1. Early Childhood Special Education
Chapter 14
Early Childhood Special Education
Developed by:
Blanche Jackson Glimps
Tennessee State University

2. Chapter Objectives
Explain why early intervention is critical for young children with disabilities.
Identify key differences between individualized family service plans (IFSPs) and individualized education programs (IEPs).
List and describe the five purposes of assessment in early childhood special education.
Describe how a play activity or an everyday routine can become a specially designed learning opportunity for a preschooler with disabilities.

3. Chapter Objectives
List and briefly describe service delivery options for young children and identify advantages and disadvantages of each type.

4. The Importance of Early Intervention
The earlier intervention begins the better.
What is early intervention?
A comprehensive system of therapies, educational, nutritional, child care, and family supports, all designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life for children presumed to be at risk for such problems.

5. Does Early Intervention Work?
Skeels and Dye
The Milwaukee Project
The Abecedarian Project
The Infant Health and Development Program
Research evidence shows that comprehensive, experientially based early intervention enhances the development of young children who already exhibit delays and helps children at risk of developmental delays by preventing those delays entirely or by minimizing their magnitude.

6. Outcomes for Early Intervention in IDEIA of 2004
Enhance the development of infants and toddlers with disabilities
Reduce educational costs to society by minimizing the need for special education and related services after infants and toddlers with disabilities reach school age
Maximize the potential for individuals with disabilities to live independently in society

7. Outcomes for Early Intervention in IDEIA of 2004
Enhance the capacity of families to meet the needs of their preschooler with disabilities
Enhance the capacity of state and local agencies
In 2012, approximately 2.8% of the population of infants and toddlers, about 329,000, were served nationally.

8. Early Intervention for Infants and Toddlers
P.L Mandated preschool services for children with disabilities ages 3 to 5 years; provided a voluntary incentive grant program for early intervention services to infants and toddlers
IDEA-Mandates early intervention services for any child under 3 years of age who has developmental delays or has a high probability of developmental delay
States that receive IDEA funds for early intervention must serve all infants and toddlers with developmental delays or established risk conditions

9. Early Intervention for Infants and Toddlers
Developmental delays-significant delays or atypical patterns of development
Established risk conditions-diagnosed physical or medical conditions
Biological risk conditions-pediatric histories or current biological conditions
Environmental risk conditions-extreme poverty, parental substance abuse, homelessness, abuse or neglect, and parental intellectual impairment associated with a higher probability of developmental delay

10. Individualized Family Service Plan
An IFSP is a plan that addresses the needs of the child and family and is developed by a multidisciplinary team
An IFSP defines the family as being the recipient of early intervention services
The IFSP must be evaluated once a year and reviewed at six-month intervals
Special education for preschoolers
Preschool children do not have to be identified under existing categories to receive services
Local education agencies may elect to use a variety of service delivery options

11. IFSP
Statement of present levels of physical development, cognitive development, communication development, and adaptive development
Statement of family’s resources, priorities, and concerns relative to enhancing the development of the infant or toddler with a disability
Statement of measurable results or outcomes expected to be achieved for the infant or toddler and the family
Statement of specific early intervention services based on peer-reviewed research

12. IFSP
Statement of the natural environments in which early intervention services will appropriately be provided
Projected dates for initiation of services and the anticipated length, duration, and frequency of service
Identification of the service coordinator
Steps to support the transition to preschool or other appropriate services

13. The Difference Between IFSPs and IEP
Revolve around the family as the constant and most important factor in a child’s life
Define the family as the recipient of early intervention services rather than the child alone
Focus on the natural environment in which the child and family live
Include interventions and services provided by a variety of health and human service agencies in addition to education

14. Screening, Identification, and Assessment
Assessment in early childhood special education is conducted for at least five different purposes:
Screening
Determining eligibility for services
Individualized planning
Monitoring progress
Measuring child outcomes
Screening Tools
The Apgar Scale
Newborn Blood Test Screening
Developmental Screening Tests

15. Determining Eligibility For Services
Comprehensive assessment measure performance in 5 major areas:
Motor development
Cognitive development
Communication and language development
Social and emotional development
Adaptive development
Program Planning and Monitoring Progress
Guided by accurate and sensitive progress monitoring measures
Individual Growth and Development Indicators
Direct Systematic Observation

16. Curriculum and Program Goals
Support families in achieving their own goals.
Promote maximum child independence and mastery.
Promote development in all important domains.
Build and support social competence.
Facilitate the generalization of learned skills.

17. Curriculum and Program Goals
Prepare and assist children for typical life experiences with their families, in school, and in their communities.
Help children and their families make smooth transitions.
Prevent or minimize the development of future problems or disabilities.

18. Developmentally Appropriate Practice
A framework of principles and guidelines that outline practice that promotes young children’s optimal learning and development.
Core Principles
Knowledge must inform decision making.
Goals must be challenging and achievable.
Teaching must be intentional to be effective.

19. Selecting IFSP/IEP Goals and Objectives
Goals and objectives should be evaluated according to the following quality indicators:
Functionality
Generality
Instructional context
Measurability

20. Instructional Adaptations and Modifications
Teaching Play
Play expansions
Peer-Mediated Interventions
Embedded Learning Opportunities
Preschool Activity Schedules
A Supportive Physical Environment

21. Service Delivery Options
Service delivery options for early childhood special education include:
Hospital-based programs-for those who require specialized health care
Home-based programs-built around family involvement and support
Center-based programs-provides early intervention in a special education setting outside the home
Combined home-center programs-includes center-based activities and home visitations

22. Families: Most Important of All
Parents and families are most important in making early intervention work.
Parents are the most frequent and constant observers of their children’s behavior.
Parents know better than anyone else what their children need and can help educators set realistic goals.
Parents can monitor and report on their children’s progress at home.
Parents are in it for the long haul.