Early Intervention
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The Science of Early Childhood Development | ||||
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Description This paper presents a unified framework that can guide priorities for science-based early childhood policies and practices that are grounded in a combination of cutting-edge neuroscience, developmental-behavioral research, and program evaluation in order to inform both public and private sector investment in young children and their families. Reference | ||||
A Science-Based Framework for Early Childhood Policy | ||||
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Description This paper presents a unified framework that can guide priorities for science-based early childhood policies and practices that are grounded in a combination of cutting-edge neuroscience, developmental-behavioral research, and program evaluation in order to inform both public and private sector investment in young children and their families.Reference http://developingchild.harvard.edu/wp-content/uploads/2016/02/Policy_Framework.pdf | ||||
Modele de Buna Practica in Cazul Anuntului Diagnosticului de Sindrom Down | ||||
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Description In every family, the arrival of a child in the world is an expected moment and filled with a lot of emotion. For 9 months, the parents discuss and make plans for the new born child. If the child is born with a disability or Down Syndrome, parents feel that the world is crashing around them. Because it is a diagnosis that can be putted at birth or in the first days of life, the professionals play a very important role in announcing and discussing with parents their child's disability. Medical staff must be open and available to provide sufficient information to parents to understand the child's diagnosis and to guide them to other specialized institutions dealing with the disability. Reference | ||||
La Realidad Actual de la Atención Temprana en España | ||||
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Description This article aims to show the reality of early intervention in Spain. Reference http://sid.usal.es/idocs/F8/FDO26068/Atencion%20Temprana.pdf | ||||
Rethinking Early Childhood Intervention Services: Implications for Policy and Practice | ||||
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Description Drawing on a recent major literature review of early childhood intervention services, this paper examines the aims and rationale for early childhood intervention services, and what is known about effective practice. Reference http://www.rch.org.au/uploadedFiles/Main/Content/ccch/profdev/ECIA_National_Conference_2012.pdf | ||||
Early Childhood Development and Disability: A Discussion Paper | ||||
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Description This discussion paper provides a brief overview of issues pertaining to early childhood development (ECD) and disability. It lays the foundation for a long-term strategic and collaborative process aimed at improving the developmental outcomes, participation and protection of young children with disabilities. Essential to this effort is dialogue between United Nations agencies and relevant stakeholders to identify sustainable strategies which build on existing efforts, and expand on multisectoral approaches to guarantee the rights of young children with disabilities and their families. Reference http://apps.who.int/iris/bitstream/10665/75355/1/9789241504065_eng.pdf | ||||
Child Poverty and Social Exclusion in Europe A matter of children’s rights | ||||
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Description This research looks at the broad causes and effects of child poverty and social exclusion. It can be concluded that redistributive state interventions, along with employment (salaries and conditions), have the greatest influence on child poverty. European countries with high inequality in employment conditions and with social transfer systems that are unable to redistribute wealth to benefit the most disadvantaged children have the highest rates of child poverty or social exclusion. Reference | ||||
RRCP Key Principles of Early Intervention and Effective Practices | ||||
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Description This document provides a crosswalk that illustrates effective early intervention practices and relevant statements from disciplines providing early intervention services. It highlights how position statements, resources and literature of various professions working in early intervention supports the early intervention key principles and reflects how these professions’ services align with high quality early intervention practices. Reference http://ectacenter.org/~pdfs/topics/eiservices/KeyPrinciplesMatrix_01_30_15.pdf | ||||
DEC Recommended Practices in Early Intervention/Early Childhood Special Education | ||||
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Description The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities. The purpose of this document is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them. The DEC Recommended Practices support children’s access and participation in inclusive settings and natural environments and address cultural, linguistic, and ability diversity. They also identify key leadership responsibilities associated with the implementation of these practices. Reference https://www.iidc.indiana.edu/styles/iidc/defiles/ECC/DEC_RPs_%205-1-14.pdf | ||||