Early Intervention & Early Identification
Some children may miss some learning and developmental milestones due to conditions discovered at birth, special needs, or developmental delays that occur early in life. Among people with disabilities, children are especially vulnerable because disability is not detected at an early stage and delays in rehabilitation activities can lead to developmental delays.
The benefits of early detection and intervention for disability in young children are well known, while omissions can have negative consequences for disability status and long-term development. For example, early identification can help create an enabling environment where families, health and education professionals are better equipped to support the development, inclusion and active participation of children with disabilities. Early identification and intervention for children with disabilities can greatly improve long-term outcomes, but in developing countries, such as many on the Pacific coast, such programs and methods can be costly and must compete with other needs. This review shows that early diagnosis and intervention programs are needed to improve developmental delays and disability.
Incorporating early assessment and intervention programs into routine pediatric care is likely to have the greatest impact on the quality of life of these children. Findings suggest that early intervention provides important support to families of young children with disabilities.
At age 3, if the child still needs help, they may be referred to the school for special preschool education. However, when a child is referred, assessed and identified as suitable, early intervention services provide life support so that children with developmental needs can grow and develop. Appropriate recognition of delay is necessary for referral to early intervention services that help these children overcome or improve motor dysfunction and help families become more confident in caring for children with special needs.
Early intervention services are important for improving a child’s development, both in terms of their direct impact on the child and how they benefit the family by strengthening and empowering the supportive environment. Early placement in schools for children with learning disabilities can help put children on the right track at an early age so that they receive the care they need from experienced educators who understand each child’s disability. The sooner learning disorders are diagnosed and treated, the more likely children are to achieve their potential. On the other hand, if a learning disability is detected early, steps can be taken to help children acquire the skills they need for successful adulthood.
This can affect both the well-being of the family and the development of a child with special needs. Family-friendly services are designed to help family members understand their child’s special needs and learn how to improve their development. The purpose of early detection is to determine which children have developmental problems that may interfere with learning or put children at risk.
The systematic review examined the effect of early intervention from birth to 18 months of age on motor development in children at high risk or with impaired motor development.
Early action helps children communicate, play and learn with the world now and in the future. “If it’s autism, waiting for the kids to catch up on their own won’t work. They may think their kids are just slower than everyone else and will catch up to their peers sooner.
For example, while children with less severe ASD symptoms can often receive interventions and benefit greatly from increased support..People diagnosed with ASD and less supportive needs may have symptoms similar to other developmental disorders, and even people with significant support needs may have symptoms that overlap with other disorders (eg, nonverbal learning, social communication barriers).
Parents are the most important members of a child’s Individualized Education Program (IEP) team. Young children through early intervention systems, preschool and school age come to mainstream & perform well in life.