TY - JOUR
T1 - What Early Intervention Looks Like in Child Care Settings
T2 - Stories From Providers
AU - Weglarz-Ward, Jenna M.
AU - Santos, Rosa Milagros
AU - Hayslip, Loretta A.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The contents of this review were supported by funding from the U.S. Department of Health and Human Services Administration of Children and Families (90YE0163, Project Officer Ann Rivera) and U.S. Department of Education (H325D110037, Project Officer Dawn Ellis). However, those contents do not necessarily represent the policy of the U.S. Departments of Health and Human Services and Education, and one should not assume endorsement by the Federal Government.
Funding Information:
https://orcid.org/0000-0001-7357-4724 Weglarz-Ward Jenna M. 1 Santos Rosa Milagros 2 Hayslip Loretta A. 2 1 University of Nevada, Las Vegas, USA 2 University of Illinois at Urbana–Champaign, USA Jenna M. Weglarz-Ward, Department of Early Childhood, Multilingual, and Special Education, University of Nevada, Las Vegas, 4505 S. Maryland Parkway MS3001, Las Vegas, NV 89154, USA. Email: jenna.weglarz-ward@unlv.edu 11 2019 1053815119886110 © 2019 SAGE Publications 2019 Division for Early Childhood of the Council for Exceptional Children As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including Participant Experiences With EI in Child Care with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included. child care inclusion Part C services teaming and collaboration with others infants and toddlers young children Administration for Children and Families https://doi.org/10.13039/100005240 90YE0163 Office of Special Education Programs, Office of Special Education and Rehabilitative Services https://doi.org/10.13039/100007296 H325D110037 edited-state corrected-proof Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The contents of this review were supported by funding from the U.S. Department of Health and Human Services Administration of Children and Families (90YE0163, Project Officer Ann Rivera) and U.S. Department of Education (H325D110037, Project Officer Dawn Ellis). However, those contents do not necessarily represent the policy of the U.S. Departments of Health and Human Services and Education, and one should not assume endorsement by the Federal Government. ORCID iD Jenna M. Weglarz-Ward https://orcid.org/0000-0001-7357-4724
Publisher Copyright:
© 2019 SAGE Publications.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including Participant Experiences With EI in Child Care with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included.
AB - As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including Participant Experiences With EI in Child Care with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included.
KW - Part C services
KW - child care
KW - inclusion
KW - infants and toddlers
KW - teaming and collaboration with others
KW - young children
UR - http://www.scopus.com/inward/record.url?scp=85074989762&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074989762&partnerID=8YFLogxK
U2 - 10.1177/1053815119886110
DO - 10.1177/1053815119886110
M3 - Article
AN - SCOPUS:85074989762
SN - 1053-8151
VL - 42
SP - 244
EP - 258
JO - Journal of Early Intervention
JF - Journal of Early Intervention
IS - 3
ER -