Actual versus Desired Family-Centered Practice in Early Intervention for Children with Hearing Loss

Autor/inn/en	Ingber, Sara; Dromi, Esther
Titel	Actual versus Desired Family-Centered Practice in Early Intervention for Children with Hearing Loss
Quelle	In: Journal of Deaf Studies and Deaf Education, 15 (2010) 1, S.59-71 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enp025
Schlagwörter	Early Intervention; Mothers; Parent Participation; Parent School Relationship; Foreign Countries; Hearing Impairments; Family Involvement; Questionnaires; Parent Teacher Cooperation; Attitude Measures; Parent Attitudes; Israel + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Hearing impairment; Hörbehinderung; Fragebogen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten
Abstract	Early intervention programs (EIPs) for children with hearing loss (HL) are increasingly characterized by a growing family-centered orientation. This article examined mothers' and professionals' assessments of actual and desired parental involvement in 6 educational centers in Israel that implement an EIP for young children with HL and their parents. Hundred twenty mothers and 60 professionals participated in the study. Data were collected via FOCAS: Family Orientation of Community and Agency Services questionnaire (family and professional versions) that were initially designed in the United States for measuring the level of collaboration between professionals and parents in the course of early intervention. Descriptive statistics and t-test analyses were calculated. The findings indicated that parental involvement in the programs was perceived by mothers and professionals as satisfactorily family centered. However, these programs also need further improvements. Outcomes suggested that parents should be offered a wide range of services to respond to diverse needs, thus increasing parental motivation to become increasingly involved in EIPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10