Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

Parental Outcomes in Early Intervention for Children with Special Educational Needs and Disabilities


Rawhi Abdat, Mohammed F. Safi and Abdelaziz Sartawi

DOI: 10.9756/INT-JECSE/V14I1.221105

Keywords: Early Childhood Intervention, Parents, Special Needs, Disability


Abstract

Parents’ outcomes in early intervention for children with special educational needs and disabilities (SEND) have not received close study in the United Arab Emirates (UAE). In pursuit of this goal, a quantitative method used to collect quantitative data and investigate parents’ outcomes. Therefore, the family outcomes survey (FOS) was utilised to collect data from parents whose children were served in four rehabilitation centres across the UAE. Descriptive statistics, the independent t-test, and one-way ANOVA were used to address the main research question and examine the study hypotheses. The results of the study indicated high parent outcomes in two areas: understanding the child’s needs and providing support; meanwhile, other outcomes did not achieve the cut-off score. Additionally, statistical differences were found among outcomes in relation to the family services programme, type of disability (in favour of parents of children with developmental delay and Down syndrome), and according to service duration (in favour of parents of children receiving services for 13 months or more). Accordingly, this study results were discussed in light of the previous literature and provided recommendations to enhance parents’ outcomes in early childhood intervention programmes.

References



PDF

Issue

Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

Section

Research Articles

Copyright (c) 2020 International Journal of Early Childhood Special Education



This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

I accept that the Owner of International Journal of Early Childhood Special Education, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted. I declare to the editorship of International Journal of Early Childhood Special Education that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal. I approve that I grant International Journal of Early Childhood Special Education as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.