Title

How Do the Cultural Beliefs, Values, and Perceptions of Early Interventionists and Early Childhood Service Providers Influence the Implementation of Family-Centered Practice?

Author

Tasha Owens-Green, Concordia University, St. Paul

Date of Award

2007

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Keywords

early intervention services, children with disabilities, family-centered practices

Abstract

The purpose of this project is to develop a culturally sensitive self-reflection tool that can better prepare early interventionists and early childhood service providers to reflect on their practices as they work with a diverse mix of families. An early interventionist or early service provider can use the culturally sensitive reflection tool to examine his or her values, beliefs, world perspectives and biases. If the self-reflection tool indicates the necessity for further training, the early interventionist should receive the necessary support in order to improve cultural competency. A family depends on early interventionists or early childhood service providers to deliver family-centered services grounded in respect for the family's ethnic background. Early interventionists who are culturally competent realize the effects ethnicity, culture and socioeconomic has on a family's experiences and feelings of having a young child with a disability.

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