The Disparity of Early Intervention Services for Minority Families

By Iris DeVaughn

This issue of NASET’s Early Intervention series was written by Iris DeVaughn. Early intervention services, which are services that are provided to children exhibiting developmental delays under the age of three, have been proven to be successful interventions that help children attain later school success (Bierman, Heinrichs, Welsh, Nix, & Gest, 2017). However, research has found that there has been a disparity in the usage and availability of services, and that minority children are less likely to receive early intervention services when compared to their Caucasian peers (Burchinal et al., 2011). This disparity in early interventions has been perpetuated by several causes, such as families lacking necessary information about how to attain services for their child. School leaders can help to end this disparity in their communities by educating the public on signs of developmental delays as well as how to attain early intervention services.

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Abstract

Early intervention services, which are services that are provided to children exhibiting developmental delays under the age of three, have been proven to be successful interventions that help children attain later school success (Bierman, Heinrichs, Welsh, Nix, & Gest, 2017). However, research has found that there has been a disparity in the usage and availability of services, and that minority children are less likely to receive early intervention services when compared to their Caucasian peers (Burchinal et al., 2011). This disparity in early interventions has been perpetuated by several causes, such as families lacking necessary information about how to attain services for their child. School leaders can help to end this disparity in their communities by educating the public on signs of developmental delays as well as how to attain early intervention services.

The Disparity of Early Intervention Services for Minority Families

Effective leadership in education requires leaders to have clear vision that allows them to learn from their history, assess their present, and to proactively plan for the future. Many effective leaders in education know the importance of proactively addressing a problem, or even a potential problem, before it arises. Unfortunately, one issue in education that rarely receives the proactive attention that it requires is the disparity of services, namely early intervention services, made available to minority and low-income families. 

Early intervention services can be defined as an array of interventions, such as speech and occupational therapy, designed for children from birth to three years old who are experiencing developmental delays (Magnusson, Minkovitz, Kuhlthau, Caballero, & Mistry, 2017). Children who have been diagnosed with developmental delays and who receive early intervention services before the age of three are more likely to have sustained academic success in school (Burchinal et al., 2011). Unfortunately, research indicates that minority and low-income children under the age of three are less likely to receive necessary early intervention services than their Caucasian peers (Morgan, Farkas, Hillemeier, & Maczuga, 2012). This disparity in services has inhibited the early detection and treatment of developmental delays for young minority and low-income children, which inhibits their ability to transition and matriculate in school successfully (Bierman, Heinrichs, Welsh, Nix, & Gest, 2017). In fact, many of these children do not receive the services that they need until they enter school, and unfortunately, the long-term effects of school-based interventions are less successful than early intervention services that are provided before a child enters school (Campbell & Ramey, 1994). 

Numerous studies within recent years have proved the necessity and the significance of preschool education (Bierman, Heinrichs, Welsh, Nix, & Gest, 2017). However, children who have been diagnosed with having developmental delays have proven to need more than preschool interventions in order to attain and keep success in school (Campbell & Ramey, 1994). In fact, studies have shown that interventions that are introduced at the preschool level have unsuccessful long-term effects for children, and that the success that children have with interventions in preschool do not follow them to elementary school (Bierman, Heinrichs, Welsh, Nix, & Gest, 2017). This further proves that early intervention services are significant and necessary for children to have future success in school. 

As a reflective practitioner, I have realized the importance of access to early intervention services for children who are experiencing developmental delays. From my own experiences as a teacher and as a leader in education, I have found that students who had received early intervention services were more prepared to transition successfully to school. I had also found that students with developmental delays who had not received early intervention services were more likely to struggle academically, socially, and behaviorally in school. While using the research and my own experiences to examine this issue, I also knew that it was important to determine the causes for the disparity in order to develop a solution.

Causes for the Disparity

Lack of Child Care

The disparity in early intervention services has been theorized to occur for several reasons. First, research indicates that Caucasian families have more access to high-quality child-care services, which increases the accessibility of educational services that a child may need (Burchinal et al., 2011). I believe that this has several effects on the detection and the implementation of early intervention services for young children. I feel that high quality child-care services can contribute to the early detection of developmental disabilities. When speaking with families, many families have shared with me that they began to realize that their child needed early intervention when the child entered daycare. This is because of the reports that parents received from their child’s daycare teachers and also from their own observations of their child in comparison with their child’s peers. For example, some parents have admitted to me that they did not realize that their child had a language delay until they realized that other children their child’s age were talking when their child was not. This realization had only occurred for some parents due to their exposure to high quality child care centers, and some families even attested that they would never had sought early intervention services if they had not gained their insight from their child’s daycare centers. 

