Family Needs, and Self-Efficacy During a Child's Social Support Transition to School

Dunst, Carl J.; Trivette, Carol M.; Cornwell, Janet R.

doi:10.1207/s15566935eed0101_2

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…A review of the literature indicates that various practices related to the transition of preschool children with disabilities have been addressed, including technical assistance and collaboration (Rous, Hemmeter, & Schuster, 1994), parent and family experiences (Dunst, Trivette, & Cornwell, 1989;Hanson et al, 2000;Lovett & Haring, 2003), program quality (Aytch, Castro, & Selz-Campbell, 2004;Roberts, Innocenti, Judd, Taylor, & Morris, 1998), and assisting parents and children (Fowler, 1982;Fox, Dunlap, & Cushing, 2002;Mack, 1995). Additionally, there is a body of literature related to policy and early transition (Rosenkoetter, Whaley, Hains, & Pierce, 2001).…”

Section: Findings From the Literature Regarding Practices Contributinmentioning

confidence: 99%

Transition to Preschool Special Education: A Review of the Literature

Malone

Gallagher

2009

Early Education & Development

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Section: Findings From the Literature Regarding Practices Contributinmentioning

confidence: 99%

Transition to Preschool Special Education: A Review of the Literature

Malone

Gallagher

2009

Early Education & Development

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“…Comprehensive and collaborative work can be difficult for them. Yet, from a family's viewpoint, a comprehensive, collaborative, and familycentered approach, would be more desirable and effective (Bailey, 1987;Dunst, Trivette, & Cornwell, 1989). This paper explores the practice and orientation of Finnish child neurological (CN) team members.…”

mentioning

confidence: 99%

Itinerant Early Childhood Special Education Services

Dinnebeil

McInerney

Roth

et al. 2001

Journal of Early Intervention

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The purpose of this study was to explore professionals' orientation toward child assessment and planning. Semistructured questionnaire data and interview data were collected from child neurological units in Finland. Legislation in Finland does not specifically provide guidelines for family centeredness and comprehensiveness in early intervention, yet professionals have widely accepted these approaches in their work with children with disabilities and their families. Results of this study indicated that practices were not implemented consistently. Professionals' varying perceptions of the concept of comprehensiveness and family involvement seemed to interfere with the implementation of these guidelines. Kovanen 25at

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“…Transitions affect the family of the preschool child, either by changing the course of their lives when they begin to receive services or by changing the nature and base of operations of services from home to center based or from one agency to another (Dunst, Trivette, & Cornwell, 1989). A family may be forced to loosen their ties with the first person or group that provided them support through the early days of discovery of their child's special needs.…”

Section: Family Needsmentioning

confidence: 99%