(Taken from From Parents to Partners by Janis Keyser, 2006 and Early Childhood Special Education by Jennifer Johnson, 2008)

 The Early Intervention Program in Pennsylvania provides services and supports designed to help families with children with developmental delays, birth to age 5.  Early Intervention builds upon the natural learning opportunities that occur within the daily routines of a child and their family.  (

 Early Intervention promotes a philosophy that supports: Services and resources for children that enhance daily opportunities for learning provided in settings where a child would be if he/she did not have a disability Families’ independence and competencies Respect of families’ strengths, values and diversity (

 If your child is birth to three years old:  Infants and Toddlers who have: ▪ A significant delay in one or more areas of development; OR ▪ A specialist’s determination that there is a delay even though it doesn’t show up on the assessments (called informed clinical opinion); OR ▪ Known physical or mental conditions which have a high probability for developmental delays. ▪ (

 If your child is three to the age of beginners:  Preschoolers who have: ▪ A significant delay in one or more areas of development compared to other children of the same age; OR ▪ Any of the following physical or mental disabilities: autism/pervasive developmental disorder; serious emotional disturbance; neurological impairment; deafness/hearing loss; specific learning disability; mental retardation; multiple disabilities; other health impairment; physical disability; speech impairment or blindness/visual impairment; AND ▪ Are in need of special education and related services.  (

 Assistive Technology Services & Devices  Audiological Services  Community Based Rehabilitative Services  Early Identification and Screening  Family Counseling & Therapy Services  Health Services  Multidisciplinary Evaluations & Assessments  Medical Services  Nursing Services  Nutritional Services

 Occupational Therapy  Physical Therapy  Psychological Services  Respite Services  Service Coordination/Targeted Case Management  Speech/Language Therapy  Social Work Services  Transportation  Vision Services (taken from Early Childhood Special Education by Jennifer Johnson, 2008, pg 57)

 Occupational Therapy=Occupational Therapist (OT)  Physical Therapy=Physical Therapist (PT)  Speech-Speech & Language Pathologist (SLP)  Special Instruction=Teacher, Special Instructor (SI)  Vision Therapy=Vision Therapist (VS)

 Autism & Related Disorders  Learning Disabilities  Cognitive Disabilities  Behavior Disorders, including ADD and ADHD  Communication Disorders  Deaf & Hard of Hearing  Blind or Visually Impaired  Physical Disabilities  Gifted & Talented (taken from Early Childhood Special Education by Jennifer Johnson, 2008)

CaregiverProviderTeacher Counselor Parent of siblings without disability Marriage partner Information specialist Advocate Behavior support specialist

 Cognitive skills-thinking, reasoning, learning, problem solving  Communication skills-responding, understanding, using language  Physical development-vision, hearing, gross motor, fine motor, current health status  Social/emotional skills-feelings, playing, interacting  Adaptive/self-help skills-bathing, feeding, dressing, toileting, etc. (taken from Early Childhood Special Education by Jennifer Johnson, 2008, pg 53)

 The law has been updated to include what is called “people-first language.”  Ongoing movement toward inclusion.  No Child Left Behind addresses children with exceptionalities and how they cannot be left behind their typically developing peers.  Overhead viewing: Old vs. New Recommended Practices in Early Childhood Special Education

 Directions:  Get with a partner and read the sample case study.  Think of & write down possible solutions on how to handle the situation.

 A child with Autism will be starting in your classroom on Monday. You have heard that the child throws tantrums and does not speak.  What would your response be?

 Ask for any behavior contracts from past school settings  Ask for permission to talk to the parent about what strategies work at home  Find out what the child likes to play with and what rewards interest the child  Prepare the other children for a new student who needs help learning to talk & suggest what the children might do to encourage communication

 A child who is deaf will be joining your class in two weeks. You do not know any sign language.  What would your response be?

 Pick up a sign language book at the local library  Look up finger spelling on the Internet  Learn basic signs for hello, good-bye, bathroom, eat, stop, love, and the child’s name  Teach the children in your class to use those signs as well

 A new wheelchair ramp is going to be going in at your facility, and the children are curious as to why.  What would your response be?

 You tell the children that some people have legs that do not always work the way they are supposed to and that the ramp will help them enter the building so they can play with the children  We want everyone to be able to see our wonderful school, so we are making it open to everyone (case study examples taken from Early Childhood Special Education by Jennifer Johnson, 2008)