Empowering Families in Early Intervention to Advocate: A Coaching Model Supporting Family Choice of Language Identity
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| Title: | Empowering Families in Early Intervention to Advocate: A Coaching Model Supporting Family Choice of Language Identity |
|---|---|
| Language: | English |
| Authors: | Jitka M. Elizarraras (ORCID |
| Source: | Intervention in School and Clinic. 2026 61(5):215-225. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive Tests/Questionnaires |
| Descriptors: | Family Involvement, Empowerment, Early Intervention, Advocacy, Coaching (Performance), Federal Legislation, Equal Education, Educational Legislation, Students with Disabilities, Childrens Rights, Preferences, Language Usage |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act Part C, Individuals with Disabilities Education Act Part B |
| DOI: | 10.1177/10534512261431340 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | Embedding family voice into early intervention services honors individual culture and identity. Early intervention (i.e., Part C of the Individuals with Disabilities Education Act [IDEA]) services are designed to support families and empower them to advocate for their child's rights as they navigate a sometimes challenging system. As early intervention professionals work with families within coaching frameworks, language preferences (e.g., person-first, identity-first, and strengths-based) emerge as a foundation for trust and communication. This article will explore one family's journey as they navigate the transition between Part C and Part B services. Topics will include establishing partnerships with families, how language influences family and child identity, and prioritizing family culture throughout programming. Strategies for empowering families to advocate for language preference and prioritizing child identity are also included. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503286 |
| Database: | ERIC |
| Abstract: | Embedding family voice into early intervention services honors individual culture and identity. Early intervention (i.e., Part C of the Individuals with Disabilities Education Act [IDEA]) services are designed to support families and empower them to advocate for their child's rights as they navigate a sometimes challenging system. As early intervention professionals work with families within coaching frameworks, language preferences (e.g., person-first, identity-first, and strengths-based) emerge as a foundation for trust and communication. This article will explore one family's journey as they navigate the transition between Part C and Part B services. Topics will include establishing partnerships with families, how language influences family and child identity, and prioritizing family culture throughout programming. Strategies for empowering families to advocate for language preference and prioritizing child identity are also included. |
|---|---|
| ISSN: | 1053-4512 1538-4810 |
| DOI: | 10.1177/10534512261431340 |
