| Título: | The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities. |
| Autores: |
David L. Cameron; University of Agder Anne D. Tveit; University of Agder |
| Fecha: | 2011-05-25 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | Preschool, Collaboration, Individual plan, Disability. |
| Descripción: | This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate. |
| Idioma: | Inglés |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |