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Family-centred services for young children with intellectual disabilities and their families: Theory, policy and practice

Family-centred services for young children with intellectual disabilities and their families: Theory, policy and practice


Titill: Family-centred services for young children with intellectual disabilities and their families: Theory, policy and practice
Höfundur: Egilson, Snæfrídur Thóra
Traustadóttir, Rannveig
Ingólfsdóttir, Jóna G.
Útgáfa: 2017-06-22
Tungumál: Enska
Umfang: 174462951771464
Háskóli/Stofnun: Háskóli Íslands
University of Iceland
Svið: Félagsvísindasvið (HÍ)
School of Social Sciences (UI)
Menntavísindasvið (HÍ)
School of Education (UI)
Deild: Félags- og mannvísindadeild (HÍ)
Faculty of Social and Human Sciences (UI)
Deild menntunar og margbreytileika (HÍ)
Faculty of Education and Diversity (UI)
Birtist í: Journal of Intellectual Disabilities;
ISSN: 1744-6295
1744-6309 (eISSN)
DOI: 10.1177/1744629517714644
Efnisorð: Children; Families; Intellectual disabilities; Preschools; Börn; Þroskahamlaðir; Félagsþjónusta; Leikskólar
URI: https://hdl.handle.net/20.500.11815/884

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Tilvitnun:

Ingólfsdóttir, J.G., Egilsson, S.T. & Traustadóttir, R. (2017). Family-centred services for young children with intellectual disabilities and their families: Theory, policy and practice. Journal of Intellectual Disabilities. https://doi.org/10.1177/1744629517714644

Útdráttur:

This paper outlines the reported discrepancies between the aims of the welfare services in Iceland and the experiences of parents raising young children with intellectual disabilities. Prevailing views on disability and service delivery were also considered. A multi case study design was employed to reflect the situation in different parts of the country. Families of eight children with intellectual disabilities and professionals in three different municipalities formed the cases. The findings reveal a high convergence between the three cases with variations based on individual experiences rather than geographical location. Overall, parents praised the preschools but experienced support services often as fragmented and uncompromising. Particular components of the services were consistently regarded as hard to reach and not in accordance with the needs of the family. Culturalhistorical activity theory is introduced as a beneficial framework for further study and system improvement.

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