{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80362"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80362","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perceptions About Culturally Appropriate Practices: A Survey of Early Intervention Professionals","abstract":"With recent demographic changes, early intervention professionals are likely to interact with an increasing number of culturally diverse families. Despite the ethnic diversity among families, the staffing patterns of early intervention (EI) programs remain predominantly European-American and monolingual. A challenge for the next decade will be to diversify the population of early intervention service providers and to provide professional development opportunities that assist providers in understanding the ways in which cultural differences may influence service access and delivery. The purpose of this study was to examine the extent to which EI professionals consider cultural factors important and the extent to which providers' practice reflects recommendations for providing culturally appropriate practices. Recommendations have been drawn from the early intervention/early childhood special education literature. Additionally, the study examined the characteristics of EI professionals and the challenges and barriers they have faced in providing culturally appropriate services. Professionals in frequent contact with families of young children in EI programs in a mid-western metropolitan area were recruited as participants in this study which utilized mail surveys. Results show that while professionals considered recommendations for providing culturally appropriate services important, they were not able to implement them frequently due to multiple barriers. Respondents described nature of barriers, and strategies they used, to provide effective EI services. It appears that professional need multi-dimensional institutional support to provide high quality services to culturally diverse families.","abstract_html":"With recent demographic changes, early intervention professionals are likely to interact with an increasing number of culturally diverse families. Despite the ethnic diversity among families, the staffing patterns of early intervention (EI) programs remain predominantly European-American and monolingual. A challenge for the next decade will be to diversify the population of early intervention service providers and to provide professional development opportunities that assist providers in understanding the ways in which cultural differences may influence service access and delivery. The purpose of this study was to examine the extent to which EI professionals consider cultural factors important and the extent to which providers' practice reflects recommendations for providing culturally appropriate practices. Recommendations have been drawn from the early intervention/early childhood special education literature. Additionally, the study examined the characteristics of EI professionals and the challenges and barriers they have faced in providing culturally appropriate services. Professionals in frequent contact with families of young children in EI programs in a mid-western metropolitan area were recruited as participants in this study which utilized mail surveys. Results show that while professionals considered recommendations for providing culturally appropriate services important, they were not able to implement them frequently due to multiple barriers. Respondents described nature of barriers, and strategies they used, to provide effective EI services. It appears that professional need multi-dimensional institutional support to provide high quality services to culturally diverse families.","abstract_has_math":false,"creators":["Lee, Hwa"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Tess Bennett","Ostrosky, Michaelene M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:45Z","date_published":"2015-09-25T19:56:45Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Social Work"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9953073"],"render_values":[{"text":"(MiAaPQ)AAI9953073","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80362","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tess Bennett","Ostrosky, Michaelene M."]},{"key":"dc:creator","label":"Author","values":["Lee, Hwa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:45Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Work"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80362","(MiAaPQ)AAI9953073"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["With recent demographic changes, early intervention professionals are likely to interact with an increasing number of culturally diverse families. Despite the ethnic diversity among families, the staffing patterns of early intervention (EI) programs remain predominantly European-American and monolingual. A challenge for the next decade will be to diversify the population of early intervention service providers and to provide professional development opportunities that assist providers in understanding the ways in which cultural differences may influence service access and delivery. The purpose of this study was to examine the extent to which EI professionals consider cultural factors important and the extent to which providers' practice reflects recommendations for providing culturally appropriate practices. Recommendations have been drawn from the early intervention/early childhood special education literature. Additionally, the study examined the characteristics of EI professionals and the challenges and barriers they have faced in providing culturally appropriate services. Professionals in frequent contact with families of young children in EI programs in a mid-western metropolitan area were recruited as participants in this study which utilized mail surveys. Results show that while professionals considered recommendations for providing culturally appropriate services important, they were not able to implement them frequently due to multiple barriers. Respondents described nature of barriers, and strategies they used, to provide effective EI services. It appears that professional need multi-dimensional institutional support to provide high quality services to culturally diverse families.","Made available in DSpace on 2015-09-25T19:56:45Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9953073.pdf: 5782605 bytes, checksum: 7dff48e82eb1033509852d8e68aa5eaf (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81644 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","142 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Perceptions About Culturally Appropriate Practices: A Survey of Early Intervention Professionals"]}]}],"canonical_facts":{"dc:contributor":["Tess Bennett","Ostrosky, Michaelene M."],"dc:creator":["Lee, Hwa"],"dc:date":["2015-09-25T19:56:45Z","10000-01-01","1999"],"dc:description":["With recent demographic changes, early intervention professionals are likely to interact with an increasing number of culturally diverse families. Despite the ethnic diversity among families, the staffing patterns of early intervention (EI) programs remain predominantly European-American and monolingual. A challenge for the next decade will be to diversify the population of early intervention service providers and to provide professional development opportunities that assist providers in understanding the ways in which cultural differences may influence service access and delivery. The purpose of this study was to examine the extent to which EI professionals consider cultural factors important and the extent to which providers' practice reflects recommendations for providing culturally appropriate practices. Recommendations have been drawn from the early intervention/early childhood special education literature. Additionally, the study examined the characteristics of EI professionals and the challenges and barriers they have faced in providing culturally appropriate services. Professionals in frequent contact with families of young children in EI programs in a mid-western metropolitan area were recruited as participants in this study which utilized mail surveys. Results show that while professionals considered recommendations for providing culturally appropriate services important, they were not able to implement them frequently due to multiple barriers. Respondents described nature of barriers, and strategies they used, to provide effective EI services. It appears that professional need multi-dimensional institutional support to provide high quality services to culturally diverse families.","Made available in DSpace on 2015-09-25T19:56:45Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9953073.pdf: 5782605 bytes, checksum: 7dff48e82eb1033509852d8e68aa5eaf (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81644 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","142 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80362","(MiAaPQ)AAI9953073"],"dc:language":["eng"],"dc:subject":["Social Work"],"dc:title":["Perceptions About Culturally Appropriate Practices: A Survey of Early Intervention Professionals"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}