Award Date

5-15-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood, Multilingual, and Special Education

First Committee Member

Jenna Weglarz-Ward

Second Committee Member

Gerilyn Slicker

Third Committee Member

Joseph Morgan

Fourth Committee Member

Jennifer Rennels

Number of Pages

191

Abstract

Access to high-quality child care significantly impacts outcomes for infants and toddlers with disabilities and their families, yet persistent inequities remain. This dissertation employed an instrumental case study design (Stake, 1995; Stake & Visse, 2023) to investigate Nevada's state-level policies and procedures that shape the accessibility and quality of child care for infants and toddlers with disabilities. Using a triangulated approach that integrates document analysis, family interviews, and a survey with state leaders, this study explored the perspectives and experiences of diverse key players. The research illuminates how policy intentions align with or diverge from system-level perceptions and the experiences described by participating families. By identifying existing strengths, systemic barriers, and potential pathways for improvement, the findings contribute crucial insights into advancing equitable access within Nevada’s early childhood infrastructure, with implications for policy and practice beyond the state.

Keywords

child care access; document analysis; early childhood inclusion; early intervention; infants and toddlers with disabilities; instrumental case study

Disciplines

Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching

File Format

PDF

File Size

5500 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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