{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92733"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92733","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Project collaborative care: experiences of child care and early intervention providers","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","abstract_has_math":false,"creators":["Weglarz-Ward, Jenna Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Santos, Rosa M","Dinnebeil, Laurie","McBride, Brent","Ostrosky, Michaelene M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T17:49:57Z","date_published":"2016-11-10T17:49:57Z","updated_at":"2026-07-22T22:26:35Z","subjects":["early childhood","special education","child care","early intervention","infants","collaboration"],"languages":["en"],"rights":["Copyright 2016 Jenna Weglarz-Ward"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92733","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santos, Rosa M","Dinnebeil, Laurie","McBride, Brent","Ostrosky, Michaelene M."]},{"key":"dc:creator","label":"Author","values":["Weglarz-Ward, Jenna Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T17:49:57Z","2016-07-11","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special 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":["early childhood","special education","child care","early intervention","infants","collaboration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Jenna Weglarz-Ward"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92733"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Jenna Weglarz-Ward, accepted the attached license on 2016-07-08 at 09:05.","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.","The student, Jenna Weglarz-Ward, submitted this Dissertation for approval on 2016-07-08 at 09:07.","This Dissertation was approved for publication on 2016-07-11 at 15:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9714 on 2016-11-09 at 10:22:03","Made available in DSpace on 2016-11-10T17:49:57Z (GMT). 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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.","The student, Jenna Weglarz-Ward, submitted this Dissertation for approval on 2016-07-08 at 09:07.","This Dissertation was approved for publication on 2016-07-11 at 15:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9714 on 2016-11-09 at 10:22:03","Made available in DSpace on 2016-11-10T17:49:57Z (GMT). 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