Finding the On Ramp: Accessing Early Intervention and Early Childhood Special Education in an Urban Setting

Abstract

Early Intervention and Early Childhood Special Education (EI/ECSE) are critical services for children with disabilities and their families. Urban areas are charged with providing EI/ECSE services to a large number of children, who come from diverse racial, cultural, and linguistic backgrounds, and whose parents may or may not have economic resources. To better understand the nuances of EI/ECSE systems in urban contexts, we interviewed stakeholders in a large Mid-Atlantic U.S. city, examining the process of accessing EI/ECSE. We interviewed parents, medical professionals, early care providers, and special education personnel, and reviewed and analyzed artifacts using content analysis to inform the research questions and verify findings. Findings showed a strained system with both structural and situational challenges, specifically for families from diverse backgrounds.

Keywords

qualitative methods young children family collaboration and support at risk for school readiness cultural and linguistic diversity

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