EI/ECSE Standards Curriculum Modules

Standard 2: Partering with Families

Sample Syllabi, Learning Activities, and Practicum Application

The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 2. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 2: Candidates use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families. They apply family capacity-building practices as they support families to make informed decisions and advocate for their young children. They engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children’s development and learning.

Components:

2.1 Candidates apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and responsive partnerships with all families that allow for the mutual exchange of knowledge and information.

2.2 Candidates communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access and participation, in natural environments.

2.3 Candidates engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes.

Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources.

Purpose

The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 2: Partnering with Families, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.

Objectives

After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to partnering with families.
Identify resources to integrate into the higher education curriculum and/or content for PD.
Identify the relationship of the resources to evidence-based practices for adult learners.

Topics

Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

Component 2.1

Component 2.1 Learners apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and responsive partnerships with all families that allow for the mutual exchange of knowledge and information.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Family systems theory,
Influence of biological, and environmental factors on families’ structure, interactions, functions, and the family life cycle, and
Families’ knowledge and expertise about their children’s strengths and needs.

Learners Who Are Competent in this Component are Able to:

Use relational practices to foster trusting partnerships with families,
Acknowledge child and family strengths and nurture positive interactions by actively listening, showing empathy, and respecting family perspectives,
Use participatory and collaborative practices, including soliciting families’ opinions and ideas, jointly sharing information, and involving families in identifying and obtaining needed resources,
Interact with families in ways that build on their strengths and capacities in working with their young children, such as
- jointly develop and implement individualized plans based on the families’ priorities and the child’s strengths and needs, and
- jointly identify strategies to facilitate the child’s learning and development, and
Gather information systematically to develop a deeper understanding of family uniqueness, circumstances, and changing priorities,
Consider factors such as social identities (e.g., culture, gender, sexuality, socio-economic status, marital status, and age) and stressors (e.g., trauma, mental health issues, and medical conditions), as they build relationships, exchange knowledge and information, and plan for individualized supports, such as
- ensure that classroom materials and activities represent the diversity of children and families represented in the program,
- adjust meeting times to accommodate families’ work schedules,
- use technology when appropriate to communicate with families, and
- provide information to the family in their home language, and
Engage in self-reflection of their own culture, beliefs, and experiences, and evaluate the impact and use that information to inform interactions with families and respond in sensitive and culturally affirming ways.

Component 2.2

Component 2.2 Learners communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Resources and supports for families in their program and community,
Their own implicit and explicit biases.

Learners Who Are Competent in this Component are Able to:

Use effective communication strategies such as attending, listening, and asking clarifying questions,
Articulate unbiased, comprehensive, and clear information from multiple perspectives and sources such as other professionals, policies, research, and professional literature,
Share information about all available services and community resources,
Communicate in the families’ preferred mode of communication (e.g., using an interpreter, via technology) in IFSP/IEP meetings, home visits, parent-teacher conferences, etc.,
Identify and connect families to resources and supports needed to make informed decisions about their child’s services,
Collaborate with families in planning for transitions from one setting to another,
Use a range of strategies to support families in advocating for access and equity in natural and inclusive environments,
Reflect on their own biases,
Provide multiple opportunities for families to be engaged in program activities and governance, and
Establish opportunities for families to connect with other families.

Component 2.3

Component 2.3 Learners engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Family engagement practices essential for supporting and strengthening family capacity and well-being to promote child development and learning,
Culturally responsive evidence-based practices, and
Adult learning strategies.

Learners Who Are Competent in this Component are Able to:

Involve families as equal partners,
Use participatory practices such as acknowledging the family’s expertise, and supporting families in identifying strengths, priorities, and concerns,
Provide multiple opportunities for active family collaboration in decision-making such as
- assessment – exchange knowledge, information, expertise to evaluate and synthesize information about the child’s strengths and needs,
- planning – create outcomes/goals, develop implementation plans, identify informal and formal supports and services,
- implementation – select and adapt culturally responsive evidence-based practices appropriate to each family, and
- transition – evaluate transition options that meet identified needs and priorities, and
Communicate and reflect with the family to evaluate monitor, and modify services, supports, and resources,
Use a range of intervention and instructional strategies to promote families’ competence and confidence such as video, coaching, consultation, modeling, and assistive technology,
Employ adult learning strategies when partnering with families.

