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|Other Titles:||Difficulties of Implementing Family-Centered Early Intervention According to Narratives|
National Taiwan Normal University Department of Special Education
Purpose: Most of the literature related to the early intervention field supports the approach of family-centered service delivery. However, in Taiwan, practices remain primarily dominated by the child- or institution-centered approach. Therefore, further in-depth understanding of the process and practices of family-centered service delivery is necessary. This study inquired the following from the perspectives of professionals: First, how is the family-centered service delivery model implemented? Second, what are the difficulties encountered by professionals during the implementation process? Methods: This study was conducted at a community-based early intervention resource center in Northern Taiwan. The participants were four social workers and three home-based teachers working at the center during the period of data collection. Because the implementation of family-centered services involved and was considerably influenced by interpersonal interactions in a natural context, a qualitative research approach was adopted in this study. Data were primarily collected through meeting observations and interviews during August 2012 to January 2013. The constant comparative method was employed to conduct data analysis. Results/Findings: Analysis revealed that the emerging themes correlated and interacted with each other substantially. Hence, the researcher used four narratives to describe the correlations and dynamics of the process. The main findings are presented as follows: 1. Factors such as the multiple and complex needs of families, influences of cultural background on family structures, perspectives instituted through professional training, and lack of interagency collaboration interact and affect service decisions and practices. 2. Professionals must consider their relationships with families in the long term and support the families in challenging risks and discovering their tenacity and possibilities. 3. An overload of cases and administrative work as well as inadeq
|Appears in Collections:||特殊教育研究學刊|
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