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This page provides professionals, such as Special Education Administrators and Itinerant teachers of Early Childhood Special Education programs, information on the itinerant model of inclusion, including helpful documents to begin and maintain the model.
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Description: This document, updated in July 2025, comprises all the resources necessary for itinerant early childhood special educatoin (IECSE) teachers and administrators to start the year off on the right foot!
Description: A successful itinerant model relies on a shared understanding of each member's specific roles and responsibilities and is essential for effective collaboration among the itinerant, classroom teacher, and family. These letters and interagency agreement are shared as suggested introductions and other types of written communication that help all parties involved understand and support the IECSE delivery model. Additionally, there are two sample introduction letters that can be used...
Description: Delivery of the Virginia IECSE Model requires the itinerant teacher to complete classroom visits. The IEP will specify the service obligations of the itinerant teacher and dictate the frequency of visits. The objectives of the visit will vary depending on the needs of the child as well as specific goals identified by the teachers. The Consultation Session Planning Form is attached.
Description: The "Itinerant Early Childhood Special Education Administrator Start-Up Steps for the New School Year" is a checklist for administrators to prepare for the itinernant model. The checklist includes sections for: Logisitcs Direct Instruction (DI), Collaborative Meetings (CM), and Professional Development (PD) IEP and Other Special Education Meetings
Description: The Itinerant Early Childhood Special Education Planning and Documentation Form encourages itinerant teachers to document his/her visits and services provided. Itinerant teachers can document the summary of service delivery visit including the consultation/collaboration and direct instruction activities implemented, as well as notes on what worked well and what did not. Additionally, teachers can document follow-up tasks needed to complete and the plan for the next visit.
Description: The Itinerant Early Childhood Special Education Caseload Management Form is a helpful tool intended for professionals to track the caseload of itinerant teachers, including frequency of direct instruction, frequency of collaborative meetings, and professional development provided.
Description: This Embedded Instruction Matrix Form is meant for itinerant teachers to complete for students on his/her caseload. The Itinerant teacher lists the daily schedule and imbeds the targeted skills of that particular student into the schedule to ensure the learning is naturally embedded throughout corresponding parts of the day.
Description: Local school divisions provide special education services for young children, ages two to five, who have developmental delays or disabilities. Depending on the learning needs of the child, these services may be provided in early childhood care and education (ECCE) settings such as Virginia Preschool Initiative, Head Start, Mixed Delivery, child care, and community-based preschool programs. When special education services are provided in ECCE settings, Itinerant Early Childhood Special Education...
Description: Local school divisions provide special education services for young children, ages two to five, who have developmental delays or disabilities. Depending on the learning needs of the child, these services may be provided in high-quality early childhood care and education (ECCE) settings such as Virginia Preschool Initiative, Head Start, Mixed Delivery, child care, and community-based preschool programs. When special education services are provided in ECCE settings, Itinerant Early Childhood...