Unit 2 Identify Service Delivery And Developing Inclusive Early Childhood Education Programs Flashcards
Identification process
• the process of early identification
This involves recognized in developmental delays or disability early.
Early identification
1. Eligibility
2. Related services
-Case finding - process of locating children in need of special services
-Child finding - a program established on 1960s to identify children with developmental problems or delay
-Screening - the identification of developmental problems or the potential for such problems
(Comprehensive Screening- evaluation of a child’s current abilities, delays and impairments in all areas of developement)
-Follow through
Types of screening instruments
-APGAR (Appearance, pulse, grimace response, activity and respiration)
- Snellen chart (Vision and pure tone audiomentary for hearing)
- Sensitivity- correct identify children who have disabilities
- Specificity - not refer children who do not have a disability
(Professionals and paraprofessional does the screening)
-Limitation screening - only a snapchat of a child in a time
Identification process
• the family’s role
- cultural, ethics and linguistic differences
To avoid such airs safe cards must be build into the screening and assessment process The following are the list of requirements for assessment according to the idea law
1. Assessment must be conducted in the child’s native language
2. Assessment instruments that are designed for used in the native language must be used
3. Simply translating a test that was written in English and standardized on English speaking student is never appropriate
4. Assessment school should be conducted and interpreted by a ‘culture language mediator’ a person who is fluent in both dative and majority language and culture
5. Multiple forms of information should be collected including work samples and observations
6. Test items and procedures should be designed to measure a child’s known strengths as well as document any perceived weaknesses
Identification process
• the role of teachers in early identification
(as observer)
Observation is one of the most important skill for early child with professionals
Systematic observation
Structured monitoring of students behavior academic performance or social interruptions to access their needs and progress
- child’s name or initials
- date (including year) and time of day
- setting
- name or initials of the observer
Types of observation
Checklist - quick and reflective way to collect systematic information one or many children
Frequency counts - making a recorded observation is simply keeping track of how often something happens
Duration measures - how long an Evert’s behavior lasts
Anecdotal notes - brief observation, each recorded individually on three by 5 cards or any other formats that is convenient for de classroom staff
Running records - factual, detailed account writen over a span of time during which actions are described and quotes recorded as accurately as possible
- date
- time observation started
- setting
- name of observer
Logs, journals and diaries - similar to running records but less comprehensive
Time sampling - brief, periodic, observation to determine the presence or absence of a behavior
Language samples - are verbatim records (word for word or sound for sound) of what the child says or what sound the child makes
Portfolio assessment - purpose full collection of childrens work that illustrates and their efforts progress and achievements
Early childhood care development
Tools used to access childrens developmental progress en various levels from universal screening to more intensive evaluations
Children are monitor the according to 7 domains
1. Gross motor
2. Fine motor
3. Self helps
4. Receptive language
5. Expressive language
6. Cognitive
7. Social emotional
Follow through
Refers to the action taken after a child has been identified as at risks or having a potential developmental delay or disability through case finding, child finding and screening
- referral for further evaluation
- detailed assessment a d diagnosis
- service planning
Teacher’s do’s and dont’s
Teacher should:
- Develop good working relationship with families
- Voice concerned to parents about possible developmental differences in their child
- Listen carefully and respectfully
- Be knowledgeable about local resources in be able to make helpful and the appropriate referrals
- Work collaboratively with parents
- Remember that all children are different and typical development encompasses a broad spectrum of individual differences
Teacher should avoid:
- Making diagnoses
- Using labels to describe children
- Raising parents anxiety
- Phrasing suggestions as orders
- Jumping to conclusions without observational data
Prevention, Early Identification, Referral and Intervention of Delays, Disorder and Disabilities in Early Childhood Process (PEIRIDDDEC)
A framework focusing on prevention earlier identification referral and intervention for developmental issues in early childhood
- Endorsed in 2019
- Strength the home community partnership and profession of eccd program
- Prevention activities or conducted by different provider such as the city or municipality the mswdo and others
- The early identification component highlights subservation and assessment as the mean and repoint for detection of delays and disabilities
The process flow of the system for PEIRIDDDEC
• Prevention
• Early identification
• Referral
• Intervention
Prevention
Identify available programs and service particular to prevention, early identification, referral and intervention of delays and disabilities in early childhood
Promotes regular prenatal check ups for pregnant woman, conduct health and nutrition screening services and conduct parent education sessions
Programs and services
1. Expanded program on immunization
2. Family support programs
3. Safe motherhood program
4. Supplementary feeding program
5. Pantawid pamilyang Pilipino program
Early Identification
Observation of Parents and significant adults on the child
1st tier assessment
- BHW/BNS/Parents/CDW/Ts use core developmental milestones of Filipino Children
(0-6 months)
- C/MHO/CHW/CDW/Ts use ECCD Child’s Record 1 (for children below 3 years old)
- C/MHO/CHW/CDW/Ts use ECCD Child’s Record 2 ( for children 3.1-5.11 )
Reporting of assessment results to parents by the CHW and CDW/Ts
<Early>
7 developmental domains
1. Fine motor skill
2. Gross motor skill
3. Receptive language
4. Expressive language
5. Self help
6. Cognitive
7. Social emotional
</Early>
Referral
Reporting of assessment results to direct supervisors in preparation for referral
- CHW report to C/MHO
- CDW/Ts report to C/MSWDO
Conference between parents and supervisors
Referral of children at risk for developmental delays and disabilities to specialist
2nd & 3rd tier assessment conducted by specialist
___________________________
First tier assessment tool
1. Portage guide to early education (0-6 years old)
•5 areas: socialization, language, selfhelp, cognitive and motor
2. Early childhood screening list (0-2 years old)
Second tier assessment
1. Hearing Examination
2. Eye Examination
3. Nutritional Status Examination
4. Medical Examination
Third tier and specialist and non-medical specialist
1. Pediatrician
2. Developmental behavioral pediatrician
3. Pediatric neurologist
4. Neonatologist
5. Child psychiatrist
6. Psychoeducational diagnostician
7. Rehabilitation specialist
Intervention
Planning of intervention activities
-CDW/T gather information and interview parents for the CIF
-CDW/T coordinate with parents to prepare for the ILDP
Implemention of activities
-CDW/T and parents implement intervention activities in the WLP
Evaluation of activities and instructions
-CDW/T and parents use observation records and activities
Dimensions of Inclusion Support
All inclusive programs aim to create programs where children with disabilities have full participation with their community, can engage without experiencing discrimination or segregation, and receive support from their families and staff of the institution
National association for the education of young children (NAEYC)
A professional membership organization that works to promote high quality early learning for all young children,birth through age 8 by connecting early childhood practice, policy and research
