The influence of early intervention, informal support and the family environment on trajectories of competence for fathers raising children with developmental disabilities

2018 ◽  
Vol 81 ◽  
pp. 122-133 ◽  
Author(s):  
Morgan K. Crossman ◽  
Susan L. Parish ◽  
Penny Hauser-Cram ◽  
Dolores Acevedo Garcia ◽  
Marji Erickson Warfield
Keyword(s):  
Early Intervention ◽  
Developmental Disabilities ◽  
Family Environment ◽  
Informal Support ◽  
Raising Children ◽  
The Family ◽  
Children With Developmental Disabilities

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

Early intervention for children with learning disabilities: making use of what we know

2014 ◽  
Vol 19 (4) ◽  
pp. 181-189 ◽  
Author(s):  
Nick Gore ◽  
Richard Hastings ◽  
Serena Brady
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Developmental Disabilities ◽  
Design Methodology ◽  
Family System ◽  
Social Contexts ◽  
Content Type ◽  
Behavioural Difficulties ◽  
The Family ◽  
Emotional And Behavioural Difficulties

Purpose – The purpose of this paper is to present a rationale for increasing initiatives for early intervention of emotional and behaviour difficulties. Design/methodology/approach – The authors draw on existing literature regarding rates of emotional and behavioural difficulties together with risk factors and processes related to the development of such difficulties. Findings – Rates of emotional and behavioural difficulties amongst children with learning and developmental difficulties are high. A combination of factors relating to the child, the family system, and wider social contexts is likely to account for this. Research limitations/implications – Increased attempts to provide early intervention to children with learning and developmental disabilities together with their families are warranted. Recommendations are made regarding how the development of such supports might best be taken forward. Originality/value – Whilst drawing on pre-existing literature, the value of this paper is the way in which this has been drawn together to provide an overview of risk and development of behavioural and other difficulties amongst children with learning/developmental disabilities.

Early intervention for children with developmental disabilities

1993 ◽  
Vol 16 (1) ◽  
pp. 23-32 ◽  
Author(s):  
J. M. H. DE MOOR ◽  
B. T. M. VAN WAESBERGHE ◽  
J. B. L. HOSMAN ◽  
D. JAEKEN ◽  
S. MIEDEMA
Keyword(s):  
Early Intervention ◽  
Developmental Disabilities ◽  
Children With Developmental Disabilities
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