Analyse The Importance Of Early Intervention

In the video ‘Early Intervention: The Missing Link’ a presumably deaf woman explains how confident deaf people are, how they are not disabled, and how doctors should be more sensitive with families of deaf children. However, I think this is not only a presumptuous point of view, but also a fine example of how political correctness is slowly taking over society.

As the Workgroup on Principles and Practices in Natural Environments (2008b) supported, “a flexible, family-centered, individualized, and evidence-based early intervention process” is essential for the support of parents and caregivers to enhance their children’s development (Raver & Childress, 2015, p.10). In this paper, taking into consideration these principles, I will analyze two case studies; Alice, a 19 month old girl with a diagnosis of Down Syndrome and Shawn, a 30 month old boy who has difficulties in communication, sleep and feeding routines as well as social interactions.

Early intervention is a sequence of steps and guidelines on how to improve the child’s developmental skills, which are performed by the

Another important aspect of early intervention that is often overlooked is the fact that developmental

Early intervention is a process which involves stepping into a child’s life as soon as possible to tackle problems. ‘Early’ does not necessarily mean at an early age but in this case it refers more to the stage in the development of a child’s problems. Early intervention is important as the earlier a problem is identified; the more likely it is that the problem can be corrected before serious consequences arise, sometimes resulting in a child’s death (Mahoney 2007, p-3).

The SEN code of practice suggests that interventions are the best thing to do as they can help the child or young person to make progress. Before they undertake a formal multi agency education, health and care assessment. But the main aim is to help the child as much as they can, but not to the extent that they need to intervene unnecessarily.

In 1975, Congress passed the law that all children would receive a free and appropriate education which was known as The Education for All Handicapped Children Act and is now known as the Individuals with Disabilities Education (IDEA) which led to the start of the special-education system in the United States. The public-school systems were mandated to service children with disabilities from birth through three years of age which was referred to as the early intervention system. There are hundreds of EI programs funded by local, private, and other federal sources. EI usually starts with an assessment of the child and family's strengths and needs which then follows with appropriate services to monitor and reevaluate as the child develops. The success of EI comes from knowing who is participating and what the goals are for the program. There is an individualized plan for the child and the family that is specific on their needs and what works for them. EI builds on family beliefs, values, and routines in ways that go along with the norms and practices of today's world with supporting the focus on the family as a unit, parents or primary caregivers and the child. Involving the family and caregivers is important because they are a source of influence on the cognitive, social, and emotional development of children and there's evidence that has accumulated over the years that proves early intervention programs can produce large effects on a child's cognitive and social

The Pre-School program for students with disabilities in Cambridge Public Schools is the Special Start program. The program provides services for preschool aged children, 3-5, who have a disability as outlined by state and federal requirements under the Individual’s with Disabilities Education Act (IDEA). The program is designed to service students with a variety of needs from mild to severe disabilities. The program is intentionally designed to ensure that students are educated with non-disabled peers with integrated classrooms and intensive, integrated classrooms. In addition, sub-separate classrooms are always paired in buildings with integrated classrooms in order to provide inclusive opportunities for students, as they are ready. The delivery of services is based on the intensity and need of each individual student and is determined by the student’s IEP team.

What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in

She states by the time the Education for All Handicapped Children Act (EAHC) changed its name to Individuals with Disability Act (IDEA) made a successful law recognized by the Congress, which provided earlier services to lessen the effects of disability (Smith, 2013). The Congress realized that earlier intervention would lower special education costs and promote greater independent living for people with disabilities (Smith, 2013). Furthermore, the new amendment established systems of care for toddlers and infants as well as services to children at risk for disability and a multidisciplinary evaluation individualized in a family service plan. The research focuses on the child's participation in play an everyday activity, recognizing that children can easily generalize skills learned in their natural environment. Between 54 and 64 percent of children receiving early intervention services met developmental age expectations at age 3(Smith, 2013). She also mentions the transitions special needs children experience between

Antonio is very loving towards his daughter Anessa and is happy she is enrolled in daycare. Antonio picks Anessa up after daycare and takes the child to his home in Somerville. Anessa spends some nights with Antonio and will at times go back with her mother at night. Antonio has appropriate space for Anessa and the home is clean and free of hazards. I have observed Anessa with Antonio and his interaction is appropriate. Antonio agreed to the Early Intervention screening and was present during the evaluation process. Michelle Sharp from the Guidance Center reported Antonio asked thoughtful and inquisitive questions and appeared to have a good understanding of things Anessa should be doing given her age of 1 year.

The Division for Early Childhood (DEC) is an organization that aids children, birth to 8 years old, that have developmental delays and disabilities. DEC provides parents and professionals with the best avenues in learning and development with children who are at risk for developmental delays or disabilities. By providing the research and recommended practices that produce the best results is DEC’s purpose. There are eight domains in the set of practices that engage in preservice and in-service professional development.

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

The PTP focuses on family-centered practices and includes parent coaching, parent-professional collaboration and reflection. The goal of the PTP is to increase parent capacity to implement developmentally appropriate intervention strategies for their child with special needs. One aspect of the PTP is the use of picture cards to represent intervention strategies, for example, a picture of a parent and a child playing a game would represent turn taking strategies or a picture of a child laying on their stomach would represent increasing “tummy time.” When using the PTP, the developmental therapist would shift the focus of the therapy session from working with the child to developing a weekly plan with the parent. The picture cards would serve as starting point for what goals the parent has for the week in relation to the Individualized Family Service Plan. Once the goals are established the therapist and parent will work collaboratively to determine how and when the family might be able to embed those goals into their daily routines and child play. At this stage the therapist acts as a coach, building on parent’s strengths and offering additional supports where needed. Using the picture cards a therapy plan is created for the week to serve as a reminder of the goals for the week. In the following therapy session, the family and therapist use the picture cards to reflect on the

In responds to what is an early intervention program for 0-3 years – old. A child that is developmental delay, they may or meet one or all of the areas, cognitive development, physical development, communication development, social emotional development and adaptive development, also vision, and hearing are eligible for these services. During the process of the evaluation and assessment a diagnose will be determine if the child has a delay or disability, this will provide information to the evaluation team, with findings of the child, determining eligibility for early intervention.