Original Research Paper
© ChildForum
Being Agreeable? A Critical Examination of Communication Among IP Groups in Early Intervention
By Lesley Dunn
Special Education, Ministry of Education NZ
Full reference
Dunn, L. (2012). Being agreeable? A critical examination of communication among IP groups in early intervention. NZ Research in Early Childhood Education Journal, 15, 102-119.
Abstract
In New Zealand each child with an inclusive early intervention programme is supported by a group of adults: the child’s parent(s), teachers, early intervention specialists, and education support worker (teacher-aide). The group’s joint task is to prepare an individual plan (IP) for the child to follow in their regular early childhood education centre. In this study communication restraints within three IP groups were identified, which by their nature inhibited the groups’ ability to learn from each other and to evaluate their programmes. The use of reflective practice by these groups to evaluate their programmes could better support outcomes for children and stakeholders in inclusive early intervention teams in New Zealand.
Key words: Early intervention, communication, IP, education support worker.
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