Question
How can I respond to a child with developmental delays?
Answer
When you first notice that a child in your program might have a delay, discuss your concerns with the child's parent or caregiver along with the importance of submitting a possible referral for further action. This further action might include an evaluation and assessment from either part B or C service providers. It is important to understand that there are timelines that go along with the referral process. You have two handouts available that provide guidance on the steps in the referral process. One is the Early Start referral process for an Individual Family Services Plan (IFSP). The other is the Individualized Education Program (IEP) Process/Timeline. Both of these documents are specific to California, but the process is the same everywhere. Your state may have a different name for the early start agency, but it will serve children ages zero to three.
After you have completed screenings and identification and held meetings with the parents, consent is required from the parents to do any testing. Once a referral is submitted for children birth to age three, an evaluation must be completed within 45 calendar days to determine the child's eligibility. The child's assessment for services planning will identify family concerns, priority resources, and then the professional early start team will conduct a formal evaluation of the child. After evaluation, the team will need to review the developmental levels and services needed by the child and determine outcomes. Then they develop a written plan with identified services and every six months they will meet to review the set individual goals for the child. An IFSP meeting takes place annually. Closer to the child turning three, there is a transition plan to exit early start to your local school district who will then take services over.
Make sure you teach in small steps, give clear directions, and speak slowly and clearly, using only a few words. Move the child physically to the task by modeling activities so he or she can feel what to do. Stand or sit close to the child to help as needed, providing visual and auditory support. Help the child organize his world by providing structure, consistency, and by labeling things with pictures and words. This is providing cognitive support. When moving from one activity to the next, let the child know ahead of time and allow plenty of time for the transition. Work closely with agencies and personnel who provide specialized services. These specialists are a great resource for answering questions and brainstorming when problems arise.
This Ask the Expert is an edited excerpt from the course, Working with Children with Disabilities: Inclusion Works!, in partnership with Region 9 Head Start Association, presented by Piret Leonetti, EdD.
