EARLY IDENTIFICATION AND INTERVENTION

1 EARLY IDENTIFICATION and INTERVENTION Notes 22. EARLY IDENTIFICATION AND. INTERVENTION . Every child is unique. Children progress rapidly in their EARLY years. Individual children have their own strengths and weaknesses. Their developmental progress occurs in certain sequences, but the pace of development may vary. However, if children display marked problems or difficulties in one (or more) developmental area(s), then they need special care and support. The EARLY IDENTIFICATION of children's developmental delays or learning difficulties helps us understand and take the required steps to support the children and ensure their optimum development and learning. This EARLY IDENTIFICATION facilitates the use of INTERVENTION strategies to provide the required positive EARLY experiences for children at risk of academic difficulties.

2 In this lesson you will study the importance of EARLY IDENTIFICATION , IDENTIFICATION of children requiring special care or interventions. LEARNING OUTCOMES. After studying this lesson, you will be able to: describe the meaning and significance of EARLY IDENTIFICATION ;. discuss the strategies for EARLY IDENTIFICATION ;. explain the concept and significance of EARLY INTERVENTION ;. identify the strategies for EARLY INTERVENTION ; and discuss assistive technologies for supporting inclusion. CHILDREN WITH DISABILITIES. Disability can be defined as any limitation or restriction to perform developmentally EARLY CHILDHOOD CARE AND EDUCATION 219. EARLY IDENTIFICATION and INTERVENTION appropriate activities which are desired by society. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY).

3 Notes defined disability as, neither purely biological nor social but instead the interaction between health conditions, environmental and personal factors. It described disability at three levels: an impairment in body function or structure, such as a cataract which prevents the passage of light and sensing of form, shape, and size of visual stimuli;. a limitation in activity, such as the inability to read or move around;. a restriction in participation, such as exclusion from school. The term, children with disabilities, is used to refer to the children with disabling health conditions or impairment or as a result of illness, poor nutrition or injury. THE MAJOR DISABILITIES. In our community we see people around who cannot walk or have some body part deformed; have difficulty in seeing or hearing; have difficulty in understanding or learning.

4 These people are suffering from some impairment and are having disability. There is a range of disabilities as defined by different models. The major are listed below. Sensory impairment: Any condition which implies a loss or impairment of the sensory organs such as hearing, vision, speech and olfactory senses. While a majority of such conditions can be treated and rehabilitated, some conditions persist lifelong and might require therapy and constant support. Developmental disabilities: These are diverse group of chronic conditions which are due to mental or physical impairment. This may include delayed or abnormal development. The conditions such as Autism Spectrum Disorder, cerebral palsy , Down syndrome and Asperger Syndrome falls under this. Learning disability: This refers to an impairment of cognitive abilities that manifests as a certain type of learning-related disability.

5 These differ from child to child, based on the particular cognitive function that is affected like: input (difficulty processing visual information). difficulty in processing audio or lingual information integration (putting together the information and making sense of it). storage (memory-related). output (having trouble expressing the information). The biggest challenge with learning disability is that they are harder to identify and diagnose. Behavioural issues: Children with behavioural issues may experience difficulty in responding to the regular forms of care and discipline that works with other 220 EARLY CHILDHOOD CARE AND EDUCATION. EARLY IDENTIFICATION and INTERVENTION children. For example, conditions like Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD).

6 Are difficult to identify and diagnose since many of these children are initially Notes assumed to be difficult' or temperamental'. Mental and psychological conditions: Delayed mental development and mental retardation can be listed as intellectual disorders in children while conditions such as anxiety, chronic depression and mood swings can be classified as psychological disorders. While children with intellectual disorders have EARLY symptoms that can be diagnosed easily, psychological disorders take longer to be detected. Medical conditions: This bracket includes children suffering from weakening chronic conditions such as heart disease, muscular dystrophy, cancer, cerebral palsy , etc. These children may suffer from long periods of extremely poor health, interspersed with numerous tests, hospital stays and prolonged medication.

7 This negatively impacts a normal childhood. While each one of these conditions is different from the other, the similarity is in the need for identifying, diagnosing and treating the condition coupled with the need to find the right kind of support, schooling and home environment. INTEXT QUESTIONS Fill in the blanks. (a) _____ can be defined as any limitation or restriction to perform developmentally appropriate activities. (b) Sensory impairment implies impairment of _____. (c) Children with _____ may experience difficulty in responding to the regular forms of care and discipline. (d) _____ refers to an impairment of cognitive abilities that manifests as a certain type of learning-related disability. MEANING AND SIGNIFICANCE OF EARLY . IDENTIFICATION . EARLY IDENTIFICATION refers to the process of recognizing any disability or developmental variations in EARLY childhood years and to understand the need of EARLY INTERVENTION .

8 EARLY IDENTIFICATION of learning difficulty or any related developmental delays can make a huge and a positive difference in the life of children and their families. EARLY IDENTIFICATION can significantly minimize the social, behavioral, or learning difficulties the child experiences. EARLY CHILDHOOD CARE AND EDUCATION 221. EARLY IDENTIFICATION and INTERVENTION Preschool and kindergarten teachers are at an advantageous position to catch the EARLY signs and symptoms of a developmental delay or disability, and to identify Notes children who are at risk in learning and school. Teachers need to be aware of symptoms and share their observations and concerns with parents and other school specialists. New legislation, advances in research, and changes in practices have emphasised the need for EARLY IDENTIFICATION and interventions.

9 The purpose of EARLY IDENTIFICATION is to determine which children have developmental problems that may be obstacles to learning or that places children at risk. Development in EARLY childhood years is characterised by broad variability in rates and patterns of maturation. For some children, differences and delays in abilities are temporary and are resolved during the normal course of development. For other children, delays may persist in different domains of functioning, necessitating the child's referral for special assessment and/or comprehensive evaluation. The Convention on the Rights of Persons with Disabilities (UN, 2006) describes people with disabilities as those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others.

10 At present, no clear distinction can be made in the EARLY years between children whose problems may persist, and those who will make adequate progress with time. Therefore, young children who demonstrate difficulties in EARLY development may or may not be at risk for Learning Disabilities. Nevertheless, screening, evaluation, enhanced learning opportunities, and INTERVENTION services should be provided. In the child's best interest, it is not recommended to wait and see . or hope that the child will grow out of her or his problems. The purpose of EARLY IDENTIFICATION is to determine which children have developmental difficulties that may become obstacles to their learning or may place the children at risk. Thus, there is an urgent and substantial need to identify as EARLY as possible those young children in need of services.