The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
2. Brought to you by….
Kamna Seth, M. S.
Director, ECE Initiatives
The Source For Learning, Inc.
Gauri Shirali-Deo, M Ed.
Senior Manager, ECE Initiatives
The Source For Learning, Inc.
3. Joint Position Statement of the
Division of Early Childhood (DEC)
and National Association for the
Education of Young Children (NAEYC)
Early childhood inclusion embodies
the values, policies, and practices that
support the right of every infant and
young child and his or her family,
regardless of ability, to participate in a
broad range of activities and contexts
as full members of families,
communities, and society.
4. Definition of Early Childhood Inclusion
Access Participation Evaluate
Defining
features of
inclusion that
can be used to
identify high
quality early
childhood
programs and
services are:
6. NAEYC
Early Childhood
Program
Accreditation
Standard 10:
Leadership and
Management
10.A.07 I-T-P-K
The program administrator and other
program leaders systematically support
an organizational climate that foster trust,
collaboration, and inclusion.
Criteria related to children with
special needs
7. NAEYC
Early Childhood
Program
Accreditation
Standard 7:
Teachers
6.A.12 I-T-P-K
All teachers, assistant-teachers,
aides…must have specialized college
level course work or professional
development training that prepares them
to work with children with special needs.
Criteria related to children with
special needs
8. INCIDENCE
• In 2006–2008 ∼1 in 6 children in the United States were diagnosed
with a DD.
• Over the last 12 years, the Prevalence of DDs has increased 17.1%—
that’s about 1.8 million more children with DDs in 2006–2008
compared to a decade earlier;
• Prevalence of autism increased 289.5%;
• Prevalence of ADHD increased 33.0%; and,
• Prevalence of hearing loss decreased 30.9%.
9. COORDINATION AND FAMILY
SUPPORT
•Rights and Referral
•Screening
•Evaluation
•Qualified Services
•Bringing it all together (IEP/IFSP) and
progress monitoring
•Transition to Part C
14. NAEYC
Early Childhood
Program
Accreditation
Standard 7:
Assessment of
Child Progress
4.B.03 I-T-P-K
Norm-Referenced or Standardized
tests are primarily used, when
seeking info on eligibility for special
services…….formal assessments are
combined with informal
assessments….
Criteria related to assessment of
children with special needs
16. What effective programs do
Observe individual children systematically
Assess developmental status
Create rich & varied learning opportunities
Plan and deliver learning opportunities & support
Provide intervention based on assessment data
18. NAEYC
Early Childhood
Program
Accreditation
Standard 7:
Families
7.B.04 –U-I-T-P-K
When program staff suspect that a child
has a developmental delay or other
special need, this possibility is
communicated to families in a sensitive,
supportive, and confidential manner and
is provided with documentation and
explanation for the concern, suggested
next steps, and information about
resources for assessment.
Criteria related to working with families of
children with special needs and the community
19. NAEYC
Early Childhood
Program
Accreditation
Standard 7:
Families
7.C.06 I-T-P-K
Program staff use established linkages with
other education programs and local
elementary schools to help families prepare
for and manage their children’s transitions
between programs, including special
education programs…
Criteria related to working with families of
children with special needs and the community
20. NAEYC
Early Childhood
Program
Accreditation
Standard 8:
Community
Relationships
8.A.05 I-T-P-K
Program staff identify and establish
relationships with specialized consultants,
who can assist all children’s and families’ full
participation in the program. This assistance
includes support for children with disabilities,
behavioral challenges, or other special
needs.
Criteria related to working with families of
children with special needs and the community
21. NAEYC
Early Childhood
Program
Accreditation
Standard 10:
Leadership and
Management
10.B.10 I-T-P-K
Policies guide the appropriate use of
specialized consultants to support staff’s
efforts to meet the needs of the children
and families to fully participate in the
program…..
Criteria related to working with families of
children with special needs and the community
22. Using data to celebrate success and
build partnerships with families
Children’s learning is enhanced when staff
and families both form strong
partnerships and share information
effectively.
Sharing info with families from ongoing
child assessments help sustain the family-
program partnership.
Sharing different perspectives of this data
is an essential step toward healthy
learning environments for children.
23. Using data to foster community relations
Availability of support
services in the
community to meet the
needs and interests of
the families.