Maternal Perceptions of Early Intervention Services

Abstract

A questionnaire was constructed, consisting of 45 items, that assessed the degree to which mothers received a number of family intervention services. The questionnaire was completed by a national sample of 503 mothers who had children with handicaps in early intervention programs. A factor analysis of questionnaire responses indicated that the items assessed five independent components of family-focused intervention, including systems engagement, child information, family instructional activities, personal-family assistance, and resource assistance. Results from the factor analysis were used to construct the Family-Focused Intervention Scale (FFIS), consisting of 40 items and five subscales. Cronbach's alpha indicated that each of the subscales was reliable. Comparisons among groups of mothers suggested that the FFIS was sensitive to variations in the level of family intervention services.Early intervention services for children with handicaps evolved from medical science and learning theory models of etiology and treatment. Children's handicapping conditions were conceptualized and diagnosed both in terms of their medical and physical complications and in terms of their developmental and social-adaptive functioning. For the most part, treatment entailed providing direct services that were designed to compensate for the children's medical or physical complications, and/or providing them with directed learning

School Readiness From Kindergarten to Primary School

“…In recent years, many debates have taken place about how best to promote young children's school readiness [21] Many of the most respected early childhood interventions depend on child-centered programs, with teachers and other service providers working directly with children [22]. Thus, the emergence of universal kindergarten programming intend to promote specific language, literacy, socio emotional, and mathematical skills in preschool children through intensive, child-centered instructional experiences delivered in school based instructional settings [23] As such, early childhood educators provide enriched educational experiences for children who are expected to acquire and develop necessary skills for school success. A broader perspective on school readiness argues the necessity of considering the surrounding contexts, roles, and relationships that collectively interact to influence child and family development such as the articulation of specific responsibilities shared among professionals, home visitors, teachers, parents, and extended family members [24] Young children who enter kindergarten behind their peers in academic and socialemotional school readiness skills are at risk for long-term negative school outcomes [25] Because the majority of children spend substantial time in pre-school prior to kindergarten entry [26] the preschool classroom is an important context in which to provide learning experiences that foster school readiness.…”

The Quality of Mainstreaming in Preschool: The Views of Parents of Children with Down Syndrome

“…It is therefore seen as a necessity to benefit from preschool education services for children with special needs and to have access to support services in all developmental areas together with their peers (Mahoney, 1990;Mc Naughton, 1994). However, in recent years, that special needs children in preschool mainstreaming practice could not reach the desired achievements unless the systematic teacher interventions put re-examining the mainstreaming practices on the agenda (Özaydın & Çolak, 2011;Özaydın, Tekin-İftar, & Kaner, 2008).…”