A Scoping Review of Part C Early Intervention for Children with Significant Support Needs.
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| Title: | A Scoping Review of Part C Early Intervention for Children with Significant Support Needs. |
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| Authors: | Williams, Crystal S.1 crysswill.94@gmail.com, Gullion, Lily2, Cuevas Dias, Renae3 |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2025, Vol. 50 Issue 3, p219-235. 17p. |
| Subject Terms: | *Children with disabilities, *Early intervention (Education), *ERIC (Information retrieval system), *Language acquisition, Research funding, Evaluation of human services programs, United States. Individuals with Disabilities Education Act, Systematic reviews |
| Geographic Terms: | United States |
| Abstract: | This scoping review analyzes empirical research studies focused on Early Intervention (EI) services, covered under Part C of the Individuals with Disabilities Education Act in the United States, for children birth-to-3 years old with significant support needs (SSNs). The purposes were to gauge the landscape of literature in this area, understand the ways researchers describe and define the population of children with SSNs, and identify participant outcomes. Inclusion criteria focused on both the explicit mention of child participants receiving Part C EI services and having SSNs. This review revealed various study designs ranging from program evaluations to a randomized control trial. Results include an identification of participant categories, the nuanced ways in which SSNs are described, and outcomes across studies. We emphasize the need for consistent language and identification of children with SSNs and suggest additional studies focused on child outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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