Educational Services for Individuals with Exceptionalities Early Childhood Special Education

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.

IDEA ‘97 - Sec Maintain and implement a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families

IDEA ‘97 - Sec Facilitate the coordination of payment for early intervention services from Federal, State, local, and private sources (including public and private insurance coverage)

IDEA ‘97 - Sec 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

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

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

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

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

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

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

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

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

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

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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