Lack of Referrals

Another suggested cause for the disparity in early intervention services is the lack of necessary referrals. A study conducted on early intervention services has shown that while screening measures of young children under the age of three have increased, the rate of referrals for early intervention services still remains lower than it should be (McManus, Richardson, Schenkman, & Morrato, 2018). In my own experience, I have worked with many families who expressed dissatisfaction with the early intervention referral process. Some families stated that they went to their child’s Pediatrician for assistance, expressing that they were concerned about their child’s delayed development, and that their child’s Pediatrician would often assure them that their child would eventually catch up and did not need services. From my personal observations, many of the families who shared this complaint and experience were minority and low-income families. It seems that many Pediatricians have denied necessary referrals based on their own personal biases instead of through the use of objective screenings. This trend could imply that Pediatricians may need more training in diversity and equity in health care. 

Traditional Parenting

Diverse parenting styles have also been attributed to the disparity in services. Studies have shown that African American families have been more accustomed to using more “traditional parenting styles”, which promote obedience but inadvertently discourage organic learning opportunities that assist in a child’s development (Burchinal et al., 2011). Further research has stated that low-income and other minority families, especially as Hispanic families, also follow a more traditional form of parenting style due to cultural differences (Morgan, Farkas, Hillemeier, & Maczuga, 2012). Research affirms that families who use this parenting style are less likely to seek help or early intervention services for their children (Burchinal et al., 2011). My experiences in education have shown me that families using more traditional parenting styles are less likely to seek early intervention services due to their fears of their children being stigmatized. Unfortunately, studies have shown that fears such as these are warranted. One study found that minority students are more likely to be wrongly labeled as having a disability than their Caucasian peers, and that they are more likely to be wrongly classified as needing Special Education services (De Valenzuela, Copeland, Qi, & Park, 2016). Information such as this has caused many of the families that I have worked with to distrust the educational system. I also find it ironic that minority children are underrepresented in early intervention, and yet they are over-represented in school-age Special Education programs. This may be an area where future research and exploration could be beneficial.

Lack of Knowledge

The disparity in early intervention services is also caused by another factor: a lack of knowledge. For example, research shows that many families follow a more “traditional” parenting style due to their lack of knowledge of best practices in parenting and child development (Morgan, Farkas, Hillemeier, & Maczuga, 2012). This lack of knowledge in parenting could also indicate a lack of knowledge in developmental milestones and the early detection of developmental disabilities. However, even some families who understand child development lack the knowledge that they need to get the help that their child needs. In fact, most families that I have worked with have attested that they did not receive help for their child because they did not have the information they needed. For some families, they knew that their child was experiencing developmental delays, but they did not know who to talk to or how to seek help for their child. Most of these families also admitted that they enrolled their child in preschool with hopes that school would help them, not realizing that they were entitled to services before their child even entered school. Other families stated that they thought that their child was developing normally, and they did not realize that their child was experiencing delays. These families often did not have other young children around them, which caused them not to realize that their child was delayed until they were able to see their child around peers of the same age as them. These case studies show that some families do not receive the critical early intervention services that they need due to a lack of knowledge. Overall, this knowledge includes the services that are available to them, how to attain these services, and developmental milestones that could help a family determine if their child is developing normally or if their child is at risk of having a developmental delay. 

Developing Solutions

Creating a Task Force

After assessing the various causes for the disparity in early intervention services, it is clear that leaders in education must develop solutions that will mitigate this disparity within their own communities. School districts have the benefit of housing numerous professionals with diverse areas of expertise and skills, which gives schools the ability to create committees or task forces to develop solutions to problems that arise. From a leadership perspective, the task of educating the community on the detection of developmental disabilities and how to attain early intervention services is a necessity that would ensure that future students would be prepared for school. Since this task requires several specific areas of expertise, including the knowledge of early childhood education and special education, a team of diverse professionals and community members should convene to discuss what information the community needs and how to deliver this information to the community.

A task force such as this should include several different types of members. Some of the members should include a Preschool Teacher, a Special Education Teacher, a Social Worker who is also a member of the Child Study Team, a school Principal, a district Information Technology Specialist, and a parent. If possible, schools should attempt to include a representative from their local Head Start program, which is a program that provides quality child care services to low income families, and a representative from their local library. All of these members would contribute unique expertise and wisdom that would be necessary for ensuring the success of the task force. The Preschool and Special Education Teachers would be able to provide information that is necessary for identifying developmental delays and ways to ensure that parents are helping their children prepare for school. A Social Worker would also give insight on how to help children prepare for school while also giving wisdom on how to effectively communicate with parents. The Principal would be able to take the lead in facilitating the meetings while ensuring that the products of the task force are in alignment with the district’s values, while the Information Technology Specialist would take charge of posting the products from the task force on the district’s website and social media platforms. A member of the Head Start program would be able to add insight on how families could seek child care at little to no cost to them, and a member of the local library could give families tips on how to promote early literacy at home with their children. Lastly, a parent of a child within the district would provide the critical voice on how to inform the community and how to organize parents to take a stand on the issue.

