​Infant Development Program

Supports and Services

Services are provided with consideration of:

  • A family centered approach, acknowledging the uniqueness of each family while strengthening what is already happening in everyday activities and building on ways families help their child learn. The early intervention staff will coach the family in ways to assist their child's development based on what the family is already doing during their daily activities, what happens during the school day, and at what times and activities support is needed
  • A relationship based approach by providing intervention within the parent/child relationship which is known to have the greatest results. The intervention strategies will build on everyday routines and activities and give the family the tools and what are the next steps to do in a daily activity to facilitate development
  • A Transdisciplinary team approach to provide the family and child access to a team of highly trained intervention staff who then collaborate on intervention strategies;The family's resources, concerns and priorities about their child and their family in relationship to their child's development, the developmental strengths and needs of the child, and the functional outcomes development
  • Providing meaningful support to parents
  • How young children learn:
    • All day, every day
    • With lots of practice to learn their skills
    • When they are interested and engaged in their daily learning activities
    • Through everyday experiences and interactions with familiar people in familiar contexts
    • When they are planning and interacting with family members and toys - these are tools for learning
    • Where they will be using skills in the activities of everyday life will performing their daily routines
    • When parents and interventionists work together and share ideas about how to support and extend the child's learning

Assessment and the Individualized Family Service Plan (IFSP):

Developmental assessments are provided in gross motor, fine motor, vision, hearing, cognitive, language, social-emotional and adaptive domains.  An Individualized Family Service Plan outlines the child’s strengths and needs, the family’s resources, concerns and priorities for their child’s development and family in relationship to their child’s development, functional outcomes and services and supports.

​Services in the Natural Environment: 

Young children learn from their family and from their interactions and play throughout their day in their everyday routines and activities.

Intervention is provided in everyday family and community activity settings which provide children educational learning experiences and opportunities that strengthen and promote child competence and development.  Educational activities are practiced in a variety of family and community settings.

Benefits of providing services within the family’s natural routines are that:

  • The parent will know how they can assist their child's development and learning throughout the day/week/month within their daily learning opportunities
  • The parent will understand what is working for the parent and child throughout the day and where are the struggles
  • The parent will understand which natural daily routines can be learning opportunities
  • Parents and interventionists work together with the child in the intervention activity and will discuss and demonstrate what are the next steps for the child's development
  • Parents will identify what information and support may be helpful
  • Together the service providers and parents will talk about how to make the most of opportunities that already occur during their day
  • Services will strengthen what is already happening in everyday activities and ways parents are helping their child learn
  • Participation and interaction in daily routines facilitates child growth and development across developmental domains

Intervention is provided by a Transdisciplinary team highly qualified in the fields of early childhood special education, child development, speech and language pathology, occupational therapy, physical therapy, hearing, vision, assistive technology. 

​Transition Services:

A transition plan is developed to assist children transitioning from infant to preschool services at 2 1/2 years of age.