The experience of parents as their children with developmental disabilities transition from early intervention to kindergarten
Bibliographic record
Abstract
Abstract: Despite recognition of the importance of parent involvement to enable meaningful inclusion of young children with developmental disabilities in education contexts, few Canadian studies have reported how parents experience this collaboration. Recent research suggests that the transition process is critical to the early school experiences of children with developmental disabilities yet challenging for their parents. The purpose of this paper is to report preliminary data from HELPS Inc, a Canadian multi-method research project describing Health, Education, and Learning Partnerships Promoting Social Inclusion of young children with developmental disabilities. In this paper we present parents' perspectives on inclusion and collaboration with case study findings based on the experiences of three families in one Ontario community. The data demonstrate the unique experiences of and meanings of collaboration held by individual families, and highlight the challenges these differences pose for healthcare providers and educators committed to involving parents in the transition into school and for inclusion of young children with developmental delays and disabilities. Précis/Résumé: Malgré la reconnaissance de l'importance de la prise en compte et de la collaboration avec les parents pour permettre une véritable inclusion des jeunes enfants ayant un retard de développement ou une déficience en contextes éducatifs préscolaires et scolaires , peu d'études canadiennes rapportent comment les parents vivent l'expérience de cette collaboration. Également, même si des recherches récentes suggèrent l'importance du processus de transition préscolaire-scolaire relativement au parcours éducatif inclusif des enfants ayant un retard de développement ou une déficience , ce processus semble se constituer encore en un défi pour les parents. Le but de cet article est de rapporter l'analyse préliminaire des données de HELP Inc., un projet de recherche multicentrique canadien et impliquant une méthodologie mixte permettant de décrire le travail des intervenants en santé, en éducation et leurs partenariats d'apprentissage pour favoriser l'inclusion sociale des jeunes enfants ayant un retard de développement ou une déficience. Dans cet article, nous présentons les perspectives de parents sur l'inclusion et la collaboration en se basant sur les résultats de l'étude de cas relatifs à trois familles dans une communauté de l'Ontario. L' analyse des données documente les expériences uniques de collaboration de chacune des familles et le sens que ces familles individuelles leur attribuent. Les chercheurs mettent en évidence les défis que ces différences expériences et perceptions de collaboration autours du jeune enfant posent pour les prestataires de services en santé et en éducation et qui collaborent avec les parents pour réussir la transition du jeune enfant ayant un retard de développement ou une déficience vers l'école dans une perspective inclusive .
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".