Abstract
Federal support for young children with differing abilities and the onset of early intervention services came with the passage of the Handicapped Children's Early Education Assistance Act of 1968. This chapter illustrates the need to interrogate the status quo of Early Intervention/Early Childhood Special Education (EI/ECSE). It describes the historical background of Early Childhood Education (ECE) and EI/ECSE, which created the foundation for current system, before outlining the legal elements for the current provision of special education services. The multifaceted landscape of ECE includes a wide range of settings and roles for practitioners. The chapter discusses how Developmentally Appropriate Practice (DAP) and the Division of Early Childhood Recommended Practices (DEC RPs) provide guidance for the delivery of services, as well as professional developmental standards that direct personnel preparation and ongoing professional development.
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