Mailing Information

One way that school districts can educate and support families of young children is by mailing information to the homeowners and renters within the community. This information could include typical signs of developmental delays, how to start the early intervention referral process, and resources within the community that could provide more assistance. Though each community may have its own unique supports, two significant organizations that school districts can educate families about are local libraries and Head Start child care programs. 

To inform the public, school districts could also send information, such as posters and flyers, to local Pediatricians. Studies suggest that Pediatricians are very influential in a family’s decision to receive early intervention services for their child, and that this influence is especially true for minority and low-income families (Magnusson, Minkovitz, Kuhlthau, Caballero, & Mistry, 2017). School districts could send flyers to Pediatricians that could be posted within their offices or given to families of young children. Such information could even be beneficial for Pediatricians who may have difficultly discussing developmental delays with families that they serve. 

Social Media

Many school districts and leaders in education have begun to utilize social media to educate the public of scholastic initiatives and to inform the community of diverse news and events within their schools. Research indicates that the use of social media within the field of education has become a new way to influence and inform the public, allowing schools to gain the support that they seek from the community (Dixon, 2012). While mailing information to the community will reach a limited audience, the use of social media can help school districts reach the members of the community who are more influenced by technology. The use of social media, when used strategically, has also been advised for school leaders to disseminate information while allowing families to feel connected to the school community (Dixon). 

Workshops and Community Events

One of the last strategies that school districts could use to educate parents about early intervention services is through the use of organizing free community events. These events could benefit or even serve a dual purpose by supporting initiatives that are currently going on within the district, which would therefore reduce or even eliminate an additional cost that the district would incur from holding such an event. For example, some school districts host preschool registration and orientation events. These events serve the purpose of informing the parents of future students of the registration process and what parents need to know before their children enter school. Instead of inviting only parents of prospective preschool students, invitations could be extended to families with toddlers as well. During this time, schools could educate families about the early detection of developmental delays, early intervention services, and how to make sure that their children are prepared for school.

Conclusion

As leaders, we must begin viewing the young children within our communities as future scholars and students, instead of waiting for the children to enter school to support families. The disparity in early intervention services for minority families has been an ongoing issue, and school leaders have the ability to make changes that will educate and impact their communities (Burchinal et al., 2011). Schools can support the families of young children by educating parents of the support services that are available to families. This information can be disseminated through several different ways to the community, but would first require the school district to become educated on the available resources within the community. The school district would also need to have an understanding of early childhood education, early detection of developmental disabilities, and early intervention services. This expertise and the ability to administer this information to the public would require the district to assemble a committee, or a task force, to develop the strategies and the steps to educating the community. With increased knowledge and resources, families will be more equipped to find the help that their children need, which would in turn assist in diminishing the disparity in early intervention services. 

References

Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low-income children. Journal of Child Psychology and Psychiatry, 58(2), 129-137. doi:10.1111/jcpp.12618

Burchinal, M., Mccartney, K., Steinberg, L., Crosnoe, R., Friedman, S. L., Mcloyd, V., & Pianta, R. (2011). Examining the Black-White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development. Child Development, 82(5), 1404-1420. doi:10.1111/j.1467-8624.2011.01620.x

Campbell, F. A., & Ramey, C. T. (1994). Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families. Child Development, 65(2), 684-698. doi:10.2307/1131410

De Valenzuela, J. S., Copeland, S. R., Qi, C. H., & Park, M. (2016). Examining Educational Equity: Revisiting the Disproportionate Representation of Minority Students in Special Education. Exceptional Children, 72(4), 425-441. doi:10.1177/001440290607200403

Dixon, B. (2012). Social media for school leaders a comprehensive guide to getting the most out of Facebook, Twitter, and other essential web tools. San Francisco, CA: Jossey-Bass.

Magnusson, D. M., Minkovitz, C. S., Kuhlthau, K. A., Caballero, T. M., & Mistry, K. B. (2017). Beliefs Regarding Development and Early Intervention Among Low-Income African American and Hispanic Mothers. Pediatrics, 140(5). doi:10.1542/peds.2017-2059

McManus, B., Richardson, Z., Schenkman, M., & Morrato, E. (2018). Disparities in early intervention referral and access among a low-income safety net population: A cohort study using 2013-2015 linked administrative data. Developmental Medicine & Child Neurology, 60. doi:10.1111/dmcn.31_14017

Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012). Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education? Educational Researcher, 41(9), 339-351. doi:10.3102/0013189×12459678