Embedding family voice into early intervention services honors individual culture and identity. Early intervention (i.e., Part C of the Individuals with Disabilities Education Act IDEA) services are designed to support families and empower them to advocate for their child’s rights as they navigate a sometimes challenging system. As early intervention professionals work with families within coaching frameworks, language preferences (e.g., person-first, identity-first, and strengths-based) emerge as a foundation for trust and communication. This article will explore one family’s journey as they navigate the transition between Part C and Part B services. Topics will include establishing partnerships with families, how language influences family and child identity, and prioritizing family culture throughout programming. Strategies for empowering families to advocate for language preference and prioritizing child identity are also included.
Elizarraras et al. (Sat,) studied this question.