Families' Access to Early Intervention and Supports for Children with Developmental Disabilities

Autor/inn/en	Sapiets, Suzi J.; Hastings, Richard P.; Stanford, Catherine; Totsika, Vasiliki
Titel	Families' Access to Early Intervention and Supports for Children with Developmental Disabilities
Quelle	In: Journal of Early Intervention, 45 (2023) 2, S.103-121 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sapiets, Suzi J.) ORCID (Hastings, Richard P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221083984
Schlagwörter	Early Intervention; Access to Education; Developmental Disabilities; Young Children; Services; Barriers; Affordances; Access to Health Care; Foreign Countries; Individual Characteristics; Professional Personnel; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Entwicklungsstörung; Frühe Kindheit; Dienstleistung; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Personalbestand; Großbritannien
Abstract	Early intervention (EI) provision is critical for families who have children with developmental disabilities (DD), but existing evidence suggests accessing EI is not always straightforward. The purpose of this study was to provide a comprehensive description of access to various EI supports (e.g., professionals, services, interventions) for families of young children with suspected or diagnosed DD across the United Kingdom and to investigate perceived ease of access to support, unmet need for support, and barriers and facilitators of access to support. Overall, 673 parental caregivers of children aged 0 to 6 years with suspected or diagnosed DD (e.g., developmental delay, intellectual disability, autism) completed our survey anonymously. Across education, health, and social care, services accessed the most were pediatrics (N = 569, 84.5%), speech and language (N = 567, 84.2%), and general medical practice (N = 530, 78.8%). However, only 18.9% (N = 127) accessed packaged interventions. More than three-quarters (N = 508, 75.5%) reported an unmet need for early support, indicating a mismatch between the availability and capacity of services and demand for support. Parents also reported common barriers (e.g., obstructive services and unhelpful professionals) and facilitators (e.g., supportive and competent professionals, enabling parent factors) of access. Implications for policy, practice, and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01