Early intervention has great value for children who have developmental disabilities. Developmental delays occur among such children in areas such as cognitive development, communication development, adaptive development, social development, and physical development among others (Bailey & Powell, 2005). Parents of such children need to know the advantages of early intervention to such children. Early intervention minimizes further developmental delays in the child.
Moreover, early intervention prevents the developmental delay in a child from deteriorating. From a parental perspective, early intervention enables the parent to practice adaptive parenting (Bailey, Raspa & Fox, 2012). Therefore, parents who suspect developmental delays in their children should not hesitate to seek evaluation of that child to determine the existence of the developmental delay and hence put in place measures for early intervention.
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Part C program of IDEA is a federal government-funded program that enables the state to provide early interventions for infants as well as toddlers with disability (Summers & Turnbull, 2010). There are several things that coordinators do for families that participate in the program. To begin with, the coordinators train family members as well as caregivers within the context of the family on adoptive parenting concerning the specific disability of the child. Secondly, coordinators identify the special needs of the child and hence help families to meet such special needs. Lastly, coordinators put in place effective intervention measures for the child and guide the family in executing such interventions (Bailey, Raspa & Fox, 2012). Families offer support to these interventions and hence require effective training.
The above information helps in understanding the IDEA laws in relation to early intervention personnel and parents. First, the laws require every child with a disability to access early intervention (Summers & Turnbull, 2010). Moreover, the law requires the involvement of families (Bailey & Powell, 2005). In most cases, such children live within families that play a critical role in facilitating and shaping intervention.
References
Bailey, D. B. Jr., & Powell, T. (2005). Assessing the information needs of families in early intervention . In M. J. Guralnick (Ed.), A developmental systems approach to early intervention: National and international perspectives (pp. 151–183). Baltimore
Bailey, D. B., Raspa, M., & Fox, L. C. (2012). What is the future of family outcomes and family-centered services? Topics in Early Childhood Special Education, 31 : 216–223.
Summers, J. A., & Turnbull, A. P. (2010). Professionals’ attitudes on partnering with families of children and youth with disabilities . Education and Training in Autism and Developmental Disabilities, 45 : 356–365.
