the philosophy of early intervention, matrix form of developmental delay and early intervention program

1. Philosophy of early
intervention, Matrix form
design of early intervention in
AUTISM with behavior problem
Early intervention program of a
child with developmentaldelay .
particularly its about DYSLEXIA
Analuz A.Fuentebella
MAED MA-SPED
MASE 422
Submitted to: Dr. Aida
Damian Ed D
University of Perpetual
Help System Dalta (las
pinas)

2. Philosophy of early intervention for
children with special needs
Every child is unique in terms of life experiences,
developmental readiness, and cultural heritage. A high
quality early childhood program that provides a safe and
nurturing environment, which promotes physical, social,
emotional, language and cognitive development will
ensure a positive continuation of the child’s education
process. Early childhood is a time of curiosity, a time
for play, and a time of rapid development. Every child is
unique and deserving of an early childhood education
that facilitates academic, social, and developmental
growth through a variety of enjoyable experiences.
Children gain the basic skills in learning the essential
topics from Early Childhood Education, which will ensure
the success in further studies of a child. Modern world
in extremely competitive and challenging, and it is
essential to start studying from early childhood in order
to ensure the perspective future for a child.

3. The concept of educating young children within the family has been happening for many, many years,
but the evolutionof earlychildhoodeducationwithinanoutside settinghasmanydifferenttheories and
facets.The studiesconductedbyJeanPiagetalongwiththe workhe didwithchildren,pavedthe way for
educators to create different styles of teaching to use within programs. Many of these theories of
teaching are used in preschools around the country. They include:
The Montessori Method:Maria Montessori wasthe firstwomanin Italyto receive amedical degreewith
areas of studyinpsychiatry,educationandanthropology. Her belief was that every child was born with
potential andthatchildrenshouldbe allowedtobe free toexplore andplaywithintheirenvironment. In
the early 1900’s, Montessori visited the United States to share her unique style of teaching. The main
focus is to always be attentive to the child and follow the child in the direction they chose to go when
learning. The Montessori Method is practiced within many preschools around the country.
The contribution of these people in
Special Education
The field of special education contributed to the
development of early intervention through its emphasis
on remedial and compensatory services and instructional
techniques. Special education history began in the late
1700s in France with the story of Victor, a child who had
grown up with wolves. Jean Marc Itard developed and
provided an intensive education program to teach Victor
(known as the “Wild Boy of Averyron”) language and
behavior skills. Itard’s success led a student of his,
Edouard Sequin, to develop a physiological method for
educating children with disabilities. This method
emphasized the importance of early education and the
use of detailed assessment information to develop a
remediation plan. The concept of educating young
children within the family has been happening for many,
many years, but the evolution of early childhood
education within an outside setting has many different
theories and facets.
The studies conducted by Jean Piaget along with the
work he did with children, paved the way for educators

4. to create different styles of teaching to use within
programs. Many of these theories of teaching are used
in preschools around the country.
Maria Montessori was the first woman in Italy to
receive a medical degree with areas of study in
psychiatry, education and anthropology. Her belief was
that every child was born with potential and that
children should be allowed to be free to explore and play
within their environment. In the early 1900’s,
Montessori visited the United States to share her
unique style of teaching. The main focus is to always be
attentive to the child and follow the child in the
direction they chose to go when learning. The
Montessori Method is practiced within many preschools
around the country.

5. Matrix form of an early intervention
program of children with autism in the
following communication behavior and
functional academic.

9. Strengths and Interests:
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Characteristics
Matrix autism spectrum disorders
Impact
Strategies
Matrix autism spectrum disorders
Name: Nicholas
Strengths and Interests: Thomas train, cars, trucks,
construction, Poppy’s garage and tools
Likes order and sameness, plays independently,
attends to fine detail, 8 hrs sleep a night,
chunk learner
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory Processing
Learning and Behaviour
Attention problems-
selecting what to attend to, spotlights small detail,
difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
Missed learning opportunities
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity)
then...(high motivating activity)”.
Use organization and structure to visually define
beginning, content and end to task
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and
timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

10. Professional teaming and collaboration improve the child with
developmental delay the following motor, physical and cognitive
Teaming and collaboration are what we DO, right? We use teaming practices
everyday as we connect with other professional team members to support the family
in achieving their goals for their child. We understand that we’ll do our best work when
we collaborate with caregivers as equal team members, valuing their perspectives and
priorities on every aspect of the EI process. We know this because we do it every day,
but it’s important to consider that families might not know how to participate on the
EI team. They might not know how they fit in. When we explain the EI process, we
need to make sure that our words reflect the importance of a collaborative approach
so that all team members, including the family, know what to expect and what to do.
Practitioners representing multiple disciplinesand familieswork together as a team to plan and
implement supports and services to meet the unique needs of each child and family.
When explaining how EI works, we can say: Early intervention uses a team approach, which
means that each child has a team of people available to support his/her development. This team
includesyou (the parent), the service coordinator, and a service provider (like a speech therapist,
developmental service provider, etc.). We are all equal partners and will work closely together to
help you help your child meet the goals that are important to your family.

