Early Intervention for Young Children At-Risk for Learning Disabilities (2006). Coleman, Mary Ruth, Buysse, Virginia, Neitzel, Jennifer Retrieved on February 15, 2012 from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CAT=none&TEMPLATE=/
This article looks at what is being done to improve the ways that learning disabilities are identified and to better the intervention programs for children. According to this article "a new system, Recognition and Response, is being developed that will help teachers and parents identify young children ages 3-5 who may be at risk for learning disabilities." This article points out the benefits of the Recognition and Response program and explains how it works. The Recognition and Response system builds on the works of another program called Response-to-Intervention. The basis for both of these programs is that "parents and teachers recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child's early learning success." (Coleman, Buysse,Neitzel) The Recognition and Response system involves four elements: an intervention hierarchy entailing three tiers of instruction and intervention, screening, assessment, and progress monitoring to guide the teacher's decision to move a child from one tier to the next, research-based curriculum, instruction, and intervention, and also collaborative problem-solving.
Each four of these elements are explained in detail as well as the criteria for the three tiers that teachers must use in assessing children. "The Recognition & Response system is based on the RTI model for identifying learning disabilities, which allows for early and intensive interventions for struggling students." (Coleman, Buysse, Neitzel) This article strongly supports the use of the Recognition and Response system as well as the RTI system because it aims to provide help to children as soon as a problem is suspected or identified. Although the RTI method has many positive aspects there are issues about how the method is implemented that have not been addressed. "While researchers generally agree on RTI's key components and tiered implementation, there is less consensus about the nature and focus of interventions, the duration and intensity of the interventions, and the benchmarks used to determine when more intensive interventions are needed." (Coleman, Buysse, Neitzel) This article also expresses why services for young children are important and also lists recommendations for developing an early intervention system for them.
This article would be beneficial to parents and teachers because it explains and helps them understand the Recognition and Response system. It explains for parents how instruction, screening, assessment, and progress monitoring is done to identify what type of intervention is needed for the child. For teachers this article is beneficial because it explains why research-based curriculum, instruction, and focused interventions can help children with or without disabilities. As a future teacher it gives an idea of why teachers must pay a keen attention to their students to pick up on any developmental problems children may exhibit in the classroom.
Monday, February 20, 2012
Saturday, February 18, 2012
Risk Factor Articles: Learning Disabilities
Learning Disabilities in Children (January 2012). Kemp, Gina M.A., Segal, Jeanne Ph.D. Retrieved on February 15, 2012 from http://www.helpguide.org/mental/learning_disabilities.htm
This article explains what learning disabilities and disorders are and what the symptoms look like in children through various ages and grade levels. This article contains a wealth of information that is beneficial to parents, caregivers, and teachers. This article also looks at the different types of learning disabilities and disorders as well as other disorders that are often mistaken for learning disabilities. According to this article "learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation." This article encourages parents to find support if they think that their child may have a problem and provides a checklist of common symptoms or red flags for learning disorders.
From preschool thru 8th grade children can face a myriad of struggles with learning which can lead to frustration and stress in the child. One of the most important steps in identifying learning disorders in children is "paying attention to normal developmental milestones for toddlers and preschoolers." (Kemp, Segal) If parents suspect a problem they can request an evaluation or ask their pediatrician for a developmental milestones chart. This article also identifies each learning disability by subject matters in school. Dyslexia is associated with learning disabilities in reading. Dyscalculia is associated with disabilities in math. Writing disabilities are known as dysgraphia. Other types of learning disabilities and disorders are dyspraxia which is associated with learning disabilities in motor skills. Aphasia/Dysphasia is associated with learning disabilities in language. ADHD and Autism are other disorders that can make learning difficult although they are not classified as learning disabilities or disorders. Also this article looks at ear and eye disorders (auditory processing disorder and visual processing disorder) that also affect learning in children.
