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Topics in Early Childhood Special Education
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Siblings of Infants and Toddlers With Disabilities in Early Intervention

Karen Kresak

Georgia State University, kkresak1{at}student.gsu.edu

Peggy Gallagher

Georgia State University

Cheryl Rhodes

Georgia State University

The current study investigated the perceptions of families regarding the inclusion of siblings of children with disabilities by early intervention providers. Eighty-seven respondents who had a child enrolled in one state’s Part C early intervention program completed the survey. Both quantitative and qualitative data were collected and analyzed. Results indicated a significant correlation (a) between having goals for siblings on the Individualized Family Service Plan and parents’ report of whether siblings were included by the service provider in sessions, (b) between wanting goals and the respondent’s relationship to the child, and (c) between having goals and county of residence. Qualitative results verified how siblings were included in early intervention routines by early intervention providers, that goals related to siblings were not often included in the Individualized Family Service Plan, and that parents reported that siblings wanted more information about the child’s disability. In addition, families viewed explaining the disability to siblings as a critical component for helping siblings understand the child with disabilities.

Key Words: children with disabilities • siblings • families • intervention strategies • family centered

This version was published on November 1, 2009

Topics in Early Childhood Special Education, Vol. 29, No. 3, 143-154 (2009)
DOI: 10.1177/0271121409337949
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