Understanding Latine Families' Experiences in Early Intervention
Loading...
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Understanding Latine Families' Experiences in Early Intervention
Published Date
2024-03
Publisher
Type
Presentation
Abstract
This research study centered Latine families’ voices as a driving force for critical systems change by evaluating caregivers experiences accessing, participating in, and transitioning from, EI in Minnesota. Our central hypothesis is that intentional connections with families of young children with, or at-risk for, delays/disabilities will create meaningful relationships that allow families to openly share their experiences and perspectives on EI. Our aim was to gather family experiences and perspectives on child development, disability, caregiver-child interactions, caregiver-practitioner relationships, to identify specific cultural and linguistic needs that may influence Latine families' understanding, access, and use of our state’s EI system. Our research question was: What are Latine families’ perceptions, beliefs, acceptability, and experiences related to Part C Early Intervention referral, evaluation, service, and transition? We were also interested in exploring how intentional collaboration with families can increase family involvement, empowerment, and advocacy within the EI system.
Keywords
Description
Primary Investigator: Anne Larson, Ph.D., CCC-SLP
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Minnesota Department of Education Grant Number: CFDA 84.181A, Part C Family Engagement Grant – Advocacy and Training for Part C (Infants, Toddlers, and Families)
Isbn identifier
Doi identifier
Previously Published Citation
Other identifiers
Suggested citation
Castillo, Andrea; Larson, Anne; Hall-Lande, Jennifer; Meraz Barrera, Jennifer. (2024). Understanding Latine Families' Experiences in Early Intervention. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/261661.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.