Assistive Technology in Early Start – Early Start Neighborhood

A Caucasian mother with short light-brown hair, wearing a long-sleeve white shirt and denim shorts, sits outside on a wooden park bench with their toddler on their lap. The mother smiles at the camera while the toddler looks at a tablet the mother is holding. In March 2024, the Department of Developmental Services (DDS) offered guidance on facilitating access to assistive technology (AT) for children enrolled in Early Start. The guidance defined AT as “any item, piece of equipment, or product system . . . used to increase, maintain, or improve the functional capabilities of an infant or toddler with a disability, (excluding) surgically implanted devices.” Some specific examples of Communication Aids were described, including text-to-speech software, augmentative and alternative communication (AAC) devices, and visual schedules and timers. Download the full guidance letter posted on the DDS website for more information.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR4 (EIS): Knows current laws, regulations and state practices pertaining to development and review of Individualized Family Service Plans under the Individuals with Disabilities Education Act.
- IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities.
- IFSP-DR6 (EIS): Understands when there is the need for other professionals in specific disciplines to provide services to address IFSP outcomes.
Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i7 (EIS): Understands roles of various disciplines and models of teamwork and collaboration that integrate strategies from multiple disciplines.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.