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Early Identification and Intervention. Can we counteract the effects of poverty and maternal deprivation? Why must we catch reading problems early? video = http://link.brightcove.com/services/player/bcpid60717629001?bctid=6801860001 Legal guidelines Identification Interventions
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Early Identification and Intervention • Can we counteract the effects of poverty and maternal deprivation? • Why must we catch reading problems early? video = http://link.brightcove.com/services/player/bcpid60717629001?bctid=6801860001 • Legal guidelines • Identification • Interventions • Early success in school is necessary but not sufficient to success in later schooling.
Legal support • Head Start (1964) • 92-424 required Head Start to include 10% of enrollment to children with disabilities • 99-457extends 94-142 increases support to ages 3-5 (sets intervention or econ support) and adds support 0-2 • 101-476 IDEA brings services to infants who are exposed to substance abuse. • 102-119 expanded 99-457 to include comprehensive services to students with disabilities ages 3-5 and begin IFSP and multidisciplinary evals for ages 0-2
Identification and Prediction Issues • http://www.ldonline.org/article/Learning_Disabilities_and_Young_Children%3A_Identification_and_Intervention • Prenatal • Alpha-fetoprotein blood test to determine birth defects or Down syndrome • Sonography (Ultrasound) to see proportions and body • Amniocentesis to test placenta to determine a number of disabilities • Postnatal screening • Apgar test to determine weaknesses • Heart rate, respiratory effect, muscle tone, physical state (e.g. skin color) • Evaluations with Curriculum (presented later) • What is the predictability of such tests and evals?
Interventions: Services • Hospital • May provide interventions from first day • Home and Family • In-home interventions to account for in-home routines • Early Childhood Intervention Center • Aimed at working with children at center and in home • Therapists to work with children up to 45 min/day • Use developmentally appropriate practices (e.g. exploration) • Day-Care and Early Childhood Center • Usually not designed for students with disabilities • Teachers usually need additional training • Lead to many positive personal and social effects long term due to abilities to make decisions • School possible between ages 3-5
Intervention: Curriculum • Assessments: • Type-motor development, fine motor, speech and language, social and emotional, self-help • Format- transdisciplinary play (assesses in a natural setting) • Curriculum • Special Equipment (wheelchair, hearing aid ..) • Reductionism and task analysis (drinking, eating ..) • Exposure to a variety of educationally sound experiences (print) • When older – many explicit instructional strategies are introduced.
Next Steps • Later this semester we will discuss academic interventions are important to helping students who may be at-risk for LD. • According to the Child Development Institute we need to recognize and respond to children’s needs through: • An intervention hierarchy entailing three tiers of instruction and intervention. • Screening, assessment, and progress monitoring to guide the teacher’s decision to move a child from one tier to the next. • Research-based curriculum, instruction, and intervention. • Collaborative problem-solving.
Summary • What are the possible placements where an infant with a disability can be served? • How is a child assessed before birth to determine if a disability may be present? • How is a child tested after birth? • What kinds of curricula are possible for different age levels of children with disabilities?
