Early Intervention Supports and Services
Weekly Paper Sample Chapter 3: Early Intervention Supports and Services My weekly paper is on chapter 3, Early intervention support and services, and I have chosen to discuss these three topics: Developmental Delays, RtI Approach, and Multidisciplinary Team and with examples to demonstrate my understanding of them. Developmental Delays Developmental delays may be caused by a variety of factors; including genetic disorders this is the first opportunity to detect potential genetic disorders. Children who are identified with developmental delays have delays in the following areas: cognitive, communication, social-emotion, adaptive and motors domains in development. Problems with pregnancy, if the mother becomes ill, is undernourished, or consumes harmful substances the health of the fetus can be jeopardized, or if the mother contracts German measles or chicken pox during pregnancy can damage the fetus, or fetal alcohol syndrome or spectrum disorder can interfere with the fetus development; as well as substance by the mother and father can be link to behavior problems. Environmental risk factors are the major factors of disabilities for young children. The two most well known environmental factors are poverty and child abuse that interfere with child development. These environmental risk factors are some of the most difficult stressors for a family to cope with and they often feel overwhelming and very difficult for the family to handle. Example of my understanding of developmental delays Mrs. Jones and her husband were expecting their first child, and both were in their late 30s. Mrs. Jones was progressing normally with her pregnancy. Then well into eight month she started to encounter complications with the pregnancy. Mr. and Mrs. Jones were informed by the doctor that she was going into early labor, and as a result, Mrs. Jones baby was born, prematurely. As time progressed, Mrs. Jones noticed that her baby was below the typical age in walking and other areas for a toddler of 15 months. She noticed that the childs fine motor skills such as holding a spoon and picking up objects were troubling and indicative of some developmental issues. Furthermore, the child appeared not to engage in simple language or understand commands given by the parents. These concerns were discussed with the doctor to determine the extent of the childs problem. The doctors assessed the child using the developmental profile, and it showed that the childs suffers a delay in the normal development. RtI Approach Response to intervention approach is a process used by educators to help children who are struggling with a skill, teachers use this intervention with any student to help them succeed in the classroom. RtI is not just for children with special needs, it is a universal screener for general education students as well. The emphasis is on providing support to children as a difficulty show up, and specific instructions at various levels are designed to the needs of the child. Response to intervention is a pyramid using a threetiered framework for meeting the childs needs. Examples to demonstrate my understanding of the RtI Approach The teacher in a first-grade class screens all students at tier-1 to determine their needs. At this level the teacher does progress monitoring three times a year to assess for students strengths and areas of needs. The assessment of Jonathan showed that he meets tier-II criteria for support. With this report, the teacher begins to use more embedded instruction in reading to help him reach his goal. She uses small group setting to provided instruction to Jonathan. She utilized vocabulary from his reading material on individual cards to form sentences for him to read, and so on. The teacher informs the parents of Jonathans progress over a 10-week period, and it was determined that Jonathan is still not making adequate progress in improving his reading. Therefore, Jonathan was moved to tier III, the teacher and the reading specialist begins intense instruction and individualized instruction. The reading specialist works with him 3 times a week on an individualized base. The teacher progress monitoring is conducted more frequently every 4 to 6 weeks to determine Jonathans progress. The teacher provided the parents with reading strategies to help him at home. At his point, Jonathan still lacks the reading skills he needs to be successful in school. After discussion between the teacher, reading specialist and the parent, a decision will be made about making a referral for future evaluation if needed. Multidisciplinary Team Multidisciplinary team working in an early intervention program might need a variety of services from specialists. Children, who qualify for services under Individuals with Disabilities Education Act (IDEA) must have been identified, screened, and diagnosed by a multidisciplinary team such as; parent(s) or guardian(s), physician, psychologist, speech and language therapist or social worker. Team works gather and review information about the childs and familys needs so that a comprehensive and workable plan can be developed to address the needs. Example to demonstrate my understanding of multidisciplinary team Jonathan the first grader who was severely struggling with reading, a decision was made by the teacher to discuss with the parent and reading specialist to refer Jonathan for an evaluation. In doing so, the schools multidisciplinary team was developed to include the parents, who can provide information about the childs home life and practices. The classroom teacher and reading specialist can provide information about Jonathans reading assessments results and daily activities in the classroom. The school psychologist will provide a comprehensive evaluation of Jonathans strengths and weakness and help the family deal with the stress of having a child disability. The schools social worker can provide coping strategies for the family. An audiologist will provide information to determine if hearing contributes to his reading difficulties; and an ophthalmologist to determine if Jonathans vision is posing a problem for his reading. And as such, the multidisciplinary team will review, discuss all the relevant information to determine Jonathans reading deficit, and after which a plan will be written to address his needs. How your weekly paper will be graded: Your weekly papers will be graded as follow: (i) Discussion of the 3 topics you have chosen (1 point each) = 3 points; (ii) Examples demonstrating your understanding of the 3 topics (2 points each) = 6 points; and (iii) Format (APA) = 1 point. Total = 10 points. Total of, at least, 10 weekly papers must be submitted = 100 points. You are required to turn in your paper for each week on Thursday.