Improving Systems, Practices and Outcomes

OSEP-Funded Early Childhood AT Projects

The U.S. Department of Education's Office of Special Education Programs (OSEP) funds a large number of early childhood projects that are designed to develop and disseminate information on effective practices, including assistive technology for infants, toddlers and young children. The list below provides a brief description of selected currently and recently funded projects.

  • WWW: Center on Technology and Disability (CTD) - This Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology practices, devices, and services. See the Early Childhood section of their library and their YouTube channel.
  • WWW: Let's Participate! - This model demonstration project is designed to assist IDEA Part C and Part B preschool programs in implementing and sustaining promising practices in the effective use of assistive technology by infants, toddlers, and preschool children with disabilities and, as a result, improve their functional outcomes.
  • WWW: Technology to Improve Kids’ Educational Success (TIKES) - This demonstration project is designed to improve outcomes for young children with disabilities ages birth to 5 by helping parents and providers understand how assistive technolgoy (AT) can help. TIKES is partnering with three Minnesota school districts to develop a model of AT use and re-use geared towards parents and professionals. TIKES’ web-based resources are free and available for anyone to use.
  • WWW: Tots'n Tech Research Institute (TnT) - This inter-university collaboration between Thomas Jefferson University (TJU), Philadelphia and Arizona State University (ASU), Tempe was funded over a 5 year period to conduct national research on the use of assistive technology (AT) to enhance the development of infants and toddlers with disabilities. TnT conducted numerous national studies with states, providers, and families to identify the how AT was used, the types of AT used, and the timing of use. TnT also studied successful states to identify what characteristics supported families and providers in their use of AT with infants and toddlers and developed a self-assessment instrument for states, programs, and agencies to use to identify areas in which to place resources or activities in order to optimize AT use with infants and toddlers.
  • WWW: Project KITE Outreach: Kids Included Through Technology are Enriched - Project KITE is designed to train parents and teachers to more effectively include young children with disabilities in their homes and classrooms in culturally sensitive ways through the use of assistive technology. The project focuses on children ages 3-8, from various socio-economic backgrounds and cultures.
  • WWW: Let's Play! The Let's Play! Project was funded to provide education, service, and research on the effectiveness of accessible materials and supports to promote playfulness in young children with disabilities. Services provided through this project have allowed families with children with disabilities access to a variety of assistive devises and play materials as well as strategies to put play back into the forefront of their lives.
  • WWW: Early Childhood Technology Integrated Instructional System (EC-TIIS) - The Early Childhood Technology Integrated Instructional System (EC-TIIS) provides online workshops focusing on the use of technology to assist young children with disabilities in achieving developmental goals. The project is sponsored by the Center for Best Practices in Early Childhood Education at Western Illinois University.

View an annotated list of other National Organizations that provide information on assistive technology for infants, toddlers and young children.

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • IDEAs that Work