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Early Intervention Programs for Children with Developmental Delay

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Early Intervention Programs for Children with Developmental Delay

  1. 1. Presented to: Dr. Flordeliza R. Magday University of Perpetual Help Dalta (UPHD) Las Piñas City, Philippines Presenter: Mr. Juanito Q. Pineda MASE 422 October 2017 Kingdom of Saudi Arabia Early Intervention Programs for Children with Developmental Delay
  2. 2. • Objectives • Definition of Early Intervention • Early Intervention Programs for Children with Developmental Delays • Screening, Evaluation and Assessment for Children with Developmental Delays • Developmentally Appropriate Practices Content Outline
  3. 3. Objectives • Define Early Intervention • Discuss Early Intervention Programs for Children with Developmental Delays • Explain Screening, Identification and Assessment for Children with Developmental Delays • Enumerate Developmentally Appropriate
  4. 4. What is Early Intervention? Early intervention is the process of providing services, education and support to young children who are/have:  deemed to have an established condition,  evaluated and deemed to have a diagnosed physical or mental condition (with a high probability of resulting in a developmental delay),  an existing delay or a child who is *at-risk of developing a delay or special need that may affect their development or impede their education. *The at-risk category depends on the state's eligibility determination process and whether it includes children who are at-risk. States are given the discretion of including children at-risk in their state plans.
  5. 5. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand- new skills that typically develop during the first three years of life, such as:  cognitive (thinking, learning, solving problems);  communication (talking, listening, understanding);  physical (reaching, rolling, crawling, and walking);  self-help (eating, dressing);  social/emotional (playing, feeling secure, and happy).
  6. 6. A child who qualifies for an early intervention program may receive one or more of these services:  Screening and assessment  Hearing (audiology) or vision services  Home visits  Medical, nursing or nutrition services  Physical or occupational therapy  Psychological services  Social work services  Speech and language therapy  Transportation
  7. 7. Early Intervention Programs for Children with Developmental Delays Congress established Early Intervention program in 1986 in recognition of "an urgent and substantial need" to:  enhance the development of infants and toddlers with disabilities;  reduce educational costs by minimizing the need for special education through early intervention;  minimize the likelihood of institutionalization, and maximize independent living; and,  enhance the capacity of families to meet their child's needs.
  8. 8. Early Intervention Services  Assistive technology (devices a child might need)  Audiology or hearing services  Counselling and training for a family  Developmental Monitoring  Medical services  Nursing services  Nutrition services  Occupational therapy  Physical therapy  Psychological services  Service Coordination  Special Instruction for the child  Speech and language services
  9. 9. Early Intervention Services As a program for children and families, some EI services are intended to support the family in caring for their child. These services can be quite varied in scope, including referrals to other programs, provision of information about a topic of relevance to the family, or assistance with family problems.
  10. 10. Screening, Evaluation and Assessment for Children with Developmental Delays Screening, evaluation and assessment are distinct processes with different purposes under the provisions of Part C and Part B.  Screening includes activities to identify children who may need further evaluation in order to determine the existence of a delay in development or a particular disability.  Evaluation is used to determine the existence of a delay or disability, to identify the child's strengths and needs in all areas of development.  Assessment is used to determine the individual child's present level of performance and early intervention or educational needs.
  11. 11. Screening  a state's discretion  administered by trained personnel, by the lead agency or an early intervention program  conducted using appropriate instruments  part of Post-Referral Procedures Purpose: to determine whether an infant or toddler is suspected of having a disability and is, therefore, in need of early intervention services.
  12. 12. Screening  requires parental notice and consent, must be performed within the 45 day timeline, and, at a parent's request and with consent,  Early Intervention program must conduct an initial evaluation of the infant or toddler even if the results of the screening do not identify the child as suspected of having a disability.  may be conducted as part of child find activities in order to ascertain whether the child should be referred for an evaluation to determine if the child has a disability and is in need of special education and related services.
