Understanding Latine Families' Experiences in Early Intervention
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Understanding Latine Families' Experiences in Early Intervention
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2024-03
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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.
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Primary Investigator: Anne Larson, Ph.D., CCC-SLP
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Minnesota Department of Education Grant Number: CFDA 84.181A, Part C Family Engagement Grant – Advocacy and Training for Part C (Infants, Toddlers, and Families)
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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.
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