early childhood sped
TRANSCRIPT
Title, EditionISBN
© 2009 Pearson Education, Inc.All rights reserved.
Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X
© 2009 Pearson Education, Inc.All rights reserved.
Chapter 14Early Childhood Special Education
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Focus QuestionsWhy is it so difficult to measure the impact of early intervention?How can we provide early intervention for a child whose disability is not yet present?How are the four different purposes of assessment and evaluation in early childhood special education related to one another?Which do you think are the most important goals of early childhood special education?How can a play activity or an everyday routine become a specially designed learning opportunity for a preschooler with disabilities?
KEY TERMS AND CONCEPTSIFSP (what does acronym stand for, who is it for, ages, what does the law say) Early intervention (what is it, when should it occur, ages) Pros and cons of various types of early interventionsTypes of early interventions (center-based, home-based, etc.). Developmental domains (what are they) Adaptive development (what is it, examples)Who is involved in early intervention? (roles, who is most important)Developmentally appropriate practice (DAP) – what is it, examplesConsiderations when designing a supportive physical environmentNational Lekotek Center (what is it, philosophy)
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The Importance of Early Intervention
The earlier intervention begins the betterWhat is early intervention?
A comprehensive system of therapies, educational, nutritional, child care, and family supports, all designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems
Does early intervention work? Research evidence shows that comprehensive, experientially
based early intervention enhances the development of young children who exhibit delays and helps children at risk
Skeels and Dye The Milwaukee Project The Abecedarian Project The Infant Health and Development Program
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IDEA and Early Intervention/Early Childhood Special Education
P.L. 99-457: Mandated preschool services for children with disabilities ages 3 to 5 and provided a voluntary incentive grant program for early intervention services to infants and toddlers
IDEA: Mandates early intervention services for any child under 3 years of age who has developmental delays (birth to 3 years old)
Mandates preschool for children with disabilities ages 3–5 States that receive IDEA funds for early intervention must
serve all infants and toddlers with developmental delays or established risk conditions
States may also serve infants and toddlers who are identified as at biological or environmental risk
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Definitions Developmental Delay- significant delay
or atypical pattern of development that make children eligible for early intervention
Established risk conditions- diagnosed physical or medical conditions that almost always result in developmental delay or disability (Down syndrome, Fragile X syndrome, fetal alcohol spectrum disorder, intellectual disability, brain or spinal cord damage, sensory impairment, maternal acquired AIDS)
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Definitions Biological risk conditions- pediatric
history of current biological conditions (significantly premature, low birth weight) that result in a greater than usual probability of developmental delay
Environmental Risk Conditions- extreme poverty, prenatal substance abuse, homelessness, abuse or neglect and parental intellectual impairment which are associated with higher-than normal probability of developmental delay
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Qualifying for Early Intervention
IDEA mandates EI services if: Child needs early intervention services
because of developmental delays, as measured by appropriate diagnostic instruments or procedures, in 1 or more of the areas of cognitive development, physical development, communication development, social or emotional development, or adaptive development
Child has a diagnosed physical or medical condition that has a high probability of resulting in developmental delay
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Early Intervention Comprehensive system of therapies,
educational, nutritional, childcare, and family supports, all designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life for children presumed to be at risk for such problems
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National Lekotek Center Believes that children learn best through
playing Provide information to parents of children with
disabilities, about how to select toys for their children
Nationwide, non-profit network of play centers, toy lending libraries, and computer loan programs dedicated to making play accessible for children with disabilities and those living in poverty.
www.lekotek.org Page 498 Tips to toy selection Produces Toy Guide for Differently-Abled Kids in conjunction with
Toys “R” Us
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Effectiveness of Early Intervention Research tells us that…
The earlier the intervention the better off the student will be later in life.
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Individualized Family Services Plan (IFSP) An IFSP is a plan that addresses the needs of the child and
family and is developed by a multidisciplinary team
An IFSP defines the family as being the recipient of early intervention services
The IFSP must be evaluated once a year and reviewed at six-month intervals
Special education for preschoolers Preschool children do not have to be identified under
existing categories to receive services Local education agencies may elect to use a variety of
service options
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Individualized Family Services Plan (IFSP) Parts
Statement of present levels of development (physical, cognitive, communication, social, emotional, adaptive)
Statement of family resources, priorities and concerns relating to enhancing the child’s abilities
Statement of measureable, developmentally appropriate results, or expected outcomes to be achieved (pre-literacy, language skills), criteria, procedures, timelines used to determine if progress is being made, or if different services/outcomes are necessary
Statement of specific early intervention services necessary to meet the needs of the child including, frequency, intensity and method of delivering services
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Individualized Family Services Plan (IFSP)
Parts Continued Statement of natural environments in which
EI will be provided, including a justification of the extent to which services will not be provided in the natural environment
Projected dates which services will start and end, length, duration and frequency of services
Identification of the service coordinator who will be responsible for implementing the plan
Steps taken to support the transition of the toddler with a disability to preschool
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Selecting IFSP/IEP Goals and Objectives
Functionality: Increases the child’s ability to interact with the people and objects in his/her daily environment.
