This video shows a fictitious example of a service coordinator who is not using coaching practices with a family.

This video features Nosheen, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices with Mia, Jake's mother, as they discuss concerns about progress.

This video shows a fictitious example of a service coordinator who is not using coaching practices with a family.

This video features Christina, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices while meeting with Benea, Leisel's mother.

A mom discusses her vision for her daughter's future and the importance of setting expectations high.

Harper's parents share their journey of preparing for their daughter not to survive to staying in the NICU and bringing her home. Collaboration and interaction between Harper's parents and the interventionist are demonstrated and mom speaks of the importance of early intervention.

A Speech and Language Pathologist and a mother work together during early intervention visits, both describe the benefits of using a coaching approach. Reviews SS-OO-PP-RR (setting the stage, observation and opportunities to embed, problem solving and planning, reflection and review).

Dani and Marcos describe many of the key features of early intervention and how they and their daughter benefit from them.

Speech-language pathologist Lindsay Miketa delivers an early intervention home visit during the COVID-19 pandemic. The video illustrates the experience of a family new to early intervention that has only received home visits via video conferencing. The story is accompanied by insightful observations offered by Lindsay and Ares' parents, Jacqueline and Daniel.

The video shares information from the perspectives of families, early care and education, and early intervention service providers on how to identify a possible delay in development or a disability in an infant or toddler. Families share how information, support, and resources were provided to them, and what was most helpful.

The processes of early identification; referral to early intervention to determine eligibility for the Individuals with Disabilities Education Act (IDEA) Part C services; and support to families who are accessing services are reviewed.

Webinar 1 of 3. In this webinar, a variety of researchers and leaders in the field of family engagement discuss the three principles of family participation/involvement: family foundation, dignity, and community that are part of IDEA. They emphasize the importance of relationships and partnerships for family engagement. In this education webinar presenters discuss, the law, frameworks and research that is related to Family Engagement.

Animation video illustrating a conversation and interview between a mother and practitioner. The practitioner gathers information about the mom's day, the child's behaviors, and other family members behaviors.

The mother of Sophie, a two-year-old girl with language and physical delays, discusses her feelings about wanting to help Sophie communicate.

Christine, mother of Luke, a 3 year old boy with developmental delays shares her reasoning and concerns to include her son in a childcare program.

Webinar 3 of 3. Reviews the six types of family engagement; meeting family needs; referring and evaluation; individualizing; extending learning; volunteering; and advocating.

Defines inclusion and natural environments and discusses their meaning in the early years - birth to three.

Explores what is best practice in early intervention services, and why children learn best in everyday routines at home.

Describes the family's role within the child's early intervention team.

The mother of Luke, a three year old boy with developmental delays, shares her perspective a few months later after he has enrolled in a childcare program. She discusses her feelings about using embedded interventions both at home and in the program.

Webinar 2 of 3. In this webinar, the key components of trusting partnerships and the characteristics associated which each component are discussed. A panel from Iowa State share how they applied the components at a systems level. A member of the National Center on parent, Family, and Community Engagement discuss the Parent, Family, and Community Engagement (PFCE) framework as a theory of change.

A practitioner describes strategies she uses to begin partnerships with a families.

Explores the diverse ways that families of infants and toddlers with disabilities can be leaders in their own family with their children, in programs, and in communities.

Parents of Jackson, an infant born with micro hydrocephaly, shares their story of finding out their child was going to be born with a severe disability, and the life they now share.

Alyssa is a 14-month old child with complex medical diagnosis. She receives home based nursing services 24 hours a day during the week, and 12 hours a day during the weekends. The video shows Dr. McWilliam navigating the EcoMap with Jason and Sarah.

Illustrates the journey of Jude's young life including being diagnosed with epilepsy.

Three parents share their experiences of becoming advocates for their child, as well as advocating for others. They describe their individual journeys of becoming leaders and joining various councils.

The best place for young children to learn and practice new skills is within our everyday routines.

A mom describes how the therapist has not only helped her child, but has given her the confidence to help her achieve new skills. The mom describes the therapists interactions with her and her family that built trust and a sense of being cared about.

