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The road map to building new dreams : raising a child with developmental delay or disability

Sukkar, Hanan 2011, The road map to building new dreams : raising a child with developmental delay or disability, Melbourne Graduate School of Education, University of Melbourne.


Title The road map to building new dreams : raising a child with developmental delay or disability
Author Sukkar, Hanan
Institution University of Melbourne
School Melbourne Graduate School of Education
Degree type Research masters
Date submitted 2011
Keyword(s) Early Childhood Intervenion; Family-Centred Practice; Children with Developmental Delay or Disability
Summary Research on early childhood education emphasises the importance of quality in early childhood intervention. This study examines the quality of Early Childhood Intervention Services based on parents’ experiences raising a child with developmental delay or disability. The study builds on the philosophy of Family-Centred Practice and professionals’ experiences with family-centred interventions. A qualitative case study approach was adopted to gain insight about families who are raising a child with additional needs. Nine in-depth parent-interviews and three focus groups with professionals were conducted in the first two terms of 2010. The case explicates the experiences of parents and professionals who were associated with Specialist Children’s Services in a metropolitan region of Victoria. The research concentrated on the first point of entry to early intervention, the referrals process and the waiting list. It also addressed parents' experiences, priorities and expectations. As a small-scale study, it examined parents’ and children’s needs as well as children’s access to therapy in early intervention. It also investigated community support and parent-professional relationships in the context of early childhood intervention services. The study found that family-centred intervention is beneficial to both parents and children with developmental delay or disability. However, to implement an effective family-centred approach, practitioner support in the form of professional development, supervision and peer mentorship is required to develop professionals’ reflexivity and self-efficacy in family-centred interventions. The study also identified strategies to promote effective practice, gaps in universal and specialised services, and implications for policy.
Language eng
Field of Research 130312 Special Education and Disability
Socio Economic Objective 939907 Special Needs Education
Description of original Doctor of Education Thesis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063632

Document type: Thesis
Collection: School of Education
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Created: Tue, 27 May 2014, 12:46:33 EST by Hanan Sukkar

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