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-based Preparation Standards for Early Interventionists/Early Childhood Special Educators EI/ECSE (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Standard 2 – Sample Syllabus 2025

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.

Components 2.1, 2.2, 2.3

Family Interview (Components 2.1, 2.2, and 2.3)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 the following:
- 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 beliefs.
- 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:
- Use semi-structured questions to provide a sharing avenue, but not a defined stopping point like closed-ended questions.
- Use closed-ended questions for specific information (e.g., birth weight of child).
- Use family stories (e.g., experience stories).
- Consider using a recorder (which requires signed consent) to help capture every detail of the interview.
Following the family interview, carry out approximately 10 hours of collaboration with the family to address the priority goals identified during the interview process. Create a collaboration log to document the hours and activities you engaged in with the family. 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 getting 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 find resources outside special education.

Alternate Assignment:

Family Collaborative Resource Packet – For this assignment, you will identify or be assigned to a family of a child with a disability. You will spend time getting to know the family, including interviewing a guardian, the individual, siblings, etc. You will develop an understanding of the family’s values, beliefs, and community. These questions must be approved by the instructor before conducting your interview. You will summarize information gathered from your family interview in a 2-page double spaced synopsis. You will then develop a digital Family Resource Packet of at least 8 resources, (local, online, other) to provide support to the family.

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?

Practicum Application

The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.

The Practicum Applications:

Should be incorporated across the curriculum and within each standard,
Represent the age range from birth through five,
Are sequenced from observation and reflection to implementation of practices with supervision,
Should be implemented across home, school, and community settings.

Component 2.1

Supporting Knowledge and Skill Development

Knowledge: Research and present a specific aspect of family systems theory (e.g., boundaries, subsystems, homeostasis) and discuss its implications for working with families in early intervention.

Knowledge: Interview with a mentor teacher or early intervention provider about how they implement specific family-centered practices (e.g., active listening, shared decision-making, respecting family expertise). They will then reflect on the benefits and challenges of these practices.

Knowledge: Research the background of several families served by the placement site (with appropriate anonymization and permission). They will then identify potential individual nuances that might influence communication, values, and child-rearing practices.

Skill: Observe and then practice active listening skills (e.g., paraphrasing, summarizing, asking clarifying questions) during interactions with families under the supervision of their mentor. They will receive specific feedback on their communication style.

Skill: Observe a home visit conducted by an experienced provider, focusing on how the provider builds rapport, gathers information, and collaborates with the family in their natural environment. With permission and guidance, they may participate in a portion of the visit.

Skill: Create a resource guide or informational handout for families on a specific topic relevant to early intervention (e.g., transition to kindergarten, access to community support, understanding a specific disability). This will require considering the diverse literacy levels and contextual backgrounds of families.

Skill: Observe and participate in the process of developing Individualized Family Service Plans (IFSPs) or Individualized Education Programs (IEPs), focusing on how family priorities, concerns, and resources are integrated into the goals and outcomes.

Component 2.2

Supporting Knowledge and Skill Development

Knowledge: review case files (with redaction of identifying information) to identify common stressors, transitions, and changing needs that families of young children with disabilities experience. They will then brainstorm potential support strategies.

Knowledge: Research relevant laws (e.g., IDEA) and ethical guidelines related to family involvement and confidentiality in early childhood special education. They will discuss scenarios with their mentor teacher to analyze ethical dilemmas.

Knowledge: Review anonymized case studies or narratives that highlight effective strategies for building and maintaining strong family partnerships in early childhood special education, identifying key elements and transferable practices.

Skill: Participate in planning and co-facilitating a parent-teacher conference. They will practice sharing information in a clear, respectful, and strengths-based manner and actively solicit family input.

Skill: Engage in role-playing scenarios with their mentor or peers that simulate challenging family interactions (e.g., addressing disagreements, navigating contextual misunderstandings, supporting families during times of crisis). They will practice applying strategies for respectful and effective communication.

Skill: Maintain a reflective journal documenting their interactions with families, their observations, and their learning. They will regularly discuss these reflections with their supervisor to analyze their approach and identify areas for growth.

Skill: Practice conducting brief interviews with families, focusing on identifying their strengths, resources, and priorities rather than solely on challenges or deficits.

