Early intervention services provide support for infants and young children at risk for developmental delays from birth to age 6. There are three main types of early intervention: home-based, center-based, and an eclectic approach combining both. Home-based intervention involves therapists visiting the child's home to work with the parents. Center-based care provides expert support from multiple therapists at a central location. An eclectic approach uses a mix of home visits and center-based services tailored to the individual needs and situation of each child and family. The goal of any early intervention is to support the healthy development of children's physical, cognitive, communication, social/emotional, and self-help skills.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
Educating learners with special needs is often the most challenging task of a teacher yet also the most neglected by policy makers and politicians. In most developing countries there is little relevant data to identify the number of disabled children, making it impossible to carry out appropriate interventions
Low incidence disabilities in special studentsNimraMaqsood11
For inclusive education, STUDENTS with low incidence disabilities
A visual or hearing impairment simultaneous visual and hearing impairments.
Students with low-incidence disabilities make up 20% of all students with disabilities.
Small numbers of vulnerabilities related to low instability are affected. In private school, this usually means that with superior teachers, children with many disabilities need skills and knowledge.
Friend and Bur suck (2012) say students with low-incidence disabilities:
have received some type of special education service since birth.
need the same attention as students without disabilities.
includes students with moderate to severe intellectual disabilities
Superior grade of life.
Opportunity for soundness.
Appreciate to these people in community.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
Educating learners with special needs is often the most challenging task of a teacher yet also the most neglected by policy makers and politicians. In most developing countries there is little relevant data to identify the number of disabled children, making it impossible to carry out appropriate interventions
Low incidence disabilities in special studentsNimraMaqsood11
For inclusive education, STUDENTS with low incidence disabilities
A visual or hearing impairment simultaneous visual and hearing impairments.
Students with low-incidence disabilities make up 20% of all students with disabilities.
Small numbers of vulnerabilities related to low instability are affected. In private school, this usually means that with superior teachers, children with many disabilities need skills and knowledge.
Friend and Bur suck (2012) say students with low-incidence disabilities:
have received some type of special education service since birth.
need the same attention as students without disabilities.
includes students with moderate to severe intellectual disabilities
Superior grade of life.
Opportunity for soundness.
Appreciate to these people in community.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
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a
p
t
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6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
C
h
a
p
t
er
6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
iHV regional conf: Robin Balbernie - Holding the future: The importance of he...Julie Cooper
Presentation by Robin Balbernie at the Institute of Health Visiting Regional Professional Conferences 2015.
Robin Balbernie is Clinical Director at PIP UK.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
Childcare is an important part of a child's growth and development because it gives kids a safe, caring place to grow physically, socially, emotionally, and mentally. Parents can choose from different kinds of child care, such as centre-based care, family care, nanny care, and babysitters. A child&’s socialisation, cognitive development, emotional development, and readiness for school can all be affected by the quality of care they get. It&’s important to do research before choosing a childcare in Dural.
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
What Is the Early Childhood Intervention (ECI) Program? | Future Education Ma...Future Education Magazine
Early Childhood Intervention is a systematic and holistic approach aimed at identifying and addressing developmental delays or disabilities in young children.
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
6. DEFINITION OF
EARLY INTERVENTION
Early Intervention is a term, which
broadly refers to a wide range of
experiences and supports provided to
children, parents and families during the
pregnancy, infancy and early childhood
period of development. [Dunst - 1996].
7. Continuation…
Early Intervention is the
introduction of planned
programming deliberately
timed and arranged in order to
alter the expected or projected
course of development [Siegal
- 1972].
8. WHAT IS EARLY INTERVENTION?
Early intervention is a system of services
that helps babies and toddlers with
developmental delays or disabilities. Early
intervention focuses on helping eligible
babies and toddlers learn the basic and
brand-new skills that typically develop
during the first three years of life.
10. Timing of intervention becomes particularly important
when a child runs the risk of missing an opportunity to
learn during a state of maximum readiness.
12. AIMS OF EARLY INTERVENTION PROGRAMME
Early identification of infants at risk
Early identification of developmental
delays
Acceleration of rate of development
Acquisition of new behaviour/skills
13. Continuation…
Increase in independent functioning
Early detection and prevention of secondary
handicaps
Psychosocial support to families
To prevent, at-risk conditions or early
developmental irregularities from developing into
more serious problems.
14. “The child must know that he is a
miracle, that since the beginning of
the world there hasn’t been, and
until the end of the world there will
not be, another child like him.”
Pablo Casals
16. TYPES OF EARLY INTERVENTION
There are different types of
intervention can be provided- in the
home, in a centre, or by adopting an
approach that combines the two.
The arrangements for providing
intervention should be flexible.
17. Continuation…
The mother would essentially be fulfilling
many other roles and duties that demand
her time and attention.
This aspect has to be seriously considered
and alternative have to be found. One
alternative is accepting her varied roles
and providing support.
