Early Childhood Special

Education
EARLY CHILDHOOD
SPECIAL EDUCATION
James Churchill
Xiaoning Sun

Meet Billy

https://
www.youtube.com/watch?v=a0NAp
tuWZz4

Discussion:
What do you think about the video?
What have you already known about early childhood
special education?
Whats your concern about early childhood special
education?

What is early intervention?

Early intervention: 0-2 years old
Early childhood special education: 3 5 years old .
Early intervention consists of a comprehensive system of
therapies, educational, nutritional, child care, and family
supports, all designed to reduce the effects of disabilities or
prevent the occurrence of learning and developmental
problems later in life for children presumed to be at risk for
such problems (Smith & Guralnick, 2007)

History of Early Childhood Special

Education
The field of early childhood special education has grown out of several
different fields including early childhood education, elementary special
education, medicine and psychology.
Handicapped Childrens Early Education Assistance Act 1968
The Rehabilitation Act of 1973
Public Law 99-457 1986
The Americans with Disabilities Act of 1990
No Child Left Behind Act of 2001
Public Law 108-446 individuals with Disabilities Education Improvement
Act 2004

IFSP & IEP

An Individual Family Service Plan (IFSP) is a written
document outlines the early intervention services that
infants and toddlers will be delivered.
An IFSP only applies to children from birth to two years
of age. Once a child turns 3 years old, an Individualized
Education Program (IEP) is put into place. The IFSP is
a written document that, among other things, outlines
the early intervention services that your child and family
will receive.

IFSP vs IEP
IFSP

IEP

Individual Family Service Plan

Individualized Education Plan

Target Population

Target Population

In most states the IFSP is intended for children and their families from birth

In most states the IEP is intended for children ages 3 through 5.

through age 2.

Focus

Focus

The IFSP provides early intervention to meet the unique development needs of

The IEP provides services and support for the child within the context of the school

the child and family in the childs natural environment, which typically means

system. To the maximum extent possible the purpose of the IEP is to ensure that the

the childs home.

child has the same opportunity to be educated as his or her non-disabled peers.

Eligibility

Eligibility

Based on an evaluation for children from birth through age 2.

Based on evaluation for children ages 3-5.

Goals and Objectives

Goals and Objectives

Helps the child to reach development goals.

Prepares the child to learn alongside his/her non-disabled peers in the school
system.

Development of the Plan

Development of the Plan

The plan is developed annually by an IFSP team, which includes the family

The plan is developed by the IEP team and takes into account strengths of

as well as a group of child development experts (typically a pediatrician, an

the child, concerns of the parents for enhancing the education of their

occupational therapist, a speech therapist, a social worker, and an early

child, the results of the child s initial and/or most recent evaluation of the

childhood special education teacher). The plan is based upon the

child, and the academic, developmental and functional needs of the child

evaluation of the needs of the child and family.

Review of Plan

Review of Plan

The plan is typically reviewed every 6 months.

The plan is reviewed periodically, but usually not less than annually.

Statement of Performance

Statement of Performance

Contains information about the childs present levels of motor, cognitive,

Contains information about the childs present level of academic achievement

communication, social/emotional, and adaptive (self-help skills)

and functional performance, including for preschool children, as appropriate, how

development.

the disability affects the childs participation in appropriate activities.

Services

Services

Services are provided in the natural environment, which typically means

Provided, to the maximum extent appropriate within the school alongside

within the home or at child care centers.

children who are not disabled.

Special Education for

Preschoolers
IDEA requires states to provide special education services to all children
with disabilities ages 3 to 5.
Preschool children do not have to be diagnosed with and reported under
one of the traditional disability categories to receive services.
Each state, at its discretion, may also serve children from ages 3 through
9 under the developmental disability category.
IEPsforpreschoolersmustincludeasectionwithsuggestionsandinformationf
or parents.
Local education agencies may elect to use a variety of service delivery
options (home-based, center-based, or combination programs), and the
length of the school day and year may vary.
The state education agency must administer preschool special education
programs, but it may contract services from other agencies to meet the
requirement of a full range of services.

