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This document serves as a guide for participants in the Early Intervention course, outlining objectives, requirements, assessments, and contact information for course support.
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How to fill out Introduction to Early Intervention

01
Gather all necessary personal information of the child, including name, date of birth, and contact details.
02
Identify the reason for referral and any concerns regarding the child's development.
03
Complete the assessment questions regarding the child's behavior, skills, and milestones.
04
Include any relevant medical history and current therapy or educational services the child is receiving.
05
Provide information about the family's needs and any support services they might require.
06
Review the form for completeness and accuracy before submission.
07
Submit the form to the appropriate early intervention program or agency for processing.

Who needs Introduction to Early Intervention?

01
Parents or guardians of children showing signs of developmental delays.
02
Healthcare providers noticing potential issues in a child's growth.
03
Educators concerned about a child's readiness for school.
04
Social workers involved in child welfare cases.
05
Anyone seeking early intervention services for children ages 0-3.
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The National Reading Panel, using decades of research has identified five critical areas of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.
Common techniques include modelling words and actions, imitating the child's actions to give them meaning, and using personal strategies (e.g., pausing, expectant looking) and environmental strategies (e.g., placing toys out of reach) to motivate communication.
Early intervention is a team-based service to help babies and young children, from birth to age 3, who have trouble with skills like walking and talking. Parents and caregivers of children are always part of that team. Speech-language pathologists, or SLPs, and audiologists may also be part of the team.
These themes, referred to throughout this module as “foundational pillars,” help guide and support best practices in the field of early intervention. These five pillars include: Family Centered Practices, Children's Learning, Natural Environments, Adult Learning, and Quality Teaming.
Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking); cognitive (thinking, learning, solving problems);
The child is included at home and in the community - the child takes part in home and community life, with supports as needed, to create a real sense of belonging. The child practises and learns new skills everyday - the child learns and practises skills in the activities and daily routines of their everyday life.
“Those domains are social, emotional, physical, cognitive and language.” The five critical domains inform the JBSA CDPs' approach to early childhood education, but they also can provide a blueprint for parents as they facilitate their children's development.
These five pillars include: Family Centered Practices, Children's Learning, Natural Environments, Adult Learning, and Quality Teaming.

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Introduction to Early Intervention refers to the initial step in connecting infants and toddlers with developmental delays or disabilities to services and support that promote their development and learning.
Typically, healthcare providers, educators, or family members who suspect a child is experiencing developmental delays are required to file an Introduction to Early Intervention.
To fill out the Introduction to Early Intervention, individuals must provide detailed information about the child's development, concerns, and any observations regarding the child's skills in areas such as communication, movement, and socialization.
The purpose of the Introduction to Early Intervention is to facilitate early identification of children who may benefit from special services, thereby enhancing their growth, learning, and overall quality of life.
Information that must be reported includes the child's personal details, concerns regarding their development, any prior assessments or services, and the names of involved caregivers or professionals.
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