Early Childhood Disabilities

Early Childhood Disabilities

What In-Service Teachers Need to Know About the ECSE Concept of the Preschool Child Who Had Not Previously Received Infant-Toddler Early Interventions Services

Early intervention (EI) and early childhood special education (ECSE) are similar in dealing with young children with impairments before they enter school. Many supports are available for EI, including occupational therapy, nursing, and visual services. These take place in a range of locations as well, including homes, hospitals, preschools, community programs, faith-based environments, parks, Early Head Start (EHS) or Head Start (HS), and zoos (O’Brien, 2019). These were founded in the 1960s to assist young children with impairments. However, they were initially created through various nonprofit groups that offered assistance to families until 1986, when Public Law 99-457 (Education of Handicapped Act Amendments) was passed. This statute expanded the Least Restrictive Environment (LRE) for free appropriate public education (FAPE) (O’Brien, 2019). The need for children to attend preschool, particularly those with disabilities, is quite precise. Furthermore, Public Law 99-457 stipulates that comprehensive programs must be implemented for infants and toddlers with impairments and their families. According to O’Brien et al. (2019), the complete program supports preventing and/or treating developmental delays and/or disabilities. The interventions are supported by scientific evidence.

According to O’Brien et al. (2019), infants and toddlers qualify for Early Intervention/Early Childhood Special Education (EI/ECSE) through three distinct criteria. The first criterion is met when a child demonstrates a delay in development in one or more areas. The second method comes from diagnosing a known risk condition (O’Brien et al., 2019). Further, according to O’Brien et al. (2019), the third method is to have an informed clinical opinion (ICO). Delivering early intervention services in the child’s natural environment enables the child and family to acquire novel techniques, utilizing the kid’s toys and surroundings to foster development and progress. Services provided in natural surroundings can facilitate the acquisition of skills by the family or other caregivers to integrate the child into the community. Active parental engagement in a child’s early childhood education leads to positive learning and high-quality care outcomes. It results in improved social, emotional, and educational outcomes. As a parent, one has a crucial role in a child’s early childhood education and care.

Why Family-Centered Approach to Providing Early Intervention in the Natural Environment Is Important

According to each state’s definition of developmental delay, which is based on the discrepancy between an individual’s chronological age and current performance in one or more developmental domains, there exists a standard deviation or current delay (O’Brien et al., 2019). Several recognized risk factors include chromosomal and genetic diseases, severe visual or hearing impairment, congenital infections, illnesses of the central nervous system, autism spectrum disorder (ASD), and ailments affecting newborns (O’Brien et al., 2019). EI/ECSE professionals apply a procedure to determine eligibility. There are numerous terms used to describe a child. A family process must be completed for children who are found to require care through the referral process. The service coordinator creates what is known as an Individual Family Service Plan (IFSP) after eligibility has been determined. A service coordinator is appointed to the family to assist in determining the necessary steps, and the IFSP—a legal document similar to an Individualized Education Plan (IEP)—is prepared. There are particular services and support available in the IFSP that involve families.

These programs need to combine family-friendly and child-centered strategies to be effective. In addition, parents’ roles are essential to the education and development of children with impairments. Parents serve as valuable sources of information regarding their children’s growth and learning. They can provide insights into their children’s preferences, interests, hobbies, strengths, concerns, and past experiences. Additionally, parents can offer details about their children’s activities and behavior outside of formal educational and clinical environments. Parents and practitioners work together in the EI/ECSE programs to help with information sharing. Parents work as a team to achieve the developmental results of shared objectives that EI/ECSE addresses. Benefits accrue when all members of the team work together. Effective parent participation requires careful preparation, building and maintaining a rapport, and knowing each parent’s unique needs and interests. Parents can participate in various ways in which their assistance is provided. The balance of the program’s policies is what matters. For parents and children with disabilities, practitioners’ work counts. Early intervention programs effectively assist families in substituting activities for children with disabilities. When ECSE and EI are used effectively with families of disabled children, they are beneficial. Numerous activities, such as taking the kids for a neighborhood walk or a zoo trip, can be incorporated into the ECSE/EI programs.

The Role of Research and Evidence-Based Practice in Early Childhood Interventions

Data indicate that EI providers are commonly disregarded as valuable team members and left out of meetings and the formulation of Individual Education Programmes (IEPs) and Individual Family Service Programmes (IFSPs) (Sheppard & Moran, 2021). The EI professionals play a crucial role in supporting families and facilitating the children’s transition to kindergarten. Additionally, the EI practitioners facilitate inclusion, as does integrating therapy into the kids’ daily activities (Sheppard & Moran, 2021). Evidence-based practice in early childhood involves synthesizing the most reliable research, insights from professionals, and input from children and carers to identify and deliver services that have been evaluated and proven to yield favorable results for children and families. Bruns et al. (2017) presented findings from their leadership studies that are useful to leaders. They can get ongoing training that is open to all working in delivering EI/ECSE services, whether it is official or informal, episodic or continuous (Brunset al., 2017). Bruns et al. (2017) note that the provision of pre-service training programs at both basic and advanced levels, along with ongoing professional development activities such as workshops, in-service training, and conferences at various administrative levels (local, state, or federal), was intended to enhance knowledge and competency among professionals. These are crucial to comprehending the leadership associated with EI/ECSE and its offerings.

