Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

Back to Journal

Home»Articles»Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

Author : G. Monic Leka and P. Swarna Kumari
Volume 7 No.3 October-December 2018 pp 94-96

Abstract

A child’s earliest years are important for the simple, but sufficient reason that they come first in a dynamic process of human development. These earliest days are filled with new stimulations and novel experiences that drive his or her cognitive, social, and physical growth. The first 3 years of life are a critical time for brain development, especially if a child is delayed or restricted in development. Early identification leads to early intervention. Intervention or lack thereof, at this stage, therefore, can significantly enhance or impair the quality of life in later years. Early intervention program is intended for infants and toddlers who have a developmental delay or disability below the age of five. Early intervention focuses on the basic developmental skills that typically develop during the first three to five years of life through a variety of therapeutic and support services which will be tailored to meet the child’s individual needs. The parents/caregivers are the major contributors and performers in the Early Intervention Program. Involvement of other team members, include medical people, therapists, child development educators, social workers, and others, will depend on what the child needs. Early intervention supports the families who often experience frustration, stress, disappointment, and helplessness and helps to build a nurturing and supportive environment for the entire family. Early intervention implies for the well-being of the family and the development of the children with special needs.

Keywords

Children with Special Needs, CWSN, Early identification, Early Intervention and Impairment

Full Text:

References

[1] Ball, J. (2005). Early childhood care and development programs as hook and hub for inter-sectoral service delivery in First Nations communities. Journal of Aboriginal Health, 1(2), 36-50.
[2] Bernhard, J. K. (2003). Towards a 21st century developmental theory: Principles to account for diversity in children’s lives. Race, Gender, and Class, 9(4), 45-60.
[3] Derman-Sparks, L. (1994). Empowering children to create a caring culture in a world of differences. Childhood Education, 70(2), 66-72.
[4] Hoover-Dempsey, K. & Sandler, H. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3-42.
[5] Hoover-Dempsey, K., Walker, J., Jones, K. & Reed, R. (2002). Teachers Involving Parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843-867.
[6] National Association for the Education of Young Children. (2005). Accreditation criteria and procedures of the National Academy of Early Childhood Programs (rev. ed.).Washington: NAEYC.
[7] Ratey, John J., (2002), A User’s Guide to the Brain, NY: Vintage Books, 23.
[8] Stairs, A. & Bernhard, J. K. (2003). Considerations for evaluating good child care in Canadian Aboriginal early childhood settings. McGill Journal of Education, 37(3), 309-330.

Asian Review of Social Sciences (ARSS) is a quarterly international peer-reviewed journal of Social Sciences. One of the objectives of this journal is to disseminate knowledge on various research issues connected with the topics include, but are not limited to:

Anthropology Archaeology Business Administration Communication Criminology Economics Education Government	Linguistics International Relations Political Science Sociology Geography History Law Psychology

A child's earliest years are important for the simple, but sufficient reason that they come first in a dynamic process of human development. These earliest days are filled with new stimulations and novel experiences that drive his or her cognitive, social, and physical growth. The first 3 years of life are a critical time for brain development, especially if a child is delayed or restricted in development. Early identification leads to early intervention. Intervention or lack thereof, at this stage, therefore, can significantly enhance or impair the quality of life in later years. Early intervention program is intended for infants and toddlers who have a developmental delay or disability below the age of five. Early intervention focuses on the basic developmental skills that typically develop during the first three to five years of life through a variety of therapeutic and support services which will be tailored to meet the child’s individual needs. The parents/caregivers are the major contributors and performers in the Early Intervention Program. Involvement of other team members, include medical people, therapists, child development educators, social workers, and others, will depend on what the child needs. Early intervention supports the families who often experience frustration, stress, disappointment, and helplessness and helps to build a nurturing and supportive environment for the entire family. Early intervention implies for the well-being of the family and the development of the children with special needs.