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Parents' Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis.

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Bibliographic Details
Title: Parents' Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis.
Authors: Batz, Ruby1 rbatzherrera@unr.edu, Yadav, Asha2
Source: Journal of Early Intervention. Mar2024, Vol. 46 Issue 1, p19-38. 20p.
Subject Terms: *Special education, *Parent attitudes, *Health services accessibility, *Children with disabilities, *Qualitative research, *Discrimination against people with disabilities, *Early intervention (Education), *Decision making, *Parents, *ERIC (Information retrieval system), Meta-synthesis, Psychology information storage & retrieval systems, Racism, Health policy, Social determinants of health, Systematic reviews, Patient-centered care, Medical personnel, Family-centered care, Patients' families, Thematic analysis
Abstract: Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed. [ABSTRACT FROM AUTHOR]
ISSN:10538151
DOI:10.1177/10538151231164902