Generality: Skill represents a general concept, can be adapted and modified to meet the child’s disability, and can be used across different settings with different materials and people.
Instructional Contest: Skill can be easily integrated into the child’s daily routines and taught in a way that represents naturalistic use of the skill.
Measurability: Can see, feel, or hear the skill. Hierarchical relation between long-range goals and
short-terms objectives: Achievement of short-term goals linked directly to the attainment of long-term goals.
IEP vs. IFSPIEP IFSP
Revolves around school system Revolves around the family system as the most important constant in the child’s life
Child receives the services Family receives the services
Focus on school environment Focus is on naturalistic environment in which the child and family live
Includes interventions and services provided by school based services
Includes interventions and services provided by health and human services
Evaluated every 3 years, reviewed once a year with the family
Evaluated once a year, reviewed with the family at 6-month intervals
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NJAC6A:14 Definition of Preschool Disabled
"Preschool child with a disability" corresponds to preschool handicapped and means a child between the ages of three and five experiencing developmental delay, as measured by appropriate diagnostic instruments and procedures, in one or more of the areas in (c)10i through v below, and requires special education and related services. When utilizing a standardized assessment or criterion-referenced measure to determine eligibility, a developmental delay shall mean a 33 percent delay in one developmental area, or a 25 percent delay in two or more developmental areas.
i. Physical, including gross motor, fine motor and sensory (vision and hearing);
ii. Cognitive; iii. Communication; iv. Social and emotional; and v. Adaptive.
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Screening, Identification, and Assessment
Assessment in early childhood special education is conducted for at least four different purposes:
Screening- easy to administer tests to identify children who may have a disability and who should receive further testing
Diagnosis- in depth, comprehensive assessment of all major areas of development to determine a child’s eligibility for early intervention or special education services
Program planning- curriculum based, criterion referenced assessments to determine a child’s current skill level, identify IFSP/IEP objectives and plan intervention activities.
Evaluation- curriculum based, criterion referenced measures to determine progress on IFSP/IEP objectives and evaluate program effectiveness
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Screening Apgar Scale
Heart rate, respiratory effort, response to catheter stimulation, muscle tone, color
Newborn Blood Test Screening Blood test taken 24-48 hours of birth Helps to prevent against diseases that can lead
to physical, health, sensory, developmental delays.
Developmental Screening Tests Screening to determine overall development in:
gross motor, fine motor-adaptive, language and personal-social
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Diagnostic Tools Tests measure performance in 5
developmental domains: Physical/Motor development Cognitive development Communication and language development Social and emotional development Adaptive developmentDetermines a child’s eligibility for early
intervention or special education services
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Developmental Domains Motor Development
Ability to move one’s body and manipulate objects within the environment
Involves improving general strength, flexibility, endurance, and eye-hand coordination, gross motor (large muscle) movement and mobility
Ex. Picking up a toy, write, tie a shoe Cognitive Development
Use of cognitive skills when attend to stimuli, perform a pre-academic skill (sorting, counting), recalling things that were done in the past, plan and make decisions about what to do in the future, integrate new information with learned information, problem solving
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Developmental Domains Communication/Language
Transmission of messages, information about needs, feelings, knowledge, desires
Child’s ability to respond nonverbally with gestures, smiles or actions
Acquisition of spoken language- sounds, words, phrases, sentences
Social/Emotional Competence in social skills- sharing toys, taking
turns, cooperating, resolving conflicts Feel good about themselves and know how to
express emotions or feelings
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Developmental Domains Adaptive Development
Self care and adaptive skills Dressing, undressing, eating, toileting,
tooth brushing, hand washing Ability to function independently across
multiple environments Provides enhanced opportunities for
learning
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Program Planning and Evaluation Tools
Curriculum Based Measures Identify child’s current levels of
functioning Select IFSP/IEP goals and objectives Determine the most appropriate
interventions Evaluation child’s progress
Example: Battelle Developmental Inventory, 2nd Edition (BDI-2)
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Curriculum and Instruction in Early Childhood Special Education
Curriculum and program goals Support families in achieving their own goals Promote child engagement, independence, and
mastery Promote development in all important domains Build and support social competence Facilitate the generalized use of skills Prepare and assist children for normalized life
experiences with their families Help children and their families make smooth
transitions Prevent or minimize the development of future
problems or disabilities
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Developmentally Appropriate Practice DAP- a philosophy and guidelines for basing teaching on
what is typically expected of children of different ages and developmental stages
