Early Childhood Tips

National Resources for Families

YAI/NIPD Network Resources

Building a Foundation for Success:
Andre’s Story

Andre and Bernadette

When it comes to building a foundation for success with children with developmental disabilities and delays, there is no question that Early Intervention and early childhood services can make a world of difference.

Just ask Dr. Bernadette Flynn, Director of the New York League for Early Learning (NYL), an agency of the YAI/National Institute for People with Disabilities Network that provides services to infants and children up to the age of five.

Recently, Bernadette received a friendly but mysterious e-mail. The subject was: “Your Former Student Andre,” and all it said was “THANK YOU!”

Bernadette remembered Andre, who was one of her very first students in the mid-1980s, when she was a new teacher at what is now the NYL William O’Connor Bay Ridge School in Brooklyn.

“Andre was a handsome and bright child,” Bernadette recalled. “Diagnoses for PDD or Aspergers were not really given back then, but he had speech delays and stayed to himself.”

Andre’s family remained connected to the school for a few years after Andre graduated, but then lost touch.

Bernadette wrote back to Andre to say that it was good to hear from him and to ask why he was thanking her. He wrote back:

“I just graduated from BrooklynCollege with a Bachelor of Fine Artsdegree. When I was two-and-a-half years old my parents were told that I would never go beyond the fifth grade. I was happy to disprove that analysis. Thank you for all your support when I needed you.”

Andre’s message brought tears to Bernadette’s eyes. “It just speaks to what the YAI/NIPD Network is,” she said. “It is a reminder that every day we have the opportunity to truly change a life and to create hope, opportunity and success that will last a lifetime.”

What is the definition of a child with “special needs?”

• There is no single definition for a child with special needs.
• This term can apply to children who do not meet developmental milestones such as responding to their name, crawling, sitting, talking, cruising and walking within typical age ranges.
• Children who do not respond to loud noises and appear to have a hearing deficit may instead have developmental disabilities or delays.
• This term may be used to reflect a child who requires additional support in a classroom environment.
• Consult your pediatrician if you think your child is not meeting developmental milestones within the typical age range. Between the ages of 12 and 24 months it is particularly important to have your child seen by a pediatrician in order to assess developmental milestones.

What are some of the warning signs that a child may have a developmental disability or delay?

• There are typical age ranges for infants and children to reach developmental milestones. However, each child develops at a different rate.
• General developmental guidelines suggest that by 18-24 months children should be:
  • Turning over and making noise
  • Responding to their own name
  • Crawling
  • Talking
  • Cruising/walking
• Regular pediatric care and evaluations can help identify potential developmental delays.
• Your physician should always be consulted if you believe that your child is not reaching developmental milestones in the typical timeframe.
• You are your child’s strongest advocate and you know them best. Provide your pediatrician with as much information as you can. The more doctors know from you, the better they are able to help your child.

If a parent suspects that their child has a developmental delay, what’s the first thing they should do? 

• First, see your pediatrician.
• Inquire about Early Intervention. Although it varies from state to state, each state has a federally mandated Early Intervention program that can serve children from birth to three years of age.  In order to receive Early Intervention services, a child needs professional evaluation by a team including a physician, educational specialist, psychologist, speech therapist, occupational therapist and physical therapist.

What kinds of questions do I ask my pediatrician?

• No question about your child’s health and well-being that crosses your mind should go unasked. Some things you may want to ask:
  • Is this a developmental disability that is treatable, and what services may my child need?
  • What services are available?
  • Should I seek additional evaluation and/or treatment from specialists?
  • Who do I contact to receive Early Intervention services?
  • What can I do to help my child before services are in place?

What kinds of services does Early Intervention include, and how does it help children with special needs?

• Early Intervention services include home and community-based educational, occupational, physical and speech therapy. 
• Services help children build motor and language skills, and encourage intellectual, emotional and social development.
• Service Coordinators assist in communication between family and treatment team to ensure comprehensive, coordinated care.

At what point should I start Early Intervention services?

• The earlier the better. Studies show that babies develop very quickly and that the brain is much more adaptable at a young age.
• Receiving services early on maximizes a child’s potential to lead a more productive and fulfilling life.

What is available after Early Intervention?

• Options vary from state to state. In some states, children are eligible for center-based preschool programs.
• If children are not eligible to attend a private preschool paid for by the their local school district, parents may have to pay for these educational services.
• After preschool, in the United States every child is entitled to a Free and Appropriate Public Education (FAPE) that meets their needs so that they may be educationally successful.  

What are the key considerations in finding the right school for a child with a developmental disability or delay?

• If your child is enrolled in an Early Intervention program, your Service Coordinator can be helpful in finding a preschool.
• Contact agencies like YAI in your state who offer Early Childhood programs.
• Nothing is better than a site visit in helping you determine if a school is the right place for your child.
• Key considerations in finding the right school include:
  • Does the program have an individualized approach?
  • Does the approach encourage parent involvement?
  • What is the professional certification of staff?
  • What is the teacher to student ratio?
  • What teaching techniques are used?
  • What is the structure for daily activities?

How can I tell if my child is making progress?

• Each child is different and matures and develops skills at a different pace. 
  
• Some development is evident more immediately, and easier to measure.
• Pediatricians should measure motor, sensory, language and cognitive development each year.

If I think my child is not progressing, what should I do?

• Raise your concerns with your child’s teachers and therapists. What you see at home may not reflect the progress your child is making at school. Often, new skills acquired at school don’t immediately carry over to other environments. Ask teachers and therapists what you can do to continue and build upon your child’s learning at home.
• If you are still not convinced over a period of time that your child is making progress, seek an additional evaluation from a certified child development specialist.

Parents of children with disabilities will experience a range of emotions.  Where can they receive help?

• Parents need support in order to help their children with developmental disabilities and delays. 
  
• Seek workshops, support groups and help for parents from agencies like YAI in your area.
• Parents should feel empowered to help their children — attend conferences when possible that address parent-friendly interventions for children with special needs.
• Connect with online communities for parents of children with special needs.
• Partner with doctors, specialists, teachers and other community members to build a network of support for you and your child.