Early steps logo
Provider Enrollment
Training Overview
Protocols
CEUs / Inservice Hours
ITDS Modules
Final Evaluations
Glossary
Resource Bank
Technical Requirements
Early Steps Home
Contact Us
Adobe Acrobat
Real Player

 

  

Infant Toddler
Developmental Specialist 

Training Modules Overview

Purpose: The purpose of the Infant Toddler Developmental Specialist (ITDS) Professional Development Program is to ensure that individuals who provide services to young children with special needs and their families, under the Early Steps program, meet the competencies prescribed for the ITDS professional discipline.

These modules no longer meet the requirements for an ITDS Certificate, but remain available as a resource for pre-service orientation, for providers who have credentialing from another state, and as continuing education opportunities for licensed professionals working with children with disabilities, birth to age three, and their families.

ITDS Certificates: The ITDS Training Modules no longer qualify for an ITDS Certificate. Individuals interested in obtaining an ITDS Certificate must enroll in one of the state universities that offer the program for certification. Please refer to the Early Steps Provider Enrollment website for more information about ITDS university programs: http://www.cms-kids.com/ESproviders/ESITDS.htm

Providers who applied to the Early Steps provider enrollment program prior to July 1, 2006 in the category of “ITDS without a Certificate” have up to twelve months from the date of their online application to complete the ITDS Training Modules and receive their certificate.

Background: The online professional development program is provided through the Early Steps website and was developed specifically for use by Florida Department of Health, Children's Medical Services, Early Steps through a collaborative project with the University of Central Florida, College of Education.

ITDS Series: The professional development program consists of six modules

  • Module 1: Infant Toddler Development
  • Module 2: Teaming and Systems in Early Intervention
  • Module 3: Observation and Assessment
  • Module 4: Curriculum for Infants and Toddlers with Special Needs
  • Module 5: Partnerships and Alliances with Families and the Community
  • Module 6: Interventions for Children with Medically
    Complex Conditions and/or Intensive Special Needs

Each module is divided into five lessons. The modules have been organized in a sequence in which each module builds upon the content from the previous module. Therefore, it is recommended that you take the modules in order.

Method of Delivery
The ITDS Professional Development Program is available online through the Florida Department of Health, Children's Medical Services, Early Steps web page. Candidates should read the "Protocols" pages before beginning the modules for additional information regarding the design and delivery of the modules and testing components.

Design, Development and Review Team
Modules were designed and developed through a collaborative effort between the Early Steps State Office, faculty, staff and family and professional consultants through the University of Central Florida. Additionally, modules were reviewed by representatives from the Early Steps State Office, the Florida Department of Education and faculty from Florida private and public universities. Refer to the listings below for details and acknowledgements.

Ernestine E. Kessel, Ed.D. - Dr. Kessel served as the Principal Investigator/Project Coordinator in developing the ITDS Professional Development modules. She has played a key role in early intervention training efforts on the state, national, and international levels. Dr. Kessel is a licensed social worker, certified teacher, early intervention consultant, grant writer, technical advisor and trainer. She is a faculty member at the University of Central Florida.

Colleen Klein-Ezell, Ph.D. - Dr. Klein-Ezell developed Module 1, Infant Toddler Development. She is an Assistant Professor for the Child, Family, and Community Sciences Department at the University of Central Florida where she teaches and conducts research in the area of early intervention, assessment, and innovative programs for children with developmental/cognitive disabilities. She is currently involved in research with her husband using magic with children with developmental disabilities to increase self-esteem.

Linda Brant, Ph.D. Dr. Brant earned her doctoral degree in Clinical Psychology from Texas Tech University and is currently licensed as a psychologist in the state of Florida. She is the Coordinator of the Infant Toddler Developmental Specialist (ITDS) grant at the University of Central Florida and teaches two online courses for the program. Over the years, Dr. Brant has worked in both academic and clinical settings. Her professional interests include early intervention, attachment theory and the use of the expressive arts in therapy. Dr. Brant developed Module 2, Teaming and Systems in Early Intervention.

Lee Cross, Ph.D. has worked in special education and early childhood special education for the past 30 years. She is an associate professor in special education at the University of Central Florida and prepares special education as well as early childhood education teachers. Dr. Cross has served as the Principal Investigator for numerous federal special education teacher preparation grants and currently is the Co-Project Director of the ITDS grant at the Univeristy of Central Florida funded by OSEP. She also serves as the Principal Investigator for the Florida Department of Education, Training and Technical Assistance System (TATS) project. Dr. Cross developed Module 3, Observation and Assessment.

Lynn Hartle, Ph.D. - Dr. Hartle developed Module 4, Curriculum for Infants and Toddlers with Special Needs. She is an Associate Professor and the Early Childhood Teacher Education Program Coordinator at the University of Central Florida where she teaches online classes; serves on community, state, and national organization boards; and conducts research in the areas of play development and early childhood curriculum implementation. She coordinates child care quality improvement projects focusing on personnel preparation and appropriate and inclusive curriculum for young children. Dr. Hartle is currently a Co-Project Director for the ITDS grant funded by OSEP, serves on the Board of the Orange County School Readiness Coalition, and is President Elect of the Technology and Young Children Interest Forum of NAEYC.