Family outcomes are reviewed including families understanding their children's strengths, abilities, and needs; helping their children develop and learn; understanding their rights and advocate effectively for their child; having support systems; and accessing desired services, programs, and activities in their community. The DEC Family Recommended Practices are referenced. Families talk about their experience in early intervention and how it has contributed to their confidence and ability to support their child develop and learn.

Early Intervention Training Program at the University of Illinois recorded webinar addressing key components and practices of family centered practice.

Early Intervention Training Program at the University of Illinois recorded webinar addressing the DEC RP related to family practice.

A mom and speech-language pathologist are engaging in a conversation that is routines-based.

Webinar 3 of 3. Supports practitioners is engaging families in discussion about healthy eating habits and routines at home.

Webinar 2 of 3. Family mealtime can be an important opportunity to support child development with infants , toddlers and preschoolers. Suggestions to support social-emotion, language and literacy, cognition, and physical domains during mealtime are explored.

Webinar 1 of 3. Responsive feeding is described and reasoning why it is important is shared. The signs of hunger and fullness for children ages birth to 12 months are examined and strategies to support baby's healthy eating are provided for practitioners to share with families.

Six parents share their advice on school and school transitions.

Through collaboration between his family and his early intervention providers, Liam is able to communicate, use a computer, and move about at home, on trips to a museum and out to get ice cream with his family.

Parents and professionals describe early intervention specifically what it is, what it looks like, and why it works. The coming together of two experts, the family and the practitioner, is highlighted.

Aimee, a developmental specialist, illustrates how she shares video that she recorded at a previous home visit with Amanda, Autumn’s mother, for reflection and planning. Both Aimee and Amanda describe the benefits of watching and reflecting on the videos.

A physical therapist, mom, and child demonstrate how the use of video enhances the time that they have together in a session, as well as for sharing with other family members. The use of video is another way of demonstrating to parents their strengths in working with their child.

Short vignettes illustrating practitioners being responsive to families' concerns and priorities.

A mom describes her perspective of having her voice heard and being treated as an equal partner in the planning and decision making of her son's services.

A physical therapist partners with a family to identify what their daily routines look like, what is important to them, Nolan's (almost 3) interests, as well as difficult times of their day. The PT works with the family using household items to make bath time an enjoyable, social and enriching experience for Nolan and his entire family.

Physical Therapist Megan Klish Fibbe shows how video can support families by highlighting family strengths and child progress.

An early intervention service provider demonstrates development of an ecomap as the provider and a mom talk about the family.

The Diego family story allows participants to consider the family's cultural values and beliefs, experiences, and successes; and to think about how this relates to their work with young children with disabilities and their families in their communities.

Beth Harry, Professor, and Chair of Special Education at the University of Miami discusses the importance of earning the trust of parents from diverse backgrounds by demonstrating respect for their perspectives. Dr. Harry has described the transforming impact of her daughter with special needs on her personal and professional life. She is a nationally recognized leader in research related to cultural diversity within the field of special education, especially on the topic of family-professional partnerships.

Aaron, the father of little Aaron, a 4-year old boy in a preschool classroom, shares his story and goals for his family’s future.

DescrIllustrates different systems in a young boy's life. An example of coordinated, comprehensive, family-centered service delivery through partnerships between the family, early head start, extended family, greater community and early intervention.iption

Dr. Ann Turnbull, Distinguished Professor, Co-Founder and Co-Director of the Beach Center on Disability, describes the family professional partnership framework to illustrate partnership-oriented practices.

An introduction for families to Individualized Education Programs (IEPs), FAPE, and other aspects of IDEA (2004).

This video considers the IEP process from various perspectives and explore how teams work together to create inclusive experiences that are supported by the IEP process.

Video 2 of 2: Janelle Rethwisch talks about her perspective on inclusion for her daughter Lydia, in early childhood and beyond.

The Boston Basics campaign provides a series of five videos of families being with their children during different aspects of their day. The narrator engages in conversation with parents to learn about their perspective on these five basics: (1) Maximize Love, Manage Stress, (2) Talk, Sing, and Point, (3) Count, Group, and Compare, (4) Explore through Movement and Play, (5) Read and Discuss Stories