ECSE/EI ECSE/EI

Providing for Special Needs in Providing for Special Needs in Early EducationEarly Education

Source: Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting Early Childhood Curricula for Children in Inclusive Settings (7th ed.). Upper Saddle River, New Jersey: Pearson/Merrill Prentice-Hall; Poon, Kenneth.

Chien-Hui Yang, PhD.Chien-Hui Yang, PhD.

“I have come to accept that my daughter will not be quite like everybody else when she grows up, but then who of us is? We are all unique individuals, and we should appreciate our differences rather than scorn them. We all have our strengths and weaknesses, and how many of us, even without disabilities, ever realize our full human potential?” - Lora Jerugim (p. 3).

What is Early Intervention? What is Early Intervention?

Early Intervention

- The provision of services for children who are at-risk or have disabilities and their families for the purpose of lessening the effects of the risk factors or disabilities.

- Remedial and/or preventive in nature.

Goals of Early Intervention: Goals of Early Intervention:

1. Optimize each child’s learning potential and daily well-being

2. Increase opportunities for child to function effectively in the community

- To achieve these goals, early interventionists must first have a thorough understanding of how children learn.

EI: An Evolving Field EI: An Evolving Field

ECSE: a relatively new field◦1980’s: the rights of individuals with

disabilities◦1990’s: rights & needs of families of

children with special needs◦2000’s: serving children with disabilities in

their natural environment (the needs of the child in his or her family).

Pioneering influences: 1. Jean-Marc Itard (1800): The wild boy of

Aveyron (Victor). - Interactionist viewpoint: Learning potential influenced through intervention (that changed the stimulation in the environment).

2. Maria Montessori & Casa dei Bambini:- Life skills and academic.- Teacher observe and arrange learning experiences that promote development.

- Sensorial approach, task analysis, sequencing, individualization.

3. Piaget’s theory of cognitive development:

- Provide opportunities that allow a child to combine experiences into coherent systems (schemes) that constitute knowledge. (Construct within v.s. Acquisition without).

- Model program: Perry Preschool project: High Scope.

4. Crucial years: early years- Skeets & Dye: 12 children (0-3). Orphanage vs. specialized attention by teenage girls with retardation.

*Outcome: IQ gain, Independence3rd grade level v.s. high

school/college

- The Milwaukee Project: Parent education and infant stimulation for children born by mothers with MR (IQs < 70) in poverty

Outcome: At age of 3 1/2, the experimental children tested an average of 33 IQ points higher than a control group

- Bloom: 50% of intellectual development from birth to age 4, 30% from age 4-8, 20% from age 8-17 (Nature v.s. Nurture)

5. Project Head Start: Inclusion- 1972: required inclusion of children with

disabilities; at least 10% of enrollment- Inclusion of children with disabilities and

typical children in same classroom

Impact of EIImpact of EI

Long-lasting, positive effects of early intervention- Ziglar; Lazar & Darlington (1979, 1982)

- Children in EI are less likely to be assigned to sped classes or held back a grade

- Perry Prechool Project: 19-year longitudinal study of at-risk children/disadvantaged- Children in EI are less likely to be assigned to sped classes

or held back a grade- Are more likely to graduate from high school- Are less likely to be arrested as young adults- Are less likely to experience teen pregnancy- Are more likely to secure employment

Early Intervention with Children with Disabilities- No one best intervention for everyone, all

of the time, even within one group. - No parallel/distinguished line between EC

and SPED.

Autism has many facesObservation practiceCase onehttp://www.youtube.com/watch?

v=mnLddhZ3oVcCase two http://www.youtube.com/watch?

v=nQxDG4LD1Eo&feature=related

Developmental DomainsDevelopmental Domains

CognitiveMotorLanguage/CommunicationSocial competence and play skillsAffect and emotionalSelf help and adaptive

Programming Principles for Young Programming Principles for Young Children with Special Needs:Children with Special Needs:

Based on developmentally appropriate practices (NAEYC) that are effective for all children.

DEC recommended practices (Division of Early Childhood, Council for Exceptional Children).

http://www.dec-sped.org/recommendedpractices.html

Benefits of Inclusion Benefits of Inclusion

For children with moderate/severe disabilities in inclusive settings v.s. segregated classes:

- have better developmental outcomes (Fisher & Meyer, 2002; Hundret et al., 1998),

- higher scores in language development and social skills (Rafferty, Piscitelli, Boettcher, 2003),

- development of friendships and social networks (Fryxell & Kennedy, 1995; Hall & McGregor, 2000),

- happiness behaviors (Ryndak, Morrison, & Sommerstein, 1999),

- had more communicative interactions (Foreman, Arthur-Kelly, Pascoe, & King, 2004).

