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Children's Medical Services - Special services for children with special needs
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Infant Toddler Development Training
Module 4

Module Description

The focus of this module is on curriculum with each infant and toddler's IFSP serving as the foundation for curriculum planning. Background is provided on the history and evolution of services for infants and toddlers with special needs culminating in contemporary blending of care and education for all infants and toddlers. The five lessons in the module focus on helping children reach functional outcomes. Although Lessons 2 - 5 focus on separate developmental domains to ensure that activities for each are clearly delineated, the module attempts to show the holistic nature of providing curriculum for infants and toddlers across domains, often simultaneously. Each lesson includes suggestions and reflections for the ITDS to appropriately coach and model developmentally and culturally appropriate practices for families and other caregivers.

Required Readings

The required text for this module is: Sandall, S., McLean, M.E., Smith, B.J. (Eds.) (2000) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Denver, CO: Division of Early Childhood. Learners will also need to access the Resource Bank for Adobe Acrobat (PDF) documents and website material. Learners should be aware that links to websites and additional articles are likely included within the various lessons of this module. Participants are expected to carefully read assigned materials and be prepared to answer questions regarding all content during the self assessments and final evaluation.

Module Objectives and Corresponding Florida Department of Health (FDOH) Competencies

  1. Discuss the evolution of the blending of the fields of Early Childhood, Early Childhood Special Education and Compensatory Education to contemporary best practices for infants and toddlers with special needs in everyday routines, activities and places. (FDOH - A1)
  2. Demonstrate knowledge of relevant legislation impacting infants, toddlers, young children who are developmentally delayed/disabled and their families including, but not limited to: Individuals with Disabilities Education Act (IDEA, Parts B and C) and the Americans with Disabilities Act (ADA). (FDOH - A6)
  3. Identify and apply knowledge of similarities and differences between Developmentally Appropriate Practices (DAP) for infants and toddlers without special needs and accommodations for infants and toddlers with special needs. (FDOH - F5)
  4. Identify and describe assessment-based curriculum models for infants and toddlers with special needs and individualized curriculum models for all infants and toddlers from diverse cultural and linguistic backgrounds and with developmental differences.
  5. Identify and use developmentally and functionally appropriate materials, equipments and environments that support motor, social-emotional, language, communication, and cognitive development. (FDOH - G11)
  6. Identify the relationship of an infant/toddler's functional outcome goals on his/her IFSP created by the family and other team members with integrated interventions that focus on children's interests within the context of family preferences and daily routines, including natural interactions with family members and other caregivers. (FDOH - G11)
  7. Demonstrate ability to provide periodic evaluations of the child's progress as indicated in the IFSP. (FDOH - G12)
  8. Describe ways to assist the family in accessing services in the most natural service delivery environments including: home, sitter's home, daycare home, family member's home, neighborhood play group, child care with appropriate ratios of typically/atypically developing children, community setting, and other individualized options. (FDOH - G9)
  9. Demonstrate ability to determine appropriate developmental interventions to be included in the IFSP that will reduce stress, promote self-regulation and interaction. (FDOH - F7)
  10. Identify methods for assisting the family in accessing resources in the community outlined in the IFSP, while considering the unique needs of the family including: emotional, language, cultural, religious, and geographic. (FDOH - G7)
  11. Describe ways to use evaluation and assessment information to formulate outcomes and to identify effective strategies, activities and resources that address those outcomes. (FDOH - F3)
  12. Demonstrate the ability, with the family and other team members, to develop a plan to deliver services in natural environments. (FDOH - F6)
  13. Identify ways to collaborate with service providers (including family members) and to evaluate appropriateness of curricula being used to plan for daily activities while considering the child's physical, cognitive, social-emotional, self-help/adaptive skills, and language development. (FDOH - G10)
  14. Identify resources within the child's family and community. Provide examples of assistance for the family to integrate their infant or toddler into the most natural learning environment to the greatest degree possible using everyday routines, activities and places. (FDOH - F4)
  15. Demonstrate knowledge of the federal requirements and state regulations for transition. (FDOH - A7)