AN INTERVENTION PROGRAM FOR A CHILD

An Intervention Program for A Child



An Intervention Program for A Child

Introduction

Although every one of our senses plays a role in early development, vision and hearing certainly seem to lead the way. Much of early parent/child bonding has to do with the child's ability to make eye contact and sustain a gaze with his parents, respond to their voices by gurgling and cooing, and to be comforted by the sight and sound of them. Much of the reason an infant tries to move is because he sees or hears something that intrigues him. (Texas Department of Health, 1994) He learns that things and people exist in the world primarily because he sees and hears them come and go. He visually tracks an object he pitches to the ground or hears it hit the floor. That tells him the object still exists, even though it is not in his hands any longer. When she cries she can hear Daddy calling to her or see Momma walk into the room. She can inspire her parents to linger and play with her by cooing and making eye contact, the earliest form of conversation. He learns about size, shape, color, functions of objects, social interactions, and so much more just by listening and looking at the world at work. Early development has critical links to a child having full use of his/her vision and hearing. When these senses don't work perfectly or not very well, everything is impacted.

Children with such problem as Zacharia have, faces some unique challenges in the educational environment, especially if they have vision and hearing loss. It is important that parents and educators work together to get accurate information about hearing and vision function. This information should be reassessed periodically and there should be regular monitoring of their health, vision, and hearing. When the child has both hearing and vision loss, even in mild forms, the teacher of the visually impaired and the teacher of the deaf and hearing impaired should lend their expertise to any considerations by the IEP team. Appropriate classroom modifications and adaptations to instruction should be made to meet the child's needs in being able to access information in his or her educational environment. A child with Down syndrome typically has great potential, but he must have the appropriate supports to be successful in a school placement.

Long And Short Term Goals

If there is a concern about vision or hearing, intervention program should make a referral to the appropriate medical professional. Parents and professionals must keep a close watch on a child's progress related to vision and hearing. Hearing and vision issues must not be ignored, especially if the child has other disabilities. When a problem is suspected, no time should be lost in following up on the concern. We owe it to our children not to lose that critical window of time between birth and age three. When early intervention can make such major differences in life-long functioning, they can't afford ...