Susan E. Donovan, Ed.D. - Dr. Donovan has worked in the field of early intervention for over 25 years as a parent, educator, advocate, consultant and administrator. She served as Maine's Part C Coordinator and assisted in the development of the U. S. military early intervention program in Europe and Asia. Dr. Donovan joined the faculty at the University of Central Florida (UCF) to coordinate an OSEP grant focusing on pre-service curriculum modules on families as partners with professionals. She is now serving as Project Coordinator for the Training and Technical Assistance System (TATS) there. Dr. Donovan developed Module 5: Effective Partnerships and Alliances with Families and the Community.

Patricia Grosz, Ph.D. - Dr. Grosz is the parent of a child with special needs, nurse, educator, administrator, and trainer. She is the Executive Director, Infants & Young Children of West Central Florida, and served as the primary content developer for Module 6, Interventions for Children with Medically Complex Conditions and/or Intensive Special Needs. Dr. Grosz is a member of the adjunct faculty at the University of South Florida (USF) where she teaches courses in the Infant Toddler Developmental Specialist certificate program and has spearheaded major components of the USF Professional Development Partnership, General Supervision Enhancement Grant.

Dee Unsicker, R.N., M.Ed., C.H.E.S. - Ms. Unsicker is the Administrator for the Early Steps agency in the Jacksonville area which covers five northeastern counties. She is a registered nurse and a certified health educator. Ms. Unsicker served as the primary test bank item writer and content reviewer for Module 6, Interventions for Children with Medically Complex Conditions and/or Intensive Special Needs. Her past experiences have included grant writing and health education curriculum development. She served as the Special Projects Director, Department of Pediatrics, University of Florida/Jacksonville and as Director of Health Promotion for the Duval County Public Health Department

Thora Turner - Ms. Turner is the parent of four children. Her youngest son, now in preschool, has special needs. As a commitment to her interest and passion for learning about early childhood special education, she began her college career after her young son was born, balancing school and family life. After completing her first two years, she received a scholarship transfer to complete her B.A. degree She plans to begin her studies for the ITDS certificate in fall 2005 through college coursework and to complete an M.A. in Special Education at the University of Central Florida. Ms. Turner served as the parent consultant on Modules 1 and 2.

Jeannie Forthuber - Ms. Forthuber is the parent of a child with special needs, served as a Family Resource Specialist for five years, is chairperson for the Central Florida Chapter of Statewide Advocacy Network on Disabilities, Inc, Secretary for the Florida Respite Coalition State Board, and recipient of the 2004 Family Cafe Chef of the Year Award. Ms. Forthuber served as the parent consultant on Modules 3 and 4.

Mary Kathryn VanKleunen - Ms. VanKleunen is the parent of a child with special needs and a Research Assistant at the Nemours Clinical Management Program, Nemours Foundation in Orlando where she also serves as a member of their Institutional Review Board. Ms. VanKleunen has been a gubernatorial appointee to the Family Care Council, for District 7, Agency for Persons with Disabilities, since 1998 and served as a Legislative Aide in the Florida House of Representatives. She was a “Choice Trainer” for the Florida Department of Children and Families, training families and clients about available services. Ms. VanKleunen has experience with tracheostomy care, suctioning, enteral feeding, seizure disorders and treatment as well as lung disorders and treatment. Ms. VanKleunen served as a parent consultant for Module 6.

Early Steps State Office Representatives – Gloria Hearns, M.S.W., CSPD and Training Unit Team Leader and D'Lo Trejo, M.S.W., Quality Assurance Coordinator served as the Early Steps State Office representatives on the Design Team for the first four modules. Kathleen Reese, B.S., Operations Review Specialist, provided essential support during the review and finalization of the project. Jorge Laguna, M.S, Acting Data and Technology Unit Team Leader, provided technical and web development assistance. Margie Martinez, B.S, FICCIT Liaison and Training Assistant, provided support related to obtaining copyright permission for articles included in all modules.

Technical Support - Devon Rein and Carlos Rodriquez served as instructional design consultants and technical support personnel for the modules. Jill Baldwin and Susan Spink served as Administrative Assistants.

Module Reviewers - Content reviewers were: Drs. Linda Gessner, Florida State University; Sharon Bevins, Florida Gulf Coast University; Bonnie Braun, University of South Florida; Victoria Brown, Barry University; Dana Fredebaugh, Nova Southeastern University; Marylou Behnke, University of Florida and Anita Solarski, University of West Florida. Paula LaLinde served as both a parent reviewer and faculty representative from the University of Miami. Lee Nashei and Karen Morehouse served as reviewers for the Lighthouse for the Blind. Content reviewers from the Early Steps State Office were: Susan Duwa, Instructional Designer; Renee Jenkins, Policy Development and Special Projects Unit Team Leader; Dawn Lynch, Operations Review Specialist and Karen Anderson, Audiology Consultant. Carole West, Part C Liaison at the Florida Department of Education served as a final reviewer.