Parental Perceptions of Enabling Strategies of Services Supporting Children with Learning Disabilities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Parental Perceptions of Enabling Strategies of Services Supporting Children with Learning Disabilities PDF full book. Access full book title Parental Perceptions of Enabling Strategies of Services Supporting Children with Learning Disabilities by Neil Summers. Download full books in PDF and EPUB format.
Author: Neil Summers
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Neil Summers
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309388570
Category : Social Science
Languages : en
Pages : 525
Get Book Here
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Eric Broussine
Publisher: SAGE
ISBN: 1446254321
Category : Medical
Languages : en
Pages : 234
Get Book Here
Book Description
This reflective and evidence-based book will equip students as well as professionals who work with people with learning disabilities in primary, secondary and specialist healthcare settings, with the knowledge and skills they need to work effectively with people with learning disabilities. Chapters - written by leading academics and practitioners in the learning disabilities field - examine and discuss core issues, while a case-study approach ensures a solid grounding in practical skills. This practical element is further reinforced by the inclusion of service-user and practitioner ′voices′, whose lived experiences make the book even more engaging, as well as a range of reflective exercises and regular opportunities for readers to self-audit their learning. Reflecting the multi-professional nature of services for people with learning disabilities, this book will help practitioners and students make a real difference to the lives of people with learning disabilities who access health and social care environments.
Author: Susan Orloff
Publisher: Mosby
ISBN:
Category : Education
Languages : en
Pages : 172
Get Book Here
Book Description
Learning Re-enabled is designed to help therapists, teachers, and parents understand the learning disabled child. The author, through extensive professional experience and a special devotion to learning disabled children, developed this book to be a resource for professionals and parents as they sort out the best possible learning plan for the child who learns differently. This book takes the approach that no two children are the same and that one needs to decipher both the child's overt and covert behaviors to make informed choices about appropriate learning strategies. Explanations of learning disabilities are in "plain English" that is easy to understand for the parent, therapist, and teacher. The Individual Educational Plan meeting guidelines help parents and teachers take information from book and apply it directly to the child. Dispels the myth that every child needs the same therapy and explains how to find the correct approach specific to each child. The glossary of terms is functionally based and can be taught by professionals, or used by parents. Before and after samples of handwriting from learning disabled children present a clear look at the obstacles and successes of learning disabled children Explains the laws that impact getting public and private services and helps parents and teachers understand the subtleties of the laws that impact their children/students. Shows occupational therapy in action so parents and their children can "see" what they will be doing. Helps parents and professionals interpret behaviors of children with learning disabilities and gives them unique insight into what the child may be feeling. Through graphs and text, parents and professionals can "see" the process of learning, helping them to understand the neurology behind a learning disability. Provides a graph of how occupational therapy helps learning and interfaces with the academic setting. An extensive resource list gives parents and professionals quick access to reputable resources. The text has been reformatted to make the information more reader friendly. The glossary has been redesigned and expanded so each term is accompanied by an example. A homework survival kit has been included for parents to use with their children at home. Updated with current information on the IDEA, which was recertified in 2003.
Author: Tara Delach
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 213
Get Book Here
Book Description
The challenges associated with parenting are often compounded for parents of children with developmental disabilities. Children with developmental disabilities are at increased risk for exhibiting mental health concerns and challenging behavior compared to their typically developing peers. Parents who are raising a child with a disability tend to experience increased demands, higher levels of stress, and greater challenges associated with the physical, emotional, and behavioral needs of their children than do parents of typically developing children. Parent training interventions grounded in social learning theory and behavioral principles have proven to be effective in improving both child and parent outcomes in these families. One evidence-based parent training intervention that targets parents of children with disabilities is the Group Stepping Stones Triple P (GSSTP) intervention. Research supports the effectiveness of GSSTP for decreasing children's challenging behavior, decreasing parent stress, improving parental self-efficacy and competence, and increasing positive interactions between parents and their children, among other positive outcomes. Despite the extensive research on the efficacy of the GSSTP, few studies have examined the qualitative accounts of parents who have participated in this group intervention. The purpose of this study was to explore the perceptions that parents of children with disabilities or developmental delays have about the acceptability, effectiveness, and overall experience of engaging in Group Stepping Stones Triple P. Using a case study approach, this study attempted to gain an in-depth account of the experiences of parents of children with a disability who participated in the GSSTP intervention. Findings from the present study suggest that the parents who engaged in GSSTP were experiencing numerous challenges related to parenting one or more children who have a disability. The majority of parents described positive parent-child relationships with some improvements noted post-intervention. Parents who enrolled in GSSTP expressed a desire to learn new strategies for helping their children develop new skills and they also were seeking help with preventing and manage their children's challenging behavior. Overall, parents found the GSSTP intervention to be acceptable and they reported that the most beneficial aspect was learning new parenting strategies, such as new ways of communicating with their child, planning ahead to prevent and manage challenging behavior, and using rewards to encourage desirable behavior. Other benefits parents noted were the support they received from other parents as well as GSSTP facilitators and improvements in their co-parenting relationships. Parents provided recommendations for changes to the content and delivery of the intervention, as well as suggestions for grouping participants according to specific characteristics, such as marital status and cultural background. Based on the findings of the present study, future research should examine parent perceptions and outcomes following a shortened GSSTP intervention, such as a 4- or 5-week class. Future research also should examine the impact of various formats of the intervention, such as briefer sessions or multiple sessions per week. It also would be of interest to compare outcomes of participants who receive GSSTP alone and those who receive GSSTP enhanced with some level of Partner Support. Lastly, future studies would benefit from examining the outcomes and qualitative perceptions of parents from various cultural groups who have completed GSSTP as well as parent perceptions at 6 months or 1 year following the intervention.
