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1.
Barry Carpenter 《British Journal of Special Education》2000,27(3):135-144
A dramatic rise in the survival rates of children born with disabilities (particularly those born prematurely) has been reported in the last decade. The nature of their disabilities is, at times, significantly different from that previously reported, posing problems for the families attempting to nurture the development of these children. Barry Carpenter, Chief Executive of Sunfield, considers the needs of the self-defining family, the implications for interdisciplinary practice, and the changing pattern of early childhood disability. He asks a fundamental question: 'How can professionals sustain the family of a child with disabilities?' 相似文献
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随着特殊儿童的需求越来越个性化、多元化,单方面的教育训练已无法满足他们的需求,亟需特殊教育与各相关专业资源的整合,建立特殊教育专业团队为特殊儿童提供统整的服务。根据特殊儿童学习、生活、就业等需要,提供服务的专业团队成员有医生、物理治疗师、职能治疗师、语言治疗师、心理治疗师、社会工作者、护理师、特殊教育人员、营养师、行政人员等。团队成员应有其自身的职责,相互配合、协调,共同解决专业团队运作的问题,使特殊教育专业团队发挥其应有的能力,为特殊儿童提供最佳的服务。 相似文献
4.
Barry Carpenter 《British Journal of Special Education》2005,32(4):176-183
In March 2005, Barry Carpenter, OBE, Chief Executive and Director of Research at Sunfield, an education and residential care centre for children with severe and complex learning needs, gave his inaugural professional lecture at University College Worcester. This article is based on that lecture. In it, Barry Carpenter reviews international trends in early childhood intervention and relates these to changing patterns of childhood disability, family needs, practitioner-led service development and Government policy initiatives. He describes a political climate in the UK which is ripe for the development of a nationally cohesive programme of early childhood intervention and proposes a number of key factors hat are crucial to the consolidation of the plethora of initiatives that have taken place in the UK in recent years. These include: early interventions that are delivered from the point of diagnosis; practice that is transdisciplinary; and high quality training for professionals. At the heart of this process, however, must be the voice of the family - guiding, informing, sharing, engaging. The key to successful early childhood intervention, Barry Carpenter argues, is responsivity - to society, to its families, but most of all to its children. 相似文献
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The authors provide an overview of 21 articles from several countries focusing on families with deaf members published in the literary issues of the American Annals of the Deaf from 1996 to 2000. Four categories were identified: Interaction and Involvement, Support Services, Stress and Coping, and Decision Making. The articles represent a commendable expansion of focus from the mother-child dyad to increased attention to fathers, siblings, extended family members, and significant nonfamily members such as deaf adults. The heterogeneity of families was a striking factor, even within those studies dealing with relatively homogeneous populations. Services appeared to be most effective within middle-class, educated family units, illustrating the need for more comprehensive services sensitive to the needs of families from less affluent backgrounds and with lower levels of education. In general, services to families with deaf children may be characterized as better than in the past but still in need of significant sensitivity and improvement. The presence of a deaf child in a family with hearing parents may cause stress, but parents have the flexibility to respond in a positive and beneficial way, especially when provided adequate information and support. The idea that hearing parents go through a grieving process involving the identification of deafness in their child seems to be an overstatement. 相似文献
6.
Emma Gore Langton 《Educational Psychology in Practice》2017,33(1):16-30
Children who leave care into adoption and special guardianship are often considered by schools and local authorities to have found their “happy ending.” Yet there is growing evidence that the impact of prenatal and early trauma, abuse and neglect does not disappear upon placement in a permanent family. Rates of social, emotional and mental health difficulties remain high, and the group has pronounced educational needs. Whilst having high levels of involvement with education and health services, families report significant difficulties in mobilising understanding, support and provision. In the context of growing numbers of children in England finding permanence through adoption and special guardianship, and the Department for Education’s increasing focus on addressing the needs of this group, this paper highlights the key role of Educational Psychology Services in supporting adopted and other permanently placed children by providing training, consultation, assessment, intervention and research for children and their families, their schools, and the local authorities. 相似文献
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《British Journal of Special Education》1985,12(2):78-81
This paper attempts to point up the importance of writing, in its several aspects, for children with special educational needs. Roy Edwards, assistant education officer for special services, Staffordshire, discusses something of the nature of writing and its purposes, and anecdotally describes ways that have worked with these children in special and ordinary schools. 相似文献
8.
Rebecca Brewer 《Support for Learning》2020,35(1):5-22
Over time, schools have developed systems that include the families of children. Families often sign a home school agreement and attend parent forums or more formal meetings designed to plan provision for children with special educational needs. These endeavours, however, are arguably inadequate when the full influence of the family is properly acknowledged. Research makes clear that the main influencer on the child’s self-efficacy and therefore learning behaviours, is the family. This article reports findings from literature and a case study looking at making the most of the partnership between families and schools in order to meet the learning needs of individual children. It also addresses many barriers that families face in approaching schools and three ways schools in Cornwall, a rural county in South West England, are 'opening out’ their practice. The case study provides evidence of the progress children made in learning as a response to the new school and family partnership. 相似文献
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This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
10.
