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early intervention (5)

Hands & Voices and the Family Leadership in Language & Learning Center (FL3) offer “Eight Reasons to Say Yes to Early Intervention” in this week’s resource. Hands & Voices and FL3 focus on families of children who are Deaf or Hard of Hearing, but many of the reasons they suggest apply to families much more broadly. Ranging from support for intervention embedded into everyday routines, the importance of accessing the wisdom of other parents, and becoming a strong advocate for your child, the information presented will likely ring true for a wide range of families. Check out the infographic below to learn about the ways early intervention can support young children and their families.

This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more, visit this resource in the Neighborhood here.

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Early Intervention Handouts from CDE

The California Department of Education (CDE) recently distributed a handout entitled “Early Intervention Special Education Resources.” It gives a brief overview of three important programs:

  • Desired Results (DR) Access Project
  • Seeds of Partnership Project
  • Supporting Inclusive Practices (SIP)

Read the overview here:

If you’d like to read more about the DR Access Project, check out “Resources to Support the Use of the DRDP with Infants and Toddlers with IFSPs”:

 

Finally, if you’d like to read more about Supporting Inclusive Practices, take a look at this handout:

 

Very interesting reading. Let us know what you think in the comments below.

This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more, visit this resource in the Neighborhood here.

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Early Start Personnel Manual

sunset with manual on bottomQuoting directly from the introduction to the Early Start Personnel Manual (ESPM): The ESPM “describes the foundational principles, competencies, and evidence-based practices needed to support effective service delivery.” It also “elaborates key roles of interdisciplinary team members, how to support seamless service delivery, and how to matriculate through the Early Start personnel system.” In simpler terms, it’s the go-to document to have a better understanding of what it means to work in early intervention in California, the knowledge and skills all professionals should possess, and the types of activities that comprise and support well designed early intervention service plans.

The ESPM is recommended by the California State Interagency Coordinating Council on Early Intervention and supports the California Early Start Comprehensive System of Personnel Development to strengthen California’s system of qualified personnel providing services for eligible infants, toddlers, and their fa

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Being an Evidence-Based Practitioner

What does it mean to be an evidence-based practitioner? Why is it important to implement evidence-based practices? The Technical Assistance Center on Social Emotional Intervention (TACSEI) (formerly known as the Center for Evidence-Based Practice: Young Children with Challenging Behavior) released recommended practices for early intervention professionals on Being an Evidence-Based Practitioner. This fact sheet defines evidence-based practice, describes the benefits of being an evidence-based practitioner, and identifies common barriers to being an evidence-based practitioner and their solutions.

Being an Evidence-Based Practitioner is one of several handouts on recommended practices for children with challenging behavior. You can find more handouts and resources on the TACSEI website by clicking here.

 

This resource is related to one or more competencies in the ICC-Recommended Early Start Personnel Manual (ESPM). To find out more, visit this resource in the Neighborhood here.

 

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