Work

What Supports and Barriers Influence Early Intervention Providers’ Practices? A Qualitative Study

Year: 2024

Type: article

Abstract: Early intervention providers (EI) have a responsibility to enact recommended practices to best support young children with disabilities and their families. However, pre-service and in-service preparation of early intervention providers is complex and often lacking, leading to gaps in practice. In this qualitative study, we aimed to understand what supports and barriers EI providers in the U.S. state of Illinois experience that they believe influence their practices. Overall, we developed four themes that represent the data: (1) systemic barriers, (2) collaboration as a support and barrier, (3) key experiences as supports, and (4) the need for meaningful professional development. Implications include the need for policies that address financial concerns and collaborative teaming, as well as personnel development focused on effective teaming and responding to diverse family needs.

Source: Topics in Early Childhood Special Education

DOI: 10.1177/02711214241296372

Authors: Crystal S. Williams, Jessica K. Hardy, Grace E. Sawyer, EdM, Cheryl Light-Shriner, PhD

Institutions: The Ohio State University, University of Illinois Urbana-Champaign

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Good health and well-being, Quality education, Reduced inequalities

Open Access status: bronze

OpenAlex ID: W4404119263