The Concept of Embedded Intervention Used to Provide Early Intervention/Each Childhood Special Education

Embedded instruction facilitates children’s acquisition of skills by engaging in familiar routines and activities while interacting with familiar individuals and objects (Anita Zucker Center, n.d). Embedded instruction facilitates the application of learned abilities across many routines and activities in children. Embedded instruction facilitates the long-term retention and application of learned abilities in youngsters (Anita Zucker Center, n.d). The creation of ECSE/EI standards was successful because there was consensus. Creating a robust collection of field-validated, evidence-based standards with consensus regarding their significance across domains was one of the standards’ outcomes. The standards derived from the combined knowledge and values of the ECSE and EI areas form the basis of our professional teacher development programs, state licensure, and certification criteria, constituting a more substantial portion of the education accountability system.

What Pre-Service Teachers Need to Know About Providing Early Intervention to Students with Special Needs

Pre-service teachers must recognize students with disabilities (SWD) as individuals possessing distinct abilities and difficulties (Chakravarthi & White-McNulty, 2020). Proficiency in identifying the strengths and areas for improvement in students with disabilities (SWD) is a crucial competence for inclusive educators (Chakravarthi & White-McNulty, 2020). This skill empowers them to leverage the strengths of SWD and incorporate them into instructional planning. Engaging the young child in role-playing is an additional activity option. For kids, there are other useful activities. Here are a few examples: reading books that the child finds interesting, teaching a child sign language to learn about various activities they might be interested in, or even answering a parent’s request for information about a specific disability to help the parent better understand the disability, encouraging the child to attend doctor’s appointments, and getting involved in a family-oriented network. Many of these are covered by Plan C and don’t cost the family anything out of pocket. The family’s insurance covers other activities, therapy, and doctor visits. Teacher perceptions regarding students with disabilities (SWD) have significant effects on several outcomes, such as student behavioral issues and the behaviors and instructional choices made by teachers (Chakravarthi & White-McNulty, 2020). It is crucial to adequately train teachers to properly engage with students with disabilities (SWD) by offering experiences that help pre-service teachers (PST) build positive perceptions and attitudes towards SWD (Chakravarthi & White-McNulty, 2020).

Summary and Biblical Worldview

These initiatives are typically founded by religious organizations when they are first launched. These shows demonstrate how God contributes to the advancement of His Kingdom. This aligns with Psalms 103:19 (NIV), which states, “The Lord has established his throne in heaven, and his kingdom rules overall.” Matthew 16:28 (NIV) states, “Truly I tell you, some who are standing here will not taste death before they see the Son of Man coming in his kingdom.” These demonstrate that He is working for the greater good and desires things to help the disabled community. John 5:3–8 (NIV): “A large number of handicapped people, including the blind, lame, and paralyzed, used to sleep here. One of those present had suffered from a thirty-eight-year invalid spell. “Do you want to get well?” Jesus questioned the man, who had been in this state for a long time, once he saw him lying there. God has a plan and uses the individuals who are disabled to demonstrate His wonders to others, even though He wishes to help them become better.

References

Chakravarthi, S., & White-McNulty, L. (2020). Let’s Have Lunch: Preparing Pre-Service Teachers to Support Students with Disabilities via Authentic Social Interactions. International Journal of Teaching and Learning in Higher Education, 32(2), 240-250.

Anita Zucker Center. (n.d). Embedded Instruction for Early Learning. https://ceecs.education.ufl.edu/project/embedded-instruction-for-early-learning/#:~:text=Embedded%20instruction%20helps%20children%20learn,skills%20they%20learn%20over%20time.

Bruns, D. A., LaRocco, D. J., Sharp, O. L., & Sopko, K. M. (2017). Leadership competencies in US early intervention/early childhood special education service systems: A national survey. Infants & Young Children, 30(4), 304-319.

The Holy Bible, new international version. (2001) Bible Gateway.

O’Brien, C., Beattie, J. & Sacco, D. (2019). Teaching students with special needs: A guide for future educators. Kendall Hunt

Sheppard, M. E., & Moran, K. K. (2022). The role of early care providers in early intervention and early childhood special education systems. Early Childhood Education Journal, 50(6), 891-901.

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After reading Chapter 14 of the O’Brien and Beattie textbook, you will research the concepts covered in the chapter utilizing a minimum of 3 other scholarly journal articles. After reading the assigned chapter and scholarly journal articles, you will write a short paper discussing your findings.

Early Childhood Disabilities

Parameters for this assignment include:

Include a correctly formatted title page, headings, and reference page.

4-5-pages (excluding the title page, abstract, and reference page).

A minimum of 6 citations utilizing at least 4 references (the textbook and 3 scholarly journal articles) to support your assertions.

Discuss the following prompts:

What do in-service teachers need to know about the concept of early childhood special education development of the preschool child who had not previously received infant-toddler early interventions services.

Why is a family centered approach to providing early intervention in the natural environment important?

Describe the concept of embedded intervention that is used to provide early intervention/each childhood special education?

What role does research and evidence-based practice play in early childhood interventions?

What do pre-service teachers need to know about providing early intervention to students with special needs?

Include a summary and Biblical Worldview.