Logo: Division for Early Childhood (DEC) Logo: The Early Childhood Technical Assistance Center (ECTA Center)

Video: Evidence Syntheses of the DEC Recommended Practices

Video: DEC Recommended Practices: Share the Knowledge

DEC Recommended Practices

ECTA Center was charged with supporting DEC's revision of the Recommended Practices. Through supporting the Commission’s work, developing products to support the implementation of the Recommended Practices, and providing generalized, targeted, and intensive technical assistance based on the Recommended Practices.

The DEC Recommended Practices were developed to provide guidance on practices related to better outcomes for young children with disabilities, their families, and the personnel who serve them. However, as the field continues to evolve and new research emerges about how best to serve children with disabilities, it is important that the Recommended Practices are revisited and revised to remain current and relevant. In 2012, DEC created a Recommended Practices Commission to lead the effort to update and revise the Recommended Practices. DEC members, like the Commission, volunteered their time to be Topic Group Leads and members.

The final DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014 (April 2014) are posted to the DEC website.

The Commission was also asked to develop plans for ongoing revision and updating the Recommended Practices.

DEC is also creating a panel, tentatively called Panel of Excellence, to establish procedures for encouraging, reviewing, and endorsing (if appropriate) high quality products that will support the effective implementation of the Recommended Practices in early intervention and early childhood special education.

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.