How Does Having a Child with Behavioral Special Needs Affect Parents' Ability to Work, Access Child Care, and Maintain Financial Security?

2008 ◽  
Author(s):  
Helen Ward ◽  
Lisa Morris ◽  
Julie Atkins ◽  
Angela Herrick ◽  
Erin Oldham
Keyword(s):  
Child Care ◽  
Special Needs ◽  
Financial Security ◽  
Ability To Work

Child care effects on the development of toddlers with special needs

2002 ◽  
Vol 17 (2) ◽  
pp. 171-196 ◽  
Author(s):  
Cathryn L Booth ◽  
Jean F Kelly
Keyword(s):  
Child Care ◽  
Special Needs

Parentsʼ awareness of disaster plans in childrenʼs early learning settings

2018 ◽  
Vol 13 (2) ◽  
pp. 85-95
Author(s):  
Andrew Hashikawa, MD, MS ◽  
Megan Chang, MD ◽  
Alan Sielaff, MD ◽  
Stuart Bradin, DO ◽  
Dianne C. Singer, MPH ◽  
...  
Keyword(s):  
Child Care ◽  
Special Needs ◽  
Household Survey ◽  
Early Learning ◽  
Special Needs Children ◽  
Power Outage ◽  
Car Seats ◽  
Parental Awareness ◽  
Nationally Representative ◽  
Disaster Training

Objective: Children in early learning settings are vulnerable to site-specific emergencies because of physical and developmental limitations. We examined parents’ knowledge of disaster plans in their child’s early learning settings.Methods: In May 2015, we conducted a nationally representative online household survey, including parents of children ages 0-5 years in child care settings. Parents were asked about their center’s disaster plans and key components: evacuation, special needs children, and disaster supplies. Bivariate analyses and logistic regression were conducted to identify factors associated with parental awareness of disaster plans.Results: Overall, 1,413 of 2,550 parents responded (rate = 55 percent). Sample included 1,119 parents of children 0-5 years old, with 24 percent (n = 264) requiring child care. Parents’ reported knowledge of five types of disaster plans: evacuation (66 percent), power outage (63 percent), severe weather (62 percent), lock-down (57 percent), and delayed parent pick-up (57 percent). Only 21 percent reported if plans included all four key components of evacuation (child identification, parent identification, rapid communication, and extra car seats). One-third (36 percent) reported plans accommodating special needs children. Parents’ knowledge of disaster supplies varied: generator (31 percent), radio (42 percent), water (57 percent), food (60 percent), and first aid (82 percent). Parents attending any disaster training events (34 percent) were more likely to be aware of all five types of disaster plans compared with parents who had not attended.Conclusions: Many parents were unaware of disaster plans at their children’s early learning settings. Although few parents attended training events, such participation was associated with higher levels of parental awareness.

Effects of child care subsidy on school readiness of young children with or at-risk for special needs

2019 ◽  
Vol 47 ◽  
pp. 496-506 ◽  
Author(s):  
Amanda L. Sullivan ◽  
Andrew J. Thayer ◽  
Elyse M. Farnsworth ◽  
Amy Susman-Stillman
Keyword(s):  
At Risk ◽  
Child Care ◽  
Young Children ◽  
School Readiness ◽  
Special Needs ◽  
Child Care Subsidy

Child Care Workers’ Perspectives on Transition Services for Pre-school Children with Special Needs in Hong Kong

2021 ◽  
Vol 35 (1) ◽  
Author(s):  
Selena K. W. Lo ◽  
Mantak Yuen ◽  
Ryder T. H. Chan
Keyword(s):  
Hong Kong ◽  
Child Care ◽  
Young Children ◽  
Special Needs ◽  
Primary Schools ◽  
Transition Planning ◽  
Children With Special Needs ◽  
Child Care Workers ◽  
Special Child ◽  
Care Workers

Transitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.

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