Early intervention is essential for children who are struggling to meet developmental milestones. By providing early support, schools and centers can help children close the gap and succeed in school, while also supporting staff and administrators to feel more equipped and confident in their skills and processes.
Research shows that children who participate in high quality early learning programs are more likely to graduate from high school and are more likely to achieve post-secondary education. Additionally, strong early learning programs can provide crucial and valuable information about early intervention support for children who may later be identified with special needs. Specific processes that document, identify, and support collaboration between various stakeholders help support students during these critical times of cognitive, social and physical development.
Education Modified’s new Professional Development opportunities for Early Childhood support teachers in these programs by providing interactive, research-based and customized sessions, along with tangible resources they can walk away with to implement right away.
In these EdMod PD sessions, teachers can learn and explore:
- Foundational information & common misconceptions about early intervention & inclusion for early childhood education
- Learning gaps & early behaviors associated with disability classifications
- Common accommodations provided for early intervention
- Best practices for early intervention
- Behaviors of students with disabilities and root causes
- How to build relationships that promote respect and guide behavior in the classroom
- Where to Find Typical Areas of Need (Skill Gaps) for student behaviors
- How to collaborate with teams to manage behaviors consistently across an organization
Based on the survey results from teachers and leadership, our early learning programs find these PD sessions to be ‘extremely beneficial’. Teachers report feeling ‘more confident in their ability to identify and support children who need early intervention’. They also report feeling ‘more connected to the other professionals on their team’.
Teachers rated the PDs as ‘helpful’ and ‘informative’. They also appreciated the opportunity to learn from other professionals and to share their own experiences.
Additional participant feedback included:
- Requests for more time and additional professional developments on these topics
- A desire to dive deeper with more examples for their specific age-groups and classroom environments
- Additional time for more questions and discussion
- Helping to shift perspectives and find ways to connect to students
- Helping to validate teachers and recognizing they’re part of a team
To learn more about these PD opportunities and others, please visit our website at https://educationmodified.com/professional-development/ or contact us at Learn@educationmodified.com today.
