Page 9 - LESSION 22.pmd

Early Identification and Intervention

• Help children with disabilities grow up to become productive, independent
individuals
• Reduce the future costs of special education, rehabilitation and healthcare Notes
needs

INTEXT QUESTIONS 22.3

Explain the following terms listed below in one sentence only:
1. Screening

2. Comprehensive evaluation
3. Early intervention

4. Risk indicators

22.3.1 Strategies for Early Intervention
Intensive early intervention for children with disability is the most effective kind
of intervention. It is not just about the number of hours, it is also about the
quality of those hours and how the therapy supports the child. Parents and teachers
are usually the first interventionists for developmentally delayed infants and young
children.

Different children respond in different ways to interventions, so no single
programme will suit all children and their families. Focus on what the child
requires. A good intervention involves regular assessment to ensure that the child
is making progress. The gains might be small initially, but they could all add up.
Many children with a disability can benefit from some type of early intervention
or therapy. For example:

• Occupational therapy can help with fine motor skills, play and self-help
skills like dressing and toilet training
• Physiotherapy can help with motor skills like balance, sitting, crawling and
walking
• Speech therapy can help with speech, language, eating and drinking skills

A variety of some other child-focused strategies have shown evidence of success
including interacting with peers, prompts, modeling techniques and intermittent
reinforcement. These strategies should be implemented with uniformity,
conformity and regularity. Parents and educators need to be properly trained to
implement these teaching strategies. It is important to remember that all children
are unique and require techniques and strategies individualised to their needs.

EARLY CHILDHOOD CARE AND EDUCATION 227