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
According to the Individuals with Disabilities Education Act (IDEA), states and jurisdictions must actively identify, locate, and evaluate children birth to 21 who may have disabilities or are suspected to have disabilities as early as possible. Infants and toddlers (birth through age 2) with disabilities, and their families, receive early intervention services under IDEA Part C. Since each state or jurisdiction establishes its own eligibility policy, it can be difficult for researchers, practitioners, and families to locate information. A new database aims to help with that.
Children with disabilities often experience gross motor delays. Adults, including parents, can play a crucial role in supporting children's motor development. However, a limited number of research studies have focused on building parents' capacity to support their young children's motor skill development. The purpose of the study, A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities, was to examine the effects of a training and coaching program on parent implementation of prompting procedures and children's gross motor skills.
The Early Childhood TA Center (ECTA) is funded to support state Part C and Preschool Section 619 programs in developing high-quality early intervention and preschool special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young children with disabilities and their families. The ECTA Center is funded by a cooperative agreement with the Department of Education’s Office of Special Education Programs (OSEP) and is a part of the Trohanis Technical Assistance Projects at FPG.