The paper addresses the development of early intervention programs with hearing impaired infants and toddlers and their families. It stresses the importance of working cooperatively with parents, the multidisciplinary approach, appropriate assessment of both child and family, appropriate intervention including monitoring of progress, and assistance in the transition from early childhood programs to regular school programs. Assessment is discussed in terms of initial and ongoing assessment, assessment of general development, of language, of cognition, of audition, and weekly monitoring. Checklists of expected performance at various ages are provided. Intervention is considered next with sections on home-based, center-based, and combination programs; curriculum; the Individualized Family Service Plan (IFSP); auditory training; communication; language; parent trainers; counselor role; and transitioning. Characteristics of a model program for this population include involving the entire family, developing an IFSP for each family, assessing and monitoring growth, providing a support system for the family, providing a curriculum for each family, and empowering parents through education and support. Appended are objectives and recording forms for auditory training. Includes 14 references. (DB)