A classroom setting designed by the special education team to meet the needs of developmentally delayed students in the educational environment.  Currently,  EI has specialized programs for children with multiple disabilities, speech and language needs, and therapeutic needs.

The goal of itinerant services is to provide supports and services for children in their typical educational environment.  Itinerant services support learning centers, families, and children in their development during the preschool years.  

Services are given to children who have difficulty saying sounds, using and understanding language and/or who require a communication method other than speech (communication boards, sign language).

Services are given to children with an identified hearing loss that significantly affects their development.

Services are given to children with a diagnosed visual impairment that significantly affects their development.

Services are given to children with a severe visual impairment and who need assistance learning to navigate within their environment.

Services are given to children who are unable to access their classroom environment due to motor impairments.

Services are given to children who have difficulty with balance, coordination, body awareness, and sensory input.

Services are given when children have severe problems following directions, accepting limits, socializing with peers and participating in regular nursery, daycare, early intervention, and/or in the home setting.

Consultation/assessment for specific concerns the team may have regarding the children in the program.

The EI staff provides family support that is individual to the family’s needs. This may include referral to other community agencies, information on specific areas of interest and coordination of their children’s educational program.

Periodic workshops are scheduled on topics of interest for parents, childcare provides, and educators. This provides a network of current information and a time for sharing ideas and concerns with others. 

CIU 20 contacts physicians, school districts, nursery schools, and daycares on an ongoing basis to explain EI services. EI staff participates in the local Interagency Coordinating Councils and other community groups.

All Early Intervention programs use the Creative Curriculum, a developmentally appropriate curriculum for children that is based on research and theory and focuses on how children learn, the learning environment, what children learn, the teacher’s role, and the family’s role. The Creative Curriculum Developmental Continuum assesses a child’s progress with respect to the goals of the general education curriculum. Ongoing information is collected over a period of time using direct observation of the child during classroom activities. The Creative Curriculum addresses social/emotional development, physical development, cognitive development and language and literacy.

Specialized classrooms use the Assessment of Basic Language and Learning Skills (ABLLS) which assesses basic learner skills, academic, self-help and motor skills. The Hawaii Early Learning Profile Strands (HELP) which assesses regulatory/sensory organization, cognitive, language, gross motor, fine motor, social/emotional, and self-help skills is also used.