| 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 |