Special Education Chapter 10 Chapter 10 Valdia Began Speaking Three Years Old And Took Her First Steps Age

CHAPTER 10

INFANCY AND EARLY CHILDHOOD

Chapter Outline

I. Rationale for Early Childhood Special Education

II. Legislation Affecting Young Children with Disabilities

A. Part B: Preschool Children with Disabilities

B. Part C: The Early Intervention Program for Infants and Toddlers with Disabilities

III. Assessment in Early Childhood Special Education

A. The Purpose of Assessment

B. Defining the Population

IV. Programming for Young Children

A. The Law and Settings

B. Service Delivery Models

V. Family Involvement

VI. Summary

Key Terms

at risk

curriculum

curriculum-based assessment

developmental delay

early childhood special education

Chapter Objectives

Upon completion of this chapter the student will be able to:

1. state the rationale for early childhood special education.

Suggested Activities

1. Invite someone to the class who has expertise in developing Individual Family Service

Plans to demonstrate and explain the concept using a step by step format.

2. As a class visit a Head Start program to learn more about their curriculum.

3. Have the class view a videotape of children in a variety of at-risk groups. Then ask the

students to present a written or oral report of the characteristics prevalent in the children

of each at-risk group.

4. As a class tour a neonatal intensive care unit at a local hospital. Ask the nurses and/or

doctors to discuss conditions under which a child would be admitted to the NICU.

Evaluation Questions

Multiple Choice

1. In recent years early childhood special education has experienced phenomenal growth due to

A. research support for early education

B. evolving social policies on early education

C. expanding legislation and an increasing number of early intervention programs

D. all of the above

2. A system of services for special needs children, birth through 5 years of age is called

A. early childhood special education

B. early intervention

C. transition

D. special needs services

3. What percentage of a child’s total intellectual capacity has been developed by age four?

A. 20%

B. 30%

C. 40%

D. 50%

4. What is the period of utmost importance in the development of intellectual and social skills?

A. birth to six months

B. eight months to three years

C. eighteen months to two years

D. one to three years

5. The system of services that is usually provided for children and families in need is called

A. mastery learning

B. Individualized Education Program

C. family-directed assessment

D. early intervention

6. The amendment that extended special education services to children who were 3 to 5 years

old was

A. PL 94-142

B. PL 99-457

C. PL 104-14

D. PL 105-17

7. The amendment that extended the developmental delay state option for children aged 3 to 9

was

A. PL 94-142

B. PL 99-457

C. PL 104-14

D. PL 105-17

8. The preschool component of IDEA is

A. mandatory and now includes children ages 3 to 5

B. voluntary and now includes children ages 3 to 9

C. mandatory and now includes children ages birth to 5

D. voluntary and now includes children ages birth to 5

9. Jonah is a five-year-old boy with an intellectual disability in need of programs and

services for his special needs. Which of the following should be developed for him?

A. Individual Family Service Plan

B. Individualized Education Program

C. early intervention

D. curriculum-based assessment

10. Part C of IDEA emphasizes the role of the

A. school in the education of the infant or toddler who has special needs

B. parents in the education of the infant or toddler who has special needs

C. hospital in the education of the infant or toddler who has special needs

D. social services in the education of the infant or toddler who has special

needs

11. Children who have known genetic and biomedical conditions that affect their lives

are categorized as

A. a biological risk

B. an economic and social risk

C. an environmental risk

D. an established risk

12. At birth Brandon only weighed 3 pounds. This is an example of a child that presents

with

A. a biological risk

B. an economic and social risk

C. an environmental risk

D. an established risk

13. Michaela lives in an extremely impoverished neighborhood with an abusive mother.

This is an example of a child that presents with

A. a biological risk

B. an economic and social risk

C. an environmental risk

D. an established risk

14. The process of collecting information about a child for the purpose of making critical

decisions regarding the child is known as

A. evaluation

B. assessment

C. program planning

D. none of the above

15. An ongoing and informal process in which workers from many disciplines contribute

information is known as

A. assessment

B. qualification

C. evaluation

D. screening

16. A child who is in danger of substantial developmental delay because of medical,

biological, or environmental factors if early intervention services are not provided is

A. at risk

B. mentally retarded

C. disabled

D. behavior disordered

17. In order for the term developmental delay to be used the child must have delays in

which of the following areas?

A. emotional, familial, language, physical, social, or speech

B. familial, language, physical, self-help, social, or speech

C. behavioral, community, language, physical, psychological, or speech

D. cognitive, language, physical, psychosocial, self-help, or speech

18. Valdia began speaking at three years old and took her first steps at age four. She can

be described as

A. at risk

B. mentally retarded

C. developmentally delayed

D. autistic

19. An objective, systematic procedure for determining the progress of the children and

the effectiveness of the total intervention program is known as

A. assessment

B. summative evaluation

C. program evaluation

D. none of the above

20. What type of measurement compares a child’s performance to a norm group,

comprised of children with many similar attributes of the child being tested?

