美国个别化家庭服务计划概况及启示

个别化家庭服务计划是美国整个早期干预工作的基石。自1986年美国首次提出为0到3岁的特殊婴幼儿制定个别化家庭服务计划以来,个别化家庭服务计划在理论和实践方面都取得了巨大的发展,积累了丰富的经验和教训。文章通过回顾个别化家庭服务计划在美国法律中的发展历史,介绍个别化家庭服务计划的基本内涵、制定和实施过程以及在实践中存在的问题,以期在法律保障、干预团队建设以及服务提供方面为我国特殊儿童早期干预工作的开展提供借鉴。     

美国学习障碍儿童的早期鉴定与干预实践

本文从美国学习障碍定义的提出和多次修订完善.到政策法律的支持与发展方面.重点阐述了美国国家学习障碍联合委员会(NJCLD)、推荐的学习障碍的早期鉴定实施方法和早期干预的实现途径.力求为我国学习障碍的早发现早干预提供参考.     

美国残疾婴儿和学步儿早期干预计划

美国"残疾婴儿和学步儿早期干预计划"旨在为3岁以下残疾婴幼儿提供早期干预服务,以满足3岁以下残疾婴幼儿及其家庭的特殊需要."残疾婴儿和学步儿早期干预计划"的重要特点是免费性、普及性和全纳性.已有研究表明,美国"残疾婴儿和学步儿早期干预计划"的效果是积极的.我国可以借鉴美国的做法,逐步采取残疾婴幼儿早期干预措施,尽可能为残疾婴幼儿的发展提供帮助.     

美国功能障碍早期干预法律法规述评

本文以2004年美国重新修订的《身心障碍者教育法》中第三部分《功能障碍婴幼儿早期干预计划》为主要依据,结合美国27个州关于早期干预的法规,对当代美国特殊婴幼儿教育的目标、功能障碍婴幼儿的鉴定以及特殊教育服务等问题作了全面述评,并结合中国国情,反思我国的特殊教育立法现状,对完善我国特殊教育立法提出建议。     

美国“帮助我成长”项目概述及对我国婴幼儿家庭教育支持服务的启示

家庭教育支持在婴幼儿早期发展中至关重要。美国“帮助我成长”项目是专门针对婴幼儿家庭的支持系统,在美国家庭教育支持方面发挥了关键的作用。美国“帮助我成长”项目主要包括婴幼儿成长和行为问题指南、婴幼儿发展资源、无缝的转诊和护理协调、符合条件的婴幼儿服务计划四个方面的基本内容。其运作方式由四个相互协作且相互依存的核心要素构成:集中式接入点建立网络连接、家庭和社区开展外展服务工作、婴幼儿保健服务提供者进行早期识别、持续的数据收集和分析确保质量改进。本文在总结其发展特色的基础上,对我国婴幼儿家庭教育支持服务的发展提出如下建议:我国要建设资源网络来共享经验;尽早为婴幼儿提供早期筛查与干预服务;构建跨部门合作的服务体系;加强家庭教育支持服务的专业团队建设;扩大接受服务的范围,促进教育公平。     

美国早期补偿计划的运行机制及其启示——以密歇根州为例

美国密歇根州早期补偿计划针对0-3岁有特殊需要的儿童提供早期干预,该项目构建了服务对象广泛、服务类型多样、服务原则明确、程序清晰的运作系统,实施过程规范了各方职责,保障了儿童及其家庭权利,其有效的运作机制为我国儿童早期干预工作乃至学前融合教育的实施提供了有益借鉴。     

早期干预对早产儿宫外生长发育迟缓的影响

目的:探讨早期干预对宫外生长发育迟缓的早产儿的影响。方法:选取72例出院时发生宫外生长发育迟缓的早产儿为研究对象。随机分成2组,36例为干预组,36例为对照组。干预组在体格生长方面和智能发育方面给予早期干预。结果:干预组在体格生长方面包括体重、身高的增长均优于对照组。在智能发育方面用婴幼儿智能发育测查量表(CDCC)测试婴幼儿的智能发育指数(MDI)和运动发育指数(PDI)与对照组相比,有显著差异。结论:早期干预对出院后宫外生长发育迟缓的早产儿体格生长及智能发育方面有良好的促进作用,能提高宫外生长发育迟缓的早产儿的生存质量。     

孤独症谱系障碍的早期识别

孤独症谱系障碍的早期识别是早期有效干预的基础。从脑的发育与注意、语言、运动、社会性的发展等几个方面及其神经机制出发,可对孤独症谱系障碍婴幼儿的早期异常发展进行系统的归纳和总结。由此,在开展孤独症谱系障碍早期识别时,应注意评估角度、与其他发展障碍的区分以及识别的差异性等问题。     

