Given the choice between a trained special educators working on a weekly basis with a child, versus the same professional spending much of her time interacting with other adults in the child’s life, many would initially prefer the direct service delivery model. This is the preference of many parents whose young children receive educational and related services.
Itis also the expectation of most general early childhood teachers who work in inclusive community-based programs (Dinnebeil, McInerney, Sandall, & Horn, 2002). Unfortunately, this preference and expectation is not consistent with research related to early intervention. Evidence-based principles of instruction and intervention provide a rationale as to the need for a consultative approach to Itinerant ECSE services.