<p>  Outline Chapter 30 EARLY INTERVENTION </p><p> What is the Purpose of Early Intervention?</p><p> What do children learn in the first 3 years of life?</p><p> Why is this a critical time for learning?</p><p> Brain development; what type of relationships w/caregivers and environment provide foundation for autonomous emotional functioning?</p><p> What is your role in early intervention?</p><p> IDEA Sections;</p><p>A) General provisions</p><p>B) Services for ages 3-21</p><p>C) Services for ages 0-3</p><p>D) Supports activities to improve education including grants to provide resources for programs</p><p> What is Part C</p><p> What is Part B</p><p> What are Regional Centers</p><p> What are Low incidence programs</p><p> What modality is used for services under Part C</p><p> What modality is used for services under Part B</p><p> Who provides early intervention services</p><p> How to identify a delay or disability in the early years?</p><p>Medical condition</p><p>Lacking developmental milestones</p><p>Environmental factors</p><p>Prenatal exposure</p><p>Genetics Family history</p><p> How do we identify a disability at birth? </p><p> using screening tests like APGAR TEST, Universal Hearing Screening (mandated since November 1, 1999) to detect hearing impairments.</p><p> Some delays or disabilities cannot be recognized at birth or prenatally. </p><p> What are Child find activities? </p><p> identify target populations</p><p> outreach for public awareness</p><p> referral to agencies</p><p> intake process</p><p> screening and identification</p><p> eligibility determination</p><p> monitoring</p><p> services </p><p> What is a Developmental delay?</p><p> What are the 5 developmental areas?</p><p>1) Cognition</p><p>2) Language</p><p>3) Social-emotional</p><p>4) Motor</p><p>5) Adaptive/self-help</p><p> General categories for children to be at risk of having developmental delays: </p><p>1) genetic disorders</p><p>2) Prenatal events: illness, malnourishment, harmful substances, diabetes, chicken pox</p><p>3) Birth history</p><p>4) Fetal alcohol syndrome 5) Environmental risks affecting family and child interfering w/development (abuse and poverty).</p><p>IFSP components:</p><p>1) Demographics/eligibility criteria/type of IFSP</p><p>2) Concerns, priorities and family information</p><p>3) Developmental status</p><p>4) Health status</p><p>5) Outcomes</p><p>6) Services</p><p>7) Consent and procedural safeguards</p><p>IEP Components:</p><p>1) Demographics/ type of meeting</p><p>2) Present level in performance areas- language, perceptual motor, health, functional mobility, cognitive functioning, school readiness, social-emotional, self- help</p><p>3) Eligibility</p><p>4) Annual goals and objectives</p><p>5) Procedural safeguards</p><p>6) Page 10/ parent agreement-consent</p><p>7) Signatures </p><p>8) LRE guidelines</p><p>9) Placement </p><p>10) FAPE procedural guidelines</p><p>Transdisciplinary team: across professions working separately.</p><p>Multidisciplinary Team: more than one professional assessing and working together w/family and child.</p><p>IFSP: Individualized Family Service Plan</p><p>IEP: Individualized Education Program  Inclusion</p><p> Mainstreaming</p><p> Early intervention program</p><p> Services in Natural environment</p><p> Clinic or center based services</p><p> Special Education Class</p><p> What is Family centered practice?</p><p> family as part of the team. </p><p> support family to provide a caring and responsive environment.</p><p> provide education to parent to learn how to facilitate growth and developmental experiences for their children.</p><p> Role of provider regarding cultural responsiveness: </p><p>1) Aware of primary language of home and child, </p><p>2) Aware of parent’s expectations and goals for child</p><p>3) Aware of preferred strategies for learning (verbal, nonverbal, observing)</p><p>4) Aware of family’s cultural values</p>