# data[].attributes.attachment_link.title
Flyer documento A4 curso de verano infantil doodle azul

# data[].attributes.body
Although physical health is a pediatricians first priority, physicians need to be aware that their responsibility to children goes beyond to the child's well-being as a whole. Pediatricians are the first point of contact for families and children, because physicians are able to observe children from birth, they are able to monitor development, identify delays, make referrals, and support families during the process of finding appropriate services.

# data[].attributes.body
With approximately 50% of children in America rely on Medicaid to gain access to necessary services, the threat of cuts to Medicaid is a very concerning one. "Part C of the Individuals with Disabilities Act (IDEA), or early intervention, relies on Medicaid in most states to help pay for an array of therapies, treatments and services for eligible infants and toddlers with disabilities or developmental delays similar to the way Medicaid supports school-aged children and children with disabilities or special health care needs." Without Medicaid what will happen to these families, children and programs?

# data[].attributes.attachment_link.title
Medicaid Cuts Would Weaken Early Intervention for Infants and Toddlers with Disabilities and Developmental Delays

# data[].attributes.attachment_link.description
Yesterday the House reconfirmed its intent to make massive cuts to Medicaid after the Senate rubber stamped the plan last week. Despite repeated polls – including one from President Trump’s polling…

# data[].attributes.body
The federal government has been less than reliable in upholding its end of the bargain financially when it comes to the IDEA act. Originally when the act was proposed, the government agreed to fund 40% of the cost per special education student, the disappointing reality is that currently the government is covering approximately a mere 15% of the cost per student. This has already caused a huge strain on both state and local government to find ways to compensate for this shortage but at what cost to quality? Further cuts will essentially make it impossible for schools to provide these programs.

# data[].attributes.attachment_link.readable_text
About one in six children in the U.S. have a developmental delay or disability and the number of children receiving special education is rising. Beginning at birth, these children have a right to education and related services to support their healthy development. This guarantee of education relies on several federal mechanisms that the Trump administration and Congress have threatened or already dismantled, with some disability services labeled as " anti-DEIA" efforts. Below are some of the many threats that all three branches of government pose to young children with developmental delays and disabilities.
Threats to Education and Early Intervention
States depend on two interconnected sources of federal funding to uphold the right to education for children with disabilities: the Individuals with Disabilities Education Act (IDEA) and Medicaid. Even combined, IDEA and Medicaid funding do not adequately cover the cost of supporting babies and preschoolers with delays and disabilities. Slashing either of these federal supports would be catastrophic for the education of children with disabilities and deprive them of their civil rights.

Babies receiving early intervention through IDEA Part C and Medicaid funding have healthier developmental outcomes and are less likely to need special education by the time they enter kindergarten, which can save states millions of dollars. Yet both federal funding streams-IDEA and Medicaid-are now at risk. IDEA is vulnerable now that the Trump administration has fired half of the U.S. Department of Education (ED) staff, including special education experts and civil rights lawyers who monitor states' compliance with special education law. Congress is likely to slash Medicaid by at least $800 billion, affecting more than 37 million students and forcing schools to make impossible choices that will result in children losing services.

Even the very youngest learners, babies born in the neonatal intensive care unit (NICU), are now at greater risk from federal cuts. NICU infants are already underserved in early intervention (IDEA Part C), even though many are automatically eligible for services, and federal cuts will only worsen their access. Medicaid cuts and loss of federal oversight for IDEA Part C will make it extremely difficult for many families to access essential care for their newborns in the NICU. NICU babies today survive at an earlier age and are less likely to need medical support and early intervention services, thanks to a robust body of specialized research on early detection and intervention. Understanding the nuances of child development and the heterogeneity of disability and improving the educational experiences of these children and their families requires extensive medical and educational research, which the Trump administration has severely cut. Lack of funding for disability research will likely have damaging ripple effects for years to come. By cutting off existing research and preventing new lines of study, we will not have the information we need to better serve children with disabilities today and to anticipate novel harms to child development in the future.

