Early Childhood Intervention in China from the Families’ Perspective

Abstract

Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws.

Keywords:

• China
• disabilities
• early childhood intervention
• families of young children
• interviews
• policies
• qualitative
• services and supports

Acknowledgement

The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R324A090267 to the University of Kansas. It was approved by Institutional Review Board (IRB) at Iowa State University. The opinions expressed are those of the author and do not represent views of the Institute of Education Sciences or the US Department of Education.