This article would be very beneficial to parents because it points out the fact that there is hope for children with learning disabilities. Understanding the brain is key to understanding learning disorders. It offers ways for getting help for children with learning disabilities. Parents should "read and learn about your child's type of learning disability and find out how the disability affects the learning process and what cognitive skills are involved." (Kemp, Segal) Although this article does not look at risk factors or causes of learning disabilities it is very beneficial because it helps parents understand what the symptoms for learning disabilities are. After reading this article parents and teachers will understand what atypical developmental symptoms of learning disorders are so that they can intervene and get help for their children early. "You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don't have the information you need." (Kemp, Segal)
This article explains what learning disabilities and disorders are and what the symptoms look like in children through various ages and grade levels. This article contains a wealth of information that is beneficial to parents, caregivers, and teachers. This article also looks at the different types of learning disabilities and disorders as well as other disorders that are often mistaken for learning disabilities. According to this article "learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation." This article encourages parents to find support if they think that their child may have a problem and provides a checklist of common symptoms or red flags for learning disorders.
From preschool thru 8th grade children can face a myriad of struggles with learning which can lead to frustration and stress in the child. One of the most important steps in identifying learning disorders in children is "paying attention to normal developmental milestones for toddlers and preschoolers." (Kemp, Segal) If parents suspect a problem they can request an evaluation or ask their pediatrician for a developmental milestones chart. This article also identifies each learning disability by subject matters in school. Dyslexia is associated with learning disabilities in reading. Dyscalculia is associated with disabilities in math. Writing disabilities are known as dysgraphia. Other types of learning disabilities and disorders are dyspraxia which is associated with learning disabilities in motor skills. Aphasia/Dysphasia is associated with learning disabilities in language. ADHD and Autism are other disorders that can make learning difficult although they are not classified as learning disabilities or disorders. Also this article looks at ear and eye disorders (auditory processing disorder and visual processing disorder) that also affect learning in children.
This article would be very beneficial to parents because it points out the fact that there is hope for children with learning disabilities. Understanding the brain is key to understanding learning disorders. It offers ways for getting help for children with learning disabilities. Parents should "read and learn about your child's type of learning disability and find out how the disability affects the learning process and what cognitive skills are involved." (Kemp, Segal) Although this article does not look at risk factors or causes of learning disabilities it is very beneficial because it helps parents understand what the symptoms for learning disabilities are. After reading this article parents and teachers will understand what atypical developmental symptoms of learning disorders are so that they can intervene and get help for their children early. "You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don't have the information you need." (Kemp, Segal)
Friday, February 17, 2012
Risk Factor Articles: Child Abuse and Brain Development
Study Finds Child Abuse Can Lead to Stunted Brain Development (February 14, 2012) Medical Xpress Retrieved on February 15, 2012 from http://medicalxpress.com/news/2012-02-child-abuse-stunted-brain.html
What affect does child abuse has on a developing brain? This article looks at the relationship between brain development and chilld abuse. The research was conducted through questionaires of volunteers between the ages of 18 and 25 year old healthy adults and brain scans. It was comprised of 73 men and 120 women. "All were given questionaires that delved into their childhood, specifically addressing issues of verbal, mental and physical abuse and other types of stresses such as the death of someone close to them or problems between parent." (MedicalXpress) Each volunteer was given a brain scan (MRI) which the research team "then compared the answers given on the questionaires to the possibly impacted areas in the hippocampus of each volunteer." (MedicalXpress) According to this article the researchers found that "the brain regions under study were 5.8 to 6.5 percent smaller than average for those that reported such childhood stresses."