美国早期提前开端计划教师资格标准及其启示

美国早期提前开端计划主要为低收入怀孕妇女和婴儿、学步儿及其家庭提供婴幼儿早期教养服务。完善的教师资格标准是早期提前开端计划取得成功并不断扩展的关键因素之一。美国早期提前开端计划的教师资格标准对我国制定0～3岁婴幼儿早期教养机构的教师标准有一定启示意义。     

美国早期提前开端计划教师资格标准及其启示

美国早期提前开端计划主要为低收入怀孕妇女和婴儿、学步儿及其家庭提供婴幼儿早期教养服务.完善的教师资格标准是早期提前开端计划取得成功并不断扩展的关键因素之一.美国早期提前开端计划的教师资格标准对我国制定0～3岁婴幼儿早期教养机构的教师标准有一定启示意义.     

New precedent in family policy: individualized family service plan

By requiring a family focus in the provision of early intervention services, the Individualized Family Service Plan (IFSP) provisions of Public Law 99-457 establish a new precedent in public policies for families of children with disabilities. In this article, the conceptual and procedural mandates of the IFSP are analyzed from two perspectives: as bold, radical steps taken by the federal government and as logical extensions of current service delivery practices that focus on the child but involve parents in planning and implementing programs. The implications of these perspectives for policy and program implementation are discussed.     

Early Childhood Intervention in China from the Families’ Perspective

Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws.     

Experiences and Perceptions of EHS Staff with the IFSP Process: Implications for Practice and Policy

This study examined the experiences of Early Head Start (EHS) staff with the development of the Individualized Family Service Plans (IFSPs) for young children with developmental delays and their families in 40 EHS programs in six Midwestern states. Staff perspectives about challenges, needs, strategies and suggestions for the IFSP development were explored. Findings indicated that time and scheduling, paperwork, and collaboration with early intervention (EI) agencies were the major challenges to participation and involvement in the IFSP process. Recommendations for practice and policy were suggested.     

The Cost-Effectiveness of Increasing Hours Per Week of Early Intervention Services for Young Children with Disabilities

Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research.     

The Cost-Effectiveness of Increasing Hours Per Week of Early Intervention Services for Young Children with Disabilities

Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research.     

Consultation With Culturally Diverse Families

The traditional role of the school psychologist has focused primarily on providing services to school-age children. However, the implementation of Public Law 99-457 has resulted in an increased need for psychologists who are knowledgeable about infants, toddlers, and preschoolers with disabilities and their families (Short, Simeonsson, &; Huntington, 1990). There is also an increased demand for school psychologists to provide consultation, intervention, and parent training services that are necessary components of early intervention programs.     

Mainstreaming during the early childhood years.

Issues surrounding the implementation of the integration imperative during infancy and early childhood present formidable challenges to education and community providers. Key among these issues is how professionals provide high-quality services to young children with disabilities in mainstream environments. This article explores current issues related to integration and reexamines the concept of "best practices" as it applies to mainstreaming during the early childhood years. The author recommends an integrated set of indicators for high-quality programs and describes an outcomes-based process for making administrative and pedagogical decisions.     

Empowering Culturally Diverse Families of Young Children with Disabilities: The Double ABCX Model

Many culturally diverse families and their young children with disabilities or delays are not provided appropriate early intervention/early childhood special education services, especially not in a culturally sensitive and meaningful context. Families with diverse backgrounds often feel helpless and stressful because their values are not respected, concerns are not identified, and therefore their needs are not met due to the lack of support from appropriate resources. The purpose of this article is to provide a positive strategy to empower families of young children with special needs and who are from culturally diverse backgrounds through a family-centered, strength-focused family system model: Double ABCX model. Procedures of implementing the double ABCX model was described and discussed. Supported by previous research and the current case studies, the double ABCX family adaptation model has found to be an effective approach to serving diverse families of children with disabilities.     

Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices

Play is a critical milestone that contributes to the learning and development of young children in multiple ways and is essential to their well-being. Play is also considered as a central component to promote school readiness and incorporates pre-literacy, language and numeracy skills. However, play deficits seem to be acutely apparent in some children with disabilities. This highlights the need to come to terms with the best evidence and explore the promising practices related to improved play skills for young children with disabilities. The purpose of this paper is to provide an overview of play-based learning in early childhood and early childhood special education and provide research-based recommendations on teaching play skills to young children with disabilities.