Infant Toddler Development Training
Module 5, Lesson 3
Access the Resource Bank for the activity Where Do My Values Come From?
Provide three (3) value statements for each of the components of the early intervention system - a child, a family, an ITDS, and the Early Steps system. Next to the statement, indicate how you came to establish this value.
Access the Resource Bank for The Early Steps Service Delivery Policy and Guidance: Delivering Services in the Routines and Daily Activities of Children with Disabilities and their Families
Read the section "Utilize a Team Based Primary Service Provider Model" on pages 16 to 22. This section of the Policy and Guidance document discusses the concept of how teams function in the Early Steps system and how teams work together to provide integrated, collaborative service delivery. Not only will you be working with the therapists in your own program, but you may also be exploring options for placements in child care, Head Start settings, etc. When the time for transition arrives, procedures should be in place to facilitate a smooth transition from Early Steps. It is important for you to know about and build relationships with other providers in your community.
Access the web sites of the five programs or organizations listed below:
- The Florida Head Start Association
- Florida Partnership for School Readiness
- Florida's Transition Project
- Florida Diagnostic and Learning Resources System (FDLRS)
- Family Network on Disabilities
- Parent Education Network (PEN)
After reviewing each web site, make a list of two (2) ways you think each of these critical community partners can contribute to supporting the families in Early Steps.
Lesson 3 Highlights
The importance of building essential relationships with your community peers was explored in this lesson. For this to occur, you need to know who the community partners are in your area. The supporting role of the Family Resource Specialists in Early Steps was explained and some of the State organizations that are key players in the system were presented.
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Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guildford Press.
Department of Health (2005). Early Steps service delivery policy and guidance: Delivering service in the routines and daily activities of children with disabilities and their families. Florida Department of Health-Children's Medical Services-Early Steps. Tallahassee, FL.
Dunst, C.J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139-147.
Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.
Jordan, D. (2001). Parent and professional collaboration: A cultural perspective curriculum. The Technical Assistance Alliance for Parent Centers (The Alliance). PACER Center.
Lynch, E.W., & Hanson, M.J. (Eds.) (1998). Developing cross-cultural competence: A guide for working with children and families. Baltimore: Brookes Publishing, 492.
Nelson, B.M. (2000). Professionalism in early intervention: A facilitator's guide for training - Level ll Module. Babies Can't Wait Program, Georgia Department of Human Resources.
Rush, D.D., Sheldon, M. L., & Hanft, B.E. 2003. Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.
Barrera, I., & Corso, R.M. (2002). Cultural competency as skilled dialogue. Topics in Early Childhood Special Education, 22(2), 103-113.
Sandall, S., McLean, M., & Smith, B. (Eds.) (2000) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children.
McWilliam, R. A. (2004). Early Intervention in Natural Environments: A Five-Component Model. Unpublished manuscript.
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