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Integrated pre-service and in-service learning systems in early childhood intervention

  • Align programs of study to State and national professional organization personnel standards and interdisciplinary competencies
  • Integrate Division of Early Childhood recommended practices (RP) into programs of study
  • Utilize adult learning principles
  • The use of evidenced based adult learning practices in IHE programs of study and PD training activities
  • Other identified areas needed to prepare and support a high quality ECI workforce to improve outcomes of infants and young children with disabilities and their families through the delivery of high-quality services in inclusive settings


Course Enhancement Materials

Curriculum and Instruction Resources

  • Cross Disciplinary Competencies
    Representatives from each of the seven professional organizations reviewed the competency areas and sub-areas and presented these core competency areas for approval to each of their respective organizations. American Occupational Therapy Association (AOTA); the American Physical Therapy Association (APTA); the American Speech-Language-Hearing Association (ASHA); the Council of Exceptional Children (CEC) and the Division of Early Childhood (DEC), the National Association for the Education of Young Children (NAEYC); and ZERO TO THREE.
    • Case Studies
    • Articles
      Case studies and articles illustrate the cross disciplinary competencies and are for use by Higher Education faculty and Professional development staff.


  • Crosswalks of the Division for Early Childhood (DEC) Recommended Practices
    The crosswalks are designed to assist faculty and professional development providers in identifying the intersection of the DEC Recommended Practices with the CEC and NAEYC Standards as well as the DEC knowledge and skill statements. The crosswalks provide a resource to facilitate the integration of the DEC Recommended Practices by higher education faculty and professional development providers into course/workshop activities, assignments, and fieldwork.


  • ECPC Curriculum Planning Tool
    The intended use of the ECPC Curriculum Planning Tool is to provide higher education faculty a tool to develop initial Early Intervention/Early Childhood Special Education (EI/ECSE) programs and blended Early Childhood Education (ECE) and ECSE programs aligned with personnel preparation standards and recommended practices and to ensure that the standards and recommended practices are embedded within and throughout the curriculum. The development of the ECPC curriculum planning tool was driven by the CEC Initial Special Education Professional Preparation Standards (2012), the DEC Initial Specialty Set: ECSE/EI knowledge and skill statements, and the NAEYC Professional Preparation Standards (2010), aligned with the DEC Recommended Practices (RPs) (2014). You will find each DEC RP as a separate tab on the tool.
    A crosswalk for each Recommended Practice within the Recommended Practices topical areas were developed and are located on the Early Childhood Personnel Center website. Given the methodological procedure for these crosswalks, not all personnel standard elements are included. The Leadership practices have not yet been included in the crosswalk.
    This is a downloadable excel file and should be personalized to meet the needs of your EI/ECSE or blended ECE/ECSE program. The tabs represent topics in early childhood special education and are not intended to represent single courses within an EI/ECSE program.


  • ECPC Example Syllabus - Assessment
    This example syllabus provides ideas, resources, activities, readings, and assignments, aligned with personnel preparation standards and recommended practices. Consider state and university policies and add as appropriate. This is an example only and is not a complete syllabus.


  • Personnel Standards Alignment
    These alignments were done to assist higher education faculty and professional development staff to align their curricula with knowledge and skills and standards for early childhood special educators who serve infants and young children and their families.


  • DEC Recommended Practices
    DEC Recommended Practices logo
    DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.

Grant Writing Tools



  • ECPC-Planning-Guide_84-325K_Personnel-Preparation-Grants
    The Office of Special Education and Rehabilitative Services, Department of Education has announced a new personnel preparation funding opportunity.  Use this ECPC planning guide to prepare your application for the Personnel Development to Improve Services and Results for Children with Disabilities: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities Who Have High-Intensity Needs (CFDA 84.325K) Focus Area A: Preparing personnel to serve infants, toddlers, and preschool-age children with disabilities who have high intensity needs. Applications are due May 29, 2020.

Teaching Remote

Visit our IHE Faculty Section of the website: https://ecpcta.org/covid-19-resources/

Doctoral Students