Supporting children with special needs: partnering with early intervention - post

What is #early-intervention, and why does it #matter?

Early intervention (often called “EI”) is help for babies and young children who may have #delays or disabilities. EI can include services like speech therapy, occupational therapy (OT), physical therapy (PT), and family support. The goal is simple: help children #learn important skills as early as possible. Getting help early can make everyday life easier at #home and in the #classroom. 

In child care, you may be the first person to notice a child is struggling. That does not mean you diagnose. It means you observe, support, and partner with families and professionals. This is part of building an inclusive classroom 

What signs should I watch for in the classroom?

All children grow at their own pace. Still, some patterns can be “red flags,” especially if they happen often and in more than one setting. Watch for changes over time, not just one hard day. 

Here are #examples you can notice during normal routines: 

• Communication: rarely babbles, few words for age, does not respond to name

• Movement: trouble sitting, walking, using hands, very clumsy

• Social skills: avoids eye contact, #plays alone all the time, struggles to join simple games

• Behavior and #sensory needs: extreme reactions to sound, touch, lights, or changes in routine

• Daily skills: big trouble eating, dressing, toileting, or calming down

When you see concerns, think: “What is the child trying to tell us with their behavior?” This mindset supports #SpecialNeeds with kindness.

How do I document concerns without labeling a child?

Good notes help families and specialists understand what you see. Use facts, not opinions. 

Try this simple format:

• What happened? (“During circle time, Sam covered ears and cried.”)

• How long? (“About 3 minutes.”)

• How often? (“Happened 4 times this week.”)

• What helped? (“Moved to a quiet corner; calmed with deep breaths.”)

Keep notes private and follow your program’s rules for confidentiality.

How do I talk with families about a possible delay?

These talks can feel scary. A calm, #respectful approach helps families feel supported—not judged.

Use a “warm + specific + team” message:

• Start with something positive about the child.

• Share 1–2 clear observations (your notes).

• Ask if they see the same thing at home.

• Offer to work together on the next steps.

Helpful phrases:

• “I’ve noticed something, and I want to support you.”

• “Here’s what I’m seeing in class. What do you notice at home?”

• “We’re on the same team.”

Avoid saying: “I think your child has ___.” You are not diagnosing. 

How do I partner with early intervention professionals once a child is referred?

When a family connects with EI, you may work with therapists or service coordinators. Your classroom can become a powerful place for practice 

Ways to collaborate well: 

• Ask what goals they are working on. (Example: “using 2-word phrases,” “grasping a spoon.”)

• Share what works in your classroom. (Best times, favorite toys, triggers, calming tools.)

• Practice goals during real routines.

• Snack time = communication + fine motor

• Outdoor play = #gross-motor

• Clean-up = following directions + transitions

• Use simple, consistent strategies. If the therapist uses picture cards or a “first/then” board, try the same tool.

If the child has an IFSP (often for infants/ #toddlers) or an IEP (often for #preschool and up), ask the family what you can do in the classroom to support those goals—without asking for private details they don’t want to share. 

What if I need to adjust my classroom for a child with special needs?

Small changes can make a big difference. Think: “How can I help this child participate #safely and fully?”

Try these inclusive supports:

• Predictable schedule: use pictures, simple steps, and warnings before transitions

• Clear directions: short sentences, one step at a time, show while you say

• Calm-down spaces: a #cozy corner, noise-reducing headphones, sensory tools (if allowed)

• Choice and control: “Do you want the blue cup or red cup?”

• Peer support: model turn-taking and simple ways to invite a friend to play

Also, remember: children with disabilities are protected by the ADA, and programs often need to make “reasonable accommodations.” A helpful #free resource is: ADA & ChildCare. All Ages. Admin. 

What if a family is not ready to contact early intervention?

Some families may worry, feel overwhelmed, or have #cultural beliefs about #development. Stay respectful and keep the relationship strong.

You can:

• Keep focusing on #classroom-supports that help the child succeed.

• Offer to share resources (without pressure).

• Suggest they talk with the child’s doctor if they want another opinion.

• Check in again later: “How are you feeling about what we discussed?”

Even when families say “not now,” your steady support still #matters.

Where can I learn more and build my skills?

These ChildCareEd courses connect directly to partnering with EI and supporting children with special needs:

• Exceptional Children and Early Intervention 

• Special Needs: From Referral to Inclusion 

• Beyond the Classroom: Connecting Families to Essential Services 

For a helpful related read, check out this ChildCareEd article:

• Typical vs. Atypical Child Development: What Every Child Care Provider Should Know
  
  

Want ongoing tips and support? 

Follow ChildCareEd on Instagram for quick ideas, reminders, and encouragement for your work with children and families

When you support children with special needs, you are not “doing extra.” You are helping every child belong—and that is what quality child care looks like.