Early Early InterventionIntervention

Appendix EAppendix E

Research Assignment/Leadership Research Assignment/Leadership PresentationPresentation

OISE – UT AQ Course: Special EducationOISE – UT AQ Course: Special Education

Summer 2010Summer 2010

Eleni Nanos and Sandra Eleni Nanos and Sandra RussellRussell

What isWhat is Early Intervention? Early Intervention?

Providing for a child and their Providing for a child and their family to lesson or eradicate family to lesson or eradicate the effects of an area of needthe effects of an area of need

It can be remedial and/or It can be remedial and/or preventativepreventative

Developmental Developmental Considerations for ChildrenConsiderations for Children ““Although human development is Although human development is

complex and varied, the general complex and varied, the general progression of children’s progression of children’s development can be anticipated.” development can be anticipated.” (Pascal, (Pascal, Every Child, Every Child, p. 13).p. 13).

Skills in the 5 areas of development:Skills in the 5 areas of development:

physical, social, emotional, physical, social, emotional, cognitive and cognitive and communication/languagecommunication/language

emerge in a sequence.emerge in a sequence.

Evidence of Early BrainEvidence of Early Brain DevelopmentDevelopmentDr. James Fraser Mustard,Dr. James Fraser Mustard,Physician and ScientistPhysician and Scientistb. 1927, Torontob. 1927, Toronto

conception to age 6 (particularly first 3 conception to age 6 (particularly first 3 years) form basis of ability and coping years) form basis of ability and coping skills that affect learning, behaviour and skills that affect learning, behaviour and health throughout life.health throughout life.

brief windows of opportunity for optimal brief windows of opportunity for optimal development of neural pathways.development of neural pathways.

early childhood development is critical to early childhood development is critical to healthy and competent societies.healthy and competent societies.

(McCain and Mustard, The Early Years Study - Reversing (McCain and Mustard, The Early Years Study - Reversing the Real Brain Drainthe Real Brain Drain, 1999), 1999)

Your Baby Can Read!Your Baby Can Read!

Dr. Robert C. Titzer (b. 1960)Dr. Robert C. Titzer (b. 1960) American Professor/Infant ResearcherAmerican Professor/Infant Researcher taught own children to read using multi-sensory taught own children to read using multi-sensory

approach he developedapproach he developed founder of founder of Infant Learning CompanyInfant Learning Company c. 60,000 teaching videos/DVD’s sold!c. 60,000 teaching videos/DVD’s sold! believes babies as young as 9 months have the ability believes babies as young as 9 months have the ability

to read.to read.

http://www.youtube.com/watch?v=1dpErq1xEI8&feature=relatedhttp://www.youtube.com/watch?v=1dpErq1xEI8&feature=related

What is your What is your opinion?opinion?

What does Early What does Early Intervention mean to you?Intervention mean to you?

Does every child need early Does every child need early intervention?intervention?

If so, what does it look like? If so, what does it look like?

Body Break!Body Break! let’s take it outside in the sun:let’s take it outside in the sun: Describe the shapes of the cloudsDescribe the shapes of the clouds (oral language and vocabulary (oral language and vocabulary

skills)skills) Silent Walking GameSilent Walking Game (phonological Awareness)(phonological Awareness) Take a nature walk. Draw pictures Take a nature walk. Draw pictures

and label and label (Early Writing, Vocabulary)(Early Writing, Vocabulary)

What are the What are the Goals of Early Goals of Early Intervention?Intervention?

to ensure all children to ensure all children develop to their optimum develop to their optimum potential.potential.

to identify resources to identify resources needed to meet needed to meet developmental milestones.developmental milestones.

