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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 0009-0003-9618-5248), Patricia K. Hampshire (ORCID 0000-0002-4557-8477)
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
FullText Text:
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  Data: Empowering Families in Early Intervention to Advocate: A Coaching Model Supporting Family Choice of Language Identity
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  Data: <searchLink fieldCode="AR" term="%22Jitka+M%2E+Elizarraras%22">Jitka M. Elizarraras</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9618-5248">0009-0003-9618-5248</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patricia+K%2E+Hampshire%22">Patricia K. Hampshire</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4557-8477">0000-0002-4557-8477</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Intervention+in+School+and+Clinic%22"><i>Intervention in School and Clinic</i></searchLink>. 2026 61(5):215-225.
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  Data: 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
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  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act+Part+C%22">Individuals with Disabilities Education Act Part C</searchLink><br /><searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act+Part+B%22">Individuals with Disabilities Education Act Part B</searchLink>
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  Data: 10.1177/10534512261431340
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  Data: 1053-4512<br />1538-4810
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  Data: 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.
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  Data: 2026
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        PageCount: 11
        StartPage: 215
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      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Empowerment
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      – SubjectFull: Early Intervention
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Childrens Rights
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      – SubjectFull: Preferences
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      – SubjectFull: Language Usage
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      – SubjectFull: Individuals with Disabilities Education Act Part C
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