Also according to this article "the researchers suggest that smaller brain regions due to childhood stress may help explain the abnormally high levels of mental illness (depression, bi-polarism, anxiety, etc.) seen in adults who have endured abuse as children and why so many wind up with drug dependency problems. The research conducted in this article shows how the affects of child abuse in children can cause mental problems in the adult stage of a child's life. Stress is also an enormous risk factor in child abuse and on the developing brain. "The researchers believe that increased stress leads to higher levels of the hormone cortisol, which in turn can slow or even stop the growth of new neurons in the brain which can result in permanently stunting certain brain regions." (MedicalXpress) Although this article does not give more information on the volunteers besides their age and that they are all healthy race and socioeconomic statuses are not reported as well as where the vounteers live. The goal of this research is to bring awareness to the "damage that is done when children are subjected to adverse living conditions, leading to earlier interventions and possibly a means for developing treatments that may aid in preventing the stunting of brain regions, thus helping to pave the way for a better quality of life for those that have been abused as children." (MedicalXpress)
This article is important to parents because it will help them to understand that abuse in any form can be detrimental to a child's developing brain which in turn can affect their lives all the way up into adulthood. Parent's may believe that abuse can leave physical and emotional scars but this article stands to prove the scars that can be left on the brain which can be permanent. Not only will parent's understand the damaging affects child abuse has on the brain but they will began to understand the mental problems that child
What affect does child abuse has on a developing brain? This article looks at the relationship between brain development and chilld abuse. The research was conducted through questionaires of volunteers between the ages of 18 and 25 year old healthy adults and brain scans. It was comprised of 73 men and 120 women. "All were given questionaires that delved into their childhood, specifically addressing issues of verbal, mental and physical abuse and other types of stresses such as the death of someone close to them or problems between parent." (MedicalXpress) Each volunteer was given a brain scan (MRI) which the research team "then compared the answers given on the questionaires to the possibly impacted areas in the hippocampus of each volunteer." (MedicalXpress) According to this article the researchers found that "the brain regions under study were 5.8 to 6.5 percent smaller than average for those that reported such childhood stresses."
Also according to this article "the researchers suggest that smaller brain regions due to childhood stress may help explain the abnormally high levels of mental illness (depression, bi-polarism, anxiety, etc.) seen in adults who have endured abuse as children and why so many wind up with drug dependency problems. The research conducted in this article shows how the affects of child abuse in children can cause mental problems in the adult stage of a child's life. Stress is also an enormous risk factor in child abuse and on the developing brain. "The researchers believe that increased stress leads to higher levels of the hormone cortisol, which in turn can slow or even stop the growth of new neurons in the brain which can result in permanently stunting certain brain regions." (MedicalXpress) Although this article does not give more information on the volunteers besides their age and that they are all healthy race and socioeconomic statuses are not reported as well as where the vounteers live. The goal of this research is to bring awareness to the "damage that is done when children are subjected to adverse living conditions, leading to earlier interventions and possibly a means for developing treatments that may aid in preventing the stunting of brain regions, thus helping to pave the way for a better quality of life for those that have been abused as children." (MedicalXpress)
This article is important to parents because it will help them to understand that abuse in any form can be detrimental to a child's developing brain which in turn can affect their lives all the way up into adulthood. Parent's may believe that abuse can leave physical and emotional scars but this article stands to prove the scars that can be left on the brain which can be permanent. Not only will parent's understand the damaging affects child abuse has on the brain but they will began to understand the mental problems that child
Thursday, February 16, 2012
Risk Factor Articles: Child Abuse
Recognizing and Peventing Child Abuse (January 2012) Saisan, Joanna M.S.W, Smith, Melinda M.A, Segal, Jeanne Ph.D. Retrieved on February 11, 2012 from http://www.helpguide.org/
This article looks at the myths and facts of child abuse and neglect, the effects of child abuse and neglect. It describes the types of abuse, physical abuse vs. child abuse, sexual abuse, and the warning signs of child abuse and neglect, and sexual abuse. The five biggest myths of child abuse and neglect are dispelled and explained. "Child abuse is more than bruises or broken bones. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious." (Saisan, Smith, Segal) The effects of child abuse and neglect can really harm a child both mentally and physically. These efffects can stay with children well into adulthood if therapy or any type of help is not offered early on. "All types of child abuse and neglect leaves lasting scars. "Some of these scars might be physical, but emotional scarring has long lasting effects throughout life, damaging a child's sense of self, ability to have healthy relationships, and ability to function at home, work and at school." (Saisan. Smith, Segal) These effects include lack of trust and relationship difficulties, core feelings of being "worthless" or "damaged", as well as trouble regulating emotions.
This article also looks at the types of child abuse which are emotional abuse, child neglect, physical child abuse. It also looks at physical abuse and discipline, and child sexual abuse which is a hidden type of abuse.
In the matter of child sexual abuse this article also looks at the problem of shame and guilt in child sexual abuse. According to this article, "aside from the physical damage that sexual abuse can cause, the emotional component is powerful and far-reaching."
