The Problem
There is mounting evidence that intervention beginning during infancy or preschool age has a greater impact on outcomes for children and families than providing services at school age (Barnett & Escobar, 1990). It is estimated that every dollar spent on early intervention can save $7.16 in later special education, crime, welfare and other costs (Florida Starting Points, 1997). Recent federal legislation has documented the national priority of early intervention and established financial incentives for states to serve infants and toddlers. However, limitations of the identification process diminish access to services (Meisels & Wasik, 1990).
According to the 22nd Annual Report to Congress (US DOE, 2000), 11% of school-age children receive special education services. In contrast, only 4.9% of preschool children receive special education and only 1.6% of infants and toddlers receive early intervention services. These statistics indicate a significant need to improve early identification of children who are likely to require special education at school age. In spite of federal legislation for early intervention, we are not reaching most of the children and families who need help as early as we should.
This project is targeting those infants and toddlers who otherwise are unlikely to be identified early- which is estimated to be about 9.4% of the population based on 11% receiving services at school age minus 1.6% currently served in infancy.