A research project in Cumbria has revealed that young children with severe learning difficulties can take bigger strides forward with a family-centred approach to early intervention.
The three-year study, which was carried out by Lindsey Winterton for a PhD thesis, is influencing the way local early support teams work. Dr Winterton, a senior specialist advisory teacher for early years, says, 'My research revealed that early years specialist teachers were working with no specific training, no shared perceptions of their role and some lack of understanding of the process of working with parents.
'Additionally, there did not seem to be any over-arching way of evaluating the success of their work, and some confusion existed with regard to policies, practices, standards and expectations. As a result, information was needed to inform future training and practice in order to make improvements.'
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