This article is very resourceful in many ways. It gives immense details in the warning signs of every type of abuse from emotional, physical, neglect, and sexual abuse as well child abuse and reactive attachment disorder in which "severe abuse early in life can lead to reactive attachment disorder. Children with this disorder are so disrupted that they have extreme difficulty establishing normal relationships and attaining normal developmental milestones. They need special treatment and support." (Saisan, Smith, Segal) This article also looks at the risk factors for child abuse and neglect towards children. These risk factors include domestic violence, alcohol and drug abuse, untreated mental illness, lack of parenting skills, and stress and lack of support.
This article would really be beneficial to parents not only for the numerous reasons listed above but also because it helps parents recognize abusive behavior within themselves. It suggests professional help to parents as well as provide access to resources for help. It helps parents to understand when they may have crossed the line. A parent has crossed the line when they can't stop the anger, they feel emotionally disconnected from their child, meeting the daily needs of their child seems impossible, and other people have expressed concern. "It is only as adults that we have the perspective to step back and take a hard look at what is normal and what is abusive." (Saisan, Smith, Segal) This article is also beneficial to teachers and caretakers because it looks at ways to help an abused or neglected child as well as ways to report abuse and neglect. The article has numerous links to other topics closely related to child abuse and neglect of children.
This article looks at the myths and facts of child abuse and neglect, the effects of child abuse and neglect. It describes the types of abuse, physical abuse vs. child abuse, sexual abuse, and the warning signs of child abuse and neglect, and sexual abuse. The five biggest myths of child abuse and neglect are dispelled and explained. "Child abuse is more than bruises or broken bones. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious." (Saisan, Smith, Segal) The effects of child abuse and neglect can really harm a child both mentally and physically. These efffects can stay with children well into adulthood if therapy or any type of help is not offered early on. "All types of child abuse and neglect leaves lasting scars. "Some of these scars might be physical, but emotional scarring has long lasting effects throughout life, damaging a child's sense of self, ability to have healthy relationships, and ability to function at home, work and at school." (Saisan. Smith, Segal) These effects include lack of trust and relationship difficulties, core feelings of being "worthless" or "damaged", as well as trouble regulating emotions.
This article also looks at the types of child abuse which are emotional abuse, child neglect, physical child abuse. It also looks at physical abuse and discipline, and child sexual abuse which is a hidden type of abuse.
In the matter of child sexual abuse this article also looks at the problem of shame and guilt in child sexual abuse. According to this article, "aside from the physical damage that sexual abuse can cause, the emotional component is powerful and far-reaching."
This article is very resourceful in many ways. It gives immense details in the warning signs of every type of abuse from emotional, physical, neglect, and sexual abuse as well child abuse and reactive attachment disorder in which "severe abuse early in life can lead to reactive attachment disorder. Children with this disorder are so disrupted that they have extreme difficulty establishing normal relationships and attaining normal developmental milestones. They need special treatment and support." (Saisan, Smith, Segal) This article also looks at the risk factors for child abuse and neglect towards children. These risk factors include domestic violence, alcohol and drug abuse, untreated mental illness, lack of parenting skills, and stress and lack of support.
This article would really be beneficial to parents not only for the numerous reasons listed above but also because it helps parents recognize abusive behavior within themselves. It suggests professional help to parents as well as provide access to resources for help. It helps parents to understand when they may have crossed the line. A parent has crossed the line when they can't stop the anger, they feel emotionally disconnected from their child, meeting the daily needs of their child seems impossible, and other people have expressed concern. "It is only as adults that we have the perspective to step back and take a hard look at what is normal and what is abusive." (Saisan, Smith, Segal) This article is also beneficial to teachers and caretakers because it looks at ways to help an abused or neglected child as well as ways to report abuse and neglect. The article has numerous links to other topics closely related to child abuse and neglect of children.
