Embedding Culturally Responsive Evaluation Within Implementation Science in Early Intervention

92 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 2, June 2023 https://doi.org/10.1177/10962506211039904 DOI: 10.1177/10962506211039904 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood The Individuals with Disabilities Education Act (IDEA) Part C Early Intervention Lead Agency in a southeastern state recently updated the list of approved assessment packages for local programs to use when completing eligibility evaluations and Individualized Family Service Plan (IFSP) development assessments. The Early Childhood Development Center Infant/Toddler Early Intervention Program (I/TEIP) was situated in an urban district with high diversity in socioeconomic status, race, ethnicity, and home language. In the past, I/TEIP providers had expressed their frustrations with the current assessment tools, noting that many of the tools presented cultural biases. They were also concerned because the majority of assessments were only standardized in English. As they headed into the selection process, administrators in the program agreed upon the importance of adopting an authentic assessment package that was developed with a diverse population to provide an equitable evaluation process for children of all cultures, races, and ethnic backgrounds. There was, however, hesitation from both administrators and providers about the possibility of “just another innovation.” Administrators such as Mrs. Garcia had seen many innovations begin strongly only to encounter decreasing 1039904 YECXXX10.1177/10962506211039904Young Exceptional ChildrenEmbedding Culturally Responsive Evaluation / Wiegand and Brown research-article2021