7. National Early Childhood Transition Center (NECTC)
http://www.hdi.uky.edu/nectc/NECTC
The National Early Childhood Transition Center (NECTC) examines factors that promote successful transitions between infant/toddler programs, preschool programs, and public school programs for young children with disabilities and their families. The NECTC comes from the U.S. Department of Education, Office of Special Education Programs. Parents can utilize the website to download tips for what to expect at each transition stage and how they can better assist their children, how to talk to teachers so that they are aware and informed of the special education needs of the child, and how to prepare an older child for life beyond primary school.
8. Birth Defect Research for Children, Inc. http://www.birthdefects.org
For parents of those with IDD, the personalized attention at home can be the most important factor in a child's intellectual, social, and transitional development (Nachshen, & Minnes, 2005). The Birth Defect Research for Children association offers parents in-depth background information about specific birth defects such as Autism as well as parent matching to other families of children with similar defects for support (both at a parental level and for peer-to-peer connections for children). Children who make connections this way often create long-term friendships through which they can experience major transitional milestones together (such as grade changes or high school prom). Support groups are also available for social outlets, and are facilitated both online and at the state level.
9. Kids as Self-Advocates. http://www.fvkasa.org
Kids as Self-Advocates focuses on empowering teenage youth with physical, emotional and intellectual disabilities. They operate from the standpoint that youth can make choices and advocate for themselves if they have the information and support they need. Parents can look to this organization to help support their teen son or daughter's social development through peer relationships, educational development through counseling and specialized, supplemental training programs and also transitional skills as important topics including bullying in school and sexuality and relationships are covered.
10. Family Resource Center on Disabilities. http://www.frcd.org/resources
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The research of Wofendale (1991) demonstrated the effectiveness of parents who provided support for the learning process of their child and holds that involvement in schools by parents is likely the primary indicator of performance of the child in school. The Michigan Department of Education reports that the "most consistent predictors of children's academic achievement and social adjustment are parent expectations of the child's academic attainment and satisfaction with
Parents Matter, Don't They?" Multitudes of research have been done to answer this seemingly simple question. The question is really quite basic; which has the most profound affect on a child's behavior and personality, nature or nurture (heredity vs. environment)? Behaviorists argue that the parents' actions and methods of child rearing have a direct bearing on the outcome. Environment definitely makes a difference. Some geneticists, however, strongly disagree. According to
Parenting Education for Teen Mothers If a community values its children, it must cherish their parents. (John Bowlby) Rationale of intervention population Group based intervention programs Multi-purpose programs Teen Mother Empowerment Program Series (TMEPS) Framework of TMEPS Program-Fig Fig 2-Phased TMEPS Phase 1 sessions Table 1- Session Administration Lesson Plans Evaluation of program outcomes Follow-up plan Continuation of TEMPS Appendix II-Program Evaluation Questionnaire This paper is aimed at presenting a parenting education and support program for teenage mothers. To identify the most basic needs of
" Through their study of La Familia, the authors present a strategic plan for other Latino families to get organized and help their children succeed later in school and in life. La Familia -- parents of middle school children that had not been performing well in school -- began with small meetings in the homes of parents (conducted entirely in Spanish) and as trust was established among the parents, they
Haynie and Payne (as cited in Haggerty et al., 2013) also note that if exposure to negative peer influences is higher amongst Black youth, then the relationship between behavior of a violent nature and race could be mediated by negative peers. In an attempt to further examine racial disparity in violent offending, the authors in this case as I have already pointed out in the introductory section also seek
Identification Information Greg Smith Date of Birth: May 1, 2003 Elmer Elementary 121 Lincoln Street Boston, Massachusetts Reporter: Name Chronological Age: 9 years 10 months Referring District: Elmer Public Schools Greg, age 9, lives in Boston with his mother Eileen, his father visits a few times a year and he has no other siblings. Greg has lived with Eileen since birth and only lived with his father until after the divorce when he was 7. Mother has recently remarried.
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