Diverse Families in Early Intervention: Professionals' Views of Coaching

Autor/inn/en	Stewart, Sandra L.; Applequist, Karen
Titel	Diverse Families in Early Intervention: Professionals' Views of Coaching
Quelle	In: Journal of Research in Childhood Education, 33 (2019) 2, S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, Sandra L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1577777
Schlagwörter	Early Intervention; Coaching (Performance); Parent Education; Instructional Effectiveness; Family (Sociological Unit); Student Diversity; Disabilities; Equal Education; Federal Legislation; Educational Legislation; Social Services; Speech Language Pathology; Allied Health Personnel; Occupational Therapy; Physical Therapy; Special Education Teachers; Educational Benefits; Barriers + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Unterrichtserfolg; Familie; Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Social service; Soziale Dienstleistung; Soziale Dienste; Beschäftigungstherapie; Physiotherapie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsertrag
Abstract	This study examined the perceptions of family coaching and culturally and linguistically diverse (CLD) families participating in early intervention (EI) in a southwestern state in the United States. The transition of the EI program from a multiple service provider model utilizing direct services to a primary service provider model utilizing family coaching afforded a unique opportunity to directly compare and contrast the two models. Twenty-two service providers experienced in both forms of service delivery from one geographical region in the state participated. Three major themes emerged from the interviews: (1) coaching can be an effective and empowering form of service provision; (2) although ideal for many families, coaching was not viewed as appropriate for all families; and (3) to be successful, coaching, as a newly implemented model, requires greater state support including substantive preservice and inservice training for team members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01