Module 4 Reflection
Module 4 Reflection
Instructions
In one paragraph, provide a reflection on what you have learned during this module, consider the most salient point(s), how it/they will affect your work and career, or how it/they have changed your thinking.
Module 4 Required Readings & Resources
Textbook: Chapter 6, Module 4 Overview, Lecture Content, and
Providing children with quality services begins with professionals developing collaborative interchanges with all stakeholders and family members. While helping young children with special needs, service providers must form trustworthy and respectful relationships with others. Success can be achieved in many ways when everyone is on board with what is best for the child with special needs.
In module four, we will explore the following plans for which provide accommodations to children with special needs:
An individual family service plan (IFSP)
In module four, we will discuss the importance of providing all children with opportunities that foster child development in all areas: socially, emotionally, physically, intellectually, and verbally.
In short, we will see that children with special needs are not labeled as disabled individuals today. These children are children first; they have strengths and talents. Children with special needs have many more characteristics that are similar to children without special needs. They have dreams and hopes that enable them to climb the wall of despair with victory.
Lecture Content
Monitoring Individuals with Disabilities and Developmental Delays
Providing children with quality services begins with professionals developing collaborative interchanges with all stakeholders and family members. While helping young children with special needs, service providers must form trustworthy and respectful relationships with others. Success can be achieved in many ways when everyone is on board with what is best for the child with special needs.
In module four, we will explore the following plans for which provide accommodations to children with special needs:
An individual family service plan (IFSP)
In module four, we will discuss the importance of providing all children with opportunities that foster child development in all areas: socially, emotionally, physically, intellectually, and verbally.
In short, we will see that children with special needs are not labeled as disabled individuals today. These children are children first; they have strengths and talents. Children with special needs have many more characteristics that are similar to children without special needs. They have dreams and hopes that enable them to climb the wall of despair with victory.
The IFSP
The IFSP document is all about providing early services to infants and toddlers during the earliest stages of development. All of the developmental domains become equally important while addressing the needs of the young child. For example, suppose the young child is not able to interact with others during typical gatherings socially. In that case, interventions can specifically target interactions and communications with others during typical daily routines and activities.
We need to understand how parents are the young child’s most excellent resource. Parents know their children best. For example, parents remember the child’s first word, and the parents remember who the child loved most during the earlies stages of development. Lastly, the parents will describe many of the child’s characteristic behaviors, making them essential members during most meetings with a team of professional adults. In other words, when parents are on board with the IFSP outcome statement, young children can make more significant developmental improvements.
Family Concern
It all begins with a concern. Identifying the concern is most important. Families might express how they would like additional support while working with the child with complex communication needs. For example, the parents should observe the two-month-old child turn their heads towards the spoken person. Having early receptive skills is indicative of how the child will learn their native language. Another example is the infant is heard cooing and makes gurgling sounds during the early stages of expressive language development. Our textbook suggests that professional adults encourage parents to prioritize their concerns and the children’s possible developmental difficulty (delay or disability).
Natural Environment
Part C regulation of the Individuals with Disability Education Act indicates early intervention to children with developmental delays occurs in the natural environment. Traditionally, the natural environment becomes the home setting. At times professional adults with parents’ support will justify a different setting for services. When this occurs, the documentation provided, becoming part of the IFSP. In short, the natural environment or an alternative setting is crucial in facilitating services to the child while meeting the parents’ concerns about raising a child with developmental delays.
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