This report describes deliberations and recommendations of a Maryland task force to examine issues and develop policy recommendations related to "special instruction" as an early intervention service. It specifically concerns the relationship between special instruction and specialized child care; personnel qualifications; and provision of early intervention services in natural environments. The federal definition of "special instruction" as an early intervention service is presented and discussed, as is Maryland's use of "specialized child care." Personnel standards required of early intervention personnel and the role of the special educator when other personnel provide direct instructional services are considered. The importance of providing services in natural environments in family-centered and community-based early intervention services is stressed. The following recommendations are made: (1) special instruction should be designed as part of the Individualized Family Service Plan process and implemented by a certified special educator or other appropriately qualified personnel; (2) special instruction should be provided in natural environments and settings including child care settings; (3) personnel who carry out special instruction strategies under the supervision of a special educator in excess of 15 percent of their employment hours should meet suitable qualifications; and (4) the Comprehensive System of Personnel Development should address the training needs of personnel who carry out special instruction under the supervision of a special educator, including educational assistants, child care professionals, early childhood teachers, and other relevant personnel. The federal definition of early intervention services and Maryland's personnel standards for early intervention service providers are appended. (DB)