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Physical and Social Adaptations of Families to Promote Learning in Everyday Experiences

University of North Carolina at Charlotte, bakeilty{at}email.uncc.edu

Kristin May Galvin

Teachers College, Columbia University

The purpose of this study was to inform early intervention practice by exploring the various adaptations families make to promote their child's learning, the supports they perceive as helpful in creating adaptations, and the supports they perceive as still needed. Holistic case studies were developed for 5 families of infants and toddlers with disabilities or developmental delays. Resulting conclusions were that families (a) created adaptations according to their goals, their child's developmental characteristics, and environmental factors; (b) relied primarily on their own knowledge of their child; (c) most frequently used responsive caregiving strategies and adaptations of the requirements of, or instruction for, participation; and (d) applied intervention guidance in various ways. Resulting recommendations for early intervention practices are described.

Topics in Early Childhood Special Education, Vol. 26, No. 4, 219-233 (2006)
DOI: 10.1177/02711214060260040301


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