Early intervention applies to children of school age or younger who are discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development. Early intervention consists in the provision of services such children and their families for the purpose of lessening the effects of the condition. Early intervention can be remedial or preventive in nature--remediating existing developmental problems or preventing their occurrence.
Early intervention may focus on the child alone or on the child and the family together. Early intervention programs may be center-based, home-based, hospital-based, or a combination. Services range from identification--that is, hospital or school screening and referral services--to diagnostic and direct intervention programs. Early intervention may begin at any time between birth and school age; however, there are many reasons for it to begin as early as possible. Scroll down for contact information by state and a list of resources.
International Society on Early Intervention
This chart gives general milestones in a child's development. The information below lets you know what to expect.
This nonprofit organization advocates for individuals who work with or on behalf of children with special needs, birth through age eight, and their families. It was founded in 1973 and is dedicated to promoting policies and practices that support families and enhance the optimal development of children. Children with special needs include those who have disabilities, developmental delays, are gifted/talented, and are at risk of future developmental problems.
This website created to help parents make or purchase learning materials for their infants and toddlers with special needs.
Specializing in early intensive intervention for young children with autistic behaviors at the University of Nevada Reno
This project was developed to produce a comprehensive system for continuously measuring the skills and needs of individual children with disabilities from birth to eight years of age. This measurement system includes two major elements: growth and development indicators for monitoring the progress of individual young children; and solutions-oriented assessments allowing families and early childhood and early elementary educators to identify features of classroom and home settings they can change to improve children's developmental outcomes.
A collaborative effort to organize information for the early childhood community. Includes an on-line discussion group. Produced by the University of Maine.
From the National Information Clearinghouse On Children Who Are Deaf-Blind (although bibliographic sources are relevant to any disability)
The original mission of the institute was outlined "to investigate the effectiveness and associated costs of early education and related services for infants and children with different kinds and severity of disabilities." Although research and evaluation remain a primary focus, EIRI activities and its mission have expanded. Projects are no longer restricted to children with disabilities and now focus on children with varying needs in the community. The awareness of the family role in intervention and a need to understand this role from a practice and impact perspective have grown as well.
This ERIC digest discusses some of the best practices in early childhood intervention.
The Hanen Centre, a Canadian not-for-profit charitable organization with an international outreach, is committed to helping young children with or at risk for language delay learn to communicate and interact effectively.
The primary purpose of the ISEI is to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention. The membership of ISEI is composed of basic and clinical researchers relevant to the field of early intervention representing a diverse array of biomedical and behavioral disciplines, as well as clinicians and policy-makers in leadership positions.
This is the nation's largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight.
Research at NCEDL focus on enhancing the cognitive, social and emotional development of children from birth through age eight. It's goals include determining the state of the nation and conduct research on critical issues in early childhood practices; developing partnerships with diverse constituencies; synthesizing knowledge and recommend future directions; and translate research into practice and disseminate information to diverse audiences.
This program provides responsive technical assistance (TA) to the programs supported under the Individuals with Disabilities Education Act (IDEA) for infants and toddlers with disabilities (Part H of IDEA) and for preschoolers with disabilities (Section 619-Part B of IDEA) in all states and participating jurisdictions, and to the projects funded by OSEP under the Early Education Program for Children with Disabilties (EEPCD).
The National Head Start Disabilities Services Training Center has developed a series of five training guides to strengthen the capacity of early childhood programs to reach and serve children with disabilities and their families. These guides cover a range of topics related to disabilities services, from supporting children with challenging behaviors, to translating the IEP into everyday classroom practice.
http://www.nichcy.org/pubs/spanish/pa2sp.htm en Espanol
This guide from the National Information Center for Children and Youth with Disabilities (NICHCY) is intended to assist families in obtaining help for their young children with special needs (ages birth through 5 years). It answers commonly asked questions about early intervention services for infants and toddlers (birth to 2 years), and related services for children ages 3 through 5 years old. This guide identifies what the early intervention policies and contacts are in your state and area.
