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Understanding the parents of children with special needs: collaboration between health, social and education networks
Author(s) -
Tétreault S.,
Freeman A.,
Carrière M.,
Beaupré P.,
Gascon H.,
Marier Deschênes P.
Publication year - 2014
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/cch.12105
Subject(s) - alliance , complementarity (molecular biology) , context (archaeology) , psychology , intervention (counseling) , government (linguistics) , inclusion (mineral) , work (physics) , public relations , medical education , social psychology , medicine , political science , psychiatry , paleontology , linguistics , philosophy , law , biology , mechanical engineering , genetics , engineering
Abstract Context In 2003, Q uebec's M inistry of H ealth and S ocial S ervices ( MSSS ) and the M inistry of E ducation, R ecreation and S ports ( MELS ) concluded the A greement for the complementarity of services between the health and social services network and the education network . The objectives of the current investigation were to evaluate the implementation of this A greement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this A greement upon them and their children. Methods Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Q uebec. Data were analysed using content analysis. Results Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non‐existent. Conclusion School inclusion of children with special needs is a challenge for all societies. The A greement illustrates the Q uebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realize specific changes regarding work cohesion and service organization for these groups.