Ecological Model in Empowering Families of Children with Special Needs

Abstract

Barrier to early intervention remains that lack of clarity over learning children with disabilities means that parents often fall between the gaps in services. In this obvious issue, conducted through descriptive qualitative research method, the current study draws attention to design a model based on an ecological approach as an early intervention guide for families of children with disabilities. The data were collected from three families who possess mentally retarded children, deaf children, and children with autism through interviewing, observation, and document analysis. The results showed that the different parenting patterns among parents tend to lead to authoritarian and over protective behaviour. Parents generally meet great difficulty intervening their children with disabilities. The formulated model encompasses an early intervention scheme that refers to the concept of Family Quality of Life (FQOL). The five associated stages are as follows: (1) setting goals, objectives, and results, (2) setting materials, (3) implementation of strategies (4) practice or simulation (4) evaluation, (5) follow-up. Through early intervention training based on the principles of andragogy and the principles of intervention, it gives the family the opportunity to be the main environment for children to frequently engage their appropriate roles. Early intervention training program is a noteworthy part of attempts to empower families of children with special needs. Openness early on, support and family commitment to their respective roles and responsibilities in implementing an ecological model have delivered valuably positive effects, and it is therefore argued that an ecological model can be utilized as a guide for teachers and therapists in applying appropriate interventions.