Yet another educational support for children with disabilities is under threat via the judicial branch of government in reaction to a rule that the Biden administration updated: Section 504 of the Rehabilitation Act of 1973 guarantees that schools provide accommodations to students with disabilities and other health conditions through "504 plans." For instance, a preschooler may require a feeding tube to eat at school. Since this disability is not directly related to learning, it would be covered by a 504 plan rather than by IDEA. The 504 plan would require the preschool to ensure the child has access to the feeding tube. Seventeen states have sued the U.S. Department of Health and Human Services (HHS), declaring Section 504 unconstitutional and aiming to prevent states from having to uphold 504 protections for students with disabilities. The suit opposes pieces of Section 504 related to including children with disabilities in inclusive learning environments with their nondisabled peers, without which children with disabilities would be segregated from their classmates. The suit also misleadingly opposes the addition of gender dysphoria to an updated Section 504 rule, even though it is only in the rule's preamble and not in the rule itself.

The Trump administration has targeted a slew of programs that will affect early care and learning, of which young children with disabilities are among the most vulnerable. Dismantling the ED in conjunction with mass layoffs at HHS, combined with proposed federal budget cuts, damage the Preschool Development Grant - Birth Through Five program, the Child Care Access Means Parents in Schools program, and other federal programs and funding that can be used in some states for early care and education, such as Temporary Assistance for Needy Families and the Social Services Block Grant programs.
Threats to Workforce Development
Federal cuts are occurring while long-standing workforce shortages in early intervention and early childhood special education persist, which cause long waitlists for children and families for services such as speech, occupational, and physical therapy. The Trump administration recently eliminated teacher training programs specifically aimed at recruiting special educators, which has led some states to sue the Trump administration over concerns, in part, of the cuts' effects on special education. Finding early learning programs is already especially difficult for families of young children with disabilities, and cuts to workforce development will only make demand worse.
Threats to Preventing Harmful Discipline
Students with disabilities, including preschoolers, are suspended, expelled, restrained, and secluded at significantly higher rates than their nondisabled peers. Restraint and seclusion has resulted in student abuse and death and school districts are required to report incidents to ED. ED collects data through the Civil Rights Data Collection and the Office of Special Education Programs on disciplinary actions and intervenes when children with disabilities are discriminated against or disproportionately disciplined at school, including in pre-K. Without ED's data collection, there is no mechanism to monitor states' disciplinary practices, and without a robust Office of Civil Rights (OCR) within ED, it is not feasible for the federal government to intervene when states do not appropriately prevent and address harmful discipline of children with disabilities. Yet the Trump administration has drastically cut the staff and infrastructure to do so.

For example, an OCR investigation found that a South Carolina school district used restraint 675 times in the 2017-2018 school year, involving 76 students with disabilities (and no students without disabilities) at 20 different schools, for non-threatening behaviors such as disrupting class, walking out of the classroom, or refusing to follow directions. One student was restrained or secluded 143 times in one school year, for a total of 27.5 hours. The district under-reported these incidents to parents and to OCR. OCR conducts many such investigations throughout the U.S. each year and establishes agreements with districts to alter policies and better train staff. OCR can also refer a complaint to the U.S. Department of Justice.
Threats to Families Living in Poverty
Two programs supporting families of children with disabilities living in poverty are on Congress's chopping block. Proposed federal budget cuts to supplemental security income (SSI) via the U.S. Social Security Administration threaten one million families of children with disabilities living in poverty who rely on these payments for basic needs and disability services. Project 2025, the blueprint for many current executive actions, calls for the elimination of Head Start, which provides educational and developmental services to more than 111,000 young children with disabilities living in poverty. Head Start is a key federal system for identifying children living in poverty with developmental delays and disabilities, providing screening and consultation for families of children who are at risk for developing disabilities (nearly half a million in 2022-2023).

Only 35 years ago this week, disabled people marched from the White House to the U.S. Capitol, where 60 children and adults left their wheelchairs and crutches and crawled up the Capitol steps to demand passage of the Americans with Disabilities Act, which President George H.W. Bush signed into law four months later. This week, the Trump administration summarily fired civil servants upholding hard-won civil rights for children with disabilities and their families. For young children, weeks and months matter to their developmental trajectory. They cannot wait for the federal dust to settle without being harmed in the process.

