Abstract
The purpose of this session is to discuss issues regarding intervention for young children in inclusive settings. Although effective instruction or intervention to promote the development of young children with disabilities can take many forms, intervention consistent with the philosophy of inclusion must logically take place where infants and toddlers typically spend time- in homes, community, and preschools or child care. These settings offer many intervention opportunities. The adults present must learn to recognize them and to intervene with appropriate techniques.
The provision of intervention in everyday settings raises two levels of issues:
1) How best to teach adults to use intervention techniques. Examples for discussion will be presented from Strategies for Preschool Intervention in Everyday Settings, a field-tested curriculum for instructing adults.
2) Another level of issues addresses optimal intervention strategies. Specific outcomes associated with particular intervention strategies cannot be predicted with certainty. Thus, intervention outcomes for individual children must be carefully monitored. Professionals and family members who participate in decisions about how to configure intervention must base the selection of intervention strategies on information. This brings the discussion full circle, for adults must learn ways to reliably monitor outcomes.
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