Early Intervention in Portugal: Study of Professionals’ Perceptions

Pereira, Ana Paula da Silva; Serrano, Ana María

doi:10.1080/10522158.2013.865426

Cited by 29 publications

(33 citation statements)

References 27 publications

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“…First, family-centered practices are recognized as an important component of effective early childhood intervention by both noted European experts (e.g., Carpenter, 2007;Carpenter, Schloesser, & Egerton, 2009;Dalmau-Montala et al, 2017) and European associations dedicated to installation of evidence-based intervention practices (e.g., European Association on Early Childhood Intervention, 2015). Second, studies of the use of family-centered practices in Europe indicate that these practices are not routinely used by practitioners (e.g., Pereira & Serrano, 2014;Vilaseca et al, 2018) and especially participatory family-centered practices (Karlsson, Bjorck-Åkesson, & Granlund, 2008;Pereira & Serrano, 2014). Third, in-service and continuing professional development in early childhood intervention is recognized as essential for preparing a highly knowledgeable and skilled European workforce (Pretis, 2006) and especially in terms of the use of family-centered practices (Karlsson et al, 2008;Vilaseca et al, 2018).…”

Section: Purpose Of the Analysesmentioning

confidence: 99%

“…Early childhood intervention has shifted "from viewing the child with special needs as the key recipient of services to viewing the child's parents, caregivers, and family as the principal recipients of services and supports" (Raver & Childress, 2015, p. 32). As is the case in countries on other continents, the adoption and use of capacity-building practices have been a challenge in many European countries (e.g., Pereira & Serrano, 2014). This is true in countries that have more than 20 years of experience making a paradigm shift from traditional professional-centered practices to family-centered practices (e.g., Vilaseca et al, 2018) and in countries in the process of developing national systems of family-centered early childhood intervention (European Association on Early Childhood Intervention, 2019).…”

Section: Implications For Practicementioning

confidence: 99%

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Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Dunst¹,

Espe-Sherwindt²,

Hamby³

2019

EUROPEAN J ED RES

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The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners' reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners' use of capacity-building family-centered practices. Implications for practice are described.

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Section: Purpose Of the Analysesmentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Dunst¹,

Espe-Sherwindt²,

Hamby³

2019

EUROPEAN J ED RES

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“…In the recent years, an increased level of PI in the education of their children has been reported in different societies. Hence, several studies examining the aspects of PI in children's education and the phenomenon of school-family partnership exist (Addi-Raccah & Ainhoren, 2009;De Bruïne et al, 2014;Dor & Rucker-Naidu, 2012;McAnnof-Gumbs, 2006;Pereira & Serrano, 2014;Shamay, 2008;Sauto-Manning & Swick, 2006).…”

Section: Introductionmentioning

confidence: 99%

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Rusu¹,

Alaluf²

2018

The European Proceedings of Social and Behavioural Sciences

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There are few investigations of the involvement of parents of children with special needs (SN) in relation to the various disabilities of the children and their potential effect on teachers' attitudes towards the parental involvement (PI) in school and in the inclusion process. In a research conducted among 138 Israeli special and regular education teachers involved in the education of children with three types of disability (complex disabilities, learning disabilities and attention deficit disorders and behavioral problems) it was found that teachers of pupils with complex disabilities (such as autism or motor disabilities) have more favorable attitudes toward PI in school than teachers of children with other types of disabilities. This difference was significant at level of attitudes toward parental involvement in decision-making in general and decision making regarding the individual educational programs (IEP) for SN children in particular.Significant differences were also found between the attitudes of teachers of pupils with behavioral problems to the other teachers regarding the contribution of PI to the SN pupil and its progress in school. The findings are discussed in the light of promoting school-parents' partnerships in Israel and in other countries.

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“…Tendo em conta este quadro legal, a prestação da IP é obrigatória para todas as crianças com Necessidades Educativas Especiais (NEE) ou em risco de atraso do desenvolvimento, na faixa etária do zero aos seis anos (PEREIRA; SERRANO, 2014;ALMEIDA, 2014).…”

Section: Introductionunclassified

Benefícios e Nível de Participação na Intervenção Precoce: Perspectivas de Mães de Crianças com Perturbação do Espetro do Autismo

Cossio¹,

Pereira

Rodriguez

2017

Rev. bras. educ. espec.

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RESUMO: a Intervenção Precoce (IP) na Perturbação do Espetro do Autismo (PEA) é eficaz quando os profissionais realizam o apoio com base nas práticas centradas na família. Assim, o profissional tem como responsabilidade facilitar e disponibilizar recursos que promovam a participação e o reconhecimento das competências das famílias, para que estas possam alcançar benefícios efetivos resultantes da IP. O presente artigo teve como finalidade analisar e compreender os benefícios do apoio da IP para seis mães de crianças com PEA, de 3 a 6 anos, assim como o tipo de participação que estas mães consideram ter no processo de apoio da IP. Neste sentido, foram definidos os seguintes objetivos de investigação: 1) analisar e compreender o nível de participação das mães nos diferentes momentos do processo de apoio (planificação e intervenção) e 2) analisar e compreender os benefícios do apoio da IP. A metodologia utilizada foi de natureza qualitativa, o instrumento de recolha de dados utilizado foi a entrevista semiestruturada e a técnica de análise de dados foi a análise de conteúdo. Os resultados globais deste estudo permitem-nos concluir que: todas as participantes consideraram obter benefícios da IP nas diversas áreas de desenvolvimento dos seus filhos. Grande parte das entrevistadas sente-se satisfeitas com os apoios, são informadas sobre seus direitos e possuem uma relação positiva com as profissionais. As famílias que participaram na elaboração do Plano Individual de Intervenção Precoce identificaram não só os seus objetivos e preocupações, como também participaram na implementação do Plano nos seus contextos naturais. PALAVRAS-CHAVE:Educação Especial. Autismo. Participação da Família. Estimulação Precoce. ABSTRACT:Early Intervention (EI) in the Autism Spectrum Disorder (ASD) is effective when professionals perform it based on family-centered practices. Thus, the professional has the responsibility to facilitate and provide resources to promote the participation and recognition of the skills of families, so that they can achieve effective benefits of EI. The purpose of the present article was to analyze and understand the benefits of EI support for six mothers of children with ASD, aged 3 to 6 years, as well as the type of participation that these mothers consider having in the EI support process. In this sense, the following research objectives were defined: 1) To analyze and understand the level of participation of mothers in different phases of the support process (planning and intervention); 2) To analyze and understand the benefits of EI support. The methodology was qualitative, the data collection instrument was a semi-structured interview and data analysis technique was content analysis. The overall results of this study allow us to conclude that: all participants considered they obtained EI benefits in various areas of development of their children. Most of the women felt satisfied with the support, they are informed about their rights and have a positive relationship/ interaction with the case-management prof...

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Early Intervention in Portugal: Study of Professionals’ Perceptions

Cited by 29 publications

References 27 publications

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Benefícios e Nível de Participação na Intervenção Precoce: Perspectivas de Mães de Crianças com Perturbação do Espetro do Autismo

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