Early Childhood Intervention, have the ECI give sufficent services for the children?
402152
I had a wonderful experience with ECI in Missouri. They had a wonderful program in the town where we lived. This was also several years ago. Funding changes all things unfortunately. It really depends on where you live and the people providing the services. You must be self informed and demanding if necessary now days. Also I recommend that you join local  programs or boards with any relation to the disability of your child. I wish you well. Good luck! Ask, Ask, Ask, Search, Search, Search. I hope your needs are met.
76681
I assume you are asking about what education is available for children with the disorder in Alabama. I am not familiar with Alabama's resources but as a parent of a profoundly mentally challenged child, I will tell you what I do know. \nThe best place to start is ask your pediatrician about resources. The mental health facility is a very good place to start. Depending on the child's age, your area may have something available like First Steps, which is an early intervention service for children with developmental delays available for children up to 3 years old. First Steps was wonderful for my daughter. \nAfter she turned 3, we were referred to a state-run facility that basically gave us a case manager and helped to identify the special needs for our child but after 3 years with them, we still have not been able to actually RECEIVE services because the waiting list is so long, then they go through freezes. I hope your state is not as backed up as ours is. \nAs far as education, public schools are required to provide an education to special needs children, per the Americans with Disabilities Act. The special needs child is given an IEP (individualed education plan) so that the child is taught what is appropriate for his/her abilities. The parent's involvement and input in the IEP is very important. If you do not agree with the IEP, you can change it. \n\nIndividuals with Disabilities Education Act:\n\nThe Individuals with Disabilities Education Act (IDEA) (formerly called P.L. 94-142 or the Education for all Handicapped Children Act of 1975) requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs.\n\nIDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student.\n\nIDEA also mandates that particular procedures be followed in the development of the IEP. Each student's IEP must be developed by a team of knowledgeable persons and must be at least reviewed annually. The team includes the child's teacher; the parents, subject to certain limited exceptions; the child, if determined appropriate; an agency representative who is qualified to provide or supervise the provision of special education; and other individuals at the parents' or agency's discretion.\n\nIf parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state. They also can appeal the State agency's decision to State or Federal court. For more information, contact:\n\nOffice of Special Education Programs\nOffice of Special Education and Rehabilitative Services\nU.S. Department of Education\n400 Maryland Avenue, S.W.\nWashington, D.C. 20202-7100\n\n\nI hope this helps. I know how hard it is with a special needs child and I wish you the best. If you have any other questions, feel free to email me at jude31@yahoo.com.
873076
The Case Conference Committee (CCC) meeting is convened after an initial educational evaluation is conducted. The initial educational evaluation must be conducted and the CCC meeting must be convened within sixty (60) instructional days of the date certified personnel receive written parental consent. Children who transition from Part C to Part B have a 3rd birthday timeline according to federal and state statute. By the date of the third birthday of the child who may be eligible for early childhood special education, the public school district must complete the evaluation, convene the CCC meeting to determine eligibility, develop an Individualized Education Program (IEP) and implement the IEP.\n\nIn most states, the CCC is a meeting that includes parents and public agency personnel, and additional individuals, as appropriate. The CCC participants are responsible for reviewing evaluation data and determining a child’s eligibility for special education and related services; developing the IEP; determining the appropriate special education services, related services, placement, and the setting(s) services will be provided; and determining other matters that are assigned by federal law to an IEP team or to a CCC by state law. At the discretion of the parent or the school (with parent consent), other individuals who have knowledge or special expertise of the child may participate in the CCC meeting. The party who invites the individual to participate makes the determination of the knowledge and special expertise.\n\n\n***I am the parent of a special needs child. I do CCC's every school year, IEP's, IFSP's, etc...Hope it helps!!!!\n\nJoy
511540
Look in your local directory and call around. It will take you time but it will be time well spent since it will be a big part of your child's life. You don't want to leave your loved ones in unfit care. Once you have found a couple that sound good, make an appointment to go and check out the best ones. Here are some good things to look for when you visit:\n* Look at the building. Is it clean and safe? Are there heaps of resources/toys for the children to play with?\n* What is the play area outside like? Is there room for the kids to run? Is the equipment safe and well maintained?\n* Are the staff friendly and happy?\n* Do the kids currently at the centre appear happy? Are they playing well or running around causing havoc?\n* Do the teachers plan for each child individually? Do they write down observations of what the child is doing and plan activities based on the children's interests and needs?\n* Have a look at the major policies, including child protection, behaviour management, and food preparation/diets (if food provided by centre).\n\nI hope this helps!
