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

Autor/inn/en	Durán, Lillian; Cycyk, Lauren M.; Batz, Ruby
Titel	Voces de la Gente: Spanish-Speaking Families' Perspectives on Early Childhood Special Education
Quelle	In: Journal of Early Intervention, 45 (2023) 3, S.285-305 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durán, Lillian) ORCID (Batz, Ruby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221131514
Schlagwörter	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; Family Involvement; Students with Disabilities; Interpersonal Communication; Evaluation; Services; California; Oregon; Texas; Puerto Rico + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Hispanic; Hispanoamerikaner; Elternverhalten; Eignung; Access; Bildung; Zugang; Bildungszugang; Sprachgebrauch; Elternmitwirkung; Selbstbehauptung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kommunikation; Evaluierung; Dienstleistung; Kalifornien
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01