Supporting families in the early education of children with special needs: the perspectives of Portage home visitors

Abstract

This qualitative study focuses on Portage home visiting. In‐depth interviews were conducted with 12 Portage home visitors which were transcribed and analysed according to the procedures of Grounded Theory. The following three main themes were identified: the ethos of the Portage model of early intervention; the process of Portage home visiting; and the Portage home visitor as a family supporter. A proposed model of the factors that influence the Portage practice of family support is derived from the data. The discussion addresses the relationship of these findings to the management of Portage home visiting and highlights the use of qualitative methodology in researching the early education of children with special needs.