Social Work Early Intervention for Young Children with Developmental Disabilities

Social workers' awareness of and formal involvement in family-centered early intervention for infants and toddlers who are at risk of or who have developmental disabilities has increased considerably during the past 15 years. The functional role that social workers can play on early interventio...

Full description

Saved in:

Bibliographic Details
Published in:	Health & social work Vol. 25; no. 3; pp. 169 - 180
Main Authors:	Malone, D. Michael, McKinsey, Patrick D., Thyer, Bruce A., Straka, Elizabeth
Format:	Journal Article
Language:	English
Published:	United States Oxford University Press 01-08-2000 National Association of Social Workers
Subjects:	Beliefs, opinions and attitudes Care and treatment Child Development Child, Preschool Childhood Children Children & youth Counselor Role Counselor Training Developmental Disabilities Developmental Disabilities - etiology Developmental Disabilities - therapy Developmentally delayed infants Disability Disabled children Early Intervention Early Intervention (Education) Early intervention programmes Educational development Educational Needs Educational Resources Family Health care industry Health Care Services Policy Humans Infants Intellectual development Intervention Learning Disabilities Legislation Medical care Mentally Retarded Occupational Roles Preschool Children Risk Assessment Social aspects Social Work social work roles Social Workers training U.S.A United States United States of America USA Young Children United States
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Social workers' awareness of and formal involvement in family-centered early intervention for infants and toddlers who are at risk of or who have developmental disabilities has increased considerably during the past 15 years. The functional role that social workers can play on early intervention teams and as coordinators of early intervention services is underscored by the formal recognition of the discipline in the Individuals with Disabilities Education Act. Despite the relevance of social work to early intervention, personnel often enter early intervention practice without the benefit of formal preparation related to very young children with developmental disabilities. This article provides an overview of the definition and identification of developmental disabilities, and discusses the role of and challenges to social work in early intervention.
Bibliography:	ark:/67375/HXZ-0CCB1C8P-G istex:09699F33DF0C7422654E3ABB1A63C06E7D60C12E D. Michael Malone, PhD, is associate professor, College of Education, One Edwards Center, Room 223, University of Cincinnati, Cincinnati, OH 45221; e-mail: d.michael.malone@uc.edu. Patrick D. McKinsey, MSW, is an early intervention clinician, North Carolina State Department of Social Services, Hickory, NC. Bruce A. Thyer, PhD, is professor, School of Social Work, University of Georgia, Athens. Elizabeth S. Straka, PhD, is director, New England Early Intervention Consulting Services, Wells, ME. The basis of this manuscript was developed while the second author was a student in the School of Social Work, University of Georgia and funded by the Interdisciplinary Preservice Specialization Project (Grant No. H029Q30007), an early intervention personnel preparation project funded by the U.S. Department of Education. The opinions expressed herein do not necessarily reflect the policy of the authors' institutions or the granting agency and no official endorsement by this agency should be inferred. Correspondence concerning this article should be addressed to D. Michael Malone, PhD, at the address above. Special Topic: "Forum on Developmental Disabilities." For related articles, see CG 556 973-974. ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 ObjectType-Article-1 ObjectType-Feature-2 ObjectType-Feature-3 ObjectType-Review-2
ISSN:	0360-7283 1545-6854
DOI:	10.1093/hsw/25.3.169