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Early intervention (EI) services are provided for families and children at risk for or with developmental delays. Early intervention includes services that are provided in the natural environment as mandated by the Individuals with Disabilities Education Act (IDEA; 2004). The natural environment is where children and families would naturally spend their time and for most families, the natural environment is their home (S. A. Raver & D. C. Childress, 2015). There is an upward trend in the number of young children and families who are experiencing homelessness (National Center on Family Homelessness, 2016) and as a result, EI providers are providing services with families who do not have homes. The purpose of this qualitative study was to interview EI providers to highlight the conditions and characteristics of the natural environments where EI services are provided for families that are experiencing homelessness and to gather information about the barriers and beneficial practices for providing EI services with families that are experiencing homelessness. Implications for leaders in the field of EI, service delivery, systems change, and professional development are discussed.

Teachers working with refugee families who are culturally and linguistically diverse (CLD) and receiving special education services often rely on cultural liaisons to provide interpreter and translator services during Individualized Educational Program (IEP) and Individualized Family Service Plan (IFSP) meetings. The purpose of this qualitative study was to interview nine cultural liaisons, who live in a refugee resettlement community, regarding their experiences and advice for teachers when conducting IEP and IFSP meetings with refugee families. Semistructured interviews resulted in themes or suggestions for teachers on how to prepare for the meetings, conduct the meetings, and communicate with families through the cultural liaison in addition to an appeal for teachers to learn about the cultures and consistently demonstrate respect. Implications for future research and teacher preparation are discussed.

There has been a significant increase in the number of children who are culturally and linguistically diverse who qualify for early childhood special education (ECSE) services [Banerjee, R., & Guiberson, M. (2012). "Evaluating young children from culturally and linguistically diverse backgrounds for special education services." "Young Exceptional Children", 15(1), 33-44]. The current study investigates the challenges and innovative practices in the evaluation and ECSE services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed.

According to the United Nations High Commission for Refugees, the number of refugees worldwide was 10.5 million in 2009 and this number continues to grow (United Nations Refugee Agency, 2010). There is a shortage of evidence based practices and information regarding the state of service provision for young refugee children and their families in preschool programs. In this qualitative study, 25 early childhood educators participated in semi-structured interviews to illuminate the experiences of teachers as they work with preschool children and families in a small New England refugee resettlement community. Themes identified were barriers and facilitators related to two main categories of communication issues and cultural complexities. Implications for future research, teacher preparation programs, professional development and early childhood programs are discussed. (Contains 1 table.)

The purpose of this study was to provide information about what characteristics from the variety of inclusive early childhood programs are most valued and least valued by families and professionals. Participants were 10 family members of young children with disabilities being served in inclusive programs and 10 early childhood professionals working in inclusive programs. A combination of Q-sort and qualitative research techniques were used. Participants generated one general factor viewpoint concerning what characteristics of inclusive early childhood programs are the most and least valuable. Interviews provided qualitative clarification concerning why participants did or did not value certain program characteristics and information about participants' beliefs concerning inclusive early childhood programs. (Contains 2 tables.)

Social validation is the value judgment from society on the importance of a study. The social validity of behavior goals used in the social competence intervention literature was assessed using the Q-sort technique. The stimulus items were 80 different social competence behavior goals taken from 78 classroom-based social competence intervention studies published between 1970 and 2000 for preschool children. Participants (N = 36) were early childhood special educators, early childhood educators, and administrators. Participants generated three distinct viewpoints concerning valued social competence behavior goals: Factor 1, reduction in negative behaviors; Factor 2, pro-social; and Factor 3, communication and good manners. Recommendations for research in the area of social competence interventions are discussed in light of these findings. (Contains 4 tables.)