Set Me Up for Success! Families reach EI outcomes by making the most of everyday moments. In early intervention (EI), we focus on how children learn during everyday routines. Caregivers can help children successfully participate by encouraging infants and toddlers
Planning for Summer, Build Skills When Exploring Outdoors, Family Outcomes Survey
A key part of early intervention is monitoring the Individualized Family Service Plan (IFSP), celebrating the progress, and modifying the outcomes, strategies, and supports as a team. The six-month review is an opportunity for families and other team members to
Positive Talk Builds Confidence; You Are What Your Child Needs; SSIP: Third Quarter Update
The Division for Early Childhood’s (DEC) Recommended Practices provide interventionists and families with information about the practices most likely to improve learning and facilitate the development of children birth to 5 years old. DEC’s 10 recommended family practices let you
Siblings as Role Models for Children With Disabilities; DEC Recommended Practices Help Guide Your EI Services; SSIP: Second Quarter Update
Involving Siblings in Early Intervention The early intervention program is all about families! Siblings are important members of a child’s family and can contribute significantly to your child’s success in early intervention. By including siblings in your child’s everyday routines
Body Care Basics Infants and toddlers can practice good hygiene and help avoid the spread of germs and infection. Teaching young children the principles of good hygiene at an early age can help them stay healthy throughout their lives. These
Toilet Mastery for Every Child; Learning Body Care Routines: Take It a Step at a Time; SSIP: An Update for Parents
Early Intervention Fits Right In; The State Systemic Improvement Plan (SSIP): An Update for Parents; Family Outcomes Survey
Natural Environments: Where All Children Belong Children learn best in familiar environments and during daily routines. Your EI provider can help you use daily routines to enhance your child’s development. Talk about some places where you spend time with your
For questions regarding the Illinois State Systemic Improvement Plan, please contact the Bureau of Early Intervention at 217-782-1981. View additional documents under “Printer-friendly version” on this page.
Who Is on Your Early Intervention Team? In early intervention (EI), we work as a team to help your child learn and overcome challenges. The most important member of the team is the child’s family. Every team includes a service
Teaming For Outcomes; What Is the SSIP? What Parents in Early Intervention Might Want to Know; Family Outcomes Survey
This topical guide on supporting language development at home will introduce you to important books, videos, and information resources available from the EI Clearinghouse.
Grace*, mother of Tara*, a 1½-year-old child with Down syndrome provided me with a unique perspective considering she is a trained special educational professional who came to have a young child with a disability after several years of teaching. “Having
Susie’s* mother, Mary*, describes her daughter as a happy 2½-year-old who enjoys dancing, animals, and the outdoors. As an infant, Mary noticed that Susie seemed to always be taking in the world with her eyes. However, she didn’t suspect that
I remember holding Christopher for hours after he came home from 61 days in the NICU. He was just 4 pounds and light as a feather, and I wanted to make up for the lost cuddling during all those days
Consuelo: We have three children: a set of twins—a boy and a girl—who are 10 years old and a 5-year-old boy. Nicholas, our older boy, has autism. When the twins were about 3 months old, I knew something was wrong
My name is Melissa, and I have been a service coordinator for 2½ years with Child and Family Connections #15. I am the mother of a 5-year-old who was born with hypoplastic left heart syndrome, a major heart defect. During
My name is Lubna. I am a service coordinator and the mother of a child who has gone through the Early Intervention (EI) Program. Part of my current role with EI is to offer support and hope to parents, and
My name is Kelli. My 3-year-old son has been receiving speech therapy since he was 27 months old. He was recently diagnosed with a moderate phonological disorder. Although his receptive and expressive language skills are age appropriate, his articulation of
My name is Karen, and I am the mother of a 3½-year-old little girl who has gone through the Early Intervention Program. She was conceived through in vitro fertilization. Born at 24 weeks and weighing 1 pound 5 ounces at
When my first five children were little, I knew many young moms like myself. Our church and neighborhood were full of them. Several times a week we would call each other and get together to share important news such as
My name is Natalie, and I have 3-year-old son named Charlie who started early intervention (EI) services in 2010. Charlie is a big mover; he began crawling at 5 months and hasn’t stopped moving since. But one thing we noticed
At first, my son Benjamin didn’t meet the 30% delay in development required for early intervention. He was born with torticollis. Because his head rested on his shoulder during my pregnancy, his head tilted slightly to the left. To correct
Infants and toddlers learn as they move around their environment. Some children need a little extra encouragement to develop key motor skills. Here are some ideas to help you encourage more movement in daily activities and routines. Reach, grasp, and
Let’s Move!; Motor Moments Are Everywhere; What’s the Difference Between Physical and Occupational Therapies in Early Intervention?
This topical guide on fun sensory activities will introduce you to important books, videos, and information resources available from the EI Clearinghouse.
This topical guide on family-centered practices was developed in partnership with the Early Intervention Training Program to be used by professionals practicing in the Early Intervention program.
This topical guide on everyday interactions was developed in partnership with the Early Intervention Training Program to be used by professionals practicing in the Early Intervention program.
Young children receive input from their surroundings throughout the day. Their responses to what they see, hear, feel, taste, and smell are influenced by how they process the world around them. Balancing the amount, type, and frequency of activities is
Clearinghouse Revises Family Guide; Tune Into Your Child’s Sensory Experience to Support Development and Learning