1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
The first years of life are a critical period for children who are at risk for or have disabilities. Each month the child risks falling further behind typically developing age mates if early intervention services are not provided. Early intervention services consist of educational, nutritional, childcare, and family supports designed to reduce the effects of disabilities or prevent the development of problems later in life for children at risk. Repeated research clearly demonstrates that the sooner professionals and parents intervene with educational programs, the better the outcome for the exceptional child.
IDEA guarantees a free, appropriate public education to all children. When it was originally passed, this law did not specifically require that preschool-aged children be served. Amendments to the legislation either mandated educational services or provided monetary incentives to provide those services.
Involving the family in the assessment and treatment of infants and toddlers has become a crucial component of early childhood special education. In fact, IDEA mandates that it is the family that is the recipient of educational services and an Individualized Family Service Plan (IFSP) must be developed for families of children receiving intervention services.
Early intervention has begun to shift away from assessment instruments and procedures that are based entirely on developmental milestones and move towards curriculum-based assessment, which links testing, teaching, and new skill acquisition by the child. In other words, children are being assessed in terms of what they need to be able to do rather than how well their behavior corresponds to age-equivalent norms.
Special education is known for its team approach to program planning. Nowhere is this more true or more important than in early childhood special education. The parents are not only encouraged to take an active role in their childŐs education; they are often the recipients of services themselves. A childŐs progress might be quite difficult without parental assistance and insight. Both the support provided and needed by parents in early intervention programs are very important, and teachers must be sensitive to individual parentsŐ limits of involvement.
Chapter Outline and Objectives
THE IMPORTANCE OF EARLY INTERVENTION
1. Define and describe early intervention services for children with or at risk for the development of disabilities.
2. Summarize the findings of early intervention research that has led to legislation mandating early intervention services.
3. List the outcomes for early intervention services identified by congress.
IDEA AND EARLY CHILDHOOD SPECAL EDUCATION
1. List and describe the regulations pertaining to early childhood special education.
2. List and describe the four risk conditions that may entitle a young child to receive early intervention services.
3. List the components of an IFSP.
SCREENING, IDENTIFICATION, AND ASSESSMENT
1. List and describe the four purposes of assessment and evaluation in early childhood education.
2. Identify examples of screening tools.
3. Identify examples of diagnostic tools.
4. Define and describe curriculum based measurement.
CURRICULUM AND INSTRUCTION IN EARLY CHILDHOOD SPECIAL EDUCATION
1. List and describe the eight curriculum and program goals in early childhood special education.
2. Define and provide examples of developmentally appropriate practice.
3. Describe why curriculum based entirely on developmentally appropriate practice may not meet the needs of young children with disabilities.
4. List and describe the five quality indicators of IFSP goals and objectives.
5. Identify examples of curricular and instructional modifications.
SERVICE DELIVERY ALTERNATIVES FOR EARLY INTERVENTION
1. List and describe the types of service delivery options available in early childhood special education.
CURRENT ISSUS AND FUTURE TRENDS
1. List the two areas of need pertaining to research in early childhood special education.