# data[].attributes.attachment_link.title
Federal Cuts Threaten Babies and Preschoolers with Disabilities from All Angles

# data[].attributes.attachment_link.description
Slashing the U.S. Department of Education, Medicaid, and more hurts young children with delays and disabilities.

# data[].attributes.body
Seventeen percent of children ages three to seventeen years old experience developmental delays. In many cases early detection can have a huge impact on the type of care and quality of life for children who have one of these delays. Early intervention programs conduct assessments and screenings to identify what disability or delay that a child may have and then use the results to plan therapy, supports and IEPs. Identifying and addressing delays and disabilities early is essential to quality of life for these children as well as positive academic outcomes.

# data[].attributes.attachment_link.title
Importance of early intervention as it relates to developmental delay or disabilities

# data[].attributes.attachment_link.description
School-aged children can find themselves in trouble at school. It can be hard to follow instructions, pay attention in class, and even get along with other students. While these may seem like normal behaviors of a child growing up, these signs could also point to a developmental disability, or DD, which can present in children in a variety of different ways.

# data[].attributes.body
In the United States, around 25% of children speak a language besides English in their homes. Early interventions for dual language students are so beneficial. Young children's brains are at an optimum state for language acquisition. Early intervention programs do not replace a child's first language; they support the child in bilingual and biliteral skills. This leads to improved outcomes across several domains.

# data[].attributes.attachment_link.readable_text
Unlocking Language Potential: The Crucial Role of Speech Therapy for Bilingual Children

Introduction

In an increasingly multilingual world, understanding how speech therapy can support language development in bilingual children has never been more important. As 22% of children in the U.S. grow up speaking a language other than English at home, there is a pressing need to address the unique linguistic journey these children undertake. This article explores the integral role of speech therapy in nurturing bilingual language development, demystifies common misconceptions, and highlights effective strategies for overcoming the challenges faced by bilingual learners.

The Unique Challenges of Bilingual Language Development

How does bilingualism affect language development?

Bilingualism positively affects language development by facilitating cognitive abilities and social understanding. Contrary to misconceptions, bilingual children are not confused by learning two languages; rather, they often demonstrate linguistic resourcefulness through code mixing and overgeneralization. These are signs of healthy language development.

Research shows that bilingual children reach language milestones within the typical range, and their vocabulary and grammar skills can be comparable to those of monolingual peers. For instance, a comprehensive measures indicate that bilingual children achieve a cumulative vocabulary that meets or exceeds their English-speaking counterparts when both languages are considered.

What are the normal patterns of bilingual language acquisition?

Bilingual language acquisition typically progresses through several stages:

Silent Period: Initially, children may use their home language prominently and remain silent while they adjust to the new language environment, lasting up to six months.

Interference and Code-Switching: As children learn, they may mix languages or apply grammatical rules from one language to another, a natural part of their bilingual journey.

Basic Social Communication: Within about two years of exposure, children generally start developing basic conversational skills.

What myths about bilingualism perpetuate stigma?

Common myths suggest that bilingualism leads to language delays or disorders. However, current research debunks this idea, indicating no higher incidence of communication issues among bilingual children compared to monolinguals. Stopping the use of a native language can actually hinder development, emphasizing the importance of maintaining both languages for optimal language skills and social connections.

Understanding the Benefits of Bilingual Speech Therapy

What are the benefits of bilingualism in speech therapy?

Bilingualism in speech therapy unlocks numerous advantages. It enhances cognitive skills like problem-solving, multitasking, and decision-making, which significantly contributes to effective communication. Bilingual individuals adeptly navigate two linguistic systems, allowing them to address unique speech and language difficulties without confusion.

In speech therapy, cultural competence plays a vital role. Therapists with an understanding of the client's cultural background can tailor their approaches to fit diverse communication styles, ensuring the treatment is relevant and effective. Research has also shown that bilingual children typically reach language milestones at a similar pace as their monolingual peers, countering the common myths that suggest bilingualism impedes speech development.

Cognitive benefits and milestones

Engaging with both languages from a young age can boost cognitive flexibility, enhancing a child's ability to switch tasks and comprehend social cues. This cognitive advantage often translates to improved academic performance, with many bilingual children excelling in classroom settings compared to their monolingual counterparts.

