EO Center Resource Alert

Center for Inclusive Child Care

This resource provides a brief overview of Autism Spectrum Disorder (ASD), highlighting how it can impact a child’s social interaction, communication, and behavior. It emphasizes the importance of early identification and individualized supports, along with practical strategies such as predictable routines, clear communication, and sensory-friendly environments.

Center for Inclusive Child Care

This podcast episode shares a parent’s personal journey through her child’s Autism Spectrum Disorder (ASD) diagnosis, highlighting the emotional ups and downs families may experience along the way. It emphasizes that every diagnostic journey is unique and offers insight into what supports and strategies worked best for her child’s individual needs.

Virginia Early Intervention Professional Development Center

This learning path provides an overview of autism spectrum disorder, including information about the diagnosis, primary and secondary characteristics, early identification, and other introductory information relevant to those who provide early intervention.

Virginia Early Intervention Professional Development Center

This learning path focuses on illustrating and describing the early signs and symptoms of autism spectrum disorder (ASD) in very young children. With this knowledge, early intervention practitioners can improve early identification and provide appropriate early intervention for children who have or are suspected of having ASD.

The University of North Carolina at Chapel Hill

This collection of Autism Focused Intervention Resources and Modules (AFIRM) offers free, self-paced online learning focused on evidence-based practices for supporting individuals with autism from birth to age 22. The modules guide users through a step-by-step process for selecting, implementing, and monitoring interventions, with practical tools like checklists, data sheets, and real-world examples.

The field of early intervention offers a broad array of career opportunities including developmental specialists, service coordinators, physical therapists, occupational therapists, speech-language pathologists, infant mental health specialists, and more. Part C of the Individuals with Disabilities Education Act (IDEA) federal regulations requires states to have policies and procedures to ensure that qualified personnel are available to support the early intervention system for infants and toddlers with disabilities.

This resource includes a competencies framework and an assessment tool to measure a set of priority competencies in pre-service students who are preparing to work with infants and toddlers with special needs. These tools are designed for instructors and trainers teaching the pre-service infant/toddler workforce and could be used for practitioners to engage in self-reflection.

A unified vision outlining essential content knowledge and practical skills for entry-level early childhood educators in Michigan, detailing what they should know, understand, and demonstrate in their teaching practices. These standards capture the profile of a well-prepared beginning teacher, equipped to support and respond to the holistic needs of young children.

The first stand-alone standards to focus specifically on the preparation of EI/ECSE professionals who work with young children ages birth through eight years who have or are at-risk for developmental delays and disabilities and their families in homes, classrooms, and other community settings.

These standards support the growth and development of all children throughout the state, birth to kindergarten; to support early childhood professionals in recognizing individual developmental trajectories and expressions of learning, and to guide programs toward the highest quality in their operations.

The Michigan Professional Standards and Competencies for Early Childhood Educators outline what early childhood professionals need to know and be able to do to support the learning and development of young children. They provide clear expectations across career levels and roles, ensuring consistency and quality in early care and education statewide.

This set of standards and competencies describe what early childhood educators should know and be able to do. As such, there is a core body of knowledge, skills, values, and dispositions that early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children.

Encourage your students and recent graduates to explore job opportunities from employers across Michigan. Our job board features current openings in Special Education, Early Intervention, and Early Childhood fields—perfect for those seeking their first position or next career step.

(Note: If you’re an employer looking to post a job, please email the link to eotweb@edzone.net.)

The Central Directory includes a category specifically for Early Intervention Research in Michigan. Click the category to discover current projects, reports, and research focused on Michigan’s youngest learners.