The purpose of this study was to gain an understanding of six state-wide policies and procedures used in the family assessment process within early intervention services. This study looked at the administrative understanding of the family assessment federal regulations, state policies and procedures, and local implementation from the perspective of the Part C coordinator in his or her state.
This qualitative study utilized methodologies associated with a grounded theory approach through in-depth interviews. The participants in this study included six state Part C coordinators. Based on the findings of this study, two broad conclusions are offered: 1. There was a lack of specific policies and procedures regarding family assessment, which made family assessment difficult to implement with fidelity across a state system. 2. There was a lack of specific training around performance competencies of family assessment, which lead to a reliance on a state's family-centered philosophy and the IFSP process.
Recommendations were made for early interventionists, Part C coordinators, and researchers in the area of family assessment.
|Commitee:||Halcrow, Cheryl, LeMire, Steven, Terras, Katherine|
|School:||The University of North Dakota|
|Department:||Teaching and Learning|
|School Location:||United States -- North Dakota|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Special education, Teacher education|
|Keywords:||Early intervention policy, Family assessment, Part C|
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