Facilitating Family Involvement in Early Intervention to Preschool Transition

Autor/in	Pang, Yanhui
Titel	Facilitating Family Involvement in Early Intervention to Preschool Transition
Quelle	In: School Community Journal, 20 (2010) 2, S.183-198 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Early Intervention; Family Involvement; Systems Approach; Disabilities; Transitional Programs; Literature Reviews; Social Theories; Student Diversity; Family Needs; Family Characteristics; Family Relationship; Environmental Influences; Immigrants; Chinese Americans; Occupational Therapy; Speech Language Pathology; English (Second Language); Student Adjustment; Case Studies; Autism; Preschool Children; Cultural Influences; Federal Legislation; Kindergarten; Young Children + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Handicap; Behinderung; Gesellschaftstheorie; Environmental influence; Umwelteinfluss; Immigrant; Immigrantin; Immigranten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Beschäftigungstherapie; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Case study; Fallstudie; Case Study; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cultural influence; Kultureinfluss; Bundesrecht; Frühe Kindheit
Abstract	Active family involvement and important family roles in the early intervention to preschool transition have been mandated by laws, recognized by the position statements of professional organizations, and validated through evidence-based research. In order to involve families in this process, reduce stresses, and conquer the challenges families may encounter, professionals who serve families in this process should seek to fully understand families' needs and priorities and to establish collaboration with them to design appropriate transition goals and effective strategies. The application of a conceptual framework of family systems theory and family-centered practices can fulfill this task. The purpose of the study is two-fold: to review literature on family involvement in the transition from early intervention programs to programs for three-year-olds from a perspective of the conceptual framework of family systems theory, thus providing a good view of the needs, priorities, strengths, and weaknesses of families from diverse backgrounds; and to describe family-centered practices for developing quality transition services that meet families' diverse needs, thus smoothing the transition process. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10