Download ECSE

Educational Services for
Individuals
with Exceptionalities
Early Childhood
Special 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, lowincome, 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/