618: Lifelong Integration

1. 618: Lifelong Integration Implementation with Infants and Preschoolers with Special Needs Implementation with Students with Mild Disabilities (High-incidence) and Severe Disabilities (Low-incidence)

2. React to these statements in Chapter 9 • “The services provided by these regulations should be multidisciplinary, coordinated, family-centered, and provided in settings where children without special needs are served”(Correa & Jones, 2003, 310). • “The role of quality advisor or service coordinator can vary with individual children and families. A paradigm of service coordination has emerged under Part C that emphasizes family-driven versus agency-driven practices”(325) (in Cook et al, 2004).

3. Early Childhood law • PL 99-457 • in 1986 extended services to children ages 305; included IFSP • An Individualized Family Service Plan (IFSP) documents and guides the early intervention process for children with disabilities and their families. IFSPs work in accordance with Part C of IDEA • Head Start • Head Start began with a task force recommendation in 1964 for the development of a federally sponsored preschool program to meet the needs of disadvantaged children, Head Start has grown to serve children from birth to age 5 and their families. http://www2.acf.dhhs.gov/programs/hsb/about/index.htm • Early Head Start, established in 1994 by the Head Start Reauthorization Act, offers comprehensive pre to postnatal child development and family support services for low-income pregnant women, infants, toddlers and their families.

4. Service Delivery Options • Hospital-based programs • Multiple levels of care given to children born with illnesses, disabilities, or difficult to diagnose symptoms. • Home-based approaches • Recommended for what ages? • Why home-based? • Center-based approaches • Recommended for what ages? • Why center-based?

5. Instructional Techniques • Structured Play therapy • Improves socialization (Odom, 1998) but many argue it should occur with • It has been observed that a high percentage of children with reading and learning disabilities (i.e.: dyslexia) skipped crawling and creeping during infant development (Pavlides 1987) • Movement patterns like crawling and creeping are correlated with long term reading and learning proficiency. This brain-body connection lies in visual focusing distances, midline orientation, and hand-eye coordination skills used during early crawling and creeping. These motor skills stimulate visual acuity and tracking from approximately the same distance that a child will utilize for reading and writing (Goddard, 2002). • http://www.playtherapygames.com/HTML/dgptbook1.html

6. More Instructional Techniques • Response-prompting procedures • Teach and prompt social cue • Respond with praise to reinforce immediately.  Responding immediately will help shape the behavior by letting the student know whether she responded correctly.  • Developmentally appropriate practices (DAP), 320 • Using your knowledge of development provide games and experiences appropriate

7. React to these statements in Chapter 10 • The “diversity in members of teaching teams is a major benefit since it provides multiple perspectives in dealing with students and other issues” (in Schamber, 1999, 354) • “…labeling should be kept to a minimum because of the possible adverse reactions of parents or students… instead focus on students’ strengths and specific needs..” (Correa et al, 341)

8. Implementation with Students with Mild Disabilities • Characteristics … • Teaching Strategies • Self-monitoring strategies (Frank & Brown, 1992; Montague & Bos, 1986) • Cooperative learning or reciprocal teaching (Fuchs & Fuchs, 2004) • Direct Instruction (Engelmann and Stein) • Social Behavior Strategies • Positive Behavior Support (Chandler, 2005)

9. React to these statements in Chapter 11 • “A major function of the team serving students with severe disabilities is to help them reach their optimal potential for independence and community living with nondisabled people” (Correa et al, 370). • “Delineating the roles of each of the team members within the educational and community setting is a first step in clarifying each group’s function on the team” (Correa et al, 386).

10. Implementation with Students with Severe Disabilities • Physical Instruction • Neurodevelopmental treatment • Lifting, transferring, carrying, positioning • Adaptive equipment • Sensory Instruction • Orientation and mobilization • Assistive aids • Medical Support • Self-care • Communication • Community

11. Instructional techniques • Prompting and cueing (Iwata et al, 1998) • Behavior analysis (ABA) (Westling & Fox, 2004) • Task analysis • Functional skill building (Rainforth & York-Barr, 1997) • Academic skills (Browder, 2001) • Self-determinism (Wehmeyer & Palmer, 2003)

12. Role of Service Personnel • Who is involved with Early Childhood? • Mild Disabilities? • Severe Disabilities? • What are the similarities and differences between roles of service personnel?

13. Questions • Techniques: What general approaches are used for early childhood that are different than those used mild or severe disabilities? • How does the severity of the student affect service delivery? • Early childhood • Mild? • Severe?