The Portage Home-Based Model of Early Intervention, has had documented success as implemented in Portage, Wisconsin and throughout the nation leading to its unanimous approval by the Joint Dissemination and Review Panel of the U.S. Office of Education in 1975 and its recertification in 1985 and 1992. The original model has been modified to reflect current research and best practices in early intervention.
This ERIC digest discusses high quality and developmentally appropriate preschool programs that help prepare disadvantaged and disabled children for school.
An early childhood education site for parents and teachers of children from birth through grade three.
This organization's mission is to help children best navigate their first three years of life in order to develop a solid intellectual, emotional and social foundation. This site has separate sections for parents and professionals.
International Society on Early Intervention
Alaska | Alabama | Arkansas | American Samoa | Arizona | Bureau of Indian Education | California | Colorado | Connecticut | District of Columbia | Department of Defense | Delaware | Florida | Georgia | Guam | Hawaii | Iowa | Idaho | Illinois | Indiana | Kansas | Kentucky | Louisiana | Massachusetts | Maryland | Maine | Michigan | Minnesota | Missouri | Northern Mariana Islands | Mississippi | Montana | North Carolina | North Dakota | Nebraska | New Hampshire | New Jersey | New Mexico | Nevada | New York | Ohio | Oklahoma | Oregon | Pennsylvania | Puerto Rico | Rhode Island | South Carolina | South Dakota | Tennessee | Texas | Utah | Virginia | Virgin Islands | Vermont | Washington | Wisconsin | West Virginia | Wyoming
Elizabeth Prince, Part C Coordinator
Erin Kinavey, Part C Coordinator
Jean Asuega, Part C Coordinator
Molly Bright, Part C Coordinator and Exec Director
Tracy Turner, Acting Part C Coordinator
Debbie Lente-Jojola, Supervisory Ed Specialist, Early Childhood
Rick Ingraham, Manager
Ardith Ferguson, Part C Coordinator
Linda Goodman, Part C Coordinator
Rosanne Griff-Cabelli, Part C Coordinator
Audrey Ardison, Program Manager
Tracie Dickson, Program Manager
Janice Kane, Bureau Chief for Early Interventions
Helen Dulock, Part C Coordinator
Katrina Celes, Assistant Superintendent
Patricia Mantanona, Part C Coordinator
Sue Brown, Part C Coordinator
Mary Jones, Program Manager
Janet Gully, Chief
Dawn Downer, Part C Director
Julie Curry, State Coordinator
Carolyn Nelson, Acting Part C Coordinator
Kirsten Hammock, Part C Coordinator
Brenda Sharp, Acting Part C Coordinator
Debra Hannigan, Director
Deborah Metzger, Branch Chief (Part C Coordinator)
Ron Benham, Part C Coordinator
Vanessa Winborne, Part C Coordinator
Marty Smith, Part C Coordinator
Danita Munday, Part C Coordinator
Joyce Jackman, Coordinator
Erica Swanson, Part C Coordinator
Amy Bunnell, Part C Coordinator
Joan Luebbers, Part C Coordinator
Wendy Whipple, Administrator
Carolyn Stiles, Part C Coordinator/Program Specialist
Terry Harrison, Part C Coordinator
Andy Gomm, Program Manager
Brad Hutton, Director
Debra Balsdon, Part C Coordinator
Suzanne Lizama, Coordinator
Debbie Cheatham, Part C Coordinator
Mark Sharp, Part C Coordinator
Nancy Johnson-Dorn, Acting Part C Coordinator
Maureen Cronin, Part C Coordinator
Naydamar Perez de Otero, Coordinator
Brenda DuHamel, Part C Coordinator
Cheryl Waller, Director & Interim Part C Coordinator
Susan Sheppick, Part C Coordinator
Jamie Kilpatrick, Director
Linda Hartbarger, Part C Coordinator
Kim Wedel, Assistant Commissioner
Susan Ord, Part C Coordinator
Helen Keith, Part C Coordinator
Renée Joseph Rhymer, Director
Mary Ann Discenza, Part C Coordinator
Sandy Loerch Morris, Part C Coordinator
Pam Roush, Part C Coordinator
Carol Noddings Eichinger, Part C Coordinator
Christine DeMer, Part C Coordinator