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Title:Project collaborative care: experiences of child care and early intervention providers
Author(s):Weglarz-Ward, Jenna Marie
Director of Research:Santos, Rosa M
Doctoral Committee Chair(s):Santos, Rosa M
Doctoral Committee Member(s):Dinnebeil, Laurie; McBride, Brent; Ostrosky, Michaelene M
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):early childhood
special education
child care
early intervention
infants
collaboration
Abstract:Researchers indicate that both child care and IDEA Part C early intervention (EI) providers struggle to understand how to best serve young children with disabilities and their families. The goal of this study was to examine the experiences of child care and EI providers with infants and toddlers with disabilities in child care settings. Specifically, this study focused on how child care and EI programs collaborate. A sequential mixed method approach was employed for the purpose of development. Participants (N=991 (620 child care, 371 EI)), recruited through statewide professional development entities in a large Midwestern state, took part in a survey about their knowledge, beliefs, and experiences related to infants and toddlers with disabilities in child care, as well as their experiences collaborating with other professionals and professional development experiences. Additionally, 24 providers across the state participated in face-to-face focus groups to discuss the topic in more depth. Results indicated that providers across groups value inclusion. Although most child care providers had cared for children with disabilities at some point, and most EI providers had delivered services in child care settings, successful collaborations among groups was rare. Most often child care providers were not formally included in the EI process. Factors that contributed to successful inclusion and collaboration included understanding each other’s purpose, clarifying each other’s roles, and program and state support. Participants suggested that opportunities to build relationships with each other in addition to training on early childhood special education topics would be most beneficial to support collaboration.
Issue Date:2016-07-11
Type:Thesis
URI:http://hdl.handle.net/2142/92733
Rights Information:Copyright 2016 Jenna Weglarz-Ward
Date Available in IDEALS:2016-11-10
Date Deposited:2016-08


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