In a recently revised position statement entitled The Role of Special Instruction in Early Intervention, the Division of Early Childhood (DEC) of the Council for Exceptional Children clarified the role of special instruction as a service and the early intervention (EI) educators who provide it. The authors outlined professional preparation standards and qualifications for this role, as well as a set of competencies important to the work of an EI educator. They broke down various aspects of the early intervention experience (e.g., child find, referral/intake, evaluation/assessment, IFSP development/implementation, transition) and described how the EI educator participates in each. This resource also includes a helpful glossary, references for further study, and a table listing the specifics of what special instruction is and is not. It’s very thorough and well worth your time to better understand this service many families benefit from.
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:
- Individualized Family Service Plan Development and Review (IFSP-i):
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- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
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- IFSP-i6 (EIS): Understands the need for developmentally appropriate strategies adaptations, assistive technologies, and other supports that maximize the child’s learning opportunities.
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- IFSP-i8 (EIS): Understands the parallel process and how coaching as an intervention strategy promotes parent confidence and competence in meeting the child’s needs.
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- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.