As part of a study to determine what role school psychologists might best fill in infant and preschool programs, a survey was conducted of school psychologists currently working with elementary-and high school-age children and of early childhood special educators employed in preschool and infant programs. The survey endeavored to ascertain how each of these groups viewed the school psychologist's role, and what each group thought the school psychologist could best contribute to early childhood and infant programs. Two sets of questionnaires were analyzed representing 50 early childhood special educators and 82 school psychologists. The first examined the possible situations in which early childhood special educators might request assistance from a school psychologist. The second questionnaire asked participants to rank order their preference of consultation models. Results indicated that the two groups hold very different perceptions concerning the role of the school psychologist in early intervention programs. Implications of the survey are discussed in terms of service delivery and of school psychology training.The past decade has witnessed a continuing rise in the number of preschool children with handicapping conditions who receive early intervention services in public programs. These services are increasingly being delivered in and by public schools as more states extend their special education mandates to include children below age five.The recently enacted PL 99-457 requires that each participating state name a lead agency to oversee the development of early intervention services for its birth-to-five pop-
A follow-up study of the graduates of an infant stimulation program was conducted in order to determine (1) the subsequent educational placements of the children, (2) the subsequent medical histories of the children, and (3) the parents' perceptions concerning the efficacy of the early intervention program. Forty-two primary caregivers of graduates of an infant stimulation program were intervlewed by means of an orally administered questionnaire. Question categories included medical and educational diagnoses and history, parents' perceptions of the child's effect on the family, the degree to which family members were involved in the program, and an open-ended question designed to explore the parents' feelings about their life with their handicapped child. Results indicated that children's medical diagnoses tended to be serious, ranging from Down syndrome to brain damage, and approximately two-thirds of the children remained in some kind of special education program full-time. About 20% were mainstreamed, and another 15% were placed in regular classrooms full-time. Parents generally were very positive about their infant's participation in the stimulation program. Mothers were involved in the program to a significantly greater extent than fathers.
Identification et traitement des facteurs de risques précoces aux États-Unis Un nombre important d'enfants à risques de troubles développementaux naissent aujourd'hui aux Etats-Unis. La cause principale du phénomène revient aux conditions de santé des mères et à leur statut économique. Les mères pauvres qui abusent des drogues ou de l'alcool ou encore qui font partie des mères adolescentes présentent les risques les plus élevés de donner naissance à un enfant prématuré et/ou à un enfant de faible poids à la naissance. Cet article donne un tableau des risques encourus dans ces situations et présente les interventions prévues aux États-Unis. La prise en charge en unité de soins intensifs est la solution la plus habituelle mais aussi la plus onéreuse pour les enfants à risques. La mise en place de programmes de prévention serait sans doute plus acceptable d'un point de vue social et moins coûteuse. Ces programmes permettraient une meilleure accessibilité aux soins prénataux, une nutrition plus adaptée pour les mères enceintes, une meilleure diffusion des traitements contre la drogue, et une politique plus efficace de planification des naissances basée sur des campagnes d'information des jeunes adolescents scolarisés. La politique sociale américaine n'adopte malheureusement pas ces programmes de prévention pour les familles démunies.
In order to provide comprehensive services to young handicapped children (ages birth to five) in a state characterized by great geographic expanses and inaccessible mountain regions, with resulting difficulties in communication and service delivery, a cooperative effort was launched by the state university and the state education agency for the assessment of need and the provision of teacher training in remote areas. This model, which makes use of such cost-effective measures as telephone and mail surveys, on-site follow-up interviews, a micro-teaching module for practicum supervision, and short, intensive courses in remote areas of the state, is presented as having implications for other states with similar geographic problems. It is suggested that in order fully to implement the spirit of P.L. 94-142, training for certification must be made available on a state-wide basis to all specialists who work with young handicapped children.
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