1035466
I don't think they ever give ECT to children. It's not cruel and inhumane like portrayed in old movies. Today people are put to sleep and given muscle relaxants. They don't feel it. Because of the stigma and improvements in drug therapy it's not used very often today. But apparently it's very effective for extreme or psychotic depression, intractable mania and catatonic schizophrenia when these disorders haven't responded to drugs.
698775
No, and Yes\nWell it all depends on the parents........
985448
Some of the responses on here are nothing but a blatant display of ignorance.\n\nI am dealing with an 11 year old with similar issues and we are having a VERY hard time. It's been this way since he was very small. Early intervention is a good thing.\n\nOne thing I found very helpful when my son was about 8 was the book 1-2-3 Magic. It's a deceptively simple discipline plan and it really worked for a while for us. Not so much these days though. It's definitely worth checking out of the library. I did that and then went and bought myself a copy.
58371
Autistic children would benefit from learning about Emotional Intelligence as their main problem is poor interpersonal skills and the ability to read body and voice clues.\n\nThere is a brilliant programme available in the UK designed for this it is available through an organisation called "Heads, Teachers and Industry" who are  an education and training based charity basedin Coventry.  It is available at a small cost as the price is subsididsed by the UK government.
611881
Give the 1st website a look and then give them a holler.\n\nThe 2nd site: Florida's Transition Project for Infants, Young Children and Their Families assists local communities in establishing trained teams to develop a seamless system of transition among agencies providing services to young children with disabilities, birth to six years of age, and their families.\n\nGood Luck!
853674
ooohhh, cant list exact source but i believe if you look up the  IDEA law on that was created in the 1970s after the civil rights movement, it may give you a clue.  do you mean private preschool for sped, or inclusive?  because these answers will be different.  it wasnt until the civil rights movement that disable kids were even thought to have rights of their own to an equal education so my guess is that most of these kids were institutionalized.  but again, look up the IDEA and the history of special ed.  or the history of preschool sped.  good luck!
423665
i would say highly populated cities, like NYC. i did a survey for a psych course, out of 25,000 kids under the age of 5 in my neighborhood, about 22,0000 needed childhood intervention for speech. of those 22,000 only 16,000 were enrolled (lack of early childhood intervention schools)
326011
ECE = Early Childhood Education.  It's a classroom program for preschoolers before they enter kindergarden.  An ECE program is more structured than normal daycare and helps give young children the experience they need to be successful in kindergarden and beyond.
1160676
The pre-school that I was fortunate enough to have been a part of in Minneapolis, MN did.\n\nThe Lead Teacher and myself (Assistant Teacher), took the time to make sure our children practiced etiquette/ethics frequently.  You would be surprised how impressionable and teachable children are on these two subjects at this age.\n\nIt worked excellent!!
1023408
can you really put a price on your childs development?? \nNo seriously, they all price based on the quality of care they recieve at each center....so price accordingly.
