This study was undertaken by researchers from Brooklyn College at the City University of New York in partnership with the New York City DOE DECE and DOHMH BEI. A key goal of this research project was to address gaps in the literature as well as BEI’s documentation of racial inequities in early intervention services by obtaining data from the voices of predominantly Black and Afro-Caribbean infant-toddler educators and leaders serving families in under-resourced communities regarding their knowledge and experiences with early intervention. A second goal with data gathered from infant-toddler educators and leaders is to provide early childhood higher education programs as well as DOE and DOHMH administrators with an understanding of how infant-toddler educators and leaders in center-based and family childcare settings view variation in children’s development and perceive barriers to accessing services that address disabilities and delays in infant-toddler development. Finally, data on infant-toddler educators’ current levels of knowledge and practices with children receiving or potentially needing EI will guide the development of interventions tailored to address these issues and identify the type of professional development and training or policies needed to better support young children with delays or disabilities from the perspective of ECE educators themselves. (author abstract)