Dispelling myths regarding bilingual speech delays

Contrary to prevailing misconceptions, bilingualism does not lead to speech delays or language disorders. Although some bilingual children may experience communication challenges, these issues can impact both languages equally rather than being confined to one. Proper support through effective speech therapy can aid in managing these challenges, helping children achieve proficiency in both their home and second language.

Bilingual speech therapy is essential and beneficial, enabling children to flourish linguistically and cognitively while fostering strong family connections and cultural roots.

Speech Therapy Techniques for Bilingual Children

What is the bilingual approach in speech therapy?

The bilingual approach in speech therapy focuses on treating shared constructs and errors found across both languages of a multilingual individual. It aims to enhance overall language skills, making therapy effective for bilingual children who navigate multiple linguistic environments. In the U.S., where about 22% of children speak a language other than English at home, this approach is vital for accurate diagnosis and tailored treatment.

Speech-language pathologists (SLPs) must consider cultural nuances alongside linguistic factors to avoid misdiagnosis. This comprehensive understanding allows for personalized therapy that respects both languages.
Multilingual service delivery includes:

Language-matched services: The clinician shares a language with the client.

Cross-linguistic services: Use of interpreters when the clinician does not speak the client's primary language.

SLPs equipped with cross-linguistic competencies can deliver higher-quality clinical care by addressing the unique needs of bilingual children, ensuring effective outcomes in both languages.

Examples of successful interventions

Successful interventions for bilingual children include strategies such as:

Vocabulary bridging: Introducing new words in both languages enhances understanding

Shared reading: Utilizing books in both languages encourages vocabulary development.

Play-based activities: Engaging in playful interactions can facilitate natural language use in both languages.

These evidence-based techniques not only bolster language skills but also build confidence in bilingual children.

Importance of culturally responsive therapy

Culturally responsive therapy is crucial in a bilingual context, ensuring that speech therapy respects and incorporates a child's cultural background. This approach enhances therapeutic effectiveness by acknowledging the family's linguistic environment and values. Additionally, maintaining the child's home language helps to strengthen family connections and supports overall emotional well-being, fostering a strong foundation for further language acquisition.

Identifying Speech and Language Issues in Bilingual Children

Signs and Symptoms of Speech Issues

Bilingual children may exhibit a range of speech and language signs that warrant attention. Common indicators include:

Delayed speech: Using fewer words or simpler sentences compared to peers.

Code-switching: Frequent mixing of languages in conversation, which can be normal but excessive switches may point to confusion.

Pronunciation challenges: Difficulty in articulating sounds, which may be due to influences from both languages learned.

Social communication difficulties: Struggling to engage in back-and-forth conversations or misunderstanding social cues.

Silent periods: Prolonged silence when learning a second language, which can last several months but should be monitored.

When to Consider Therapy

Parents should consider consulting a speech-language pathologist if their child shows concerning signs consistently. If delays persist after six months of exposure to a new language, or if social interactions appear significantly impacted, it's advisable to seek professional help. Early intervention can make a noticeable difference in a child's language development trajectory, especially since research supports that specific interventions can lead to better language outcomes.

Role of Early Intervention

Early intervention is crucial for bilingual children experiencing speech or language difficulties. It allows clinicians to assess language usage in both languages, tailoring specific strategies that foster growth. Programs designed to enhance both the home language and the second language support comprehensive language development. Such interventions not only improve communication skills but also enhance self-esteem and social interaction abilities among bilingual children.

Does Speech Therapy Help with Language Development?

Yes, speech therapy can significantly help with language development in children. Speech-language pathologists (SLPs) use targeted interventions that focus on both receptive and expressive language skills, guiding children through activities that enhance their understanding and usage of language. These interventions may include play, storytelling, and exercises that promote correct vocabulary, grammar, and articulation. Early intervention is crucial, as it can lead to better outcomes for children with speech and language disorders, including those related to developmental delays or hearing impairments. Overall, with the proper assessment and therapy, children can improve their communication skills effectively.

Research Insights: The Impact of Speech Therapy on Bilingual Children

What milestones are there in bilingual language development?