Assessment and evaluation in

early childhood special education
Screening. Quick, easy-to-administer tests to identify children who
may have a disability and who should receive further testing.
Diagnosis. In-depth, comprehensive assessment of all major areas
of development to determine a childs eligibility for early intervention
or special education services.
Program planning. Curriculum-based, criterion-referenced
assessments to deter- mine a childs current skill level, identify
IFSP/IEP objectives, and plan intervention activities.
Evaluation. Curriculum-based, criterion-referenced measures to
determine progress on IFSP/IEP objectives and evaluate program
effectiveness.

Curriculum and program goals

Support families in achieving their own goals
Promote child engagement, independence, and mastery
Promote development in all important domains
Build and support social competence
Facilitate the generalized use of skills
Prepare for and assist children with normalized life experiences in
their families, schools, and communities
Help children and their families make smooth transitions
Prevent or minimize the development of future problems or
disabilities

Developmentally Appropriate
Practice
Developmentally appropriate practice (DAP) is a philosophy and set of
practice guidelines based on that belief.
DAP is a framework of principles and guidelines that outline practice that
promotes young childrens optimal learning and development. (NAEYC,
2011a)
a) Knowledge must inform decision making.
b) Goals must be challenging and achievable.
IFSP/ IEP goals & objectives:
Functionality

Generality

Instructional context

Measurability

Hierarchical relation between long-range goals and short-term objectives

c) Teaching must be intentional to be effective.

Instructional adaptations and

modifications

Providing specialized instruction to remediate delays caused by

the childs disabilities and prevent any secondary disabilities from
developing is the cornerstone of what early childhood special
educators do (Sandall, Schwartz, & Joseph, 2000, p. 3).
One effective method for incorporating intentional instruction into
typical preschool activities is called embedded learning
opportunities.
teachers should look and plan for ways to embed brief, systematic
instructional interactions that focus on a childs IEP objectives in
the context of naturally occurring classroom activities.

Watch and review

Lets look at a classroom virtual tour video to see
what an early childhood special education can be.
https://www.youtube.com/watch?v=s9H4z_wGugA

Service delivery alternatives for early

intervention
In hospital-based programs, early intervention services are provided to low-birthweight and other high-risk newborns in neonatal intensive care units (NICUs).
In home-based programs, a childs parents act as the primary teachers, with regular
training and guidance from a teacher or specially trained paraprofessional who visits
the home.
Parents and families are the most important people in an early intervention program.
They can act as advocates, participate in educational planning, observe their childrens
behavior, help set realistic goals, work in the classroom, and teach their children at
home.
In center-based programs, a child comes to the center for instruction, although the
parents are usually involved. Center programs allow a team of specialists to work with
the child and enable the child to meet and interact with other children.
* Many programs offer the advantages of both models by combining home visits with
center-based programming.

What benefits do you think children will

achieved in a inclusion center-based
program?
https://www.youtube.com/watch?v=M
WGnRHyYkLc

Critical Review:
Services for Texas Students with
Disabilities Ages 3-5
Review this document quickly and find one thing you may
like or you think can be improved.

Discussion:
Demirok, M. S., & Haksiz, M. (2015). The Comparison of Early
Childhood Special Education System in Turkey with in
Hungary, Italy and Romania. Procedia-Social and
Behavioral Sciences, 205, 648-654.

Reference:

National Association for the Education of Young Children. (2011a). The core
of DAP. Washington, DC: Author. Retrieved June 28, 2011, from
http://www.naeyc.org/dap/core

Sandall, S., Schwartz, I., & Joseph, G. (2000). A building blocks model for
effective instruction in inclusive early childhood settings. Young
Exceptional Children, 4(3), 39.

Smith, B. J., & Guralnick, M. J. (2007). Defi- nition of early intervention. In R. S.

New & M. Cochran (Eds.), Early childhood education: An international
encyclopedia (pp. 329332). Westport, CT: Greenwood Publishing Group.

Preschool in China
Please see the video