提高家长参与残疾儿童学校治疗的感知家长需求,使用家长-治疗师伙伴关系调查
Ashley N Murphy1, Kathleen Moskowitz2, Francesca Fernandez2
1Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, 710 N. Lake Shore Drive, Suite 1200, Chicago, IL, 60611, USA. ashley.murphy@northwestern.edu.
Journal of autism and developmental disorders
|February 23, 2024
概括
父母希望在孩子的特殊教育疗法中成为知情的合作伙伴,但他们的许多重要需求仍然没有得到满足. 解决这些需求,特别是在多元化的家庭中,对于有效的治疗参与至关重要.
科学领域:
- 儿科 儿科 儿科
- 特殊教育 特殊教育
- 医疗保健服务研究 医疗服务研究
背景情况:
- 康复和康复疗法对残疾儿童至关重要,增强独立性和福祉.
- 获得这些疗法往往具有挑战性,学校经常作为主要接入点.
- 家长参与特殊教育疗法可以改善服务提供,但提供者需要首先了解家长的需求.
研究的目的:
- 确定父母在孩子的特殊教育治疗中参与的需求.
- 评估这些确定的需求在多大程度上得到满足.
- 探索与家长需求和治疗参与中未满足的需求相关的人口因素.
主要方法:
- 对217名残疾儿童的父母进行了在线调查.
- 该调查包括家长-治疗师伙伴关系调查和人口调查问卷.
- 分析包括计算重要和未满足需求的百分比,并评估人口差异.
主要成果:
- 父母表示75%的需求是重要的,更重要的是成为一个知情的,参与的护理团队成员 (83%),而不是支持和指导 (65%).
- 据报道,平均有58%的重要需求未得到满足.
- 在未满足的需求和诸如种族/种族,教育,收入和资源获取等因素之间发现了显著的关联.
结论:
- 父母高度重视积极参与孩子的治疗,但面临着重大未满足的需求.
- 需求和获取存在差异,特别是基于种族/民族身份和社会经济因素.
- 提供者必须了解并解决特定的家庭需求,以优化参与特殊教育疗法.
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