What areas may a teacher What areas may a teacher need to offer guidance need to offer guidance

towardstowardspossible intervention?possible intervention? Attention DifficultiesAttention Difficulties

BehaviourBehaviour Autism Spectrum Disorder (ASD)Autism Spectrum Disorder (ASD) Dental/Oral HealthDental/Oral Health Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) Fine Motor/Gross MotorFine Motor/Gross Motor HearingHearing Learning DisabilitiesLearning Disabilities Mild Traumatic Brain InjuryMild Traumatic Brain Injury NutricianNutrician VisionVision Social/Emotional Well-BeingSocial/Emotional Well-Being Sensory IssuesSensory Issues

Is Early Intervention Is Early Intervention Effective?Effective?

YES! ‘Wait and See Approach’ YES! ‘Wait and See Approach’ isn’t acceptableisn’t acceptable

early intervention increases the early intervention increases the developmental and educational developmental and educational gains for childgains for child

improves functioning of familyimproves functioning of family reaps long-term benefits for reaps long-term benefits for

society.society.

Dr. Levine’s thoughts on Dr. Levine’s thoughts on Neurodevelopmental Neurodevelopmental

VariationsVariations

Dr. Mel Levine believes neurodevelopmental Dr. Mel Levine believes neurodevelopmental diversity/variation indicates that:diversity/variation indicates that:

all children have different rates of all children have different rates of developmentdevelopment

teachers, specialists and administrators must teachers, specialists and administrators must have knowledge of neurodevelopmental have knowledge of neurodevelopmental diversity/variation diversity/variation

schools must have systems in place to detect, schools must have systems in place to detect, identify and intervene at any point in a identify and intervene at any point in a child’s educationchild’s education

(Levine, Educational Care, p. 305-7)(Levine, Educational Care, p. 305-7)

Neurodevelopmental Neurodevelopmental Dysfunctions at Any Dysfunctions at Any

Age ?Age ? early detection is important but early detection is important but

should not preclude identification of should not preclude identification of later-onset dysfunctionslater-onset dysfunctions

parents are encouraged to become parents are encouraged to become informed collaborators with teachers informed collaborators with teachers and school personneland school personnel

““Misinterpretation of children by Misinterpretation of children by parents can be minimized and parents can be minimized and perhaps even prevented entirely.” perhaps even prevented entirely.” (Levine, Educational Care, p. 308)(Levine, Educational Care, p. 308)

Parent/Teacher Parent/Teacher RelationshipRelationship

be be sensitivesensitive when suggesting when suggesting reasons for making referrals and reasons for making referrals and assessments for further investigationassessments for further investigation

make parents/caregivers feel make parents/caregivers feel empoweredempowered to make decisions to make decisions

parents may feel: parents may feel: shock, anger, shock, anger, disbelief, fear, distress, disbelief, fear, distress, overwhelment, or relief overwhelment, or relief

How to start the How to start the dialogue?dialogue?

Ask questions:Ask questions: How do you feel your child is progressing?How do you feel your child is progressing?

Be positive:Be positive: You can get extra help for your child so You can get extra help for your child so

she will be as ready as she can be for she will be as ready as she can be for grade ___.grade ___.

____ is a delight to teach. So helpful… I ____ is a delight to teach. So helpful… I have noticed he seems to have some have noticed he seems to have some trouble…trouble…

How Can Teachers Set How Can Teachers Set the Stage?the Stage?

Be clear, informative, supportive, Be clear, informative, supportive, professional and culturally sensitive: professional and culturally sensitive:

make it clear your role is to monitor make it clear your role is to monitor developmentdevelopment

document concernsdocument concerns arrange private meetingsarrange private meetings allow ample time without interruptionallow ample time without interruption have another colleague presenthave another colleague present follow up with action plan and other follow up with action plan and other

meetingsmeetings

‘‘Wait and See’ Wait and See’ approach?approach?

Educators can advocate that Educators can advocate that early intervention:early intervention:

may help improve developmentmay help improve development

may prevent additional may prevent additional

concerns, i.e. behaviourconcerns, i.e. behaviour

Excellent Resource/Check-Lists of Excellent Resource/Check-Lists of Indicators Indicators (Double click on image to access full (Double click on image to access full

document)document)

If in Doubt, Call to If in Doubt, Call to Consult!Consult!

