Early Identification of Children at Risk
Early Identification of Children at Risk

Author: R.N. Emde

Publisher: Springer Science & Business Media

Published: 2013-12-01

Total Pages: 391

ISBN-13: 1489905367

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This volume contains contributions that are interdisciplinary and inter national. The editors believe this is an especially timely and promising enterprise, for both sources of diversity are needed for improving our abilities to identify the young child at risk and to prevent disability. In terms of diSciplines, the volume brings together papers by health care providers (such as pediatricians and public health nurses) as well as educators and psychologists. Each of these groups works in dissimilar settings and faces dissimilar problems: Health care providers seek sim ple identification procedures for use in busy primary care settings; psy chologists emphasize well-constructed research designs; and educators reflect the need for early identification and education. Each of these spe cialist groups has something to offer the other, but too often each tends to limit its publications and readings to its own discipline, thus failing to capitalize on a wider scope. of knowledge and practice. We hope that this selection of papers will allow all readers addressing the early iden tification of children at risk to generate a more integrated interdiscipli nary perspective. We also hope this volume reflects the sense of excitement that we feel from a sharing of international perspectives. There is no single ap proach to the early identification of children at risk that is universally applicable to all countries. In addition, approaches within each country vary because of availability of financial and human resources and dif fering expectations of local communities.

Early Identification of Children at Risk
Early Identification of Children at Risk

Author: R.N. Emde

Publisher: Springer

Published: 1985-10-31

Total Pages: 394

ISBN-13: 9780306419461

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This volume contains contributions that are interdisciplinary and inter national. The editors believe this is an especially timely and promising enterprise, for both sources of diversity are needed for improving our abilities to identify the young child at risk and to prevent disability. In terms of diSciplines, the volume brings together papers by health care providers (such as pediatricians and public health nurses) as well as educators and psychologists. Each of these groups works in dissimilar settings and faces dissimilar problems: Health care providers seek sim ple identification procedures for use in busy primary care settings; psy chologists emphasize well-constructed research designs; and educators reflect the need for early identification and education. Each of these spe cialist groups has something to offer the other, but too often each tends to limit its publications and readings to its own discipline, thus failing to capitalize on a wider scope. of knowledge and practice. We hope that this selection of papers will allow all readers addressing the early iden tification of children at risk to generate a more integrated interdiscipli nary perspective. We also hope this volume reflects the sense of excitement that we feel from a sharing of international perspectives. There is no single ap proach to the early identification of children at risk that is universally applicable to all countries. In addition, approaches within each country vary because of availability of financial and human resources and dif fering expectations of local communities.

Early Intervention for Handicapped and At-risk Children
Early Intervention for Handicapped and At-risk Children

Author: Nancy L. Peterson

Publisher:

Published: 1987

Total Pages: 600

ISBN-13:

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"This text is intended for students and professionals in special education, regular early childhood education, and related disciplines who are interested in working with young children who have handicapping or at-risk conditions before they reach school age. The purpose is to provide a comprehensive overview of the field, its mission, and the unique approaches for helping this young clientele."--Page vii

Final Report
Final Report

Author: Minnesota. Task Force on Education for Children with Disabilities

Publisher:

Published: 1994

Total Pages: 172

ISBN-13:

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IDEA Requirements for Preschoolers with Disabilities
IDEA Requirements for Preschoolers with Disabilities

Author: Sharon Walsh

Publisher:

Published: 2000

Total Pages: 58

ISBN-13: 9780865863651

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This booklet is one of a series designed to assist early childhood general educators, early childhood special educators, related service providers, parents, administrators, and others in understanding what the Individuals with Disabilities Education Act (IDEA) now requires for young children with disabilities ages birth through 5 years and their families. This guide addresses the IDEA provisions under Part B as they relate to children ages 3 through 5 years old and their families, and, at a state's discretion, to 2-year-old children with disabilities who will turn 3 during the school year. Presented in a question and answer format, specific sections of the booklet address: (1) general education requirements for preschoolers with disabilities; (2) identification, evaluation, and eligibility; (3) Individualized Education Programs (IEP) or Individualized Family Service Plans; (4) IEP team members; (5) IEP content; (6) student placement in the least restrictive environment; (7) procedural safeguards; (8) challenging behavior; and (9) accountability. A pullout chart is included at the end of the guide that summarizes evaluation procedures, IEP procedures, personnel development procedures, and discipline procedures. (CR)

Individuals with Disabilities Education ACT
Individuals with Disabilities Education ACT

Author: U.s. Government Accountability Office

Publisher: Createspace Independent Publishing Platform

Published: 2017-08-03

Total Pages: 50

ISBN-13: 9781974201280

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" Concerned that certain racial and ethnic groups were overrepresented in special education, Congress in the 2004 reauthorization of IDEA required that school districts take certain actions to address this problem. Specifically, districts identified with "significant disproportionality" based on race and ethnicity must spend 15 percent of their IDEA funds to provide early intervening services to school age children who need additional academic and behavioral support. GAO was asked to review these early intervening services. GAO examined (1) the numbers and characteristics of districts that provide services and how states determine which districts are required to provide services; (2) the types of services provided; and (3) oversight by the Department of Education and states. GAO analyzed data on early intervening services for school years 2009-10 and 2010-11; reviewed 16 states' methods for identifying districts required to provide services that included review of states that did and did not require districts to provide services; visited state educational agencies and school districts in 4 states; and interviewed Education and state officials. "

The Windsor Early Identification Project Revisited
The Windsor Early Identification Project Revisited

Author: K. G. O'Bryan

Publisher:

Published: 1980

Total Pages: 124

ISBN-13:

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A study of the Windsor (Ontario) Early Identification Project's (WEIP's) longitudinal results on 464 students who had been kindergarten participants in the original study (1975) is described. Attempts to test the WEIP for use with younger children revealed that the current assessment battery was unsuitable for this age group. Followup of original students through analysis of currently scored date, case study information, and interview and observational inventories indicated that the Windsor Project was performing effectively for kindergarten identification, with high program stability. Other results included that many Ss identified as at risk appeared to remain so throughout their early school career and that referral to special education was made at an early age, with the majority of referrals returning to the mainstream. Among appended material are the modified version of WEIP and a set of bibliographies on early identification. (CL)

Early Identification and Intervention
Early Identification and Intervention

Author: Helga Anneliese Hildegard Rowe

Publisher: Lawrence Verry Incorporated

Published: 1981

Total Pages: 164

ISBN-13:

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This book presents a general theoretical framework within which procedures for the early identification of children, who may be at risk for initial or more permanent learning difficulties can be developed. The model includes the provision of a means for the translation of diagnostic information into needs - based individualized intervention procedures. This handbook accompanies the ACER Early School Series, screening tests, but extends further. The theoretical chapters and the thorough review of the published research pertaining to each area of development are expected to be of general interest to professionals and students concerned with early childhood development. The intention has been to present to the reader some of the available knowledge and research findings concerning the identification and monitoring of important componential skills of early school learning.