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1.
Muriel E. Hamilton Mary A. Roach David A. Riley 《Early Childhood Education Journal》2003,30(4):225-232
Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children. 相似文献
2.
Rachel L. Erhard Dana Erhard-Weiss 《International journal for the advancement of counseling》2007,29(3-4):149-158
The introduction of school counseling services into traditional communities that are unfamiliar with counseling is a complex
multidimensional process that involves considerable ideological tensions, disputes and obstacles... This paper considers the
different trajectories of the recent development of counseling services within two distinctive minority groups in Israel-Arab
and the Ultra-Orthodox Jewish communities. The dynamics of the change process for these traditional communities within the
current Israeli social–political context lends support for the advancement of the international counseling community’s vision
to promote human welfare and fairness as well as the healthy development of children and youth within diverse cultural contexts.
The paper is based on a Keynote address, IAC Conference: Jamaica, April 2004. 相似文献
3.
A new vision of school counseling asserts that counselors must address all children and must orient counseling services toward the primary mission of schools: to educate young people and to support their healthy development. Two universities that are working to prepare new vision school counselors have changed their recruitment and selection procedures to attract increased numbers of candidates who can be optimally trained to fulfill the requirements of this vision. The authors describe criteria and procedures used to select graduate students who have the greatest promise of becoming leaders, advocates, and change agents in schools to promote student learning and achievement. 相似文献
4.
Allen Thurston 《International Journal of Disability, Development & Education》2014,61(2):152-164
This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can be due to healthcare access issues for children. Data reviewed indicated correlations between hyperopic vision impairment and poor reading development. However, the relationships reported remain complex, with myopic vision impairment being reported to correlate with high reading ability in some studies. In addition, correlation does not necessarily imply causation. Previous research in the field is reported. Deficiencies in the current literature base are discussed. Finally, recommendations for teaching practice and the nature of research that explores whether vision impairment is the cause of poor reading development for some children in school are suggested. 相似文献
5.
The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences. 相似文献
6.
Transforming the early years in England 总被引：3，自引：0，他引：3
The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997–2004. First to be described are the innovations in policy (i.e. the promise), followed by the ‘evidence base’ for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children’s development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3–6 years and its birth–3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved. 相似文献
7.
Barry Carpenter Mandy Addenbrooke Elizabeth Attfield Sally Conway 《British Journal of Special Education》2004,31(2):75-80
This article describes an innovative week of training days, entitled 'Celebrating Families', which took place at Sunfield, Worcestershire, in July 2002. The week, for and around families of children with special needs, arose from a shared vision and philosophy held by three host organisations. Representatives of all three organisations have contributed to this article. Barry Carpenter is chief executive of Sunfield, an independent school which provides education and care for children with severe and complex learning needs, and Sally Conway is the school's co-ordinator of family services. Mandy Addenbrooke is currently working as an independent consultant in communication and autistic spectrum disorders, and, at the time of the training week described here, was regional development officer for Contact a Family in the West Midlands. Elizabeth Attfield is children's services training and advisory officer for Autism West Midlands.
The week of events was underpinned by the notion of the self-defined, extended family. T he format and content of the week were designed to highlight and celebrate the vital roles that extended family members play in supporting one another, and in educating professionals. Workshops and a conference were planned to explore common themes and illuminate unique contributions, and family members were actively involved as 'trainers' as well as delegates. Outcomes were highly positive. Evaluations from participants not only validated the inclusive training model, but also inspired a series of further events for families at Sunfield during 2003 and 2004. 'Celebrating Families' week delivered a clear message: families of children with special needs must be recognised, involved and celebrated. 相似文献
The week of events was underpinned by the notion of the self-defined, extended family. T he format and content of the week were designed to highlight and celebrate the vital roles that extended family members play in supporting one another, and in educating professionals. Workshops and a conference were planned to explore common themes and illuminate unique contributions, and family members were actively involved as 'trainers' as well as delegates. Outcomes were highly positive. Evaluations from participants not only validated the inclusive training model, but also inspired a series of further events for families at Sunfield during 2003 and 2004. 'Celebrating Families' week delivered a clear message: families of children with special needs must be recognised, involved and celebrated. 相似文献
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9.
[目的]观察和分析低度数儿童间歇性外斜视与其手术时机的选择.[方法]观察30例低度数儿童间歇性外斜视的平均30个月自然经过,不用任何治疗.分析斜视度的变化及立体视觉的变化.[结果]发现其总体结果表明斜视度无明显恶化增大,立体视觉有所改善和提高.[结论]提出对于小于20△的儿童间歇性外斜视,其手术时机的选择,可在密切观察双眼视功能不减退时,能推迟手术数年以上.年龄较大时实施局麻手术,保证术后眼位正位的良好效果. 相似文献
10.
Hongsi Tang Rujiao Song Yueyan Hu Yixin Tian Zhonghua Lu Lin Chen Yan Huang 《Child development》2021,92(5):1906-1918
Topological property (TP) is a basic geometric attribute of objects, which is preserved over continuous and one-to-one transformations and considered to be processed in early vision. This study investigated the global TP perception of 773 children aged 6–14, as compared to 179 adults. The results revealed that adults and children aged 10 or over show a TP priority trend in both central and peripheral vision, that is, less time is required to discriminate TP differences than non-TP differences. Children aged 6–8 show a TP priority trend for central stimuli, but not in their peripheral vision. The TP priority effect in peripheral vision does not emerge until age ˜10 years, and the development of central and peripheral vision seems to be different. 相似文献
11.
