Why is Early Childhood Special Education Important?
The number of young children with disabilities that require early intervention and early childhood special education services is rapidly growing. According to the U.S. Department of Education, by December of 2001: 247,433 infants and toddlers (birth to 2 years old) were receiving early intervention services and a total of 620,195 children, ages 3 to 5, were being served through preschool special education programs. These children live all over the United States in different conditions, belong to diverse ethnic and socio economic groups and suffer from a wide range of disabilities but they all need to be provided with opportunities and experiences that help them learn and develop their full potential.
The Individuals with Disabilities Education Act IDEA ensures that young children with disabilities receive a free and appropriate education (FAPE) in the least restrictive environment (LRE) through early intervention, special education and related services. It is of critical importance to offer them early childhood special education programs that implement developmentally appropriate practices and employ highly qualified professionals.
The information in our Early Childhood Special Education section offers a basic introduction to the field and a variety of resources to assist early childhood special education providers serving the young children with disabilities living in New York City.
What are the Benefits of Early Childhood Special Education Services for Young Children with Disabilities?
- Access to a free and appropriate education
- Individual plans for inclusive placement and natural environments with non disabled peers whenever possible
- Alternative plans for special needs that cannot be met through traditional education programs
- A comprehensive system of education and support services
- Early identification and intervention
- Additional resources and support for the children and their families
- Coordinated and interdisciplinary services provided by educators, health care providers, and others.
- From the 25 th Report to Congress, U.S. Department of Education, Washington, 2001. Access the Complete Report