GN Chapter 14

What is early intervention?

In the early childhood and special education literature, the term early intervention often refers
only to services provided to infants and toddlers from birth through age 2.
Early childhood special education refers to educational and related services provided to
preschoolers ages 3 to 5.
Early intervention consists of a comprehensive system of therapies, educational, nutritional, child
care, and family supports, all designed to reduce the effects of disabilities or prevent the
occurrence of learning and developmental problems later in life for children presumed to be at
risk for such problems (Smith & Guralnick, 2007).

Does early intervention work?

Despite these problems, most educators agree with Guralnicks (2005) conclusion that on
balance, the research evidence shows that comprehensive, experientially based early intervention
enhances the development of young children who already exhibit delays and helps children who
are at risk of developmental delays by preventing those delays entirely or by minimizing their
magnitude.
IDEA and early intervention/ Early childhood Special Education
The field of early childhood special education has grown out of several different fields
including early childhood education, elementary special education, medicine and
psychology.
Handicapped Childrens Early Education Assistance Act 1968
The Rehabilitation Act of 1973
Public Law 99-457 1986
The Americans with Disabilities Act of 1990
No Child Left Behind Act of 2001
Public Law 108-446 individuals with Disabilities Education Improvement Act 2004
PL 99-457 mandated preschool services for children with disabilities ages 3 to 5 and included a
voluntary incentive grant program for early intervention services to infants and toddlers and their
families.
What is IFSP? Whats the difference between IFSP and IEP
Individualized family services plan (IFSP)
IFSP

IEP

Individual Family Service Plan

Individualized Education Plan

Target Population

Target Population

In most states the IFSP is intended for children

and their families from birth through age 2.

In most states the IEP is intended for children ages 3

through 5.

Focus

Focus

The IFSP provides early intervention to meet the

unique development needs of the child and
family in the childs natural environment, which
typically means the childs home.

The IEP provides services and support for the child

within the context of the school system. To the
maximum extent possible the purpose of the IEP is
to ensure that the child has the same opportunity to
be educated as his or her non-disabled peers.

Eligibility

Eligibility

Based on an evaluation for children from birth

through age 2.

Based on evaluation for children ages 3-5.

Development of the Plan

Development of the Plan

The plan is developed annually by an IFSP team,

which includes the family as well as a group of
child development experts (typically a
pediatrician, an occupational therapist, a speech
therapist, a social worker, and an early childhood
special education teacher). The plan is based
upon the evaluation of the needs of the child and
family.

The plan is developed by the IEP team and takes into

account strengths of the child, concerns of the
parents for enhancing the education of their child,
the results of the child s initial and/or most recent
evaluation of the child, and the academic,
developmental and functional needs of the child

Review of Plan

Review of Plan

The plan is typically reviewed every 6 months.

The plan is reviewed periodically, but usually not

less than annually.

Statement of Performance

Statement of Performance

Contains information about the childs present

levels of motor, cognitive, communication,
social/emotional, and adaptive (self-help skills)
development.

Contains information about the childs present level

of academic achievement and functional
performance, including for preschool children, as
appropriate, how the disability affects the childs
participation in appropriate activities.

Services

Services

Services are provided in the natural environment,

which typically means within the home or at
child care centers.

Provided, to the maximum extent appropriate within

the school alongside children who are not disabled.

Goals and Objectives

Goals and Objectives

Helps the child to reach development goals.

Prepares the child to learn alongside his/her nondisabled peers in the school system.

What is the Assessment and evaluation in early childhood special education?

Screening. Quick, easy-to-administer tests to identify children who may have a

disability and who should receive further testing.
Diagnosis. In-depth, comprehensive assessment of all major areas of development to
determine a childs eligibility for early intervention or special education services.
Program planning. Curriculum-based, criterion-referenced assessments to deter- mine a
childs current skill level, identify IFSP/IEP objectives, and plan intervention activities.
Evaluation. Curriculum-based, criterion-referenced measures to determine progress on
IFSP/IEP objectives and evaluate program effectiveness.

What are the 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 for and assist children with normalized life experiences in their families, schools, and
communities
Help children and their families make smooth transitions
Prevent or minimize the development of future problems or disabilities

What is DAP?
Developmentally appropriate practice (DAP) is a philosophy and set of practice guidelines based
on that belief. DAP is a framework of principles and guidelines that outline practice that
promotes young childrens optimal learning and development. (NAEYC, 2011a)
What Instructional adaptations and modifications should be made in early childhood
special education classroom?
Providing specialized instruction to remediate delays caused by the childs disabilities
and prevent any secondary disabilities from developing is the cornerstone of what early
childhood special educators do (Sandall, Schwartz, & Joseph, 2000, p. 3).
One effective method for incorporating intentional instruction into typical preschool
activities is called embedded learning opportunities.
teachers should look and plan for ways to embed brief, systematic instructional
interactions that focus on a childs IEP objectives in the context of naturally occurring
classroom activities.
What are service delivery alternatives for early intervention?
In hospital-based programs, early intervention services are provided to low-birth-weight
and other high-risk newborns in neonatal intensive care units (NICUs).
In home-based programs, a childs parents act as the primary teachers, with regular
training and guidance from a teacher or specially trained paraprofessional who visits the
home.
Parents and families are the most important people in an early intervention program.
They can act as advocates, participate in educational planning, observe their childrens
behavior, help set realistic goals, work in the classroom, and teach their children at home.
In center-based programs, a child comes to the center for instruction, although the
parents are usually involved. Center programs allow a team of specialists to work with
the child and enable the child to meet and interact with other children.
* Many programs offer the advantages of both models by combining home visits with
center-based programming.
Local resource:
Texas Project FIRST - Families, Information, Resources, Support & Training
http://texasprojectfirst.org/PreschoolProg.html
TEA
http://tea.texas.gov/index4.aspx?id=2147494988
Multicultural Research Article
Demirok, M. S., & Haksiz, M. (2015). The Comparison of Early
Childhood Special Education System in Turkey with in

Hungary, Italy and Romania. Procedia-Social and

Behavioral Sciences, 205, 648-654.
Summary:
In this research early childhood special education services in Turkey were compared with
special education services in Hungary, Romania and Italy. In special education early
childhood education systems Romania, Hungary and Italy use inclusion education system
and in addition integred education system is used in Hungary. In Turkey besides
individualized education programme, inclusion system is used. In general despite the
education system of these four countries are the same, they use inclusion herewith.