Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith
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引用次数: 0
摘要
C 部分早期干预(EI)的起始时间不早于出生,即使产前诊断导致自动获得资格。尽管其他早期家访计划也在产前开始,而且产前发现某些诊断的可能性越来越大,但怀孕家庭仍无法获得早期干预。本研究旨在了解家庭对产前幼儿保育的愿望以及幼儿保育如何为他们提供支持。17 位产前诊断为唐氏综合症的非西班牙裔白人母亲通过回顾性定性访谈分享了她们的产前经历。访谈中出现了三个主题:(1)产前是与产前教育连接的时期;(2)不同的家庭,不同的产前愿望;(3)产后产前教育经验,产前产前教育希望。家庭认为从产前开始参加和了解婴儿护理,并通过个性化的结果为婴儿的到来做好准备是有好处的。这些家庭对他们的产后 EI 表示赞赏,并希望在产前获得类似的支持。我们将结合产前和产后幼儿保育来讨论参与者的共同经验。
Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome
Part C early intervention (EI) starts no earlier than birth, even with a prenatal diagnosis resulting in automatic eligibility. Despite other early home visiting programs beginning prenatally and the increasing likelihood of uncovering certain diagnoses prenatally, pregnant families cannot access EI. This study sought to understand families’ perspectives on their desire for prenatal EI and how EI could support them. Seventeen primarily White non-Hispanic mothers with a prenatal diagnosis of Down syndrome shared their prenatal experiences through retrospective, qualitative interviews. Three themes emerged: (1) prenatal period as a time to connect to EI, (2) different families, different prenatal desires, and (3) postnatal EI experiences, prenatal EI hopes. Families saw benefits to starting prenatally to enroll in and understand EI, and prepare for their baby’s arrival through individualized outcomes. Families appreciated their postnatal EI and envisioned similar supports prenatally. Participants’ shared experiences are discussed in relation to pre- and postnatal EI.
期刊介绍:
Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.