Individuals with developmental delays require additional support, help and specific adaptations for optimal development of their potentials. Due to high plasticity of the brain in the early years of life, which enables exceptionally fast learning, it is crucial that children receive this support as early as possible, ideally during the preschool period. For this purpose, additional professional assistance is available in some kindergartens within the framework of early intervention. With appropriate stimuli, this can change the course of a child's life and improve the overall outcome. Since preschool children spend the first part of the day in kindergartens and the second part at home, it is essential that the two environments cooperate and complement each other well. It is crucial for parents and preschool professionals to communicate regularly, exchange information, complement each other and work together to provide a safe and stimulating environment, as well as the necessary support and assistance.
With this research we aimed to determine whether parents of preschool children with special needs are satisfied with the additional professional support provided in kindergartens within early intervention, and what they consider to be the main advantages, shortcomings and their wishes and suggestions regarding the provided support for the future. We conducted a qualitative study in the form of semi-structured interviews with five mothers of preschool children with various developmental deviations who have been receiving additional professional support in kindergartens for at least a year.
The results of the research show that the majority of the interviewees are satisfied with the program of additional professional support in kindergartens, its accessibility, individualization, and the time dedicated to their children. They report that the professionals considered their opinions, communicated with them regularly, actively involved them in the process of planning the program and kept them informed about their children’s progress and necessary interventions. Differences in satisfaction were noted only in the implementation or involvement of parents in the final evaluation of the program. Parents are also satisfied with their children's progress, but with the exception of one mother, they report that concerns and stress regarding their children’s development and future are still present. They are also satisfied with the collaboration and exchange of necessary information between the kindergarten and the developmental clinic as an external institution, with the exception of one mother, who expressed dissatisfaction due to the lack of qualified staff or the overload of the existing staff. Satisfaction also prevails regarding the availability and accessibility of the professionals, as well as with the advice and support that parents receive in the kindergarten. Only one of the interviewees prefers to consult with the developmental clinic over the kindergarten due to her daughter’s specific medical condition. Parents highlighted twelve advantages of the additional professional support in kindergartens and four shortcomings. Regarding the future implementation, they expressed two wishes and made three suggestions.
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