| Description |
This undergraduate thesis examines Utah's early intervention system under Part C of the Individuals with Disabilities Education Act (IDEA), with a focus on infrastructure, accessibility, and the lived experiences of families navigating services. Drawing from a review of state documents, national policy guidance, and comparative case studies from California and Arizona, the study seeks to understand how Utah's implementation aligns with the broader goals of IDEA, particularly in terms of equity, family-centered practices, and developmental prevention. While Utah has established a foundational framework for early intervention, systemic challenges remain, especially for families in rural, low-income, or linguistically diverse communities. Through a comparative lens, the dissertation explores how other states have responded to similar obstacles with varying levels of funding, policy design, and community engagement. California's robust infrastructure and Arizona's strategic use of federal funds and culturally responsive outreach offer instructive contrasts. The final chapters offer a set of policy recommendations for Utah grounded in developmental research and system design theory. These include expanding service reach, enhancing cross-sector coordination, embedding universal screening, and supporting family engagement. Rather than offering a definitive solution, this work invites continued reflection on how early intervention in Utah can evolve to better serve all families-and what it means to build public systems that are accessible, preventative, and humane from the very start. |
