Educational Services for Educational Services for Individuals Individuals

with Exceptionalitieswith Exceptionalities

Early Childhood Early Childhood

Special EducationSpecial Education

Early Intervention• Children of school age or younger who are

discovered to have or be at risk of developing a handicapping condition or other special need that may affect their development

• Early intervention can be remedial or preventive in nature– remediating existing developmental problems– preventing their occurrence.

IDEA ‘97 - Sec. 303.1 • Maintain and implement a statewide,

comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families

IDEA ‘97 - Sec. 303.1• Facilitate the coordination of payment

for early intervention services from Federal, State, local, and private sources (including public and private insurance coverage)

IDEA ‘97 - Sec. 303.1• Enhance the States' capacity to provide

quality early intervention services and expand and improve existing early intervention services being provided to infants and toddlers with disabilities and their families

IDEA ‘97 Part 303• Enhance the capacity of State and local

agencies and service providers to identify, evaluate, and meet the needs of historically underrepresented populations, particularly minority, low-income, inner- city, and rural populations

Early Intervention• Settings

– Center-based– Home-based– Hospital-based– Combination

• Services– Identification

• Hospital• School screening• Referral services

– Diagnostic– Direct intervention programs

Purpose for Early Intervention

• Enhance the child's development

• Provide support and assistance to the family

U.S. Department of Education

Focus of Early Intervention• Consider age of the child at the time of

intervention• Promote parent involvement• Consider intensity and/or amount of

structure of the program model.• Maximize the child's and family's

benefit to society

Enhancing Child Development

• Rate of learning and development is most rapid in the preschool years

• Timing is important

• “Teachable moments”

• Developing potential

Family Support• Family issues

– Disappointment– Social isolation– Added stress, frustration, helplessness

• Negative impact without support– Divorce– Suicide– Abuse

• Positive impact with support– Improved attitudes– Improved information and skills– Release time

Intensity & Structure• Appropriate to needs

• Target priority needs

• Appropriate referrals

• Evidence-based practices

Maximize Benefit• Increase developmental and

educational gains

• Decrease dependence

• Increase family coping skills

• Increase potential and productivity

Research• Quantitative and qualitative research

– Need fewer special education or habilitative services– Retained in grade less often– Minimize long-term effects

• Benefits to disadvantaged and gifted– Commitment to education– Increased employment rate– Higher test scores– Fewer behavioral issues

Effective Programs• Monitor child and family behavior

objectives• Identify teacher behaviors and activities• Utilize task analysis procedures• Use child assessment and progress

data to modify instruction

Resources• http://www.firstsigns.org/

• http://www.zerotothree.org/

• http://www.parenting247.org/