Abstract
“Disability only becomes a tragedy when society fails to provide the things we need to lead our lives”
Introduction—An Immigrant Family’s Reflection
We hope our family’s struggles help providers, educators, and advocates understand the need for equitable practices in EI/ECSE. Our family’s first impression of early intervention and later early childhood special education started our combative journey to meet our basic needs. Echoing the message from the recently departed Mother of the Disabilities Rights Movement, Judith Heumann, a family’s journey through EI/ECSE does not have to be a tragedy. Our family’s message to the EI/ECSE field is about spreading cultural awareness, understanding, and sensitivity. We ask that professionals in the EI/ECSE field explore their personal and cultural values and recognize the significance of honoring the diversity of others. Through the help of exceptional professionals and advocates, we found strength in a community that values and honors our family. We found EI/ECSE professionals who actively sought to build relationships, foster mutual respect, seek relevance to our lives, challenge their way of thinking by reframing their perspectives, and became our lifeline through their resourcefulness. This column is a reflection and opportunity for our story to be a message about equitable practices in the EI/ECSE field for other immigrant families.
An Immigrant Family’s Experience
Mother’s Reflection
My initial experience with early intervention happened on the day my son with Down Syndrome was born. That day of joy was met with judgment, inconsideration, and ultimately dismissal. We left the hospital only with a phone number to call if we had concerns but no guidance for the journey our family was about to take. My first encounter with an early interventionist was our speech language pathologist. He asked, “Why are you speaking Spanish to your son?” He followed up by telling me that I was hurting my son by speaking Spanish to him and that speaking multiple languages in the home for a child with Down Syndrome was wrong.
As a mother, my heart was broken. I was confused and seeking answers while speaking with broken English. I think back on this day and how a professional, an individual who did not know me or did not take the time to know me stood in my home and devalued me. I was supposed to trust this person with the care of my son and instead of providing support and options, I was told that speaking my native language was hurting my son.
Father’s Reflection
When my son transitioned out of EI and into ECSE, our family encountered another form of inequity. My son had restricted mobility and was nonverbal when we transitioned into school at 3 years old. It was uncovered through a series of unfortunate events that we discovered that our son was confined to a stroller throughout his school day. Our son spent most of his time as an observer rather than a meaningful participant with peers. When asked, “Why is my son confined to a stroller?” The response we received was, “It takes too much time to get him out of the stroller and he will never walk anyway.” At 3 years old, an educator saw only barriers instead of hope and opportunity.
The 5 R’s of Equitable Practices
Reflecting on this family’s voice there are moments in time that an alternative phrase or alternative action could have made a lasting positive experience in this family’s life. However, these encounters lacked the equitable lens that would have enabled a deeper connection to this family. EI/ECSE providers’ interactions with families are the lifeblood and foundation of everything we do. In alignment with the Division for Early Childhood (2014) of the Council for Exceptional Children’s Recommended Practices on Family, the 5 R’s of Equitable Practices strengthen and expand: Family practices which refer to ongoing activities that (1) promote the active participation of families in decision-making related to their child (e.g., assessment, planning, intervention); (2) lead to the development of a service plan (e.g., a set of goals for the family and child and the services and supports to achieve those goals); or (3) support families in achieving the goals they hold for their child and the other family members.
5 R’s
Supporting immigrant families in EI/ESE is of vital importance due to the pivotal time of life for the child. As attested to in the reflections of the immigrant family that gave voice to this column, unique challenges are faced by these families such as language barriers, cultural adjustments, limited access to resources, and complex policies and regulations. Advancing equity and embracing diversity have not always been at the core of early childhood practices (Alanis et al., 2021). We must acknowledge that despite the progress we have made in recent years, there is a history of systemic oppression from our past. Even now, the field of early childhood is under scrutiny from outside influences. However, the 5 R’s of Equitable Practices serve as reflective opportunities to think, “What can providers do to ensure that when working with immigrant families they are bringing an equitable lens to their practice?”
“Immigrant families are often some of the most resourceful and resilient people.”
Conclusion
Having an equitable lens on the practices of an EI/ECSE professionals is challenging because it is not a linear progression of skills. Professionals must lean into the “uncomfortability of not knowing” and never “being done.” Superficially anyone can form checklists and make statements to validate their perception of successful equitable practices. However, “the true measure of equitable practices in EI/ECSE lies in the way children and families are impacted.” Judith Heumann’s statement further adds to the complexity of immigrant families’ struggles when the intersectionality of having a family member with a disability is considered. However, it is the system of inequitable practices and views that add this strain. The final message to the EI/ECSE community from an immigrant family is: We are here, and we matter. We may not always have the right words to ask for what we need or know that we should be asking for help. We are asking for EI/ECSE professionals to listen to the words not said and see the confusion we try to hide. But most importantly, thank you to those that become our extended family and go on this journey with us.
