View in EDS

Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education

Saved in:
Bibliographic Details
Title: Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education
Language: English
Authors: Durán, Lillian (ORCID 0000-0003-4364-6445), Cycyk, Lauren M., Batz, Ruby (ORCID 0000-0003-2266-2462)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1387606
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Durán%2C+Lillian%22">Durán, Lillian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4364-6445">0000-0003-4364-6445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cycyk%2C+Lauren+M%2E%22">Cycyk, Lauren M.</searchLink><br /><searchLink fieldCode="AR" term="%22Batz%2C+Ruby%22">Batz, Ruby</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2266-2462">0000-0003-2266-2462</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. Sep 2023 45(3):285-305.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Eligibility%22">Eligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Services%22">Services</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Puerto+Rico%22">Puerto Rico</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10538151221131514
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1053-8151<br />2154-3992
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1387606
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1387606
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10538151221131514
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 285
    Subjects:
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Eligibility
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Access to Information
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Self Advocacy
        Type: general
      – SubjectFull: Advocacy
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Services
        Type: general
      – SubjectFull: California
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Puerto Rico
        Type: general
    Titles:
      – TitleFull: Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Durán, Lillian
      – PersonEntity:
          Name:
            NameFull: Cycyk, Lauren M.
      – PersonEntity:
          Name:
            NameFull: Batz, Ruby
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1053-8151
            – Type: issn-electronic
              Value: 2154-3992
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Early Intervention
              Type: main
ResultId 1