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Erly Intervention for the Case Study, Essay Example

Pages: 2

Words: 670

Essay

Early intervention (EI) is a remedy for school going children or younger who show potential of growing handicapped conditions, or any special needs that may derail their development. EI for toddlers with disabilities and their families include vision services, social work service, psychological services, occupational therapy, special instruction, nutrition and speech pathology and audiology (Moss, 2007).

The visually impaired and autistic eight-year-old boy is exposed to minimal EI in his early childhood. He has access to the resource room where he gets to specialized vision training. The vision therapy and braille lesson equipment abetted him to read, identify colors, and recall prior conversations precisely. These activities are endeavored to convalesce his developmental, social, and educational benefits. Ryan (2010) articulates that EI reduces cost incurred in healthcare, special education, and rehabilitation; stabilize isolation, stress, and emotional frustrations the child experiences. It further alleviates and reduces abnormal behaviors and helps the children to become more productive, and responsible.

However in this case study the child lacks fully specialized and tailor made EI services. His parents derailed the EI by assuming that the kid was only suffering from vision impairment. It was only after an observation during teamwork in school that they determined that he was autistic. This delay aggravated his problems as the boy developed speech difficulty and impaired motor skills to aid him settle in class or move around though he has good communication skills he is isolated by students at school thus do not respond to conversation initiations (Moss, 2007). The culmination of this is his suffering from low self-esteem.

As an interventionist, I would first engage the parents to develop an Individualized Family Service Plan (IFSP). The IFSP has specific guidelines and checklist of behaviors for various stages of child development (i.e. 0 to2 years) in which as an interventionist I would explain them and oversee their execution. The IFSP contains specific child’s needs, family knowledge, results and outcomes, services the child will receive the natural environment. I would recommend the services to be provided and outline the steps to support the child’s transitions. For example, at the age of one month, a child should be able to raise their heads slightly when lying on stomach or pull the blankets away from their face.

Another way is to provide them activities for exploration and play. I would aid this kid to develop his motor skills in a bid to explore the environment without hindrance, to aid this supply the child with toys that interest him to explore more or toys that will provoke his vision skills. The child’s vision impairment necessitates me to ensure   that he follows a routine-exercise to learn how the world entities are interconnected. This provides an environment that is predictable hence making it easier for the child navigate to find things (McNuty et al,, 2003, p.130).

According to Allan (2004), Children need to derive comparisons from his toys hence I would recommend that he be supplied with a varied assortment of toys with different colors, shapes, and texture. The toys selected should respond to children’s actions such as squeaking, change in temperature, change of shape, and afford opening and closing. Lastly, I would dedicate Lots of time in the teaching process to allow him develop well and avoid a relapse.

In conclusion, early intervention should be a fulfilled activity; its essence is seeing children improve their learning capabilities while discovering the world. It is good to prevent children from developing disabilities before it’s too late and prevention is better that cure

References

Allan, J. (2004, April 27). Spring 2000 . Retrieved April 22, 2013, from What a Concept!: http://www.tsbvi.edu/seehear/spring00/concept.htm

McNuty, B. D., Smith, D. B., & Soper, E. W. (2003). Effectiveness Of Early Special Education For Handicapped Children. Colorado: Colorado Department of Education,.

Miles, B. & Riggio, M. (1999). Remarkable conversations. Watertown, MA: Perkins School for the Blind.

Moss, K. (2007). Syndromes which often result in vision and hearing loss. Texas School for the Blind and Visually Impaired. Retrieved from http://mtdeafblind.ruralinstitute.umt.edu/

Ryan, P. (n.d.). CHARGE Syndrome – An Overview. Retrieved April 22, 2013, from Perkins: www.http://support.perkins.org/site/PageServer?pagename=Webcasts_CHARGE_Syndrome_An_Overview_by_Pam_Ryan

 

 

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