Parents' Experiences Navigating Intervention Systems for Young Children with Mild Language Delays

Autor/inn/en	Marshall, Jennifer; Adelman, Andrea; Kesten, Stacey M.; Natale, Ruby A.; Elbaum, Batya
Titel	Parents' Experiences Navigating Intervention Systems for Young Children with Mild Language Delays
Quelle	In: Journal of Early Intervention, 39 (2017) 3, S.180-198 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815117704958
Schlagwörter	Young Children; Language Impairments; Early Intervention; Preschool Education; Eligibility; Community Programs; Speech Language Pathology; Interviews; Parent Attitudes; Developmental Delays; Barriers; Educational Legislation; Equal Education; Disabilities; Federal Legislation; Mild Disabilities; Qualitative Research; Grounded Theory; Behavior; Referral; Enrollment; Florida + Suchen Sie Ihr Suchwort? Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school education; Vorschulerziehung; Eignung; Interviewing; Interviewtechnik; Elternverhalten; Entwicklungsverzögerung; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Bundesrecht; Qualitative Forschung; Einschulung
Abstract	The purpose of this study was to explore the experiences of parents of children with mild language delays who were referred to an Individuals With Disabilities Education Act (IDEA) birth-to-3 or preschool program, were determined not eligible for services, and were referred on to a community-based program for short-term speech-language therapy. Interviews were conducted in the parents' preferred language (10 Spanish, 10 English). A grounded theory approach was applied to identify emergent themes. Results indicated that the process of recognizing a developmental delay, receiving assessment results, and enrolling in services presents challenges that require parents to demonstrate engagement and advocacy throughout. This study highlights parents' motivations for seeking out early intervention services and underscores the importance of understanding parents' experiences navigating developmental service systems. Program planners can partner with parents to address barriers and also capitalize on successes to facilitate timely response to developmental concerns, appropriate referrals, and effective interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01