveness and coordination of services. The study had implications for early interventionists, parents, program design and early intervention practices. Training for both parents and early interventionists was recommended. The investigator proposed the pursuit of program changes in partnership with parent stakeholders. Well-designed family outcomes as an aspect of the individual education planning process were recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10