The goal of early intervention is to have all students reading so that it supports continued educational growth. IDEA requires that all states must provide for a free and appropriate public education (FAPE) for children with disabilities ages three through twenty-one years.

Delayed intervention can result in adverse

and persistent consequences in academic skills and life-long achievement. Conversely, early identification of at-risk children or with respect to disabilities has the potential to mitigate the negative effects of delayed intervention by directing children to preventive services at an earlier age.

This is why it is so critical to understand the characteristics of disabilities (Competency 1) because, for example, if a child does not make eye contact and does not respond appropriately or interacts infrequently, one must recognize that these signs may indicate possible ASD. In this page I have linked processes and systems for early identification as well as some of the methods of remediation that may be needed in order to address the needs of a child. Additionally, teachers and parents need to be provided with the training, materials, and teaching strategies to help children eventually succeed in the classroom so they can be reading to meet their academic goals. Below are links to key resources for Child Find programs and ways of remediating developmental and academic struggles.