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ERIC Number: ED556272
Record Type: Non-Journal
Publication Date: 2012
Pages: 250
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-7458-0
Bridges and Barriers: An Examination of Service Coordinator and Provider Roles and Perceptions of Engagement in Early Intervention
Powell, Denise Nicole
ProQuest LLC, Ph.D. Dissertation, Oakland University
The purpose of this study was to examine Part C of the Individuals with Disabilities Education Act (IDEA) early intervention service provision in a Midwestern state. The study sought to gain insight into levels of child and family engagement in Part C (Early On) programs and services and provide an understanding of Early On procedures, participants, and programs. In order to achieve these goals, the researcher developed online surveys and interview questions that were administered to an Early On agency coordinator, service coordinators, and service providers. Using a mixed-method approach, this study examined infant, toddler, and family engagement in services and programs. Service coordinator and provider facilitation of engagement, perceptions of effectiveness, and strategies to increase engagement were also studied. The survey and interview questions examined the demographic characteristics of young children and their families who were participating in early intervention and the coordinators and providers who were delivering early intervention services at the time of the study. Questions regarding the coordinator and provider perceptions of their own effectiveness and factors that they thought might influence infant, toddler, and family levels of engagement in Early On services and programs were also a part of the study design. Fifteen face-to-face interviews and 59 online surveys provided data for this study. The data revealed that in the selected county, access to Part C services is not a barrier to service receipt. Rather, in order to create bridges to vital early intervention services, eligible families, as well as, child care, pediatric, and other professionals should increase their awareness of Part C resources and support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C