RESUMO
Interdisciplinary teamwork and collaboration in early intervention require that professionals adopt a common set of developmentally appropriate standards that guide the major activities of screening, diagnostic assessment, individualized curriculum planning, progress and program evaluation, and family-centered services. This article has reviewed the common roadblocks to effective teamwork, especially among educational and medical professionals. As solutions to the typical problems in collaboration, eight developmentally appropriate standards ensure best practice and adherence to the Individuals with Disabilities Education Act mandates: utility, acceptability, authenticity, equity, sensitivity, convergence, congruence, and collaboration.
Assuntos
Deficiências do Desenvolvimento/diagnóstico , Intervenção Educacional Precoce/métodos , Equipe de Assistência ao Paciente , Psicometria/métodos , Psiquiatria Infantil , Pré-Escolar , Deficiências do Desenvolvimento/classificação , Deficiências do Desenvolvimento/reabilitação , Educação Inclusiva , Humanos , Lactente , Recém-Nascido , Relações InterprofissionaisRESUMO
Teachers (N = 12) were assigned to either an experimental (labeled) or control (nonlabeled) child. All children were, in fact, nonhandicapped and had no diagnosis or record of mental retardation. After reading a description (labeled or nonlabeled) of their child's developmental status, each teacher read their child a story. The results indicated that teachers were more immediate (i.e., showed less social distance) to children bearing the "mentally retarded" label. Implications of this finding were discussed.
