{"title":"Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners","authors":"Hattie Harvey, Erin Kinavey Wennerstrom","doi":"10.1177/02711214211005853","DOIUrl":null,"url":null,"abstract":"Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005853","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214211005853","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 2
Abstract
Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.
期刊介绍:
Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.