  13. 13. Evaluation and Assessment  Evaluation is defined as the "procedures used by appropriate qualified personnel to determine a child's initial and continuing eligibility, consistent with the state definition of infants and toddlers with disabilities. "  Assessment is defined as "the ongoing procedures used by qualified personnel to identify the child's unique strengths and needs and the services appropriate to meet those needs and includes the assessment of the child and the assessment of the child's family."  A family-directed assessment is conducted to identify the resources, priorities, concerns and the supports, and services necessary to enhance the family's capacity to meet the needs of their child. Part C requires a timely, comprehensive, multidisciplinary evaluation of each child, birth through age two. If the child is determined eligible, a child assessment is conducted.
  14. 14. Evaluation and Assessment  Qualified personnel must use informed clinical opinion and multiple procedures when conducting evaluations and assessments.  While a child's medical or other records may be used to establish eligibility, an assessment still must be conducted.
  15. 15. Developmentally Appropriate Practices Developmentally appropriate practice is not based on what we think might be true or what we want to believe about young children. Developmentally appropriate practice is informed by what we know from theory and literature about how children develop and learn.
  16. 16. Developmentally Appropriate Practices  All the domains of development and learning—physical, social and emotional, and cognitive—are important, and they are closely interrelated. Children’s development and learning in one domain influence and are influenced by what takes place in other domains.  Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills, and knowledge building on those already acquired.  Development and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning. Principles Of Child Development And Learning That Inform Practice
  17. 17.  Development and learning result from a dynamic and continuous interaction of biological maturation and experience.  Early experiences have profound effects, both cumulative and delayed, on a child’s development and learning; and optimal periods exist for certain types of development and learning to occur.  Development proceeds toward greater complexity, self- regulation, and symbolic or representational capacities.  Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers. Principles Of Child Development And Learning That Inform Practice
  18. 18.  Development and learning occur in and are influenced by multiple social and cultural contexts.  Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies and interactions are effective in supporting all these kinds of learning.  Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.  Development and learning advance when children are challenged to achieve at a level just beyond their current mastery, and also when they have many opportunities to practice newly acquired skills.  Children’s experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviours affect their learning and development. Principles Of Child Development And Learning That Inform Practice
  19. 19. Guidelines for Developmentally Appropriate Practice 1) Creating a caring community of learners 2) Teaching to enhance development and learning 3) Planning curriculum to achieve important goals 4) Assessing children’s development and learning 5) Establishing reciprocal relationships with families
  20. 20. 10 Effective DAP Teaching Strategies  Acknowledge what children do or say.  Encourage persistence and effort rather than just praising and evaluating what the child has done.  Give specific feedback rather than general comments.  Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them.  Demonstrate the correct way to do something.
  21. 21. 10 Effective DAP Teaching Strategies  Create or add challenge so that a task goes a bit beyond what the children can already do.  Ask questions that provoke children’s thinking.  Give assistance (such as a cue or hint) to help children work on the edge of their current competence.  Provide information, directly giving children facts, verbal labels, and other information.  Give directions for children’s action or behavior.
  22. 22. Final Thoughts! “Providingservicesearlyhelps childrencatchupandincreases theirchancesforsuccessin schoolandlifeoverall.”
  23. 23. Resour ces 1) Early Intervention (Part C of IDEA). [Online] [Available] http://www.wrightslaw.com/info/ei.index.htm 2) Overview of Early Intervention. [Online] [Available] http://www.parentcenterhub.org/ei-overview/ 3) Stuart, Annie. Early Intervention: What It Is and How It Works. [Online] [Available] https://www.understood.org/en/learning-attention- issues/treatments-approaches/early-intervention/early-intervention-what-it- is-and-how-it-works 4) Shaw, Evelyn. Early Identification: Screening, Evaluation and Assessment [Online] [Available] http://ectacenter.org/topics/earlyid/screeneval.asp 5) Federal Register [Online] [Available] https://www.gpo.gov/fdsys/pkg/FR-2011-09-28/pdf/2011- 22783.pdf#page=125 6) Hebbeler, Kathleen et. al. (2007) Early Intervention For Infants and Toddlers with Disabilities and Their Families: Participants, Services, and Outcomes [Online] [Available] https://www.sri.com/sites/default/files/publications/neils_finalreport_200702 .pdf 7) National Association for the Education of Young Children (2009) Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 . [Online] [Available] https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf 8) NAEYC. 10 Effective DAP Teaching Strategies [Online] [Available]
  24. 24. Photo Credits www.google.com/images Power Point Format

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