EC TA Projects

• Early Childhood Outcomes Center. ECO provides national leadership in assisting states with the implementation of high-quality outcome systems for early intervention and early childhood special education programs.
  Website: http://www.the-ECO-center.org
• Center for Early Literacy Learning. CELL promotes the adoption and sustained use of evidence-based early literacy practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth through five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.
  Website: http://www.earlyliteracylearning.org
• Center to Inform Personnel Preparation Policy and Practice In Early Intervention And Preschool Education. This Center collected, synthesized, and analyzed information related to certification and licensure requirements, the quality of training programs, and the supply and demand of personnel working with infants, toddlers, and preschoolers with disabilities and their families. (Ended December 2008)
  Website: http://www.uconnucedd.org/projects/per_prep/per_prep.html
• CONNECT: Center to Mobilize Early Childhood Knowledge. CONNECT will identify, establish, and disseminate evidence-based training modules for higher education faculty and professional development providers.
  Website: http://community.fpg.unc.edu/connect/
• National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities. This Center works to increase the nation's capacity to recruit, prepare and retain highly-qualified special educators, early intervention and related service providers.
  Website: http://www.personnelcenter.org
• National Early Childhood Technical Assistance Center. NECTAC supports the implementation of the early childhood provisions of the IDEA by strengthening state and local service systems to ensure that young children with disabilities and their families receive and benefit from high-quality, evidence-based, culturally appropriate and family-centered supports and services.
  Website: http://www.nectac.org
• National Early Childhood Transition Center. NECTC has examined factors that promote successful transitions between infant and toddler programs, preschool programs, and public school programs for young children with disabilities and their families. (Ended December 2009)
  Website: http://www.hdi.uky.edu/SF/NECTC/Home.aspx
• National Professional Development Center on Autism Spectrum Disorders. This multi-university Center promotes the use of evidence-based practice for children and adolescents with autism spectrum disorders.
  Website: http://autismpdc.fpg.unc.edu/
• National Professional Development Center on Inclusion. NPDCI will work with States to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.
  Website: http://community.fpg.unc.edu/npdci
• Reading Rockets. This web site provides information and resources to parents, teachers, childcare providers, and administrators on how children learn to read and ways that adults can support children in their reading development. Reading Rockets also developed Colorín Colorado, a web service that provides information, activities, and advice for Spanish-speaking parents and educators of English language learners.
  Website: http://www.readingrockets.org/
• Technical Assistance Center for Social Emotional Intervention. TACSEI works to improve the social, emotional, and behavioral functioning of young children with or at risk for developmental delays or disabilities by providing technical assistance to States to scale-up effective intervention models.
  Website: http://www.challengingbehavior.org
• Tots N Tech. This Center provides information and resources about AT use with infants and toddlers for states, early intervention providers, and families.
  Website: http://tnt.asu.edu