This study contributes to the discussion of appropriate parent and therapist roles in early intervention by comparing the costs and effects of two programs for speech-disordered preschoolers: a home parent training program and a clinic-based program with low parent involvement. The posttest results indicated that the children in the home parent training group performed at least as well as those in the clinic-based group on measures of speech and language functioning as well as on a measure of general development. On several of these variables, the home parent training group performed significantly better than the other group. Results of the cost analysis indicated that, excluding the value of parent time, there was no meaningful difference in program costs. The implications of this study are that parents can be given significant responsibilities in early intervention and that program administrators have a viable option of using parents as a substantive support to a program. In addition, findings support the need for therapists to be trained to work with parents as well as with the child.
Current literature on the psychosocial outcomes of living with a craniofacial difference (CFD) focuses primarily on deficits. In this paper, an alternative perspective is explored in a pilot study of 11 parents of children with CFDs and 11 affected adults reflecting on their experiences. Mixing qualitative and quantitative methodologies, this pilot study begins to demonstrate the value of exploring contributional outcomes related to CFDs. The findings in this study include positive outcomes in terms of communication abilities, service to others, observational skills, inner strength, abilities to question society, a valued social circle, and perceptions of being normal because of the difference. The findings also reveal that approximately half of the parents and affected adults would not choose to remove the experience of facial difference from their lives if they have such an option. Implications for future research, practice, and ethical and policy considerations are discussed.
Current literature on the psychosocial outcomes of living with a craniofacial difference (CFD) focuses primarily on deficits. In this paper, an alternative perspective is explored in a pilot study of 11 parents of children with CFDs and 11 affected adults reflecting on their experiences. Mixing qualitative and quantitative methodologies, this pilot study begins to demonstrate the value of exploring contributional outcomes related to CFDs. The findings in this study include positive outcomes in terms of communication abilities, service to others, observational skills, inner strength, abilities to question society, a valued social circle, and perceptions of being normal because of the difference. The findings also reveal that approximately half of the parents and affected adults would not choose to remove the experience of facial difference from their lives if they have such an option. Implications for future research, practice, and ethical and policy considerations are discussed.
A community assessment of preschool providers' attitudes was conducted to examine readiness for inclusive preschool participation. Participants included providers from private, community-based preschools, Head Start classes, and Chapter 1 programs. Multiple dimensions of preschool directors' and teachers' attitudes were assessed by examining their general attitudes toward inclusion, their attitudes toward serving children across diverse handicapping conditions and special needs, their perceived abilities and support needs in appropriately serving such children, and their actual behavioral choices when given an opportunity to sign up for inclusion-related activities. The findings indicated that respondents held moderately positive attitudes toward the general concept of inclusion. Providers differentiated between different types of special needs and they based decisions on where children should be served, accordingly. Implications for incremental development of inclusive options are discussed.
One of the primary intents of Part B of the Individuals with Disabilities Education Act(IDEA) is to ensure, to the greatest possible extent, that children with disabilities receive the services to which they are entitled in the educational settings they would be attending if they did not have a disability (Salisbury, 1990). Part B of IDEA and the subsequent clarifying comment on the least restrictive environment (LRE) regulation require schools to provide a variety of placement options along a continuum of inclusiveness to preschool children who are eligible for special education services. Inclusive options for these children may consist of placement in preschool programs operated by public agencies (i.e., Head Start or Chapter 1) and in private community-or school-based preschool programs that normally serve children without disabilities (34 CFR § 300.552). The legal rationale for the development of community-based preschool options has recently been strengthened by the Americans with Disabilities Act (ADA), which supports the rights of children with disabilities to participate in public and private preschools with their typically developing peers. Hence, both education legislation (IDEA) and civil rights legislation (ADA) underscore the responsibility of communities Fiserman,
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