“What Is a Special Instructor?” Understanding a Key Role in Early Intervention

Posted in Development and Learning Early Childhood | Tagged IDEA, Intervention, Special Instruction

Joey is an 11-month-old boy born premature. He is eligible to receive EI services, and his most recent evaluation indicated that he shows delays in both motor and cognitive skills. At his IFSP meeting, the team recommends that a Special Instructor serve as the primary service provider. Joey’s parents had never heard of this position and wondered what a Special Instructor is and what do they do?

When your child qualifies for Early Intervention (EI) services, it’s common to see providers listed in your child’s Individualized Family Service Plan (IFSP). Many parents recognize titles like speech-language pathologist (SLP), occupational therapist (OT), or physical therapist (PT), but “Special Instructor” may raise questions like, “What do you instruct a baby to do? Don’t babies just develop naturally?” As a parent of a child who qualifies for EI services, it can be overwhelming to understand your child’s needs and what these support services involve, as well as the specific roles of each provider within the EI framework.

This blog post aims to demystify the role of Special Instructors in EI, using national research, professional standards, and insights from real practitioners.

What Is Special Instruction?

Special instruction is a service provided under Part C of the Individuals with Disabilities Education Act (IDEA) for infants and toddlers with developmental delays or disabilities. According to the Division for Early Childhood (DEC), “Special instruction is a service that focuses on promoting child development in the context of caregiver-child interactions during everyday activities and routines” (DEC, 2024, p. 8). In the context of Early Intervention, Special Instruction is a holistic approach to the development of the whole child through family coaching and routines-based activities.

Who are Special Instructors?

States and jurisdictions use various titles for the professional who provides special instruction to infants and toddlers under Part C of IDEA. Titles include developmental therapist, special instructor, developmental specialist, early interventionist, EI specialist, special educator, development interventionist, home interventionist, EI teacher, and developmental service provider (Childress et al., 2024). A Special Instructor is an individual who supports a child’s growth across developmental domains by coaching caregivers.

Children who receive services from a Special Instructor may be delayed in more than one area of development or display global delays. The Special instructor supports and guides families to promote development in a variety of areas such as cognition, communication, social-emotional learning, motor skills, and adaptive behavior. Although Special Instructors are often seen as generalists, this broad range of expertise can be advantageous, as it allows them to consult with SLPs, PTs, and OTs when necessary. Their work is rooted in coaching and collaboration with caregivers to embed developmental strategies into daily life.

Training and Backgrounds of Special Instructors

Educational requirements for Special Instructors vary widely. In 2024, the DEC working group on Special Instruction asserted that a Bachelor’s degree should be the minimum requirement for Special Instructors (DEC, 2024, p. 3). Based on a recent study, 91% of respondents noted they hold a college degree. Of the 90% more than half of the SI held at least a master’s degree (Childress et. al., 2024). Interviews conducted with practitioners in the field (personnel communication, 2025) indicated that Special Instructors come from diverse fields, such as early childhood education, psychology, family studies, social work, teaching, and even nursing. The DEC (2024, p. 4) asserts that degrees in Early Childhood, Special Education and related fields best meet the requirements for the field, and lists the following essential competencies and knowledge for Special Instructors:

Federal IDEA (Part C) requirements;
Typical and atypical patterns of infant and toddler development, behavior, and learning in all areas (e.g., cognitive, social-emotional, communication, adaptive, and motor development), with emphasis in cognitive and social-emotional development;
Ongoing functional assessment of development across domains;
Developmental disabilities in the children birth to three and the impact of disability on families; and
Specialized, evidence-based intervention strategies to help young children learn.

What Do Special Instructors Do?

Unlike traditional classroom teachers, Special Instructors don’t “teach” babies in structured lessons. Instead, they partner with families to identify meaningful goals, model strategies during daily routines, and empower caregivers to support their child’s development.

Special instructors support development across a wide range of areas, including:

Communication
Motor skills
Cognition
Social-emotional development
Adaptive behavior

They consult with other providers, such as SLPs, PTs, and OTs, and help families integrate input across disciplines. Their work is grounded in evidence-based practices and a relationship-based approach, emphasizing family strengths and cultural responsiveness (DEC, 2024, p.15). Special Instructors serve as generalists who ensure the “big picture” is addressed. Their strength lies in their ability to partner closely with families, coaching them and helping them feel confident and capable in supporting their child. For example, a Special Instructor may help a family plan and execute a trip to the grocery store, helping a parent who feels overwhelmed by making the trip solo with her toddler, who gets frustrated sitting in the cart (Rush & Sheldon, 2020, p. 130).

A Push for Consistency and Recognition

While Special Instructors are vital members of EI teams, inconsistency across jurisdictions in titles and training, along with a lack of national professional support networks has led to confusion regarding the role of Special Instructors within the larger Early Intervention community.

The 2024 DEC position statement calls for national consistency in:

Title usage (e.g., “Early Intervention Educator”)
Competency standards
Credentialing pathways
Professional development opportunities

Such changes would improve both family understanding and interprofessional collaboration, while enhancing support for those in the role. Practitioners in the field (Personnel communication, 2025), shared that they often feel isolated and underrecognized due to inconsistent support. While other disciplines have national professional development networks or organizations, such an organization does not yet exist for Special Instructors. Increased consistency would help to increase visibility for SIs within the EI community and for families.

What Does This Mean for a Parent?

Understanding the EI team helps parents advocate effectively for their child. If an IFSP lists a Special Instructor or developmental therapist, parents should expect to work with someone whose primary role is to support them. They’ll guide parents through strategies, provide reassurance, and help parents turn everyday moments into opportunities for growth.

References

Childress, D. C., Parks, S., Schumaker-Murphy, M., Frick, T., & Wilson, C. (2024). Early Intervention Special Instructors: Demographics, Titles, Qualifications, and the Need for Consistency. Journal of Early Intervention, 10538151241283162.
Division for Early Childhood (DEC). (2024). The Role of Special Instruction in Early Intervention: Position Statement. https://divisionearlychildhood.egnyte.com/dl/gdcZuQFjyf
Rush, D. D., & Shelden, M. L. (2020). The Early Childhood Coaching Handbook (2nd ed.).
Practitioner interviews conducted 2025, Early Intervention professionals across 3 states.