How does early intervention fit in? A look into the natural environment of a child with significant support needs experiencing homelessness
Williams, Crystal S.
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https://hdl.handle.net/2142/124269
Description
Title
How does early intervention fit in? A look into the natural environment of a child with significant support needs experiencing homelessness
Author(s)
Williams, Crystal S.
Issue Date
2024-04-18
Director of Research (if dissertation) or Advisor (if thesis)
Ostrosky, Michaelene
Doctoral Committee Chair(s)
Ostrosky, Michaelene
Committee Member(s)
Milagros Santos, Rosa
Corr, Catherine
Goodnight, Melissa
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Early Intervention
Part C
Significant Support Needs
Homelessness
Poverty
Language
eng
Abstract
Infants and toddlers with significant support needs (SSNs) are likely to receive early intervention (EI) services, which take place in the context of children’s natural environments. However, little is known about what the natural environment of children with SSNs looks like or how EI services for this population are implemented. This intrinsic case study explored the natural environment of one child with SSNs and how his EI services were embedded in his natural environment using multiple qualitative methods (observations, interviews, document review, auto-photography, and photo-elicitation). The case was made up of five family members and four EI providers who were on the child’s team. At the time of data collection, the family was experiencing homelessness. Using thematic analysis, seven themes were developed based on the data: (a) impacts of disability, poverty, and intersectionality, (b) the family’s planning and intentionality, (c) positivity and acceptance, (d) the context of expertise, (e) a continuum of practices, (f) the importance of the mom’s role, and (g) the challenge with the family’s circumstances. Implications relate to the need to be responsive to families’ intersecting identities in research and practice, as well as the need for improved coordination between systems that families are involved in.
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