'You Know That Collaboration Works When … ' Identifying the Features of Successful Collaboration on Behalf of Children with Disabilities in Early Childhood Education and Care

Autor/inn/en	Cameron, David Lansing; Tveit, Anne Dorthe
Titel	'You Know That Collaboration Works When … ' Identifying the Features of Successful Collaboration on Behalf of Children with Disabilities in Early Childhood Education and Care
Quelle	In: Early Child Development and Care, 189 (2019) 7, S.1189-1202 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1371703
Schlagwörter	Cooperation; Parent Teacher Cooperation; Early Childhood Education; Students with Disabilities; Severe Disabilities; Young Children; Interaction; Foreign Countries; Cooperative Planning; School Personnel; Parents; Interpersonal Relationship; Interpersonal Communication; Participative Decision Making; Information Dissemination; Norway + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Frühe Kindheit; Interaktion; Ausland; Schulpersonal; Eltern; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Informationsverbreitung; Norwegen
Abstract	The purpose of this study was to identify features of successful collaboration among professionals and parents involved in supporting children with disabilities in early childhood education and care. The study employed a multiple-case study design comprising 6 cases and 30 adult participants, who were interviewed regarding their collaboration on behalf of 6 children with significant disabilities ranging in age from 3 to 5 years. Applying a system-theoretical approach, analysis led to the development of a framework based on the concepts of 'internal' and 'external' features of collaboration. Whereas internal aspects refer primarily to the interpersonal interactions of parents and professionals, external features are linked to conditions that occur at a greater 'distance' from these interactions, yet nonetheless appear to have a substantial impact on participants' beliefs about whether the collaboration is successful. We argue that external influences have too often been overlooked in the literature on multidisciplinary collaboration in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01