Meet Them Where They Are: Itinerant Early Childhood Special Education Services in Community-Based Settings

Preschoolers naturally learn and develop within their environments and communities. Itinerant early childhood special education (ECSE) services within community-based settings such as homes, childcare locations, and private preschool programs are used in some areas to provide inclusive services. Key collaborators to this model include families, ECSE professionals, and early childhood education (ECE) staff (Division for Early Childhood [DEC] & National Association for the Education of Young Children [NAEYC], 2009). The purpose of this study was to explore and describe the experiences and perspectives of adult collaborators in a single case of a Wisconsin district implementing itinerant ECSE services in community-based settings. Using a phenomenological case study design, built on a framework of the bioecological systems theory (Bronfenbrenner, 1976, 1994; Bronfenbrenner & Morris, 2006) paired with access, participation, and supports as components of inclusion (DEC & NAEYC, 2009), a holistic description of the program was obtained to further understanding of this service model. Data collection for this project included interviews, observations, researcher journaling, and material data (Creswell & Poth, 2018). There were 11 participants comprised of family participants, community-based early childhood staff, and district staff, and observations were conducted in six different settings. Data were collected, analyzed, and coded into themes over several months using a constant comparative method. Outcomes revealed eleven overarching themes addressing the research questions. Some subthemes were consistently present among collaborator groups, while others emerged from one or two roles. Themes included Meet Them Where They Are, Adult Relationships, Logistics, Service Implementation, Child Needs and Individualization, Peer Community, Adult Preparedness, Staffing Factors, Varying Methods and Expectations, Safety and Wellbeing, and Program Awareness and Understanding. The present study offered evidence that itinerant community-based services had value for collaborators, while challenges also existed. Through the complex interworking of people, systems, and settings, the program aimed to individualize supports for child access and participation. Findings indicated the model could foster child development, belonging, and adult partnerships. A strong value for meeting preschoolers and families where they are was present. Relationships, trust, and collaboration were central to the program, while personalities, attitudes, skills, experience, and environmental considerations could impact team success.