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AN ONLINE TRAINING FOR EDUCATORS IN EARLY CHILDHOOD FDLRS-South/Child Find “Identifying Red Flags” Florida Diagnostic and Learning Resources System-South.

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Presentation on theme: "AN ONLINE TRAINING FOR EDUCATORS IN EARLY CHILDHOOD FDLRS-South/Child Find “Identifying Red Flags” Florida Diagnostic and Learning Resources System-South."— Presentation transcript:

1 AN ONLINE TRAINING FOR EDUCATORS IN EARLY CHILDHOOD FDLRS-South/Child Find “Identifying Red Flags” Florida Diagnostic and Learning Resources System-South Main Office: North Satellite Center: Monroe County:

2 The purpose of this PowerPoint training UNDERSTAND THE IMPORTANCE OF IDENTIFYING A CHILD WHO MAY NEED SPECIAL EDUCATION INCREASE AWARENESS OF TYPICAL DEVELOPMENTAL MILESTONES IN ORDER TO RECOGNIZE DEVELOPMENTAL “RED FLAGS”

3 Child Find We need YOUR help! The purpose of Child Find is to identify children ages 3, 4, and 5 who may need special education. What is Child Find All About?

4 LET’S BEGIN! How do we identify a child who may need special education? We must first identify the child’s chronological age and the developmental milestones for that age.

5 DEVELOPMENTAL MILESTONES INCLUDE FUNCTIONING WITHIN THE FOLLOWING AREAS: Gross Motor Skills Fine Motor Skills Cognitive Ability Speech/Articulation Receptive Language Expressive Language Continuous observation of a child is always encouraged

6 What milestones should I be looking out for? It is important to understand the different developmental milestones for each age group. Although children develop at different rates, there are some milestones that most children reach by certain ages. The following slides will provide specific developmental milestones for ages 3, 4 and 5. If you observe a child who has not achieved these milestones and/or you have other concerns regarding the child’s development or specific behavior, a referral to FDLRS-South Child Find is encouraged.

7 The 3 year old BELOW ARE SOME BASIC SKILLS AN AVERAGE THREE-YEAR OLD CHILD CAN DO: MAKES MARKS ON PAPER WITH A PENCIL OR CRAYON RUNS WITH EASE PUTS WORDS TOGETHER TO MAKE SIMPLE SENTENCES COUNT S TO THREE CAN MATCH OR SORT BY COLOR, SIZE OR SHAPE INTERACTS WITH OTHER CHILDREN IN SIMPLE GAMES USES TOYS APPROPRIATELY COMMMMUNICATES TOILET NEEDS

8 The 4 year old BELOW ARE SOME BASIC SKILLS AN AVERAGE FOUR- YEAR OLD CAN DO: ASKS “WHAT?” “WHERE?” AND “WHY?” QUESTIONS COUNTS TO 5 SIMPLE USES SIMPLE SENTENCES IN CONVERSATION WHICH ARE EASILY UNDERSTOOD BY OTHERS CAN ANSWER SIMPLE QUESTIONS CAN PEDAL A TRICYCLE OR “BIG WHEEL” PLAYS IN SMALL GROUPS, SHARES AND TAKES TURNS WITH OTHERS TOILET TRAINED SOME BEGINS TO WRITE SOME LETTERS OF HIS/HER NAME

9 The 5 year old BELOW ARE SOME BASIC SKILLS AN AVERAGE FIVE- YEAR OLD CAN DO: COPIES SIMPLE SHAPES LIKE A CIRCLE, SQUARE AND TRIANGLE TELL S A STORY WITH A BEGINNING, MIDDLE AND END FROM LOOKING AT A PICTURE COMPLETE USES COMPLETE SENTENCES IN CONVERSATION COUNTS TO TEN WITH ONE- TO-ONE CORRESPONDENCE PLAYS WITH OTHER CHILDREN COOPERATIVELY AND PARTICIPATES IN GROUP GAMES DRESSES, TOILETS, AND EATS INDEPENDENTLY HOPS AND BEGINS TO SKIP CAN THROW AND CATCH A BALL

10 Other Matters of Concern There are some behaviors and actions observed in children between the ages of 3 and 5 that present a concern as well. These behaviors include:  Frequently holding a book or picture close to their face  Sometimes or always crossing one or both eyes  Talking in a loud voice the majority of the time  Having frequent ear aches or draining from the ears  Always turning the same ear toward a sound he/she wishes to hear  Appearing to be in their “own little world”  Banging their head or scratching themselves when denied their way  Deliberately hurting other children  Appearing clumsier than other children  Having a physical or medical condition which prevents participation in a typical preschool setting

