Perspectives from Both Sides of the Parent–Professional Partnership: A Preliminary Study on Taiwan’s Early Childhood Special Education Services

Abstract

The purpose of this qualitative study was to get an understanding of perspectives on effective parent–professional partnership for young children with special needs in Taiwan. Through purposive sampling, a total of nine parent–professional pairs were recruited. Semi-structured interviews were conducted to obtain perspectives from both sides of the partnerships about building effective partnerships. Data analyses were based on six domains (communication, commitment, equality, skills, trust and respect), and the results showed that (1) positive partnerships were found between partners; (2) participants agreed that their partners fulfilled their roles and met the children’s needs; (3) effective two-way communication was the key for building successful partnerships; and (4) other essential domains of competence (e.g. skills) needed to be further considered as well. Most importantly, the study further emphasised that positive partnerships should be built through effort from both sides.

Keywords:

• Communication
• early childhood
• parent
• parent–professional partnership
• partnerships
• perspectives
• professional
• special education
• young children

Notes

1. Disabilities included in the Special Education Act (2013) are categorised as follows: intellectual disabilities, visual impairments, hearing impairments, communication disorders, physical impairments, cerebral palsy, heath impairments, severe emotional disorders, learning disabilities, severe/multiple impairments, autism, developmental delays, and other disabilities. In Taiwan, more than 70% of young children with disabilities are identified as having developmental delays, which is a large percentage compared to other categories of disabilities.

2. Due to the concerns of distance to interview location and time constraints, each assistant was assigned three pairs of participants. Before conducting the interviews, the researcher provided a three-hour training workshop to ensure each research assistant would follow the same interview protocol (e.g. being familiar with interview questions and knowing how to respond to participants’ concerns). Each of them was required to pass a mock interview before conducting a formal one. The researcher checked the recordings of each interview completed by an assistant.