ERIC Number: EJ1457180
Record Type: Journal
Publication Date: 2025-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: EISSN-1538-4845
Family Perspectives of the Roles of Parent Training and Information Centers and Service Coordinators in Early Intervention
Kelly Fulton; Adriana Kaori Terol; Abby Hardy; Meghan M. Burke
Topics in Early Childhood Special Education, v44 n4 p316-329 2025
Although family-centeredness is a tenet of early intervention, families often report struggling to meaningfully participate in decision-making. To increase family involvement, in the United States Parent Training and Information Centers (PTIs) and service coordinators are charged with educating and empowering families to advocate for their children. Yet, little is known about how PTIs and service coordinators support families. We explored the perceptions of families about the supports provided by PTIs and service coordinators; by understanding their roles, targeted efforts can be made to ensure that families are meaningfully supported during early intervention. Twenty-five caregivers of children who received early intervention services participated in individual interviews. One participant reported being familiar with PTIs during early intervention. Participants reported liking their service coordinators but also reported that due to large workloads, service coordinators often did not educate them about their rights. Implications for research and practice are discussed.
Descriptors: Early Intervention, Parent Attitudes, Parent Education, Parent Responsibility, Parent Rights, Parent Role, Parent Workshops, Family Programs, Social Services, Caseworkers, Social Work, Information Centers, Child Advocacy, Parents, Empowerment
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A