EARLY INTERVENTION
Who is it for? Early Intervention (EI) is intended to pre-school children, showing changes in their psychomotor development or are in situations of high risk to have. A child is at risk when exposed to situations of biological or environmental, that can interfere with normal development.
Examples of biological risk factors are prematurity and growth retardation intrauterine asphyxia or infections that occur especially during childbirth or during the first days of birth. Poverty, low social / cultural and family psychopathology, are examples of environmental situations that put children at risk, are associated with a slower development and therefore require EI.
Examples of biological risk factors are prematurity and growth retardation intrauterine asphyxia or infections that occur especially during childbirth or during the first days of birth. Poverty, low social / cultural and family psychopathology, are examples of environmental situations that put children at risk, are associated with a slower development and therefore require EI.
Why intervene early?
There are several reasons to intervene as soon as possible:
1. It is known that the development and human behavior can be changed by environmental influences, positive and negative. Genes and environment interact dynamically during development, providing both power and growth potential, as well as risk and dysfunction. Hence the importance of a healthy and stimulating environment.
2. The scientific research suggests a neurobiological basis for EI, related to the so-called "plasticity of the nervous system," in which the brain behaves more "malleable" and is more susceptible to learning when stimulated. The younger a child is most able to respond positively to stimulation.
3. Risk factors and disabilities, have the potential to exacerbate or lead to the onset of secondary disabilities. A hearing not corrected, will lead to a delay in speech and language that can become irreversible even if the deafness is corrected later.
4. Parents of children with or at risk, may need professional support to establish the appropriate parenting skills. No one is truly prepared to have a child with problems and this situation is usually needed help.
What is Early Intervention?
In practice EI is the provision of services directed to children and families, with the aim of reducing the effects of risk factors or developmentally disabled child. The EI can thus be better when a remedy or preventive development problem when prevents or reduces the occurrence effect.
EI services to be provided by interdisciplinary teams with professionals from education, health and social service, in order to meet the range of problems these children and families present.
The type of support that a healthy child, who lives in a family where the mother is illiterate and the father is an alcoholic needs is understandably different from that is suitable for a child with a severe disability, the daughter of parents without socio-economic problems.
The type of support that a healthy child, who lives in a family where the mother is illiterate and the father is an alcoholic needs is understandably different from that is suitable for a child with a severe disability, the daughter of parents without socio-economic problems.
Other important aspects to take into account that the EI is provided in accordance with "best practices" are:
Intervention "family-centered."
EI services should not be directed solely to the child and its problems. In young children, it only makes sense that the work is done with the family in order to engage and to improve their skills to deal with your child.
Intervention of "community base"
Whenever possible, the EI should be provided by teams working in the community as opposed to EI working in large centers, where parents have to travel to obtain services. This shift may nevertheless be necessary for diagnostic or therapeutic interventions more sophisticated. Make a test or go to a query development or genetics, for example.
Whenever possible, the EI should be provided by teams working in the community as opposed to EI working in large centers, where parents have to travel to obtain services. This shift may nevertheless be necessary for diagnostic or therapeutic interventions more sophisticated. Make a test or go to a query development or genetics, for example.
EI in "natural settings".
Shall be provided in areas where children are usually (kindergartens, nurseries, childminders or home) and not in Special Education Institutions. Children with special needs have the right to make their learning integrated into non-segregated environments.
Shall be provided in areas where children are usually (kindergartens, nurseries, childminders or home) and not in Special Education Institutions. Children with special needs have the right to make their learning integrated into non-segregated environments.
The Early Intervention Work?
After years of research, evidence, either quantitative or qualitative, that EI not only accelerates and enhances a child's development but also improves family functioning and reduces the cost of society with special education and other rehabilitative services. The first EI programs, only worried about the child's development and acted perspective medical therapy. Currently, they have a more social approach. They are now also considered important objectives of the EI, improving the knowledge and the autonomy of families, in order to deal with the problems of their children.
After years of research, evidence, either quantitative or qualitative, that EI not only accelerates and enhances a child's development but also improves family functioning and reduces the cost of society with special education and other rehabilitative services. The first EI programs, only worried about the child's development and acted perspective medical therapy. Currently, they have a more social approach. They are now also considered important objectives of the EI, improving the knowledge and the autonomy of families, in order to deal with the problems of their children.
