Educational Services for Individuals with Exceptionalities

1. Educational Services for Individuals with Exceptionalities Early Childhood Special Education

2. 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.

3. 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

4. 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)

5. 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

6. 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

7. Early Intervention • Settings • Center-based • Home-based • Hospital-based • Combination • Services • Identification • Hospital • School screening • Referral services • Diagnostic • Direct intervention programs

8. Purpose for Early Intervention • Enhance the child's development • Provide support and assistance to the family U.S. Department of Education

9. 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

10. Enhancing Child Development • Rate of learning and development is most rapid in the preschool years • Timing is important • “Teachable moments” • Developing potential

11. 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

12. Intensity & Structure • Appropriate to needs • Target priority needs • Appropriate referrals • Evidence-based practices

13. Maximize Benefit • Increase developmental and educational gains • Decrease dependence • Increase family coping skills • Increase potential and productivity

14. 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

15. 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

16. Resources • http://www.firstsigns.org/ • http://www.zerotothree.org/ • http://www.parenting247.org/