The Development of Young Children with Disabilities and
                    Their Families: Implications for Policies and Programs

Hauser‐Cram, Penny; Howell, Angela

doi:10.4135/9781452233512.n15

Cited by 2 publications

(2 citation statements)

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“…First and foremost, our study confirmed the strongly held belief in the literature that methods of involving parents of children with or without SEN in their children's education differ significantly in terms of some important aspects (Hauser-Cram and Howell, 2003). Parents of children with developmental disorders tend to focus more on supporting their children in continuous learning and in solving tasks assigned by school.…”

Section: Discussionsupporting

confidence: 77%

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Szumski¹,

Karwowski²

2017

Edukacja

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This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN), as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher' beliefs about the most effective ways to improve the achievement of lower secondary school students.

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Section: Discussionsupporting

confidence: 77%

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Szumski¹,

Karwowski²

2017

Edukacja

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“…These factors include the birth of multiples, preterm and related health status, full term and related health status, birthing conditions and type of delivery, maternal physical and mental health, trauma exposure (pre and postnatal), exposure to substances (e.g., alcohol, opioids), exposure to violence, prenatal care, nutrition, breastfed versus formula‐fed and other factors that influence trajectories. Additionally, research on infants needs to represent all infants, including those who have or are at risk of delays or disabilities, requiring we adapt measures to accommodate exceptional development (Hauser‐Cram & Howell, 2005).…”

Section: We Must Account For Developmental Variabilitymentioning

confidence: 99%

Broadening perspectives: The case for ecologically valid infant research

Volk

Abo‐Zena

2022

Infant and Child Development

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In response to Byers‐Heinlein, Bergmann, and Savalei's call for improved focus on reliability in infant research, this commentary focuses on re‐conceptualizing infant development (and subsequent researching of it) in such a way as to highlight the cultural nature of human development and how that must be taken into account in our research approaches. While we agree with the need to work towards more explicit standards in infant research (e.g., reliable measures, standard reporting of effect size and description of the sample), we are concerned that the fixation on measurement of quantitative data eclipses an expanded, culturally and contextually sensitive and inclusive conceptualization of reliable and ecologically valid research, particularly in infancy.

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The Development of Young Children with Disabilities and Their Families: Implications for Policies and Programs

Cited by 2 publications

References 0 publications

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Broadening perspectives: The case for ecologically valid infant research

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