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Infant Toddler Development Training
Module 4, Lesson 3

Activity #3
Getting to know Daniel, the Miracle Baby

Go to this resource to get acquainted with Daniel

  • Review his history.
  • Read his home visit case notes.

As you read about Daniel, pay close attention to his challenges in the area of motor development. If you were on the IFSP team, suggest one motor skill and method for Daniel to work on for his new IEP? How might that motor skill suggestion overlap with skill development in other areas?


Activity #4
Using Assistive Technology Devices - High and Low tech

Read about assistive technology in Baby Power: A Guide for Families for Using Assistive Technology with their Infants and Toddlers from the National Center to Improve Practice in Newton, Massachusetts. Focus on Chapters 1, 2 and 3 for this activity.

Chapter 1: Assistive Technology and Infants and Toddlers

Chapter 2: Parent-Professional Partnerships in Early Intervention

Chapter 3: Positioning and Mobility

During your reading, consider at least one device you feel confident in using and modeling as you coach families. Next, reflect on whether there are some on which you will need more information in each of the areas you read about.


Activity #5
The Valuable Outdoors as a Physical Therapy Context

Read Choosing Children's Play Equipment from the Disabled Living Foundation. This article can be found from the Resource Bank. Note: England has long been a promoter of the outdoors and makes important accommodations for children with special needs.

Consider how the ideas presented in the article might help caregivers and families in their own backyards to build or accommodate play outdoors.

Lesson 3 Highlights

  • Motor skill development is steady and intrinsically motivating for infants and toddlers.
  • Simple daily household routines, such as dusting are wonderfully enjoyable and help toddlers develop valuable motor skills with adult guidance and support
  • It is important for caregivers to understand the families' expectations for motor development, care and feeding routines and cultural traditions.
  • Family-centered intervention is still an evolving field with room for growth and need for training
  • Outdoor play areas can and are being adapted to accommodate children with motor delays or disabilities.


Bruder, M.B. (2000). Family-centered early intervention: Clarifying our values in the new Millennium. Topics in Early Childhood Special Education, 20(2), 105-115, 122.

Baghwanji, Y., Santos, R.M., Fowler, S.A. (April 2000) Culturally and Linguistically Sensitive Practices in Motor Skills Intervention for Young Children CLAS EC Research Institute Technical Report #1 (also found at http://www.clas.uiuc.edu/techreport/tech1.html )

Deiner, P.L. (2005) Resources for educating children with diverse abilities: Birth to eight, 4th Ed. Clifton Park, NY: Thompson Delmar Learning.



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