Parent Empowerment in Early Intervention Programmes of Children with Hearing Loss in Mumbai, India

Kasturi Arun Kulkarni, Varsha Shrikant Gathoo

Abstract


Purpose: Since families are perceived to be active agents in the early intervention programmes of young children with disabilities, professionals ought to treat parents as equal partners and keep them informed and involved in various aspects of the intervention.  This study aimed to explore the areas in which parent empowerment is currently being facilitated in the early intervention centres for children with hearing loss.

Method: A qualitative research with conversational analysis was the approach used. Focus group discussions with the two primary stakeholders, namely parents and special educators, were held separately at five sites in Mumbai, to gather their views on the existing areas of empowerment. It was also decided to explore the felt needs of parents in this regard. Person triangulation was used to ascertain the credibility of the data.

Results: Conversational analysis yielded 4 themes with respect to parents: Parental knowledge, involvement, support and needs.

Conclusion and Implications: The study highlighted the gaps in parent empowerment in the programmes undertaken by early intervention centres.  A recommendation is made to develop a common framework for empowering parents. It is envisaged that such a framework will bridge the gap between what currently exists for parents, their felt needs, and current global practices.  This framework could also assist in measuring family empowerment outcomes.

Keywords


Education; special education; children with hearing impairment; deaf studies; parent education; family studies; child development; early intervention

Full Text:

PDF

References


Bruder MB (2010). Working with families of young children with special needs. New York, NK: The Guilford Press

Carpenter B (1997). Families in context: Emerging trends in family support and early intervention. London: David Fulton.

Cole E, Flexer C (2011). Children with hearing loss: Developing listening and talking. Birthtosix. (2nd ed.), San Diego, CA: Plural Publishing.

Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act (1995). Available at http://disabilityaffairs.gov.in/content/page/acts.php. [Accessed on 2 May 2014]

Dipeolu A (2010). Methods used to validate qualitative research. Available from http://docslide.us/documents/methods-used-to-validate-qualitative.html [Accessed on 16 April 2016].

Dunst CJ (1985). Rethinking early intervention. Analysis and Intervention in Developmental Disabilities; 5: 165-201. https://doi.org/10.1016/S0270-4684(85)80012-4

Emerson E (2003). Mothers of children and adolescents with intellectual disability: Social and economic situation, mental health status, and the self-assessed social and psychological impact of the child's difficulties. Journal of Intellectual Disabilities; 47(4−5): 385–99. https://doi.org/10.1046/j.1365-2788.2003.00498.x

Floyd FJ, Gallagher EM (1997). Parental stress, care, demands and use of support services for school-age children with disabilities and behaviour problems. Family Relations; 46(4): 359. https://doi.org/10.2307/585096

Garg S, Chadha S, Agarwal AK (2009). Burden, prevention & control in India. Natl Med J India; 22: 79-81. PMid:19852345

Gathoo V (2012). Early intervention of children with hearing loss. Status of disability in India -2012. New Delhi: Rehabilitation Council of India.

Gioia B (2001). The emergent language & literacy experiences of three deaf preschoolers.

Gowramma IP (Unpublished). Analysis of stress among parents of children with hearing impairment. M.A-Psychology thesis. University of Madras, Chennai, India.

Guralnick M (2001). A framework for change in early childhood inclusion. In M.J Guralnick (Ed). Early Childhood Inclusion: Focus on Change. Baltimore, Maryland: Paul H. Brookes.

Hanvey C & Philpot T (1994). Practising social work. Routledge: London. https://doi.org/10.4324/9780203421697. PMid:8154906. PMCid:PMC1061015

Kaiser AP, Hancock TB (2003). Teaching parents new skills to support their young children's development. Infants & Young Children; 16: 9-21. https://doi.org/10.1097/00001163-200301000-00003

Kaminski JW, Valle LA, Filene JH, Boyle CL (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology; 36: 567-589. https://doi.org/10.1007/s10802-007-9201-9. PMid:18205039

Lederberg AR, Schick B, Spencer PE (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology; 49(1): 15-30. https://doi.org/10.1037/a0029558. PMid:22845829

Lee J (1994). The empowerment approach to social work practice, New York.

Mitchell RE, Karchmer MA (2004). Chasing the mythical ten percent: Parental hearing status of deaf & hard of hearing in United States. Sign Language Studies; 4(2): 138-163. https://doi.org/10.1353/sls.2004.0005

Mundkur N (2005). Neuroplasticity in children. Symposium on Developmental and Behavioural Disorders. Indian Journal of Paediatrics; 72(10): 855-857. https://doi.org/10.1007/BF02731115. PMid:16272658

US Department of Education, (2004). Building the legacy: IDEA 2004. Available from: http://idea.ed.gov/part-c/search/new. [Accessed on 10 May 2012]

Rappaport J (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology; 9:1-25. https://doi.org/10.1007/BF00896357

Roberts K, Lawton D (2001). Acknowledging the extra care patients give their disabled children. Child Care Health and Development; 27: 307–319. https://doi.org/10.1046/j.1365-2214.2001.00178.x

Spencer PE, Lederberg AR (1997). Different modes, different models: Communication & language of young deaf children & their mothers. In LB Adamson & MA Romski (Eds.), Communication & Language acquisition: Discoveries from atypical development. Baltimore: Brookes: 203- 230. PMid:9201472

Stabbort C, Alant E (2008). Home based literacy experiences of severely to profoundly deaf preschoolers & their hearing parents. Journal of Developmental Physical Disabilities; 20: 139- 153. https://doi.org/10.1007/s10882-007-9085-1

Turnbull AP, Turbiville V, Turnbull HR (2000). Evolution of family partnerships: Collective empowerment as the model for the early twenty- first century. In J.P Shonkoff & S.J Meisels (Eds) Handbook of early childhood intervention (2nd ed). Cambridge University Press: 630-650. https://doi.org/10.1017/CBO9780511529320.029

World Health Organisation (2009). Newborn and infant hearing screening: Current issues and guiding principles for action. Available from: http://www.isa-audiology.org/pdf/Newborn_and_Infant_Hearing_Screening.pdf. [Accessed on 23 May 2012].




DOI: http://dx.doi.org/10.5463/dcid.v28i2.550

Refbacks

  • There are currently no refbacks.




Copyright (c) 2017 Kasturi Arun Kulkarni, Varsha Shrikant Gathoo

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

Supported by:

netherlandsleprosyrelief_logo_rgb_-_new_logo_2014_120CBMlightfortheworld_logo_rgb_-_new_logo_2014_120     

© Disability, CBR & Inclusive Development