Digital and Traditional Family-Professional Communication in Early Childhood Special Education

Using a mixed-methods research design, I investigated how educators, therapists, and family caregivers communicated with each other to support the development of young children with Down syndrome in an early childhood special education (ECSE) setting. Through analysis of surveys and interviews, infdings revealed that digital tools increased the frequency, timeliness, and interactivity of communication, while traditional methods were essential for building relationships, addressing complex topics, and resolving misunderstandings. Results highlighted diverse communication preferences and information needs, the advantages of using multiple communication modes, and challenges such as time constraints and message misinterpretation. Viewed through the lens of the adapted Sunshine Model of Family–Professional Partnerships, the findings highlight the importance of tailoring communication to family needs and contextual factors to support collaborative and equitable partnerships. Our findings contribute to the limited research on digital and traditional communication in ECSE settings and provides actionable recommendations for strengthening partnerships in early intervention services.