What Is the Purpose of Early Intervention?

 Outline Chapter 30 EARLY INTERVENTION

 What is the Purpose of Early Intervention?

 What do children learn in the first 3 years of life?

 Why is this a critical time for learning?

 Brain development; what type of relationships w/caregivers and environment provide foundation for autonomous emotional functioning?

 What is your role in early intervention?

 IDEA Sections;

A) General provisions

B) Services for ages 3-21

C) Services for ages 0-3

D) Supports activities to improve education including grants to provide resources for programs

 What is Part C

 What is Part B

 What are Regional Centers

 What are Low incidence programs

 What modality is used for services under Part C

 What modality is used for services under Part B

 Who provides early intervention services

 How to identify a delay or disability in the early years?

Medical condition

Lacking developmental milestones

Environmental factors

Prenatal exposure

Genetics Family history

 How do we identify a disability at birth?

using screening tests like APGAR TEST, Universal Hearing Screening (mandated since November 1, 1999) to detect hearing impairments.

 Some delays or disabilities cannot be recognized at birth or prenatally.

 What are Child find activities?

identify target populations

outreach for public awareness

referral to agencies

intake process

screening and identification

eligibility determination

monitoring

services

 What is a Developmental delay?

 What are the 5 developmental areas?

1) Cognition

2) Language

3) Social-emotional

4) Motor

5) Adaptive/self-help

 General categories for children to be at risk of having developmental delays:

1) genetic disorders

2) Prenatal events: illness, malnourishment, harmful substances, diabetes, chicken pox

3) Birth history

4) Fetal alcohol syndrome 5) Environmental risks affecting family and child interfering w/development (abuse and poverty).

IFSP components:

1) Demographics/eligibility criteria/type of IFSP

2) Concerns, priorities and family information

3) Developmental status

4) Health status

5) Outcomes

6) Services

7) Consent and procedural safeguards

IEP Components:

1) Demographics/ type of meeting

2) Present level in performance areas- language, perceptual motor, health, functional mobility, cognitive functioning, school readiness, social-emotional, self- help

3) Eligibility

4) Annual goals and objectives

5) Procedural safeguards

6) Page 10/ parent agreement-consent

7) Signatures

8) LRE guidelines

9) Placement

10) FAPE procedural guidelines

Transdisciplinary team: across professions working separately.

Multidisciplinary Team: more than one professional assessing and working together w/family and child.

IFSP: Individualized Family Service Plan

IEP: Individualized Education Program  Inclusion

 Mainstreaming

 Early intervention program

 Services in Natural environment

 Clinic or center based services

 Special Education Class

 What is Family centered practice?

family as part of the team.

support family to provide a caring and responsive environment.

provide education to parent to learn how to facilitate growth and developmental experiences for their children.

 Role of provider regarding cultural responsiveness:

1) Aware of primary language of home and child,

2) Aware of parent’s expectations and goals for child

3) Aware of preferred strategies for learning (verbal, nonverbal, observing)

4) Aware of family’s cultural values