Early Intervention For Young Children With Developmental Delays

Catalog description

This course is designed to provide specialized content and procedural strategies related to the provision of family-centered early intervention for infants and toddlers who are at-risk or have developmental delays or disabilities. Students examine policy issues, curriculum content, teaming, and service coordination strategies, and assessment and intervention techniques for providing family centered early intervention. Course content will include (a) the philosophical, policy, and research base for recommended practices in early intervention, and (b) practice guidelines and examples of how to implement these strategies in inclusive infant-toddler programs and family and community contexts. Emphasis will be placed on the collaborative development, implementation and evaluation of the Individualized Family Service Plan (IFSP) as the framework for early intervention. Prerequisite(s): EDCI 27600 FOR LEVEL UG WITH MIN. GRADE OF C AND EDPS 31300 FOR LEVEL UG WITH MIN. GRADE OF C Course Learning Outcomes 1. Demonstrate knowledge of a) the rationale and characteristics of family-centered early intervention, b) Part C requirements for early intervention, c) major models of service delivery for birth through three-year-olds and their families, d) the varied roles of professionals, agencies, and family members in early intervention, and e) strategies for developing partnerships with families, including those from a variety of culturally and linguistically diverse backgrounds. 2. Demonstrate knowledge of recommended early intervention procedures during early infancy, including support-based interventions in NICUs, newborn assessment, attachment and interaction between infants and caregivers, transitioning infants from NICUs to family settings, and regulating the sleeping, feeding, and elimination patterns of infants. 3. Demonstrate knowledge concerning the functions of various family directed and child assessment activities and the guidelines and process for collecting information to guide development of an IFSP for an infant or toddler with developmental delays and their family. 4. Demonstrate knowledge of effective procedures for family-centered transdisciplinary team development and implementation of an IFSP, including a) developing intervention plans for child and family focused IFSP outcomes, b) using a variety of strategies to integrate intervention on child-focused outcomes into daily family/child care routines, c) using effective methods for monitoring, summarizing, and evaluating progress of IFSP outcomes, and d) developing comprehensive, individualized transition plans for children entering integrated or inclusive preschool programs. 5. Demonstrate knowledge of the service coordinator’s role in facilitating interagency collaboration and monitoring the design and implementation of IFSPs. View Class Schedule