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Titolo:
Strengths-based child portfolios: A professional development activity to alter perspectives of children with special needs
Autore:
Campbell, PH; Milbourne, SA; Silverman, C;
Indirizzi:
Thomas Jefferson Univ, Child Studies Res Program, Philadelphia, PA 19107 USA Thomas Jefferson Univ Philadelphia PA USA 19107 hiladelphia, PA 19107 USA Thomas Jefferson Univ, Family Studies Res Program, Philadelphia, PA 19107 USA Thomas Jefferson Univ Philadelphia PA USA 19107 hiladelphia, PA 19107 USA
Titolo Testata:
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
fascicolo: 3, volume: 21, anno: 2001,
pagine: 152 - 161
SICI:
0271-1214(200123)21:3<152:SCPAPD>2.0.ZU;2-W
Fonte:
ISI
Lingua:
ENG
Soggetto:
EARLY INTERVENTION; YOUNG-CHILDREN; INCLUSION; TEACHERS; ATTITUDES; PROVIDERS; PROGRAMS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
18
Recensione:
Indirizzi per estratti:
Indirizzo: Campbell, PH Thomas Jefferson Univ, Child Studies Res Program, Suite 220,Edison 130 S 9th St, Philadelphia, PA 19107 USA Thomas Jefferson Univ Suite 220,Edison 130 S 9th St Philadelphia PA USA 19107
Citazione:
P.H. Campbell et al., "Strengths-based child portfolios: A professional development activity to alter perspectives of children with special needs", T EAR CHILD, 21(3), 2001, pp. 152-161

Abstract

Attitudes and perspectives have been identified as potential barriers to successful inclusion of young children with disabilities in community-based settings. Professional development activities are frequently suggested as astrategy for influencing caregivers' attitudes and perspectives, but few studies have identified successful ways to positively affect perspectives about children with disabilities. A total of 48 child portfolio projects werecompleted by 65 urban, infant-toddler childcare staff members who participated in a professional development program designed to increase the qualityof infant and toddler childcare, including care for children with special needs, developmental delays, or identified disabilities. Training program participants wrote a one-page story about a child they selected to participate with them in an out-of-class portfolio project. A second story was written following completion of the project. These pre- and postproject stories were rated to determine the extent to which strengths-based statements for each of eight identified themes were included. Results indicated a significantly higher number of strengths-based themes in the stories written after completion of the portfolio project, indicating that participants were morelikely to view children in terms of their strengths following completion of the portfolio projects.

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Documento generato il 15/07/20 alle ore 04:41:55