Special Education & Early Intervention
Access to Early Intervention (EI) and Early Childhood Special Education (ECSE) is essential to support children with disabilities at an early age, setting an early, strong developmental foundation, and putting them on a path towards success.
NIEER's work on Early Intervention and Early Childhood Special Education explores the services young children with disabilities and their families receive under the Individuals with Disabilities Education Act (IDEA), identifying variation across the states in access and services received. Reports on the EI and ECSE workforce highlight key strengths to build on and areas where more support is needed to improve their ability to serve young children with disabilities.
State Policies that Support Full Participation of Preschoolers with Disabilities in State-Funded Preschool
The NIEER Data Snapshot, “State Policies that Support Full Participation of Preschoolers with Disabilities in State-Funded Preschool” (2025), analyzes how states’ preschool programs include children with disabilities alongside their typically developing peers. Drawing on data from the 2024 State of Preschool Yearbook, the report examines whether states have policies or guidance supporting inclusive practices—such as teacher qualifications, professional development, mixed-delivery systems, and classroom composition. Findings show that all 65 state preschool programs serve children with disabilities, though data collection and reporting vary widely. The share of enrolled children with disabilities differs significantly across states, ranging from under 5% in some programs to more than 25% in others. The brief highlights inclusion as both a best practice and a key mechanism for delivering high-quality early learning opportunities to all children.
The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity
First-ever equity-focused report examines state-by-state data on federally funded early intervention and special education programs from 2005-2021. The report finds areas where EI and ECSE are unequal, and sometimes clearly inequitable too. Most striking, we find that children living in states with lower state median incomes are less likely to receive both EI and ECSE. Asian, Black, and Hispanic children are less likely than White children to receive EI and ECSE. The differences are especially large for Black children and flip at school-age. Boys are twice as likely as girls to receive EI and ECSE. And, like other early childhood education programs, the COVID-19 pandemic resulted in many fewer children receiving EI and ECSE. The report explores these themes further, highlighting both within and between state variations in who has access to EI and ECSE and where children receive services. We also lay out recommendations for increased funding, better data, and a national commission to explore the issues highlighted in the report.
Early Intervention & Early Childhood Special Education Workforce Needs
Our national survey of the EI/ECSE workforce highlights key strengths and concerns. Workers find their roles rewarding, appreciate making a difference for children and families, and are well-qualified, with most holding at least a bachelor’s degree. However, the workforce lacks diversity, which may not reflect the children served, and nearly all workers are female, while more boys receive EI and ECSE services. High-stress levels, large caseloads, inadequate support, and poor compensation are significant issues. Addressing these challenges through better training, support, and innovative solutions is essential to retain and attract qualified professionals, ensuring children and families receive the necessary services without delays.
Early Childhood Special Education Faculty in Higher Education
Shortages of early childhood special education (ECSE) teachers are a pressing concern, whether because of problems that emerged with the COVID-19 pandemic or the steady rise in the number of young children requiring early intervention and preschool special education services. We collected data from a national sample of faculty in institutions of higher education with ECSE programs to assess their capacity to meet the nation’s needs for ECSE workforce expansion. We received responses from 76 faculty in 34 states regarding their demographic characteristics, roles and responsibilities, and future plans, and on program capabilities and capacities to provide the types of preparation needed by future ECSE teachers.
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