Early Intervention & Special Education

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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.

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Committed to delivering early intervention services in a family-centered way, Jessica Amsbary, PhD, is leading, “Empowering Culturally Diverse Families in Early Autism Intervention for Toddlers.” The project will be part of and complement the current modules of the Autism Focused Intervention Resources and Modules (AFIRM). Learn more about this new project.

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While early childhood educators (ECEs) play critical roles in the lives of young children with disabilities, little has been done to ensure that pre-service programs are adequately preparing ECEs to serve these children. Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC) works with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to serve children with disabilities and children from diverse backgrounds.

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Chih-Ing Lim, PhD, is the co-director of the STEM Innovation for Inclusion in Early Education Center (STEMIE), an OSEP-funded national center to build the knowledge on early STEM learning for children especially those with disabilities. She also leads Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC), where she works with community college faculty in North Carolina to better prepare early childhood professionals to serve children with disabilities.

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 TA Center

The Early Childhood TA Center (ECTA) is funded to support state Early Intervention and Preschool Special Education 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.

Inclusive STEM: Professional Development Series for Head Start Teachers in Maryland

The study presented in this proposal is a collaborative effort between the University of Maryland Baltimore County (UMBC) and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. The intended outcomes of this program are to positively impact inclusion in early childhood classrooms and kindergarten readiness for children with disabilities. Consisting of a 4 day, in-person, professional development (PD) opportunity, virtual/in-person coaching, and Networked Improvement Community (NIC) meetings that are targeted to meet the individual support needs of the participants, we propose a three-phase process. Phase 1 includes targeted observations of inclusive STEM practices. Phase 2 includes a 4-day in-person PD opportunity, planned and facilitated by UMBC and STEMIE. PD sessions will be designed to provide participants with the opportunity to learn and expand their knowledge and sharpen their skills on inclusive STEM teaching. Phase 3 sessions will be developed based on observed needs of the participating teachers and support participants in using STEMIE resources (e.g. learning trajectories) within the scope of their own curriculum. This will be done via a series of individual coaching and NIC meetings to allow for collaborative problem solving with investigators serving as facilitators. The final phase (Phase 4) will include targeted observations of participants to assess progress.

IPA: Technical Support to CDC EHDI Team on Part C Programs

Although the first EHDI programs in the United States were established more than 20 years ago, most states/territories are not yet able to document the receipt of essential early intervention services and provide documentation of outcomes resulting from early intervention services. Lacking such documentation, it is unclear whether states/systems are accomplishing the goals of ensuring all babies who are D/HH receive early intervention and minimizing the communication delays typically observed in late-identified children who are D/HH. Establishing an IPA with the University of North Caroline at Chapel Hill will assist CDC EHDI in (1) engaging with Part C early intervention programs; (2) developing strategies to assist state EHDI programs in identifying best practices/models to collaborate with Part C programs to address issues of ensuring the provision and documentation of essential early intervention services; (3) supporting assessment of outcomes among babies who are D/HH; and (4) meeting the requirements of the EHDI Act of 2022.

Racism and Resilience Among Black Autistic Children and Caregivers

Persistent, and quite pervasive, racial disparities have been found between Black, autistic children and their white, autistic peers. These disparities range from notable inequities in the timeliness of diagnosis to receipt of substandard services to their under-representation in research studies. While key disparities have been documented, there is a need for increased attention on potential underlying drivers of these disparities that are rooted in the Black experience. We know from existing research on Black health and wellness that racism is linked to some poorer physical and mental health outcomes. This project will examine the impact of racism and resulting racial trauma on the mental health outcomes of Black parents of autistic children (ages 3 -9) as well as the downstream consequences that parental racial trauma has on child behavior and development.

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.

Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC)

Early childhood educators (ECE) work with young children with disabilities as well as children from diverse backgrounds to support learning and development. It is critical for ECEs to be adequately prepared to serve children who are linguistically, culturally, and ability-diverse. The purpose of this project is to work with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to work with children with disabilities and children from diverse backgrounds.

Frank Porter Graham Child Development Institute

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