Early intervention and special education programs provide supports and services to children with disabilities so they can develop, learn, and grow to reach their fullest potential. Early intervention focuses on family engagement and includes specialized services such as physical, occupational, or speech therapy for infants and toddlers with developmental delays or disabilities in their natural environments. Special education programs provide therapies and educational services to preschool and school-age children in the least restrictive environment. FPG's work in early intervention and special education is extensive and conducted at every level of the system (i.e., national, state, and local ). Our technical assistance projects include tools, resources, and processes to support system leaders in building the infrastructure necessary to facilitate practitioners’ use of evidence-based practices to improve outcomes for children with disabilities and their families. Projects also provide faculty and professional development providers with strategies for preparing the early childhood workforce to support the learning and development of young children with disabilities.
Featured FPG News Story
Think Inclusive, a podcast from the Maryland Coalition for Inclusive Education (MCIE), has expanded its focus to early childhood inclusion, thanks to a recent partnership between FPG's Early Childhood Technical Assistance Center and MCIE. Going forward, the podcast will include three to four episodes on early childhood inclusion each year through September 2027 as part of this collaboration.
Featured Project
The DaSy Center assists state agencies in creating, expanding, or improving early childhood cross-agency and longitudinal data systems. The data systems will enhance state capacity to collect, analyze, and report high-quality data required under the Individuals with Disabilities Education Act (IDEA) and allow states to examine how their public investments result in better outcomes for children and families.
Featured Person
With two master’s degrees, one in public administration and one in planning, Schatzi McCarthy, MA, MAPA, tends to see the world from a systems perspective. Her work at the Institute allows her to do that from a national and international perspective. McCarthy says her work at FPG lets her be a well-rounded generalist, employing her skills in evaluation, systems strengthening, supervision, and monitoring to support program initiatives.
