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Early Intervention > Guidelines

Last Modified: 06/22/2020

Early Intervention and Education Guidelines and Requirements

Individuals with Disabilities Education Act (IDEA)

• Early Intervention Program for Infants and Toddlers with Disabilities (Part C of IDEA) Early Childhood Technical Assistance Center (ECTA Center) Part C Information Page
• Center for Parent Information and Resources/ National Dissemination Center for Children with Disabilities (NICHCY)
  • NICHCY IDEA 2004: Provides an overview of the entire law
  • NICHCY Related Services: Provides valuable information about IDEA's coverage of related services for children who are Deaf/Hard of Hearing, such as monitoring of hearing devices, use of amplification systems in the classrooms, etc.
• *Español: Centro Nacional de Diseminación de Información para Niños con Discapacidades, IDEA 2004

Early Intervention Best Practice Guidelines and Information

• Alexander Graham Bell Early Intervention Best Practice Model
• Report and Recommendations of 2004 National Consensus Conference on Effective Educational and Health Care Intervention for Infants and Young Children with Hearing Loss [PDF]

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National Center for Hearing Assessment and Management
Utah State University, 2615 Old Main Hill, Logan, Utah 84322
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As a research center at Utah State University, NCHAM is supported by funds from the Utah State Legislature as well as various private, state, and federal entities. From 2001 - 2024 NCHAM served as the National Technical Resource Center for all state-based Early Hearing Detection and Intervention (EHDI) programs in the United States. NCHAM is committed to promoting respectful dialogue about how to improve services for children who are deaf or hard of hearing. Materials, presentations, and other activities disseminated by NCHAM represent many different views and opinions by stakeholders interested in improving services and outcomes for children who are deaf or hard of hearing. Developers, authors, and presenters of those materials and activities are responsible for the views and content of their material and no endorsement by NCHAM, USU, or any of our funders is implied or expressed.