Standard 2: Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 2: Partnering with Families.   Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities.  The sample learning activities are organized by the three components for Standard 2.

Component 2.1

Family Interview/Collaboration Project: The family interview is an assessment technique used collaboratively with the family to identify resources, priorities, and concerns of the family. The relationship between the educator and the family should be one of teamwork and collaboration.  The preferred approach by many is to engage the family in conversation rather than conducting a formal interview. Before beginning the process, it is important that you have an established rapport with the family and communicate your respect for their time and effort. At the start of the interview clearly state its purpose and give them background information about yourself and the program. Use both open-ended and closed-ended questions to gather information and be sensitive when probing for further information. Use a “funnel approach” by starting with broad concerns and getting more specific. Using open-ended questions pertaining to the family’s daily activities is a very effective strategy for identifying the family’s resources, concerns, and priorities.

The interviewer should keep the following precautions in mind (Bagnato & Neisworth, 1991):

  • The identification of family needs and strengths is not a mandatory component of the IFSP/IEP – it is voluntary.  No child can be refused services because of the family’s refusal to be assessed.
  • The identification of family resources and concerns should be planned individually with each family.
  • The identification of family resources and concerns should be conducted in a non-intrusive manner.
  • Conduct the interview in ways to respect the family’s home language, values, and culture.
  • Respect the family’s right to only share what they wish to share.

Information obtained from the interview should be used to directly assist the family.  The educator should explain why the information is needed and how it will be used BEFORE the interview begins.

Possible Interview Techniques

  • Semi-structured questions to provide a sharing avenue but not a defined stopping point like closed-ended questions
  • Closed-ended questions for specific information (birth weight of the child, etc.)
  • Using family stories (experience stories)
  • The use of a tape recorder (requires signed consent) can help capture every detail of the interview

Following the Family Interview, the candidate will carry out approximately 10 hours of collaboration with the family to address the priority goals identified during the interview process. The candidate will create a Collaboration Log to identify the hours and activities you engaged in with the family.  The candidate will also create a Resource Guide to address the family’s concerns and to help them attain their goals.  The resource guide should include materials related to accessing services outside of special education such as Social Security benefits, health insurance, transportation, higher education, case management, social services, and informal family supports.  The guide must be organized in a way that facilitates the family’s learning of how to access resources outside special education.

To be submitted:  Family Interview and supporting interview documents (e.g., interview questions, ecomap, map of goals/outcomes aligned with everyday routines) and Collaboration Log, Resource Guide, and supporting collaboration documents.

Component 2.2

Presentation/Training:  Develop a presentation or training materials on a critical issue related to early childhood intervention and family-centered practice.

Create one of the following:

(1) a 15-20 slide PowerPoint presentation that the candidate might present in the future, or

(2) training materials (e.g., pamphlet, insert to IFSP/IEP manual, handouts, portfolio materials).

Include resources or website links where individuals can obtain more information and be sure to include references for information candidates will obtain from websites or articles.

Then the candidate will write a 2-page reflection on why they chose the topic and how they will use the presentation and materials created.

Component 2.3

Book Review and Book Talk: This assignment involves reading a book authored by a family member.  As our perspective expands, our new thinking may help us develop a broader and deeper understanding of families who have children with disabilities.  Select two books from the supplemental list.  For the first book, you will write a 3-5 page paper reflecting on the book’s impact on you as an educator, as a parent, or as a member of a family.

Include your reflections on the questions listed below:

  • What is the experience of the family?
  • How is it presented?
  • How is this a universal experience?
  • How does the child’s disability impact on the child’s experience with the education system?
  • What is the family's experience with the educational system?
  • What is the child’s experience?
  • How does the experience of the child or the family's impact on your experiences as a teacher or with education?
  • Other thoughts?

Select a Category:

Activity Bank

*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

Consejos para Familias .pdf What is Remote EI? (Spanish)

Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
Virginia Early Intervention Professional Development Center Tools of Trade
OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
Protecting Student Privacy

U.S. Department of Education

Student Privacy 101

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19