Autism spectrum disorder (ASD) is the fastest growing group of neurodevelopmental disorders in childhood. Earlier detection means an increased need for early intervention and other educational services. This study examined what services a sample of young children with ASD received, what variables predicted service utilization, and how satisfied parents were with the services. Sixty children (2–7 years) and their families from the Northwestern United States participated in the study. Results suggest that, on average, children received 13 h of educational and therapeutic services per week, with younger children receiving fewer services than older children. Child age, atypical behavior, and family income predicted number of service hours received. Children’s adaptive behavior and autism symptoms did not predict service hours. Although services received were, by most standards, minimal and far below best practice recommendations, parents reported high satisfaction, especially for their toddlers and preschool-aged children. Implications and future directions are described. 相似文献
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13.
This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties. 相似文献
14.
The issue of mental health services available to adults and children in the United States who are deaf is addressed. Included is a historical perspective on the changes in these services over the last 50 years. Within this scope, the current status of services is described in some detail. Psychological research on children who are deaf is reviewed, and current issues faced by school psychology and psychologists who evaluate deaf children in school settings are examined. The disturbing current trend toward the criminalization of people with mental illness, which affects both hearing and deaf adults with psychiatric diagnoses, is covered. Suggestions are made for improving mental health services for children and adults who are deaf. 相似文献
15.
Vision problems are more common among deaf people than among the general population. Eight percent of the students in schools and programs for deaf children can be expected to have vision problems. We sent questionnaires to institutions and programs for deaf children, requesting information about the extent of vision problems among their students and about their teachers' levels of preparation in the area of vision impairment. Responses were received from 490 teachers. The data confirm that significant numbers of deaf students also have vision problems, and that teachers do not receive adequate training and information to meet the needs of this population. 相似文献
16.
Carol J. Sussman-Skalka Verena R. Cimarolli Cynthia Stuen 《Educational gerontology》2013,39(4):297-306
ABSTRACT Vision impairment affects approximately 17% of Americans age 45 and older. Yet, 94% of adults with self-reported vision loss did not receive any type of vision rehabilitation services to help them retain independence. These findings underscore the need for promoting awareness about what can be done when vision fails. A national dissemination initiative was designed and implemented to place vision loss on the radar screen of older adults. This article highlights strategies to reach the target population through public libraries, and through aging and vision organizations. The evaluation focused on the impact of the educational materials and recommendations for future outreach efforts. 相似文献
17.
Although various studies have investigated factors associated with mental health service utilization, few studies have examined factors associated with referral for mental health services among maltreated children. The objective of this study was to examine the association between suicidal thoughts and self-harming behavior and referral for mental health services among children involved in the Child Welfare System in Ontario, Canada. Data for this study were obtained from the Ontario Incidence Study of Reported Child Abuse and Neglect 2013. An estimate 57,798 child maltreatment investigations was analyzed using binary logistic regression with referral for mental health service as the outcome variable. Of the 57,798 cases, 4709 (8.1%), were referred for mental health services. More than seven out of ten maltreated children who engaged in self-harming behavior and two out of three maltreated children who expressed suicidal thoughts were not referred for mental health services. In the multivariate logistic regression model, children who expressed suicidal thoughts had 2.39 times higher odds of being referred for mental health services compared to children with no suicidal thoughts (AOR = 2.39, 99% C.I. 2.05–2.77) and children who engaged in self-harming behavior had 1.44 times higher odds of being referred for mental health services compared to children who did not engage in self-harming behavior (AOR = 1.44, 99% C.I. 1.24–1.67), both after controlling for child demographic characteristics, maltreatment characteristics, and child functioning concerns. Given that referral is the initial step towards mental health service utilization, it is important that child welfare workers receive the necessary training so as to carefully assess and refer children in care who expressed suicidal thoughts or engaged in self-harming behavior for appropriate mental health services. The paper discusses the results and their implications for child welfare policy and practice. 相似文献
18.
This study is an initial report of work to develop simple procedures to screen out children and adolescents who internalize or externalize their psychological problems. Such screening procedures can easily be used in classrooms by teachers, peers, children themselves or other observers who know the students in class. Most children are referred to counseling services because they are disturbing to others or externalizing their problems. However, other children who internalize their problems get much less attention of teachers and referral to counseling services. Instead of working mainly with referred children, counselors need to make sure that both children are screened out so that their services could be equally disturbed. The screening procedures in this study are intended to help in identifying particularly the "internalizer" who may get neglected in distribution of counseling services. 相似文献
19.
Because young children with special needs frequently experience unequal access to quality education worldwide, understanding
characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services
and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate
the access to and quality of special education services in early childhood care and education (ECCE) programs across eight
countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries
and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate
that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and
socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with
disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve
the quality of service and to make funds consistently available for services for young children with special needs. This finding
is congruent with international reports. 相似文献
20.
Barbara Mazer Karyne Dion Aguy Moryoussef 《International Journal of Disability, Development & Education》2017,64(1):45-56
Children with disabilities require coordinated services to optimise transition into school. This study compared type, frequency and approach to service utilisation for children with primary language impairment transitioning from rehabilitation to the educational system, and examined parent satisfaction. Parents responded to a telephone questionnaire to determine services received during Kindergarten. The Measure of Processes of Care examined parental satisfaction with services received at school. Preschool services received in the rehabilitation setting were extracted from the hospital database. There was a reduction in all services received in the school system with the exception of special education, which was provided to a greater number of children and on a full time basis. More children received occupational therapy and special education individually at the rehabilitation centre. Few factors were associated with a change in received services. Rehabilitation clinicians must provide necessary services to assist children when transitioning to school. 相似文献