Natural Environments

This book offers professionals and families multiple ways to implement the environment practices across the settings in which children grow and learn.

Offers recommended practices for family-centered, evidence-based intervention and team collaboration to ensure the best possible outcomes for infants and young children involved in early intervention programs.

This short book addresses the importance of natural environments and inclusion. Chapters include “It’s Only Natural…to Have Early Intervention in the Environments Where It’s Needed” and “Interest-Based Natural Learning Opportunities.” The last chapter titled “Resources within Reason: Natural Environments and Inclusion” includes lists of books, videos, and Web sites.

A mother of a son with Down Syndrome discusses how her family and childcare providers work with him in natural environments to support his learning in daily activities. She urges other parents to keep trying until they find the right match that works for their family.

The purpose of this qualitative study was to understand the perspectives of EI special instructors related to how they select materials for their EI sessions. Findings include five themes that represent tensions that EI providers experienced when selecting materials for EI sessions: (a) the journey of bagless intervention, (b) family-centered versus judgment-based views, (c) the natural environment versus the “ideal” environment, (d) professional responsibilities, and (e) addressing children’s needs.

This article describes ASHA’s position on service delivery in early intervention.

This national technical assistance center supports state early intervention and early childhood special education programs in implementing high-quality programming and enhancing outcomes for young children. The outcomes team of the ECTA Center provides national leadership in assisting states with the implementation of high-quality child and family outcomes measurement for early intervention (EI) and early childhood special education (ECSE) programs.

Children receiving EI services in child care settings increases each year. This video acts as an introduction for child care providers and highlights the benefits of partnerships for both child and family outcomes.

This 2-part video illustrates how inclusive practices should begin as early as possible. The first part describes Lydia Rose’s time in the NICU and her stroke at 4-months old. In the second part, Lydia Rose’s EI team members discuss inclusion, collaboration, teamwork, natural environments, coaching, and more.

The document reflects practices validated through several research, model demonstration and outreach projects. The practices suggest a flow of activities that need to occur during the IFSP process from first contacts through transition.

This document provides practical information and guidance for early intervention administrators, service providers and others.

This page from the Early Intervention Training Program includes resources related to natural learning environments in early intervention.

This booklet, written by the Early Intervention Training Program, describes how child care providers can support families whose children may be eligible for or are enrolled in the early intervention program.

This NECTAC fact sheet provides examples of what services provided in natural environments should “look like” in practice.