A Unified Theory of Practice in Early Intervention/Early Childhood Special Education: Evidence-Based Practices

Citizens of the United States, like citizens of many other countries, have made a commitment to their nation’s care, welfare, development, and education of infants and young children with identifiable disabilities, or at clear risk of disability, and their families (Hanson, 2003). Societal values dictate that support should be given to those most in need, such support should be well planned and systematic, and practices should be based on evidence of their effectiveness, when available. These values are operationalized in a broad system of practices termed early intervention/early childhood special education (EI/ECSE). From this system of service, a theory of practice, consisting of a set of tenets, is proposed. EI/ECSE has long been an empirically based field, and in most cases, the tenets of this theory are supported by research (evidence). However, some practices precede empirical verification but are so fundamental to the field of EI/ECSE, and indeed to that of special education in general, that they serve as cornerstones for the theory of practice. In such cases, these practices are identified as value based.