Early Childhood Professionals' Reported Use of Culturally and Linguistically Responsive Practices during Initial Evaluations: A Mixed Methods Study

Autor/inn/en	Steed, Elizabeth A.; Stein, Rachel; Burke, Heidi; Charlifue-Smith, Renee
Titel	Early Childhood Professionals' Reported Use of Culturally and Linguistically Responsive Practices during Initial Evaluations: A Mixed Methods Study
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 3, S.214-226 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steed, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214231163720
Schlagwörter	Early Childhood Teachers; Culturally Relevant Education; Language Usage; Early Intervention; Early Childhood Education; Special Education; Bilingualism; Evaluation Methods; Disability Identification + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Education; Special needs education; Sonderpädagogik; Sonderschulwesen; Bilingualismus
Abstract	We utilized a mixed methods design to analyze responses to a U.S.-distributed survey regarding early childhood professionals' (N = 1,047) use of culturally and linguistically responsive practices during the initial evaluation for early intervention or early childhood special education. Findings from the fully mixed concurrent equal status mixed methods design showed that personnel used some culturally and linguistically responsive evaluation practices, such as using interpreters and asking families about language use and routines at home. Other culturally and linguistically responsive evaluation practices were used by fewer than half of survey respondents. Participants noted a lack of bicultural and bilingual staff, training, materials, and other supports for implementing culturally and linguistically responsive evaluations. We discuss the need for ongoing efforts to ensure equitable access to early intervention and special education services for racially and linguistically marginalized young children. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01