1. PROFESSOR KERI MCCORVEY M. CCC-SLP PROFESSOR KERI MCCORVEY M. CCC-SLP Seminar Unit 3 Identification and Early Intervention

2. Weekly Reminders Complete readings and read Web Resources Complete Learning Activities Complete Discussion Board:  Post detailed responses to discussion question (100 words or more)  Share detailed feedback with at least 2 classmates Post response to Seminar Option 2 IF you do not attend seminar Complete Graded Content Review

3. Unit 3 Assignments In your text, The Exceptional Child: Inclusion in Early Childhood Education, read Chapter 10, "Assessment and the ISFP/IEP Process", pp. 285-326. Refer to your text Children With Special Needs in Early Childhood Settings to further understand the many characteristics of children with disabilities.

4. Learning Outcomes After completing this unit, you should be able to: Describe the process of assessment of and early intervention with young children with disabilities Explain the purpose and importance of the Individualized Education Plan Explain the purpose and importance of the Individualized Family Service Plan Explain how to act as an advocate and inform parents and families of resources for children with disabilities

5. The Six Steps in the Assessment Process Step One: Screening Step Two: Determining Eligibility Step Three: Determine Services Step Four: Planning the Program Step Five: Monitoring Progress Step Six: Evaluating the Program

6. Types of Screening Instruments “Apgar: used after the infant’s birth to determine the infant’s medical needs Snellen chart: used to screen for vision problems Pure tone audiometer: used to screen for auditory problems ASQ: Ages and Stages Questionnaires; completed by parent to screen for developmental delays in first five years (Allen & Cowdery, 2009, p.292, Appendix B).

7. More Screening Instruments “Denver II: Revised version of the Denver Developmental Screening Test used from birth to six years of age to identify delays in motor adaptive, language, gross motor, and personal-social. Used by pediatricians and staff. DIAL 3: Developmental Indicators for the Assessment of Learning Third Edition is used to identify delays in children from 3-7 years of age” (Allen & Cowdery, 2009, Appendix B).

8. Teacher’s Role in the Identification Process Teachers understand how to use the developmental milestones as guidelines for abilities reached at a certain age. Teachers are specially trained to provide appropriate developmental activities to allow children their best opportunity to perform at optimal rates. Teachers can observe children in a variety of activities and environments throughout the day. Teachers understand the importance of not making diagnoses, labeling, or upsetting parents. (Allen & Cowdery, 2009, p. 294- 296).

9. Teachers’ Observations and Assessments Checklists Frequency counts Duration measures Anecdotal notes Logs or diaries Time sampling Language samplings Running records Portfolio assessments

10. Determining Eligibility Child has an identifiable disability which qualifies him or her for special education services More than one assessment tool is used to determine eligibility Assessment will gauge child’s performance over multiple domains (Allen & Cowdery, 2005, p. 184)

11. The IFSP-Individual Family Service Plan Purpose is to identify and organize resources to support the family in caring for the child with disabilities. Ongoing support is provided to parents. Family and child centered services are provided by an interdisciplinary team approach. Family members are essential to team. A service coordinator appointed to manage services. Parents may serve and be trained in this capacity. Specific steps are in place to transition the child to the next intervention program. (Allen & Cowdery, 2009, pp.306-307)

12. IFSP continued The number of days or sessions he/she will receive each service and how long each session will last; and whether 1-1 or as a group session Child’s present physical, cognitive, communication, social/emotional, and adaptive development levels and needs are noted Family information including the resources, priorities, and concerns of parents, and other family members closely involved with the child are recorded

13. IFSP continued The major results or outcomes are expected to be achieved by child and family. The specific services child will be receiving Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not) When and where child will receive services (NICHCY, Parent Guide 2, August 2004)

14. The IEP-Individual Education Plan Present levels of performance and skills are developed. Short term objectives are developed to reach the long term (annual) goals. Specific services to be provided with start dates Accountability (evaluation) to determine if objectives are met Inclusive programs are included in the IEP. Specifics of where and when are outlined. (Allen & Cowdery, 2009, p. 313).

15. Monitoring the Progress In place system of ongoing assessments throughout the year to monitor the child’s progress in meeting short term objectives Specific behavior is noted by teacher or other staff. Teachers will apply assessment tools in the monitoring process. (Allen & Cowdery, 2009, p. 320)

16. Evaluating the Program Once a year a statement of accountability must be completed. Child’s progress on meeting objectives are evaluated. Test scores, data collection, and written observations are recorded. (Allen & Cowdery, 2009, p. 313-314)

17. Characteristics of Children with Disabilities Failure to Thrive: low weight/height, failure to gain weight, exhibit delays, especially in fine and gross motor development, language, communication, interactive, and social skills (p. 77). Intellectual disabilities: milestones reached later in life, short attention span, transitions are difficult, communication skills are limited, gross and fine motor skills are delayed, slow rate of learning, poor self help skills, poor problem solving abilities, social/emotional behavior is delayed, social adaptive skills are delayed, may have physical appearance that is different from peers (p. 103-104) (Gorrill, Paasche, & Strom, 2004)

18. References Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning. Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning. National Dissemination Center for Children with Disabilities. (2004). NICHY, Parent Guide 2, Retrieved from NICHCY Website on April 21, 2008.