A child with severe/multiple disabilitieshttp://www.youtube.com/watch?

v=N5UCAvdEtZA&NR=1

For typical children experiencing inclusion:

- value the human differences, developing positive attitudes toward those with disabilities (Cross, Traub, Hutter-Pishgahi, & Shelton, 2004; Diamond & Carpenter, 2000),

- developing greater compassion for others, - acquiring unique skills such as sign language (Downing & Peckham-Hardin, 2007)

- better communication and helping skills (Staub, Schwartz, Gallucci, & Peck, 1994).

Create a logo (advisement/commercials) and slogan for promoting early intervention.

Service Delivery Service Delivery

The Individuals with Disabilities Education Act (1975, 1986, 1997, 2004)

Ages 3-21 (PART B):- The right to free, appropriate public

education mandated for all school age children (3-21)

- Allowed states to use the term developmental delay for children age 3-9 instead of the label of disability categories

Should EI services be mandated in legislation and funded in Singapore?

Best Practices

Developmentally Appropriate Practices (DAP) in Natural Settings◦ Teaching children within the context of play and

developmentally appropriate activities◦ Program goals are functional and relevant to

children’s and families’ lives◦ Goals embedded in daily activities and routines.◦ Using strategies of behavior analysis and

modification rather than predominant teaching methodologies.

◦ http://www.youtube.com/watch?v=a-h4IHIqkcc

Curriculum◦Objectives not taught in isolation, but

integrated into meaningful activities and events.

◦Planning and interventions based on teacher’s observations of child in natural contexts

◦Interactive process of learning◦Real-life objects and activities relevant to

child’s life◦Individualize programs to meet child’s

range of interests and abilities

Curriculum◦Gradual increase in difficulty and

challenge of activities◦Facilitate engagement of each child: offer

choices, make suggestions, ask questions, describe events in ways meaningful and interesting to child

◦Opportunities for self-initiation, self-direction, and repeated practice

◦Acceptance and appreciation of cultural differences; avoid ethnic and gender stereotypes

Curriculum◦Balance between rest/activity, including

planned outdoor activity◦Careful transition from one activity to the

next

Adult-Child interaction◦Quick and direct response at child’s eye

level to child’s needs and communication attempts

◦Interaction opportunities provided; one-on-one communication best facilitates this

◦Provide sensitive, appropriate assistance to children

◦Facilitate self-esteem in children◦Discipline that enhances development of

self-control

Family Involvement◦Families’ right & responsibility to share in

decision making regarding children’s care and education.

◦Families encouraged to participate◦Professionals maintain frequent contact

with families, regularly share information and resources

◦Professionals must obtain and respect caregivers’ views of child’s behavior & development.

Adult-Child interaction◦Adults responsible for health and constant

safety of all children◦Adults plan for increasing children’s

independence

Evaluation◦Should not rely on a single instrument◦Should identify children with special

needs and provide information that leads to meaningful early interventions

◦Must be culturally appropriate

Collaboration between ECE and ECSE Professionals

ECE: expectations and learning environments appropriate for young children

ECSE: identification of specific outcomes, accountability of professionals to ensure steady progress toward outcomes, importance of direct instruction, commitment to individualized instruction

Services for Preschoolers◦LRE for 3- to 5-year-olds with severe

disabilities may be a segregated preschool class for children with disabilities

◦Special education preschool classes are staffed by teacher with special education credentials

◦Transdisciplinary team of therapists is essential to children’s progress

Service Options: Child-focused & Family-focused Programs◦Target of intervention may be child or the

caregiver◦Family remains the primary focal point

and context in which the child is viewed

Special Considerations for Infant and Special Considerations for Infant and Toddler Group CareToddler Group Care

5 key components of group care:

1. Group size: Adult-to-child ratio no greater than 1:3; Total group size should not create stressful environment

2. Physical environment: easy & frequent access to food and outdoor space

3. Assignment of primary caregiver: facilitates development of trust and intimacy

4. Continuity of care: loss of caregiver is equivalent to loss of self and way the world operates

5. Cultural & familial continuity: Good match between child-rearing values of family and staff

Singapore: Local ContextSingapore: Local Context

No statutory requirements as those mandated in U.S. and the UK to provide special education services for children with special needs and their families in Singapore.

Financial Assistance Financial Assistance

Children who are Singapore citizens or permanent residence of Singapore from low income families (i.e. $1,500/m or below).

