618: Lifelong Integration

Implementation with Infants and Preschoolers with Special Needs Implementation with Students with

Mild Disabilities (High-incidence) and Severe Disabilities (Low-incidence)

React to these statements in Chapter 9

• “The services provided by these regulations should be multidisciplinary, coordinated, family-centered, and provided in settings where children without special needs are served” (Correa & Jones, 2003, 310).

• “The role of quality advisor or service coordinator can vary with individual children and families. A paradigm of service coordination has emerged under Part C that emphasizes family-driven versus agency-driven practices” (325) (in Cook et al, 2004).

Early Childhood law• PL 99-457

– in 1986 extended services to children ages 305; included IFSP– An Individualized Family Service Plan (IFSP) documents and

guides the early intervention process for children with disabilities and their families. IFSPs work in accordance with Part C of IDEA

• Head Start– Head Start began with a task force recommendation in 1964

for the development of a federally sponsored preschool program to meet the needs of disadvantaged children, Head Start has grown to serve children from birth to age 5 and their families. http://www2.acf.dhhs.gov/programs/hsb/about/index.htm

– Early Head Start, established in 1994 by the Head Start Reauthorization Act, offers comprehensive pre to postnatal child development and family support services for low-income pregnant women, infants, toddlers and their families.

Service Delivery Options

• Hospital-based programs– Multiple levels of care given to children born with

illnesses, disabilities, or difficult to diagnose symptoms.

• Home-based approaches– Recommended for what ages?– Why home-based?

• Center-based approaches– Recommended for what ages?– Why center-based?

Instructional Techniques• Structured Play therapy

– Improves socialization (Odom, 1998) but many argue it should occur with

– It has been observed that a high percentage of children with reading and learning disabilities (i.e.: dyslexia) skipped crawling and creeping during infant development (Pavlides 1987)

– Movement patterns like crawling and creeping are correlated with long term reading and learning proficiency. This brain-body connection lies in visual focusing distances, midline orientation, and hand-eye coordination skills used during early crawling and creeping. These motor skills stimulate visual acuity and tracking from approximately the same distance that a child will utilize for reading and writing (Goddard, 2002).

– http://www.playtherapygames.com/HTML/dgptbook1.html

More Instructional Techniques

• Response-prompting procedures – Teach and prompt social cue– Respond with praise to reinforce immediately. 

Responding immediately will help shape the behavior by letting the student know whether she responded correctly. 

• Developmentally appropriate practices (DAP), 320

– Using your knowledge of development provide games and experiences appropriate

React to these statements in Chapter 10

• The “diversity in members of teaching teams is a major benefit since it provides multiple perspectives in dealing with students and other issues” (in Schamber, 1999, 354)

• “…labeling should be kept to a minimum because of the possible adverse reactions of parents or students… instead focus on students’ strengths and specific needs..” (Correa et al, 341)

Implementation with Students with Mild Disabilities

• Characteristics …• Teaching Strategies

– Self-monitoring strategies (Frank & Brown, 1992; Montague & Bos, 1986)

– Cooperative learning or reciprocal teaching (Fuchs & Fuchs, 2004)

– Direct Instruction (Engelmann and Stein)

• Social Behavior Strategies– Positive Behavior Support (Chandler, 2005)

React to these statements in Chapter 11

• “A major function of the team serving students with severe disabilities is to help them reach their optimal potential for independence and community living with nondisabled people” (Correa et al, 370).

• “Delineating the roles of each of the team members within the educational and community setting is a first step in clarifying each group’s function on the team” (Correa et al, 386).

Implementation with Students with Severe Disabilities

• Physical Instruction– Neurodevelopmental treatment– Lifting, transferring, carrying, positioning– Adaptive equipment

• Sensory Instruction– Orientation and mobilization– Assistive aids

• Medical Support• Self-care• Communication• Community

Instructional techniques

• Prompting and cueing (Iwata et al, 1998)• Behavior analysis (ABA) (Westling & Fox,

2004)• Task analysis• Functional skill building (Rainforth & York-

Barr, 1997)• Academic skills (Browder, 2001)• Self-determinism (Wehmeyer & Palmer,

2003)

Role of Service Personnel

• Who is involved with Early Childhood?

• Mild Disabilities?

• Severe Disabilities?

• What are the similarities and differences between roles of service personnel?

Questions

• Techniques: What general approaches are used for early childhood that are different than those used mild or severe disabilities?

• How does the severity of the student affect service delivery?– Early childhood– Mild?– Severe?