Early Childhood Special Education and Culturally Responsive Advocacy Interventions: A Review of the Literature (Poster 9)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Building Home-School-Community Partnerships

Abstract

Although early childhood special education services (ECSE) promote important cognitive, social emotional, and academic outcomes for children with developmental delays or disabilities, there are significant disparities in access to ECSE for children and caregivers from culturally and linguistically diverse (CALD) backgrounds. This systematic literature review examines the context, process, and content of culturally responsive advocacy interventions (CRAIs) which seek to promote equitable access to ECSE. The findings of this review suggest that 1) there is a need for tailored CRAIs which specifically address the context of ECSE; 2) there is currently great variation with how cultural responsivity is addressed by CRAIs; and 3) there are present challenges with evaluating the efficacy of CRAIs.

Authors

• Evelyn Ayay, University of Washington

• Angel Fettig, University of Washington