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From the beginning: What educators and parents of children with special needs do to resolve differences.

机译:从一开始:有特殊需要的儿童的教育者和父母应该采取什么措施来解决分歧。

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摘要

How educators and parents of children with special needs resolve differences at the early stages of a dispute is vital to our understanding of how to avoid an escalation of conflict and irreparable damage to this important relationship. This study examines why some disputes between educators and parents resolved and others are not. Following the cases of nine children whose parents had a difference with the child's educators, I focused specifically on what parents and educators do to try to resolve their differences. I interviewed parents and educators involved in disputes, observed meetings that centered on the differences the parents and educators were having and reviewed related documents. I found that educators who used a therapeutic approach and were highly informative in their work with parents were successful in resolving differences with parents. I also found that when educators apologized and promptly remedied oversights and serious social infractions, parents were appreciative and able to continue a positive relationship with the educators. Educators who failed to adequately address the concerns of parents about their child's development and educational needs and future and who did not discuss alternative instructional approaches invited a pattern of misunderstanding and conflict. The central implication of these findings is that educators need to anticipate and prepare for issues and concerns that are endemic to the practice of early intervention. The capacity of educators to manage differences with parents must extend beyond the traditional approaches to conflict resolution and include an informed approach to the resolution of differences and data driven decisions about educational programs for young children. Further research that examines the competence, role and status of educators and how these factors relate to effective resolution of differences would further our understanding of the complex issues involved in dispute resolution.
机译:对于有特殊需要的孩子的教育者和父母来说,如何在争端的早期阶段解决分歧对于我们如何避免冲突升级和对这一重要关系的不可弥补的损害至关重要。这项研究探讨了为什么教育者与父母之间的一些纠纷得以解决而另一些没有解决的原因。在有9个孩子的父母与孩子的教育者有不同的案例之后,我特别关注了父母和教育者为解决他们的差异所做的工作。我采访了参与纠纷的父母和教育者,观察了以父母和教育者之间的差异为中心的会议,并审查了相关文件。我发现,使用治疗方法并且在与父母合作中提供丰富信息的教育者成功地解决了与父母之间的分歧。我还发现,当教育工作者道歉并及时纠正监督和严重的社会违规行为时,父母会很感激并能够继续与教育工作者保持积极的关系。未能充分解决父母对孩子的成长,教育需求和未来的担忧,并且没有讨论替代性教学方法的教育工作者提出了一种误解和冲突的模式。这些发现的核心含义是,教育者需要预见并为早期干预实践中特有的问题和担忧做好准备。教育者处理与父母之间的分歧的能力必须超越解决冲突的传统方法,并且应包括解决分歧和以数据为依据的关于幼儿教育计划的决定的知情方法。进一步研究审查教育者的能力,作用和地位以及这些因素如何与有效解决分歧有关,将使我们对解决纠纷所涉及的复杂问题有更深入的了解。

著录项

  • 作者

    Newman, Jeannette E.;

  • 作者单位

    University of Pennsylvania.;

  • 授予单位 University of Pennsylvania.;
  • 学科 Education Administration.; Education Early Childhood.; Education Special.; Sociology Individual and Family Studies.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;学前教育、幼儿教育;特殊教育;社会学;
  • 关键词

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