Early Intervention Special Instructors: Demographics,Titles,Qualifications,and the Need for Consistency

Abstract

Relatively little is known about the providers of early intervention (EI) special instruction in the United States EI system. To address this gap, this cross-sectional study used a national internet survey and public records search to gather information about the demographics of providers, the professional labels used by states to refer to special instruction, the titles assigned to its providers, and the educational and professional requirements for professionals in this role. Findings suggest that special instructors are primarily well-educated, White females working in local/regional EI agencies and other community agencies, often in blended roles. There are a variety of service labels and professional titles used across the country to refer to special instruction and its providers. Educational and professional requirements also vary across the field. Implications for this lack of consistency and recommendations for future research are discussed.