34
Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Embed Size (px)

Citation preview

Page 1: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Early Childhood Intervention

Natalia Mufel, Education Specialist,

UNICEF, New Delhi

Page 2: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Developmental delays

z Child is assessed to have atypical behaviour or does notmeet expected normal development for actual oradjusted age in one or more of the following areas ofdevelopment: perceptual, fine or gross motor, social andemotional, adaptive, language and communication, orcognitive.

z A delay is measured by using validated developmentalassessments. Delays may be mild, moderate or severe.

z Caused by: poor birth outcomes, inadequate stimulationand nurturing care from birth onward, malnutrition,chronic ill health and other organic problems,psychological and familial situations, or otherenvironmental factors.

Page 3: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Disabilities

z Child has a physical, health, sensory, psychological,intellectual or mental health condition or impairment thatrestricts functioning in one or more areas, such asphysical movement, cognitive and sensory functions,self-care, memory, self-control, learning, or relating toothers.

z Many national and international typologies(classifications) of disabilities exist that list impairmentsby type.

Page 4: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 5: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

On the numbers• By one widely used estimate, some 93 million children – or 1

in 20 of those aged 14 or younger – live with a moderate or severe disability of some kind.

• From 21% to 31% of young children in OECD countries are affected by developmental delays and disabilities.

• They are derived from data of quality too varied and methods too inconsistent to be reliable. Definitions of disability differ by place and over time, as do study design, methodology and analysis.

• No one really knows how many children have disabilities

Page 6: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Children with disability are invisible affecting resources and services available for them:

• In comparison with high-income countries, fewer premature or very low birth weight infants survive in LAMI countries, and a larger proportion have significant developmental difficulties.

• Children with disabilities and their families are too often invisible—in statistics, in policies, in societies. According to the World Disability Report, there are 25 percent people disabled in India . However, according to the data of Census 2001, India has only 2.1% i.e., about 20 million or 2 crore disabled people.

Page 7: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

One of the critical ways of ensuring children with disabilities can develop to their full potential is through health screening and early intervention.

• Nearly, 6 percent of children in India are born with birth defects and 10 percent children are affected with developmental delays leading to disabilities. However, many children with developmental delays are not identified until the age of three or even primary school age, and by then their delays and learning disabilities have become permanent or are very difficult to reverse.

• Child Health Screening and Early Intervention Services can reduce the extent of disability, improve quality of life and enable all children to achieve their full potential.

• Inclusive health and education services have a critical role to play in building a solid foundation on which children with disabilities can build fulfilling lives.

Page 8: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Legal Framework/Operational Guidelines in India• India became seventh country to ratify the UN Convention on the Rights of

Persons with Disabilities.• Government enacted the Persons with Disabilities (Equal Opportunities,

Protection of Rights and Full Participation) Act in 1995 providing equal opportunities for people with disabilities and their full participation in the nation building. The Government has also set up National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities in 2001 and a National Handicapped Finance and Development Corporation in 1997 to promote economic development activities, including self-employment programmes, for the benefit of persons with disabilities.

• Right to Education mandates schools to become child-friendly, inclusive spaces where children from diverse backgrounds can actively participate in learning through child-centered activities.

• In 2013, Government of India has launched the Rashtriya Bal Swasthya Karyakram (RBSK) aimed at screening over 270 million children from 0 to 18 years for 4 Ds - Defects at birth, Diseases, Deficiencies and Development Delays including Disabilities. Children diagnosed with illnesses shall receive follow up including surgeries at tertiary level, free of cost under NRHM. ECI should be established in collaboration with WCD and MHRD (School Health).

Page 9: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

UNICEF Guidance

z In the early years, early detection and intervention, as well as family support come to thefore. Early intervention is critical and holds tremendouspotential for success. It requires high awareness amonghealth professionals, parents, teachers as well as otherprofessionals working with children. Family- andcommunity-based early intervention services should belinked with early learning programmes and pre-schools,which meet the needs of children with disabilities andfacilitate their smooth transition to school.

z

Page 10: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Early Childhood Intervention(ECI)

z ECI programmes provide a system of early childhoodservices and support for:

z Vulnerable children at high risk for developmental delays orwith confirmed developmental delays or disabilities, and

z Their parents and families.

z The primary goal of ECI programmes is to supportparents in helping their children use theircompetencies to achieve their full developmentalpotential and attain expected levels of development, tothe extent possible.

Page 11: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

ECI Approach • Child-centred services build on each child’s strengths

and abilities, strive to meet the current and emerging needs of each child, provide individualised services.

• Family-focused services help parents advocate for their child and family, ensure that parents are partners in assessments, service planning, and evaluating programme services, involve them in all services related to their child, are friendly, are sensitive to family cultural values and traditions.

