Unit 1 Contribute to the Support of Child and Young Person Development

Early identification of speech, language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and communication skills for children’s later achievements is now well documented and the need to provide support for children at this early stage is so that they can achieve their full potential. This means recognising a child’s difficulty quickly:

Then the article discusses the similarities and differences between an IFSP and an IEP. The IFSP starts with a child who is younger than three years old. This takes place in the family home or a child care center. The importance of the IFSP is to help the parents learn and deal with their child’s disability. The focus stays on the parent’s role in supporting the child’s learning development (Ray, Pewitt-Kinder, George, 2009). When the child turns three and older then they transition to an IEP. The IEP is different from the IFSP as it focuses more on the child. The child is evaluated and given goals specifically for them to help them to learn in a school environment. Although they focus on different people they are the same in that it is important

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

|Theory. |their second year they will start to walk and be able to |Social, emotional and behavioural development – Slower to |

IEP stands for an Individualized Education Program, it is a document, that was developed in conjunction with the parent/guardian, is an individually tailored statement describing an educational plan for each learner with exceptionalities There are five major points that are to address the present level of academic functioning personnel as present level of performance, annual goals and accompanying instructional objectives, educational services to be proved, the degree to which the pupil will be able to participate in general education programs, and plans for initiating services and length of services and length

When looking at and discussing a child’s development, you have to remember that all children are different and grow at different rates. Every child will follow the same sequence but they may not necessarily do it at the same time as each other. For example, you could have two, 6 month old babies, 1 could already be able to crawl, and the other 1 may not have mastered it yet and may not until they are a bit older. You must remember that your child is an individual and not group him with another child and expect him/her to reach the milestones at the same time. It is important also that a parent/carer, teacher etc., know the expected sequence a child follows, so they can tell if a child is falling way behind and they may need to intervene to help them along.

In an early childhood setting, being observant gives professionals and family members a helpful portrait of the children in their care, and as future professionals it helps us see how intellectual, emotional, social, and physical development occurs in children. Observing, documenting, and assessing young children shows how they progress from one stage to the next or when there is a delay in progression. The reason we observe young children is that “there is so much that demands attention and response; at the same time, by building in systematic observation, teachers can improve their teaching, construct theory, assess children, assist families, and solve problems” (Gordon and Browne, p.180). It gives dynamic information about each child’s learning styles, interests, abilities, and needs. Observation helps teachers improve teaching by making them become more objective and self-aware of biases they may have. It encourages us to remember that early childhood development is highly individualized, so customizing activities to benefit each child will help them utilize their abilities to their fullest potentials, and through this we will be able to recognize what behaviors are typical of various age groups. The reason we document our observations is so that we can keep records and show proper evidence of each child’s individual growth and participation in classroom activities. With good documentation, family members will able to see the progression made by their child.

It is also important to know if the student may need special help or program outside of the conventional classroom. It is for this reason why there are IEP programs. This process entails first testing the student to see what their individual needs are. From this, a consultation between the parents and the school is needed to provide the student with the help they need.

Kekki has been my student since she turns to 3 years old. She was identifies with developmental delayed and she was placed in Early Childhood Intervention settings. Personally I have received the opportunity to work with Kekki for 3 academic years. During this period, I could establish a healthy relation with the parent would reinforce my effort to collect data about Kekki’s function at home and social circumstances as well. The research question developed for this course study is:

The parents play an extremely important role when it comes to refereeing an IEP for their children. With the collaboration of the teachers and other support services such as therapist or social workers. The IEP outlines services that a child receives in school and outline the progress that the students has done over the semester. Parents decide the type of services they would like their children to receive. Parents also are allowed privacy in all of these matters.

Data can be composed using several diverse techniques. It's essential to document the regularity of the actions, the length the behavior occurs (duration), and the strength. Event recording works well if the activities are rare. The kid's actions can be observed incessantly and counted using a tally page or wrist counter. Time intermission is useful if the behavior is more regular, and a count of the activities is made during a specific observation period.

An IEP, or “Individualized Education Program” is a written plan that describes the unique needs of a student who is eligible for special education and explains the specific services that the school will give the student.

3. Individualized Education Program (IEP): This says that every student must be given a customized plan for their education. Each students IEP must do the following; present levels of educational

During a student’s IEP meeting there are many people that take part in the decision-making. But I do believe that one thing I feel is the biggest challenge, is that administers tend to feel the child needs less support. When all the teaching staff begin to discuss the student’s areas of growth, or potential future goals they may not agree with the parent. For example, when the English teacher states that the students don’t read at grade level, but the math teacher say they can read the word problems. During the discussion of the students’ needs can be rhetorical, depending on what academic grade level they are assessed at. “Educators can ensure that their individualized education program (IEP) planning teams develop and implement a free appropriate public education, an education that confers meaningful educational benefits to students” (Yell, Shriner, & Katsiyannis, 2006, p. 5).

While Individualized Education Programs serve many purposes, the most essential of these must be the initiation of contact between the school system and parents, as well as to provide a quality education to exceptional students. One of the most essential purposes of an IEP is to promote communication and cooperation between the educators, parents, and many other parties involved in the student’s education, even the student themselves. IDEA requires that the parents, special/general educators, a school representative, a person who can interpret evaluation results,