Milestones in bilingual language development are generally aligned with those observed in monolingual children, though some specific considerations apply. In the first year of life, bilingual children engage in cooing and babbling, eventually uttering their first words around 12 months. By 18 months, they typically know between 15 to 100 words across both languages and are understood about 25% of the time.

At 24 months, children start forming two-word phrases, boasting a vocabulary range of 200 to 300 words. By age three, they progress to using three-word phrases with a vocabulary reaching approximately 1,000 words. By four years, they are forming complete sentences, capable of conversation, and understood most of the time, demonstrating successful language development in both languages.

Research findings on bilingual speech therapy

Research has consistently shown that bilingual speech therapy can effectively enhance communication skills. Many studies indicate that bilingual children exhibit significant improvements in their language abilities following targeted therapy. Active intervention programs see notable progress, including successful treatment of speech disorders through culturally and linguistically responsive strategies.

A recent evaluation of a bilingual treatment program involving 59 Spanish-English bilingual children with primary language impairment (PLI) demonstrated significant gains in both languages, suggesting that tailored bilingual approaches lead to better outcomes than focusing solely on one language.

Success stories and outcomes

Children enrolled in bilingual speech therapy often experience increased self-esteem and enhanced communication opportunities within their community and family. Improved language proficiency can foster better academic performance, illustrating a strong link between effective speech interventions and overall achievements. Early exposure to multiple languages, paired with supportive therapy, has been shown to bolster cognitive advantages such as better problem-solving skills and task-switching abilities.

Cognitive advantages from early language exposure

Numerous studies highlight the cognitive benefits of bilingualism, which includes advanced categorization skills and improved attentional control. Infants exposed to two languages can retain the ability to differentiate sounds longer than their monolingual counterparts. These cognitive enhancements not only support robust language development but also enable bilingual children to adapt more fluidly between languages, leveraging their linguistic flexibility as an asset.

The Role of Cultural Competence in Therapy

Importance of cultural sensitivity in therapy

Cultural competence is crucial in speech therapy for bilingual children. It ensures that therapists understand and respect the diverse cultural contexts in which children communicate. This understanding helps therapists tailor their approaches and techniques to meet the unique needs of each child and their family.

Avoiding misdiagnosis

Cultural sensitivity also plays a significant role in avoiding misdiagnosis. Communication patterns and language use can differ greatly across cultures. For instance, a child might exhibit behaviors like code-switching or mixing languages, which may wrongly suggest a language disorder. By recognizing these patterns as normal aspects of bilingualism, therapists can provide more accurate assessments.

Enhancing therapeutic outcomes

Ultimately, incorporating cultural competence into therapy enhances outcomes for bilingual clients. Therapists who appreciate cultural influences can create more effective treatment plans that resonate with the child's home language and cultural background. Thus, fostering a positive therapeutic environment and better progress towards communication goals.

Strategies for Engaging Families in Language Development

Engaging parents and caregivers

Active involvement of parents and caregivers in a child's language development is crucial. Educating them about the benefits of bilingualism fosters positive attitudes towards their child's dual language acquisition. Informing families about the cognitive advantages of speaking multiple languages encourages them to engage actively in language-rich activities.

Home strategies for supporting language

Utilizing everyday interactions at home is a powerful strategy for supporting bilingual children's language skills. Parents can read books in both languages, sing songs, and share stories to enrich their child's vocabulary. Creating a language-rich environment with diverse materials encourages children to practice using both languages effectively.

Maintaining the home language

Maintaining a child's home language is essential for cultural connections and family relationships. Encouraging the use of the home language, coupled with practical activities like shared reading and storytelling, fosters stronger linguistic foundations. This approach not only promotes effective bilingual speech but also enhances social-emotional well-being.

The Bilingual Perspective: Myths and Realities

Dispelling fears of bilingualism-related disorders

A common fear among parents is that bilingualism contributes to learning disorders or speech delays. Research has repeatedly shown this notion to be unfounded. Bilingual children can develop language skills in both languages comparably to monolingual peers. Concerns about potential stuttering or language mixing should be understood as normal aspects of bilingual language acquisition rather than indications of a disorder. Mistakes are part of the learning journey.

