ASSIGNMENT D
Running head: DISABILITY AWARENESS PROGRAM 1
Disability Awareness Program
Gaby L. Johnson
Nova Southeastern University
HSDD 6000
Adela Beckerman-Fontana
January 21, 2023
[footnoteRef:1] Early Childhood Developmental Disability Awareness Program [1: ]
Introduction
Identification/Support Needed for Program
Early childhood spans the time from prenatal development to age eight. Early infancy is a period of growth and development because the experiences that occur during this time can have lifelong effects. For every child, early childhood is crucial for laying the groundwork for lifelong learning and participation. There are between 93 and 150 million children with disabilities worldwide and 34% have learning challenges, 20% have speech or language impairments, 9% have autism, 6% have developmental delays, 14% have health issues and other physical disabilities. (Bethell, 2011)
An important first step in ensuring that all children could achieve their optimum level of physical, mental, and socioemotional health and well-being is the identification of children who have or are at risk for developmental and behavioral delays. Finding young children who already have these delays or who are at risk of developing them can help achieve this goal. The term "early identification" refers to a process that incorporates both routine observation and screening at various points in a child's development.
The goal of this "Early Signs" program proposal is to create an early childhood developmental disability awareness program in Sacramento, California for kids who aren't being screened or evaluated and miss out on opportunities to address behavioral and developmental problems and receive early intervention therapies. Approximately 1 in 4 kids between the ages of 0 and 6 are at risk for behavioral and developmental impairments. As a result, the AAP does not advise routinely evaluating kids in California with a validated screening tool. (Bethell, Christina D. et al., 2011; Macrides, Paula & Susan Ryherd., 2011). This proposed program will provide children with periodic developmental screenings and intervention referral services before entering kindergarten. Education providers, parents, and family advocates will be provided training on child development, screening, and referral. In addition, providers, family advocates and parents will understand and become knowledgeable how to properly monitor a child’s development and identify concerns. The program will serve children from infancy to10 years and will be implemented city wide.
Current Local Programs Available
Before they turn three, the American Academy of Pediatrics advises that all children undergo three different types of testing. Before they turn three, the American Academy of Pediatrics advises that all children undergo three different types of testing. (Bethell,2011) , but only 26% of children in California get these tests. (Bethell, 2011). Parents, educators, and members of the community all benefit from the timely diagnosis of children with developmental delays and other special needs. Developmental screening can be used to identify areas of concern as well as to engage parents. The Ages and Stages Questionnaire (ASQ) is the city's key screening tool. It is designed to successfully involve parents by enhancing their awareness about the types of activities, they may undertake at home to encourage healthy child development. (Bethell, 2011). Providers are taught to determine ASQ scores as well as to use the screening process to improve parent observation abilities. This is a vital component that allows parents to continuously support their children's development while also knowing when to seek outside assistance (ww.harderco.com, 2018).
California has a chance to capitalize on existing HMG (Help Me Grow) infrastructure to meet the city's early childhood system reform goals. Help Me Grow's role in California's Early Identification and Intervention System provide examples of creative local implementation initiatives, along with suggestions for creating fair and long-term developmental assistance for all California children (https://first5center.org).
California's local early identification and intervention (EII) systems currently include the HMG (Help Me Grow) program, and the city should think about utilizing or expanding it while also learning from it. About half of the California counties have adopted and used the HMG model since 2005. The lessons learned from the city's HMG implementation can assist the city improve the EII system so that every child in California receives timely developmental screening and kids who need help get it are given the right interventions. (https://first5center.org).
Feasibility of the Program
The proposed “Early Signs” program is being designed to improve early identification and intervention awareness amongst education providers, parents, and family advocates. Consistency is essential for effective communication, planning, and tracking ensuring children are being screened in a timely manner. The Early Childhood Developmental Disability Awareness Program would be a comprehensive, multi-faceted program that aims to educate and raise awareness about developmental disabilities in early childhood. The program would be offered in a variety of different settings, including schools, community centers, and healthcare facilities. This would allow for easy accessibility and reach a diverse audience.
The program would be tailored to different audiences, such as parents, educators, healthcare professionals, and community leaders. For example, the program offered to parents would focus on identifying and understanding developmental disabilities in early childhood, while the program offered to educators would focus on creating inclusive and supportive learning environments for children with developmental disabilities.
The program would likely be offered in a series of sessions, with each session lasting around 2 hours. This would allow for a comprehensive understanding of the material while also being manageable for busy schedules. The program would consist of a variety of different components, such as lectures, interactive activities, and group discussions. The lectures would provide an overview of developmental disabilities and their impact on early childhood, while the interactive activities and group discussions would allow for a more hands-on approach to learning and understanding the material.
The program would also include guest speakers, such as parents of children with developmental disabilities, and healthcare professionals, who would share their experiences and provide valuable insights. Overall, the Early Childhood Developmental Disability Awareness Program would be a comprehensive and inclusive program that aims to educate and raise awareness about developmental disabilities in early childhood, while also providing valuable resources and support for those affected by these disabilities. (Hayes & Bulat, 2017)
References
1. Bethell, Christina D. et al. (2011). A National and City Profile of Leading Health Problems and Health Care Quality for US Children: Key Insurance Disparities and Across-City Variations. The Journal of Pediatrics.
2. (https://first5center.org)
3. (www.harderco.com., 2018)
4. Macrides, Paula & Susan Ryherd. (2011). Screening for Developmental Delay. American Academy of Family Physicians
5. Hayes, A. M., & Bulat, J. (2017). Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. In PubMed. RTI Press. https://www.ncbi.nlm.nih.gov/books/NBK554622/
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