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Infant Toddler Development Training
Module 4, Lesson 3

Activity #1
Culturally Sensitive Motor Practices

Consider what you have been learning in the ITDS modules and in your own experiences as you look at Table 2 (below) taken from Technical Report #1.

Print out the table below and write in one example to illustrate each revised quality practice indicator for motor skill development for infants/toddlers and their families. We have given some suggestions to help you!

table 2 from Culturally and Linguistically Sensitive Practices in Motor Skills Intervention for Young Children
Some current quality practice indicators and suggested revisions

Current quality practice indicators Suggested revision to indicators: Provide one example to illustrate the revised indicator
- See suggestions for help
Professionals base motor development interventions on theoretical constructs accepted by the field. Professionals base intervention on theories that incorporate ontogenetic, maturational, and environmental influences on motor development.  
All persons providing motor development interventions receive necessary education and training for conducting the interventions. All persons providing motor development interventions receive necessary education and training for conducting the interventions, including an appreciation for differing culturally-based caregiving practices that may affect children's motor development.  
All caregivers for individual children participate in the interventions that enhance motor development. All caregivers participate in interventions promoting motor development that are based on a respect for family beliefs and preferences. Suggestion: Caregiver interviews the family to determine the family's views on floor play and outdoor play.
Professionals provide children with methods for independent mobility. Professionals provide children with methods for independent mobility based on children's sensory capacities, preferences for movements, and demands in the children's cultural and familial environments. Suggestion: After caregiver's interview with the family, she determines that the child prefers to have soft blanket spread on the floor before sitting to roll a ball with the caregiver.
Motor skills intervention addresses all components of motor development, including but not limited to: strength, physical and motor fitness, postural control, eye-hand coordination, object manipulation, positioning, mobility, adaptation, generalization, parent education, technology, sensory motor integration, and spatial awareness. Motor skills intervention addresses all components of motor development including but not limited to: strength, physical and motor fitness, postural control, eye-hand coordination, object manipulation, positioning, mobility, adaptation, generalization, parent education, technology, sensory motor integration, and spatial awareness, through culturally meaningful interactions and activities and by responding to parental concerns as they arise. Suggestion: Each time before the ITDS visits with the family, she discusses any new motor development and expectations the family has for her visit. During the visit the ITDS talks with the family about the ways they use the positioning equipment that are working well. The ITDS works with the family as she suggests new ideas they should try.
Professionals and/or caregivers position children in ways that facilitate appropriate social and instructional interactions. Professionals and/or caregivers position children in ways that facilitate social and instructional interactions based on child-rearing practices valued in the children's familial and cultural environments.  

 

Activity #2
Expectations for Family-Centered Intervention

In her article, Family-centered early intervention: Clarifying our values in the new Millennium, Dr. Mary Beth Bruder, focuses on how family-centered early intervention remains elusive in the Early Childhood Special Education field. She says this is especially true with regards to the translation of findings into training models for persons delivering intervention services for infants/toddlers with special needs and their families. Additionally, Bruder (2000) reports on the high level of technical skills needed by administrators, service providers and families to implement Part C. You will find that she expresses some similar concerns as those suggested in the Technical Report you reviewed in this lesson

Read the article, Family-centered early intervention: Clarifying our values in the new Millennium, by Mary Beth Bruder. The article is available in the resource bank.

Reflect on Bruder's concerns in this section of the article - Where Are We Now?

When reading the section, Where are we Going?, consider

  1. one of the specific expectations Bruder has that is unique to certain components of family centered early intervention for the future
  2. how this relates to what is already happening in Florida to meet her expectation.
  3. what more you think Florida needs to do

Name at least one progressive step Florida is taking.

 

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