2. Early Identification and Intervention Can we counteract the effects of poverty and maternal deprivation? Why must we catch reading problems early? video = http://link.brightcove.com/services/player/bcpid60717629001?bctid=6801860001 http://link.brightcove.com/services/player/bcpid60717629001?bctid=6801860001 Legal guidelines Identification Interventions Early success in school is necessary but not sufficient to success in later schooling.

3. Legal support Head Start (1964) 92-424 required Head Start to include 10% of enrollment to children with disabilities 99-457 extends 94-142 increases support to ages 3-5 (sets intervention or econ support) and adds support 0-2 101-476 IDEA brings services to infants who are exposed to substance abuse. 102-119 expanded 99-457 to include comprehensive services to students with disabilities ages 3-5 and begin IFSP and multidisciplinary evals for ages 0-2

4. Identification and Prediction Issues http://www.ldonline.org/article/Learning_Disabilities_and_Young_Children%3A_Identification_and_Int erventionhttp://www.ldonline.org/article/Learning_Disabilities_and_Young_Children%3A_Identification_and_Int ervention Prenatal –Alpha-fetoprotein blood test to determine birth defects or Down syndrome –Sonography (Ultrasound) to see proportions and body –Amniocentesis to test placenta to determine a number of disabilities Postnatal screening –Apgar test to determine weaknesses Heart rate, respiratory effect, muscle tone, physical state (e.g. skin color) –Evaluations with Curriculum (presented later) What is the predictability of such tests and evals?

5. Interventions: Services Hospital –May provide interventions from first day Home and Family –In-home interventions to account for in-home routines Early Childhood Intervention Center –Aimed at working with children at center and in home –Therapists to work with children up to 45 min/day –Use developmentally appropriate practices (e.g. exploration) Day-Care and Early Childhood Center –Usually not designed for students with disabilities –Teachers usually need additional training –Lead to many positive personal and social effects long term due to abilities to make decisions School possible between ages 3-5

6. Intervention: Curriculum Assessments: –Type- motor development, fine motor, speech and language, social and emotional, self-help –Format-transdisciplinary play (assesses in a natural setting) Curriculum –Special Equipment (wheelchair, hearing aid..) –Reductionism and task analysis (drinking, eating..) –Exposure to a variety of educationally sound experiences (print) –When older – many explicit instructional strategies are introduced.

7. Next Steps Later this semester we will discuss academic interventions are important to helping students who may be at-risk for LD. According to the Child Development Institute we need to recognize and respond to children’s needs through: –An intervention hierarchy entailing three tiers of instruction and intervention. –Screening, assessment, and progress monitoring to guide the teacher’s decision to move a child from one tier to the next. –Research-based curriculum, instruction, and intervention. –Collaborative problem-solving.

8. Summary What are the possible placements where an infant with a disability can be served? How is a child assessed before birth to determine if a disability may be present? How is a child tested after birth? What kinds of curricula are possible for different age levels of children with disabilities?