Early intervention has become a global and cultural issue because of the different indigenous early intervention programmes, government policies or legislation, parents and the involvement of professionals. Therefore, this study aimed to examine the parameters needed for effective implementation of early intervention for children with disabilities. For the aim of the study to be achieved, the research investigates the influence or effect of the child-family centred approach of early intervention, professional team involvement, legislation or policy for early intervention, programmes and services as parameters for the effective practice of early intervention. Four research questions were posed, and four hypotheses formulated for the study. Sample survey design was adopted for the study. Purposive sampling technique was employed to select 204 participants (40.7 percent male and 59.3 percent female). The Likert scale questionnaire with 23 items and an interview guide were used as the instrument for data collection. To test the hypotheses, and to ascertain whether to accept or reject them, the data collated from the Likert scale were analysed using One Sample T-test in the Statistical Package for Social Science (SPSS). All the hypotheses were tested at 0.05 percent level of significance with p <.001 and 203 degrees of freedom. The results reveal that the child-family centred approach of early intervention influences intervention for children with disabilities. Professional team involvement as well as legislation/policy influence the intervention for children with disabilities. Programmes and services of early intervention greatly impact intervention of children with disabilities. The study concluded that the child-family centred approach, professional team involvement, legislation or law, programmes and services of early intervention are the necessary factors that need to be in place if intervention must be meaningful for development, growth, and learning of children with disabilities. As such, government and professionals should increase public awareness of the benefits of early intervention for all children with disabilities or who are at risks for developmental disabilities. Professionals should collaborate with parents to the latter of their children's intervention no matter their views and opinions. Public policy for funding should be enacted, for adequate accessibility of early intervention programmes for parents and families with low income.
Anotace v angličtině
Early intervention has become a global and cultural issue because of the different indigenous early intervention programmes, government policies or legislation, parents and the involvement of professionals. Therefore, this study aimed to examine the parameters needed for effective implementation of early intervention for children with disabilities. For the aim of the study to be achieved, the research investigates the influence or effect of the child-family centred approach of early intervention, professional team involvement, legislation or policy for early intervention, programmes and services as parameters for the effective practice of early intervention. Four research questions were posed, and four hypotheses formulated for the study. Sample survey design was adopted for the study. Purposive sampling technique was employed to select 204 participants (40.7 percent male and 59.3 percent female). The Likert scale questionnaire with 23 items and an interview guide were used as the instrument for data collection. To test the hypotheses, and to ascertain whether to accept or reject them, the data collated from the Likert scale were analysed using One Sample T-test in the Statistical Package for Social Science (SPSS). All the hypotheses were tested at 0.05 percent level of significance with p <.001 and 203 degrees of freedom. The results reveal that the child-family centred approach of early intervention influences intervention for children with disabilities. Professional team involvement as well as legislation/policy influence the intervention for children with disabilities. Programmes and services of early intervention greatly impact intervention of children with disabilities. The study concluded that the child-family centred approach, professional team involvement, legislation or law, programmes and services of early intervention are the necessary factors that need to be in place if intervention must be meaningful for development, growth, and learning of children with disabilities. As such, government and professionals should increase public awareness of the benefits of early intervention for all children with disabilities or who are at risks for developmental disabilities. Professionals should collaborate with parents to the latter of their children's intervention no matter their views and opinions. Public policy for funding should be enacted, for adequate accessibility of early intervention programmes for parents and families with low income.
Klíčová slova
Early intervention, children with disability, child-family approach, legislation/policy, professionals, programmes and services.
Klíčová slova v angličtině
Early intervention, children with disability, child-family approach, legislation/policy, professionals, programmes and services.
Rozsah průvodní práce
xi p., 109 p.
Jazyk
AN
Anotace
Early intervention has become a global and cultural issue because of the different indigenous early intervention programmes, government policies or legislation, parents and the involvement of professionals. Therefore, this study aimed to examine the parameters needed for effective implementation of early intervention for children with disabilities. For the aim of the study to be achieved, the research investigates the influence or effect of the child-family centred approach of early intervention, professional team involvement, legislation or policy for early intervention, programmes and services as parameters for the effective practice of early intervention. Four research questions were posed, and four hypotheses formulated for the study. Sample survey design was adopted for the study. Purposive sampling technique was employed to select 204 participants (40.7 percent male and 59.3 percent female). The Likert scale questionnaire with 23 items and an interview guide were used as the instrument for data collection. To test the hypotheses, and to ascertain whether to accept or reject them, the data collated from the Likert scale were analysed using One Sample T-test in the Statistical Package for Social Science (SPSS). All the hypotheses were tested at 0.05 percent level of significance with p <.001 and 203 degrees of freedom. The results reveal that the child-family centred approach of early intervention influences intervention for children with disabilities. Professional team involvement as well as legislation/policy influence the intervention for children with disabilities. Programmes and services of early intervention greatly impact intervention of children with disabilities. The study concluded that the child-family centred approach, professional team involvement, legislation or law, programmes and services of early intervention are the necessary factors that need to be in place if intervention must be meaningful for development, growth, and learning of children with disabilities. As such, government and professionals should increase public awareness of the benefits of early intervention for all children with disabilities or who are at risks for developmental disabilities. Professionals should collaborate with parents to the latter of their children's intervention no matter their views and opinions. Public policy for funding should be enacted, for adequate accessibility of early intervention programmes for parents and families with low income.