Understanding bilingual adjustments

Bilingual children undergo an adjustment period, often referred to as 'The Silent Period,' where they may primarily use their home language as they acclimate to a new language environment. This phase typically lasts up to six months and is completely normal. Errors like code-switching, or using elements from both languages, demonstrate a child's resourcefulness rather than confusion as they navigate their linguistic repertoire.

Community insights

In diverse communities across the U.S., support and recognition of bilingualism's benefits are vital. Early exposure to multiple languages enhances cognitive skills, problem-solving, and cultural connections. Speech-language pathologists play an essential role in addressing unique challenges faced by bilingual children, ensuring therapy is culturally competent and effective.

Available Resources and Support Networks

What resources are available for bilingual speech therapy?

There are several essential resources aimed at enhancing bilingual speech therapy practices. Given the limited availability of bilingual materials, speech-language pathologists (SLPs) often adapt existing resources to meet the diverse needs of children who speak multiple languages.

One practical resource is the Vocabulary Description Prompts, available in both English and Spanish, which are designed to help therapists strengthen their approaches to support bilingual clients.

Another valuable tool is the Speech Sound Disorder Tree, which aids in diagnosing and treating speech sound disorders in bilingual children. Coupled with the Cultural Parameter Therapy Checklist, SLPs can gain a comprehensive understanding of cultural influences on communication, ensuring effective interventions.

Organizations like Bilingual Speech Resources offer workshops and downloadable materials, promoting culturally responsive practices. These resources align with the growing need for inclusivity and support within bilingual speech therapy, empowering SLPs to provide tailored care for their clients.

Conclusion

Speech therapy plays a pivotal role in fostering the language development of bilingual children. By leveraging the cognitive and linguistic advantages that bilingualism offers, and through early, culturally competent intervention, speech-language pathologists can help bilingual children navigate their speech and language journeys successfully. It is essential for families, educators, and clinicians to work collaboratively, creating an enriching environment for bilingual children to thrive in their language acquisition endeavors.

References

# data[].attributes.attachment_link.title
How Speech Therapy Supports Language Development in Bilingual Children - Kids First

# data[].attributes.attachment_link.description
Unlocking Language Potential: The Crucial Role of Speech Therapy for Bilingual Children

# data[].attributes.body
Communities are diverse and can have different needs, culturally, financially and linguistically. Much like parents are the experts in their individual families, community members are in a position to consider local issues and barriers when advocating for change at state and policy level. Community awareness and support only strengthen the benefits of early intervention services and assist in directing families to the most beneficial agencies and resources. When community members are involved and educated in the importance of early intervention services it gives them a sense of ownership and a higher likelihood of positive outcomes.

# data[].attributes.attachment_link.description
The collaboration between early childhood staff, families, and community agencies builds positive relationships. These relationships support parents’ progress toward their goals for themselves and their children.

# data[].attributes.body
Policymakers are responsible for shaping laws and regulations surrounding these programs, they have the power to allocate funding and put in place measures that are sustainable for the funding, when policymakers support a cause such as early interventions it brings awareness to the matter and can highlight the importance for community members and increase public support. When policymakers understand the need, research and evidence behind the essential role that early interventions play in child development, they are able to more effectively form policies and practices that will benefit these programs in the long run.

# data[].attributes.attachment_link.authors[].name
Mishka Espey Associate Director, Media Relations

# data[].attributes.attachment_link.title
Policymakers Must Understand How Education, Health Care, and Economic Security Shape Early Child Development

# data[].attributes.attachment_link.description
Policymaking that considers the unique developmental needs of young children, as well as their lived experiences and that of their families, can set the foundation for health and well-being throughout life.

# data[].attributes.body
One of the biggest benefits of early intervention services is it is often a child's first experience with socialization outside of their families. Early intervention services like Head Start for instance intentionally focuses on teaching social emotional skills and promoting social interactions. Emotional regulation plays an important role in future academic success for children. Early intervention programs provide a safe place to begin learning how to behave outside of the home and expose children to a variety of peers and non-familial adults. These programs are often a child's first experience with structure. Pro-social behavior that is established in the early years as neuropathways are formed are likely to shape children's future experience in school and into adulthood.