Component 2.3

Supporting Knowledge and Skill Development

Knowledge: Research different models of family engagement in education and early intervention (e.g., Bronfenbrenner’s Ecological Systems Theory) and analyze their strengths and limitations in promoting authentic partnership.

Knowledge: Learn about the effects of trauma, poverty, and other stressors on family functioning and how these factors might influence their engagement with early intervention services. Explore strategies for trauma-informed and resilience-focused practices.

Knowledge: Investigate various communication norms and styles (e.g., direct vs. indirect communication, high-context vs. low-context cultures) and their potential impact on interactions with families from diverse backgrounds.

Skill: Participate in meetings or discussions with related service providers (e.g., speech therapists, occupational therapists) to understand how collaborative communication and shared information contribute to a unified and family-centered approach.

Skill: Learn and practice strategies for respectfully addressing disagreements or conflicts that may arise with families, focusing on finding mutually agreeable solutions and maintaining a positive relationship.

Skill: Collaborate with their mentor to develop and potentially co-facilitate a brief training or workshop for families on a topic of interest or need (e.g., understanding their child’s IEP, positive behavior supports at home). This will involve tailoring information to a family audience and using engaging presentation skills.

Case Study & PD Guides

Case Study: The annotated case study provides discussion questions and resources.

Standard 2 – Case Study 2025

Component 2.1

Component 2.2

Component 2.3

Multimedia Illustrations

Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component 2.1

Component and Title	Key Content	Duration	Link
2.1 Practitioner Family-Centered Practices for Working with Families	Several brief vignettes with Early Interventionists, families, children interacting in the home setting as examples of family-centered practices	3:32	View
2.1 CONNECT Video 4.2:The Family’s Viewpoint	The Family’s Viewpoint: 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.	1:37	View
2.1 CONNECT Video 4.3:Description of the Family-Professional Partnership Framework	Description of the Family-Professional Partnership Framework: 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.	3:19	View
2.1 CONNECT Video 4.1:Perspectives of Dr. Beth Harry	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.	2:56	View
2.1 Embrace Possibilities	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.	15:51	View
2.1 Francisco and the Diego 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.	10:37	View

Component 2.2

Component 2.3

Component and Title	Key Content	Duration	Link
2.3 Getting Services Started	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.	24:01	View
2.3 The Individualized Education Program: Partnering for Success	This video considers the IEP process from various perspectives and explores how teams work together to create inclusive experiences that are supported by the IEP process.	46:48	View
2.3 The IEP Team Process: Chapter 1 – IDEA and IEPs	An introduction for families to Individualized Education Programs (IEPs), FAPE, and other aspects of IDEA (2004).	4:20	View
2.3 Using Video for Really Watching	Early Interventionist Megan Klish Fibbe demonstrates how the use of video can help providers observe infants and toddlers and observe family strengths	1:52	View
2.3 EcoMap	An early intervention service provider demonstrates the development of an ecomap as the provider and a mom talk about the family.	6:13	View
2.3 EcoMap Demonstration	Alyssa is a 14-month old child with a 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.	6:13	View

Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.

Websites - Provide information and resources related to the Standard and Components.

Websites

Learning Modules - The modules related to the Standard which can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Learning Modules

Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Glossary

Term	Definition	Reference/Resource
Culturally and linguistically responsive and affirming	Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes.Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm. Cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) in order to be responsive to marginalized children and families and work towards greater equity.	Culturally Responsive-Sustaining Education FrameworkDEC RP Glossary Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
DEC RecommendedPractices (RPs)	A set of practices based on the best-available empirical evidence as well as the wisdom and experience of the field and that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas: Leadership, Assessment, Environment, Family, Instruction, Interaction, Teaming and collaboration, and Transition	Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014.
Family	A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.	Mapp, K., & Kuttner, P. J.(2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Family capacity building practices	Participatory opportunities and experiences afforded to families to strengthen existing parenting knowledge and skills, and promote the development of new parenting abilities that enhance parenting self-efficacy beliefs and practices and are guided by families’ individual strengths and needs; priorities, goals and preferences; and cultural and linguistic characteristics.	Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from
Strength-based	Approaches that concentrate on the inherent *strengths* of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient and self-determined.	Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Acar, S., & Blasco, P.M. (2018). Guidelines for collaborating with interpreters in early intervention/early childhood special education. Young Exceptional Children, (21)3, 170-184.

