Action plan for Advocacy issue in Early Childhood

Running head: ADVOCACY 1
Advocacy
Name
Institution

ADVOCACY 2
Action plan for Advocacy issue in Early Childhood
The Issue Early childhood education programs for
children with additional needs play a critical
role in enabling different stakeholders to
identify the development issues with respect
to these children. These services are often
provided and governed by legislation, state
agencies among other institution that require
significant funding in order to offer favorable
services to the needy children (World Health
Organization, 2017). Since this exercise is
costly, majority of schools and local
intervention providers ought to continually
seek other avenues of funding to ensure that
children as well as families’ rights are
protected. It ensures that the appropriate early
childhood special education services are
offered. This particular exercise often require
various teams which include grant writers,
special education teachers and physical
therapist whose work is to ensure that
children with additional needs access the
assistance that they need (Black et al, 2017).
The funding is normally provided for these
children after they are found to be eligible
after screening. The local government is then
responsible for budgeting and grants. This is
because special education require staff that
are specialized in that kind of work. This
implies that the school system along with the
local government will have to pay for these
services. In most cases, the funding is usually
not sufficient leading to these services being
offered based on budget restrictions.
Outcome The main goal of this advocacy for children
with additional needs is to ensure that even
though it is unlikely for them to get funds, it
requires a collaboration between the schools,
specialists, educators and parents. All these
stakeholders need to come together and
ensure that required service is offered among
the children with additional needs.
Objective Of importance is the identification of early
childhood education services that these
children may require. One particular objective

ADVOCACY 3
is to be able to detect the potential delays
among the children as early as possible in
order to be able to provide the necessary
intervention that is needed. Majority of states
are often required to offer parents with the
opportunity to find out about early
intervention service locally (Richter et al,
2017). In such a scenario, children may be
referred to the local early interventionist
through recommendation by pediatricians. In
the event that the assessments is completed,
the families and early intervention agencies
evaluate whether the children require special
needs. These early intervention often require
families to offer service plans where a service
provider is assigned to visit the homes and
demonstrate skills that can be used to assist a
child in developing. In cases where the child
requires specific service, a provider is
normally assigned. If a child is deemed fit for
the special services, they are often listed to
receive special education within the local
district for special education classrooms
(Mertler, 2019). The children are then
provided with a special education teacher
along with a specialist to offer various
services during normal schools period.
Normally, the family is also included in the
development of services based on each action
plan for a specific child.
Support For Children This advocacy policy aims to support the
children seeking early childhood special
education services. These children fall
between 0-5 years of age. According to
various institutions such as private grant
organization often provide support in terms of
funding for these services. Based on law,
families and children have the right to cover
the processes required for these services.
Since the children are young and often lack
predominant features and physical
impairments that restrict them form
developing together with their peers (World
Health Organization, 2015). These
development delays are often evaluated by