11. Practitioners and families work together as a team to systematically and regularly exchange
expertise, knowledge, and information to build team capacity and jointly solve problems, plan,
and implement interventions.
When explaining EI service delivery, we can say: We’ll all work together to share ideas and
information and come up with intervention strategies you can use to encourage your child’s
development every day. During visits, your service provider will work alongside you as you
practice using strategies with your child to help him/her learn to… We’ll problem-solve and plan
together so that you feel comfortable using strategies between visits too. The purpose of the EI
team is really to support you.
Practitioners use communication and group facilitation strategies to enhance team functioning
and interpersonal relationshipswith and among team members.
You can use this practice to explain how the IFSP meeting works: When we meet to develop the
IndividualizedFamily Service Plan (or IFSP), we’d like to hear from you aboutwhat you’d like your
child to be able to do – your goalsfor your child. Then, we’ll have a conversation as a team about
service options. You are a part of this decision-makingprocess, so feel free to share your thoughts
with the other team members about what you’d like to see, how often you’d like to have the
provider visit, and where you’d like visits to happen.

12. Team membersassist each other to discover and access community-based services and other
informal and formalresources to meet family-identified child or family needs.
When explaining service coordination, we can say: Your service coordinator collaborates with
everyone on the team to make sure that early intervention is meeting your child’s and family’s
needs.Feel free to let us know if there is something you need oryour child needsandwe canwork
together to find resources that can help.
Practitioners and families may collaborate with each other to identify one practitioner from the
team who serves as the primaryliaison between the family and other team members based on
child and family priorities and needs.
If a child and family will receive more than service, one team member might be chosen to keep
the rest of the team informed about child and family needs and progress. For example, let’s say
that a child will receive physical therapy weekly, and developmentalservices monthly. You might
explain it to the family this way: Since the PT will be meeting with you more frequently, he will
let other team members know when your child makes progress (so we can all celebrate), when a
new needor question popsup (so we can work together to address it), and whenwe needto meet
to discuss changes to the plan. He can also make sure you are comfortable using intervention
strategies suggested by the developmental specialist, and if there are questions, he can problem-
solve with her to come up with alternatives that work better. You’re always welcome to call/text
any other team member too. The PT will just make sure everyone is aware of how things are
going. The service coordinator helps team members collaborate too.

14. Students with dyslexia require
specific kinds of reading
instruction
Many readingprograms are
ineffective for dyslexicstudents
Explicit,intensiveand multisensory
methods work best
Content should include phonemic
awareness,fluency and explicit
instruction ofspellingrules
Assistivetechnologyis openingthe
doorto more efficient and
effective methods for teaching
reading
Software based readingprograms
hold manyadvantages over
traditional programs but havenot
been widely adopted—yet
How do you Teach a Child with
Dyslexia to Read?
The research on dyslexia treatment
clearly shows that dyslexic kids
need special kinds of instruction in
terms of both content and method.
Below is a summary of what we
know works.
How do you Teach a Child with
Dyslexia to Read?
The research on dyslexia
treatment clearly shows that
dyslexic kids need special kinds
of instruction in terms of both
content and method. Below is a
summary of what we know
works.

15. Dyslexia Treatment:
According to the
prominent dyslexia
researcher the key
ingredients of effective
early intervention
programs are:
Systematic and direct
instruction in:
Phonemic Awareness
Phonics
Sounding out words
Spelling
Reading sight words
Vocabulary and concepts
Reading comprehension
strategies
Practice applying these skills
in reading and writing:
Practice means using them
everyday from reading comic
strips to writing e-mail.
Fluency training:
Fluency is the ability to read
quickly, smoothly, accurately
and with good
comprehension. When reading
is slow and tough, kids spend
all their energy to just sound
out the words, often missing
the meaning entirely.
Enriched language
experiences: Interactive
dialogue involving listening,
speaking and story telling.