{"title":"Initial Evaluation Practices: A Survey of Early Childhood Personnel","authors":"E. Steed, Rachel Stein","doi":"10.1177/02711214211005856","DOIUrl":null,"url":null,"abstract":"We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005856","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214211005856","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: 5
Abstract
We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.
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.