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Early Identification and Intervention

22.2.2 Early Identification Strategies

The need for early identification of children with disabilities is important for the
parents, schools and community. Various strategies can be adopted to identify Notes
the needs of these children. Various National Policies have emphasized the need
for early identification and appropriate interventions to help children with special
needs, especially the very young.

National Policy for Persons with Disabilities (2006) also emphasises that
children upto the age of six years may be identified at the earliest and necessary
interventions be made urgently so that they are capable of joining inclusive
education at the right age.

The identification process includes:
(1) Screening

(2) Examination for the presence of risk indicators and protective factors
(3) Systematic observations

(4) Comprehensive evaluation

Screening: Screening refers to determining the areas where children need
assistance. There should be a system to identify, locate, and evaluate all children
with disabilities who need early intervention or special education services.

Risk indicators and protective factors: A range of environmental, biological,
genetic, and prenatal conditions are associated with adverse developmental
outcomes and may be considered as risk indicators or warning signs of learning
disability. However, risk indicators do not always predict which children will
have future learning problems. Risk indicators must be considered within the
context of typical developmental expectations. Protective factors like special
schools, educators and therapists are factors that reduce risk and foster resilience
and help buffer children from circumstances that place them at risk.

Systematic observations : Systematic observations of a child’s behavior and
abilities over time is important. Observations may be informal or may follow a
standard observation methodology. In either case, they should be conducted
multiple times and in varying contexts (e.g., home, preschool, classroom,
playgroup). Observations should provide information of the frequency, consistency
and severity of the behaviors leading to concerns.

Comprehensive evaluation: When a screening, a review of risk indicators and
protective factors, and systematic observations suggest that a child is at risk then
professionals should conduct periodic evaluations to ascertain whether
development follows expected patterns. The major goal of a comprehensive
evaluation is to determine the individual child’s specific pattern of abilities and

EARLY CHILDHOOD CARE AND EDUCATION 225