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Article: A comprehensive service delivery model for preschoolers with special educational needs: Its characteristics and effectiveness

TitleA comprehensive service delivery model for preschoolers with special educational needs: Its characteristics and effectiveness
Authors
KeywordsPreschoolers
Special educational needs
Comprehensive service delivery model
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/redevdis
Citation
Research in Developmental Disabilities, 2019, v. 85, p. 20-30 How to Cite?
AbstractBackground: The compartmentalization between early intervention services and early childhood special education programs is a worldwide phenomenon, which results in the fragmentation of services for preschoolers with special educational needs (SEN). Aims: To address this fragmentation of services, an intervention program in Hong Kong adopted a comprehensive service delivery model with six characteristics: 1) multidisciplinary approach, 2) integration of services across different contexts, 3) multimodal intervention with direct and indirect services, 4) capacity building for systems, 5) inclusive environment, and 6) high program intensity. Methods: The program evaluation was a quasi-experiment with a control group (n = 60) matched to the experimental group (n = 60). Results: At the end of the school year, the experimental group made significant improvement in most measures including cognitive skills, receptive language skills, expressive language skills, gross-motor skills, fine-motor skills, and self-direction skills. School heads in the experimental group also agreed that the program had empowered their teachers and reinforced their school systems. Conclusion: Despite its exploratory nature, the study has shed light on the future directions of services for preschoolers with SEN. The comprehensive service delivery model offers a response to the fragmentation of services and reveals the importance of integration of services across different contexts with multidisciplinary approach.
Persistent Identifierhttp://hdl.handle.net/10722/278080
ISSN
2017 Impact Factor: 1.82
2015 SCImago Journal Rankings: 0.967

 

DC FieldValueLanguage
dc.contributor.authorLam, SF-
dc.contributor.authorTsang, N-
dc.contributor.authorKeung, YC-
dc.contributor.authorTONG, Y-
dc.contributor.authorMok, F-
dc.contributor.authorChiu, A-
dc.contributor.authorLai, Y-
dc.contributor.authorYuen, L-
dc.contributor.authorSoh, D-
dc.date.accessioned2019-10-04T08:07:08Z-
dc.date.available2019-10-04T08:07:08Z-
dc.date.issued2019-
dc.identifier.citationResearch in Developmental Disabilities, 2019, v. 85, p. 20-30-
dc.identifier.issn0891-4222-
dc.identifier.urihttp://hdl.handle.net/10722/278080-
dc.description.abstractBackground: The compartmentalization between early intervention services and early childhood special education programs is a worldwide phenomenon, which results in the fragmentation of services for preschoolers with special educational needs (SEN). Aims: To address this fragmentation of services, an intervention program in Hong Kong adopted a comprehensive service delivery model with six characteristics: 1) multidisciplinary approach, 2) integration of services across different contexts, 3) multimodal intervention with direct and indirect services, 4) capacity building for systems, 5) inclusive environment, and 6) high program intensity. Methods: The program evaluation was a quasi-experiment with a control group (n = 60) matched to the experimental group (n = 60). Results: At the end of the school year, the experimental group made significant improvement in most measures including cognitive skills, receptive language skills, expressive language skills, gross-motor skills, fine-motor skills, and self-direction skills. School heads in the experimental group also agreed that the program had empowered their teachers and reinforced their school systems. Conclusion: Despite its exploratory nature, the study has shed light on the future directions of services for preschoolers with SEN. The comprehensive service delivery model offers a response to the fragmentation of services and reveals the importance of integration of services across different contexts with multidisciplinary approach.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/redevdis-
dc.relation.ispartofResearch in Developmental Disabilities-
dc.subjectPreschoolers-
dc.subjectSpecial educational needs-
dc.subjectComprehensive service delivery model-
dc.titleA comprehensive service delivery model for preschoolers with special educational needs: Its characteristics and effectiveness-
dc.typeArticle-
dc.identifier.emailLam, SF: lamsf@hku.hk-
dc.identifier.authorityLam, SF=rp00568-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ridd.2018.10.005-
dc.identifier.pmid30448721-
dc.identifier.scopuseid_2-s2.0-85056452366-
dc.identifier.hkuros306337-
dc.identifier.volume85-
dc.identifier.spage20-
dc.identifier.epage30-
dc.publisher.placeUnited Kingdom-

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