Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education
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| Title: | Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education |
|---|---|
| Language: | English |
| Authors: | Durán, Lillian (ORCID |
| Source: | Journal of Early Intervention. Sep 2023 45(3):285-305. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Spanish Speaking, Early Childhood Education, Special Education, Barriers, Hispanic Americans, Parent Attitudes, Eligibility, Access to Education, Early Intervention, Access to Information, Language Usage, Parent Participation, Self Advocacy, Advocacy, Family Involvement, Students with Disabilities, Interpersonal Communication, Evaluation, Services |
| Geographic Terms: | California, Oregon, Texas, Puerto Rico |
| DOI: | 10.1177/10538151221131514 |
| ISSN: | 1053-8151 2154-3992 |
| Abstract: | The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-speaking backgrounds, often report barriers to participation. In this study, we provided a forum for Spanish-speaking families to tell their stories using multiple methods to uncover the experiences of 39 Latine caregivers of young children with disabilities. Family experiences reported on a survey and during focus groups are summarized in three areas: evaluation, eligibility determination, and service provision. While most families agreed on surveys that they were satisfied with EI/ECSE practices in their child's case, during focus groups families frequently described reduced access to information about EI/ECSE, lack of support for the home language, feeling excluded from their child's educational planning, and, in some cases, delays in services. Families also shared the importance of self-advocacy in EI/ECSE and the value of support from community advocates, including EI/ECSE professionals. Implications for policy and practice are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387606 |
| Database: | ERIC |
| Abstract: | The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-speaking backgrounds, often report barriers to participation. In this study, we provided a forum for Spanish-speaking families to tell their stories using multiple methods to uncover the experiences of 39 Latine caregivers of young children with disabilities. Family experiences reported on a survey and during focus groups are summarized in three areas: evaluation, eligibility determination, and service provision. While most families agreed on surveys that they were satisfied with EI/ECSE practices in their child's case, during focus groups families frequently described reduced access to information about EI/ECSE, lack of support for the home language, feeling excluded from their child's educational planning, and, in some cases, delays in services. Families also shared the importance of self-advocacy in EI/ECSE and the value of support from community advocates, including EI/ECSE professionals. Implications for policy and practice are presented. |
|---|---|
| ISSN: | 1053-8151 2154-3992 |
| DOI: | 10.1177/10538151221131514 |
