Resources for Professionals
Knowing where to look for what is based in research and evidence can often be daunting. What is credible through research and what we know works "in the field" may not always align. Below are websites, professional organizations, and other resources for practitioners and leaders in the early intervention/early childhood special education field.
Guiding Practices in EI/ECSE
DEC's Recommended Practices
"The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. The purpose is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them." - Division for Early Childhood
CEC's EI/ECSE Standards
"The EI/ECSE standards represent the first standards to focus specifically on the preparation of early intervention/early childhood special education (EI/ECSE) who work with young children ages birth through eight who have or are at-risk for developmental delays and disabilities and their families, across home, classroom and community settings. These standards build on the history of EI/ECSE as an integrative but unique field of study, policy, research, and practice and emphasize the unique skills and knowledge required for specialization in working with young children and their families." - Division for Early Childhood
DEC/NAEYC Joint Position Statement on Early Childhood Inclusion
"The lack of a shared national definition has contributed to misunderstandings about inclusion. DEC and NAEYC recognize that having a common understanding of what inclusion means is fundamentally important for determining what types of practices and supports are necessary to achieve high quality inclusion. This DEC/NAEYC joint position statement offers a definition of early childhood inclusion. The definition was designed not as a litmus test for determining whether a program can be considered inclusive, but rather, as a blueprint for identifying the key components of high quality inclusive programs. In addition, this document offers recommendations for how the position statement should be used by families, practitioners, administrators, policy makers, and others to improve early childhood services." - Division for Early Childhood and the National Association for the Education of Young Children
NAEYC's Power to the Profession and the Unifying Framework for the Early Childhood Education Profession
"Now grounded in this science and building on decades of advocacy and leadership, the national Association for the Education of Young Children and 14 other leading national organizations that represent members of the early childhood field have created a consensus framework that articulates the career pathways, competencies, qualifications, standards, compensation, and infrastructure that will lead to a unified and diverse early childhood education profession serving children birth through age 8 across states and settings." - National Association for the Education of Young Children
Research-Based Organizations and Websites
The hub for the Office of Special Education Projects (OSEP)'s national technical assistance center for early intervention. Go there - go there now! Search by resource within the site for the best luck in finding what you need.
The hub for the Office of Special Education Projects (OSEP)'s national technical assistance center for "state systems serving infants and young children with disabilities and their families"
Harvard University's platform research and development, science-based innovation, and policy and practice supports for children facing adversity.
"FGRBI and Caregiver Coaching promotes the ability of early intervention providers to coach caregivers to engage their young children in learning as they participate in everyday routines and activities that are meaningful to them."
Home of the Routines-Based Model (Routines-Based Intervention and Routines-Based Interview). Housed at the University of Alabama at Birmingham.
"The Barton Lab conceptualizes and implements experimental intervention research to support healthy social development of children and to promote meaningful interactions across the people and contexts in children’s lives." Their Facebook and Instagram pages are great!
Home of the creators of the Primary Service Provider service delivery model, FIPP provides professional development and publishes a variety of supportive documents for early intervention providers.
"The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education." A large number of research institutions use the WWC standards to demonstrate the impact of studies. Relevant domains to EI/ECSE are: Children and Youth with Special Needs, Behavior, Early Childhood (PreK).
Coaching in early intervention. Authored by the creators of the Primary Service Provider Model.
Great resource for transdisciplinary teaming.
But keep in mind, more research is needed on the effectiveness and fidelity of the PSP model.
Ever wonder how you incorporate services into a family's life without adding stress? This book provides you with grounding knowledge on why routine-based intervention is a key component in most EI programs. Great resource!
A paradigm shifting account of the services we provide in the US and how cultures can clash. A must read for providers of any age/experience level.
The latest in evidence-based interventions and critical topics involving child health and well-being.
A great book to assist early childhood educators in supporting their students and families.
Great to analyze your current components surrounding the inclusion of young children with disabilities.