The author of this article asks: What is readiness for kindergarten? How do we know when a child is ready? Unfortunately, as with many topics in education reform and improvement, policy makers ignore the complex questions about readiness and instead focus narrowly on select variables. The focus for kindergarten readiness is on select literacy and…

For children developing language typically, exposure to language through the natural, general language stimulation provided by families, siblings, and others is sufficient enough to facilitate language learning (Bloom & Lahey, 1978; Nelson, 1973; Owens, 2008). However, children with language delays (even those who are receptively and…

The National Early Childhood Technical Assistance Center (NECTAC) reported 348,604 children received services in the United States under Part C of the Individuals With Disabilities Education Act (IDEA) in 2009, representing 2.7% of the population (NECTAC, 2012). Early Intervention (EI), or Part C, is designed to provide services to families of…

A critical component for implementing evidence-based early intervention supports and services is the ability to write family-centered, functional, participation-based outcomes. Participation-based outcome statements that are family-focused center on the desires and needs of the parents or other care providers and are based on their interest in…

This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…

With the increasing diversity in the United States, there has been a call for early intervention/early childhood special education (EI/ECSE) services to be responsive and sensitive to the diversity of children and families represented in communities. Culturally responsive practice is particularly important for EI/ECSE professionals because of the…

Family members and educational teams frequently participate in planning, implementing, and evaluating programs for young children with disabilities and those at risk for academic and behavior difficulties. Decision making should incorporate an integration of best available research evidence along with practitioners' and families' beliefs and…

Parents play important roles as advocates for their child with a disability. Advocacy is the process of striving to improve the quality of life for someone else. The Individuals With Disabilities Education Act (IDEA) requires parents and professionals to work together to design a service delivery plan for children with disabilities. An…

This article begins with a vignette about Carla, a 4-year-old girl with a diagnosis of developmental delays. It then describes a model to facilitate inclusion of young children in early childhood settings. The authors developed this model as they worked with practicing early childhood professionals. The model places emphasis on the following…

The transition from early intervention to early childhood special education is only one of the many transitions that children with disabilities and their families will face throughout their lives (Individuals with Disabilities Education Act, 2004). This transition, however, can be particularly difficult for children and parents (Hanson et al.,…

Although many professionals recognize the importance of identifying family priorities and concerns, it is often more difficult to identify and access family resources. This article discusses the application of the double ABCX model, a family-centered model, to assist in developing meaningful IFSP outcomes based on family concerns and priorities.…

Home visiting is a common method of providing early intervention services to families. The reason home visitors in early intervention programs begin working with a young child and his or her family is usually because the child has a developmental delay, diagnosed disability, or is at risk for developing a delay. It seems reasonable for a home…

The first meetings with a family, including the first Individualized Family Service Plan (IFSP) meeting, set the tone for the family's emerging relationship with early intervention professionals. The IFSP meeting and document are a vehicle for parents and professionals to partner together to target outcomes that are meaningful to the family and to…

The daily educational experiences of a young child affect not only the child but also the family. The time and energy a family invests to achieve optimal educational experiences will likely impact the whole family system. As such, early education service providers are responsible for decreasing the challenges that parents experience so that…

Family-professional partnerships have been recognized through research and supported through legislation as critical components contributing to the positive development of children with disabilities, yet current practices and services need significant improvement. In practice, families and service providers often experience difficulty in…