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7.4: Conclusion and References

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    Monitoring, screening, and evaluating children is both necessary and takes time and practice. Rather than waiting until there is a major concern, intentional teachers should conduct observations on a regular basis to closely monitor each child’s development. By watching children, we can find patterns. Once we understand the patterns, we can better understand why children do what they do, and ideally, we can create an inclusive learning environment that meets the needs of all our children. Understanding that over half of the children in your classroom may potentially have some special need, disability, delay, or impairment is crucial. It is essential to recognize that unless we observe regularly, we won’t be able to refer families in a timely manner to get the support services and professional help that they need. Research tells us that children who receive early intervention are more likely to master age-appropriate developmental milestones, have increased academic readiness and are more apt to socialize with their peers. It is important to remember that everyone in the classroom, including teachers, assistants, and directors and supervisors, should be involved with monitoring a child’s development.

     

    References

    Buzhardt, J., Walker, D., Greenwood, C.R., and Heitzman-Powell, L. (2012). Using techonology to support progress monitoring and data-based intervention decision making in early childhood: Is there an app for that? Focus on Exceptional Children, 44(8). https://pdfs.semanticscholar.org/d75c/60c8b296efa14216666d27902dae52ed5f53.pdf

    Division for Early Childhood. (2021). Position Statement on Multitiered System of Support Framework in Early Childhood. Retrieved from: https://files.eric.ed.gov/fulltext/ED631347.pdf

    Carta, J., & Young, R.M. (2019). Multi-tiered Systems of Support for Young Children: Driving Change in Early Education. Brookes Publishing. 

    Grisham-Brown, J., & Pretti-Frontczak, K. (2011). Assessing Young Children in Inclusive Settings: The Blended Practices Approach. Brookes Publishing.

    Grisham-Brown, J., & Hemmeter, M. (2017). Blended Practices for Teaching Young Children in Inclusive Settings (2nd Ed.). Brookes Publishing.

    Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004).

    National Academies Press. (2016). Moving from Evidence to Implementation of Early Childhood Programs: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

     

    Reflection Questions:

    1. What is the purpose of universal screening?

    2. How does MTSS support early intervention?

    3. Why shouldn't screening tool results alone be used to make decisions (RIOT)?

     

    Case Scenario:

    A child scores low on a screening and is placed in intervention without further evaluation.

    What steps were skipped?

     

    Contributions from

    Michelle Sands, Northern Illinois University

    This page titled 7.4: Conclusion and References is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam.