About Us
At The Education Institute for Early Intervention (EIEI), we address a critical issue in childcare—suspensions and expulsions of young children, often due to behavioral challenges linked to inadequate support for children with Individual Family Service Plans (IFSPs) or Individual Education Plans (IEPs). EIEI educates and empowers childcare professionals to create inclusive environments that foster children’s development and well-being. We collaborate with families, educators, and community partners to drive meaningful change, ensuring all children receive the support they need to thrive.
EIEI Core Values
Empathy: We understand and share the feelings of children and families, providing compassionate and respectful support for their experiences and challenges.
Equity: We are committed to ensuring that every child, regardless of background or ability, receives equal opportunities to succeed and thrive in their educational journey.
Integrity: We commit to maintaining the highest ethical standards, ensuring trust and transparency in all interactions with children, families, and colleagues.
Inclusivity: We value diversity and strive to create an environment where every child, regardless of ability, background, or need, feels welcomed and supported.
Empowerment: We encourage and support children with special needs to become confident, independent learners and help families advocate for their child’s rights and needs.
Engagement: We actively involve children, families, and educators in the learning process, fostering strong connections that enhance each child’s development.
Involvement: We actively engage with families, educators, and the community to build strong partnerships that support the holistic development of every child.
Impact: We dedicate ourselves to making a positive and lasting difference in the lives of children with special needs and their families.
WHY EIEI?
Why Are Expulsions and Suspensions Happening in Childcare Programs?
- Young children ages one to five are suspended, expelled, and never return to programs because of their behaviors.
- Many Full/Part-time childcare professionals lack training and experience to support and accommodate children with Individual Family Service Plans (IFSPs) and Individual Education Plans (IEPs).
Children who are expelled from Childcare are more likely to:
● Continue to develop behavior problems that lead to difficulties adjusting to kindergarten and potentially suspensions in grade school.
● Experience harmful effects on development, relationships, education, and health.
● Develop negative views towards school, teachers, and the world around them.
Families who have a child with an IFSP or IEP:
● Experience difficulty with parenting, which could potentially lead to detachment and family risk factors.
● They may disassociate themselves from family, friends, and social activities due to their child’s disability and lack of social skills among peers.
● May experience increased stress and financial challenges
● They are more likely to seek alternative care, which may lead to a lack of full-time employment or professional careers due to instability in childcare.
Childcare Perspective
● Staff is often paid low salaries, experience poor working conditions, and have high teacher/child ratios that affect classroom management and the ability to manage behaviors effectively.
● Moreover, childcare staff may have “Implicit Bias” that leads to stress, burn-out, and low retention rates in the childcare workforce.
EIEI Promise
Non-Discrimination in Services Policy Statement-Admissions, the provisions of services, and referrals of clients shall be made without regard to race (to include hair type, hair texture, or hair style), color, religious creed (to include all aspects of religious observances and practice, as well as belief), disability, ancestry, national origin (including Limited English Proficiency), age (40 and over), or sex (to include pregnancy status, childbirth status, breastfeeding status, sex assigned at birth. Program services shall be made accessible to eligible persons with disabilities through the most practical and economically feasible methods available. These methods include, but are not limited to, equipment redesign, the provision of aides and the use of alternative service delivery locations. Structural modifications shall be considered only as a last resort among available methods.