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

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Asian Review of Social Sciences (ARSS)

Editor Dr. Lakshmi Narayanan
Print ISSN : 2249 – 6319
Frequency : Quarterly

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:

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Archaeology
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Criminology
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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.

Editor-in-Chief
Dr. Lakshmi Narayanan
Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
[email protected]
Editorial Advisory Board
Dr. Mashitah Binti Hamidi
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Jillian Ooi Lean Sim
Department of Geography, University of Malaya, Malaysia
[email protected]
Dr. Haris Bin Abd Wahab
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Mohana Dass Ramasamy
Department of Indian Studies, University of Malaya, Malaysia
[email protected]
Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
Department of South East Asian Studies, University of Malaya, Malaysia
[email protected]
Dr. Asbah Binti Razali
Department of Anthropology and Sociology, University of Malaya, Malaysia
[email protected]
Dr. Azharudin Bin Mohamed Dali
Department of History, University of Malaya, Malaysia
[email protected]
Dr. Hasmah Binti Zanuddin
Department of Media Studies, University of Malaya, Malaysia
[email protected]

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    Editorial Note

    Editorial Dr. Lakshmi Narayanan

    Editor-in-Chief
    Dr. Lakshmi Narayanan
    Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
    [email protected]
    Editorial Advisory Board
    Dr. Mashitah Binti Hamidi
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Jillian Ooi Lean Sim
    Department of Geography, University of Malaya, Malaysia
    [email protected]
    Dr. Haris Bin Abd Wahab
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Mohana Dass Ramasamy
    Department of Indian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
    Department of South East Asian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Asbah Binti Razali
    Department of Anthropology and Sociology, University of Malaya, Malaysia
    [email protected]
    Dr. Azharudin Bin Mohamed Dali
    Department of History, University of Malaya, Malaysia
    [email protected]
    Dr. Hasmah Binti Zanuddin
    Department of Media Studies, University of Malaya, Malaysia
    [email protected]

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