Posts
Research into the benefits of early childhood intervention, or early childhood special education, also known as early intervention ( EIP in Malaysia, where everything is abbreviated) has been consistent over the past two decades. The benefits far outweigh the negative aspects. The earlier intervention is provided the better the outcomes.
The approach to intervene early refers to providing medical or educational intervention from as early on as possible as soon as parents notice something that is not quite right. In Malaysia, some professionals and parents adopt the "wait - and see" approach. The rationale of intervening early is so that we don't wait until the child falls behind to provide educational / cognitive intervention.
Once the child has fallen behind and reached say age 6 or 7 years old, the intervention process becomes much more complicated and multi faceted. Typically, the"wait-and-see" approach causes unnecessary secondary problems that compound the issue such as emotional trauma of being labelled as being "stupid"or " retarded". Social isolation by peers as other children's parents stop them from mixing the "weird" or "problematic" child for fear it might rub-off on their own children! It is unfair and horrible but the reality of the matter is that, it happens here still!
By the time the child is older, the academic demands have increased too. So, what started out as a small problem or difficulty is now a major issue that is causing the child to fall behind at a rapid rate. Children with speech acquisition delays,for example, are another set of learners who suffer these consequences to the future in the long term.
Early Intervention programmes focus on working on skills that are in deficit early on. This then, reduces the gap between ability and achievement later on. IN the case of a child with a speech delay, if intervened early enough, the effects of good therapy would mean that the child has excellent strategies to cope with conversations later on, if the delay still persists. When speech is delayed, other language skills get delayed too. The building of vocabulary, verbal fluency, thought processing, and comprehension are just some of the areas that will not get affected is early intervention is conducted.
IN the case of young dyslexics or dyspraxics, a similar situation also applies. Most parents know when their child is not behaving as the peer groups are. Instead of making excuses and pretending nothing is wrong, it is better to seek early intervention straight away. This will help the child build all the underlying skills necessary for primary school.
If proper early intervention is carried out, there is no reason why learners cannot be integrated into the mainstream system. Once integrated, if they face minor difficulties, that can be supported by after school specialist learning support. Some schools even offer these services within the school timing.
From a financial perspective, it is cheaper to pay for early intervention than to pay for lifelong special education in a segregated setting because your child can no longer be integrated and catered for through the mainstream education system. And how many such schools are there in Malaysia? Do you think that your child deserves to end up unskilled because your personal ego got in the way of the child's potential and future?
The benefits of early intervention occur because the child's brain is still elastic and able to compensate for deficits that they are facing. Once older, the brain becomes less flexible to adapt and cope with deficits.
Again the benefits of specific programmes is a whole different story. Remember that a one-size-fits- all type of provision is going to provide a one-size-fits-all programme too! You want to find a programme that is put-together, specifically taking into consideration your child's facet of difficulties. In order to do this, the professionals have to be trained properly. If they tell you that every student of their's is doing the same programme, then, run!
The approach to intervene early refers to providing medical or educational intervention from as early on as possible as soon as parents notice something that is not quite right. In Malaysia, some professionals and parents adopt the "wait - and see" approach. The rationale of intervening early is so that we don't wait until the child falls behind to provide educational / cognitive intervention.
Once the child has fallen behind and reached say age 6 or 7 years old, the intervention process becomes much more complicated and multi faceted. Typically, the"wait-and-see" approach causes unnecessary secondary problems that compound the issue such as emotional trauma of being labelled as being "stupid"or " retarded". Social isolation by peers as other children's parents stop them from mixing the "weird" or "problematic" child for fear it might rub-off on their own children! It is unfair and horrible but the reality of the matter is that, it happens here still!
By the time the child is older, the academic demands have increased too. So, what started out as a small problem or difficulty is now a major issue that is causing the child to fall behind at a rapid rate. Children with speech acquisition delays,for example, are another set of learners who suffer these consequences to the future in the long term.
Early Intervention programmes focus on working on skills that are in deficit early on. This then, reduces the gap between ability and achievement later on. IN the case of a child with a speech delay, if intervened early enough, the effects of good therapy would mean that the child has excellent strategies to cope with conversations later on, if the delay still persists. When speech is delayed, other language skills get delayed too. The building of vocabulary, verbal fluency, thought processing, and comprehension are just some of the areas that will not get affected is early intervention is conducted.
IN the case of young dyslexics or dyspraxics, a similar situation also applies. Most parents know when their child is not behaving as the peer groups are. Instead of making excuses and pretending nothing is wrong, it is better to seek early intervention straight away. This will help the child build all the underlying skills necessary for primary school.
If proper early intervention is carried out, there is no reason why learners cannot be integrated into the mainstream system. Once integrated, if they face minor difficulties, that can be supported by after school specialist learning support. Some schools even offer these services within the school timing.
From a financial perspective, it is cheaper to pay for early intervention than to pay for lifelong special education in a segregated setting because your child can no longer be integrated and catered for through the mainstream education system. And how many such schools are there in Malaysia? Do you think that your child deserves to end up unskilled because your personal ego got in the way of the child's potential and future?
The benefits of early intervention occur because the child's brain is still elastic and able to compensate for deficits that they are facing. Once older, the brain becomes less flexible to adapt and cope with deficits.
Again the benefits of specific programmes is a whole different story. Remember that a one-size-fits- all type of provision is going to provide a one-size-fits-all programme too! You want to find a programme that is put-together, specifically taking into consideration your child's facet of difficulties. In order to do this, the professionals have to be trained properly. If they tell you that every student of their's is doing the same programme, then, run!
0 Comments