INSPIRE ACTION

The INSPIRE ACTION framework was developed to assist those responsible for administrative oversight of local early childhood special education programs to identify and celebrate strong program components and to identify those program components most in need of improvement. The development was sparked by recognition that many local program leaders (e.g., Directors of Special Education, elementary principals, some special education coordinators) have limited knowledge of early childhood special education and are unable to consistently determine the presence or absence of ECSE program quality.

COORDINATED SERVICES

 

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?

 

Implementation Resources: Apply and Practice

Minnesota Department of Health – Locating and Coordinating Health Services
Use this navigation tool to locate services for children and families in Minnesota based on zip code.

Service Coordinator Checklist - July 2015 - Supporting Families of Children Who are Deaf or Hard of Hearing
This supplemental checklist was developed as a resource to assist EHDI teams and families with children identified as deaf or hard of hearing.

PACER Technical Assistance Center Brief - Assistive Technology for Infants, Toddlers, and Young Children with Disabilities
This brief provides general guidance on the types of assistive technology (A.T.) available, along with information on how A.T. needs are assessed, how A.T. is paid for, and where in a child’s services A.T. is provided.

ECTA Practice Guides and Companion Videos

  • Team Members Engaging in Quality Communication
    Team members frequently communicate with one another. The communication can include emails, text messages, notes, or reports. Other times the communication includes as phone calls, face-to-face meetings with one person, or during group meetings. All of these communications involve verbal and non-verbal messages or actions to make sure others understand the intent of a message. A few simple things can help ensure communication attempts are successful.
     
  • Team Members Assist One Another to Grow and Learn
    Early childhood intervention teams include practitioners from different disciplines working together to provide the most effective interventions to help a child and family. There are many opportunities for team members to assist each other to expand their knowledge and learn to use new practices. This practice guide includes different things team members can do to actively and meaningful support other members to grow and learn.

 

PDF-Guided Resources and Support

Please contact your regional PDF if you have investigated all resources provided here, but continue to have questions or concerns related to this core component of INSPIRE ACTION.

If you have an additional resource that supports professional development in this core component, please share it with your regional PDF. Your participation in this site's continued growth is encouraged and welcome!

 

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