Affiliation:
1. University of Illinois Urbana-Champaign
2. University of Hawaii at Manoa
Abstract
Infants and toddlers with significant support needs (SSNs) receive early intervention services under Part C of the Individuals with Disabilities Education Improvement Act. These services occur in a variety of children’s natural environments, which may include their home, child care, community parks, extended family members’ homes, etc. It is important that early interventionists who provide developmental services to children with SSNs and their caregivers are equipped with strategies they can use to promote meaningful inclusion of this unique population. This paper illustrates what high-quality inclusion can look like and provides strategies that early interventionists can implement with various caregivers in a child’s life.
Funder
U.S. Department of Education: Early Childhood Intervention Doctoral Consortium
Trauma-Informed Early Intervention, Early Childhood Special Education, and Social Work
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