Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers' Perspectives -- Past and Present

Autor/inn/en	Aspden, Karyn; Baxter, Stacey M.; Clendon, Sally; McLaughlin, Tara W.
Titel	Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers' Perspectives -- Past and Present
Quelle	In: Topics in Early Childhood Special Education, 41 (2022) 4, S.294-306 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLaughlin, Tara W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419881640
Schlagwörter	Identification; Referral; Early Intervention; Foreign Countries; Teacher Attitudes; Early Childhood Teachers; Faculty Development; New Zealand + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Ausland; Lehrerverhalten; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Neuseeland
Abstract	Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers' perspectives, past and present, this article details the findings from two studies conducted 14 years apart. Through comparison of findings from the work of Aspden and Baxter, this article explores teachers' beliefs and experiences related to identification and referral practices. In the original 2003 study, 50 early childhood teachers completed a paper-based postal survey, whereas in the 2017 replication, 78 early childhood teachers completed an online survey. Persistent concerns about teacher engagement with identification and referral processes were evident both past and present, particularly in relation to perceived parental reaction and beliefs about the adequacy of service provisions. Furthermore, the data revealed tensions between embracing a strengths-based approach and the need to identify children's disabilities. The findings provide insight into referral practices in the New Zealand early childhood context and suggest the need for ongoing teacher consultation in relation to policy and practice, the development of more formal referral policies and procedures, as well as enhanced professional support and development that targets teachers' need for knowledge of and connection with specialist agencies. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2024/1/01