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The
MHS Disabilities Services Quality Improvement
Center is committed to providing MSHS programs
with current and useful information and resources.
Our web site is an extension of this commitment.
Throughout the various sections you will find
a multitude of useful information and resources
related to early childhood development and disabilities.
In our ever growing and diverse world of technology,
access to information is limitless and far too
abundant to capture it all in a small web site.
Our aim, however, is to provide MSHS programs
with resources and links that support their efforts
in providing quality services to young children
and their families. Furthermore, we aim to provide
links and/or information about resources that
support current MHS initiatives and are tailored
to meet the needs of culturally, linguistically
diverse families and their children with disabilities.
Check
it out!
Our
updated links list
MHS
DSQIC - Interagency Agreement Checklist -
The following checklist highlights key content
for reviewing existing interagency agreement checklists
and to consider when developing new ones. Click
here to download the checklist, pdf format.
MSHS
QIC and MHS DSQIC - Mental Health Performance
Standard Checklist - The following checklist
highlights key topics for reviewing systems, policies
and procedures for supporting Mental Health and
wellness services within Migrant Head Start. Click
here to download the checklist, pdf format.
Early
Head Start National Resource Center Web Site Now
in Spanish--Spread the News! The Early Head
Start National Resource Center's web site is now
available in Spanish. It is available by clicking
on the link from the EHS NRC home page, www.ehsnrc.org,
or by going directly to www.ehsnrc.org/spanish.
A few sections remain under construction (Listserv,
guest book, and grantee locator), but they will
be coming shortly. Notify Stefanie Powers at SPowers@zerotothree.org
of any glitches encountered with the new site.
Early
Detection of Hearing Loss Critical to Language
Development--
Results from a series of studies of the language
development of young children with congenital
hearing losses found that the critical period
for language development is not lost when hearing
loss is identified before six months of age. http://216.239.33.100/search?q=cache:AOuNMfJYBuEC:www.medserv.dk/health/2000/02/20/story06.htm
Resources
- suggested references
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Gould,
P. & Sullivan, J. (1999). The Inclusive
Early Childhood Classroom; Easy Ways to
Adapt Learning Centers for All Children.
Beltsville, MD., Gryphon House, Inc. ISBN
0-87659-203-5. http://www.gryphonhouse.com/search.cfm
"All
children in early childhood programs need
nurturing and stimulating learning environments,
but children with special needs may also
require some modification of typical classroom
experiences in order to thrive. These modifications
can seem overwhelming to busy teachers who
must decide whehter the environment, the
classroom equipment and materials, the activities
themselves, or the expectations they have
of the child must change.
Each
chapter of The Inclusive Early Childhood
Classroom describes practical ways to adjust
centers and classroom routines for children
with special needs. The suggestions in each
chapter will enable all children to learn
by keeping them involved in developmentally
appropriate routines and center-based activities.
The
six categories of special needs that are
addressed in each chapter are: Developmental
Delay, Orthopedic Impairments, Pervasive
Developmental Disorder (PDD) and Autism,
Attention Deficit/Hyperactivity Disorder
(ADHD) and Behavioral issues, Motor Planning
Problems, Visual Impairments."
Copyrighted
material; Gryphon House, printed with permission.
For
more information, see our Resource
- Suggested References section. |
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Sandall,
S., McLean, M., Smith, B. (2000). DEC
Recommended Practices in Early Intervention/Early
Childhood Special Education. Longmont,
CO, SOPRIS WEST. ISBN 1-57035-0
http://www.sopriswest.com/swstore/product.asp?sku=659
New
guidelines from the experts on special-needs
children.
"From
the Division of Early Childhood (DEC), the
nonprofit organization whose mission is
to help children with special needs, comes
an important new resource for professionals
and parents.
DEC
Recommended Practices is a compilation of
effective practices designed to improve
the development and learning outcomes of
young disabled children. In producing this
book, DEC recognized that while families
and educators share the same goal of furthering
growth in children with special needs, the
meanings attached to that outcome often
differ. For example, parents may be looking
for their child's improved independence
or social competence - educators, for better
problem-solving skills. And, based on our
knowledge and beliefs, the methods we use
to reach that goal vary. Recommended Practices
outlines the practices that have proven
effective in attaining our common goal,
regardless of our personal definition of
"progress."
Based
on years of intensive research, the program
provides direction in assessment, intervention,
family-based practices, interdisciplinary
models, and technology applications. Each
chapter begins with an introduction written
by research chairs and includes key features
about the strand in discussion. A "definition
of terms" relating to each chapter
and a general glossary are also helpful
components that provide clarity to the information
presented.
Copyright
SORPIS West, cited with permission.
For
more information, see our Resource
- Suggested References section.
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