Early Intervention - What to Expect & The Requirements

Environment. Contemporary thinking strongly supports the notion that intervention and other services for young children with disabilities should occur in natural environments i.e. locations viewed as normal or typical for individuals of similar chronological age without disabilities. These locations might include childcare settings, the child’s home or a neighbourhood playgroup. Places viewed as “not natural” includes but not limited to hospitals, rehabilitation centres, clinics, therapists’ offices or segregated group settings.

Personnel. A multidisciplinary team of professionals is required in the diagnosis and assessment of the child. The process must be systematically and clearly articulated to the parents to manage their expectations and to reduce frustration and stress. The multidisciplinary team of professionals might include paediatricians, psychiatrists (child psychiatry), educational psychologists and clinical psychologist (with training in special education), speech and language pathologists, physiotherapists, occupational therapists, audiologists, special education teachers, representative from the Department of Special Education, social workers, and/or school social worker, and others, depending on the special needs of the child.

Diagnosis. The first service needed before children with special needs enters into kindergarten/school system is an accurate diagnosis of the disability. It is crucial to identify and establish the situation of the child before a service can even be considered or to address the situation.

The Process. The process starts off with diagnosis, which is often done by the paediatrician, psychiatrist, psychologist (with training in special education) and special education teacher. They collaboratively confirm the type of disability. The main objectives should be: -

• diagnosis of children with special needs;

• assessment of developmental and educational needs of the children with special needs;

• consult and advise parents with regards to the best options for the education of the child;

• make decisions with parents and educators with regards to what kind of educational provision should be made;

• draw up of Individual Education Plan (IEP) to assist the teachers in the school to determine the scope of training.

Benefits of Early Intervention. If a child experiences a developmental delay, this can compound over time unless early intervention is introduced. Early intervention provides appropriate therapies to minimize these delays and maximize their chances of reaching milestones in development, to provide support and assistance to the family and to maximize the child’s and family benefit to society.

Early intervention can build better communication and social interaction skills, manage obsessive, repetitive and challenging behaviours, manage sensory issues as well as developing self-help skills. The goal of early intervention efforts and early childhood special education, is to provide young children with special needs, the best possible beginning.

Types of Interventions. Some of the well-known interventions, though not an exhaustive list, are behavioural interventions, biomedical interventions, developmental interventions, and sensory integrations.

While therapy by specialists can make a huge difference, it is the ongoing therapy provided by parents at home that delivers the best impact

Cost of Intervention. Therapies are often very expensive, but remember the most expensive ones may not be the best one for your child. Do some research through books, the Internet and related support group/associations on the therapy, see when it was developed, how widely it is used and its evaluation from specialists.

This is one specific area where VOICE can facilitate assistance through its partners and associates to poor and needy family with special needs children, just to level the playing field, to enable the special needs child to access life opportunities

Spirit of Co-operation and Empathy. The spirit of co-operation by the parents and empathy from the medical personnel/therapist are the main ingredients in ensuring the success of the child success. The following are some of the salient point to take note during the duration of the child’s therapy journey: -

• Professionals & families in partnership of responsibility for the child’s development

• Professionals need to recognize the emotional needs of families with children with disabilities

• Parents often react to the realization that their child has a disabling condition in stages; professionals must help them through each stage i.e. from shock, disbelief and denial through anger and resentment, discouragement, depression and on to acceptance.

• Children and members of the extended family can be included in the process of emotional and educational adjustments.

• Siblings are especially valuable ally, as children typically accept a child who has disabilities without jealousy or anxiety

• Encourage parent educational/support group

• Some parents themselves have special needs/disabilities