How Early Intervention Providers Can Support Foster Parents

The CAPTA legislation requires child welfare professionals to refer children between birth and three years old to early intervention programs (About CAPTA: A Legislative History, 2019). Many of these children are being cared for out of their biological homes by foster parents. Early intervention providers are in the unique position to support foster parents as they care for and support the development of a vulnerable population. This presentation aims to provide guidelines for supporting foster parents using a family-centered approach that is inclusive to the unique needs of foster parents and those they care for. We will use the Division for Early Childhood (DEC) Recommended Practices on Family and Teaming and Collaboration as our reference point (i.e. F1 & TC 2). Real-life vignettes will be shared to illustrate the importance of terminology, as well as the importance of using family-centered practices to support foster parents of young children with disabilities. First presenter will also share experiences as a foster parent and a certified early intervention specialist in Massachusetts.
 
Participant Outcomes:
 
Participants will understand the value of family-centered practices when supporting foster parents who are caring for young children with disabilities.
Participants will understand the importance of terminology when engaging with foster parents during initial meetings and ongoing service provision.
Participants will gain knowledge about the CAPTA legislation as it pertains to collaboration between early intervention and child welfare agencies.

Presenters: Kelly Brown; Serra Acar, PhD; Angi Stone-MacDonald, PhD
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KELLY BROWN is a doctoral student at UMass Boston. She has been active in the field of Early Intervention since 2008, becoming a certified early intervention specialist in 2011. Kelly’s primary research interest is the collaboration between child welfare and early intervention. Kelly is also a foster and adoptive parent.
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SERRA ACAR, PhD (she/her/hers) is an Assistant Professor of Early Childhood Education and Care at the University of Massachusetts Boston. Dr. Acar’s research interests include culturally and linguistically responsive assessment in EI/ECSE, EF in dual language learners, and personnel preparation.
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ANGI STONE-MACDONALD, PhD is the Associate Dean for Grants and Research College of Education and Human Development, associate professor, and Early Education and Care in Inclusive Settings Program Director in University of Massachusetts, Boston. Her research focuses on increasing fidelity in assessment and supporting EI practitioners working with diverse families.