Page 12: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

ECI Programmes usually include:

z Home visits and centre-based services

z Parent education

z Balanced early stimulation and developmental servicesz Physical, language and occupational therapiesz Special education and inclusive servicesz Medical, nursing and nutritional servicesz Support services, including social work services,

referrals and protective services, if required

Page 13: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

ECI services

z Serve infants and children, from birth to 3, and up to 5z Receive referrals from Health servicez Identify children early through home outreach, and

referrals from parents, polyclinics, and child care centresz Continuous referral and tracking systems are

required: identification, screening and/or assessment,individualised family service plans (IFSP), services, casemanagement, referrals, tracking and follow-up

z Provide transition to inclusive/regular pre-schools andprimary schools or, if necessary, special facilities

z Collaborate closely with rehabilitationhospitals for health/medical interventions, when needed

Page 14: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

ECI personnel include:

z Early Interventionistsz Special Pedagogues/Special Educatorsz Physical Therapists

z Language/Speech Therapistsz Audiologists

z Occupational Therapistsz Parent Educators

z Psychologists and Family Therapistsz Nurses

z Social Workers and Protective Services Personnelz Evaluators

Page 15: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Continuum of early childhoodservices

Service Most Moderately Leastintensity intensive intensive intensive

Services Types ECI + parent ECI/ECD + ECD +education parent educ parent educ

Child status Level of risk High risk of Moderate Low or nodelay risk risk

Degree of Delayed or Mild delay or No delay ordelay/disab. disabled disability disability

Malnutrition Moderate to Mild, making Normalsevere gains nutrition

Health Severely or Improved, Preventive &status chronically ill but at risk basic care

Page 16: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Continuum of early childhoodservices (continued)

Most Moderately Leastintensive intensive intensive

Service Assessmentaspects

Intensive,

frequent

Regular, Annualless frequent

Locations Home visits Centre,& centre fewer visits

Centre only,

Groups only

Frequency Frequent, Bi-weekly, Upondaily-weekly monthly request only

Duration Continuous Depends on Uponchild status request only

Serviceproviders

Specialists,Early Inter-ventionists

Supervised Supervisedhome parent

visitors educators

Page 17: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Guidelines for establishing ECISystems

z ECI services represent far more than a neworganisational framework.

z They require profound changes in ways of thinkingabout:

z Children and how to maximise their potential;

z Parental rights and empowerment; and

z Professional competencies and roles in supporting parents andchildren.

Page 18: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Guidelines then present: mainactivities, guidance and comments

z Strategic planning

z Initial design activities

z Programme organisation and inter-institutionalrelationships

z Training activities

z Programme implementation

z Programme evaluation and monitoring

z Preparing a Plan of Action

Page 19: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 20: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 21: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 22: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 23: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 24: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 25: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Mrs. V.R.P. Sheilaja Rao Principal Investigator Dr. Jayanthi Narayan Co-Investigator Mrs. Lakshmi Ravindra Research Officer Ms. Rama Cousik Research Assistant NATIONAL INSTITUTE FOR THE MENTALLY HANDICAPPED

(Government of India, Ministry of Social Justice & Empowerment)Manovikas Nagar P.O.Secunderabad 500 009, A.P,India

NIMH PROJECT TEAM 2001

Page 26: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 27: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

ECSE Curriculum Transaction

1. Shift from Medical to Educational Model by engaging Multidisciplinary Team approach for Assessment, Programming & Evaluation

2. Initiate Parent Training Programs for parents of students attending ECSE prior to placement in Regular Pre Schools

3. Develop IEP & IFSP for School Readiness4. To develop School Readiness schedule for individualised and

group learning by selecting customised placement in regular and special school settings

5. Develop Transition Curriculum for shift from home to pre-school

6. Adaptations in core and non – academic curricular tasks

Page 28: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

1. CALENDAR 10 months curriculum, month - wise objectives and activities list with representative pictures.

Activities are divided into 5 teaching strategies with headings:

- CONVERSATION (Green)

- GAMES (Brown)

- SONGS (Pink)

- STORY (Blue)

- CREATIVE ACTIVITY (Yellow)

Package Contents

Page 29: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 30: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

2. ACTIVITY CARDS

Representative pictures, sequenced in steps to teach activities from the calendar. Each step is adapted to suite any disability condition with iconic representation in order to make cards more teacher friendly.

3. TEACHER’S MANUAL

Background details of various disability guidelines to use the training package and impart tips to be used in teaching strategies for the disabled in regular pre-schools.

Page 31: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 32: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi
Page 33: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Adapted ECSE Time Table

Day 10.3011.00(A.M.)

11.0011.30(A.M.)

11.3012.00(NOON)

12.00 12..30(NOON)

12.3001.00 (P.M.)

01.3002.00(P.M)

02.0002.30(P.M.)

02.3003.00(P.M.)

03.0003.30(P.M.)

MON

L U N C H

TUE

WED

THU

FRI

10.00 A.M. to 10.30 A.M. Prayer, Yoga and Physical Exercises Saturday and Sunday Holidays

CAI

Music My Family CreativityOut door

Games

Story Creativity

Body partsIndoor Games Creativity

Picture Reading

Creativity CAI

Color concept

CreativityBody parts

Rhyme Vegetables

Fine motor Rhyme

Fine motor Music

Picture Reading

Fine motor

Fine motor

Vegetables Water play

Sand play

Gardening

Gardening

Vegetables Fine motor

Music Music Indoor Games

Out doorGames

Out doorGames

Color conceptOut door

GamesOut door

Games

Page 34: Early Childhood Intervention Natalia Mufel, Education Specialist, UNICEF, New Delhi

Thank you!