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Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
Parent reports using such measures repeatedly indicate that the 7%-12% of children show early social-emotional problems or delays. [34] Increasing evidence suggests that these problems remain moderately stable over periods of 1–2 years, suggesting clinical and societal benefits to early identification and intervention. [34]
Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight. [1] Traditionally, this is up to the equivalent of third grade. [2] ECE is described as an important period in child development.
The response to intervention model advocates earlier intervention. In the discrepancy model, a student receives special education services for a specific learning difficulty (SLD) if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ .
The American psychiatrists Sally J. Rogers and Geraldine Dawson began developing the Early Start Denver Model during the 1980s. [1] While working at the University of Colorado, in Denver, Rogers provided what was first called the "play school model" of intervention which was applied to children in preschool during their regular play activities. [2]
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The Individuals with Disabilities Education Act, formerly known as the Education for All Handicapped Children Act, is a United States federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities.
School-based prevention programs aim to enhance student success by providing school-wide education, skills training, and support. These programs focus on developing interpersonal and communication skills, increasing self-awareness, and addressing risk factors that contribute to harmful behaviors.