# data[].attributes.body
One teach, one teacher observes the class

One teach, one teacher supports the students

Parallel- each teacher instructs simultaneously

Alternative- one teacher instructs a larger group as one directs a smaller group

Station-students rotate to different areas of the classroom or learning tables

Team- teachers share equal responsibilities

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Sociodramatic is critical for the development. It's also a great opportunity to implement interventions and assessments.

Play-based assessment- a systematic observational procedure to determine the level of development during play.

Play-based interventions (strategies)- the usage of play as a way to implement interventions.

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Teacher mediated- "Intervention directed by teachers to promote social interactions" (p. 353).

Peer mediated-"Strategies or approaches that utilize peers (or classmates) to promote learning" (p. 352)

Routine based- "The intentional use of predictable routine activities (snack time, dressing, etc.), transitions (departure and arrival time, daily transition to the cafeteria, etc.), and routine group activities (e.g., circle time) to implement interventions" (p. 353).

Naturalistic- "Teaching strategies or interventions that incorporate a child’s typical daily routine and activities in order to teach discrete skills within the context of an inclusive classroom or other natural environments" (p. 351).

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Full Inclusion-"All children with delays or disabilities should receive services in regular education classrooms in their neighborhood programs and schools. Placements should be age-and grade-appropriate"  (p. 350).

Universal Design Learning- "The design of curriculum materials, instructional activities, and evaluation procedures that meet the individual needs of learners with varying abilities and backgrounds"  (p. 354).

Least Restrictive Environment-A concept requiring that children with special needs be educated, to the maximum extent appropriate, with their typical classmates. Settings are individually determined for each pupil (p. 351).

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Identification and intervention service

Individualized Family Service, which address priorities and concerns of the family, along with  providing resources.

Family has a right to participate in the creation of the IFSP

Parents are entitled to a timely resolution if conflicts or complaints arise regarding the plans

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Children are entitled to a free and appropriate education

Evaluation of disability

Implementation of the Individualized Education Program

Child and parent's input must be taken into consideration during the education process

Due process when challenging inappropriate educational conditions

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Disability- a condition of the mind or body that makes it more difficult to do specific activities and interact with the world around them.

At-risked- a child exposed to adverse conditions or circumstances known to have a high probability of resulting learning and developmental difficulties. (p. 347)

Developmental delay- an infant of toddler who has not gained the skills that's expected, compared to their peers in the same age group. The delays may impact the physical, social-emotional, and/or cognitive domain.

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My future classroom will embody and implement... 

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My future classroom will embody and implement... 

# data[].attributes.headline
Provides guidance to practitioners and families on effective ways to improve learning and promote development of  children (birth-5 years old), who have or are at-risk for developmental delays or disabilities. 

# data[].attributes.subject
Provides guidance to practitioners and families on effective ways to improve learning and promote development of  children (birth-5 years old), who have or are at-risk for developmental delays or disabilities. 

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●  Assessment
●  Environment
●  Family
●  Instruction
●  Interaction
●  Teaming and Collaboration
●  Transition

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Individualized Family Service Plan (IFSP)

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Individualized Family Service Plan (IFSP)

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Services are applicable for children from birth to 3 years old

Determines the infant's/toddler's present level of development (physical, cognitive communication, adaptive social or emotional)

Collaborates with  family members

Creates goals for the infant/toddler and their family

A timeline for initiation of services

Early intervention services are completed in the infant's toddler's natural environment

A transition plan is created to support the toddler as they adjust to preschool

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Applies to ages 3 -2l. Depending on the state, the age limitation may be extended.

Identify academic capabilities

Create goals and instructional objectives

Indicate the educational services to be provided

Determine participation in a classroom environment

A timeline for initiation of services

Annual evaluation to determine if needs are being met

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The Individuals with Disabilities Education Act ensures students with disabilities have access to free and appropriate education that is tailored to their needs.

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An educational program created to reduce the socioeconomic gap for low-income families by implementing early intervention for disadvantaged children.

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John Dewey is the founder of Progressivism and  stressed the importance of having child-centered curriculums.

Maria Montessori promoted learning through sensory experiences. She believed children went through sensitive periods where curiosity fueled the ability to learn skills and behaviors.

Jean Piaget developed the four stages of cognitive development, which is influenced by experiences, cognitive structures, and the maturation of the child.

Lev Vygotsky emphasized the correlation between the social, mental and emotional state of child. He created the zone of proximal development and introduced the term known as scaffolding.

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"The delivery of a coordinated and comprehensive set of specialized services for infants and toddlers (from birth through age two) with developmental delays or at-risk conditions and their families. (p. 349)."

Special instruction

Family training and home visits

Psychological services

Nursing services

Occupational Therapy

Speech-Language Pathology

Social work

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Martin Luther advocated the importance of education for all children.

Jan Amos Comenius promoted education for children with disabilities. He also  emphasized the importance of molding and shaping children during their early years (p.4)

John Locke believed children learned from their exposure to  "experiences, activities,  and sensations" (p.4). He furthered the idea that people are the product of their environment.

Jean-Jacques Rousseu affirmed the importance of early education, where  children's natural abilities and interests are cultivated.

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Contributors          Influencers              

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Contributors          Influencers              

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"The provision of customized services uniquely crafted to meet the individual needs of youngsters between three and five years of age with disabilities (p.349)".