2. 618: Lifelong Integration Implementation with Infants and Preschoolers with Special Needs Implementation with Students with Mild Disabilities (High-incidence) and Severe Disabilities (Low-incidence)

3. React to these statements in Chapter 9 “The services provided by these regulations should be multidisciplinary, coordinated, family- centered, and provided in settings where children without special needs are served” (Correa & Jones, 2003, 310). “The role of quality advisor or service coordinator can vary with individual children and families. A paradigm of service coordination has emerged under Part C that emphasizes family- driven versus agency-driven practices” (325) (in Cook et al, 2004).

4. Early Childhood law PL 99-457 –in 1986 extended services to children ages 305; included IFSP –An Individualized Family Service Plan (IFSP) documents and guides the early intervention process for children with disabilities and their families. IFSPs work in accordance with Part C of IDEA Head Start –Head Start began with a task force recommendation in 1964 for the development of a federally sponsored preschool program to meet the needs of disadvantaged children, Head Start has grown to serve children from birth to age 5 and their families. http://www2.acf.dhhs.gov/programs/hsb/about/index.htm –Early Head Start, established in 1994 by the Head Start Reauthorization Act, offers comprehensive pre to postnatal child development and family support services for low-income pregnant women, infants, toddlers and their families.

5. Service Delivery Options Hospital-based programs –Multiple levels of care given to children born with illnesses, disabilities, or difficult to diagnose symptoms. Home-based approaches –Recommended for what ages? –Why home-based? Center-based approaches –Recommended for what ages? –Why center-based?

6. Instructional Techniques Structured Play therapy –Improves socialization (Odom, 1998) but many argue it should occur with –It has been observed that a high percentage of children with reading and learning disabilities (i.e.: dyslexia) skipped crawling and creeping during infant development (Pavlides 1987) –Movement patterns like crawling and creeping are correlated with long term reading and learning proficiency. This brain-body connection lies in visual focusing distances, midline orientation, and hand-eye coordination skills used during early crawling and creeping. These motor skills stimulate visual acuity and tracking from approximately the same distance that a child will utilize for reading and writing (Goddard, 2002). –http://www.playtherapygames.com/HTML/dgptbook1.htmlhttp://www.playtherapygames.com/HTML/dgptbook1.html

7. More Instructional Techniques Response-prompting procedures –Teach and prompt social cue –Respond with praise to reinforce immediately. Responding immediately will help shape the behavior by letting the student know whether she responded correctly. Developmentally appropriate practices (DAP), 320 –Using your knowledge of development provide games and experiences appropriate

8. React to these statements in Chapter 10 The “diversity in members of teaching teams is a major benefit since it provides multiple perspectives in dealing with students and other issues” (in Schamber, 1999, 354) “…labeling should be kept to a minimum because of the possible adverse reactions of parents or students… instead focus on students’ strengths and specific needs..” (Correa et al, 341)

9. Implementation with Students with Mild Disabilities Characteristics … Teaching Strategies –Self-monitoring strategies (Frank & Brown, 1992; Montague & Bos, 1986) –Cooperative learning or reciprocal teaching (Fuchs & Fuchs, 2004) –Direct Instruction (Engelmann and Stein) Social Behavior Strategies –Positive Behavior Support (Chandler, 2005)

10. React to these statements in Chapter 11 “A major function of the team serving students with severe disabilities is to help them reach their optimal potential for independence and community living with nondisabled people” (Correa et al, 370). “Delineating the roles of each of the team members within the educational and community setting is a first step in clarifying each group’s function on the team” (Correa et al, 386).

11. Implementation with Students with Severe Disabilities Physical Instruction –Neurodevelopmental treatment –Lifting, transferring, carrying, positioning –Adaptive equipment Sensory Instruction –Orientation and mobilization –Assistive aids Medical Support Self-care Communication Community

12. Instructional techniques Prompting and cueing (Iwata et al, 1998) Behavior analysis (ABA) (Westling & Fox, 2004) Task analysis Functional skill building (Rainforth & York- Barr, 1997) Academic skills (Browder, 2001) Self-determinism (Wehmeyer & Palmer, 2003)

13. Role of Service Personnel Who is involved with Early Childhood? Mild Disabilities? Severe Disabilities? What are the similarities and differences between roles of service personnel?

14. Questions Techniques: What general approaches are used for early childhood that are different than those used mild or severe disabilities? How does the severity of the student affect service delivery? –Early childhood –Mild? – Severe?