Special needs in the early years: prospects for policy and practice

Wolfendale, Sheila

doi:10.1111/1467-9604.00166

Cited by 11 publications

(8 citation statements)

References 2 publications

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“…Research literature is unequivocal in stressing the importance of the early intervention for these children in order to maximize their development and to remediate the adverse effects of their disabilities as well as reducing associated behaviour problems (Guralnick, 1997;Mitchell & Brown, 1991;Ramey & Ramey, 1998;Safford, Spodek, & Saracho, 1994;Wolfendale, 1987). Ideally, such early intervention consists of child-directed work such as therapeutic pre-school placements, early education and parent-directed work such as family support and parent training.…”

Section: Developmental Problems and Parent Trainingmentioning

confidence: 99%

An Evaluation of the Parents Plus Early Years Programme: A Video-based Early Intervention for Parents of Pre-school Children with Behavioural and Developmental Difficulties

Sharry

Guérin

Griffin

et al. 2005

Clin Child Psychol Psychiatry

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A B S T R A C T This article describes the development of the Parents Plus Early Years Programme (PPEY): a video-based early intervention for parents of pre-school childrenwith behavioural and developmental difficulties. PPEY combines individual parent-child sessions using video feedback with parenting group sessions using video-based teaching over a 12-week period. As well as detailing the research basis, theory and practice of the PPEY, the article describes the results of an initial study of 30 children, with a range of conduct, attention and developmental problems whose parents completed the programme. Results showed a significant drop in conduct problems and hyperactivity as measured by the Strengths and Difficulties Questionnaire, decreased parental stress as measured by Parent Stress Scale, and significant gains towards parent-defined goals. In addition, before and after video observation of parent-child interaction showed an increase in positive parent-child attention and a decrease in parent-child instructions, as measured by independent observers. Gains were maintained at 5-month follow-up. The article also includes some initial results of a follow-up qualitative evaluation of parents' experience after attending the programme.K E Y W O R D S conduct problems, developmental difficulties, early intervention, parent training, pre-school children, Parents Plus Early Years Programme (PPEY)

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Section: Developmental Problems and Parent Trainingmentioning

confidence: 99%

An Evaluation of the Parents Plus Early Years Programme: A Video-based Early Intervention for Parents of Pre-school Children with Behavioural and Developmental Difficulties

Sharry

Guérin

Griffin

et al. 2005

Clin Child Psychol Psychiatry

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“…It has also been shown that these are factors that may be involved in the effective development of inclusive practice (Dickens & Denziloe, 1998). However, we know that historically this has been problematic and fragmented at national and regional levels (Wolfendale, 2000). There are a great range of varied services involved with young children with special educational needs and the interaction between these services has often been found wanting.…”

Section: Issues Of Organisationmentioning

confidence: 99%

“…The positive relationship between the measurement of quality services to diverse early childcare provision is apparent in the literature (Baglin & Bender, 1994; Moss & Pence, 1994). There is a great deal of, and growing, interest in the theoretical and practical issues of inclusion in the early years (Wolfendale, 2000; Mittler, 2000; Odom et al, 2000). Inclusion in the early years is seen as beneficial for all children:…”

Section: Inclusion In the Early Yearsmentioning

confidence: 99%

The synergy between research and practice: listening to the perspectives of key stakeholders about the development of an inclusive early years service

Jones

2003

Research in Spec Educ Needs

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This paper analyses part of a consultation project a northern Early YearsDevelopment and Childcare Partnership (EYDCP) engaged with in the process of developing a charter for inclusion. This consultation included parents, families, service providers and service managers. Three main research strategies were employed including questionnaires, interviews and discussion groups. This project highlights the importance of listening to the various stakeholders and of allowing the voices of people at the sharp end of inclusive practice to be instrumental in the development of such services. Issues related to shared understandings of terminology and concepts, different perceptions of the drives for greater inclusive services, and the problematic nature of translating inclusive theory into practice in early years services for disabled children developed as important elements of this project. Although stakeholders enjoy some agreement regarding the philosophical notions of inclusion, there was some diversity in the perceptions of why inclusive services are being developed at all and also about how concepts of inclusion are translated into practice. Themes emerged about the organisation of an inclusive early years service relating to the 'adult factor' and the efficacy of a charter for inclusion. LF160The partnership concluded that a pilot project following principles highlighted in this project was the next natural stage of developing a charter for inclusion: a charter of promises, rights and standards that is not rhetoric but realistic and, most importantly, is actually driven by the users and front-line service providers in the partnership. IntroductionA northern Early Years Development and Childcare Partnership ( EYDCP) engaged in consultation to develop a charter for inclusion. This paper discusses the process and findings of part of that process. It focuses on the findings of questionnaires, interviews and discussion groups held to learn more from the parents, service providers and managers who would ultimately be affected by the charter. This project is a good example of the potential synergy between research and practice development, showing how research can inform practice. Through the process of consultation, two major issues emerged from these groups of people. The first relates to the range of understandings about what inclusion is and means to them, and the second relates to their perceptions about the value of a charter for inclusion. The partnership decided that a charter for inclusion would not be right at this point in time. Instead a set of agreed fundamental principles for inclusion were developed to steer the process of a pilot reflective inclusive practice project across the partnership. This would lead to the evolution of a charter that reflected effective practice: a charter that would not only serve as a flag to celebrate vision and good practice but would act as a major force for the future direction of inclusive practice.

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“…EI services are designed to provide support to the family, promote children's optimal development, and facilitate access to multiple disciplines (Guralnick, ; Soriano, ; Wolfendale, ). On average, families of a child with a disability have contact with at least 10 different professionals and, over a 1‐year period, attend at least 20 appointments (Care Co‐ordination Network U.K, ).…”

Section: Introductionmentioning

confidence: 99%

Team‐Based Approaches in Early Intervention Services for Children With Disabilities: Irish Parents' Experiences

Fitzgerald

Ryan

Fitzgerald

2015

Policy Practice Intel Disabi

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The authors report on a study addressing gaps in the literature regarding parents' experiences of team-based approaches for their children with disabilities in practice in early intervention services. Specifically, this study examined the facilitators and barriers of the multidisciplinary and transdisciplinary models through a qualitative, grounded theory approach employed in which semistructured interviews and focus group discussions were conducted with 19 parents (15 mothers and four fathers from 18 families) of children with disabilities from two early intervention services in Ireland. The results revealed that both models contained clientcentered values for parents, such as enabling a child/family-centered model and facilitating parent empowerment. Also, parents reported a range of obstacles, which included misuse of time, inefficient delivery of services, lack of support, and their sense of confusion shifting from one model to another. The delivery of a key working system was also seen as worthwhile by parents. The authors concluded that parents placed the highest value on team guidance and teams' ability to promote optimal development for children. The authors note that their findings suggest that considerable gaps remain between policy and service provision in early intervention services in the Republic of Ireland regarding implementation of best practice team models for children with disabilities and their families.

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Special needs in the early years: prospects for policy and practice

Cited by 11 publications

References 2 publications

An Evaluation of the Parents Plus Early Years Programme: A Video-based Early Intervention for Parents of Pre-school Children with Behavioural and Developmental Difficulties

An Evaluation of the Parents Plus Early Years Programme: A Video-based Early Intervention for Parents of Pre-school Children with Behavioural and Developmental Difficulties

The synergy between research and practice: listening to the perspectives of key stakeholders about the development of an inclusive early years service

Team‐Based Approaches in Early Intervention Services for Children With Disabilities: Irish Parents' Experiences

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