Early Intervention Services

Abstract
Few studies have explored the attitudes of African American parents about child disability and Early Intervention Services. Research and data suggests that Early Intervention services are effective in preparing preschool aged children identified with disabilities for school. However, the under-representation of African American children enrolled in Early Intervention is an ongoing policy concern. This exploratory study examined the perceptions and attitudes of African American parents about child disability and Early Intervention services. In-depth, qualitative interviews were conducted with 10 African American mothers in a midsize Southeastern city. Parental social support, parental spiritual connection, healthy parental childhood
The national data analyzed for this study reveals that white families receive Early Intervention services at more than twice the rate of African American families. This noted disparity is of concern since statistics confirm that African American mothers are at a higher risk of giving birth to an infant who is preterm birth and low birth weight than white mothers (Sparks, 2009). Literature reviews of early intervention programs suggest that services to minority families are often culturally inappropriate, resulting in a lack of suitable services for minority children. Diversity is an issue for service utilization since minority consumers are reluctant to make use of rehabilitation services due to their perceptions about the types of services offered, the service provider’s sensitivity, and the service provider’s attitude toward rehabilitation (Ashbury, Walker, Belgrave, Maholmes, & Green, L. 1994). Considering the aim of the Early Intervention System to deliver services according to family-centered practice, one imperative concern is the limitations culturally diverse populations of families frequently experience. Ramey & Ramey (2004) emphasize that Early Intervention Programs should be perceived as culturally relevant and welcoming in order for parents to use and
This takes into account the strength, resiliency and cultural context of African American parent as they adapt to parenting a child with a disability (Evans, 2011). The model is grounded in several general assumptions (Alston & Turner, 1994). The first assumption is that individuals exist in a systemic context and not in isolation. Second, all individuals and families contain some level of strength and any successful intervention will involve acknowledging and using those strengths. The third assumption is that culture and ethnicity are powerful determinants of family processes, and the final assumption is that the impact of a disability is not only dynamic, but also developmental (Alston & Turner,