Empowering Spanish-Speaking Parents Receiving Early Intervention (EI) Services Through Co-Creating a Video Resource on Family Rights in EI

Posted in Diversity, Equity, Inclusion Intervention

Throughout the years, there have been efforts to decrease language barriers for families who primarily speak a language other than English at home. Yet these efforts have not fully addressed the need for Spanish-speaking families to feel confident and competent to advocate for their child and family’s needs when receiving EI services. A recently completed project done as a component of the Georgetown University Certificate in Early Intervention program co-created a resource on family rights to increase advocacy skills for Spanish-speaking parents/caregivers. This addressed a primary advocacy skill, education and being informed. Through informing parents about their family rights this project aimed to increase parent’s confidence to advocate for their child and family within EI.

Nine families provided input on how to create a resource that would be useful for parents when learning about family rights in EI. The information shared identified four themes:

1. Visuals & Graphics,

2. Simple Language & Conversational Format,

3. Real Examples,

4. Resources & Support

All four themes were included in a video resource produced as part of the project. The video resource demonstrated the importance and impact of consulting with parents and families can have when developing family resources. Without consulting the families for whom this video is intended the resource may not have had the impact that was desired.

Families and providers will review the video and another round of edits will be made based on feedback. Parents have expressed satisfaction with feeling their inputs were incorporated into the creation of the video and more feedback was given on ways to meet the needs of families with a variety of education backgrounds.

Many of the families who shared their input and opinions on how to create a useful resource for families to advocate for their child and their family’s needs expressed excitement to be a part of creating the video resource. From the student researcher point of view, it felt as though many of the parents who shared felt passionate about sharing what their experience was like and what that of many parents are to explain why they believed a video should be created in a specific way.

My experience is a call to action for other organizations, programs, and EI providers to co-create with families when creating a resource for families. Anything from creating a visual schedule to creating a resource for an EI program should include someone who has lived or is living the experiences for who that resource is for. It may not be easy work, but centering the voices of the parents is very important. This creates resources that not only informs but is used!

Natalia Anzaldua, OTD (GUCEI’25)