Extensive Support Needs in Early Childhood Settings
(Self-Paced MODULE)

Assistive Technology: Equipment, technology, or products that enhance development, learning, and daily living for children with disabilities.

Augmentative and Alternative Communication (AAC): Communication methods, including gestures, signs, picture symbols, and/or speech generating devices, used to supplement or replace speech for children who have difficulty communicating verbally.

 Autism Spectrum Disorder (ASD)  Autism Spectrum Disorder is a developmental disorder that affects communication, behavior, and social interaction. Children with ASD may display a range of symptoms, from mild to severe, and may require individualized support to help them develop social, communication, and adaptive skills.

Behavioral Interventions: strategies designed to promote positive behaviors and reduce undesirable behaviors in children, particularly those with developmental disabilities. These interventions often use reinforcement, modeling, and consistent feedback to encourage adaptive behaviors and discourage disruptive ones. These are often drawn up as an outcome of a functional behavioral assessment and compiled in a behavior intervention plan. 

Behavior Specialist: Professional who conducts assessments and provides interventions to support the behavioral needs of children.

Collaborative Team Environment A collaborative team environment involves multiple professionals (teachers, paraeducators, therapists, etc.) working together to support the needs of children with developmental disabilities. Effective collaboration requires communication, shared decision-making, and a unified approach to providing individualized support.

 Developmental DisabilitiesDevelopmental disabilities are a group of conditions that affect a child’s physical, learning, language, or behavior development. These disabilities manifest before the age of 22 and may include conditions such as autism spectrum disorder (ASD), intellectual disabilities, cerebral palsy, and Down syndrome. Children with developmental disabilities often require specialized education and support to succeed in learning and socialization.

Developmental Specialist: Professional who conducts assessments and provides interventions based on the child’s developmental needs.

Down syndrome: a genetic condition caused by an extra copy of chromosome 21. It is associated with intellectual disabilities, delayed development, and physical traits such as a flat facial profile and small stature. Children with Down syndrome often benefit from early intervention and specialized educational support.

Evidence-Based Practices Evidence-based practices (EBPs) are instructional strategies or interventions that have been proven to be effective through scientific research and data. In early childhood special education, these practices are crucial in ensuring that children with developmental disabilities receive high-quality, effective support that promotes learning and development.

Extensive Support Needs: A term that describes children who require specialized assistance to address their unique learning needs because of cognitive, behavioral, social, emotional, communication, sensory, and/or motor impairments.

Hearing Specialist: Professional who supports children who are hearing impaired or deaf. Often provide access to sign language interpretation, hearing devices, and/or audiology services.

Inclusive Early Childhood Education Inclusive early childhood education is an approach that integrates children with disabilities into general education settings, ensuring they have the same opportunities to learn, participate, and interact with peers. It involves adapting teaching practices, materials, and the environment to meet the needs of all children, including those with developmental disabilities

Individualized Education Plan (IEP): A customized plan for students ages 3-21 with disabilities that outlines goals and services identified by the team to address their educational needs.

Individualized Family Service Plan (IFSP): A customized plan for children ages 0-3 with delays or disabilities that outlines goals and services for the child related to family priorities and developmental needs.

 Intellectual Disabilities characterized by significant limitations in both intellectual functioning and adaptive behavior. This includes difficulties in areas such as reasoning, problem-solving, and social skills. These disabilities typically emerge before the age of 18 and can impact learning in academic, social, and practical life skills.

Occupational Therapist (OT): Professional who supports development of children with needs in the areas of fine motor, sensory, and/or self-care skills.

Paraeducator: Professional who supports children, often those with disabilities, in educational settings under the direction of a certified professional such as a teacher or therapist. Paraeducators assist in implementing individualized instruction, managing classroom activities, and providing support to children with developmental disabilities in early childhood settings.

Physical Therapist (PT): Professional who supports the development of motor movement and coordination for children who have delays in gross motor areas.

Service Coordinator: Primary professional who serves as a point of contact, organizes assessments, develops the Individualized Family Service Plan with input from other professionals, and coordinates services from various professionals to meet a child’s needs.

Speech-Language Therapist/Pathologist (SLP): Professional who supports the speech, language, and early literacy development of children.

Supervising Teacher A supervising teacher is a licensed educator responsible for overseeing and guiding the work of paraeducators. This teacher is typically responsible for creating lesson plans, designing individualized education programs (IEPs), and ensuring that the paraeducator implements the appropriate instructional strategies and supports.

Vision Specialist: Professional who supports children who are visually impaired or blind. Often provide access to orientation and mobility services as well as access to adapted materials and instruction (such as Braille or large print).