18. There are as basically three types of (or) service delivery models of
Early Intervention. They are as follows:
MODEL
HOME-
BASED
MODEL
CENTRE-
BASED
MODEL
ECLECTIC
20. HOME-BASED INTERVENTION
Trainer or the intervener visits the house of the
child with disability or developmental delays.
After understanding the family and its
environment, assess the child with disability and
ensuring medical intervention (if needed), the
home trainer begins the intervention.
Intervener works with parents to prioritize the
training needs of the child.
21. Continuation…..
The intervener teaches the parents how to
monitor the child’s progress and accordingly
proceed with the training activities.
The intervener makes periodic visits to the
house- one to three times a week, depending
on mutual convince, to provide the training
and to monitor progress.
The trainer maintains a records of the child
with disability’s progress and present
condition and activities.
23. SL.
NO
MERITS DEMERITS
1 Child learns in natural
environment. There is no
need for transfer of
learning from centre to
home condition.
Trainer can cover limited number of
children with disabilities due to
distance, travel time and
individualization of the programme.
2 Parents are involved in
their child’s learning.
A large number of home trainers are
needed to reach out the populations
through home training.
3 Materials required for
stimulation are available at
home.
The family will not have a chance to
meet other such families and have an
exchange of information about their
24. 4 All family members can
learn the intervention
skills and carry them out
with the CWSN
Training offered by one
trainer to another will differ
and may not be standard
unless there is a system of
coordination and monitoring.
5 The trainer has a good
understanding of the
family and its strengths
and problems.
The child may need the
services of more than one
expert, which a home trainer
may not be able to provide.
25. CENTRE- BASED INTERVENTION
A centre-based approach provides varied types of
help at a central location.
At the centre, group experts, including a doctor, social
worker, special educator and therapist for speech and
motor aspects, attend to the child and train the parents/
caregivers to carry out tasks at home to foster the
development of the child.
There are three ways in which the expert team at a
centre may interact with parents and the child:
26. CENTRE- BASED INTERVENTION
A centre-based approach provides varied types of
help at a central location.
At the centre, group experts, including a doctor, social
worker, special educator and therapist for speech and
motor aspects, attend to the child and train the parents/
caregivers to carry out tasks at home to foster the
development of the child.
There are three ways in which the expert team at a
centre may interact with parents and the child:
27. a) Each member of the expert team
meets the parents and the child and
provides interventionb) The team of experts, together,
attends to the child and the family and
provides intervention.
c) All experts meet and discuss the
child's care, and one team member
receives information from all of them
and in turn interacts with the child and
28. Continuation…
Each of intervention functioning are of the
expert team at the centre has its own strengths
and limitations.
Depending on the centre and resources
available, one or a combination of arrangements
can be used.
29. Continuation…
Irrespective of the model of interaction adopted, in centre-based
training, the child and the family receive help with methods and
materials suitable for the development of the child.
The child may visits the child periodically, day, once a week, or
more/less frequently, depending on the distance, convenience of
the family and the centre as well as the need of the child, to
receive the intervention and guidance on training to be carried out
at home.
31. SL.
NO
MERITS DEMERITS
1 Child gets direct services from the
experts using suitable aids,
appliances and assistive devices.
Transportation may be a major
problem in centre-based programme.
2 The parents/caregiver learns and
clarifies doubts from the experts
and therefore, feels more confident
about intervention.
Parent have to travel with CWSN to
reach the centre, which may mean a
day’s wages part from the travel
expenses.
3 The parents have an opportunity to
meet other parents of CWD and CW
Developmental Delays which helps
in developing positive attitude.
If not properly planned, having too
many people to guide the parents may
confuse them.
32. 4 It helps parents to gain
competence in handling
their child better as well
as helping another parent
in need .
It may be expensive in some
centers.
5 The child learn from other
children and also develop
social skills by playing
with other children.
All experts may not be
available in some centers
and also lesser the degree of
parent and family
involvement.
35. ECLECTIC INTERVENTION
The eclectic type is simply the combination of
home-based and centre-based intervention
strategies.
Parents and the child receive a combination of
services.
CWSN visits the centre periodically and other days the
home trainer, who is the link between the centre and the
family, visits the child at home once every 2-3 days and
provides services.
36. Continuation…
CWSN receives both kinds of services -
home-based and centre-based.
Depending on the location of the centre
residence of the child,
availability of resources,
practical convenience/ difficulty,
needs of the child and availability of services,
a parent can choose an eclectic programme.
37. “Free the child’s potential, and you
will transform him into the world”
-Maria Montessori
38. CONCLUSION
Therefore, early interventions are basically of three types: home-
based intervention, centre- based programmes and eclectic model. It
is also known as service delivery models of early intervention. Hence,
it is understood that early intervention means to provide appropriate
stimulation and carrying out individualized educational and therapeutic
activities to the child with intellectual disability, as well as providing
necessary support and guidance to the family.
39. REFERENCE
1. TNOU (2008). Nature and Needs of various
Disabilities: An Introduction; Directorate of
Technical Education Campus Guindy, Chennai.
2. NIMH (2008), Organization of Early
Intervention Services; Pg.No. 11, 12, 18-21.