Early Intervention: A Strong Start for Children and Families

Providing Families with Support 

For new parents and guardians, or parents and guardians with a newly disabled child, communication is key. Whether it’s speaking with doctors or teachers, a child’s first level of support will always be their parent or guardian. Yet, communication is equally important between a child and their caregiver. Worley notes that early intervention is used to provide resources and guidance during the early years, but it also serves families by teaching them how to better communicate.

“It’s hard to see that in some of the parents and guardians we work with,” Worley said. “They don’t know how to connect with their kids. If you want your child to do a specific activity, but they’re doing something else, meet them where they are and play with them. You can build off that communication. I would say it’s so important for parents to make those connections with their kids.”

Despite the success of varying early intervention programs, Harrell explains that there are some difficulties. In previous years, many early intervention services took place in a child’s home. Therapists were able to meet parents and guardians, and their children, in a familiar environment that would not only be comfortable for the child but allow specialists to give advice that could best suit their needs at home. Due to budget cuts and the pandemic, many therapies now occur virtually or at locations that may not be conducive because of the length of appointments or distance from home. While early intervention is designed to support the child, Worley notes that parents and guardians need to be accommodated, as well. For Easterseals’ Tennessee affiliate, this means partnering with childcare centers and teachers to provide therapies and lessons for children without needing to fully rely on parents or guardians.

“A lot of our families don’t have time,” Worley said. “They’re dropping their kid off at seven in the morning and picking them up at six in the evening. It’s hard to squeeze in a session with us. They must get home, get dinner done, things like that. Being able to work with childcare centers and integrate with them helps everything flow better. I’ve had situations where teachers join meetings with parents, and we come up with goals together.”