Early intervention for the youngest learners

Every child deserves the best possible start in life, and that is particularly critical for infants and toddlers who may have developmental delays or disabilities. 

Early intervention specialists—therapists, educators and other providers—are at the forefront of assessing and treating children’s developmental needs through their work with young children and their families. To empower these early intervention professionals further, Arizona State University’s Professional Educator Learning Hub now offers a new specialization focused on children from birth to age 3.

ASU’s Mary Lou Fulton Teachers College’s Early Intervention Specialization professional learning program provides evidence-based strategies that drive positive outcomes before children enter school. MLFTC faculty members Björg LeSueur, a clinical associate professor, and Katherine Kicey, a clinical assistant professor, designed the specialization in collaboration with the State of Arizona’s Department of Economic Security’s Early Intervention Program, which goes by the acronym AzEIP. 

LeSueur shared how the courses address a critical need, and how it’s applicable to early intervention workers in any state.

How did this specialization develop? 

This specialization stems from collaborative discussions among groups and providers at the state level dedicated to strengthening personnel development among the early childhood workforce serving children and families. My involvement comes from my desire to help improve outcomes for young children, particularly those with disabilities, and at the earliest stage of their development,before they start formal schooling. A part of the solution is to provide research-based learning opportunities designed for the practitioners who work directly with these families. I have been active in addressing these needs through my role as chair of a statewide committee that addresses AzEIP’s Comprehensive System of Personnel Development, along with my colleague Katherine Kicey.

How does the system currently support these children in Arizona?

State personnel standards and professional organization standards outline the knowledge and skill competencies expected from an early childhood workforce. State agencies are responsible for ensuring that these standards are met.

Here in Arizona, the Comprehensive System of Personnel Development, which goes by CSPD, focuses on ensuring there are enough well-trained professionals to meet the unique and diverse needs of young children with disabilities. 

The CSPD, as part of AzEIP,  hosts several committees that work toward this mission, including the Pre-Service Committee, of which I am the chair. This committee is dedicated to strengthening pre-service personnel development of the early childhood workforce who serve children with disabilities and their families.

The Pre-Service Committee within the CSPD is focused on bridging the gap between the established standards for early childhood personnel and the training programs offered by higher education and post-secondary institutions.

 Why is this specialization designed specifically for early childhood intervention? 

Much of the curricula and training available to early intervention providers focus on child development or practices for older children 4-8 years old, leaving early interventionists, therapists and other professionals underprepared to address the unique needs of infants and toddlers, especially those with developmental delays or disabilities.

Early intervention, from birth to age three, is critically important because these are the foundational years of a child’s development, a period marked by rapid brain growth. Early intervention during this time can have profound, long-term effects on a child’s cognitive, social-emotional and physical development, particularly for those with disabilities or developmental delays. When children with developmental delays or disabilities receive quality early, targeted support, their chances of reaching their full potential dramatically improve. This leads to better long-term outcomes in education, employment, and overall well-being, reducing the need for more intensive interventions later in life.

How does this specialization prepare providers to meet this need?

This specialization provides focused training in essential areas like child development (birth to age 3), assessment, family partnerships and effective early intervention strategies. The courses emphasize collaboration, helping both current and future professionals build the skills needed to work across fields like education, healthcare and social services. By covering these areas, the specialization equips the workforce to meet infants' and toddlers' developmental needs while supporting families for better outcomes. Plus, with continuing education credits, it encourages professionals to stay current and keep growing their skills.

Is the course specific to Arizona, or does it have an application in other states?

Early intervention is required by the federal Individuals with Disabilities Education Act, making the courses and specialization relevant beyond Arizona. IDEA’s Part C requires all states to offer services for children with disabilities from birth to age 3. While each state may implement these services differently, early intervention programs exist in all 50 states. As a result, early intervention professionals across the country face similar needs, and what is taught in these courses can better prepare professionals to support improved outcomes for young children and families nationwide.

Read the press release from the Arizona Department of Economic Security.

Learn more

MLFTC’s Early Intervention Specialization professional learning program is available through the ASU Professional Learning Hub. There, explore the specialization’s online professional learning courses in early childhood intervention. Four courses are available now, and more are being developed. Current areas of focus include:

• Early Intervention Policy: This course introduces the concept and importance of early intervention for infants and toddlers with developmental delays, focusing on accessing EI services, defining IDEA Part C, and understanding the purpose and components of an Individualized Family Service Plan to support families and children with developmental needs
• Child Development: This course provides an exploration of early childhood development theories, emphasizing the impact of diverse biological, environmental and cultural factors. Candidates will learn to design and implement developmentally appropriate strategies tailored to the unique needs and abilities of each child.
• Partnering with Families: This course focuses on developing culturally responsive partnerships with families through the application of family-centered practices and family systems theory. Candidates will learn to provide clear, objective information and support to empower families in making informed decisions, advocating for their children and achieving developmental goals in natural and inclusive environments.
• Infant Mental Health: This course is a comprehensive introduction to Infant Mental Health (IMH), emphasizing the foundational principles, practices and importance of supporting children's emotional and psychological well-being from birth to age 3 Participants will explore the critical aspects of IMH, including early childhood developmental milestones, early relationships' impacts on mental health and strategies for promoting healthy emotional and social development. 

MLFTC also offers degree programs in early childhood:

• Master of Education in Early Childhood, Special Education, available fully online.
• Master of Education in Early Childhood Education, available fully online.