Child and Family Services Act, 2005Child and Family Services Act, 2005 any person with reasonable grounds any person with reasonable grounds

to suspect child (16 years or to suspect child (16 years or younger) is, or may be, in need of younger) is, or may be, in need of protection must promptly report to protection must promptly report to Children’s Aid, Physician/Pediatrician Children’s Aid, Physician/Pediatrician or Hospital Emergencyor Hospital Emergency

possible forms of abuse (neglect, possible forms of abuse (neglect, physical, emotional, sexual) physical, emotional, sexual)

What is Central Philosophy What is Central Philosophy of Intervention According to of Intervention According to

Levine?Levine? ““Those with less versatile minds should Those with less versatile minds should

only have to demonstrate true mastery only have to demonstrate true mastery in one or more areas of specialization if in one or more areas of specialization if they and their parents choose to do so.” they and their parents choose to do so.”

““The vocational education to which they The vocational education to which they have a right and for the which they have have a right and for the which they have a need before adulthood should a need before adulthood should emphasize excellence just as much as emphasize excellence just as much as more traditional academic programs more traditional academic programs do.” do.”

(Levine, Educational Care, 306-7)(Levine, Educational Care, 306-7)

ResourcesResources

Henry, Kimberly A., How Do I Teach This Kid?, 2005Henry, Kimberly A., How Do I Teach This Kid?, 2005 Levine, Mel, Educational Care, 2002Levine, Mel, Educational Care, 2002 McCain and Mustard, The Early Years Study - McCain and Mustard, The Early Years Study -

Reversing the Real Brain Drain, 1999Reversing the Real Brain Drain, 1999 Michigan Department of Education, Family Michigan Department of Education, Family

Fundamentals for Summer Learning, School-Home Fundamentals for Summer Learning, School-Home Literacy Connections, 2003Literacy Connections, 2003

Ministry of Education, Ontario, The Full-Day Early Ministry of Education, Ontario, The Full-Day Early Learning-Kindergarten Program, Draft Version, Learning-Kindergarten Program, Draft Version, 2010-112010-11

Pascal, Charles, Every Child, 2009Pascal, Charles, Every Child, 2009 Red Flags, York Region District School Board, 2009Red Flags, York Region District School Board, 2009 Talmage, Karen Loden, Climbing Art Obstacles in Talmage, Karen Loden, Climbing Art Obstacles in

Autism, 2007Autism, 2007

Internet LinksInternet LinksMcGill University- The Early Intervention Research Project Team to improve and McGill University- The Early Intervention Research Project Team to improve and

influence Canadian policy.influence Canadian policy.info@earlyintervcanad.cominfo@earlyintervcanad.comSpeech Therapy DVD’s and other resourcesSpeech Therapy DVD’s and other resourceswww.babybumblebee.comwww.babybumblebee.comU.S. Department of Education U.S. Department of Education http://www.kidsource.com/kidsource/content/early intervention.htmlhttp://www.kidsource.com/kidsource/content/early intervention.html CAYRE- York Region District School Board Early Intervention ServicesCAYRE- York Region District School Board Early Intervention Serviceswww.cayre.cawww.cayre.caToronto Public Health/ Toronto Preschool Speech and Language ServicesToronto Public Health/ Toronto Preschool Speech and Language Serviceswww.www.torontotoronto.ca/health/.ca/health/speechspeech__languagelanguage.htm .htm Stats CanadaStats Canadawww.canada.gc.ca/home.htmlwww.canada.gc.ca/home.htmlHealth CanadaHealth Canadawww.hc-sc.gc.cawww.hc-sc.gc.caThe Office for Disability Issues (ODI)The Office for Disability Issues (ODI)www.hrdsdc.gc.cawww.hrdsdc.gc.ca