1. CD10: Chapter 1 Introduction to Children with Special Needs

2. Ch. 1 Class Agenda  Ch1 Summary Paragraph  Begin with the end in mind!  Time Line of 9 Milestones  Preparation for HW#2  The Early Interventionist  Small group activity  Interrelationships  Class discussion  Ch1 Summary Paragraph  Begin with the end in mind!  Time Line of 9 Milestones  Preparation for HW#2  The Early Interventionist  Small group activity  Interrelationships  Class discussion

3. Summary  “Young children with special needs require careful attention by trained individuals to ensure a path of development that, as closely as possible, parallels that of children without disabilities. … the commitment of knowledgeable and skilled professionals can ensure that a high level of quality accompanies the increase in services.” pg 32, Young Children with Special Needs

4. Chapter 1 Learning Objectives  Describe the 9 historical milestones  Describe the role of the Early Interventionist  Describe interrelationships between family, community, and special needs child  Describe the 9 historical milestones  Describe the role of the Early Interventionist  Describe interrelationships between family, community, and special needs child

5. 9 Historical Milestones  1864: a college for the deaf is founded  1930: US dept of H.E.W. establishes the Office of Exceptional Children  1960s: Government Support Programs provide  Funds for local agency services  Funds for research  Funds for consulting services, information and training  1864: a college for the deaf is founded  1930: US dept of H.E.W. establishes the Office of Exceptional Children  1960s: Government Support Programs provide  Funds for local agency services  Funds for research  Funds for consulting services, information and training

6.  1965: ESEA Elementary and Secondary Education Act  Funding provided for research and given to schools for children age 3-21  Created the Bureau of Education for the Handicapped  1968: Handicapped Children’s Early Education Assistance Act  First major recognition of specific importance of early education!  In 2002 this became the “Technical Assistance and Development Program” and it is now called “Early Education Program for Children with Disabilities”  1965: ESEA Elementary and Secondary Education Act  Funding provided for research and given to schools for children age 3-21  Created the Bureau of Education for the Handicapped  1968: Handicapped Children’s Early Education Assistance Act  First major recognition of specific importance of early education!  In 2002 this became the “Technical Assistance and Development Program” and it is now called “Early Education Program for Children with Disabilities”

7.  1974: Head Start begins and is mandated to enroll at least 10% children with disabilities  1974: PL94-142 - provides education for all handicapped children  Viewed as the first major legislation that motivated states to provide quality programs for children with special needs  Mandated that children were served in the “least restrictive environment”  Provisions (pg 7)  Identify, evaluate and serve all children  Protect each child’s rights  Assess and provide an IEP  Integrate children with their non handicapped peers whenever possible  Prohibits discrimination or denial of services  1974: Head Start begins and is mandated to enroll at least 10% children with disabilities  1974: PL94-142 - provides education for all handicapped children  Viewed as the first major legislation that motivated states to provide quality programs for children with special needs  Mandated that children were served in the “least restrictive environment”  Provisions (pg 7)  Identify, evaluate and serve all children  Protect each child’s rights  Assess and provide an IEP  Integrate children with their non handicapped peers whenever possible  Prohibits discrimination or denial of services

8.  1986: PL 99-457  Provided incentives to states to serve children from birth to age 2  Introduced the IFSP (Individualized Family Services Plan)  1990: Americans with Disabilities Act  provided “reasonable accommodation”  1991: IDEA (Individuals with Disabilities Act)  Mandatory services for all children age 3-5  Formalized the philosophy of inclusiveness  Promotes serving children in their natural environment  Promotes early intervention  Provides funding for outreach, training and research  1986: PL 99-457  Provided incentives to states to serve children from birth to age 2  Introduced the IFSP (Individualized Family Services Plan)  1990: Americans with Disabilities Act  provided “reasonable accommodation”  1991: IDEA (Individuals with Disabilities Act)  Mandatory services for all children age 3-5  Formalized the philosophy of inclusiveness  Promotes serving children in their natural environment  Promotes early intervention  Provides funding for outreach, training and research

9. Why Early Intervention?  Early intervention costs less than late intervention!  “The cumulative cost of serving a child through age 18 decreases in proportion to how early intervention begins.” (pg 15, Young Children with Special Needs)  Early intervention costs less than late intervention!  “The cumulative cost of serving a child through age 18 decreases in proportion to how early intervention begins.” (pg 15, Young Children with Special Needs)

10. Whom Does The Early Interventionist Serve?  Two major groups of disabilities  Resulting from biological factors  Genetic abnormalities  Birth defects  Resulting from environmental factors  Prenatal - nutrition, teratogens, premature birth  Post natal - home/family, accident/injury, drugs/alcohol, maternal intelligence  Two major groups of disabilities  Resulting from biological factors  Genetic abnormalities  Birth defects  Resulting from environmental factors  Prenatal - nutrition, teratogens, premature birth  Post natal - home/family, accident/injury, drugs/alcohol, maternal intelligence

11. What Does the Early Interventionist Do?  Read pg 17-18 as a class  Small Group Activity- 5 groups  Select and read a vignette  1.1, 1.2, 1.3A, 1.3B, 1.4  Find and chart the main aspects of the early interventionist role  Present your picture of the early interventionist to the class  Read pg 17-18 as a class  Small Group Activity- 5 groups  Select and read a vignette  1.1, 1.2, 1.3A, 1.3B, 1.4  Find and chart the main aspects of the early interventionist role  Present your picture of the early interventionist to the class

12. Interrelationships  Child and family  What are the relationships between members?  What are the needs of each member?  Child and community  What services and resources are needed?  What services and resources are available?  Family and community  What resources are needed?  What resources are available?  What values are held by the family?  What values are held by the community?  Child and family  What are the relationships between members?  What are the needs of each member?  Child and community  What services and resources are needed?  What services and resources are available?  Family and community  What resources are needed?  What resources are available?  What values are held by the family?  What values are held by the community?

13. Partner wrap-up:  Why did Dionne choose this slide background?  What does the image on this slide background encourage you to do, professionally?  Why did Dionne choose this slide background?  What does the image on this slide background encourage you to do, professionally?