Excluded Early: Barriers and Supports for Families of Infants and Toddlers with Disabilities

Abstract

Quality early childhood (EC) programs for infants and toddlers with disabilities are difficult to access, yet research examining families’ perspectives on this issue remains limited. This qualitative study investigated barriers faced and supports needed by families of infants and toddlers with special needs in accessing quality EC programs. This study highlights family perspectives on policy and practice improvements for this underserved population. Semi-structured interviews were conducted with 10 families participating in early intervention services in a southeastern state. Thematic analysis revealed three primary barriers: program availability, knowledge of available programs, and financial constraints. Three essential supports were identified: staff understanding of special needs, funding of programs, and parent support and education. Findings highlight the interconnected nature of these barriers and supports, suggesting that comprehensive approaches are needed to address challenges simultaneously. Recommendations include implementing systematic information sharing in health care settings, enhancing staff training for medical accommodations, and developing parent support networks.

Keywords

early childhood education special needs infants and toddlers program access parent perspectives inclusion early intervention disabilities

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