We surveyed early childhood personnel to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.

我们对幼儿工作人员进行了调查，以探讨对幼儿进行早期干预或学前特殊教育的初步评估期间所报告的做法。一百名幼儿工作人员参加了会议。总体而言，报告的评估做法和过程符合建议的做法，并符合法律准则，包括从各种来源收集信息以及采用家庭指导和基于团队的方法。报告的挑战包括没有足够的时间来收集信息，努力安排评估，确定资格的困难以及有关工作条件，培训和跨机构合作的系统问题。翻译和口译是最常用的文化回应方式；会议指出了与笔译和口译人员合作所面临的挑战，以及需要改进其他在文化和语言上具有响应性的做法的需求。讨论了对实践的影响，包括改善所有家庭的初始评估过程的方法，以确保及早发现并及时获得服务。