Chapter 14 Early Childhood Special Education

The Importance of Early Intervention IDEA and Early Childhood Special Education Mandates early intervention services for any child under 3 years of age who has developmental delays 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-risk

Individualized Family Services Plan 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

Screening, Identification, and Assessment Assessment in early childhood special education is conducted for at least four different purposes: Screening Diagnosis Program planning Evaluation Tests measure performance in 5 major areas: Motor development Cognitive development Communication and language development Social and emotional development Adaptive development

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

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 Generality Instructional context Measurability Relationship between long-range goals and short-term objectives

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 Embedded learning opportunities 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

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 Center-based programs Combined home-center programs

Families Parents are the most important people in an early intervention program Act as advocates Participate in educational planning Observe their child’s behavior Help set realistic goals Work in the classroom Teach their children at home