Parent Experiences of Raising a Young Child with Multiple Disabilities: The Transition to Preschool

Autor/inn/en	Waters, Chelsea L.; Friesen, Amber
Titel	Parent Experiences of Raising a Young Child with Multiple Disabilities: The Transition to Preschool
Quelle	In: Research and Practice for Persons with Severe Disabilities, 44 (2019) 1, S.20-36 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919826229
Schlagwörter	Young Children; Child Rearing; Multiple Disabilities; Parent Attitudes; Early Intervention; Preschool Education; Social Influences; Adjustment (to Environment); Kindergarten; Equal Education; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindererziehung; Multiple disability; Mehrfachbehinderung; Elternverhalten; Pre-school education; Vorschulerziehung; Sozialer Einfluss; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Families raising young children diagnosed with multiple disabilities encounter experiences that are often unique and extend well beyond the early childhood years due to the intensity and severity of their child's needs. The contexts of these families must be understood to provide meaningful services and supports, particularly during the child's transition from early intervention to preschool services. In this transcendental phenomenological inquiry, 10 parents of young children with multiple disabilities who transitioned from early intervention into preschool services participated in a brief survey and a semistructured interview. Findings highlight two thematic categories experienced by participants: (a) the transition from early intervention to preschool services, and (b) the importance of social contexts. Implications emphasizing effective partnerships with families, teacher preparation program enrichment, and development of accessible community supports are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01