Chapter 13

Informative Tables from The Handbook of Early Childhood Intervention:

 Table 21.4 (pg. 471) – Knowledge Bases for Early Childhood Special Education:

 Early Childhood Special Education (ECSE) personnel preparation graduates will demonstrate knowledge of:

  • The uniqueness of early childhood as a developmental phase
  • All developmental domains, the application of developmental theories to at-risk and disabled children, and the role of developmental status in devising interventions
  • Family systems theory and dynamics, roles and relationships within families and the community
  • The significant role of families as key decision makers and full partners in early intervention
  • Developmentally and individually appropriate practices in ECSE as a framework for organizing classroom activities
  • Curriculum development and strategies for implementing appropriate instruction based on the identified needs of individual children
  • Culturally competent professional behaviors and cross-cultural differences as they affect interactions with children and families
  • The importance of collaborative interpersonal and interprofessional behavior for members of interdisciplinary teams, including how to build and maintain effective teams
  • Child and family assessment and program evaluation strategies, including the use of performance-based authentic assessments
  • The historical, legal and philosophical bases of services for typical and atypical children, and strategies for advocacy on behalf of young children
  • The meaning and application of professionalism, that is, adherence to the highest levels of professional practice, as it relates to work with parents, children and other professionals

(Shonkoff, J. P., & Meisels, S. J. (2000). Handbook of early childhood intervention. Cambridge: Cambridge University Press.)

 Table 21.5 (pg. 472) – Essential Training Experiences for ECSE Personnel:

 All ECSE personnel preparation participants should have training that:

  • Includes extensive field-based components to provide participants with the intervention content, process and skills needed for meeting the developmental and learning needs of young children at-risk and those with disabilities in an array of settings
  • Includes on-site observations, interviews and interactions with experiences practitioners, hands-on experiences with children, use of materials under supervision and use of videotaped activities for reflection and feedback
  • Enables participants to be active/contributing members of interdisciplinary teams through readings, knowledge of research in early intervention, observations, interviews and interactions with well-functioning teams
  • Stresses the importance of family and community relationships, provides strategies for communicating with professionals, stakeholders and paraprofessionals in community settings and includes community representatives in presentations
  • Provides participants experience in selecting and administering assessments in all child domains, family assessments and program evaluation, including developmentally based, authentic performance assessment
  • Enables ECSE personnel to communicate effectively the assessment and program evaluation data to interdisciplinary team members, parents and community stakeholders
  • Prepares participants to collaborate with early childhood personnel and parents in developing, monitoring and evaluating Individualized Family Service Plans (IFSP), Individualized Education Plans (IEP) and Individualized Transition Plans (ITP) and prepares them to provide training to early childhood professionals
  • Prepares them for planning and monitoring of transitions to the next setting or supplemental services in community settings
  • Includes multiple opportunities for engaging in reflective practice and collaborative problem solving as strategies for professional growth and ongoing professional development

(Shonkoff, J. P., & Meisels, S. J. (2000). Handbook of early childhood intervention. Cambridge: Cambridge University Press.)

A Parent’s Guide to Early Intervention Services

Early Intervention Information

Early Intervention Overview

Early Intervention Programs

Early Intervention Effective Practices

Early Intervention Key Terms

Videos of Early Intervention in Action

The Importance of Early Intervention

Family Systems Approach

Family Systems Therapy








Division for Early Childhood

The Who, What and Why of an IFSP 1

The Who, What and Why of an IFSP 2

Blank IFSP

Outcomes Measurement: IFSP/IEP-Outcomes Integration

Developmental Delay Fact Sheet

The Center for Inclusive Childcare

Wright’s Law

Additional Readings & Resources

Developmental Delay “Fact Sheet:”

Early Intervention Key Terms:

Videos of Early Intervention in Action:

National Early Childhood Technical Assistance Center Fact Sheets:

Special Education Laws and Advocacy:

Wright’s Law:

Penn State Early Intervention Informational Website:

NY State Early Childhood Education and Training Programs: Early Intervention (scroll halfway down the page). “During this fully narrated course trainees will learn important information pertaining to resources available to them, including the New York State Department of Health’s Early Intervention Program that may be helpful when working with a child from birth to three years old who is exhibiting atypical behavior for their age or stage of development. Learning points of the training are enhanced throughout using video clips and interactive exercises.”

“Jawonio is the premiere provider of lifespan services in New York’s Hudson Valley for people with intellectual/developmental disabilities, behavioral health challenges and chronic medical needs. For almost 70 years, Jawonio has provided award-winning, integrated and innovative lifespan services for individuals with intellectual/developmental disabilities, behavioral health challenges and chronic medical special needs throughout the Mid-Hudson Valley Region of New York State. Over the past decade, Jawonio has expanded it’s unique and individualized services to Orange County as well. The mission of Jawonio is to advance the independence, well-being and equality of people with disabilities or special needs.”  

Jawonio Early Intervention: A Journey to Success for Children with Special Needs

This video focuses on the parent’s perspective of what it is like to raise an infant/toddler with disabilities and the importance of Early Intervention.

A Parent’s Basic Guide to the Early Intervention Program (NY State):

Christian, L. (2006). Understanding families: Applying family systems theory to early

childhood practice. Beyond the journal, (January 2006), 1-8.

Dunst, C. J. (2000). Revisiting” rethinking early intervention”. Topics in early childhood

special education20(2), 95-104. – See additional articles on this webpage:

Macy, M., Squires, J. K., & Barton, E. E. (2009). Providing optimal opportunities:

Structuring practicum experiences in early intervention and early childhood special

education preservice programs. Topics in early childhood special education, (February

2009), 209-218. Retrieved from:

Stayton, V. & Bruder, M. B. (1999). Early intervention personnel preparation for the new

millennium: Early childhood special education. Infants and young children, (July 1999),

59-69. Retrieved from:

Thorp, E.K., & McCollum, J.A. (1994). Defining the infancy specialization in early childhood special education. In L. J. Johnson, R.J. Gallagher, M. J. Montagne, et al. (Eds.), Meeting early intervention challenges: Issues from birth to three (pp.167-83). Retrieved from: