The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) provides comprehensive guidelines and recommendations for evidence-based practices (EBPs) to support young children with special needs and their families. These practices are grounded in rigorous research and aim to promote developmental and educational outcomes across diverse settings.

The Early Childhood Technical Assistance Center (ECTA) released the 2014 set of DEC Recommended Practices, designed to guide both preservice and in-service professional development. These practices encompass eight key domains that address the quality of services and support provided to young children with disabilities and their families. By focusing on these areas, educators and service providers can ensure the implementation of effective and inclusive practices.

The 8 Key Areas Identified by DEC
- Leadership: Highlights the role of leaders and administrators in fostering high-quality practices, professional development, and inclusive policies.
- Assessment: Involves using valid, reliable, and culturally responsive methods to identify children’s strengths, needs, and progress.
- Environment: Focuses on creating safe, accessible, and engaging environments that support children’s learning and development.
- Family: Emphasizes the importance of involving families as equal partners in decision-making and supporting their active participation in their child’s development.
- Instruction: Addresses the need for intentional and individualized teaching strategies tailored to the unique needs of each child.
- Interaction: Stresses building positive, reciprocal relationships with children to promote social-emotional development and engagement.
- Teaming and Collaboration: Encourages interdisciplinary teamwork among educators, therapists, and families to provide consistent and effective support.
- Transition: Focuses on facilitating smooth transitions between services, settings, or programs to ensure continuity and reduce stress for children and families.

Leadership:
School administrators organize professional development workshops to train teachers on implementing evidence-based practices, such as visual schedules and sensory-friendly classroom setups, ensuring inclusive learning environments for students with IDD.

Assessment:
Teachers use play-based and observational assessments to identify the strengths and needs of students with IDD, such as their preferred learning styles and communication methods, to design tailored intervention plans.

Environment:
A classroom for students with IDD is designed with sensory-friendly areas, quiet zones, and adaptive seating to reduce overstimulation and promote engagement.

Family:
Educators collaborate with families to create individualized learning plans (ILPs) that align with the family’s priorities, such as focusing on developing life skills like dressing and eating independently.

Instruction:
Teachers implement differentiated instruction, such as using hands-on activities and visual aids to teach math concepts, ensuring that students with IDD understand and participate in the lesson.

Interaction:
During circle time, teachers facilitate turn-taking games to encourage interaction among peers and help students with IDD develop social skills in a structured and supportive setting.

Teaming and Collaboration:
An interdisciplinary team, including special education teachers, speech therapists, and occupational therapists, meets regularly to discuss a student’s progress and adapt interventions as needed.

Transition:
To support a student with IDD transitioning from early intervention to preschool, educators organize visits to the new classroom, provide visual schedules, and hold meetings with the family to ensure a smooth adjustment.