CHAPTER
21
Infants and Toddlers
Cathy Houston-Wilson
Chapter 21 Infants and Toddlers
Legislation Related to Early
Intervention for Infants and Toddlers
• Education for All Handicapped Children Act
Amendments (PL 99-457)
• Individuals with Disabilities Education
Improvement Act (PL 108-446)
• As a result of these laws, children under the
age of 3 who are experiencing delays in one
or more functional areas are eligible for
early interventions.
Determining Eligibility
• Experiencing delays in one or more of the
following: cognitive, physical,
communication, social or emotional, or
adaptive behaviors
• At risk for delays
• Disability present
(continued)
Determining Eligibility (continued)
• State established- each state is given the
flexibility to determine specific criteria:
For example in New York: a child is eligible if
he/she is:
-experiencing a 12 month delay in one or
more areas
-33% delay in one area
-25% delay in two areas
IFSP
New York
• 2 Standard deviations below the mean in
one area.
• 1 and ½ standard deviations below mean in
2 or more areas.
IFSP
• Use of assessment by a multidisciplinary
team- use of a valid, reliable tests
administered by trained professionals.
• Data obtained and reviewed by the
following: parents, service coordinator,
professionals, advocates, others with an
interest in the child
Development of the IFSP
Components
• Present level of development
• Family strength and needs
• Measurable major outcomes to be achieved
• Specific services
• Dates and duration of services
• Name of the service coordinator
• Identification of transition services
Role of Physical Educator
in Early Intervention
• Screen and assess motor development.
• Determine eligibility for services related to
motor development.
• Develop motor goals and objectives for the
IFSP.
• Provide direct service.
• Consult with early intervention providers
and parents.
Appropriate Forms of Assessment
• Screening tests—informal and formal
• Standardized tests
• Curriculum-based assessments
• Transdisciplinary Play-Based Assessment
• Authentic assessments
Goals and Objectives of Motor
Programs for Infants and Toddlers
• Enhance development of motor milestones and the
acquisition of motor skills.
• Provide opportunities for active movement by
adhering to the guidelines for motor programs for
infants and toddlers established by NASPE.
• Create movement environments that are child
centered and stimulate the child to act upon the
environment.
• Create environments that aid in the development of
independence.
Goals and Objectives of Motor
Programs for Infants and Toddlers
With Special Needs
• Increase muscle tone and strength.
• Decrease muscle tone and enhance reflex
integration.
• Stimulate the sensory motor system.
• Enhance manipulative abilities.
Developmentally Appropriate
Interactions With Infants and Toddlers
• Indirect teaching approaches
– Teach from behind
– Guided discovery
– Free exploration
• Child centered—child directed
• Self-initiated repetition
• Naturally occurring consequences
Interacting With Families
Family-centered physical education
• Survey parents’ hopes and desires.
• Teach parents developmentally appropriate
ways to foster motor development.
• Communicate with parents on a regular basis.