Early intervention provides developmental support to infants and toddlers with disabilities or developmental delays. When done well, it can help children develop skills and support families—but it should always center the child's wellbeing and respect disabled people's perspectives.
This page is informed by disabled adults' expertise on what helps young disabled children thrive.
Early intervention (EI) refers to services and supports for:
Services are designed to help children develop skills in areas like:
Early intervention approaches vary. Some key considerations from disability community perspectives:
Support development, don't try to "fix": Children develop at their own pace. EI should support development, not force normalization.
Respect neurodiversity: For neurodivergent children, interventions should build on strengths, not try to make children "look normal."
Center the child: What helps the child communicate, learn, and thrive—not just what's convenient for adults?
Family support matters: Families need support too, but not at the expense of the child's wellbeing.
Listen to disabled adults: Autistic adults, Deaf adults, and other disabled people have important perspectives on what helps disabled children.
IDEA Part C: The Individuals with Disabilities Education Act (IDEA) Part C requires states to provide early intervention services to eligible infants and toddlers.
Eligibility:
Services may include:
The Process:
Cost: Early intervention under Part C is free to families in most states; some states have sliding scale fees.
How to access: Contact your state's early intervention program or ask your pediatrician.
Early intervention is provincially administered:
Ontario: Infant and Child Development Programs through Ontario Health (Ontario Autism Program for autism-specific services)
British Columbia: Early Years programs through health authorities; autism funding through MCFD
Alberta: Family Support for Children with Disabilities; early intervention programs through health regions
Other provinces: Similar programs; contact provincial health or child development services
England: Early Help services through local authorities; Health Visitors identify developmental concerns; Early Years Special Educational Needs support
Scotland: Getting It Right for Every Child (GIRFEC) framework; early years support
Wales and Northern Ireland: Similar frameworks through health and education services
Key services:
NDIS Early Childhood Approach: For children under 7 with developmental delay or disability
How it works:
State programs: Some early intervention programs remain state-funded
Speech-language therapy: Communication skills, feeding/swallowing if needed, alternative communication methods
Occupational therapy: Fine motor skills, sensory processing, daily living skills
Physical therapy: Gross motor skills, movement, mobility
Special instruction: Developmental teaching, play-based learning
Service coordination: Help navigating services
Family training: Teaching families strategies to support development
Counseling and support groups: Emotional support for families
Respite: Relief for caregivers
Early introduction of:
Many disabled adults who went through early intervention have concerns:
Normalization pressure: Too much focus on making children "look normal" rather than supporting their authentic development
Harmful therapies: Some therapies cause harm—especially when they prioritize compliance over wellbeing
ABA concerns: Applied Behavior Analysis for autistic children is controversial. Many autistic adults describe it as harmful, focusing on suppressing natural behaviors rather than supporting communication and wellbeing.
Ignoring child's communication: Children communicate in many ways. Interventions should support communication, not just speech.
Not listening to disabled adults: Professionals often dismiss disabled adults' perspectives on what children need.
Be cautious about approaches that:
Look for approaches that:
Concerns about common approaches: Many autistic adults describe ABA and similar therapies as harmful, teaching compliance at the expense of wellbeing.
Better approaches: Developmental approaches (DIR/Floortime, developmental speech therapy), supporting communication (including AAC), understanding sensory needs, respecting stimming, listening to autistic adults.
Resources: Autistic Self Advocacy Network (ASAN), Neuroclastic, autistic-led organizations
Language access is critical: Early exposure to language (spoken and/or signed) is essential for development
Perspectives vary: Deaf community often emphasizes sign language access; some families choose listening and spoken language approaches; many use both
Key considerations: Ensure language access in whatever modality; connect with Deaf community; don't delay language exposure
Presume competence: Don't underestimate what children can learn and do
Communication support: Many children benefit from AAC even if they develop speech
Focus on functional skills: Skills that help children participate in daily life
At age 3, children may transition to:
What to know:
Transition processes vary. Generally:
Are you a disabled adult who went through early intervention? A parent navigating the system? A provider with disability-informed perspectives?
Share your knowledge: Contribution Form
We especially welcome:
This page is informed by disabled adults' expertise on what helps disabled children. Early intervention should support children's development while respecting their dignity and identity.
Last updated: November 2025