Risk Factor Articles: Early Child Development
Early Child Development (August 2009) World Health Organization Retrieved on February 11, 2012 from http://www.who.int/mediacentre/factsheets/fs332/en/index.html
This article looks at the affects of environmental risk factors on the developing brain from the prenatal period to eight years of age. It covers early brain development, risk factors, interventions, and economic impact. It also discusses the WHO response to the issue. The article is informative because it details what happens to the brain during development and why reducing risk factors in early development of the brain is crucial to the well being of the child. "Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood." (WHO)
This article also describes the type of environment a child needs is important to their brain's development as well as the care from parents and caregivers. "The more stimulating the early environment, the more a child develops and learns. Language and cognitive development are especially important during the first six months to three years of life." (WHO)
According to this article "four risk factors affect at least 20-25% of infants and young children in developing countries: malnutrition that is chronic and severe enough to cause growth stunting, inadequate stimulation or learning opportunities, iodine deficiency, and iron deficiency anaemia." (WHO) These are just a few risk factors that affect children as there are many more. Other risk factors include malaria, intrauterine growth restriction, maternal depression, exposure to violence, and exposure to heavy metals. This article also looks at interventions that can help children "to reach their potential, young children need to spend time in a caring, responsive environment that protects them from neglect and inappropriate disapproval and punishment." (WHO) The economic impact of children that experience risk factors that cause problems during the development of the brain can be avoided. "Early opportunities for learning in combination with improved nutrition, increases the likelihood that a child will attend school and become an adult with higher income, better health, lower crime rates, and lower levels of welfare dependence than those who do not receive early development support." (WHO)
This article would be beneficial to parents because it helps them understand the development of their child's brain during pregnancy and throughout childhood. It clearly lays out the risk factors and interventions. "Early child development (EDC) interventions provide direct learning experiences to children and families. They are targeted to young and disadvantaged children, high quality and long lasting, and integrated with family support, health, nutrition, or education systems and services." (WHO) Parents and caretakers alike can benefit from reading this article and they will learn how important the health care system and health care providers will also be beneficial in providing valuable resources to them to ensure that the child gets the help and support needed. "Health care providers are trusted sources of information for families and can give critical guidance about how to communicate with infants and children, ways to stimulate children for better growth, how to handle such common developmental problems as sleep, feeding, and discipline, and ways to reduce common childhood injuries." (WHO)
This article looks at the affects of environmental risk factors on the developing brain from the prenatal period to eight years of age. It covers early brain development, risk factors, interventions, and economic impact. It also discusses the WHO response to the issue. The article is informative because it details what happens to the brain during development and why reducing risk factors in early development of the brain is crucial to the well being of the child. "Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood." (WHO)
This article also describes the type of environment a child needs is important to their brain's development as well as the care from parents and caregivers. "The more stimulating the early environment, the more a child develops and learns. Language and cognitive development are especially important during the first six months to three years of life." (WHO)
According to this article "four risk factors affect at least 20-25% of infants and young children in developing countries: malnutrition that is chronic and severe enough to cause growth stunting, inadequate stimulation or learning opportunities, iodine deficiency, and iron deficiency anaemia." (WHO) These are just a few risk factors that affect children as there are many more. Other risk factors include malaria, intrauterine growth restriction, maternal depression, exposure to violence, and exposure to heavy metals. This article also looks at interventions that can help children "to reach their potential, young children need to spend time in a caring, responsive environment that protects them from neglect and inappropriate disapproval and punishment." (WHO) The economic impact of children that experience risk factors that cause problems during the development of the brain can be avoided. "Early opportunities for learning in combination with improved nutrition, increases the likelihood that a child will attend school and become an adult with higher income, better health, lower crime rates, and lower levels of welfare dependence than those who do not receive early development support." (WHO)
This article would be beneficial to parents because it helps them understand the development of their child's brain during pregnancy and throughout childhood. It clearly lays out the risk factors and interventions. "Early child development (EDC) interventions provide direct learning experiences to children and families. They are targeted to young and disadvantaged children, high quality and long lasting, and integrated with family support, health, nutrition, or education systems and services." (WHO) Parents and caretakers alike can benefit from reading this article and they will learn how important the health care system and health care providers will also be beneficial in providing valuable resources to them to ensure that the child gets the help and support needed. "Health care providers are trusted sources of information for families and can give critical guidance about how to communicate with infants and children, ways to stimulate children for better growth, how to handle such common developmental problems as sleep, feeding, and discipline, and ways to reduce common childhood injuries." (WHO)
Wednesday, February 15, 2012
Risk Factor Articles: Risk Factors in Child Development
How A Child Develops (2008). CASRC Retrieved on February 11, 2012 from http://www.howkidsdevelop.com/developDevDelay.html
This articles looks at the aspects of developmental delay in children and the what the steps that should be
taken when there is a developmental delay in a child. This article walks parents, caregivers, and teachers
through understanding what developmental delay is as well as the risk factors developmental delays.
