A diploma of early childhood education and care will bring more employment in the community not only that it will help street children with their future. Some kid’s walks earlier than others and some talk sooner than others, but in common, they follow a similar path of development. There are, however, some exceptions. Some kids develop very late and some do not follow a common pattern. The earlier such delays and disabilities are recognized, the sooner these kids, their families, and their caregivers can get help. Child care providers, particularly, are in a exceptional position to identify a problem or delay because they have the chance to observe many kids and to experience the full range of child growth. Thus, it is essential that they know about the resources available to help them in helping kids and their families.
Developmental Delay The term developmental delay describes a kid who is not doing what other kids his or her age naturally do. These kids build up more slowly or differently from the expected. A developmental stoppage can be physical, cognitive, communicative, social, or emotional. Thus, it is a good idea to get an early intrusion team to inspect a child experiencing learning difficulties and decide if special help is needed. Early intrusion early intrusion refers to the services intended to recognize and treat a disability or developmental delay before a kid reaches the age of three. Early intrusion services are offered through public or private agencies and can be provided in a variety of settings, including a child’s home, clinic, or child care center. The needs of the child and family will decide how and where services are provided. Early intrusion is covered by the law and referred to as the Individuals with Disabilities Education Act (IDEA). This law protects child and kids in need of early intrusion because they
1) are experiencing developmental delays in one or more of the following areas-cognitive, physical, communicative, social, emotional, or adaptive; 2) have a physical or mental condition that has a high likelihood of resulting in delay (Down Syndrome, cerebral palsy); or 3) at state discretion, are at risk medically or environmentally for substantial developmental delays if early intrusion is not provided. Special Education Services Local public schools offer unique education and related services, like speech therapy, physical therapy, or special transportation, to qualified kids. Much like the services offered in early intrusion, special education services can be delivered in a variety of settings depending upon the needs of each kid. Some kids will enter a particular preschool, while others may stay at home or attend a “usual” program. Once a kid reaches pre-school playgroup, special learning services may be delivered in the regular or special classroom. Processes for Getting Help When there is anxiety that a kid’s development is not typical, a referral must be made to a medical or child development specialist. This expert can scrutinize and test a kid for developmental delays and disabilities. After the examination and testing phase, a kid can be officially appraised and assessed for possible placement in special services. A conference with the kid’s teacher and parents along with the medical or child development specialist will settle on where a kid can obtain help and how his or her development can be monitored. Referrals and assessments can carry on as the kid changes and grows. The kid may be referred to other professionals and programs as needed.
Evaluation and Assessment by Early childhood education Evaluation and assessment make up the formal process of delay and disability identification. They tend to be used interchangeably when referring to the process that determines a kid’s strengths and weaknesses. Evaluations and assessments consist of informal and formal testing; use of uniform tests; and observations made by parents, caregivers, and medical or child development professionals.
The Referral Process “Referral is the process whereby a child’s family is bound for to specific services by an individual or agency…the legislation includes a system for referrals to service providers that defines time lines and provides for contribution by professionals from main referral sources such as hospitals, physicians, public health facilities, and related agencies. Community sources include private agencies, schools, and individual community members”. Referrals can be made any time and just require a means of contacting specialists to determine a child’s needs. However, it is essential to converse your concerns about a kid’s development with the family; give details what seems to be the problem; and recommend that parents discuss with with a pediatrician, clinic, or health department about their child’s developmental delays. Including Kids with Disabilities as proposed by preschool teacher training educating kids with disabilities mutually with typical kids defines inclusion. Including kids in settings for classically developing kids requires a system that supports the kids’ special needs with money, staff, training, and equipment. Personnel are another vital part to including kids with disabilities. There are both formal and mentorship training opportunities at all educational levels, including training for personnel who have no preceding college education. In many cases a trained teacher or counselor can show certain activities or provide special devices to help a child. The caregiver can learn how the kid should sit or walk, help the kid become more publicly involved with the other kids, provide tapes of stories instead of books, bring a special chair for the child to sit on, or provide a special spoon and fork to help the kid in eating. Formal training courses are obtainable at many colleges, community colleges, and in-service programs through the public school systems.
