Participation in Early Childhood Educational Environments for Young Children with and Without Developmental Disabilities and Delays: A Mixed Methods Study
Participation in Early Childhood Educational Environments for Young Children with and Without Developmental Disabilities and Delays: A Mixed Methods Study
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DOI：
10.3109/01942638.2015.1130007
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发表时间：
2017-01-01
影响因子：
2.1
通讯作者：
Khetani, Mary A.
中科院分区：
文献类型：
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作者：
Benjamin, Tanya E.;Lucas-Thompson, Rachel G.;Khetani, Mary A.
目的：这项混合方法研究检查：1）有和没有发育障碍和延迟的幼儿如何参与日托或学前活动; 2）影响日托或学前参与的环境因素的相似性和差异;以及3）希望改变孩子参与的父母所使用的策略。研究方法：数据来自129名居住在北美的有和没有发育障碍和发育迟缓（平均年龄= 49.3个月）的幼儿的父母。根据残疾状况评估了参与和环境支持参与的汇总和项目级组差异。父母的策略的叙述数据进行内容编码，转化为数字计数，并总结，以确定通常采用的策略，父母，以促进他们的孩子的参与。结果如下：中度至大型残疾相关的群体参与和环境支持参与的差异被发现，即使在控制混杂效应的儿童年龄，儿童性别和家庭收入。父母通常描述的战略侧重于儿童保育任务和儿童同龄人群体，而不管他们想要的改变类型。结论：研究结果表明，残疾和非残疾幼儿之间在入学方面的差异以及延迟可以在幼儿期发现并采取干预措施。
Aims: This mixed methods study examined: 1) how young children with and without developmental disabilities and delays participate in daycare or preschool activities; 2) similarities and differences in environmental factors impacting daycare or preschool participation; and 3) strategies used by parents who desired a change in their child's participation. Methods: Data were drawn from 129 parents of young children with and without developmental disabilities and delays (mean age = 49.3 months) residing in North America. Summary and item-level group differences based on disability status were assessed for participation and environmental supports to participation. Narrative data on parental strategies were content coded, transformed into numerical counts, and summarized to identify strategies commonly employed by parents to promote their child's participation. Results: Moderate to large disability related group differences in participation and environmental support to participation were found even after controlling for confounding effects of child age, child gender, and family income. Parents commonly described strategies focused on child care tasks and child peer groups, irrespective of the type(s) of change they desired. Conclusions: Study findings suggest that discrepancies in school participation between young children with and without disabilities and delays can be detected and intervened on during the early childhood period.