caucasion mom holding small child in lap while watching another small child read a picture book

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 Person

Kristine Earl, EdD, is a technical assistance specialist at the UNC Frank Porter Graham Child Development Institute (FPG). In this role, she partners with state educational and public agencies to provide technical assistance and professional development learning opportunities to support the implementation of best practices in early childhood and K-12 education.

Featured FPG News Story

A new EPIC–FPG study is examining how school and district conditions shape the experiences of special education teachers—and the students they serve. By identifying practical, changeable factors that support educators, the research could help strengthen special education across North Carolina and beyond.

Featured Project

The Early Childhood Technical Assistance (ECTA) Center supports state IDEA Part C and Part B, Section 619 programs in developing high-quality, effective, and sustainable state and local systems, to improve access, services, and supports for children with disabilities and their families that result in positive outcomes.

Current Projects

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Center for IDEA Early Childhood Data Systems
The Center for IDEA Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance to states to support early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.
Early Childhood Technical Assistance Center
The Early Childhood Technical Assistance Center (ECTA Center) funded by the Office of Special Education Programs (OSEP) built upon the foundation of several OSEP-funded TA centers to improve service systems and assist states in scaling up and sustaining effective services and research-based interventions for infants, toddlers, and preschoolers with disabilities and their families.
Independent Study of Maryland's Online IFSP and MOIEP Systems
This project will evaluate Maryland’s online individualized family service plan (IFSP) and online individualized education program (IEP) systems. Specifically, the project aims to understand whether these systems effectively support children and students with disabilities, align with federal and state requirements, and meet the needs of their end-users. Evaluation activities will include conducting 80 interviews, facilitating at least 10 focus groups, and hosting four family listening sessions across systems.
Resilience as a Mechanism to Address Health Disparities of Black Autistic Children and Caregivers
Black autistic children are more likely to be misdiagnosed, receive access to substandard services, and are almost twice as likely to have a co-occurring intellectual disability. As a result, we must thoroughly examine how to address these health disparities for Black families rearing an autistic child. This gaping hole in research contributes to poor outcomes for Black autistic children and their caregivers.
State Implementation and Scaling-Up of Evidence-Based Practices (SISEP) Center
Effective implementation capacity is essential to improving education. The SISEP Center supports education systems in creating implementation capacity for evidence‐based practices benefiting students with disabilities. Project funding is by the Office of Special Education Programs.
STEMIE 2.0
This project's purpose is to expand the knowledge on the practices and supports necessary to improve access and participation within STEM learning opportunities for young children with disabilities and intersecting identities.