# data[].attributes.attachment_link.title
The Impact of Early Intervention on Social Skills Development in Young Children VNA Health Group

# data[].attributes.attachment_link.description
Discover how early intervention supports young children’s social skills development, boosting emotional regulation, peer relationships, and long-term success. Learn more at VNA Health Group.

# data[].attributes.body
Early intervention services introduce children to opportunities to practice and develop gross motor skills, take risks and improve balance and coordination. Preschools and other early intervention programs focus on the whole child and all the areas of their development; however, the purpose of early intervention is identifying areas that children may need additional support. Physical delays can significantly impact a child's educational experience. Physical therapy helps to build strength, master different gross motor skills, and increase children's confidence. By becoming more confident in their own physical abilities, children are able to focus more energy on building skills in other areas of development. Becoming physically competent also promotes children to become more independent and self-sufficient.

# data[].attributes.attachment_link.title
Physical Therapy and Early Childhood Development: Key Benefits - Kids First

# data[].attributes.attachment_link.description
Exploring the Impact of Physical Therapy on Young Children’s Growth

# data[].attributes.body
Families' involvement is so crucial to a child's development and what kind of services and supports that a child recieves. Families should be treated as "experts" when it comes to decision making when it comes to childrens education. Parents and caregivers are a child's first teacher, but often need guidance to understand developmental milestones and options that they have for services to better assist their children. Ultimately parents have the right to approve or refuse services for their children and partnering with early intervention services help to educate parents, teach them how to advocate for their child and provide support, information and resources to assist parents in making informed decisions regarding their child's education.

# data[].attributes.attachment_link.readable_text
Current as of July 2021

Families, most particularly parents, are vital participants in early intervention. Your contributions are invaluable:

at the individual level where you are intimately involved in determining the services that your own child will receive; and

at an organizational level determining policies and scope for EI programs.

The resources below have been identified because they address the many dimensions of parent involvement, including the parents' right to be involved in decision making regarding their child and the early intervention services he or she receives. There are also resources to help early intervention systems promote the active involvement of families at either the organizational or individual levels.

_____________________________________

Resources For Parents

Early intervention: What it is and how it works.
Quick overview, in English and Spanish.

English | https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/early-intervention-what-it-is-and-how-it-works

Spanish | https://www.understood.org/es-mx/learning-attention-issues/treatments-approaches/early-intervention/early-intervention-what-it-is-and-how-it-works

Watch a video | All about early intervention and parents' involvement.
Providing Hope, Realizing Dreams will acquaint you with all aspects of the Birth to Three System in Connecticut, from the first point of contact through the evaluation, program planning, and service delivery phases. You'll be introduced to three families who share their experiences and describe what Birth to Three supports and services have meant to their families. While the video is specific to the Connecticut system, it generalizes very well to how early intervention works in other states.
https://www.youtube.com/watch?v=Zwuyu5wS5c0

Your child's development: Age-based tips from birth to 36 months.
This set of age-based handouts include a "what to expect" chart for each age range, frequently asked questions, a research summary, and information about common parenting challenges for each age and stage. From ZERO TO THREE, the National Center For Infants, Toddlers and Families.
https://www.zerotothree.org/resources/series/your-child-s-development-age-based-tips-from-birth-to-36-months

Find out about your rights in your state.
The ECTA Center offers this webpage of links to state-specific materials on early intervention.
https://ectacenter.org/topics/procsafe/stateonlineC.asp

Resources For Early Intervention Providers

The resources below focus on how early intervention programs and providers can support family involvement and active participation in the early intervention services their young child with disabilities receives.

DEC-family recommended practices.
DEC is the Division of Early Childhood at the Council for Exceptional Children. This special interest division has put together the DEC Recommended Practices to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities. For practitioners, it's vital to know what DEC Recommended Practices are for working with families. This webpage will tell you.
https://ectacenter.org/decrp/decrp.asp

More on DEC-family recommended practices.
(Multiple resources are also available in Spanish about the recommended practices.)
There are multiple checklists and practice guides available to guide family-centered practices, as well as videos to illustrate those practices. Don't miss them!
Checklists and practice guides | https://ectacenter.org/decrp/topic-family.asp Illustration videos | https://www.dec-sped.org/videos

Back to top
________________________________________________________

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

Would you like to visit another page in the Early Intervention Suite of pages?

