Project collaborative care: experiences of child care and early intervention providers

Weglarz-Ward, Jenna Marie

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https://hdl.handle.net/2142/92733 Copy

Description

Title

Project collaborative care: experiences of child care and early intervention providers

Author(s)

Weglarz-Ward, Jenna Marie

Issue Date

2016-07-11

Director of Research (if dissertation) or Advisor (if thesis)

Santos, Rosa M

Doctoral Committee Chair(s)

Santos, Rosa M

Committee Member(s)

• Dinnebeil, Laurie
• McBride, Brent
• Ostrosky, Michaelene M.

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 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.

Graduation Semester

2016-08

Type of Resource

text

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http://hdl.handle.net/2142/92733

Copyright and License Information

Copyright 2016 Jenna Weglarz-Ward

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