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Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families.

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Title: Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families.
Authors: Batz, Ruby1 (AUTHOR) rbatzherrera@unr.edu, Santillán, Jimena2 (AUTHOR)
Source: Journal of Early Intervention. Mar2026, Vol. 48 Issue 1, p24-40. 17p.
Subject Terms: *Health services accessibility, *Qualitative research, *Children with disabilities, *Occupational roles, *Hispanic Americans, *Mothers, *Multilingualism, *Research methodology, *Special education, *Case studies, *Communication barriers, Families & psychology, Early medical intervention, Social determinants of health, Research funding, Interviewing, Cultural competence, Descriptive statistics, Health facility translating services
Abstract: Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Intervention 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
FullText Text:
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  Data: Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families.
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  Data: <searchLink fieldCode="AR" term="%22Batz%2C+Ruby%22">Batz, Ruby</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rbatzherrera@unr.edu</i><br /><searchLink fieldCode="AR" term="%22Santillán%2C+Jimena%22">Santillán, Jimena</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: *<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+studies%22">Case studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Families+%26+psychology%22">Families & psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Early+medical+intervention%22">Early medical intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+determinants+of+health%22">Social determinants of health</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Health+facility+translating+services%22">Health facility translating services</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Early Intervention 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191330441
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1177/10538151251315101
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 17
        StartPage: 24
    Subjects:
      – SubjectFull: Health services accessibility
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Case studies
        Type: general
      – SubjectFull: Communication barriers
        Type: general
      – SubjectFull: Families & psychology
        Type: general
      – SubjectFull: Early medical intervention
        Type: general
      – SubjectFull: Social determinants of health
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Cultural competence
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Health facility translating services
        Type: general
    Titles:
      – TitleFull: Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families.
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            NameFull: Batz, Ruby
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            NameFull: Santillán, Jimena
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          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
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              Value: 48
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