510957
Yes- parenting or at least some kind of child development or child psych... combined with a sex ed- at least the part about efectiveness of various kinds of birth control and info about STD's.... like "Abstinance is the only sure way to avoid all STD's, including pregnancy..." or "A 5-yr-old is egocentric. She thinks that her behavior and actions are the cause of everything else happening..." and so on...\n\nAnother answer mentioned homosexuals lack of need for this type of education- if they choose to adopt, aren't they still parents? Aren't they still responsible to love and teach those children?\n\nMany people are placed in a parental role, not always by choice. I don't think anyone can get through life without contact with children- their own offspring, nieces/nephews, grandchildren, the neighbor kids, babysitting, etc. Understanding how kids at different ages think is vital for these relationships.\n\nI am not a parent, but my church has asked that I care for and supervise the little ones while their parents are in their classes. These children are between 18 months and 3 yrs old. I am grateful for what I know about children. Because of my college human development classes, I know what to expect from these kids- behavior, attention span, etc.\n\nNo, the public school system is not very well equiped to, nor should they teach ethics, but they can teach statistics, trends, and the typical development of infants, children and teens.
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My response to your question is a composite of my own thinking and experience, and research in the field of autism/PDD.\n\nContinuing with effective and intensive intervention programs can make a huge difference in the outcome for your daughter.    \n\nThe current thinking in the autistic community is that autism is a puzzle to which we do not yet have all the pieces.   Our children are also like the pieces of a puzzle which need to be connected together to make a fully integrated, unified child.   \n\nYOu are already using ABA to help create structure and meaning and build upon your daughter's strengths and abilities.  The highest levels of success with ABA are achieved when a child receives at least 30 hours a week of one-on-one therapy.  ABA- type therapies have been statistically shown to improve the prognosis of virtually all autistic children, so if you can increase ABA I would do it, making sure, of course, that the therapist is a very good one.  (I did not really believe in the benefits of ABA until my daughter started working with children and youth with autism.)  \n\nAdditionally speech therapy is of utmost importance - continue with as much as possible.  Prognosis is markedly better for individuals who develop some meaningful verbal language before the age of 5 years.\n\nKeep your daughter as engaged in the outside world and stimulated as much as possible during the day in activities that provide an external structure for building meaning, comprehension and organization.  Provide ample opportunities for her to use new behviors she learns in real life situations.\n\nAs you know PPD-NOS is a life-long disability.  There are no cures, and even those individuals who proclaim themselves "recovered" continue to have difficulties with subtle social processes.   The most accurate predictor of outcome is the amount of progress over a period of about 1 year from early diagnosis.  However, with advances in education, early intervention, and research, today individuals with Autism/PDD have a greatly expanded range of outcomes as adults.  Current trends, based on increased knowledge of how to educate children with Autism and the importance of early education, emphasize building skills and abilities in order to prepare young adults with Autism/PDD to work, to live in the community, and in some cases, to pursue higher education.  Outcome appears to depend on both degree of overall impairment and intensity of educational interventions.   \n\nSystematic and intensive educational programming can make a huge difference.  You will have to specifically teach your daughter many of the things other kids may learn vicariously.  But most likely she can learn many of these skills.  Unfortunately not enough is known about PDD to accurately predict yet how individual children will progress.  As your daughter gets older better prediction will be possible.\n\nBefore your child reaches school age search out the best schools to address her needs, as not all schools deal with your daughter's type of issues well.  Try to make sure when she starts school that she is placed in the highest functioning environment possible so that her skills will be enhanced.  Continue to focus strongly on the language and social issues. \n\nI am not aware of any findings that suggest biomedical interventions make a difference. \n\nIf you are in the US become very familiar with the Individuals with Disabilities Education Act (IDEA) to be sure you understand your rights and your daughter's rights.\n\nYour daughter is very fortunate that she has had such early intervention and a wealth of it.  \n\nI have included some links which you may already be aware of.  I hope these thoughts are of some help to you.  YOu sound like you are an excellent advocate for your daughter.  That will make an immense difference to her progress and her life.
1005031
No its not. It's malnutrition.. You better consult nutristionist for that.. Give enough nutrition to infant.. Thanks