Students with disabilities require different things. There are many factors to take into consideration when trying to place a disabled student in a classroom. The extent of the disability must be taken into account and groups of professionals, parents, and the student need to work in collaboration to establish the best educational fit for a student. There are many assessments and interventions used in early childhood special education while transitional programs are often used for older special needs students. Each special education student has a unique case and a unique need. Teachers must work to create the best teaching environment for each student. There are many different types of developmental disabilities and are often diagnosed in young children. A student first receives a referral for special education services by a parent or teacher. The referral then begins an assessment process. It is usually pre-school children and kindergarten students that are assessed and early intervention is the best way to help special needs students. Some developmental delays include physical delays, cognitive delays, communicative delays, social delays, or emotional delays. If one of these delays is evident then they are eligible for special needs education and related services. Once an assessment has located a developmental delay, a group of professionals, the parents, and the student can establish an IEP or individualized educational plan. This plan sets a background for each student’s educational future. It is a blueprint that provides each student with a unique set of modifications that will best suit each student’s needs. For example, a deaf student might have a sign language teacher go with them to sign what people are saying and the student can then understand the curriculum being taught. Another example is that a student with communicative delays might have to take an hour speech class with a speech therapist each day. Another example is physical therapy every day for a student who is delayed in physical developments. Each of these different scenarios will be guidelined on a specific IEP. It is important to realize that IEPs can change and that some students will be considered delayed for their entire education while others may only be delayed for a short time. Each student and each disability is different. Therefore teachers must react to each student differently and teach them accordingly (Bagnato, 2011). There are many educational programs, services, and early intervention priorities available for students with special needs. The school has many different professional on hand to help each student with their individual needs. For example, a student with emotional issues can visit the school counselor. A student with a communicative delay might spend time with the school speech teacher. Physical and occupational therapists are also in the school system to help students with special needs. Educators want the students to succeed and the same rings true for special needs students. There are multiple resources available to assist them in their educational goals (Bagnato, 2011). Some strengths that occur when assessing and intervening in early childhood education is the early recognition. Students that are assessed and determined to have delays during early childhood are more likely to outgrow the delays. Early recognition creates quicker fixes. For example, teachers can better teach a student if they know their limitations. For example, a teacher would not write on the board for a blind student because that student cannot see the board. You do not want to spend the entire year writing on the board to realize at the end that that particular student learned nothing because they could not see it. Early assessments save time. Students will be farther ahead and teachers can better fit the curriculum to meet the needs of the class. Assessments can also help to place students in age appropriate