Schemes:1. Financial assistance scheme for

childcare (CFAC)2. Kindergarten financial scheme (KiFAS)3. Healthy start4. Medical Endowment Fund

Source: Kenneth Poon

Early Intervention Programs in Early Intervention Programs in SingaporeSingaporeChild Development ProgrammeEarly Intervention Programme for

infants and children (EIPIC)Integrated childcare programme

(ICCP)

Source: Kenneth Poon

ChildcareChildcare Program HistoryProgram History

1979: Preschool playgroup for children with multiple disabilities by AWWA

1991: Development and Assessment Clinic SGH

1997: Child development unit at KKH2003: Child development unit at NUH2007: Department of child development at

KKH

Source: Kenneth Poon

Category Characteristics Examples

A Low prevalence High severity Developmental disabilities (DD)

- Global developmental delay- Intellectual disabilities - Severe cerebral palsy Autism - Multiple disabilities

B High prevalence Moderate severity Developmental disabilities (DD)

- Severe ADHD- High functional ASD- Severe learning disabilities

C High prevalence Low severity Developmental disabilities (DD)

- Speech and language delay- Mild cerebral palsy- Mild behavioral programs

D Developmental delay and behavioral problems with no biological basis

Source: Kenneth Poon

More medical basedCategory A & B: Mostly special education

schoolsCategory C & D: Mainstream school with

TSN supporthttp://www.disability.org.sg/home/index.asp

EI Program for Infants and Children EI Program for Infants and Children (EIPIC)(EIPIC)Programs for children birth to 6.Requires diagnosis by a medical dr.Once a child is on the EIPIC program, a

professional team of staff will work with the parents on the needs of the child and the developmental goals to be achieved documented in the child’s Individualized Educational Plan (IEP)

Source: Kenneth Poon

The goal of the EIPIC is to prepare the child for school (mainstream or special school)

Parents can make enquiries and request for their child’s placement in EIPIC through the Disability Information and Referral Centre (DIRC)

9 Centres serving 727 children as Nov 2006

Programs: EIPIC CentresPrograms: EIPIC Centres◦ Rainbow Centre (Margaret Drive)◦ Rainbow Centre (Yishun Park)◦ Autism Association of Singapore (Clementi)◦ Autism Association of Singapore (Simei)◦ Autism Resource Centre◦ Cerebral Palsy Alliance Singapore (Spastic Children’s

Association of Singapore) ◦ Fei Yue Community Services EIPIC◦ Society of Moral Charities EIPIC◦ Asian Women’s Welfare Association (AWWA)◦ Thye Hua Kwan Moral Charities

Integrated Childcare ProgramIntegrated Childcare Program

Children 2-6 years of age: Sensory impairment, physical disabilities, speech delay, developmental delay

Mainstream settingsTeacher trained and specially designed

materials may be used17 voluntary welfare organisations (VWO)-

run centres serve 114 children as of Nov 2006

Source: Kenneth Poon

Primary SchoolsPrimary Schools

Learning support programmeEnable programmePsychological service branchSupport for special needs initiative

Source: Kenneth Poon

Learning Support ProgrammeLearning Support Programme

1992: School Readiness screening for all school entrants was introduced

Individual assessments of language, literacy, and numeracy skills are conducted by the learning support coordinator (LSC) on children identified as being at risk of educational failure

The results are discussed with the MOE educational psychologist for placement in a learning support programme (LSP) for English and/or Math (pull out services)

ENABLE ProgrammeENABLE Programme

Children who are considered to be underachieving by the end of their first year in school may be included in the encouraging achievement and better learning program (ENABLE).

Psychological Service BranchPsychological Service Branch

Provision of psychological consultation with MOE schools

Provision of assessment services for primary schools

Support for Special Needs InitiativeSupport for Special Needs Initiative

Special Needs Officers (SNOs)◦In primary and secondary to support

children with mild to moderate learning disabilities and ASD

◦Provide in class support, small group interventions, and administrative duties

◦For students with learning disabilities (dyslexia), all primary school will have 1 SNO and 20 resourced secondary schools will have 1-3 SNOs.

◦For students with ASD, there will be 20 resourced primary and 12 resourced secondary schools with 1-3 SNOs.

Teacher trained in special needs (TSNs)◦10% of all primary and 20% secondary

teachers will be trained Schools

◦59 schools will be retrofitted to be accessible for students with physical disabilities and sensory impairments and provide assistive technology.

As the new Prime Minister of Singapore, after learning about the Issues and Trends in Early Intervention and Early Childhood Special Education, what would YOU do to help our children succeed? Would you change/revise any education related policies or legislation? If so, how?