ERIC Number: EJ1121507
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
"Standing outside the Fire": Remaining Objective and Family-Based in Early Intervention
Casses, Melissa M.; Paquette, Kelli R.
Education, v137 n2 p123-132 Win 2016
Part C of the Individuals with Disabilities Education Act (IDEA) early intervention services utilizes a family-based model of support for families of infants and toddlers with disabilities. Family-based services stem from the research of parent-child interactions as the primary means for developmental growth. This article will advocate strategies for early interventionists so that they are able to assist families who are experiencing stressors in a way in which they can maintain a connected, family-based approach to providing early intervention services. Included within this article is the presentation of two-family scenarios which highlight neutrality from the early interventionist's perspective. Family-based methods will be reviewed in order to share practical strategies utilized for infants and toddlers by an early interventionist in the system whose goal was to remain objective, yet compassionate, to family's diverse needs.
Descriptors: Early Intervention, Disabilities, Educational Legislation, Equal Education, Federal Legislation, Family Programs, Infants, Toddlers, Stress Variables, Stress Management, Parent Child Relationship, Developmental Delays, Vignettes, Case Method (Teaching Technique), Caseworker Approach
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C
Grant or Contract Numbers: N/A