"Child development refers to the process in which children go through changes in skill development
during predictable time periods, called developmental milestones." It also helps parents understand
how developmental delays affect areas in development and the risk factors for developmental delays.
"Developmental delays can occur in all five areas of development or may just happen in one or more of
those areas." After reading this article parents, caregivers, and teachers will understand how
developmental delays are identified, why early interventions services are important, and also what parents
can do if they think their child shows signs of developmental delay s. "Risk factors for developmental
problems fall into two categories: genetic or environmental." Developmental delays are identified "though
two types of play-based assessments: developmental screening and developmental evaluation." The
warning signs for developmental delays range from behavioral, gross motor, vision, and hearing. This
article also details what steps parents and teachers can take to accommodate school aged children to
ensure that they receive the best education possible regardless of their disabilities.
This article has information that would be extremely helpful not only to parents, but caregivers and
teachers also. The information in this article covers the risk factors and also provides information on what
the plan of action should be if they suspect developmental delays in their child. "Risk factors have a
cumulative impact upon development. As the number of risk factors inceases, a child is put at greater risk
for developmental delay." This article explains genetics and environmental risk factors that affect the
development of children. "A good example of a genetic risk is Down syndrome, a disorder that causes
developmental delay because of an abnormal chromosome. Environmental risk results from exposure to
harmful agents either before or after birth, and also includes a child's life experiences." These life
experiences range from premature births, severe poverty, a mother's depression, and poor nutrition.
This article is also a great source of information for parents whose child may need early intervention.
It shows the benefits of early intervention for a child as well as the parents. "Early intervention helps a
child advance in all areas of development. Finally, early intervention is critical for the child to develop
good self-esteem." As far as teachers this article shows the opportuinities they will have to work with the
parents and child by starting the process of getting an IEP. Teachers can be very instrumental is helping
parents and students get the full help they will need to ensure that the child recieves the best education.
This articles looks at the aspects of developmental delay in children and the what the steps that should be
taken when there is a developmental delay in a child. This article walks parents, caregivers, and teachers
through understanding what developmental delay is as well as the risk factors developmental delays.
"Child development refers to the process in which children go through changes in skill development
during predictable time periods, called developmental milestones." It also helps parents understand
how developmental delays affect areas in development and the risk factors for developmental delays.
"Developmental delays can occur in all five areas of development or may just happen in one or more of
those areas." After reading this article parents, caregivers, and teachers will understand how
developmental delays are identified, why early interventions services are important, and also what parents
can do if they think their child shows signs of developmental delay s. "Risk factors for developmental
problems fall into two categories: genetic or environmental." Developmental delays are identified "though
two types of play-based assessments: developmental screening and developmental evaluation." The
warning signs for developmental delays range from behavioral, gross motor, vision, and hearing. This
article also details what steps parents and teachers can take to accommodate school aged children to
ensure that they receive the best education possible regardless of their disabilities.
This article has information that would be extremely helpful not only to parents, but caregivers and
teachers also. The information in this article covers the risk factors and also provides information on what
the plan of action should be if they suspect developmental delays in their child. "Risk factors have a
cumulative impact upon development. As the number of risk factors inceases, a child is put at greater risk
for developmental delay." This article explains genetics and environmental risk factors that affect the
development of children. "A good example of a genetic risk is Down syndrome, a disorder that causes
developmental delay because of an abnormal chromosome. Environmental risk results from exposure to
harmful agents either before or after birth, and also includes a child's life experiences." These life
experiences range from premature births, severe poverty, a mother's depression, and poor nutrition.
This article is also a great source of information for parents whose child may need early intervention.
It shows the benefits of early intervention for a child as well as the parents. "Early intervention helps a
child advance in all areas of development. Finally, early intervention is critical for the child to develop
good self-esteem." As far as teachers this article shows the opportuinities they will have to work with the
parents and child by starting the process of getting an IEP. Teachers can be very instrumental is helping
parents and students get the full help they will need to ensure that the child recieves the best education.
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