Bezdek, J., Summers, J. A., & Turnbull, A. (2010). Professionals’ attitudes on partnering with families of children and youth with disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 356-365.

Brotherson, M. J., Summers, J. A., Naig, L. A., Kyzar, K., Friend, A., Epley, P., . . . Turnbull, A. P. (2010). Partnership patterns: Addressing emotional needs in early intervention. Topics in Early Childhood Special Education, 30(1), 32-45. https://doi.org/10.1177/0271121409360068

Bruns, D.A., & LaRocco, D.J. (2019). Supporting parents’ confidence to pull up a chair at the Intervention/early childhood special education table. Young Exceptional Children, 22(1), 38-49.

Corr, C., Spence, C., Miller, D., Marshall, A.A., & Santos, R.M. (2018). Beyond “hoping for the best”: Home visits in impoverished urban areas. Young Exceptional Children, 21(3), 111-120.

Davis, J.M., & Hanline, M.F. (2018). Young children with same sex parents: Supporting families and children in early childhood programs. Young Exceptional Children, (21)3, 127-141.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education 2014.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC position statement: The role of special instruction in early intervention.

Dunst, C. J. (2002). Family-centered practices: Birth through high school. Journal of Special Education, 36(3), 141-149 (metanalyses).

Gatmaitan,M., & Brown, T. (2016). Quality individualized family service plans: Guidelines for practitioners, programs, and families. Young Exceptional Children, 19(2), 14-32.

Hanson, M. J., & Lynch, E. W. (2010). Working with families from diverse backgrounds. In R. A. McWilliam (Ed.), Working with families of young children with special needs (p. 167). Guilford Press.

Hedeen, T., Peter, M., Moses, P., & Engiles, A. (2013). Individualized Education Program (IEP)/Individualized Family Service Plan (IFSP) facilitation: Practical insights and programmatic considerations. Center for Appropriate Dispute Resolution in Special Education (CADRE).

Hsiao, Y.J., Higgins, K., & Diamond, L. (2018). Parent empowerment: Respecting their voices Teaching Exceptional Children, 51(1), 43-53.

Individuals with Disabilities Education Act (IDEA) of 2004, 20 U.S.C. 1400 et seq. (2004).

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriquez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429-445.

Mueller, T. G., Massafra, A., Robinson, J., & Peterson, L. (2019). Simulated individualized education program meetings: Valuable pedagogy within a preservice special educator program. Teacher Education and Special Education, 42(3), 209-226. https://doi.org/10.1177%2F0888406418788920

Resch, J., Mireles, G., Benz, M., Grenwelge, C., Peterson, R., & Zhang, D. (2010). Giving parents a voice: A qualitative study of the challenges experienced by parents of children with disabilities. Rehabilitation Psychology, 55(2), 139-50. doi: 10.1037/a0019473

Schertz, H. H., Horn, K., Lee, M. Mitchell, S. (2017). Supporting parents to help toddlers with autism risk make social connections. Young Exceptional Children, 20(1), 16-29.

Turnbull, A., Turnbull, R., Erwin, E., Soodak, L.C., & Shogren, K.A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Pearson.

Wolfe, K., & Durán, L. K. (2013). Culturally and linguistically diverse parents’ perceptions of the IEP Process: A review of current research. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 4-18.

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, February). Seven key principles: Looks like / doesn’t look like.pdf. Retrieved from
http://www.ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

Xu, Y. (2019). Partnering with families of young children with disabilities in inclusive settings. In L. Lo & Y. Xu (Eds.), Family, school, and community partnerships for students with disabilities. Advancing inclusive and special education in the Asia-Pacific (pp. 3-15). Springer.

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The Early Childhood Intervention Personnel Center (ECIPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities, was made possible by Cooperative Agreement # H325C220003 from the U.S. Department of Education, Office of Special Education Programs for the period 2022 to 2025. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © All rights reserved.

EI/ECSE Standards Curriculum Modules

Standard 2: Partering with Families

Topics

Component 2.1

Component 2.2

Component 2.3

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

Learning Activities

Practicum Application

Case Study & PD Guides

Multimedia Illustrations

Resources

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