how goals of focus child will be embedded into activities

To begin with, my focus child is developmentally delayed. When he came to our center he barely spoke any words. He has accomplished the goal now to follow the daily routine and has been like a sponge in learning new words and how to communicate. The goal I am working with him now in is learning the 6 basic colors. I can start out the day with asking him what color shirt he is wearing, stating what I like that he is wearing. (John I love your new blue bookbag) Not only does this teach him more words, I can also use the language of colors when I talk. At group time we review the colors, throughout the day we review the colors. (Going down the hall I may ask him what color the cat on the wall is or what color ring he is holding on my ring line.) During lunch time, I can talk about the colors of foods that we are eating. Colors can be implemented into every activity throughout the day. The book states that play routines can be designed specifically to teach language and concepts and social skills. During play, I can sit in dramatic play area and request that John let me pretend to eat with the blue fork. I have also seen that children realize that I am working with John on his colors and they ask him about the colors during the day as well. I have one child that will praise John when he answers questions right and this motivates John with wanting to learn the other colors as well. Other children can be just as helpful as the lead teachers can be.



Reference:
Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.

The importance of collection process of IEP

During the IEP meeting, it is very important that each party representing the child, be ready to provide information in regards to the child's IEP goals. (Specialist, teachers, parents, etc.) As a teacher I would have documents dated that either shows progress or no progress being made. If a child is attempting to learn their colors I would write down what activities were being tried as well as how many trials were given to the child. I would make sure that it was done over an extended period of time to show the team as whole my opinion on rather or not the child knew his colors. Individual specialist will have their notes based on individual/group sessions that they held with the child throughout each week. Parents can bring notes or work from home to have a voice in what the child is performing at home. A collection of information will represent the child's progress towards the goals. If nobody keeps accurate information, nobody would be able to say accurately if the child has met or not met their goals. Once everyone discusses the information they have gathered, the team as a whole can come together to voice concerns of the child and continue goals being worked on, create new goals due to the other goals being completed, or the team may decide to simplify the goals. It is all done based on what the child needs.

I also believe that if everyone has information to share with each other, as a team everyone can come up with new ideas and ways to implement the goals. As a teacher I could make suggestions for parents to work on at home or I could let the therapist know what is working best for me. Everyone learns different and teaches differently. Everyone needs to be open minded to suggestions in order to provide the child with the best activities to help the child be the most successful.

Last week I experienced a parent who stated that the information on her child's progress report was wrong. She stated that her child does not know her colors. I was able to look through my notes and give her the dates in which assessments/activities were completed in order to back myself up on what I put in her child's progress report. I had the necessary paperwork to guide me in discussing the information with the parent. If I didn't have anything to show her, it would have looked like I really didn't know if the child knew her colors or not. As a professional, you can never OVER document!

Reference:
Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.

Importance of IEP and implementing it

The importance of the individual education plan and how it is used to implement services :

 

The IFSP is generated for infants, toddlers, and their families and the IEP is developed for preschoolers. Both of these plans are required because of IDEA. On page 123 of our text, it gives a list of individuals who are expected to attend the meeting where the IEP document is being developed. It includes professionals as well as a parent of the child. For more details of who is expected to be at the meeting, it can be found on page 123 and 124. The Interdisciplinary team meets to choose measurable IEP annual goals. The IEP is important because everyone will sign off on the document and everyone works towards helping the child work towards their goals. It is important to realize that each child has different goals and it is designed specifically for that particular child. The annual goals included in the IEP describe what a child with disabilities can be expected to accomplish within a specified period. The text also states that the IEP is intended to serve as a basis for the subsequent development of a detailed, individualized instructional program that encompasses the complete curriculum.

 Everyone involved in the child's plan is responsible for helping the child meet their goals. If the PT, OT, Speech, and lead teacher are part of the IEP then everyone must work together to implement the goals. Sometimes the child can work towards their goals during group time whereas other times they may need one on one assistance. The whole team has to decide how they are going to individually help the child succeed at the given goals. The IEP is the foundation and the team is the basis on how the goals are processed and learned. Everyone must have great communication, parents must have equal involvement, and the whole focus needs to be on the child learning what was put in place as the annual goals. If goals are not being accomplished, needs are not being met, the team can come together to determine what needs to be done differently.

 

 

 

 

 

Reference:

Cook, Ruth E., Klein M. Diane, & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition). Columbus, OH: Pearson Prentice Hall.

Blog week 4

The importance of family involvement in the individualized plan:
To begin with, I believe that families are first and foremost when it comes to a childs individualized plan. Families need to be involved because they know their children more than anyone else. Families are extremely important during early intervention because the child doesn't have a past of IEP's to get information from. The book also states that their are relational or interactive subsystems. (Marital subsystem, parental subsystems, and extended family subsystems It important to know all of these subsystems in order to know how to best create a plan for a chid.
 Children always act different at school than they do at home. When teachers, family members, therapist, etc. work together to determine what needs the child has, it helps everyone stay on the same page with helping that child succeed to the best of their ability. Parents can be great teachers at home. When a child is exposed to working towards goals at home as well as at school, they are more likely to reach their goals more easily.

Families are a great support system. Children love to see that others are proud of them. At school, children are always excited about making pictures for their parents and they always say, "Mom or Dad would be happy." If a child feels that their parents are supportive and proud of them, they will be eager to work on their goals. I also believe that early familiy involvement will build up the confidence of the children.

Reference:

Cook, Ruth E., Klein M. Diane, & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition). Columbus, OH: Pearson Prentice Hall.