Early Intervention For Autistic Infants and Toddlers
Early Intervention For Autistic Infants and Toddlers
Early intervention means to intervene. ... To come between two things and of course, the goal at this point is to make a difference, to change something... Early intervention as it pertains to autism usually implies stepping in between an autistic child and their autistic symptoms. The idea is to cease, or at least minimize the presenting symptoms. This is accomplished by getting in there as early as possible and implementing a structured program for the child, as well as providing support for family members. A plan is created by a multidisciplinary team which includes the parents, therapists, teachers, psychologists, medical professionals and many others whom have expertise in the field of autism and related areas. A written educational plan keeps parents, teachers, caregivers and others working with a child on the autism spectrum, on the same page. Each understands the child's core symptoms, his immediate needs and the manner he is best able to learn. Following the created educational plan in regard to the child will enable him to function better in his environment.
It is widely believed that early intervention for all children on the autism spectrum is a good and sound avenue in aiding an autistic child toward an over-all greater quality of life. While technically that is true, it is also true that many autistic persons whom have had little, or no early intervention may do comparatively as well as those whom have had early intervention. They may excel in academics, have better motor skills and critical thinking skills. This, though, is not the rule; but merely a noted discrepancy in the push toward early intervention. As typical children are unique, so then are those children on the autistic spectrum. What is beneficial to one child, may not serve another child well; but while there is no satisfactory clues promising whether, or not your child will fare better with or without early intervention, it may be an excellent concept to go ahead and apply to the program. ... Really, what pressing engagements fill your infant's, or toddler's calendar, anyway...?
Early intervention gives your infant/child a daily educational routine in a "natural environment" setting long before most typical children even realize school exists. Your child then has a step up to what will be their ongoing path to learning. They're in the school system discovering ways to be comfortable with therapy, therapists, teachers, class mates, their own individual capabilities and developing positive social skills which will carry them throughout their life. Doesn't this seem a wise choice even for typically developing children?
If you said yes, you may now wonder... Can I afford this? Can I find a program that will put my child's needs first...? ... An environment which will accommodate her interests? ... A school where teachers will patiently guide him to succeed and whom will celebrate even her seemingly smallest achievements? You can...! It's time to look at IDEA, The Individuals with Disabilities Act.
The Individuals with Disabilities Act (amended 2004)
What is it?
IDEA is the United States law that provisions services and support to children with disabilities. It governs states and public agencies that provide early intervention, special education and related services to children of the United States. Eligible children must be provided services in the least restrictive environment. (In 2004 President Bush signed legislation reauthorizing IDEA)
How Does IDEA Apply to My Child?
Statute (P.L. 108-446) Part C, (PDF) contains state requirements regarding early intervention. Evaluations and assessments are given at no charge to parents of eligible children. An IFSP, Individualized Family Service Plan (a written legal document containing an individuals plan of intervention) is created for an eligible child.
What Is The Criteria For Eligibility?
Eligibility is determined at a state to state level, although basic requirements for eligibility include that the child must reside in the state where services are to be received and must meet state qualifications regarding the degree of developmental delay which may not be limited to communication, social and emotional, vision, hearing, motor skills, adaptive and cognitive development.
Where Can I Apply For Services?
For information contact a DSHS resource coordinator, or your local school district.
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