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7: The Purpose, Process and Practice of Progress Monitoring, Screening and Evaluating for Determining Eligiblity for Special Education Support and Services

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    It is essential that early childhood educators be able to recognize typical from atypical development. With typical development, there are certain behavioral expectations and developmental milestones that children should master within certain age ranges. Any behavior and development that falls outside of the standard norms would be considered a-typical. As early care providers, how do we know whether a child’s development is happening at a normal, excelled or delayed pace? How can we be certain that we are providing an optimal learning space for each child? As intentional teachers our goal is to accommodate all the varied skill levels and diverse needs of the children in our classrooms. Additionally, we must provide a safe, nurturing and culturally respectful environment that promotes inclusion so that all children can thrive. In this chapter we will examine the purpose, process and practice of monitoring, screening and evaluating young children. If we are to effectively support the children and families in our care, we must be able to identify a child’s capabilities and strengths early on, as well as recognize any developmental delays or developmental areas that may need additional support. Additionally, we must be aware of the resources and services that are available to support children and families.

    By the end of this chapter, readers will be able to:

    1. Describe how multi-tiered systems of support (MTSS) can help ensure all children have access to the instruction and support necessary to make progress and be successful.

    2. Describe the difference between universal and developmental screening tools and describe how they can be used with other data to identify students that may be potentially at-risk of delays or disability.

    3. Name at least two early childhood developmental screening tools.

    4. Describe the legal requirements of an assessment conducted for the purposes of determining a child's eligibility for special education and support as described in the Individuals with Disabilities Education Act.

    Contributions from

    Michelle Sands, Northern Illinois University

    This page titled 7: The Purpose, Process and Practice of Progress Monitoring, Screening and Evaluating for Determining Eligiblity for Special Education Support and Services is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam via source content that was edited to the style and standards of the LibreTexts platform.