خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 569092
Personal Name - Primary Intelectual Responsibility : Ludwig, Denise Ann
Title and statement of responsibility : Special education preschool: Perceptions of the parent participation and education component [Thesis]
Publication, Distribution,Etc. : Western Michigan University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Western Michigan University
Summary or Abstract : The purpose of this study is to examine parent and early intervention professional perceptions and experiences of the legislative requirement of the parent participation and education component of Early Childhood Special Education. The study focuses on examination of reports of parent and early intervention professional experiences and analysis of child outcome data of children receiving intervention among three different service delivery models of Early Childhood Special Education. Data are collected from 24 parent and early intervention professionals, each experiencing one of three service delivery models, and record review of developmental outcomes for language, social, and motor skills for 120 children enrolled in early childhood special education programs and services. The study uses a mixed methods approach, whereby qualitative methods are used to examine perceptions and identification of components of parent participation and education for special education preschoolers. Quantitative measures are used to determine which service delivery model(s) are predictive of positive child and family outcomes. Findings reveal that five common themes emerge from participant reported experiences that are ascribed to positive family and child outcomes: parent-teacher relationships, home visits, parent to parent support, parent training, and inclusion of family members in the intervention plan. Examination of the impact of service delivery model on child outcomes using ANOVAs and post hoc comparisons reveals statistically significant positive social skill outcomes for children receiving services or service combined with programs. Implications for informing practice within Early Childhood Special Education are discussed..
Topical Name Used as Subject : Early childhood education
: Special education
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)