Anotace v angličtině
Early intervention has become a global and cultural issue because of the different indigenous early intervention programmes, government policies or legislation, parents and the involvement of professionals. Therefore, this study aimed to examine the parameters needed for effective implementation of early intervention for children with disabilities. For the aim of the study to be achieved, the research investigates the influence or effect of the child-family centred approach of early intervention, professional team involvement, legislation or policy for early intervention, programmes and services as parameters for the effective practice of early intervention. Four research questions were posed, and four hypotheses formulated for the study. Sample survey design was adopted for the study. Purposive sampling technique was employed to select 204 participants (40.7 percent male and 59.3 percent female). The Likert scale questionnaire with 23 items and an interview guide were used as the instrument for data collection. To test the hypotheses, and to ascertain whether to accept or reject them, the data collated from the Likert scale were analysed using One Sample T-test in the Statistical Package for Social Science (SPSS). All the hypotheses were tested at 0.05 percent level of significance with p <.001 and 203 degrees of freedom. The results reveal that the child-family centred approach of early intervention influences intervention for children with disabilities. Professional team involvement as well as legislation/policy influence the intervention for children with disabilities. Programmes and services of early intervention greatly impact intervention of children with disabilities. The study concluded that the child-family centred approach, professional team involvement, legislation or law, programmes and services of early intervention are the necessary factors that need to be in place if intervention must be meaningful for development, growth, and learning of children with disabilities. As such, government and professionals should increase public awareness of the benefits of early intervention for all children with disabilities or who are at risks for developmental disabilities. Professionals should collaborate with parents to the latter of their children's intervention no matter their views and opinions. Public policy for funding should be enacted, for adequate accessibility of early intervention programmes for parents and families with low income.
Klíčová slova
Early intervention, children with disability, child-family approach, legislation/policy, professionals, programmes and services.
Klíčová slova v angličtině
Early intervention, children with disability, child-family approach, legislation/policy, professionals, programmes and services.
Zásady pro vypracování
1. Východiska a cíle práce
2. Základní pojmy
3. Osvojování sociálních dovedností
4. Identifikace sociálních dovedností v pedagogickém výzkumu
5. Cíle výzkumného šetření
6. Charakteristika výzkumného šetření
7. Výzkumný soubor
8. Zdroje dat a metody sběru dat
9. Výsledky a závěry výzkumného šetření
Zásady pro vypracování
1. Východiska a cíle práce
2. Základní pojmy
3. Osvojování sociálních dovedností
4. Identifikace sociálních dovedností v pedagogickém výzkumu
5. Cíle výzkumného šetření
6. Charakteristika výzkumného šetření
7. Výzkumný soubor
8. Zdroje dat a metody sběru dat
9. Výsledky a závěry výzkumného šetření
Seznam doporučené literatury
Chen, D. (2014). Early intervention: Purpose and principles. In Chen, D. (Eds). Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities. 2nd ed. American Foundation for the Blind Press. P. 3-33. ISBN 978-0-89128-488-8.
Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of Developmental Disabilities. (pp. 161180). New York: The Guilford Press.
Igoni, J. S., & Potměšil, M. (2014). Selected issues of early intervention in Nigeria (1st ed.). Olomouc: Palacky University.
Li, X., & Potměšil, M. (2016). Early intervention for children with developmental disabilities - a family centered approach. Olomouc: Palacky University.
Walls, M. & O'Connor, M. (2005). Building blocks to best practice-introducing an "integrated holistic model" of early intervention with children and families. In Schonfeld, H., O'Brien. S. & Walsh, T. (Eds). Questions of quality: Defining, assessing and supporting quality in early childhood care and education. Paper presented at Dublic Castle, 23-25 September (pp. 393-409). CECDE, The Gate lodge, Drumcondra, Dublin 9. http://www.cecde.ie/english/pdf/Questions%20Quality/Questions%20of%20Quality.pdf
Seznam doporučené literatury
Chen, D. (2014). Early intervention: Purpose and principles. In Chen, D. (Eds). Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities. 2nd ed. American Foundation for the Blind Press. P. 3-33. ISBN 978-0-89128-488-8.
Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of Developmental Disabilities. (pp. 161180). New York: The Guilford Press.
Igoni, J. S., & Potměšil, M. (2014). Selected issues of early intervention in Nigeria (1st ed.). Olomouc: Palacky University.
Li, X., & Potměšil, M. (2016). Early intervention for children with developmental disabilities - a family centered approach. Olomouc: Palacky University.
Walls, M. & O'Connor, M. (2005). Building blocks to best practice-introducing an "integrated holistic model" of early intervention with children and families. In Schonfeld, H., O'Brien. S. & Walsh, T. (Eds). Questions of quality: Defining, assessing and supporting quality in early childhood care and education. Paper presented at Dublic Castle, 23-25 September (pp. 393-409). CECDE, The Gate lodge, Drumcondra, Dublin 9. http://www.cecde.ie/english/pdf/Questions%20Quality/Questions%20of%20Quality.pdf