The University of North Carolina at Chapel Hill offers the field a collection of Guides and Adaptations developed from their work in Science, Technology, Engineering, and Mathematics Innovation for Inclusion in Early Education (STEMI2E2). This compilation of ideas ranges from busting STEM myths to implementing adaptations (including visual supports) to strategies for asking open-ended questions. You may also find other guides useful in your work. Be sure to check it out and download the ones you find most useful. Some are available in both English and Spanish!
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. Click here to access the ESPM. Scroll down to find the ESPM entry.
This resource is related to the following ESPM knowledge-level competencies:
- Evaluation and Assessment (EA):
- EA2 (EIS): Knows the goals, benefits, and uses of assessment and observation.
- Individualized Family Service Plan Development and Review (IFSP-DR):
- 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 (or justification of the extent to which some outcomes cannot be achieved in a natural environment).
- 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-i6 (EIS): Understands the need for developmentally appropriate strategies (for example, hands-on, experiential, child-centered, play-based activities within daily routines), adaptations, assistive technologies, and other supports that maximize the child’s learning opportunities.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.