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Educational Services for Individuals with Exceptionalities Early Childhood Special Education.
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Transcript of Educational Services for Individuals with Exceptionalities Early Childhood Special Education.
![Page 1: Educational Services for Individuals with Exceptionalities Early Childhood Special Education.](https://reader036.fdocuments.us/reader036/viewer/2022082506/5697c01b1a28abf838ccf53a/html5/thumbnails/1.jpg)
Educational Services for Educational Services for Individuals Individuals
with Exceptionalitieswith Exceptionalities
Early Childhood Early Childhood
Special EducationSpecial Education
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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.
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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
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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)
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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
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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
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Early Intervention• Settings
– Center-based– Home-based– Hospital-based– Combination
• Services– Identification
• Hospital• School screening• Referral services
– Diagnostic– Direct intervention programs
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Purpose for Early Intervention
• Enhance the child's development
• Provide support and assistance to the family
U.S. Department of Education
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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
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Enhancing Child Development
• Rate of learning and development is most rapid in the preschool years
• Timing is important
• “Teachable moments”
• Developing potential
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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
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Intensity & Structure• Appropriate to needs
• Target priority needs
• Appropriate referrals
• Evidence-based practices
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Maximize Benefit• Increase developmental and
educational gains
• Decrease dependence
• Increase family coping skills
• Increase potential and productivity
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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
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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
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Resources• http://www.firstsigns.org/
• http://www.zerotothree.org/
• http://www.parenting247.org/