Prepared by: Lori Hlosek
Roush, J., Harrison, M., and Palsha, S. (1991). Family-Centered Early Intervention.
The American Annals of the Deaf,
Since PL 99-457 mandates a family-centered approach, a study was completed to see how professionals serving preschool children with hearing impairments believed their role was when working with families. The study used a survey method which was mailed to programs in the United States, including residential schools, public-based school programs and other programs. They received back 203 surveys.
Five areas were discussed in the survey. First, most professionals believed that family participation was necessary in their early intervention program. Second, ninety-five percent agreed that families should be partners in the early intervention process and wanted to use an effective interdisciplinary collaboration in order to be successful. Third, the selection of case managers was discussed. Sixty percent believed that a teacher of the hearing impaired was best qualified. Fourth, almost all professionals were interested in continuing their education regarding family centered early interventions through seminars, workshops, or inservices. And finally, there was a section on a survey that allowed for additional comments regarding early intervention. Many comments dealt with issued related to early intervention, such as, parental involvement, educational preparation for Early Intervention Specialists, counseling issues, child development, and exposing parents to cultural aspects of deafness.
This study revealed that Early Interventionist's working with families place a high value on this family-centered approach. Using this approach will empower families' by giving them skills, knowledge, and an understanding to make decisions regarding their child's education and future.
Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major