Transcript Children’s Learning and Development: Contemporary

Early intervention and
assessment: purposes and
processes
© McLachlan, Edwards, Margrain & McLean 2013
What do we mean by early
intervention?
Early intervention can be defined as
the delivery of a coordinated and comprehensive set of specialised
services … [for children] with developmental delays or at-risk
conditions and their families.
(Gargiulo & Kilgo 2000, p. 30)
Important points:
• Need to establish developmental delay/risk
• Service is to the child and their family
• Coordination necessitates partnership and shared
responsibility
Rationale for early intervention
• The earlier a child’s needs are addressed and programming
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are considered, the more progress the child is likely to make
Early intervention is more effective at a younger age because
brains of babies and young children are more responsive and
flexible
Environment, experience and intervention influence cognitive
outcomes
Head Start is an example of a compensatory approach to
learning
Education makes a positive difference
Absence of early intervention limits development,
achievement, success, acceptance and potential
United Nations Conventions
• United Nations Convention on the Rights of the
Child (1990)
• Especially articles 2(1, 2), 3(1, 2, 3), 23(1, 2, 3, 4), 28
(1a-e, 2, 3), 29(1a-e, 2)
• United Nations Convention on the Rights of
Persons with Disabilities (ratified 2008)
• Especially articles 3(a-h), 7(1, 2), 24(1a-c, 2a-e, 3a-c, 4,
5)
Universal access
• Children and families are entitled to support regardless
of the setting the child attends
• Early childhood education is not only a centre-based
service; home-based or family day care services are
increasing
• ECE services are diverse and varied in terms of
philosophy, hours, environment, program, leadership &
management
• Early intervention support can be provided in inclusive
or segregated settings
Six-step assessment
• Screening
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Universal screening is based on the concept that all children deserve to be
assessed
• Determining eligibility
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For example, selection for speech therapy
• Determining services
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For example, prioritise between occupational and physio therapy
• Planning the program
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For example, Perceptual Motor Program
• Monitoring progress
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Ongoing & regular assessment & record keeping, for example, documenting
physical development
• Evaluating the program
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As an IEP team, with respect to cultural considerations
Assessment misuses
Assessment misuse is when assessment is
• used for inappropriate purposes, or purposes other than
intended
• failing to use tools in conjunction with a range of sources of
information
• accepting test results even when test results do not accurately
represent typical behaviour, potential or optimal performance
• unethical
Pathologising is when powerful groups define a construct of
‘normal’ and position others outside their group as ‘abnormal’
(Heydon & Iannacci 2008).
Conditions that pathologise within
the curriculum
• Children are valued for future roles as workers and taxpayers
• It is assumed that children are unable to make valuable
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contributions to society
Children’s value is based on comparisons to other children
Appropriate to use terms such as ‘normal’, ‘abnormal’ and
‘needs’
Teachers decide the curriculum
Adults have the responsibility to shape and direct children
Assessment should be measurable and consistent (reliable)
The purpose of assessment is to support identification and
labelling of difference as early as possible.
Conditions that foster strength-based
curriculum approaches
• Children are valued as children
• Children are recognised and valued as contributing to society,
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and supported to do so
Children are valued in their own right as individuals
Focus on individual strengths and competencies and
respectful discourse
The curriculum is mutually constructed
Children have a role in leading and shaping their own
outcomes
Assessment in not necessarily measurable, but should be valid
(fair)
The purpose of assessment is to identify interests, strengths
and competencies as early as possible
Recommended assessment practices
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Multidisciplinary assessment
Multidimensional assessment
Multi-method assessment
Multisource assessment
Multi-context assessment
Multicultural assessment
Proactive assessment
Ongoing information exchange
Useful websites
• Early Childhood Intervention Australia (ECIA)
www.ecia.org.au/index.htm
• Early Intervention Association of Aotearoa New
Zealand (EIAANZ)
www.earlyinterventionassociation.org.nz/
• United Nations Conventions on the Rights of the Child
http://www.ohchr.org/EN/ProfessionalInterest/Pages/CR
C.aspx
• United Nations Conventions on the Rights of Persons
with Disabilities
www.un.org/esa/socdev/rights/convtexte.htm
Key terms
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Early childhood special education – the provision of customised services to meet the
individual needs of young children with disabilities between three and five years of age
Early intervention – the delivery of coordinated and comprehensive specialised services
for children with developmental delays (or those at risk of developing disabilities or
delays) and their families, from children’s birth or point of identification until they enter
the formal education system
Misuses of assessment – when assessment tools are used for purposes other than those
for which they were designed, failing to use tools in conjunction with a range of sources
of information, and when formal tests are accepted even when results do not necessarily
accurately represent typical behaviour, potential or optimal performance
Pathologising – a process whereby powerful groups define a construct of ‘normal’ and
position others outside of their group as ‘abnormal’
Strength-based assessment – an approach that focuses on individual strengths and
competencies, rather than comparisons with others
Universal access – children and their families receive support regardless of where the
child receives early childhood education