B M Rienzi 《American annals of the deaf》1990,135(5):402-408
This study assessed the influence of individual family members in functional families, primarily to determine whether hearing children of deaf parents have more influence than do hearing children of hearing parents. Eight families with deaf parents and a hearing child and eight all hearing families were videotaped while planning a family meal together. It was found that deaf-parented families share many traits with hearing families. However, there were some differences. The hearing children of deaf parents had a greater number and percentage of their ideas accepted than did the hearing children of hearing parents. Differences were also noted between the deaf fathers and the hearing fathers. The deaf-parented families were more adaptable, as measured by the Family Adaptability and Cohesion Evaluation Scale. The observed difference in child influence, in and of itself, is neither good nor bad. Deafness of one family member, in an auditory dependent environment, may require a more flexible family power structure. Professionals assessing deaf-parented families should be sensitive to the special adaptive needs required for healthy functioning of the family. 相似文献
11.
Building Bridges: Preparing Children for Secondary School 总被引：1，自引：0，他引：1
Edward Sellman 《Pastoral Care in Education》2000,18(1):27-29
This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers. 相似文献
12.
Yaoying Xu 《Early Childhood Education Journal》2007,34(6):431-437
Many culturally diverse families and their young children with disabilities or delays are not provided appropriate early intervention/early
childhood special education services, especially not in a culturally sensitive and meaningful context. Families with diverse
backgrounds often feel helpless and stressful because their values are not respected, concerns are not identified, and therefore
their needs are not met due to the lack of support from appropriate resources. The purpose of this article is to provide a
positive strategy to empower families of young children with special needs and who are from culturally diverse backgrounds
through a family-centered, strength-focused family system model: Double ABCX model. Procedures of implementing the double
ABCX model was described and discussed. Supported by previous research and the current case studies, the double ABCX family
adaptation model has found to be an effective approach to serving diverse families of children with disabilities. 相似文献
13.
A pilot study of early childhood mental health consultation for children with behavioral problems in preschool 总被引：2，自引：0，他引：2
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed. 相似文献
14.
特殊儿童的生活满意度普遍低于正常儿童。家庭教养和社会公众支持作为儿童社会系统的两个重要组成部分,对特殊儿童生活的满意度具有显著的影响。特殊机构福利组织教养可以弥补家庭教养的弊端,并且提高社会公众支持水平。要提高特殊儿童的生活满意度,特殊儿童的教养方式应由家庭教养向社会福利机构教养转变。 相似文献
15.
An evaluation of key working for families of children and young people with special educational needs and disabilities 
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下载免费PDF全文 Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up‐to‐date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well‐established aspects of good practice. 相似文献
16.
《British Journal of Special Education》1979,6(3):8-10
Robin Richmond, who is head of remedial services, Dudley, West Midlands, looks beneath the surface of the Warnock Report at some current concerns of special education and urges some action 相似文献
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In family childcare, the program of services is situated within in the providers' own homes. The purpose of this inquiry is to review the literature from special education in light of current practices in family childcare. In addition, key characteristics unique to the provider's care giving program will be examined in relation to the needs of children with disabilities and their families. Finally, recommendations for establishing coordinated efforts among professional support systems and providers on behalf of such children will be defended. 相似文献
18.
Necdet Karasu 《欧洲特需教育杂志》2013,28(3):358-369
Active participation of parents in every step of their children with special needs’ education is crucial, and it begins with the educational assessment of the children. The parents experience with the professionals who are responsible of assessing children’s abilities might be crucial for the services that will be provided for the children with disabilities. The Guidance and Research Centers (GRCs) of Turkey are the key organisations for the services for children with special needs. This study focused on identifying the experience of the parents at the GRCs and applied qualitative research principles. The findings showed that the parents have reflected both positive and negative experience, but the majority focused on negative experiences. It might be drawn out that GRCs must be improved from several perspectives. 相似文献
19.
C. J. Leonard 《International journal for the advancement of counseling》1985,8(3):197-205
The giving birth to a disabled child is the fulfilment of one of the greatest fears of expectant parents. The shock, dismay and stigmata involved are likely to be very profound. (1,2). The ways in which people deal with such catastrophe needs to be understood so that as many as possible of the disadvantages which accrue to families with disabled children can be overcome.Three families are described briefly with rather sparse detail for the sake of brevity. Likewise their biographies are vere foreshortened. Each family has been registered with the same doctor in West London who has been involved with the sustaining and understanding of the family, the support of various members of the family and the orchestration of social help as and when this was acceptable or available. 相似文献
20.
Susan M. Sheridan Emily D. Warnes Richard J. Cowan Ariadne V. Schemm Brandy L. Clarke 《Psychology in the schools》2004,41(1):7-17
Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004. 相似文献