A. norm-referenced tests

B. criterion-referenced tests

C. intellectual tests

D. achievement tests

21. Tests which measure a child’s mastery of a specific set of tasks or skills and are

useful for program planning are termed

A. curriculum-based instruments

B. norm-referenced tests

C. achievement tests

D. adaptive tests

22. Measuring the child’s skills against pre-established levels of mastery is called

A. early intervention

B. criterion-referenced testing

C. early childhood special education

D. play-based assessment

23. _______ offers a useful, natural method for evaluating young children who have

disabilities or who are at risk.

A. judgment based assessment

B. curriculum-based assessment

C. norm-referenced testing

D. play-based assessment

24. An ecological approach that evaluates the child’s ability to learn in a teaching

situation rather than evaluating what the child already knows in a testing situation is

termed

A. play-based assessment

B. dynamic assessment

C. family assessment

D. judgment based assessment

25. What is developed by a multidisciplinary team with the assistance of the child’s

parents or guardians, and detailing the year’s plan for the child with disabilities aged

birth to two and their families?

A. Individual Family Service Plan (IFSP)

B. precision teaching

C. family-directed assessment

D. Individualized Education Program

26. Newborns who are at high risk and who may be placed in a neonatal intensive care

unit for specialized care are receiving

A. hospital-based services

B. home-based services

C. center-based services

D. a combination of home-and-center based services

27. Professionals consider center-based programs most appropriate for

A. newborns

B. preschool-age children

C. adults

D. adolescents

28. A set of experiences that are designed to accomplish specific developmental or

learning objectives is termed

A. curriculum

B. Individual Family Service Plan (IFSP)

C. Individualized Education Program (IEP)

D. education plan

29. Noah is taught at home, school, and is also involved in lessons at the neighboring

church. This intervention package is based on a(n)

A. behavioral curriculum

B. cognitive-developmental curriculum

C. ecological/functional curriculum

D. environmental curriculum

30. Guidelines recommended for early childhood education programs by the National

Association for the Education of Young Children (NAEYC) are referred to as

A. Developmentally Appropriate Practices (DAP)

B. Division for Early Childhood with the Council for Exceptional Children

(DEC)

C. Individualized Education Plan (IEP)

D. Individualized Family Service Plan (IFSP)

True or False

Directions: If the statement is true, simply mark True. If the statement is false, mark

False and rewrite the statement so that it is true.

1. Montessori, Forebel, and Hall were among the first researchers to recognize the

significance of a child’s early years.

a. True

b. False

________________________________________________________________________

2. According to Barnett high-quality early education programs positively affect children’s

intelligence quotient, school achievement, grade retention, placement in special

education, and social competence.

a. True

b. False

________________________________________________________________________

3. Research shows that the benefits of daily early educational intervention in the first

5 years of life can improve a child’s intellectual performance and academic

performance at least until early adolescence.

a. True

b. False

________________________________________________________________________

4. The Infant Component of Part B of IDEA requires states to serve children at risk for

substantial development delay.

a. True

b. False

________________________________________________________________________

5. Early intervention services may proceed even without the written consent of parents if the

child’s health or life is at risk.

a. True

b. False

________________________________________________________________________

6. It is not necessary to use both formal and informal methods of assessment with infants

and young children with disabilities.

a. True

b. False

________________________________________________________________________

7. One of the common factors affecting children who are at risk include the socioeconomic

status of the family.

a. True

b. False

________________________________________________________________________

8. A disadvantage of the ecological/functional curriculum is that it does not recognize

diversities in family cultures, languages, values, and ethnic backgrounds.

a. True

b. False

________________________________________________________________________

9. The majority of young children enter preschool with effective communication skills.

a. True

b. False

________________________________________________________________________

10. Behavioral curricula are based on the theory that a child‘s learning can be enhanced by

manipulating the events in the child‘s environment.

a. True

b. False

________________________________________________________________________

Discussion

1. Discuss the purpose and major components of PL 99-457 and PL 102-119.

2. Discuss the rationale for early childhood special education.

3. Discuss Part B of IDEA.

4. Discuss the provision of services for infants and toddlers with disabilities.

5. Compare and contrast the four settings used to provide services to young children with

disabilities.

6. Discuss the types of assessment instruments used to obtain information about young

children with disabilities.

7. Discuss the components involved in creating a curriculum for young children with

disabilities.

8. Discuss the seven roles that parents of children with special needs fulfill

according to Heward.

Answer Sheet

Multiple Choice True or False