Early Intervention and Additional Support for Children with Additional Needs

This article discusses the process of early intervention for infants and toddlers with disabilities, including the services provided and its importance for growth and development. It also explains how to access additional support within early years settings and identifies key people involved in planning activities to meet additional support needs. References are provided for further reading.

Children with additional needs

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................1
REFERENCES................................................................................................................................2

INTRODUCTION
MAIN BODY
Q1- Explain the process of early intervention.
Ans. Early intervention services are special kind of services, provided to toddlers and infants
with disabilities. It is designed with aim to identify and fulfil special needs of the infants with
disabilities (Bajwa and et. al., 2019). This assist infants in basic learning and develop skills
during their early three years. Early intervention services comprises physical therapy,
physiological services, nutritional services, nursing services and audiology services. Early
intervention is very crucial for the growth and development of the children who born with
disabilities. It also develops and improves quality of infant's family relationship. It is also very
crucial for the improvement of mental health (Hoi and Mu, 2021).
Q1- Explain how to access additional support within early years settings.
Ans. Additional learning supports are provided to the children who are struggling with learning
at their early age. It assists them to develop their skills and make curious about the thing
happening around them. Additional educational supports are provided with aim of identification
and assessment of specific educational needs meeting with requirements (Lunt and Evans,
2018). To access additional support to the children at their early stage they need to be involved in
drawing, painting and playing with building blocks in order to enhance their cognitive skills.
Q1- Identify key people that could be involved in planning activities to meet additional
support needs.
Ans. School staffs, parents and health care profession are the people who are involved in
planning activities to meet additional support needs (Luthar and Mendes, 2020).
CONCLUSION
1

REFERENCES
Books and Journals
Bajwa and et. al., 2019. Psychological capital and life satisfaction of refugees in Canada:
Evidence from a community‐based educational support program. Journal of community
psychology, 47(3), pp.504-516.
Hoi, V.N. and Mu, G.M., 2021. Perceived teacher support and students’ acceptance of mobile‐
assisted language learning: Evidence from Vietnamese higher education context. British
Journal of Educational Technology, 52(2), pp.879-898.
Lunt, I. and Evans, J., 2018. Dilemmas in special educational needs: some effects of local
management of schools. In Special Educational Needs Policy in the 1990s (pp. 29-50).
Routledge.
Luthar, S.S. and Mendes, S.H., 2020. Trauma-informed schools: Supporting educators as they
support the children. International Journal of School & Educational Psychology, 8(2),
pp.147-157.
Norwich, B., 2018. Has ‘special educational needs’ outlived its usefulness?. In Special education
in Britain after Warnock (pp. 43-58). Routledge.
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