PARENTS’ ROLE IN EARLY INTERVENTION PROGRAM TO DEVELOP PERSONAL - SOCIAL SKILLS FOR CHILDREN WITH INTELLECTUAL DISABILITIES
DOI:
https://doi.org/10.51453/2354-1431/2021/689Keywords:
Early Intervention, Personal– Social Skills, Parens’ Instructions, Children with Intellectual Disabilities.Abstract
This article discusses the role of parents in an early intervention program to develop personal and social skills for children with intellectual disabil-ities in three methods: modeling for teaching personal–social skills;per-sonal - social skill training and creating a practice environment. They are important premises that help experts, teachers to support for parents more effectively. Thus improving early intervention services for those children is of higher quality.
Downloads
References
[1] Hue, T.T.X. (2004), “Diagnostic psychology of children with disabilities”, The National college of Education HCM city, HCM
[2] Alicia Bazzano (2014), “Realizing the Bright Future of Your Child with An Intellectual Disability – A Guide for New Parents”, Tyndale House Publishers, USA
[3] Wendy Machalicek, Russell Lang, Tracy Jane Raulston (2015), “Training Parents of Children with Intellectual Disabilities: Trends, Issues, and Future Directions”, Springer International Publishing, Switzerland, 2:110-118 DOI 10.1007/s40474-015-0048-4
[3] Thu, T.T.L. (2010), “Outline of early intervention for children with intellectual disabilities”, Viet Nam National University Press, Ha Noi
[4] Thu, T.T.L. (2018), “Small Steps”, Viet Nam National University Press, Ha Noi
[5] H. Bee. (1992), “The Developing Child”, HarperCollins College Publishers, New York
[6] Michael J. Guralnick (2005), “Early Intervention for Children with Intellectual Disabilities: Current Knowledge and Future Prospects”, Journal of Applied Research in Intellectual Disabilities, USA
[7] Baker, Bruce L. and Brightman, Alan J. (2011), “Steps to Independence: Teaching Everyday Skills to Children with Special Needs”, 4th Ed. Paul Brookes Publishing, USA
[8] Susan H. Landy (2014), “The Role of Parents in Early Childhood Learning”, Canadian Council on Learning, Canada.
[9] Serra Acar, Yusuf Akamoglu, “Practices for Parent Participation in Early Intervention/ Early Childhood Special Education”, International Journal of Early Childhood Special Education (INT-JECSE), 6(1), 80-101.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in SJTTU are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and SJTTU, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to SJTTU to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
Although the conditions of the CC BY-SA license don't apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to SJTTU, authors recognize the rights of readers, and must grant any third party the right to use their article to the extent provided by the license.