Author: Louise Porter
Publisher: John Wiley & Sons
ISBN: 1861561741
Category : Education
Languages : en
Pages : 228
Get Book Here
Book Description
The work of professionals with children with disabilities affects the children's family, while events at home affect what professionals can achieve with the children. This text describes how professionals can form collaborative relationships with the parents of the children in their care, to optimise the children's development and to enable both family members and professionals to work in the children's interests. It describes experiences of families who have a child with a disability and takes a new look at old assumptions that disability necessarily has a negative effect on families or that families themselves are in need of therapy simply by virtue of having a child with additional needs. This text offers practical insights and guidelines for action by teachers, occupational therapists, physiotherapists, speech pathologists and psychologists. It is a practical text that enables practitioners to offer a high-quality service to children while supporting the family in its role of nurturing their child with special needs.
Author: Brenda Smith Myles
Publisher:
ISBN:
Category :
Languages : en
Pages : 66
Get Book Here
Book Description
Author: Lesley A Hughes
Publisher: SAGE
ISBN: 184860467X
Category : Education
Languages : en
Pages : 112
Get Book Here
Book Description
′This book provides a succinct overview of issues relevant to understanding and supporting pupils with ADHD. It is well written and includes authentic case studies... The real strength of the book is in its careful consideration of how collaborative working can enable youngsters with an ADHD diagnosis to get the best out of their education. Ideas outlined are practical but are also based on careful thinking about effective models and approaches to intervention... an excellent starting point for anyone embarking on research related to educational provision for pupils with ADHD′ - SENCO Update ′In many ways this publication reads like a toolkit, and as such offers a range of practices that may be considered in order to improve outcomes for all. A readable and supportive book′ - SNIP Children with Attention Deficit Hyperactivity Disorder (ADHD) can be hard to include in a mainstream classroom, and managing their behaviour is often a challenge. Drawing directly from real classroom experience, this book shows how to use effective management strategies to improve behaviour in the classroom and at home. This interdisciplinary approach will provide teachers with: " strategies to deal with disruptive behaviours " ways to channel children′s positive characteristics " advice on how teachers can support and guide parents " behaviour management techniques to promote positive behaviour " advice on collaborative working, and how teachers can build partnerships with other professionals.
Author: Dhir, Harpreet Kaur
Publisher: IGI Global
ISBN: 1799869695
Category : Education
Languages : en
Pages : 468
Get Book Here
Book Description
The need to develop 21st-century competencies has received global recognition, but instructional methods have not been reformed to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies. Complexities of planning curriculum and delivering instruction to develop the foundational competencies requires professional training. However, despite training, instructional practice can be impacted by barriers caused by personal views of teachers, economic constraints, access to resources, social challenges, pandemic, overwhelming pace of global shifts, and other influences. With digitalization entering the field of education, it is unclear if technology has helped in removing or eliminating the barriers or has, itself, become another obstruction in integrating the competencies. Gaining an educator's perspective is essential to understanding the barriers as well as solutions to mitigate the impediments through innovative instructional methods being practiced across the globe via digital or non-digital platforms. The need for original contributions from educators exists in this area of barriers to 21st-century education and the role of digitalization. The Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization discusses teaching the 21st-century competencies, namely critical thinking, creativity, collaboration, and communication. This book presents both the problems or gaps causing barriers and brings forth practical solutions, digital and non-digital, to meet the educational shifts. The chapters will determine the specific barriers that exist, whether political, social, economic, or technological, to integrating competencies and the methods or strategies that can eliminate these barriers through compatible instructional approaches. Additionally, the chapters provide knowledge on the impacts of digitalization in general on teaching and learning and how digital innovations are either beneficial to removing impediments for students or rather causing obstructions in integrating the four competencies. This book is ideally intended for educators and administrators working directly with students, educational researchers, educational software developers, policymakers, teachers, practitioners, and students interested in how 21st-century competencies can be taught while facing the impacts of digitalization on education.
Author: Deborah Chinn
Publisher:
ISBN: 9781908993045
Category : Parenting
Languages : en
Pages : 75
Get Book Here
Book Description
