Projects, Grants & Contracts

Preparation of Culturally Responsive Early Childhood Interventionists to Provide Evidence-Based Interventions for Young Children With Disabilities


The School of Education is developing a specialized program focused on culturally responsive, evidence-based practices for early childhood interventionists seeking professional licensure and/or a master’s degree in early childhood intervention. The project’s main goal is to establish campus/community partnerships for creating a diverse group of culturally and linguistically responsive early childhood interventionists working with diverse young children with disabilities and their families to improve their academic and social outcomes in early childhood intervention settings.

Principal Investigator:

Harriet Able

Funding Dates:

1/1/2007 - 12/31/2010

Funding Source(s):

U.S. Department of Education