spiritual

communication

physical

adaptive

The primary intervention target should not be the child, but the child within the context of the family.

The primary intervention target should not be the child, but the family.

The primary intervention target should be the child, but not the family

The primary intervention target be only the child.

Resource Supports

Social Supports

Information and Services

Supplemental supports

•Individual therapies

Institutional rehabilitation services

Speech therapy, Hearing therapy / audiology

Follow-up treatment, Dietitian, Psychotherapy

Initial assessment

Occupational therapy, Physical rehabilitation / physiotheraphy

Hospital services

Allowance

Free passport

DIGI OKU package

Free equipment import tax

lessen the severity of the impact of the disability

assist young children with special needs in reaching their full potential

improve family adjustment and functioning

Have more positive attitudes towards high school and more likely to graduate

Are more likely to be assigned to special classes or to be held back a grade

Education Act 1996

Child Act 2001

Persons with Disabilities Act 2008

Public Law 101-476 Individual with Disabilities Act (IDEA)

Public Law 94-142 Education for All Handicapped Children Act

Family’s strengths and preferred resources

Child’s strengths and present levels of development

Family’s concerns and priorities

measurable results or outcomes expected to be achieved for the child and family

Identify the goal they would like to work on in the next six month.

These should be directly related to the family’s priorities and concerns

Include strategy or activity to achieve the outcome and the criteria to know if making any progress.

Provide services only at child's natural environment.

Functional: will it help the children?

Financial and time: What will it cost in dollars and time?

Involvement: does it involved participation of parent?

Time: does it take long time to see the results?

Qualified people: does it provided by teacher with special need?

Evaluation is a formal process through which a child’s initial and continuing eligibility for service. It is periodic, occurring at specific intervals.

Assessment is the process of collecting data to use in determine how an individual child’s development is proceeding in each of the five domains of development .

Assessment is a formal process through which a child’s initial and continuing eligibility for service. It is periodic, occurring at specific intervals.

Evaluation is the process of collecting data to use in determine how an individual child’s development is proceeding in each of the five domains of development .

1. Use multidisciplinary approach is necessary.

2. Performance comprehensive measures, looking at the strength of the children.

3. Use serial (repeated) measures, sampling at different time and in same settings.

4. Respect parents and other family members as expert sources of information.

5. Observe the child both at home and in the program.

Identification of children with auditory impairment, using at risk criteria and appropriate audiology screening techniques.

Determination of the range, nature, and degree of hearing loss and communication functions, by use of audiological evaluation procedures.

Referral for medical and other services necessary for the habilitation or rehabilitation of children with auditory impairment.

speech therapy and AAC traning.

Because these group of children have much better long-term memory than short term memory.

They need repeated practice to help them master the learning skills.

Once they store information in long-term memory, they are much likely to forget it.

Because these group of children can't follow the instruction step by step.

Early detection

Child involvement

Qualified personnel

Service coordinator

Funding

In education, whether preschool, elementary, or secondary- the emphasis is on special education, with related service playing an important but supportive role.

In early intervention, those roles are reversed. The stress in early intervention is on support designed to empower the family so that it functions more effectively on behalf of the infant or toddler.

In education, whether preschool, elementary, or secondary- the emphasis is on special education, with related service playing an important and main role.

In early intervention, those roles remain the same, intervention also focus on academic, so that the toddler able to learn well when entering preschool.

Carefully monitoring the children’s progress.

Helping the parents becomes the most effective parents possible.

Direct services as special instruction for the infant or toddler.

Services for the family.

Provide services for the family include family counseling, training of family in meeting the needs of the infant or toddler, psychological services, social work services, and services coordination (case management) services.

Provide direct services as special instruction for the infant or toddler; physical, occupational, or speech and language therapy; and psychological services, such as diagnosis, assessment, and mental health interventions.

Provide services for the family include family counseling, training of family in meeting the needs of the infant or toddler, psychological services, social work services, and services coordination (case management) services.

Provide direct services as special instruction for the infant or toddler; physical, occupational, or speech and language therapy; and psychological services, such as diagnosis, assessment, and mental health interventions.

physical therapy

occupational therapy

speech therapy

behavioral therapy

social therapy