How is the curriculum structured?
The curriculum is designed for use in a variety of settings. Curriculum content is presented in a series of separate and distinct modules, each focusing on a specific topic. Each module is augmented with supplementary materials and resources including a downloadable workbook for recording information and responses to questions and activities. The curriculum is designed to be used as:
- a self-directed study activity
- an instructor facilitated program or
- a component of an integrated program of study.
The following is a description of the curriculum content and features:
Early intervention services and supports to infants, toddlers, and young children with disabilities and delays are:
Family centered and culturally and linguistically competent
Children are best served within the context of their families. Services need to be accessible and build on the individual strengths of the family. The Individualized Family Service Plan (IFSP) focuses on how the system supports the family, its cultural values, strengths, and needs. The Individualized Education Program (IEP) builds on the strengths of the young child, helping him or her to fully participate in early education programs.
Developmentally supportive, strengths based, and promote children's participation in their natural environments
The developmental, social, emotional, and physical needs of children with disabilities must be met by building on the strengths of the child and his or her family. The ultimate goal of early intervention is the child’s participation in activities and routines that are accessible and appropriate for all children.
Comprehensive, coordinated, and team based
Cooperation, collaboration, and shared responsibility are necessary components of a comprehensive service system. Providers, service agencies, and community resources must partner with families to build the capacity of families, communities, and providers to appropriately serve children with disabilities.
Individualized, flexible, and responsive to the changing needs of young children and families
Together with the family providers develop intervention plans that allow flexible scheduling, team based services, options to meet changing needs and circumstances, and promote a relationship based on open communication, mutual respect, trust, and honesty.
Based on the highest quality evidence available
It is the responsibility of all early intervention and early
childhood service providers to adopt practices that are
based on research. There are a variety of methods
available to analyze scientific rigor and appropriateness