Explore course activities that include resources and activities relevant to courses for students who are seeking degrees that are a qualification to work in Early Intervention (EI). These types of courses focus on the value of child development, education, social services, and supporting families.
Course Activity 1: Introduction to Early Intervention (EI)
Students can review the toolkit Early Intervention: Resources for Families, Childcare, and Early Childhood Teachers to build foundational knowledge of EI and EI services. Ask students to identify key components of EI (e.g., eligibility, services, family role) and discuss how these components are explained to families. Students may work in pairs to create a brochure or infographic about EI that could be shared with a family new to services.
Evaluate the finished brochure or infographic:
- Does the brochure or infographic clearly describe the purpose of EI?
- Is the information presented in a sequence that helps families understand it best?
- How might professionals use the brochure or infographic to explain EI to different types of families?
Course Activity 2: The Early Intervention (EI) Team
Students can review the IEL blog, What is an Early Intervention Provider? After reading, ask students to identify different roles on an EI team (e.g., service coordinator, therapist, family members) and describe how each contributes to supporting the child and family. Have students create a chart outlining team roles and responsibilities.
When the chart is complete, students can reflection on these questions:
- How do team members share information and work together?
- What challenges might arise when working as a team, and how can they be addressed?
Course Activity 3: Early Intervention (EI) Teaming Models
Many early intervention courses include information about different teaming models (e.g., multidisciplinary vs. transdisciplinary). After students have learned about these models, ask them to read the Home Visits and Challenging Situations toolkit.
Ask students to consider how different teaming models may impact service delivery during home visits by discussing the following questions:
- How might communication (especially communication about challenging situations) differ between multidisciplinary and transdisciplinary teams?
- How does the teaming model used influence the family’s experience during home visits (especially when there is a challenging situation)?
Course Activity 4: Coaching and Consultation Models
Have students listen to the IEL podcast episodes Coaching in Early Learning and Listening to Family Voices in Early Childhood Programs to hear about how professionals support families through coaching.
Ask students to work in small groups to address the following questions:
About family voice:
- What does it mean to center family voice in early intervention?
- How does listening to families inform practice?
About coaching:
- How is coaching different from giving advice or instruction?
- What are the key characteristics of effective coaching?
- What are some examples of coaching statements or coaching questions that support family engagement?
- How can professionals build caregiver confidence through coaching?
Course Activity 5: Connecting Families with Early Intervention (EI) Resources
Students start by reviewing the IEL Q&A, Finding Help for Young Children With Disabilities and Developmental Delays to explore how families access services.
Have students create a list of local, state, and national resources that could support a family. Resources could include things like healthcare providers, childcare programs, or food banks.
When the document is complete, ask the following questions for discussion:
- What steps do families take to access EI and related services?
- How can providers support families in navigating systems?
Course Activity 6: Helping Families Transition
The IEL Q&A Moving from Early Intervention to PreK: What Parents and Caregivers Want to Know provides several resources to support a caregiver’s understanding of the transition process.
Ask students to work in pairs to create a visual support (such as a handout, video, or booklet) about transition, that they can share with families. The visual support should include key steps and timelines involved in transitioning from EI to preschool services.
When the visual support is complete, students can discuss the following questions:
- How can the visual support be used to explain the transition process to a family?
- What concerns might families have during transition?
- How can professionals prepare families for changes in services?
- What strategies support a smooth and positive transition experience?