EARLY INTERVENTION IN ARIZONA AND COLORADO: CENTERING FAMILIES THROUGH COLLABORATION

Abstract

Existing early intervention (EI) services have the potential to provide a strong framework for families with children who have disabilities in their navigation of complex systems. The success of these supports are determined by contemporary, multi-tiered barriers in accessibility, recognition and capacity. This thesis begins with an examination of experiences and perspectives across Arizona Early Intervention Program (AzEIP) and Colorado Department of Early Childhood (CDEC). Followed by an overview of their current structures and policies, the aim is to provide insight on gaps in resources and patterns of exclusion. Through observation, interviews and community participation, there are many diverse layers that align across experience in the social and systemic influences on quality of care. Findings indicated processes that facilitate or resist development of skills and capacity to receive or deliver services. EI was primarily conceptualized as essential with a need for further advocacy and inclusion. The impact of connection in the community promotes family well-being, participation and recognizes the value of equity in healthcare. Critical implications and future directions are discussed, it is hoped this thesis will contribute to the standardization and enforcement of family-centered care in EI on a micro- and macro-scale of interdisciplinary systems.