Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL Journal of Early Intervention Pub Date : 2023-04-18 DOI:10.1177/10538151231164902
Ruby Batz, A. Yadav
{"title":"Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis","authors":"Ruby Batz, A. Yadav","doi":"10.1177/10538151231164902","DOIUrl":null,"url":null,"abstract":"Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Intervention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10538151231164902","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
父母在早期干预与幼儿特殊教育服务中的经验:一个质的元合成
现有文献记录了以家庭为中心的方法在早期干预/幼儿特殊教育(EI/ECSE)中服务家庭的重要性和困难。然而,人们对这些家庭的集体系统经历知之甚少。通过对15项实证研究的定性综合,我们揭示了EI/ECSE系统如何再现和/或减少不公平的做法,以及并非所有家庭和儿童都能体验到以家庭为中心的方法的承诺。在宏观层面上,一系列结构因素(如种族主义、残疾歧视)和社会因素(如获得各种资本)决定了服务的获得和质量。在微观层面上,一系列促进因素(如作为专家的父母)和障碍因素(如不尊重的互动)塑造了每天获得服务的途径以及父母和服务提供者之间进行有意义合作的机会。目前的差距在文献,影响政策和实践,并建议未来的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
期刊最新文献
Investigating Caregivers’ Advocacy Efforts in Early Intervention Using Auto-Photography and Photo-Elicitation Interviews Authentic Assessment of Executive Functions in Early Childhood: A Scoping Review A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities Evaluating a Rapid Coaching Intervention Delivered Remotely to Families Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1