The Components of Early Intervention Services for Families Living in Poverty: A Review of the Literature

Research output: Contribution to journalArticle

Abstract

The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in poverty, within the early intervention (EI) system, we reviewed four EI components: (a) family-centered orientation, (b) natural learning environments, (c) collaborative team processes, and (d) service integration. We discuss the implications of these components for the preparation and training of EI providers to work with families, including those living in poverty.

Original languageEnglish (US)
Pages (from-to)55-64
Number of pages10
JournalTopics in Early Childhood Special Education
Volume36
Issue number1
DOIs
StatePublished - Jan 1 2015

Fingerprint

Poverty
poverty
disability
Disabled Children
learning environment
recipient
act
Learning
Education
literature
education
experience

Keywords

  • disability
  • early intervention
  • economic diversity
  • families
  • poverty

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

@article{b529b492ac5747d1ac6fd534aea03025,
title = "The Components of Early Intervention Services for Families Living in Poverty: A Review of the Literature",
abstract = "The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in poverty, within the early intervention (EI) system, we reviewed four EI components: (a) family-centered orientation, (b) natural learning environments, (c) collaborative team processes, and (d) service integration. We discuss the implications of these components for the preparation and training of EI providers to work with families, including those living in poverty.",
keywords = "disability, early intervention, economic diversity, families, poverty",
author = "Catherine Corr and Santos, {Rosa Milagros} and Fowler, {Susan A.}",
year = "2015",
month = "1",
day = "1",
doi = "10.1177/0271121415595551",
language = "English (US)",
volume = "36",
pages = "55--64",
journal = "Topics in Early Childhood Special Education",
issn = "0271-1214",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - The Components of Early Intervention Services for Families Living in Poverty

T2 - A Review of the Literature

AU - Corr, Catherine

AU - Santos, Rosa Milagros

AU - Fowler, Susan A.

PY - 2015/1/1

Y1 - 2015/1/1

N2 - The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in poverty, within the early intervention (EI) system, we reviewed four EI components: (a) family-centered orientation, (b) natural learning environments, (c) collaborative team processes, and (d) service integration. We discuss the implications of these components for the preparation and training of EI providers to work with families, including those living in poverty.

AB - The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in poverty, within the early intervention (EI) system, we reviewed four EI components: (a) family-centered orientation, (b) natural learning environments, (c) collaborative team processes, and (d) service integration. We discuss the implications of these components for the preparation and training of EI providers to work with families, including those living in poverty.

KW - disability

KW - early intervention

KW - economic diversity

KW - families

KW - poverty

UR - http://www.scopus.com/inward/record.url?scp=84962184546&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84962184546&partnerID=8YFLogxK

U2 - 10.1177/0271121415595551

DO - 10.1177/0271121415595551

M3 - Article

AN - SCOPUS:84962184546

VL - 36

SP - 55

EP - 64

JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

SN - 0271-1214

IS - 1

ER -