11 LET’S PRACTICE! Sue who is 3 years old has been enrolled in the Super Happy Preschool Center for 3 weeks. Sue is a very shy girl, especially when being introduced to new situations. According to her parents, “It takes weeks for her to warm up.” This is Sue’s first experience ever in a school/learning environment. With an advanced curriculum, the preschool center staff assured Sue’s parents that she would “excel” academically. During Sue’s 4 th week at Super Happy Preschool Center, her parents were called for a meeting by staff members. Sue was identified as “too shy and nonverbal.” Staff expressed concern and encouraged a psycho-educational evaluation. Sue’s parents shared with staff members that Sue speaks clearly at home and plays with her younger sister and neighborhood friends. They did not understand why an evaluation was necessary. WHAT WOULD YOU SUGGEST?

12 DISCUSSION ON SUE … Sue’s parents should ask: “What formalized observation has taken place and how many times has she been observed?  If observations took place, were there any observations completed by someone other than her teacher? Sue is a new student and has never been in a school environment. A psycho-educational evaluation involves a comprehensive battery of tests that help determine whether or not there is a need for special education.

13 At this time it would be best to … Implement strategies and interventions within the classroom setting that would increase interactions and improve rapport between Sue and her teacher and peers. Continue to observe Sue in a variety of settings and use frequent and consistent praise and positive reinforcement. Maintain open communication with family members. Reconvene for a follow up meeting.

14 MATT IS AN ACTIVE 4 YEAR OLD BOY. HE HAS BEEN ENROLLED IN SUPER STAR DAYCARE SINCE HE WAS TWO YEARS OLD. ACADEMICALLY, MATT IS PROGRESSING WELL. HE CAN COUNT TO 50, READ CERTAIN WORDS AND WRITE HIS FIRST NAME. IN TRANSITIONING INTO HIS V.P.K. CLASS, HIS TEACHER REPORTS THAT MATT HAS “DIFFICULTY CONTROLLING HIS BEHAVIOR AND IS CONSTANTLY INTERRUPTING.” SHOULD MATT BE REFERRED TO FDLRS- SOUTH CHILD FIND? One more try … Let’s meet Matt

15 Matt would … Benefit from behavioral management strategies implemented by his teacher. At this time a referral to FDLRS-South child Find would not be appropriate in view of Matt’s academic success and of the fact that sufficient interventions to address his disruptive behavior in his regular classroom have not been provided. Matt’s parents or teacher can contact FDLRS-South Parent Services to receive a behavioral consultation and referral to outside resources.

16 Read the following case scenarios and state whether or not you would refer the child to FDLRS-South Child Find. Review the developmental skills for each age group described in this presentation. Send your response to Victor Tejera at or fax to as soon as possible to receive a certificate of completion. Now it’s your turn!!!

17 The story of Bob The story of Kenya Born prematurely, Bob is a very warm and calm child. Since 2 years of age he has been in preschool. Bob’s preschool teacher reports she has “no complaints because he is so loving.” She adds, “Bob tends to keep to himself a lot and rarely speaks; in fact, he babbles.” At 4 years old Bob has yet to speak in complete sentences and is not toilet trained. Would you recommend referring Bob and his family to FDLRS-South Child Find? Why? /Why not? A 3 year old active child, Kenya has been expelled from 2 daycares because “she was too active.” Her preschool teacher at her new center was amazed at Kenya’s ability to read and write 3 letter words as well as at Kenya’s ability to “really make friends.” Would you recommend referring Kenya and her family to FDLRS-South Child Find? Why?/Why not? Your students

18 Pre-School Screenings: Facilitates Diagnostic Evaluations: FDLRS-South provides Pre-School Screening Clinics, at no cost, in cooperation with child- care centers and other community agencies to locate children with disabilities. FDLRS-South assists families in preparing referral packers, routes the packets to the Region Prekindergarten Diagnostic Team closest to the families home, and tracks children through the Children’s Registry and Information System (CHRIS). Child-Find Searching for potentially exceptional students, ages 0-21, who are not currently being served by the public school system, with emphasis on children 3-5 years of age.


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