Early Childhood Educators should: Knowledge must inform decision making:
Practitioner must know about child development and learning Know about each child as an individual Know about the social and cultural contexts each child lives in
Goals must be challenging and achievable: Learning and development occurs when new experiences build on what a child
already knows and is able to do and when those experiences also entail the child stretching a reasonable amount in acquiring new skills, abilities or knowledge
Teaching must be intentional to be effective: Intentionally– set up the classroom, plan curriculum, make use of various
teaching strategies, assess, interact with child, work with families
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Curriculum and Instruction in Early Childhood Special Education
Selecting IFSP/IEP Goals and Objectives Goals and objectives should be evaluated according
to the following five quality indicators: Functionality
increases child’s ability to interact with people and objects Generality
Represents a general concept as opposed to a particular task Can be adapted and modified to meet the child’s disability Used across different settings, with various materials and with
different people
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Curriculum and Instruction in Early Childhood Special Education
Instructional context Skill should be easily integrated into daily routing Meaningful in child’s natural environment Naturalistic use of skill
Measurability Performance or a product produced by its performance can be
seen, felt or heard Counted or timed and enable objective determination of progress
Relationship between long-range goals and short-term objectives
Short term goals should contribute to the direct attainment of long term goals
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Instructional Adaptations and Modifications
Modifications and adaptations to the physical environment, materials, and activities are often sufficient to support successful participation and learning by a child with disabilities Ex. Changing the duration or sequence of
activities, using a child’s preference as a conversation topic while playing, adaptive device, prompt and reward participation
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Instructional Adaptations and Modifications Embedded learning opportunities- incorporating
specialized, systematic instruction into typical preschool activities Ex. Mand-prompt-model, physical guidance
Preschool activity schedules should include a balance of child-initiated and planned activities, large- and small-group activities, active and quiet times, and indoor and outdoor activities
Example: Working with OT on throwing and catching and teacher includes ball catch into classroom activities.
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Supportive Physical Environment Physical arrangement of the classroom
must support the planned activities.
Ex. Provide an open area for larger group
activities Locate quiet areas together to minimize
distractions
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Service Delivery Alternatives for Early Intervention IDEA requires that early intervention services be
provided in natural environments to the greatest extent possible
Service delivery options for early childhood special education include: Hospital-based programs Home-based programs– Pros/Cons: few opportunities
for social interactions, very naturalistic, inexpensive to operate (versus going to a center)
Center-based programs– Advantages: Give support to parents, create opportunities for professionals to collaborate, allows for interaction with typical peers
Combined home-center programs
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Hospital Based Programs Services are provided to hospitalized
newborns and their families Neonatal Intensive Care Unit (NICU)
Neonatologists Nurses Social Workers Psychologists Infant Education Specialist
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Home Based Programs Depends on support of families Parents assume primary responsibility
as caregivers and teachers for their child with disabilities
EI specialist visits the home and teaches the parent how to administer the intervention
EI specialist evaluates and monitors progress, works with other professionals to see if program needs to be changed
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Home Based Programs Pros/Cons
Usually allow fewer opportunities for social interaction
Usually less costly More likely to be in natural environment
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Center Based Programs Provide EI services in a special
education setting outside the home Part of a hospital complex, special day
care center, or special preschool Specially designed developmental
center or training center that offers services
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Center Based Programs Encourage social interaction with
typical peers Provide opportunities for professionals
to collaborate Team of specialists can work together PT, OT, SLP, Educators
Provide support for parents from professionals and other parents
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Combined Home-Center Programs Combine center based practices along
with home based programs Provide services in a center along with
services in the home as well
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Families Parents are the most important people in an
early intervention programo Parents and families are most important in
making early intervention worko Parents are the most frequent and constant
observers of their children’s behavioro Parents know better than anyone else what
their children need and can help educators set realistic goals
o Parents can monitor and report on their children’s progress at home
o Parents can contribute to their children’s progress at every stage
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Resources
CDC – Act Early: http://www.cdc.gov/ncbddd/actearly/index.html
National Lekotek Center (toys and play for
children with special needs):http://www.lekotek.org/default.asp