Closing of individual program in early intervention program
The article discusses three main perspectives on early intervention programs for children with disabilities. The first part of the article is focusing on the presentation of implementations of early intervention services as a response to challenges against institutionalization of children with disab...
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Lillehammer, Norway : The Norwegian Educational Therapist Association
2002
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fthoegskolangaev:oai:DiVA.org:hig-34724 2023-05-15T14:17:21+02:00 Closing of individual program in early intervention program Kalinnikova Magnusson, Liya 2002 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34724 eng eng Lillehammer, Norway : The Norwegian Educational Therapist Association The Resilient Child, p. 190-205 orcid:0000-0002-0481-8665 http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34724 info:eu-repo/semantics/openAccess early intervention families of cildren with disabilities deinstitutionalization child with multiple disabilities Educational Sciences Utbildningsvetenskap Conference paper info:eu-repo/semantics/conferenceObject text 2002 fthoegskolangaev 2022-09-10T18:15:10Z The article discusses three main perspectives on early intervention programs for children with disabilities. The first part of the article is focusing on the presentation of implementations of early intervention services as a response to challenges against institutionalization of children with disabilities and their separation from families in Russia, and particularly in Archangelsk city. The second part is introducing statistics of the demographical situation among child disability issues in Archangelsk city and Archangelsk region, arguing for the importance of developing interdisciplinary practices/services to support parents of children with disabilities in their needs of taking care of their child. Development of a family centered model of early intervention services through habilitation theory and practice is discussed. The third part is presenting individual cases, where children and families supported by the early intervention program meet conditions of transition to another program, because of the needs of the child to become a part of the next stage of preschool development. Each of the cases presents variations of the transitional process lifting up complicated issues, when the educational infrastructure is not prepared to meet these children because of the non-existing interdisciplinary competences and legal regulations to meet these children in preschool. Conference Object Archangelsk Gävle University: Publications (DiVA) |
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Gävle University: Publications (DiVA) |
op_collection_id |
fthoegskolangaev |
language |
English |
topic |
early intervention families of cildren with disabilities deinstitutionalization child with multiple disabilities Educational Sciences Utbildningsvetenskap |
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early intervention families of cildren with disabilities deinstitutionalization child with multiple disabilities Educational Sciences Utbildningsvetenskap Kalinnikova Magnusson, Liya Closing of individual program in early intervention program |
topic_facet |
early intervention families of cildren with disabilities deinstitutionalization child with multiple disabilities Educational Sciences Utbildningsvetenskap |
description |
The article discusses three main perspectives on early intervention programs for children with disabilities. The first part of the article is focusing on the presentation of implementations of early intervention services as a response to challenges against institutionalization of children with disabilities and their separation from families in Russia, and particularly in Archangelsk city. The second part is introducing statistics of the demographical situation among child disability issues in Archangelsk city and Archangelsk region, arguing for the importance of developing interdisciplinary practices/services to support parents of children with disabilities in their needs of taking care of their child. Development of a family centered model of early intervention services through habilitation theory and practice is discussed. The third part is presenting individual cases, where children and families supported by the early intervention program meet conditions of transition to another program, because of the needs of the child to become a part of the next stage of preschool development. Each of the cases presents variations of the transitional process lifting up complicated issues, when the educational infrastructure is not prepared to meet these children because of the non-existing interdisciplinary competences and legal regulations to meet these children in preschool. |
format |
Conference Object |
author |
Kalinnikova Magnusson, Liya |
author_facet |
Kalinnikova Magnusson, Liya |
author_sort |
Kalinnikova Magnusson, Liya |
title |
Closing of individual program in early intervention program |
title_short |
Closing of individual program in early intervention program |
title_full |
Closing of individual program in early intervention program |
title_fullStr |
Closing of individual program in early intervention program |
title_full_unstemmed |
Closing of individual program in early intervention program |
title_sort |
closing of individual program in early intervention program |
publisher |
Lillehammer, Norway : The Norwegian Educational Therapist Association |
publishDate |
2002 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34724 |
genre |
Archangelsk |
genre_facet |
Archangelsk |
op_relation |
The Resilient Child, p. 190-205 orcid:0000-0002-0481-8665 http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34724 |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1766289191040188416 |