# data[].attributes.attachment_link.title
Parent Participation in Early Intervention

# data[].attributes.attachment_link.description
Current as of July 2021 Families, most particularly parents, are vital participants in early intervention.

# data[].attributes.body
As previously discussed, early intervention programs focus heavily on social emotional skills. Emotional regulation takes practice as well as exposure to a variety of experiences in which to practice. Preschool programs approach teaching these skills in a few different ways. First of all, identifying emotions, young children are driven by emotions, before they were able to verbally communicate, crying was their main form of communication and children need to be taught about different emotions in order to be able to identify them. Next, modeling by staff and peers in different situations can have a positive impact on how a child handles big emotions. Providing examples of appropriate ways to handle emotions and many opportunities to practice them with safe adults and peers. Positive reinforcement when children begin to master skills related to emotional regulation as well as redirection when handling emotions results in behaviors. Finally, children's progress is monitored regularly and focus naturally shifts to areas that may need more support to develop.

# data[].attributes.attachment_link.title
How Early Intervention Supports Emotional Development in Children

# data[].attributes.attachment_link.description
In understanding how early intervention nurtures emotional development in children, discover the vital skills that pave the way for their future success.

# data[].attributes.headline
Brain Development in Early Childhood Education

# data[].attributes.subject
Brain Development in Early Childhood Education

# data[].attributes.body
90% of brain development takes place within the first five years of life. Early childhood is a time of significant growth; the brain is forming somewhere over a million neural connections a second. Brain plasticity is at greatest capacity for changing and adapting. Because of these factors positive interventions are so necessary to improving outcomes and supporting children and families so that children can have the best chance for success.

# data[].attributes.attachment_link.description
From birth to age 5, a child’s brain develops more than any other time in life. Early brain development impacts a child’s ability to learn.

# data[].attributes.body
Early interventions provide effective and positive support that is culturally informed and results in improvement on outcomes of children's mental health, confidence and social outcomes. Studies show that there is greater involvement of families when they are encouraged to participate in the process of decision making for the children in the program. Increased family engagement reflects positive results in children's academic success and graduation rates.

# data[].attributes.attachment_link.title
Cultural Sensitivity in Early Intervention

# data[].attributes.attachment_link.description
Reading to your baby is a rewarding experience. It’s not only great for bonding, but it also lays the foundation for your child’s cognitive and emotional development. When it comes to starting the habit of reading, the answer is simple: it’s never too early.

# data[].attributes.body
Educators have many roles as key stakeholders of early interventions. Some of the most common contributions include using assessments, and data collection to identify developmental delays, in addition they are responsible for monitoring for progress and making adjustments to goals and IEPs. Educators know the importance of inclusivity, collaboration and empowerment to a successful early intervention program. Because of educators' knowledge of the needs of the families that they serve, they are in a position to educate and influence both families and policy makers.

# data[].attributes.attachment_link.title
Role of Early Childhood Educators | Eastern College

# data[].attributes.attachment_link.description
Eastern’s Early Childhood Education Diploma program prepares students for rewarding careers working with children. Learn more about the ECE program here.

# data[].attributes.body
Early intervention programs have a significant impact on cognitive development. The IQ scores of children who receive early interventions are 8-18 points higher than children who do not participate in early intervention programming. There are several factors that can impact IQ scores positively during and after interventions. These include the type of intervention and the age at which the child enters programming. Length and consistency of participation and severity of need in services is also a factor. Exposure to peers can be another effective teacher for young children. These programs promote growth in cognitive functions like memory, attention, and critical thinking.

# data[].attributes.attachment_link.provider_name
National Institute for Early Education Research

# data[].attributes.attachment_link.readable_text
By Barnett, W. S. (1995)

The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.
View Article

The Authors

W. Steven (Steve) Barnett is a Board of Governors Professor and the founder and Senior Co-Director of the National Institute for Early Education Research (NIEER) at Rutgers University. Dr. Barnett's work primarily focuses on public policies regarding early childhood education, child care, and child development.

# data[].attributes.attachment_link.title
Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes

# data[].attributes.attachment_link.description
NIEER conducts academic research to inform policy supporting high-quality, early education for all young children.